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模块7 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修七教案教学设计)

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篇1：模块7 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修七教案教学设计)

高二年级英语备课组集体教案

Module 7

Unit 1 Living well

组长李新钊

组员师朝关余继光张雪芹张彩凤

王晶李森陈茜

I．单元教学目标

技能目标Goals

▲ Learn about Disability and Life of disabled people

▲ Talk about Disability and Life of disabled people

▲ Practise Introduction and Wishes &congratulations

▲ Revise the Infinitive

▲ Write a letter of suggestion

II．目标语言

功

能

句

式 1. Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2.Wishes &congratulations

Congratulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performances.

You have my best wishes.

I’m very pleased for you.

I Hope it goes well for you.

That’s wonderful/amazing.

词汇 1. 四会词汇

disability, disabled, eyesight, drum, movie, ambition, beneficial, clumsy, adapt, motto, microscope, breath, absence, stupid, fellow, annoy, annoyed, industry, tank, independent, encouragement, conduct, politics, literature, resign, handkerchief, assistance, companion, latter, congratulate, graduation, certificate, architect, basement, elder, elderly, dignity, accessible, bare

2. 认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community

3. 词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4．重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

结

构 Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

重

点

句

子 I have learned to adapt to my disability.

Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

III．教材分析与教材重组

1. 教材分析

本单元以残疾及残疾人生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。通过本单元的学习，可以帮助残疾学生树立生活的信心，激励残疾人实现自身价值；同时又能教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。通过本单元的言语技能训练，要求学生学会使用正确得体的英语介绍他人和向他人表示祝贺。

1.1 WARMING UP 让学生了解残疾的种类，讨论各种残疾给人们的生活带来的种种不便，尽管如此仍然有许多残疾人在不同领域取得了非凡成就，为本单元的READING部分精彩故事做好了铺垫。

1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

1.3 READING课文是一篇以第一人称表述Marty身残志坚，以积极的态度快乐生活的故事。课文以网页的形式展示，能够吸引学生的注意力，引起学生的极大兴趣。

1.4 COMPREHENSION共有4部分，这4部分的设置由表及里，由浅入深，非常科学。第1部分是浅层次的事实核对题，旨在让学生了解Marty生活中遇到的各种困难和他对待生活的乐观态度；第2部分是深层次的理解题，要求学生在正确的理解课文的基础上，通过讨论得出结论；第3部分要求学生总结课文6段的段落大意。第4部分要求用3-4句话分别表述1）Marty的积极向上的生活方式; 2）人们怎样帮助Marty和像Marty一样的残疾人过上幸福生活;3)他的同学为什么改变了对待Marty的态度。

1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题练习，通过本单元的学习，要求学生熟练掌握不定式的各种语法功能。

1.6 USING LANGUAGE分为两部分，Listening and speaking是关于对残疾人Barry Minto的采访录音，要求学生能够通过录音了解Barry Minto的身体残疾和他取得的成就。同时通过听这个采访，要求学生掌握表示祝贺的常用句型。Reading, speaking and writing 部分要求学生先讨论腿脚残疾的人在电影院有可能遇到的困难，然后引出残疾Alice Major写给the new Bankstown电影院的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，要充分考虑残疾人的特殊需要。这封信后有说和写的练习题，通过不同的言语技能训练，完成本单元教学目标。通过读这份建议信，要求学生学会写建议信。

2. 课型设计与课时分配

Period 1 Word study &Warming up

Period 2 Reading

Period 3&4 Reading (Language points)

Period 5 Grammar

Period 6 Exercises

Period 7 Listening & Speaking

Period 8 Using language

Period 9 Writing

IV. 分课时教案

Period 1 Word study &Warming up

Teaching Aims:

1. To present the topic of this unit -- disabilities

2. To heighten students’ awareness of the challenges facing people with disabilities.

3. To learn some words and useful expressions in order to express their own feelings.

4. To promote the notion that students with disabilities have similar wishes and desires to non-disabled students.

Teaching Important Points:

How to improve the students’ speaking ability.

Teaching Difficult Points:

How to make the students gain enough information to express themselves.

Teaching Methods:

1. Pair work or group work to make every student join in the class activities

2. Discussion to make every student express himself freely.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedure:

StepⅠGreetings

T: Good morning, students!

Ss: Good morning, Miss Huang!

StepⅡWord study

Learn the words and expressions.

StepⅢPresentation

1. Show some pictures of the performance Qian Shou Guan Yin. Do you know them? Let’s see their performance.

2. What do the following words mean?

disabled: unable to use a certain part of one’s body

disability: the state of being disabled

disabled people : people with disability

( Disabled people are those who can’t use a certain part of the body . They can’t see, hear, speak, walk or behave properly.)

3. How many different types of disabilities do you know?

A .physical disability

deafness, dumb/mute, blindness, lame(跛足的), near-sighted, six fingers, color blindness, paralyzation( 瘫痪）hunchback, dwarf, armless, legless, handless…

B .mental disability

depression, learning difficulty, brain injury, phobias (恐惧症) …

StepⅣWarming up

1. Do you know?

1).Do you know anyone who is disabled around you? How does he or she deal with the disabilities?

2).Do you know any famous people who are disabled? What do they do?

(Show some pictures of some famous people who are disabled.)

Steven Hawking (1942- , England), speech impaired, can only move one of his fingers, Physicist / mathematician, made a research in the beginning of space, matter and time.In spite of his brain disease, he decides to continue with his research and writing, and his famous book “On History of Time” used to be a best seller.

Helen Keller(1882-1968, United Kingdom), blind and dumb, learn to read Braille (盲文), to speak and write .Finished the studies in Radcliff College. Became famous writer---“Three days To See.”

Franklin Roosevelt (1882--- 1945, America) a disease in legs and had to use wheel chair, the 32nd, 33rd and 34th president, and was selected the 35th a year before he died. The only one who was selected the president four times in American history.

Beethoven (1770 – 1827, Germany) Deaf, famous musician

Vincent Van Gogh(凡高), Epilepsy(癫痫症), painter

Zhang Haidi: writer, paralytic, in a wheelchair

Hu yizhou (1978---, China) some problems in his brain. His IQ is only 30. A famous conductor (指挥家）in the Chinese Disabled Art Group

Sanglan（桑兰）(1981 --, China.),a famous gymnast (体操运动员).She hurt herself seriously in a competition and can’t stand. She helped to bid Olympic Games and helped organize the Paralympics（残疾人运动会）

Deng Pufang: son of Deng Xiaoping, paralytic, wheelchair, chairman of the Chinese Disabled Union.

2. Read the introduction about the students. The students in the pictures each have a disability. With a partner, discuss what their disability might be. The following list might help you.

mental disability learning difficulty hearing problem

difficulty with eye sight brain injury loss of an arm or leg

severe illness deafness walking difficulty

Rada is mentally disabled.

Barry is vision impaired.

Sally was born with spinal bifida (脊柱裂）and relies on a wheel chair to get around

Gao Qiang has diabetes (糖尿病）.

StepⅤDiscussion

What do you learn from these disabled?

They’re broken in body but firm in spirit. （身残志坚）

StepⅥ Homework

1. Try to talk to disabled people and know more about them.

2. Preview “Marty’s story”.

Afterthoughts

Period 2 Reading

Teaching goals

1. Target language:

a. 重点词汇和短语

eyesight, drum, movie, ambition, disabled, beneficial, in other words, clumsy, motto, adapt, motto, microscope, out of breath, absence, stupid, fellow, annoyed, all in all, industry, tank, independent, make fun of, encouragement

b. 重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals

Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals

By talking about disabilities and life of the disabled, students will learn some positive stories of the disabled. This will help students understand more about how challenging life can be for the disabled.

Teaching important points

How positive stories about the people with disabilities inspire others.

Teaching difficult points

How to help student understand the difficulties the disable have to overcome.

Teaching methods

Discussing, explaining, reading and practising

Teaching aids

Multimedia computer

Teaching procedures

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: In this class we are going to learn about disabilities and the life of the disabled. First let’s watch some short videos. Then discuss in groups what the disabilities are and what difficulties they have to overcome in daily life.

After the discussion, Teacher will present the four pictures on Page 1 to students.

T: Quite right. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but please keep in mind they can also live well, even achieve great success. Now look at the pictures, how do they look?

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?

S1: …

S2: …

……

T: OK, please remember there are many disabled people in the world. They are part of the world. They also have rights to enjoy life. Would you like to learn more about them and try to do something for them? Here is a website “Family village”. From here we can learn some positive stories about the disabled.

Step II Pre-reading

Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Suggest answer:

1. To give ordinary young people with a disability the chance to share their stories with others.

2. To inspire other disabled people.

3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.

Step III Reading

Deal with the reading part.

Task 1 Scanning

Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.

T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.

T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.

Show some suggested adjectives on the PowerPoint.

brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid

T: Ok. You are right. Though Marty has a muscle disease, which causes many difficulties to his life, he still lives well. He is living a busy and satisfying life. He is very optimistic. Then continue to discuss the next two questions on Page3.

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.

3. Maybe at the beginning I will feel very low and disappointed, but Marty’s story will encourage me to overcome the difficulties. I will learn to adapt to the disability and try to live a positive and satisfying life.

Task 2 Careful reading

Ask students to read the text carefully and then finish Ex3 on Page 4.

T: Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class.

Suggested answers:

Paragraph 1: I have a muscle disease, which is very unusual.

Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life.

Paragraph 4: My fellow students have begun to accept me for who I am.

Paragraph 5 All in all, I have a good life.

Paragraph 6: People with disabilities can also live well.

T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.

Suggested answers:

1. He has a busy life and has many hobbies. When he is well, he goes to the movies and football matches with his friends. He keeps pets. He spends a lot of time to look after his pets and he also gets a lot of enjoyment out of his pets. He also has a lot of study to do.

2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.

3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.

Task 3 Summary

Ask students to work together to write a mini biography for Marty according to the text.

T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.

My Mini bio

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

A few minutes later show the sample on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

Explanation

During this procedure Teacher will play the tape for students. Students will underline the difficult sentences. After listening to the tape, Teacher will explain the text and deal with language problems.

T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：I have learned to adapt to my disability.

T: Before he developed the disease, he could run or climb the stairs as quickly as other people. But after he had the disease, he becomes very weak, so he cannot run very fast. It takes time for him to get used to slow pace. Besides this the disease has brought many other difficulties to him, he has to get used to living with the disease. So we can understand it like this: I have got used to living with the disease. Do you have any other questions?

Ss: No.

T: This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.

S2: We shouldn’t feel sorry for them. That might hurt them.

S3: We should help them in a clever way.

S4: We should encourage them when they feel down.

……

S8: Just having a disability doesn’t mean your life is not satisfying.

T: I’m very glad all of you have learned something from the story. Disabilities can be visible or invisible. People with invisible disabilities don’t look disabled. Depression, sleep disorders and learning difficulty are invisible disabilities. No matter what disability one has, life is not easy. They have many difficulties to overcome, but if they keep in mind they can also live well, even achieve great success. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.

Step IV Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to learn more about the life of disabled people.

Afterthoughts

Period 3&4 Reading (Language points)

Teaching Aims:

1. To learn some new words and phrases.

2. To master the main idea of each paragraph.

3. To learn some complicated sentence patterns.

Teaching Important Point:

The usage of some useful words and expressions.

Teaching Difficult Point:

How to grasp and remember the detailed information of the reading material.

Teaching Methods:

1. Explanations of words and phrases to get the students know their meanings.

2. More examples to get the students know the usage.

3. Pair work or group work to get every student to join in the class activities and learn self-study.

Teaching aids:

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedures:

StepⅠGreeting and revision

T: Good morning, girls!

Ss: Good morning, Huang!

StepⅡLanguage points

T: OK, now would you please open your textbook and turn to page 18--English poetry. Have you noticed that in slime paragraphs, there are some words in bold? Please pay attention to these words and make clear “what do the words in bold refer to?” Ok, let’s read the first paragraph together.

Ss: (reading)

T: Thanks for your sweet voice. Who’d like to translate the second sentence into Chinese? Xxx, would you please?

Words and expressions:

1. disability n.伤残;无力;无能

disabled adj.伤残的 the disabled(指代一类人)伤残人士

disable vt.使丧失能力;使伤残 disablement n.残废;伤残

选词填空: disability, disable, disabled, disablement

1) He gets money from the Government because of his ____________.

2) The ________ are to receive more money.

3) She managed to lead a normal life in spite of her ___________.

4) Many soldiers were ___________ in the war.

5) The insurance(保险) policy covers sudden death or _____________.

2. ambition n. 野心;雄心

ambitious adj.有雄心的;野心勃勃的

be ambitious for sth/to do sth对(做)某事怀有雄心/热切的希望

ambitiously adv.野心勃勃地

Eg: A boy who is ambitious/filled with ambition usually works hard.

完成句子:

1) Mothers are often highly _____________(怀有热切的期望) their children.

2) I am ____________________(热切希望能成功) in life.

3) His ________________________________(要做首相的雄心) is likely to be realized.

3. beneficial adj.=having a good or useful effect有益的;受益的

be beneficial to… 对…有益; 对…有利

beneficially adv.受益地; 获利地

beneficiary n.受惠者;受益人

benefit n.益处;帮助 vt.有益于;有助于

翻译:

1) 新鲜空气和优良食物有益于健康.(beneficial)

Fresh air and good food are beneficial to the health.

2) 他的休假已产生了有益的效果.(beneficial)

His holiday has had a beneficial effect.

3) 旅游业对该地区的经济将有裨益.(benefit)

Tourism will benefit the economy of this district.

4) 这本书对你没有多大益处.(benefit)

The book isn’t of much benefit to you.

4. in other words=that is to say换句话说

in a/one word简言之;总之

翻译:

1) 他们叫他离开----换句话说,他被解雇了.

They asked him to leave----in other words he was fired.

2) 总之,我不喜欢这份工作.

In a word, I don’t like the job.

3) 换句话说,他成了英雄.

He became, in other words, a hero.

5. adapt vt. 使适应;改编

adapt (oneself) to使(自己)适应

adapt sth for使某物适应;使某物适合;改编某物

adapt sth from根据…改编某物

adaptable adj.能适应的;可改编的

adaptation n.适应;改编本

adapter/adaptor n.适应者;改编者

介词填空:

1) The play is adapted _______ a novel.

2) This book is adapted _______ beginners.

3) When you go to a new country, you must adapt yourself ____ new customs.

4) Novels are often adapted ______ the stage, television and radio.

6. breath n.呼吸;气息

out of breath上气不接下气

catch one’s breath喘息;歇口气

hold one’s breath不出声;屏息

get one’s breath (again/back)喘过气来;恢复过来

lose one’s breath喘不过气来;呼吸困难

take a deep breath作一次深呼吸

take breath歇口气;歇会儿

take sb’s breath away使某人大吃一惊

breathe vt.呼吸

breathing adj.呼吸(着)的

breathless adj.屏息的

1. I was all_____ when I got to the top of the mountain.

A. held my breath B. out of breath C. taken a deep breath D. taken my breath away

2. We _____ while Mr Evans read the exam results.

A. took a deep breath B. out of breath C. got our breath back D. held our breath

7. absence n.缺席;不在(某处)

absence of mind心不在焉;神不守舍

absent adj.缺席的;不在的 vt.使缺席;使离开

be absent from缺席;不在

presence n.出席;到场

present adj.出席的;在场的;现在的

完成句子:

1) Mr Green will be in charge __________________ (在我离开期间).

2) Why were you __________________(旷课) yesterday?

8. annoy vt.使…不悦;惹恼

annoyed adj.颇为生气的 annoying adj.恼人的;讨厌的

annoyingly adv.恼人地;讨厌地 annoyance n.烦恼;使人烦恼的事情

单句改错:

1) It’s annoyed to miss a train.

2) He was annoyed with the boy’s rudeness. (at/about)

3) I felt annoying when he refused to help.

4) To his annoy, he discovered they hadn’t waited.

9. all in all总而言之

above all首先;最重要的是

after all毕竟;终究

first of all首先

not at all根本不;别客气

for all虽然;尽管

in all总共;总之

选词填空:all in all, above all, after all, for all, in all

1) He is a poor musician _________ his training.

2) You must, _________, be loyal to your country.

3) There are five hundred books on the shelf ______.

4) Everyone makes mistakes, and _________, he is only a child.

5) The book has some weak spots, but _________ I consider it a success.

10. independent adj.独立自主的

be independent of 不依赖;独立于

independence n.独立;自主

independently adv.独立地;自主地

完成句子:

1) It was the first time that she _had lived independently_ (独立生活).

2) If you have a car, you _will be independent of_(不依赖) trains and buses.

3) I quite like living alone, because it _makes me more independent (使我更独立).

11. make fun of=laugh at 取笑

for fun/in fun为了玩乐;开玩笑地

have fun玩乐

选词填空: make fun of, in fun, have fun

1) The kids at school used to ____________ Jill’s clothes.

2) Don’t get upset. He said it was only __________.

3) We ________ in camping last week.

4) It’s cruel to _____________ the disabled.

12. encouragement n.鼓励;奖励

encourage vt.鼓励;激励;支持

encourage sb in sth在某事上鼓励某人

encourage sb to do sth鼓励某人做某事

encouraged adj.受到鼓励的;被鼓励的

encouraging adj.鼓舞人心的;鼓励的

encouragingly adv.鼓舞人心地

选词填空:encouragement, encourage, encouraged, encouraging

1) My mother _encouraged_ me to apply for the job.

2) She felt _encouraged_ by the many letters of support.

3) Praise acts as an _encouragement_ to the young.

4) The results of the survey have been very encouraging.

5) She was given _encouragement_ to try something new.

13. conduct n.行为;品行 vt.指挥;管理

conduct oneself为人;表现

conductor n.管理人;指挥;售票员

完成句子:

1) The guide conducted the visitors round_(带领游客参观了) the museum.

2) I’m glad to see _your conduct at school_(你在校的行为) has improved.

3) The reporter was criticized for _unprofessional conduct_ (不专业行为).

Phrases and sentence structures:

1. She was proud to have recently represented her country in an athletics competition where she won a gold medal in the 50-metre race.她很骄傲最近她代表她的国家参加了一次运动比赛,并赢得50米赛跑的金牌.

1) “to have represented”是不定式________, 表示不定式的动作发生在谓语动词was proud之___

1>I am sorry _____ you waiting for such a long time.

A. keeping B. having kept C. to keep D. to have kept

2>He is said ______ a new book about business English.

A. to write B. to have written C. writing D. having written

2) “where”=__________, 引导的是_______从句,修饰的是________________________.

2. Other disabled people find the website beneficial…其他残疾人认为这个网站很有益…

“find”是______, the website是_______, beneficial是_____________. “find”后还常接____________、____________、____________、____________等作宾语补足语。

单句改错

1) We found playing tennis interested.

2) He finds necessary to carry out this plan.

3) The little girl found it difficult understand her parents.

4) I hoped to find her being in better health.

3. My motto is: live one day at a time.我的座右铭是:过好每一天.

“at a time”在此表_____________, 它还表_____________.

篇2：模块6 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语选修六教案教学设计)

高二年级英语备课组集体教案

Module 6

Unit 1 Art

组长李新钊

组员师朝关余继光张雪芹张彩凤

王晶李森陈茜

I. 单元教学目标：

1． Talk about art and galleries

2． Talk about likes and preferences

3． Learn words in families

4． Use the subjunctive mood

5． Writer a letter to give suggestion

II. 目标语言

1．功能句式。

Talk about likes and preference:

I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…

2．词汇

abstract, sculpture, gallery, consequently, belief, consequent, convince, shadow, ridiculous, controversial, nowadays, attempt, predict, aggressive , scholar…

3．语法: the subjunctive mood

if I were you…./ I wish I could…

4．重点句子

1. There are so many different styles of western art it would be impossible to describe all of them in a short text.

2. People became focused more on human and less on religion.

3. If the rules of perspective had not been discovered, people would not have been able to paint such realistic pictures.

4. At the time they were created, the impressionists’ painting were controversial but today they are accepted as the beginning of what we now call “modern art”.

5. It is amazing that so many great works of art from late-19th century to 21st century could be contained in the same museum.

III. 教材分析。

本单元以ART 为主题，主要介绍了西方绘画简视，描写了曼哈顿最好的艺术长廊。帮助学生了解更多的有关美术的背景知识，分析中西艺术史上各大流派的特点，指出其代表性的画家和作品，并对中西方的绘画艺术进行比较。

1． Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论，并说明喜欢的原因。

2． Pre-reading 让学生有关画展或书中的艺术作品以及西方不同时期的著名画家。

3． Reading 介绍了西方绘画监视，不同的艺术流派，艺术特点及其代表性的画家和作品。

4． Comprehending要求学生在理解课文的基础上，写出三件有关西方艺术史的事并西方艺术分割变化大的原因。

5． Using language 是由reading, listening, discussing and writing 四部分组成，要求学生在了解艺术长廊相关知识的基础上，为当地举办的一场画展提出合理化的建议。

IV．课型设计与课时安排

1st period reading

2nd period language point

3rd period grammar

4th period listening and talking

5th period using language

6th period speaking and writing

Period 1 Welcome to the Unit

Word study, Warming up & Pre-reading

Teaching aims

1 .Knowledge Aims

1) Learn something about some famous scientists in the world.

2) Know about the outstanding discoveries, inventions and theories from some well-known scientists.

3) Try to understand and learn the important words and expressions.

2. Ability Aims

1) Develop the students’ ability of speaking.

2) Encourage the students to give more information about the great scientists.

3. Emotional Aims

1) Encourage the students to learn more about the great scientists and learn from them.

2) Help the students to form the good habit in learning and encourage the students to take part in social practice.

3) Help the students to realize that it is scientific spirit that makes those scientists successful.

4) Encourage the students to develop their love.

Teaching Important Points

1 .Have the students discuss great scientist.

2. Understand and learn the new word and expressions.

Teaching difficulties

1. What can we learn from the scientists?

2. What should we do in our daily life to develop our interest and love for science?

Teaching Aids

CAI equipment with a Multi-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting

Greet the whole class.

StepⅡ Learning Goals

Get Ss to go through the summing up form on Page 8 in order to have a general idea of the learning goals of Unit 1

StepⅢ Word Study

1. Read the new words aloud, and pay attention to the pronunciation

2. Use the correct form of the words in this unit to fill in the chart.

n. v. adj.

abstract/abstraction

believe

value

religion

possess

convince

exhibit

reality

aim

civilize/se

attempt

symbolic

prediction

consequently

aggressiveness

3. Match some new words in column A with the correct English meanings in Column B.

A B

a. abstract 1. accurate

b .existence 2. state or fact of existing

c. detailed 3. being in thought but having a physical or practical existence

d. religious 4. lifelike, true to life

e .traditional 5. classical, of old beliefs

f. realistic 6. sincere to believe in a god or gods

StepⅣ Brainstorm

StepⅤ Pre-Reading

1. Show some paintings to students to put forward the topic ---paintings

2. Let students discuss some familiar Chinese painters and their paintings and a famous painting of Leonardo da Vinci.

StepⅥ Summary

StepⅦ Homework

Afterthoughts

Period 2 Reading

Teaching aims

1 .Knowledge Aims

Have a good understanding of the text by doing the exercises.

2. Ability Aims

1). Grasp some reading skills.

2). Develop the ability to describe some famous scientists.

3. Emotional Aims

Encourage the students to work hard at their lessons in order to devote themselves to science.

Teaching Important Points

1. Have a good understanding of the text by doing the exercises.

2. Get the students to learn different reading skills, especially gist reading and comprehending beyond lines.

Teaching Difficulties

1. Know the meanings between lines and beyond lines.

2. Learn different reading skills for different reading purposes.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

Check the homework.

StepⅡ Lead in

StepⅢ Fast Reading：

Read the passage as quickly as you can to find out the answers to the questions on the screen

1. What were the artists interested in from 5th to 15th century AD?

Creating _respect_ and _love_ for God.

2. How did Masaccio paint his paintings?

He drew things in perspective_, which makes pictures very _realistic.

3. Why did the impressionists have to paint quickly?

Because the natural light _changes_ quickly, they had to _paint_ quickly.

StepⅣ Careful reading:

Deal with exe.2 on page 3

True or False

1. Western art has changed very little over the last seventeen centuries. F

2. Painters in the Middle Ages painted mainly religious subjects. T

3. Paintings in the Middle Ages were very realistic. F

4. Renaissance painters tried to paint things in a realistic way. T

5. Two important discoveries in the Renaissance period were oil paints and drawing in perspective. T

6. Impressionists painted their pictures mainly indoors. F

7. At first people did not like the impressionists’ paintings. T

8. Modern art began with the impressionists. T

StepⅤ Discussion

Go through the passage and analyze the characters of each period.

Ages Time Artist Feature

Middle Ages 5th to 15th century AD Giotto Religious, realistic

Renaissance 15th to 16th century AD Masaccio perspective, realistic

Impressionism Late 19th to early 20th not mentioned Not detailed, ridiculous

Modern 20th century to today not mentioned controversial, abstract, realistic

StepⅥ. Summary

The style of Western art has changed ____ _____ , while Chinese art has changed___ ____. Art is_________ by the way of ____and_______.

During the Middle Ages, the main_____ of painters was to ______ _______themes. Artists were _________ ____ creating _______and _____for God.

In the Renaissance, people became_______ more on _______and less on_______. Artists tried to paint _____ and _______ ____they really______.

Masaccio used___________ in his paintings which made people________ they were _______ _______a hole in the wall ____ a real scene.

In the late 19th century, Europe changed __________from a mostly_________ society to a mostly_________ one. The ___________were the first to paint_______. They had to paint ______and their paintings were not ___ _____ ___ ______of earlier painters.

Today people accept ___________ ________as the ________ of_______ ____. Some modern art is _______while some is________.

StepⅦ. Homework

1. Underline the time expressions in the reading passage.

2. Retell the passage with the help of the chart about the text.

3. Disscuss the questions in Ex 3 on page 3.

Afterthoughts

Period 3&4 Language Points

Teaching aims

1 .Knowledge Aims

To learn the useful expressions and sentence structures in Warming up and Reading.

2. Ability Aims

To enable the students to use these language points both orally and in the written form.

3. Emotional Aims

Develop the students’ sense of loving English.

Teaching Important Points

1) Learn the useful expressions and sentence structures.

2) The usage of “suggest & in addition”

Teaching Difficulties

How to let the students learn to use these phrases and sentence structures in written and oral English

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

Check the homework.

Step II. Expressions & phrases

StepⅣ. Language Points

1. Art is influenced by the way of life and beliefs of the people. 艺术受人们生活方式和信仰的影响。

He is interested in the beliefs of the Christian Church.

He has lost his belief in god.

The story of his miseries is beyond belief.

1我们有相同的政治信仰。

We share the same ______ _________

2我非常信任医生。

I have_______ _______ in doctors.

2. Consequently, this text will describe only a few of the main styles. 因此，本文仅介绍其中主要的几种风格。

The bank refused to help the company; consequently, it went bankrupt.

She overslept and, consequently, she was late.

consequently adv. =as a result ,therefore

adj. consequent

It rained that day and___ the baseball game was called off.

(however, still, consequently, so)

A. As a result of her mother’s illness, she left school.

B. Her mother became ill; ______________ she left school.

3. During the Middle Ages, the main aim of the painters was to represent religious themes.中世纪，画家们的主要目的是表达宗教主题。

aim

take aim at 瞄准

Ex.

1这些措施旨在削减政府的开支。

These measures are ______ _______ government costs.

2他没有瞄准就开枪。

He fired _______ _________.

3他的人生没有目标。

He has________ ___________ in life。

4. In the Renaissance, new ideas and values took the place of those that were held in the Middle Ages.文艺复兴时期，新的观点和价值观取代了中世纪人们坚持的观点和价值观。

value n .价值

v.重视，估价

价值观pl. values to be of value 有价值

1他的意见没有价值。

His opinions are_____________________

2她重视你的忠告。

She ___________________________

3那幅画被估计为一万美元。

The painting was ____________________ $ 10 000.

5. People became focused more on humans and less on religion.人们变得多关心人，少关心宗教。

Focus your attention on your work.

focus on sth. focus sth on sth.

focus on 集中精力，注意力 =concentrate on

focus on无宾语时，focus on

Ex.

We must focus on this question.

We must _________________ this question.

他的目光集中在她身上。

His eyes __________________ her.

focus on 聚焦于，使…成为兴趣的焦点

我要把镜头对准那儿的一群重要人物。

所有的目光都集中到他的身上。

6. They paid famous artists to paint pictures of themselves, their houses and other possessions.他们雇请著名艺术家来画他们，及他们的住宅和其他的财产。

possession n.

1私有财产 [c]

2占有，拥有 [u]

sb be in possession of sth. 某人拥有某物

sth be in the possession of sth.. 为某人拥有

When her father died, she came into possession of a large fortune.

The people had to gather up their few possessions and escape to the hills.

1那幢房子为我所有。

The house is_____________________________

2他已经失去全部财产。

He has lost______________________________.

7. When people first saw his paintings, they were convinced they were looking through a hole in a wall at a real scene. 人们初次看到他的作品，认为是通过在墙上的一个小孔看到了真实的场景。

他使我确信他的真诚。

He convinced me of his sincerity.

你的错误使我确信你没有学习功课。

Your mistakes convinced me that you hadn’t study your lesson.

convince vt. 使确信

convince sb. of sth convince sb. that

be convinced of sth be convinced that

1我们说服她搭火车去。

We__________ her_____________ by train.

2她试图使我们相信她的清白。

She tried to ______________her innocence.

8. attempt vt. =try

attempt to do/doing=try to do /doing

attempt n.

Step V. Practice

Step VI Homework Assignment

Afterthoughts

Period 5 Grammar

Teaching Aims

1 .Knowledge Aim

Help the students to use the subjunctive mood correctly in different situations.

2. Ability Aim

To learn the subjunctive mood freely and properly in speaking and writing.

3. Emotional Aims

1) Encourage the students learn more about the grammar.

2) Help the students to form the good habit in learning.

3) Encourage the students to do more exercise consolidate the knowledge.

Teaching Important Point

Enable the students to use the correct form o f of the subjunctive mood

Teaching Difficult Point

To know the differences between the attributive and the predicative.

Teaching Methods:

Summarizing, comparative method; practicing activities

Teaching Aids

Multi-media classroom and other normal teaching tools

Teaching Procedure

StepⅠ Greeting

Greet the whole class.

StepⅡ Dictation

StepⅢ Homework checking

StepⅣ Grammar

虚拟语气(Subjunctive Mood)这一语法项目是各类英语考试中心测试的重点之一。虚拟语气是一种特殊的动词形式，用来表示说话人所说的话并不是事实，而是一种假设、愿望、怀疑或推测。判断是真实条件句还是非真实条件句。只有在非真实条件句中才使用虚拟语气。通过句子意思，看假设的条件是否能够实现，能够实现是真实条件句，不能使用虚拟语气；假设的条件不能实现则是非真实条件句，要用虚拟语气.判断这个假设是与哪个事实相反。通常有三种情况：①与过去事实相反。②与现在事实相反。③与将来事实可能相反

I:虚拟条件句:

1. 虚拟现在时表示与现在事实相反的假设，其if 从句的谓语形式用动词的过去式(be 一般用were)，主句用would/ should/ could/ might +动词原形。

If places were a like, there would be little need for geographers.如果各个地方都一样，就不需要地理学家了。

2. 虚拟过去时是表示与过去事实相反的假设，if 从句的谓语形式用过去完成时即had＋过去分词，主句用would / should / could / might + have +过去分词。

If he had known your address yesterday,he would have telephoned you.

3. 虚拟将来时是表示对将来实现的可能性很小的或不确定的假设。If从句的谓语形式用一般过去式或用were to / should +动词原形，主句用would / should/could/ might +动词原形。

If he were to leave today, he would get there by Friday

4. 省略if 采用倒装语序的条件句。有时可以把含有助动词、情态动词、be或have的虚拟条件句中的连词if省去，而将had , should, were 等词提到主语之前，即用倒装结构。

Had he worked harder, he would have got through the exams.

Were he to leave today, he would get there by Friday.

Were I in your place, I wouldn’t do that.

5混合虚拟语气

有时主句和从句的谓语动词指不同的时间，这时需要用混合虚拟语气。一般来说，在这种情况下，主从句谓语动词指代的时间不同，所以我们又可以错综时间条件句，在这种虚拟情况，动词形式应根据实际情况灵活使用，在做这些题目时候尤其要注意每道题目的提示语：时间状语。绝大多数情况下，从句或者主句都有相关的时间状语，这是我解题的关键。

If you _____ that late movie last night, you wouldn’t be so sleepy.

A. haven’t watched B. didn’t watch

C. hadn’t watched D. wouldn’t have watched 答案选C。

Had Paul received six more votes in the last election, he would be our chairman now.

混合虚拟语气还有一种情况就是事实和虚拟假设的混合句，这样的句子不仅仅是时间的不同，而重要是事实和假设的混合。

I would have gone to visit him in the hospital had it been at all possible, but I was fully occupied the whole of last week.

该句前半部分是假设虚拟，而后半部分是事实的陈述。

Your math instructor would have been happy to give you a make-up examination had you gone and explained that your parents were ill at the time.

该句前半句用的是假设虚拟，后半句主句也用的是假设虚拟（如果你去并且解释的话），但是后半句的从句用的是事实语气，因为“父母病了”是客观事实，故不需要用虚拟形式had been。

6. 含蓄虚拟条件句

含蓄条件句是指句中没有明显的虚拟条件句，而是利用其他手段来暗示存在虚拟条件。但是这类隐含式虚拟条件句往往都可以转化为if引导的条件句。常来表示含蓄虚拟条件的手段有：

（1）介词或介词短语，如but for, but that, without, in case of, under more favorable condition等。

Without the leadership of the party, we could not be living a happy today.=If there hadn’t been the leadership of the party, we could not be living a happy today.

A. In spite of B. But for C. Because of D. As for 答案选B。

(2)连词，如：so that, unless, in case, supposing, lest, provided(倘若……)，for fear that(唯恐)，in order that, on condition that, if only(要是……就好了)等。

She listened carefully in order that she might discover exactly what he wanted. =if she listened carefully, she might discover exactly what he wanted.

If only I had more money, I could buy a car.

(注：lest, for fear that 和 in case 引起的从句中谓语动词多用should+动词原形，但可以不用虚拟语气，而用动词的陈述语气形式。)例如：

The foreign teacher spoke slowly in case we misunderstood him. 这位外籍教师说得很慢以免我们听不懂。

Care must be taken in using this method lest overflow should occur.在使用此法时要小心谨慎，以免会发生溢流现象。

II: wish 后的 that 从句中:

1. 表示现在或将来的愿望,从句中过去式.

I wish I knew his address.

I wish I were young.

2. 表示过去没有实现或不可能实现的愿望, 从句用过去完成式或would, could, might + have + 过去分词.

I wish you had written to him.

I wish I could have slept longer this morning, but I had to get up and come to class.

3. 如果将wish改成wished, 其后that 从句中的动词形式不变.

4. 如果that 从句中用would , 一般表示对现状不满或希望未来有所改变或请求

I wish he would answer my letter.

I wish prices would come down.

I wish you would help me.

I wish you would stop asking silly questions.

StepⅤ Exercises

Ex.1----4 in using structures on page 43.Then check the answers.

Prepare for the Listening and Talking on page 41.

StepⅥ Homework

Prepare for the Listening and Talking on page 41

Afterthoughts

Period 6 Exercises

Teaching aims

Encourage the students learn more about the grammar.

Help the students to form the good habit in learning.

Encourage the students to do more exercise consolidate the knowledge.

Teaching Important Point

To learn about the past participle used as the attributive and the predicative

Teaching difficulty

To know the differences between the attributive and the predicative

Teaching Aids

Multi-media classroom and other normal teaching tools

Teaching Procedure

StepⅠ Greeting

Greet the whole class as usual.

StepⅡ Reviewing Grammar: The Past Participle

T: In this unit, we have learned a lot about the past participle. Now let’s do some exercises about this grammar.

虚拟语气专练

1.--Did you submit(递交）your application for a Master’s degree(硕士学位）？

--Not yet. If I_____ to see my father, I would have.”

A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone

2.--Why didn’t Tom give you one of his paintings?

--I didn’t want one, but he would have given me one if I ____.

A. Do B. would C. will D. had

3.--Do you think the thief entered through the garage door?

--No, if he had, I don’t believe _____broken the living room window.

A. would he have B. he had C. he would have D. he has

4._______I’d have told you.

A. If I would have known it B. If I had have known it

C. Had I know it D. Should I know it

5. I ____come yesterday, but I couldn’t.

A. was to have B. must C. ought D. have to

6.--It is raining, and I have no umbrella.

--Here’s mine, and I insist ____it.

A. you to take B. that you take C. that you taking D. you taking

7. The professor gave orders that the test ____before 5:30.

A. be finished B. will finish C .will be finished D. shall finish

8. I must go there earlier. John has suggested that I _____an hour before the discussion begins.

A. go B. shall go C. will go D. would go

9. I didn’t go to the party, but I do wish I ____there.

A. was B. were C. had been D. went

10. She speaks as if she ____on the spot.

A. was B. were C. had been D. is

11. If I ______ten years younger, I _____ very happy.

A. were, would be B. am, shall be C. were, shall be D. am, would be

12.-- You can ask your brother for help.

-- He is not at home. If he ____, I _____.

A. is, would B. were, would C. is, will D. were, will

13. If you ____the doctors advice, you would have already recovered.

A. follow B. followed C. would follow D. had followed

14. If he had not missed the train, he _____by then.

A. might get B. might have got C. got D. had got

15. What would you have done last night, if you _____to write your homework.

A. hadn’t B. haven’t had C. didn’t have D. hadn’t had

16. -- Did you catch the plane?

--No. if I had hurried, I ______.

A. would B. would have C. could D. did

17. Why didn’t you tell him the truth? If I _____you, I would have.

A. were B. had been C. am D. would be

18.--How do you like the party?

--Wonderful. If you had come with us, you ____a good time.

A. had B. had had C. would have D. would have had

19. If I _____out of my ink, I would have finished writing the paper.

A. didn’t run B. shouldn’t run C. haven’t run D. hadn’t run

20. If you _____early tomorrow morning, you would be there by noon.

A. have started B. were started C. were to start D. had started

21.--Did you hand in your application for a league member?

--Not yet. If I _____to see my father, I would have.

A. didn’t go B. haven’t gone C. wouldn’t have gone D. hadn’t gone

22.--Why didn’t Tom give you one of his paintings?

--I didn’t want one, but he would have given me one if I _____.

A. do B. would C. will D. had

23.--Do you think the thief entered through the garage door?

--No, if he had, I don’t believe ____broken the living room window.

A. would he have B. he had C. he would have D. he has

24.______I’d have told you.

A. If I would have known it B. If I had have known it

C. Had I known it D. should I know it

25. I ____come yesterday, but I couldn’t.

A. was to have B. must C. ought D. have to

Keys: 1-5 DDCCA 6-10 BAACB 11-15 ABDBD

16-20 BBDDC 21-25 DDCCA

StepⅢ Homework

Master the grammar

Preview Listening & speaking.

Afterthoughts

Period 7 Listening

Teaching aims

1 .Knowledge Aims

1).Let the Ss know about some scientists and their life and conditions.

2).Get the Ss to learn to learn how to talk about scientific wok and how to describe a person..

2. Ability Aims

1).Train the Ss’ speaking ability by describing, talking and discussing.

2).Train the Ss’ listening ability.

3. Emotional Aims

Encourage the students to learn from scientists to show interest in scientific exploration and research.

Teaching Important Points

1. Train the Ss’ speaking ability by describing, talking and discussing.

2. Help the students to improve their listening ability.

Teaching Difficulties

Train the Ss’ listening ability.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

StepⅡListening

Listen and answer the questions in Exercise1&2

Answers2: 1John.2Susan. 3He wants to see the exhibition of Chinese art.4Small galleries. 5It is big, crowded and too expensive.6Modern art. 7The Frick collection and the Metropolitan Museum on Friday and the Whitney and the Guggenheim on Saturday.

StepⅢ Discussion

So far, we have learned some knowledge about the art. Let's talk about how to express likes and preferences. Let's see some sentence structures. Discuss the questions on page 41

Look at some sentences structures:

I ’d prefer…

I ’d rather…

I’d like…

Which would you prefer…?

I really prefer…

Would you rather…?

Would you like…or

Sample dialogue 1

S1: Who are your favorite Chinese artists?

S2: I’d prefer the Chinese famous painter Qi Baishi, who is a master of traditional Chinese realistic paintings. He is good at combining two kinds of techniques: traditional Chinese realistic painting and freehand brushwork in traditional Chinese painting.

S1: Would you like any western artists?

S2: Yes, of course. I prefer the Italian artist Giotto di Bondone. He is well-known for his rediscovery of the third dimension

Sample dialogue 2

S1: Which style would you prefer, two –dimensional or three-dimensional?

S2: I prefer two-dimensional style. My favorite art style is photography. My ideal is to be a photographer. Images and information can be presented to thrill and inspire people.

S1: I’d rather like three dimensional style. I like pottery very much

Sample dialogue 3

S1: There are many kinds of folk arts in China, such as paper cutting ,kites, jade and other stone carvings, etc. what kind of Chinese art do you like best?

S2: I enjoy paper cutting very much. The crafts use simple materials.

S3: I’d rather like clay figures. Chinese folk artists use simple and cheap materials to make small and delicate handicraft. Clay figurine making is a unique folk handicraft of China.

Task 2:

Do some listening practice on page 44.Keys

1 What about visiting some art galleries?

3There’s even a section on Chinese art .I’d like to see that.

4 Well, the Frick Collection is quite small, and it has a beautiful garden.

5 Oh no. It’s too big and crowded.

6 Modern art! Do we have to ?I’m not very fond of that stuff. A monkey could have painted better pictures than some of those paintings.

7 Metropolitan stays open until 8:45 on Friday evenings.

7 ...They ‘re quite close together. The Guggenheim stays open till late on Saturdays...

2 Listen again and then answer the questions.

P41

3 book 1vase

4wall hanging 2paints and brushes

P41 2

1Xiao Wei. 2It was too expensive.

3Mrs Hang would probably have known What to get Mr Wang.

4At first he liked the book but later he thought the wall hanging would be the best.

5I think they will probably get the wall hanging because the others seem to respect Wang Pei’s opinion. Also, they know Mr Hang likes that type of Wall Hanging.

P44 Listening task

1 discuss :In what period do you think they were?

2Listen to the tape: Number the artworks 1---6 to show the order in which Zhang Lin talks about them.

3 5 2

6 1 4

Learn new words pottery陶器

Buddhism 佛教 Architecture 建筑

Brush strokes 绘画的技巧 Typical 典型的 Technique 技巧，手法

Answer key for Ex.2

15000-3000BC 2First century AD Tang Dynasty 4Yuan Dynasty 5 20th century

6 20th century

Key for Ex 4

1. Painted pottery.

2. Religious theme, organized system of drawing focused on the use of brush strokes.

3. The traditional style that is practised even today was well developed .Pictures of human figures, animals and everyday life were popular during the Tang Dynasty.

4. Pictures of human figures and still life became popular. Scenery did not look realistic with a particular part of the scenery enlarged/focused on.

5& 6

Painters have become influenced by Western art, both abstract and realistic art painted.

StepⅣSummary and homework

Afterthoughts

Period 8 Reading

Teaching aims

1 .Knowledge Aims

Get the students to know about The Best Of Manhattan’s Art Galleries.

2. Ability Aims

1). Master the skill of gist reading.

2). Develop the students’ reading ability, such as skimming and scanning.

3). Improve the students’ writing ability.

3. Emotional Aims

Arouse the students’ interest in science and devotion to science.

Teaching Important Points

1. Help the students know about Copernicus and his theory.

2. Develop the students’ reading ability.

3. Improve the students’ writing ability.

Teaching Difficulties

Develop the students’ reading ability.

Teaching Aids

CAI equipment with a mult-media classroom and other normal teaching tools.

Teaching Procedure

StepⅠ Greeting & Revision

StepⅡWarming up

Talk some background of the best of Manhattan’s art galleries.

StepⅢ Fast Reading

Read the passage quickly and match the number on the map with the names of the museum.

Number on map Museum

Metropolitan Museum of Art

Whitney Museum of American Art

The Frick Collection

Museum of Modern Art

Guggenheim Museum

Step IV Detailed Reading

Complete the chart with the information from the reading passage.

Name Address Type of Art

Which centuries? What countries?

Whitney Museum of American Art 945 Madison Avenue (near 75th St.)

Museum of Modern Art

Metropolitan Museum of Art

Guggenheim Museum

The Frick Museum

Step V Homework

Afterthoughts

Period 9 Speaking & Writing

Teaching Aims:

Help and Enable the students learn how to talk about environment.

Help the students learn how to write a letter asking for permission.

Difficulty and importance

Teach the students learn how to write a letter asking for permission

Teaching methods:

Fast reading; careful reading; discussion

Teaching aids

A computer a projector, and a recorder

Teaching Procedures & ways

StepⅠ Reading Task

Here is a letter on page 45 from a group of students who would like to make their school more attractive.

Fast reading

1. Why do they become worried?

2. What do they hope the headmaster to do for their project?

Careful reading: suppose you were the president of the high school council and you received the letter. Prepare to make notes for a report about the letter, filling the blanks on page 46

Some tips about how to make notes

Just write down some key words

Use words or phrases

Omit the small words like prepositions

Letter from____________________________

Asking for______________ and____________

Reason ______________________________

Their plan: 1___________________________

2___________________________

3___________________________

Work will be done by :___________________

StepⅡ Speaking task

Ask the Ss to discuss how to improve the environment of our school in fours, then speak out.

A: planting more trees, grass and flowers, a beautiful garden, not pick the flowers and stamp the grass

B: not throw litter, pick the rubbish, throw it into a dustbin, collect waste paper and bottles for recycling.

C: keep the schoolyard or classroom clean, not draw pictures on walls, not carve names on the trees or desks and chairs

D: make our school a non-smoking place

In all, if everyone makes contribution to protecting the environment, the world will become much more beautiful. If all Chinese care about the environment, I ’m sure China will become one of the most beautiful countries in the world

StepⅢ Writing task

Write a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing, refer to the instructions in WRITING TASK.

A sample letter:

Dear Mr. Wang,

As you know, our school used to look like a beautiful garden with green trees and many kinds of flowers in our schoolyard all year round. But great changes have taken place since a

chemical work was built near our school two years ago .It produces poisonous gases and pours a large amount of waste water into the river. The terrible pollution has done great harm to students and teachers as well as to the surroundings. It's time for us to do something to protect our school and prevent her from being polluted.

First, we must make great efforts to clean up polluted water and stop further water pollution. Ask the government to maintain and improve present facilities, and construct new project with health, safety, and protection of the environment as primary concerns.

Second, we must insist that water pollution control laws be passed and strictly enforced. This responsibility extends also to members of the general public in our surrounding community. An important aspect of this responsibility is making ongoing water quality. This is of such importance, that is must be given precedence over operating productivity.

Finally, we can also protect ourselves against polluted water. We should take

measures to clean the polluted water. To cooperate with government, industry and academia is supporting research and maximizing benefits for the general public in safety, heath and environmental matters.

We hope you will give us a permission to carry out he project and donate 5,000yuan we need. And we also require you to make a report to ask for the government’s rescue. By doing so , we will be able to live a healthier and happier life.

Yours sincerely,

Liu Wei

StepⅣHomework

1 Revise the composition and hand it in tomorrow.

2 Revise the language points for tomorrow’s quiz.

Afterthoughts

篇3：Book 7 Unit 1 全单元教案(新课标版高二英语选修七教案教学设计)

I．单元教学目标

技能目标Goals

▲ Learn about Disability and Life of disabled people

▲ Talk about Disability and Life of disabled people

▲ Practise Introduction and Wishes &congratulations

▲ Revise the Infinitive

▲ Write a letter of suggestion

II．目标语言

功

能

句

式 1. Introduction

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2.Wishes &congratulations

Congratulations.

All the best.

I’m proud of you.

I wish you success.

Good luck.

Well done.

I’m very impressed by your performances.

You have my best wishes.

I’m very pleased for you.

I Hope it goes well for you.

That’s wonderful/amazing.

词汇 1. 四会词汇

2. 认读词汇

Rada, Barry, Sally, Marty, overhear, Killmanjaro, Qomolangma, admiration, remarkable, Sanders, earphone, impair, italic, community

3. 词组

in other words, out of breath, all in all, make fun of , all the best, in particular

4．重点词汇

disability, disabled, adapt, annoy, conduct, congratulate, accessible

结

构 Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

重

点

句

子 I have learned to adapt to my disability.

Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

All in all, I have a good life.

Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

III．教材分析与教材重组

1. 教材分析

1.2 PRE-READING 通过介绍“Family village”，激发学生的阅读兴趣。

2. 教材重组

2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING放在一起上一节阅读课。

2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节“词汇语法课”。

2.3 根据USING LANGUAGE 内容上一节听说读写综合技能课。

2.4 将WORKBOOK 的Reading and listening 和Talking 结合在一起，上一节“听说课”。

2.5 将WORKBOOK的Reading and writing task 设计为一节阅读课写作课。

3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完）

1st Period Reading

2nd Period Learning about language

3rd Period Using language

4th Period Reading and listening

5th Period Reading and writing task

IV. 分课时教案

The First Period Reading

Teaching goals 教学目标

1. Target language目标语言:

a. 重点词汇和短语

b. 重点句型

1. I have to adapt to my disability.

2. All in all, I have a good life.

3. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

4. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.

2. Ability goals能力目标

Help students to learn about disabilities and life of the disabled. Enable students to realize people with disabilities can also live well

3. Learning ability goals学能目标

Teaching important points教学重点

How positive stories about the people with disabilities inspire others.

Teaching difficult points 教学难点

How to help student understand the difficulties the disable have to overcome.

Teaching methods教学方法

Discussing, explaining, reading and practising

Teaching aids教具准备

Multimedia computer

Teaching procedures & ways教学过程与方式

Step I Leading in

Deal with Warming up. Play some videos of people with disabilities for students to watch. Then ask them to discuss what the disabilities are and what difficulties they have to overcome in daily life.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

After the discussion, Teacher will present the four pictures on Page 1 to students.

Ss: They look happy and satisfied. They are smiling.

T: Yes, they are. But all of them are disabled. Can you guess what their disability might be?

S1: …

S2: …

……

Step II Pre-reading

Ask students to read the pre-reading carefully and find out the purpose of the website. Then show the suggested answer on the PowerPoint.

Suggest answer:

1. To give ordinary young people with a disability the chance to share their stories with others.

2. To inspire other disabled people.

3. To get non-disabled people to understand more about how challenging life can be for people with disabilities.

Step III Reading

Deal with the reading part.

Scanning

Ask the students to scan the text and find problems Marty have in his life and what he does in spite of his disability.

T: First I’d like you to do the scanning and then fill in the chart with the information you get from the text. After you have finished, please compare with your partner.

Several minutes later, students compare their information with each other in groups. Then check the answer with the whole class.

T: From this chart we can have a clear image of Marty. What kind of person is Marty? You may discuss in groups. You may refer to the adjectives on the PowerPoint.

Show some suggested adjectives on the PowerPoint.

brave, unlucky, weak, clumsy, strong-minded, optimistic, happy, independent, stupid

Deal with the next two questions in the same way.

Suggested answers:

1. I think Marty is very optimistic. He is strong and independent. He has learned to enjoy life.

2. I think when others make fun of him or feel sorry for him, he may feel hurt and get annoyed.

Careful reading

Ask students to read the text carefully and then finish Ex3 on Page 4.

T: Now let’s read the text again and try to sum up the main idea of each paragraph.

Several minutes later check the answers with the whole class.

Suggested answers:

Paragraph 1: I have a muscle disease, which is very unusual.

Paragraph 2: No one knows how the disease develops.

Paragraph 3: The difficulties I have in daily life.

Paragraph 4: My fellow students have begun to accept me for who I am.

Paragraph 5 All in all, I have a good life.

Paragraph 6: People with disabilities can also live well.

T: Now let’s read Paragraph 4-6 again. Then we will deal with Ex4 on Page 4. Please think actively. Then we will check the answers together.

Suggested answers:

2. Don’t feel sorry for the disabled or make fun of them, and don’t ignore them either. Just accept them for who they are and give them encouragement to live a good life as non-disabled people.

3. Because Marty is strong-minded and independent. His efforts have gained his fellow students’ respect and understanding. So they have learned to accept him for who he is.

Summary

Ask students to work together to write a mini biography for Marty according to the text.

T: Now we’ve finished Marty’s story. Now it’s time for you to work in groups and write a mini biography for him.

My Mini bio

Name:

Status:

Health:

Interests and Hobbies:

Ambition:

Motto:

A few minutes later show the sample on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

Explanation

T: Now we will deal with some difficult language focuses. Now I will play the recording of the text for you. Please make a mark where you have difficulties.

After listening to the tape, explain the difficult sentences to students. Before explaining the difficult points, students are asked to refer to the notes to the text on Page86-87.

T: Do you have any difficulties with the text？

S1:Could you please explain the sentence to us：I have learned to adapt to my disability.

Ss: No.

T: This is a very inspiring story. From Marty’s story, what have you learned from?

S1: We should be patient with people with disabilities. We shouldn’t get annoyed just because they are slow.

S2: We shouldn’t feel sorry for them. That might hurt them.

S3: We should help them in a clever way.

S4: We should encourage them when they feel down.

……

S8: Just having a disability doesn’t mean your life is not satisfying.

T: I’m very glad all of you have learned something from the story. Please remember everyone can live well even if he has a disability. If you’d like to learn more about the life of disabled people, please surf the internet.

Step IV Homework:

Retell Marty’s story according to the mini bio.

Surf the internet to learn more about the life of disabled people.

The Second Period Learning about language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

disability, disabled, eyesight, drum, movie, ambition, beneficial, adapt, motto, absence, fellow, annoyed, independent, encouragement, conduct, resign, architect, basement, elder, elderly, dignity, accessible, latter, stupid, clumsy all the best, in particular, all in all

b. 重点句型

Revise the Infinitive

The infinitive can be used

1. as the subject

2. as the predicative,

3. as the object

4. as the object complement

5. as the adverbial

6. as the attribute

2. Ability goals能力目标

Enable students to use both the useful words and expressions and structures freely.

3. Learning ability goals学能目标

By doing the related exercises in the textbook.

Teaching important points教学重点

The useful words and expressions and structures.

Teaching difficult points 教学难点

How to use them properly.

Teaching methods教学方法

Explaining and practising

Teaching aids教具准备

The multi-media computer

Teaching procedures & ways教学过程与方式

Step I Revision

Ask students to retell Marty’s story. Show Marty’s mini bio on the PowerPoint.

My Mini bio

Name: Marty Fielding

Status: High school student

Health: developed a muscle disease at the age about 10, very weak, cannot do things like normal people

Interests and Hobbies:

Enjoys writing and computer programming

Going to the movies and football matches- when I am well enough

Spending a lot of time with my pets-two rabbits, five mice, a tank full of fish and a snake

To study

Ambition: to work in the computer industry

Motto: live one day at a time

T: Yesterday you were asked to retell Marty’s story. You may refer to his mini bio. Now who would like to have a try?

……

Step II Discovering useful words and expressions

Deal with Ex1&Ex2 in the Discovering useful words and expressions. During this procedure students are asked to use an English-English dictionary. Because a good learner’s English-English dictionary gives example sentences to show how a word is used, and most also explain rules for using the words as well as giving the meaning.

T: Good. Glad you’ve done a very good job. As you know Marty lives in another country. He is far away from us. In China there are a lot of famous disabled people. Now look at this picture, who is she? (Show Zhang Haidi’s photo on the PowerPoint)

Ss: Zhang Haidi

T: Would you like to learn her story? Please open your books and do Ex1 on Page 4. First of all, let’s look up the following words in an English-English dictionary. Then I will ask some of you to explain them in English.

Show the following words on the PowerPoint.

independent, fellow, ambition, disability, eyesight, motto, encouragement, beneficial

If students don’t have an English-English dictionary, Teacher shows the explanation on the PowerPoint.

independent :not determined or influenced by someone or something else;

Although she is young, she is very independent.

fellow: a peer

We were school fellows.

ambition: the object or goal desired

One of his ambitions is to become the President of the Motor General.

disability: the condition of being disabled

He gets a disability pension from the Government because of his disabilities in a fire accident.

eyesight: the faculty of sight; vision.

Her eyesight is very good.

motto: a maxim adopted as a guide to one's conduct.

The school motto is 'Never lose hope.'

encouragement: the act of encouraging.

He owed his success to his wife's encouragement.

beneficial: producing or promoting a favorable result; advantageous

a temperate climate beneficial to the health

After the explanation of the words, ask students do Ex 1 individually. Five minutes later check the answers with the whole class.

After dealing with Ex1, ask students to Do Ex2 in groups. Then check the answers with the whole class. Show the suggested answers on the PowerPoint.

Deal with Ex1 &Ex2 on Page 48. Students are asked to do the exercises in groups. Then show the suggested answers on the PowerPoint.

As for Ex3 Teacher will ask 10 students to translate the 10 sentences. And give them immediate help when necessary.

Step III Discovering useful structures

Show some sentences that contain the infinitive and ask students to identify its function.

It is good to help others. (subject)

It is my ambition to make sure that the disabled people in our neighbourhood have access to all public buildings. (subject)

My ambition is to work in the computer industry when I grow up. (predicative)

I don’t have time to sit around feeling sorry for myself. (attribute)

I am the only student in my class to have a pet snake. (attribute)

A big company has decided to buy it from me. (object)

My fellow students have begun to accept me for who I am. (object)

I have had to work hard to live a normal life. (adverbial)

Some days I am too tired to get out of bed. (adverbial)

We must call on local government to give financial assistance to disabled people. (object complement)

Note: The following verbs are normally followed by the infinitive.

afford , agree , appear , arrange , ask , attempt , care ,choose , claim , come , consent ,dare , decide , demand , deserve , determine , elect , endeavour , expect , fail , get , guarantee, hate , help ,hesitate hope , hurry , intend , learn , long , manage , mean , need , offer , plan , prepare , pretend , promise refuse , say ,seem , tend , threaten, want ,wish

For example:

I can't afford to go to the pub.

He agreed to practise more.

You should learn to express yourself.

They managed to fix the problem.

Explanation of the Gerund or the Infinitive

Some words can be followed by either the infinitive or the –ing form. Please pay attention when there is no difference meaning and when there is difference. Show the following on the PowerPoint.

Gerund and Infinitive (no difference in meaning)

We use the Gerund or the Infinitive after the following verbs:

begin He began talking.

He began to talk.

continue They continue smoking.

They continue to smoke.

hate Do you hate working on Saturdays?

Do you hate to work on Saturdays?

like I like swimming.

I like to swim.

love She loves painting.

She loves to paint.

prefer Pat prefers walking home.

Pat prefers to walk home.

start They start singing.

They start to sing.

We use the Gerund or the Infinitive after the following verbs. There are two possible structures after these verbs. Gerund: verb + -ing Infinitive: verb + person + to-infinitive

advise They advise walking to town.

They advise us to walk to town.

allow They do not allow smoking here.

They do not allow us to smoke here.

encourage They encourage doing the test.

They encourage us to do the test.

permit They do not permit smoking here.

They do not permit us to smoke here.

We use the following structures with the word recommend:

recommend They recommend walking to town.

They recommend that we walk to town.

Some verbs have different meaning. (when used with Gerund or Infinitive)

GERUND INFINITIVE

forget He'll never forget spending so much money on his first computer. Don't forget to spend money on the tickets.

go on Go on reading the text. Go on to read the text.

mean You have forgotten your homework again. That means phoning your mother. I meant to phone your mother, but my mobile didn't work.

remember I remember switching off the lights when I went on holiday. Remember to switch off the lights when you go on holiday.

stop Stop reading the text. Stop to read the text.

try Why don't you try running after the dog? I tried to run after the dog, but I

Using structures

Deal with Exercises on Page49.

Do Ex2 first and then do Ex3.

Ask students to do Ex1 in their exercise-books after class.

Step V Homework

Go over words and expressions.

Go over the grammar.

Finish Ex1 on Page 49.

The Third Period Using Language

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

assistance, companion, graduation certificate, in particular, basement, elderly, dignity, latter, congratulate ,all the best, accessible

b. 重点句型

Expressions used to offer congratulations and best wishes.

2.Aility goals 能力目标

Enable students to offer congratulations and best wishes. Learn to write a letter of suggestion.

3.Learning ability goals学能目标

By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.

Teaching important points教学重点

Offer congratulations and best wishes.

Learn to write a letter of suggestion.

Teaching methods教学方法

Listening, speaking, reading and writing

Teaching aids 教具准备

A multi-media computer

Teaching procedures & ways 过程与方式

Step I Leading in

Talk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the PowerPoint.

T: Good morning /afternoon, class!

Ss: Good morning/ afternoon, Mr. /Ms…

T: Which mountain is the highest in Africa?

Ss: Mount Kilimanjaro. (Show a picture of Mount Kilimanjaro in Africa on the PowerPoint.)

MOUNT KILIMANJARO

Ask people to think of a typical African mountain, and for many, Kilimanjaro might spring to mind. But it's far from typical, At 20,000 feet, it's the highest mountain in Africa, and one of only two to bear permanent snow (Mount Kenya is the other). Moreover, it is the largest mountain in the world that is free-standing; i.e., not part of a mountain range. To scale Mount Kilimanjaro is the ambition of many visitors to Africa. Mount Kilimanjaro, the highest mountain in Africa, now attracts many thousands of walkers each year.

Step II Listening and speaking

T: Do you think it easy to climb it?

Ss: Of course not.

T: It is not easy to climb it. It is more difficult to people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview.

Deal with Ex 1-4 on Page 6-7. Play the recording again when necessary.

Step III Wishes & congratulations

Students are asked to work in pairs to practice offering congratulations and best wishes.

Show the useful expressions on Page7 on the PowerPoint. Teacher demonstrates a dialogue with a student.

A sample of offering wishes and congratulations

B: Congratulations on your graduation certificate.

A: Thanks. And I was told you’ve invented a new computer game.

B: Yes, a company has decided to buy it from me.

A: That’s amazing. Good luck to you.

B: Thanks.

After students have finished the exercises in the textbook’ show the following situations on the PowerPoint.

Give the following two situations for students to practice offering congratulations and best wishes.

Situation 1 Your friend is going to take part in the “CCTV Cup” English Speaking Contest

Situation 2 Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest

Step IV Reading, speaking and writing

Show pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide the students into different groups .They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all the students have their own opinion.

(After the discussion)

T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstwon cinema. Let’s find out what suggestions Alice gives.

Skimming

Students can find the answers quickly, because they are printed in the pink color.

Careful reading

Help students to analyze the letter so that they will learn how to write a letter of suggestion.

T: Now please read the text carefully and think about the questions in Ex2 on Page 9.

After students read the text carefully, they will discuss the questions in Ex2 in groups. Several minutes later, check the answers with the whole class.

Suggested answers:

1. In the first paragraph Alice tell Ms Sanders she is writing to make suggestions on the easy use of the cinema by disabled customers

2. This will attract the reader’s attention and the reader will realize these are important information.

3. In the last paragraph Alice asks the architect to consider her suggestions. If her suggestions are taken, many people will benefit and the cinema will be praised.

T: After we read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.

(After the discussion)

Show the following on the PowerPoint or print it out.

A letter of suggestion

A letter of suggestion normally has five parts.

1. The Heading

This includes the address, line by line, with the last line being the date. Skip a line after the heading.

2. The Greeting. The greeting always ends with a comma. The greeting should be formal, beginning with the word “dear”.

3. The body. Also known as the main text. Generally speaking, the body includes three parts. The first part (usually the first paragraph) tells the receiver that you are writing this letter to make suggestions on something, and the main part tells clearly what your suggestions are. The last part (usually the last paragraph) asks the receiver to consider your suggestions. Don’t forget to encourage the receiver to take your suggestions. Skipping a line between paragraphs, especially in typed or printed copy, also helps the reader.

4. The complimentary close. This short expression is always a few words on a single line. It ends in a comma. The complimentary close begins with a capital letter and ends with a comma.

5. The signature line. Type or print your name. The handwritten signature goes above this line and below the close. The signature line and the handwritten signature are indented to the same column as the close. The signature should be written in blue or black ink. Skip from one to three spaces (two on a typewriter), and type in the signature line the printed name of the person signing the letter. Sign the name in the space between the close and the signature line, starting at the left edge of the signature line

Step V Practice

Deal with Ex3-4 on Page 9.

Ask students to work in groups and discuss accessible their community is for people with disabilities. Then discuss way in which their community could be made more accessible for disabled people. This discussion will lay a good foundation to the writing. After the discussion, students are asked to write a letter of suggestion to the architect of a new building to be constructed in their area. In the letter they will suggest ways to make it more accessible for people with disabilities. While writing the letter, they should pay attention to the format of a letter. If time limited in class, they can finish the letter out of class.

Step VI Homework

Write a letter of suggestion to the architect.

A sample of a letter of suggestion

Mr.Xue Sun Lei

Chief architect 18 Hongyang street

Supermarket design Yuquan County

211 Kangwei Road

Yuquan County

18 March

Dear Mr Xue,

I learn from the local news that you are the architect who is to design the supermarket. I am writing to ask you to consider the right of the disabled for easy access. In particular, I would like you to consider the following things:

1. Access to the supermarket for people in wheelchairs and those who have difficulty walking. The lifts should be wide enough for the wheelchairs to move around. The entrance should be suitable for wheelchairs on the ground floor. There should be special entry for people for the blind.

2 Toilets There should be special toilets for the disabled. The bathrooms and toilets should have doorways wide enough for a wheelchair, doors that are easy to open and close, and hand-holds that the disabled can easily use.

3. Telephones should be easy for a person in a wheelchair to reach. Generally speaking, a supermarket is so big that it is difficult for one, especially one in a wheelchair to find what one needs. So telephones should be easy to reach for a person in a wheelchair so that he can call the staff for help.

4. Shelves. When designing the shelves, the disabled should be taken into consideration. Safety should come first.

Thank you for reading my letter. I hope you will consider my suggestions. Disabled people should have the same opportunity as able-bodied people to enjoy the supermarket and they should be able to do so with dignity. It is very important to use various forms of technology which can assist individuals with various types of disabilities to increases their mobility and independence. I am sure if you design it with good access for the disabled, the supermarket will attract more customers and people will speak highly of your design.

Yours sincerely,

Sunlei

The Fourth Period Reading and listening

Teaching goals 教学目标

1. Target language目标语言:

Patterns used to make introductions.

I’d like to introduce you to…

I’d like you to meet…

May I introduce…?

Pleased to meet you.

It’s nice to meet you.

2. Ability goals能力目标

Help students learn how guide dogs are trained and how they improve the quality of life for people who are blind, visually impaired, or with other special needs.

Enable students to use proper English as well as body language to make introductions..

3. Learning ability goals学能目标

By listening and reading students will learn guide dogs play an important role in the life of the disabled. By practicing, students will learn how to make an elegant introduction.

Teaching important points教学重点

How to make an elegant introduction.

Teaching difficult points 教学难点

How to make an elegant introduction.

Teaching methods教学方法

Reading, listening, explaining and practising

Teaching aids教具准备

The multi-media

Teaching procedures & ways教学过程与方式

Step I Leading in

Ask students to discuss how a guide dog is trained.

T: Yesterday we read a letter of suggestion to an architect. In the letter Alice asks the architect to provide easy access for people in wheelchairs and those who have difficulty walking. Today we are going to learn how to assist the blind. Now look at the poster. It is a very popular movie that moves 100 million Asians in 2005. What’s the movie? (Show the poster on the PowerPoint)

Ss: The Chinese is Dao Mang Quan-Xiao Q

T: What’s the movie about?

Ss: It is about how Xiao Q –-a guide dog helps Dubian-an odd blind man. There is deep love between its master and Xiao Q.

T: Xiao Q is his eyes, his company. But do you know how a guide dog like Xiao Q is trained?

Ss: No.

T:Ok, please open your books at Page 46.Read the passage then you will learn how a guide dog is trained.

Step II Reading

Ask students to read the passage on Page 46 and then make a timeline that shows how the different stages in a guide dog’s training.

Stage Age Training

The first stage: 1-12 months The puppy lives with a sighted family

The second stage: 13-18 months It begins five months training at a guide dog school.

The third stage: 19-23 months When it is trained, it meets its new owner and the two live at

the guide school for a month to learn to work together.

The last stage: A trainer goes to the owner’s home to teach the dog and its owner how to get round in their own town or city.

After dealing with the reading passage, show the following to enrich students’ knowledge of how a guide dog helps its owner.

T: Do you know what a guide dog is trained to do? And how much does it cost to train a guide dog? Let’s learn more about the guide dog training.

Show the following on the PowerPoint or print it out.

Guide dogs are the guiding eyes for people who are blind or visually impaired, and they are specially bred and trained for this most important job.

How much does it cost to train a guide dog?

It costs more than $30,000 to complete the training of one guide dog. This includes all expenses from breeding to raising the dog to training it and matching it with a blind person.

What exactly is a guide dog trained to do?

Guide dogs undergo a comprehensive training program, and only the best complete the training and become working guides. In short, guide dogs are taught how to find and follow a clear path, maneuver around obstacles, and stop at curbs. They also are taught to determine when it is unsafe to move on. They follow their teammate's directions, and they know that they can disobey only in the face of danger.

What is the blind person taught during training?

During the training program, blind students first learn about the commands the dog knows. Over a several week period, they are taught everything there is to know about how to work with a guide dog. In addition, they learn about proper care of the dog, which ranges from feeding to grooming to medical issues. Access laws, public awareness and other issues also are covered during the 25-day program.

Are guide dogs allowed in restaurants?

Guide dogs are allowed everywhere that the general public is allowed to go. This includes restaurants, taxicabs, airplanes, hotels, etc. This right is protected by a federal law called the Americans With Disabilities Act.

Are there things I should or should not do when I am around a guide dog?

The general rule is that working guide dogs should be ignored. Distractions take their concentration away from the work they have to do-which can put the dog and its teammate in danger. Do not pet or feed a guide dog and do not encourage the dog to misbehave.

Listening

Deal with the listening exercises. Besides the requested details, students are asked to pay attention to how people are introduced. Play the tape again when necessary.

T: Now let’s come back to the workbook. Sara, who is blind, has just returned home from a guide dog school. Who has come to her home according to the reading passage?

Ss: A trainer from the guide dog school.

T: Right. A teacher from the school has come to Sara’s house to teach her and her dog how to find their way around their own town. Please listen carefully, and finish the exercises.

After dealing Ex2-3, play the tape again to do Ex4.

T: Now let’s listen to the tape again, and do Ex4. Please pay attention to the dialogue. You will be asked to imitate the dialogue after we fill in the blanks.

Before they act out the dialogue, they should be aware this is an introduction.

T: What is the dialogue about?

Ss: An introduction.

T: Now I will ask some of you to act out the dialogue and show us how to make an introduction. Please remember they are at Sara’s house, not a formal occasion.

(After the performance)

T: Well done. Then do you know how to make a formal introduction? Suppose a business one? Ok, please look at the useful expressions on Page 47. These will help you to make your introduction elegant.

Step III Talking

Tips on how to introduce people

First give students some advice on how to introduce people.

Show the following on the PowerPoint.

Here's how to make proper introductions at parties, dinners and other social situations.

1. Introduce individuals to each other using both first and last names.

2. If you're introducing someone who has a title, a doctor, for example include the title as well as the first and last names in the introduction.

3. Introduce the younger or less prominent person to the older or more prominent person, regardless of the sex of the individuals. (However, if a considerable age difference lies between the two, it is far more courteous to make introductions in deference to age, regardless of social rank.) For example: “Arthur Prefect, I'd like you to meet Dr. Gertrude Smith”.

4. If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss,' 'my wife' or 'my uncle.'

5. Introduce an individual to the group first, then the group to the individual. For example: 'Dr. Brown, I'd like you to meet my friends Kym Hsu, Shawn Kampbell and Michael Via. Everyone, this is Dr. Kurt Brown.'.

Demonstration

Present a formal introduction with two students. Ask students think about the body language as well as the spoken words.

A sample of formal introduction

Donna Sellers: Ms. Tayer, I’d like to introduce my secretary, Paul Banning to you. Mr. Banning, this is Ms. Joy Taylor, the president of Auto Smart company from Canada.

Joy Taylor: Nice to meet you.

Paul Banning: Pleased to meet you.

T: Besides the above suggestions on the PowerPoint, you should also think about an introduction in a Chinese business is different from an introduction in a Western business. We Chinese prefer to use the title, while the westerners prefer to use Mr/Ms/Mrs___. A handshake is acceptable in both cultures. So don’t forget proper body language.

Practice

Students are given several minutes to practice a formal introduction. Then deal with Ex2 on page 47.

Step IV Homework

Surf on the internet to learn about Braille.

The Fifth Period Reading and Writing

Teaching goals 教学目标

1. Ability goals 能力目标:

Learn the story how Zhang Yuncheng achieves his ambition.

How to write a summary.

2. Learning ability goals学能目标：

Enable students to realize nothing is impossible.

Inspire students to study hard by Zhang Yuncheng’s story.

Teaching important points教学重点

How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day. His difficulty to achieve his ambition is beyond description.

Teaching difficult points教学难点

How to improve their writing.

Teaching methods教学方法

Reading and writing

Teaching aids 教具准备

The multi-media computer

Teaching procedures & ways 过程与方式

Step I Revision

Check the homework.

Ask some students to say something about Braille.

Present the following on the PowerPoint.

Braille, a system of raised dots that is read with the fingers, has historically been embossed on paper.

Braille was first developed about 1820 by a young Frenchman named Louis Braille. He created Braille by modifying a system of night writing which was intended for use on board ships. He did this work as a very young man and had it complete by the time he was about 18. He and his friends at the school for the blind he attended found that reading and writing dots was much faster than reading raised print letters which could not be written by hand at all. The development of this system by young Louis Braille is now recognized as the most important single development in making it possible for the blind to get a good education.

Braille consists of arrangements of dots which make up letters of the alphabet, numbers and punctuation marks. The basic Braille symbol is called the Braille cell and consists of six dots arranged in the formation of a rectangle, three dots high and two across. Other symbols consist of only some of these six dots. The six dots are commonly referred to by number according to their position in the cell.

Deal with Ex1 on Page 50.

Step II Listening

After dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.

Ex3 requires students to listen for events on the timeline. Before playing the tape, Teacher asks students to look through the questions first. According to the questions, students may make predictions to the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.

Step III Reading and writing

After learning something about Braille, deal with reading and writing task on Page51.

Present some pictures of Zhang Yuncheng on the PowerPoint.

T: Look at these pictures. Do you know who he is?

Ss: Zhang Yuncheng. A writer with disabilities.

T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk),“ taking its example from Helen Keller's remarkable story ”Three Days to See.“ Now let’s read his story on P51.

Fast reading

Ask students to scan the text and write a mini bio for Zhang Yuncheng.

Show the following on the PowerPoint.

A Mini Bio

Name: Zhang Yuncheng

Sex:

Health:

School education:

Interests and hobbies:

Ambition:

Dream:

Several minutes later, show the sample on the PowerPoint.

The sample of the mini bio

A Mini Bio

Name: Zhang Yuncheng

Sex: Male

Health: disabilities caused by a muscle disease; very weak, can hardly pick up a pen

School education: one day

Interests and hobbies: reading and writing

Ambition: to write and publish a book

Dream: to live a better life

Careful reading

Deal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.

Preparation for writing

Students are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Yuncheng is, how old he is., what disability is, and what he has achieved.

Writing:

When students finish the opening sentences, they will be asked to write the rest of the text.

A sample of the writing

Zhang Yuncheng, born in 1980 in Heilongjiang, is the writer of the best seller “If I can walk for three days”.

He has a disease which affects his muscles in his body. He developed the disease at the age of 3. Because of his health condition, he went to school for only one day. So Yuncheng stayed at home and over the years, his condition got worse and worse. At 16, he could not walk at all. At 18, he could not get out of his bed. At 20, he could not raise his arms above his head. However, Yuncheng’s disease has not stopped him making most of his life. He taught himself to read and write. He loves reading and writing and wants to become a writer. With the help of Zhang Danuo, an editor, at the age of 25, Yuncheng achieved his ambition to write and publish a book.

Step IV Homework

Speaking task on P52

Answer the questions on checking yourself on P53.

I.本单元课文注释与疑难解析

1. I have learned to adapt to my disability. 我已经学会适应这种生活。

adapt (+to ) :to make suitable to or fit for a specific use or situation. 使适应,使适合

He adapted himself to the cold weather.

他适应了寒冷的天气。

He tried hard to adapt himself to the new conditions.

他努力使自己适应新的情况。

When he moved to Canada, the children adapted to the change very well.

他移居加拿大后孩子们很能适应变化。

2. Every time after a long absence from school, I feel really stupid because I am a bit behind the others. 每次我缺课很长时间后，都觉得自己很笨，因为自己落在别人后边.

every time每次, 每当引导时间状语从句

Every time I catch a cold, I have pain in my back.我每次感冒背就痛。

absence.不在,缺席[U][C][(+from)

She never speaks ill of anyone in his or her absence.

她从不乘人不在时说别人的坏话。

He has many absences from class. 他经常缺课。

3. In particular, I would like you to consider the following things:尤其我想让您考虑以下几点：

particular adj.

1.值得注意的；特别的；不寻常的

There was nothing in the letter of particular importance.

这封信里没什么特别重要的内容。

The story happened on that particular day.

故事就发生在那一天。

The teacher showed particular concern for the disabled child.

老师特别关心那个残疾儿童。

2. 独特的；单独的；某一种的

Her particular way of smiling left a good impression on me.

她特有的微笑给我留下了美好的印象。

”I don't like this particular scarf, but the others are quite nice.“

”我不喜欢的就是这一种围巾,其他的都很好。“

3. 难以取悦的；考究的；挑剔的(+about/over)/(+wh-)

I'm not particular about my clothes; I don't mind what I wear.

我不怎么讲究我的衣服，我不在乎我穿什么。

He is very particular about his food.

他吃东西很讲究/挑剔。

special, especial, specific, particular, exceptional, extraordinary, peculiar这些形容词均含“特殊的，特别的”之意。

special 普通用词，指不同于一般、与众不同，着重事物的专门性，突出与一般不同。

especial和special含义很接近，较正式，但侧重有特殊的意义或重要性。

specific着重指某种、某类事物具有的特殊或特定的属性，也可指专门提出作特别考虑的事物。

particular侧重不同于普遍性的个性或特殊性。

exceptional指不同于一般，本身是特别的或异常的事物。

extraordinary语气比exceptional强，指极大地超过一般或正常情况。

peculiar强调指与众不同或独特的意思,古怪的,不寻常的.

specially, especially, particularly这些副词均可表示“特别地”之意。

specially着重为做某事而“专门地、特意地”，相当于on purpose。

especially较多地用于正式文体，侧重超过其它全部，突出到“特别地”的程度，相当于in particular。

particularly用来指同类中特别突出的一个

II. 文化背景知识

Understanding The World's Differences

There are over 750 million people in the world today with some type of disability! Think about that number for a minute - the population of the state of California is 30 million people. The population of the United States is 250 million people. The population of the United States would only equal one third of the number of disabled people in the world!

There are two Categories of Disabilities: some disabilities are visible, such as a person in a wheelchair. But other disabilities are invisible, like an individual with a learning disability. Even though you can not see a person's disability does not mean they do not have one. So when you are thinking of asking a person to carry something heavy remember if they say ”No,“ don't think of them as not wanting to help! This person might just have a bad case of asthma, or a muscular disorder, which limits them from carrying heavy objects.

I think that at one time or another everyone has been curious about some type of disability...especially kids. We have tried to understand these mysterious disabilities by pretend play or being curious and asking questions of people we see in wheelchairs. Then our parents say”Honey, don't point! SHHHHHH!” Why is it so hard to accept other's differences? After all, we are unique! Some people feel it's the adults and others around us who teach us by example; That prejudice and fear or lack of understanding on their part, are the way in which we must all believe. Even though as kids we try to understand and are curious enough to pretend what it's like to be ”different“, we also grow up in a society where differences mean fear - rather than understanding. Maybe if we attempted to simulate life or one of life's challenges as a person with a disability we can help ourselves and others to understand and respect these ”differences”. Let’s join in speaking out to all those that lead our countries, in promoting greater tolerance and understanding of all the world's differences by talking and developing respect and tolerance for all the world's people - including those with disabilities!

Here are some interesting people with different disabilities:

“We keep moving forward, opening up new doors, and doing new things, because we're curious...

and curiosity keeps leading us down new paths.”

---Walt Disney

-Hans Christian Anderson (Famous Author) - Dyslexia

-Ludwig van Beethoven (Famous Musician) - Deaf

-Alexander Graham Bell (Great Inventor) - Learning Disability

-Winston Churchill(Prime Minister of England) - Dyslexia

-Walt Disney (Animator/ Movie Producer) - Dyslexia

-Thomas Edison (Great Inventor) - Dyslexia

-Albert Einstein (Great Physicist) - Dyslexia

-Helen Keller (Devoted Life to Persons with Disabilities) -Blind, Deaf, and Mute

-John Milton (Famous Author) - Visually Impaired

-General George Patton (War General)-Dyslexia

-Franklin D. Roosevelt (President of the United States)- Polio

-Leonardo daVinci (Famous Painter)-Dyslexia

-George Washington (President of the United States) - Dyslexia

-Woodrow Wilson (President of the United States) - Dyslexia

Dr. John Horner, Paleontologist

Jack has been a consultant to Steven Spielberg for the movies, “Jurassic Park” and “The Lost World”.

Dr. John (Jack) Horner remembers having trouble with math, reading, and foreign languages in school. He absolutely loved science, and searched out fossils with his dad in Montana as a boy. He looked at every science book he could get a hold of in his town, but he never really read them because he couldn't read. In high school he won every science fair with his innovative projects, but he still had problems memorizing for science tests.

Jack reported, “I only remember one B in my life. The rest were a few Cs, mostly Ds, and lots and lots and lots of Fs. But I always believed in myself. This came from knowing that there were other things that I could do better than anyone else. . . Throughout college, I learned a lot but I kept flunking out. I still couldn't memorize. It was also hard for me to keep up with lectures. In chemistry, I remember my teacher writing on the board and talking about something else at the same time. I couldn't follow either. And I could never keep up with all the reading.”

He got a job in paleontology at Princeton University fixing up all the dinosaur bones. It was there that he heard of dyslexia, to his relief. Once on vacation he discovered nests with baby dino bones in them, which was a new world find. He became the curator at the Museum of the Rockies and began teaching at the Montana State University in Bozeman. “I never make my students memorize for tests. Instead, they have to explain what they know.”

“Because I am dyslexic, I believe I offer a different approach to certain subjects. That comes with the way I think. I think differently, and that makes me ask questions differently.” Jack advises people that if they are interested in doing something, spend time doing it. “But do it your way; don't worry about other peoples' expectations.”

Jack has received a MacArthur Foundation Award (called the “Genius Award”), and he was the real life model for the paleontologist in the movie, Jurassic Park.

Invisible disabilities

Name: Lynda Appell

Email: fennel@visto.com

Date: 14 Oct 2005

Time: 20:28:20

Remote Name: proxy.iad4.netsetter.com

Remote User:

That's Funny You don't Look Like You Have a DisABILITY

Anyone can see that a man, woman, boy, girl who is in a wheel chair has a visible disability. Likewise seeing someone using a cane either as a walking aid or as help for someone who is blind.

Conversely someone who has an invisible disability, be it a learning disorder, a mental illness under control with treatment, a person with chronic debilitating pain and many other examples, too numerous to mention, are seen (unless their disability is known) as not having anything disabling about them.

I am not implying that persons with handicaps that are not readily seen are more disabled than those with a handicap that is readily visible. What I am saying that both visible and invisible disabilities can both be a hardship and, at times, even devastating to the individual. Just because a disability can not be seen doesn't mean it's any less disabling than one that can be seen by most people. This doesn't necessarily mean more so. It means that a visibility of disability should not be the sole criteria of who is considered disabled.

To me, there is one very important exception to the above. The person with an invisible disability has to deal with not only their disability but the public's attitude toward it. For it's easy to realize someone who is physically challenged as being impaired. It's harder to realize that a person who may look normal may also have impairment.

What is a learning disability?

LD is a disorder that affects people's ability to either interpret what they see and hear or to link information from different parts of the brain. These limitations can show up in many ways: as specific difficulties with spoken and written language, coordination, self control, or attention. Such difficulties extend to schoolwork and can impede learning to read, write, or do math. Learning Disabilities can be divided up into three broad categories. These types of learning disabilities include:

Developmental speech and language disorders

Academic skills disorders

“Other” a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms

My Life with Learning Disabilities

I was in Eighth Grade, I had a good school, great teachers and amazing friends but something was missing. I tried hard in school, but for some reason I wasn’t making it. I wasn’t getting the grades I thought I should have had, and I wasn’t getting what most of the others around me did. I was confused and disoriented, but thought nothing of it. Although my mother did, who is a teacher that worked with learning disabled children at the time. Although I never admitted that I was having trouble, nor did I believe I really was, my mom knew that something just wasn’t right with me, she knew this for she was surrounded all day by kids with the same problems.

She noticed it in me, and studied it, then finally she came to me and told me her thoughts. I was furious, furious to think my mother even thought there was something wrong with me, I thought she thought I was stupid, and couldn’t do anything on my own. I didn’t want to believe or even think that I could have a problem, I thought it was normal to have the problems I was facing and I ignored it. But my Mom insisted that I have testing done, just to see if there was something. So I finally gave in, hoping to prove to her that she was being foolish and that I was fine.

Well those tests ruined my life, they weren’t what I expected and they weren’t what I wanted to believe. I had this stereotype that people with learning disabilities were stupid and couldn’t be educated. I wasn’t about to admit to myself that I had one. My mom tried so hard for me to understand, that having a learning disability is okay, and that it doesn’t mean you're stupid, that it just means you learn differently than others and that there was nothing wrong with that, as long as I got the help I needed to help correct it. But that just wasn’t good enough for me. I was depressed and distraught about everything, I felt so let down from my mother and from everyone including myself. I felt like I was being babied and watched over constantly, and everything just became to cave in for me. But there was something I didn’t realize for a long time and it was until then that I understood.

It was high school, when I entered high school I was scared, scared of my classes, scared of all the new people, and just the overall atmosphere but I learned something about those classes, about those people, and about that atmosphere, that I wasn’t the only one. The experience of meeting people with the same kind of problems gave me more confidence and a greater understanding. I found out how much better I had it than some. Even people I knew for years but never knew they had one.

Things were starting to come together, I was seeing people around me deal with it daily, and by the end of the day defeat it like champions. These people were smart, these people were confident, these people were amazing, and these people were teenagers just like me. After really seeing that, my mind and eyes opened up to a greater understanding. I felt so bad for thinking that a person with a learning disability was stupid or incompetent, because they weren't, they weren’t at all and I wasn’t either. As hard as it was for me I accepted it, and I finally gave up the fight and gave in and got the attention and help I needed.

I won't lie I didn’t like it, but as much as I didn’t like it, it helped and I started to improve. I felt a lot better about myself and a lot better about school. I wasn’t as frustrated and annoyed anymore because I had found a way to do it and do it correctly, and it made school actually start to make sense. My Mom had tried to tell me these things all along, but I didn’t want to believe her, and she didn’t do this to me because she thought I was stupid, she did it because she cares, and she wanted me to do well and to understand school and not have it be some horrible struggle. I never noticed that, I thought she had lost all faith in me when all along she had more than I ever did.

Now as a junior in high school I am not afraid to say that I have a learning disability because I know I am smart, and like my mom always said I just learn differently and that’s what I now believe make all of us with learning disabilities beautiful and unique.

篇4：模块5 Unit 1 全单元教学案（安徽黄口中学）(新课标版高二英语必修五教案教学设计)

Title: welcome to the unit

教学目标：

1. 引入有关地点和交通的话题。

2. 讨论参观访问和交通方式。

3. 辨别方位。

课前自主学习。翻译下列词组。

1. 知道路 2. 确信 3.下去 4.恐怕

5.必须 6.上去 7.在的北面 8.在西北面

课堂解疑

1.Follow me ,Eddie.

Follow 在这里表示“跟随”，是及物动词。形容词为following “接下来的，下一个的” ，the following week , the following day

He followed her up the hill.

词组follow sb. to do sth. 跟随某人做某事

Eg. 学生们经常跟随老师去购物。_______________________________________

Follow 有时做不及物动词，意为“随后就来”

You go first and I’ll follow. 你先走，我随后就来。

2. Are you sure ,Hobo?

在 be sure 中，sure 是形容词，“有把握，肯定”，做表语，后面还可以跟

（1）从句：I am not sure why he wants it.

(2) of 或about 引起的短语。I am not sure of that. Are you sure about it ?

(3)to do sth. “一定会，肯定会“

我们一定会赢得那场足球比赛。

3．Let’s go down here .

句中let’s 是let us 的缩写形式。“让我们----”，包括“听话者”在内，既提出建议，劝说对方一起做某事，疑问句尾用shall we ?

Let’s go home, shall we ?

咱们一起上学，好吗？_________________________________

Let us “让我们”，不包括“听话者”，既提出请求请对方允许，而对方不做，只有我们做，疑问句尾用 will you ?

Let us go home ， will you ?

让我们休息一下，好吗？__________________________________

4．They want some ideas about where to go and what to see.

句中where to go 与what to see是疑问词加不定式结构，在句中做介词about的宾语用。这种结构可以与should 构成的宾语从句互换。

He didn’t know how to get there. =He didn’t know how he should go there.

你能告诉我何时动身去北京吗？__________________________________________

注意，这种结构做主语时，谓语动词用第三人称单数形式。

How to learn English well is a problem for us.

5. Let’s go on an outing.

句中go on “去”方向，旅行等。后接名词或 v-ing 形式。

They are going on a trip to the Great Wall next year.

词组go on with sth . =go on doing sth . 继续做同一件事

May I go on with my homework? = May I go on doing my homework?

Go on to do sth . 继续做另一件事

After he finished his homework, he went on to watch TV.

6. Look at the map and find the places they plan to visit .

句中they plan to visit 是一个省略了that 的定语从句，对前面的名词places 进行修饰。

This is the book I like very much.

你参观的地方是我的家乡。____________________________________________

7. The zoo is north of Beijing Sunshine Secondary School.

句中north of 表示“在的北面”指“一个地方在另一个地方的北面”。也可用to the north of 结构表示。

Japan is east of China. = Japan is to the east of China.

当表示在一个大范围中的“北方，北面”时，要用“in the north of ” 结构。

北京在中国的北方。________________________________________________

英语中表示方位的词有：

east 东 west 西 south 南 north 北

southeast 东南 northeast 东北 southwest 西南 northwest 西北

north of = to the north of 在……北

The zoo is to the north of our school. 动物园在我们学校的北面。

[辨析] A在B东

A is in the east of B （A地包括在B地的范围内）

Taiwan is in the east of China. 台湾在中国的东部。

A is on the east of B （A地和B地相连）

Korea is on the east of China. 朝鲜在中国的东边。

A is to the east of B （A地不包括在B地的范围内）

Japan is to the east of China. 日本在中国的东面。

[拓展] eastern 东部的 western 西部的 southern 南部的 northern 北部的

in the north of = in the northern part of

The Great Wall is in the northern part of China. 长城在中国北部。

Exercises for this period

一．选择填空

1.He _______ hand in his homework today.

A. haven’t B. don’t have to C. hadn’t to D. doesn’t have to

2. Do you know the answers to the _________ questions?

A. follow B. to follow C. following D. followed

3. Can you help me find _________ the museum?

A. the way B. the way to C. to the way D. the way to get

二．用所给单词或词组的适当形式填空

1. It’s too late. Millie __________ (have to) go home quickly.

2. Don’t ________ (follow) me all the time. I’m too busy.

3. Daniel ________ (be) very afraid, because he can’t find the key to his house.

4. Let’s go _________ (shop) together.

5. _______(not be) late for class.

三．对下面句子的画线部分进行提问

1. The Class 1, Grade 7 students are planning a trip.

_______ _______ the Class1. Grade 7 students _______?

2. They like climbing the hills.

_______ _______ they ________ _______?

3. There are three boys on the playground.

______ _______ the playground?

4. He has lots of good friends in Beijing.

______ _____ good friends _______ ______ ______ in Beijing?

四：句型转换练习

1. Let’s enjoy Beijing opera here. (改为同义句)

__________________________________

2. Be late for school .（改为否定句）___________________________________

3. I think we can go there by understand. （改为否定句）

_________________________________

4. She goes to the zoo by bus .（对划线部分提问）_______________________________

5. The Sunnyside Garden is north –west of the zoo.（改为一般疑问句）

_______________________________

6. Siman walks to the supermarket. (改为同义句)_________________________________

7. They go to the restaurant by bike. (改为同义句)

_________________________________

The second period

Title: Reading

【课前自主预习】

一、翻译下列词组：

1) walk to school 2) go out of

3) live near each other 4) turn left

5) push … into 6) jump out of

7) in the end 8) get a call

二、根据课文内容判断正（R）误（W）：

( ) 1. Justin, Paul and Susan lived in the same building.

( ) 2. Justin and Paul ran to Hill Building at once.

( ) 3. Three men in police uniform told them about the robbers.

( ) 4. Paul opened the door of the van with a knife.

( ) 5. They took different routes.

( ) 6. Justin went along 6th street.

( ) 7. They met at the police station at last.

( ) 8. The robbers tried to run away but failed.

【体验与实践】

一、预习情况交流：同学们，让我来看看你们的预习工作完成得怎么样：

1. 写出下列单词或词组：

1) 住在.…..附近_______________ 2) 出小汽车__________________

3) 立刻_______________________ 4) 开走______________________

5) 尽力开门___________________ 6) 乘汽车____________________

7) 沿着6号街直走_____________ 8) 向右拐进4号街___________

9) 停在交通灯处_______________ 10) 最后_____________________

2. 回答下列问题：

1) How Justin and Paul know there were robbers in Hill Building?

2) Who are the three men in police uniform? What did they do when they saw the twins?

3) How did the twins get out of the van?

4) Why did the three robbers get to the police station before Justin and Paul?

5) What do you think of the two boys?

课堂解疑

1. It is their friend, Susan.

句中Susan 是前面名词friend的同位语。一个名词或代词后面有时可跟一个名词，或起类似作用的其他东西，对前者作进一步解释。说明它指的是什么，是谁等，叫做同位语。

This is Mr. Zhou, principal of our hospital.

布莱克先生，我们的英语老师，很爱我们。

Mr. Black, _____________________, loves us very much.

2. Let’s drive to Hill Building.

drive to Shanghai = go to Shanghai by car/ in a car 开车去上海

[拓展]ride to school = go to school by bike/on a bike 骑自行车上学

fly to England = go to England by air/plane 坐飞机去英国

walk to school = go to school on foot 步行去学校

take a bus to school = go to school by bus 乘车去学校

3. They get out of their car at once.

At once “立刻，马上”，意思与 right away 相同。

You must stop talking at once.

他立刻告诉了我那个消息。He told ______________________________.

从火车，大汽车，船，飞机获马上下来多用get off, 而从出租车或小汽车上下来常用 get out (of),其反义表达分别为get on 和get in (into)

他上了小汽车，然后在出租车停靠站下了车。

He ______________the car, and ________________it at the taxi rank.

4. Three man in police uniform are running out of the building.

In police uniform 是介词短语做定语修饰three man ,译为“穿警服的三个人”

当表示某人穿什么衣服显得怎么样可用以下两种形式。You look cool in the red coat. 或

The red coat looks cool on you.

in后接表示服装或颜色的名词，表示“穿，戴”

The girl is in a sweater today.

The woman in white is Mrs Green.

[拓展]wear 动词，意为“穿，戴”，表示状态。

put on 动词词组，意为“穿上”，表示动作。

He is wearing a red coat.

他穿着红外套。（强调穿着的状态）

Please put on your coat. It’s very cold outside.

请穿上你的外套，外面很冷。（强调穿上的动作）

5．Paul tried to open the door but fails.

Try (not ) to do sth.试图（不）做某事

We try to learn English well.

他们试图不向窗外看。_____________________________________

Fail 在句中表示“没有成功”“失败”，是不及物动词。词组 fail in sth .(在某事上失败)，fail to do sth. (未能做某事)。He failed in the English exam. = He failed to pass the English exam.

6．It works.

句中work是不及物动词，“。。。。行得通，有效，起作用”

It’s a good idea, but it won’t work.

This medicine really works and I feel much better. (这种药很有效，我感觉好多了)

7．Shall we take different routes?

句中route “路线”，是名词。 Take different routes “走不同的路线”

Which route do I take to Beijing?

8.I will turn right into Seventh Street and turn left into Park Road.

（1）Turn left ,向左转。Turn right ,向右转。这里left ,right 都是副词。也可以说成turn to the right /right.

Turn left at the traffic lights.

（2）left 也可以用作名词，“左边”或用作形容词“左边的”

He sits on my left.

Most people write with their right hands, not their left ones.

9. Paul stops talking.

Stop doing 表示停止做某事，指停止正在干的事

我必须停止看电视了，因为我有许多家庭作业要做。____________________________________________

Stop to do sth. 表示停止正在做的事去做某事。

He stopped to watch TV.

当他看到他的朋友时，他停下来和他说话。

____________________________________________

10. He is surprised to see the three man in the police station.

Surprised 是过去分词做表语。“感到惊讶的，震惊的”，be surprised to do sth. /be surprised at sth.

I’m surprised to hear the bad news. = I’m surprised at the bad news.

Surprised “感到震惊的，惊讶的”，用于修饰人，表示因…… 而震惊，惊讶，含有被动意义。Surprising “令人震惊的，使人惊讶的”，用于修饰物，含有主动意义。类似的还有interested-interesting, excited-exciting, bored-boring

The surprising news made us surprised.

We are excited to hear the exciting news.

Exercises for this period

一．翻译下列词组

1. at lunchtime________________ 2. walk to school_________

3. go to work by bike______________ 4 . go out of__________

5. live near each other_______________ 6. try to remember___________

7. turn left___________ 8. jump out of_________

9. stop crying___________ 10. be surprised___________

11. at last_________ 12. make a telephone_________

二．翻译下列句子

1．这个盗贼从大厦里跑了出来。

The robber _______ ______ ______ the building.

2．我们走不同的线路，好吗？

_______ _______ _______ the different routes?

3．看到他们的父母，这些孩子很惊讶。

The children _______ _______ to see their parents.

4．两个盗贼跳下公共汽车逃走了。

The two robbers _______ _______ _______ _______ ________ and ran away.

5．他们停止了工作，休息了一下。

They _______ _______ and had a rest.

三、单项选择：

( ) 1. I don’t like this coat. Would you please show me ________.

A. other B. the other C. the others D. another

( ) 2. The earth goes ________ the sun.

A. over B. across C. from D. around

( ) 3. My clock doesn’t ________. Can you mend it for me?

A. more B. walk C. use D. work

( ) 4. Jack, with his friends, _________ see Mr Li tomorrow.

A. is going to B. are going to C. go to D. will goes

( ) 5. After he heard the _________ news, he was very __________.

A. surprised, surprising B. surprised, surprised

C. surprising, surprising D. surprising, surprised

The third period

Title: Read (Part C) Vocabulary

1. 重点词汇: straight, zebra crossing, entrance, correct, corner, road, hotel, cross

2. 语言目标: Turn left. Cross the road. The entrance is on your left.

【课前自主预习】

一、翻译下列公共场所的标志用语：

1.Zebra crossing 2.Straight on

3.No smoking 4.Dangerous

5.Turn left 6.No parking

7.Slow 8.No photos

课堂解疑

1.I tell the police about the robbers.

Tell sb. about sth. 告诉某人关于某事

He told me about his country.

Tell sb. sth . 告诉某人某事

I told him my name .

Tell sb.（not） to do sth. 告诉某人(不)做某事

我们的老师经常叫我们上课要认真听讲。

____________________________________

2.straight on 直行

straight adv. 直的，径直地 sit straight 坐直

go straight along the street

adj. 直的 a straight line 一根直线

on adv. 意为“继续”，一般可放在动词后，表示动作的延续

walk on 继续走 move on 继续移动 work on 继续工作

3..cross the road 穿过马路

cross v. 穿过 = go/walk across

across prep. 穿过 go across the street

[辨析] across 强调在事物的表面横穿过

go across the bridge 过桥

through 强调在事物的里面穿过

go through the tunnel /door/forest 穿过隧道/门、森林

4.the corner of the road 路的拐角

at the corner of the road 在路的拐角处

in the corner of the street 在街道的角落里

round the corner of the street 绕过街道的拐角

Exercises for this period

一．用适当的介、副词填空

1. Millie and I live _______ each other in a building.

2. The thief pushed the door and ran _______.

3. Every morning, my grandma walks _______ the street in the park.

4. You want to go to the office? OK, just turn right _______ the Park Road, then you can see it.

5. The car stopped _______ the traffic lights, because the red light is on.

6. Don’t jump ______ ______ the window, it’s too dangerous!

二．根据所给中文写出句中所缺的单词

1. When the light is green, you must cross the road _______ (赶快)

2. _______ (突然), a boy rushed out, the driver had to stop the car.

3. Walk _______ (沿着) the road, and turn right. On the _______ (另一个) side of the road, you can see the hospital.

4. Did you _______ (收到) your father’s letter last month?

三、根据中文或括号中词的暗示完成句子：

1． To get to the park, turn left when you come to the __________(十字路口)。

2． Don’t ______________(横穿) the street.

3． This sign tells us that we can go ______________(径直) on.

4． My brother works in Sunshine _______________(宾馆).

5． Walk down the road, you can find the office ___________(easy)

篇5：模块7 Unit 1、unit 2 词组(新课标版高二英语选修七教案教学设计)

Unit1 Living Well

Warming up

1. a mental/physical disability 精神残疾/身体残疾

disability:可用作可数名词和不可数名词，用作可数名词表“残疾”；用作不可数名词表“无能、劳动能力丧失”adj. disabled

2. be proud to do/ be proud of sth 很骄傲做什么，对…感到很骄傲

3. university entrance exam 高考

4. set up her own website()创建她自己的网站

Pre-reading

1. Other disabled people find the website beneficial.

1) find sth+adj.

2) Be beneficial to sth=be of benefit to sth 对…有益

3) v.benefit 获益，得益于。benefit by/from 得益于

Reading

1. In the other words=that is to say=namely(均常作插入语) 换句话说，也就是说

2. bump into furniture 撞上家具

3. adapt (A) to (B) 使A适应于B，把A改编为B

4. at a time每一次, at one time曾经、一度, at times时常, at all times在任何时候, at no time决不（放句首时要倒装）

5. up until now直到现在

6. used to do 过去经常做, be/get used to sth/doing sth适应于…, be used to do sth被用来做

7. dream about/of doing sth梦想做…

8. miss a lot of lessons=miss a lot of school 错过许多功课

9. looke different from 看上去与…不同

10. get out of breath开始上气不接下气

1) take a deep breath 深呼吸2)lose one’s breath喘不过起来 3)hold one’s breath屏住呼吸

11. Every time after a long absence from school, I feel really stupid because I am a bit behind the others.

1) every time 引导的时间状语从句

2) absence from, adj. Be absent from 缺席…反义词 presence/ be present at 出席…

3) a bit=a little 一点 little ink, a bit of ink, not a bit(=not at all)

4) behind the others 落后于他人

12. my fellow students我的同学们

13. accept me for who I am 接受我这样的人

14. get annoyed at/by sth, get annoyed with sb 对…生气

15. all in all 总而言之

16. the ambition for sth/to do sth. Be ambitious to do sth …的野心/雄心

17. I don’t have time to sit around/about feeling sorry for myself.闲坐着，对…感到可怜

18. get a lot of enjoyment out of sth 从…中得到许多快乐

19. for a while 一段时间

20. be independent of sth 不依靠…

21. live a normal life 过上正常的生活

22. make fun of sb 取笑某人

23. give them encouragement to live as rich and full a life as you do.（注意

Learning about language and using language

1. take on challenging tasks承担有挑战的任务 take up a job as a teacher开始从事教师职业

2. congratulate sb on sth 祝贺某人某事

3. with the assistance of sb,v. assist sb. in/ with sth.或assist sb in doing sth. 协助某人做什么事。助手assistant

reading speaking and writing

1. a matter of …的问题

2. in particular=especially特别是…(注意与specially 区别)

be particular about sth 对…很挑剔

3. accessible:可接近的；可进入的；可使用的, n.access （接近或进入某地的）方法；通路；（使用某物或接近某人的）机会或权利。常用结构：access to sth./ have access to/be accessible to

4. have difficulty/trouble doing sth 做…有困难

重点句型

疑问词+不定式

【原句回放】The doctors don’t know exactly what is wrong with me, so they don’t know how to make me well.

so that

【原句回放】There should be a space at the end of each row so that people in wheelchairs can sit beside their friends.

【点拨】so that：in order that; with the result that。作“以便”，“为的是”讲，从句中通常用may(might)或can(could)等情态动词。例如：

We learn English so that we may get more knowledge.

【拓展】

1.如果so that 引出的从句为否定结构，则其谓语多用should+v原形，此时，so that 常译为“免得，以免”。例如：

He looked down so that she should not see his eyes.

2.so that 意为“以便于”，引导目的状语从句；而so…that…意为“如此…以至于”，引导结果状语从句。

【随时练】John shut everybody out of the kitchen _____ he could prepare his grand surprise for the party.

A. which B. when C. so that D. as if

key：C。

句意：约翰把每个人都关在厨房门外，以便他能够为晚会准备一份巨大的惊喜。so that:为了；以便于

be +形容词+ to do

【原句回放】The buttons in the lift should be easy for people in wheelchairs to reach…(Page 8)

【点拨】be easy to do 中，easy后用不定式的主动表被动。

有此用法的形容词还有：important, light, difficult, heavy, comfortable，fit等。

例如：This kind of water isn’t fit to drink.

The box is difficult to carry.

【语法】

动词不定式的用法

Unit2 Robots

Pre-reading

1. have a great desire for sth/to do sth

reading

1. experiment with/on(do/perform /carry out/conduct an experiment on sth)在…上做实验

2. test out考验

3. persuade sb to do/ sb into doing/ sb of sth说服某人做某事

4. feel alarmed感到很惊恐

5. feel embarrassed感到尴尬

6. it was disturbing and frightening that he looked so human. 机器人如此有人情味，使得她烦恼而且害怕。

7. be offered sympathy 被同情 have/feel sympathy for同情…

8. a pile of一堆

9. or rather更确切的说

10. reach for his hand伸手碰他的手, within one’s reach够的到, out of one’s reach够不到

11. wear the makeup 擦…化装品

12. accompany sb to sp陪同某人去某地

be accompanied by/with伴随着…

be accompanied at/on the piano 由…伴奏

13. write out 把…全部写出来

14. ring up打电话给

15. turn around转身，回转 turn in归还，上交 turn up 露面，（音量）开大turn on 打开turn off关掉 turn down 关小，拒绝turn back往回走

16. weep with anger 生气的哭

17. work on从事…

18. in time 及时

19. The clock struck eight.8点钟

20. be impressed by 对…印象深刻 make an impression on sb某人留下深刻印象

21. be green with envy at sth/of sb=be jealous of sb 嫉妒某物/某人

22. prevent…(from)doing sth阻止…做…

23. set off the shops’alarm 使商店的警钟响起来

24. get into physical fights with their owners 与他们的主人打起来

get into bad habits染上坏习惯

reading and discussing

1. in the present=at present 在现在

2. as a result of…的结果

3. 40 or so40左右

4. be pregnant with her third child 怀上了她的第三个孩子

5. run a candy store 经营一家糖果店

6. his talent for sth 他…方面的天赋

7. take himself seriously as a writer 开始认真的当自己是一个作家了

8. have stories published 把故事出版

9. receive many rewards for his books 他的书得了很多奖

10. do research into/on sth对…做研究

11. leave me alone 让我一个人呆着，不要管我的事. Leave out遗漏、略去

12. set aside把…放在一边，为…节省或保留（钱或时间）

13. obey the law遵守法律

【语法】

被动语态和动词不定式的被动语态

She was amazed by his fingernails and the softness and warmth of his skin.

As he was not allowed to accompany her to the shops…

The women were impressed by Claire and the house.

It was going to be tested out by Larry’s wife, Claire.

篇6：译林牛津模块7 Unit 1 教学案(译林牛津版高二英语选修七教案教学设计)

and Word power

一record n. 记录；成绩；履历

v. 记录，记载；录音，录象

recording n. 录音，录音制品

recorder n. 录音机

record player 电唱机

归纳拓展

an official record of the accident事故的正式记录

a school record学业成绩

his employment record他的工作经历

break/beat the record破记录

set up the record创记录

hold the record 保持记录

keep a record of sth把……记录下来

make a record制作唱片

make a recording of录制……

练练吧!

1. the score in a notebook.

A. kept a record B. kept the record C. recorded D. kept the record of

2.The police keep record of all the traffic accidents.(改错)

3.She (保持着世界记录) for the 100 meters.

4.You should (记录) how much you spend.

5.I’m fond of listening to r of famous singers ,such as CoCo Lee’s and Sun Yanzi’s.

6.She took her Sony tape r out of her bag and placed it down.

7.It all began in 1877 when Thomas Edison made the first r of a human voice.

二. contribute to 捐献……

贡献……给……

有助于

对……起作用

练练吧!

1.所有的孩子把空余时间花听音乐会上了.

2.充足的新鲜空气有助于健康.

3.他的粗心大意是造成事故的原因.

三.It is certain/uncertain that … ……(不)确定(certain/uncertain不能用sure/unsure替换)

be uncertain about/of… 对……没把握

in no uncertain terms 明确有力地

uncertainly adv.拿不准地 uncertainty n. 忧郁; 拿不准的事

练练吧!

1. 我们俩都不确定该怎么办.

2. I told him what I thought of him (直言不讳地).

3. I’m (不确定他会不会赢) in the round.

4. It’s what his role in the company will be, and he is a bit anxious about it at moment. A. certain B. uncertain C. sure D. unsure

5. They smiled at one another.

A. uncertain B. uncertainty C. uncertainly D. in uncertain terms

四. be superior to …超过… … ; 比… … 优越

be inferior to…劣于… …

练练吧!

1.这家公司比我三年前工作地那公司好.

2.我认为,手工做的裤子比机器做的好.

3.They are superior us numbers.

A. to ; in B. over ; to C. to ; by D. over ; by

4. He is my superior in knowledge .

He in knowledge.

五. come onto the market上市;面

练练吧!

1.这所房子是昨天才投放到市场出售的.

2. 在一个新产品上市前有许多事情要做.

六. wind ( wound wound )vt.上发条;缠;绕

wind up 给……上发条;使某人高度兴奋

wind down (钟表)慢下来,停住; (人)松弛下来

练练吧!

1.你的表上发条了吗?

2.这条河蜿蜒流向大海.

3. This year has been too busy for me; I need a holiday .

A. winding up B. to wind up C. winding down D. to wind down

4. The wind is too strong; please wind the window .

A. down B. in C. up D. back

七.apply vi &vt 应用, 运用; 申请

归纳拓展

apply for sth to sb向某人申请某物

apply to (sb /sth )(与某人/某物)有关; 有效; 适用于……

apply oneself to (doing) sth集中精力做某事

练练吧!

1.你应该立即申请,亲自去也好,写信也好.

2.这项新技术很快就用在了实践中.

3.我将去那家公司申请那项工作.

4.考试前每个学生都在集中精力学习.

5.这件事与你无关.

八.demand v.& n. 需要,需求, 要求

归纳拓展

by popular demands由于许多人的要求,由于普遍要求

in demand需求量大,有需求

meet /satisfy one’s demands /needs满足某人的需求

make demands on sb对某人提出要求

on demand 一经要求

demand sth要求, 需求……

demand to do sth要求做……

demand that 从句( 谓语为should+动词原形, should 可省略) 要求……

练练吧!

1.The key to the problem is to the demands by the customers.

A. solve; meet ; made B. solving ; meet ; made

C. solve ; met ; make D. solving ; meeting ; made

2.It is demanded that the play for another week.

A. runs B. will run C. run D. shall run

3.Good workers are always demand in the factory.

A. in B. on C. by D. for

4.The workers demanded immediately.

A. being replied B. replying C. to be replied D. to reply

九.spring vi. (sprang sprung ) 跳,跳跃,弹起

归纳拓展

spring to life突然活跃起来

spring back弹回到原来的位置

spring sth on sb向某人突然说出某事

spring up突然出现,涌现,迅猛发展

练练吧!

1.Doubts have began to spring in my mind.

A. back B. on C. up D. down

2.I have to spring this you at such short notice.

A. back B. on C. up D. down

3.全镇各地很快盖起了新房子.

十. assume vt. 假设,设想,以为 .assumed adj. 假设的,假定的

assume that 从句认为……, 假定……

练练吧!

1.I hope to go to college next year, always that I pass my exams.

A. assume B. to assume C. assuming D. assumed

2. (普遍认为) stress is caused by too much work.

3认为经济将继续好转是有道理的.

Key :

一.1.C 2.keep 后加 a 3. holds the world record 4. record /keep a record of

二. 1.All the children contributed their free time to the concert.

2. Plenty of fresh air contributes to good health.

3.His carelessness contributed to the accident.

三. 1.We’re both uncertain about what to do. 2.in no uncertain terms 3. uncertain of his winning / uncertain whether he will win 4.B 5. C

四.1. This company is superior to the one I worked at three years ago.

2. In my opinion, trousers made by hand are superior to those by machines

3. A.4. is superior to me

五. 1. This house only came onto the market yesterday.

2.Many things need to be done before a new product comes onto the market.

六.1. Have you wound your watch?

2. The river winds down to the sea. 3. D 4. C

七. 1. You should apply immediately, in person or in letter.

2. The new technology was soon applied in practice.

3.I will apply to the company for the work.

4.Every student applies themselves to studying before the exams.

5.This case does not apply to you.

八. 1. B 2. C 3. A 4. D

九1.C 2 .B 3.New houses were springing up all over the town.

十.1.C. 2.It is generally assumed that

3.It is reasonable to assume that the economy will continue to improve.

Grammar备课人：万华

1 familiar adj.

be familiar with ------ 对 ------ 熟悉

be familiar to ----- 为------熟悉

Complete the following sentences:

我对这个城市很熟悉。

I am _______ __________the city.

= The city is ______ _______ me.

2 up to-----

It is up to sb. to do --------

sb be up to (doing) sth.

单项填空：

(1) -- Shall we eat out or stay in ?

-- ________.

A. It’s up to you B.It depends on you.

C. Well, I’m looking forward to it D. Good idea.

(2 ) – What have you been _____ these days?

-- Preparing for my daughter’s wedding party.

A. up B. on C. up to D. on to

Task

1 measure vt /vi. n.

measure sb./sth. Against sb./ sth.

measure up ---

take measures to do----

make --- to measure

单项填空：

The main bedroom _________ 12ft by 15ft.

A. is measured B. is measuring

C. measures D. is being measured

Translate: 我们必须采取措施阻止河流受到污染。

__________________________________.

2 suitable adj.

sb is suitable for sth

sb is suitable to do sth.

Sth. is suitable for sb.

Sb is fit for sth./ to do sth

单项填空：

The dress is not suitable ________ for the party.

A. to be worn B. for being worn

C. to wear D. for wearing

3 倍数的常见句型：

---- times as adj. as -----

---- times＋比较级+ than----

---- times the + n. ( size, length, width, depth,etc,) of ----

单项填空：

(1) At a rough estimate, Nigeria is _______ Great Britain.

A. three times the size as B. the size three times of

C. three times as the size of D. three times as the size of

(2) – Is this stick long enough?

-- No, I need one ________.

A. twice so long B. so long twice

C twice as long D. as long twice

Project

1 be based on-----

at the base of-----

单项填空：

(1) We need actual facts _____ our thinking.

A. on which to base B. which to base on

C. on which to be based D. which to be based on

Translate: 这篇新闻报道是完全根据实际情况写成的。

______________________________________.

2. expose vt.

expose ----- to-----

单项填空：

(1) He smiled suddenly, __________ a set of amazing white teeth.

A. exposed B. exposing C, to expose D. being exposed

(2) _______ to sunlight for too much time will do harm to one’s skin.

A. Having exposed B. Exposed

C. Being exposed D. After being exposed

3 equal adj. / vt.

be equal to-----

完成句子：

He _______ ( 不能胜任) his position.

Mary _________(与---一样) Bill in brains.

4. associate --- with---

与---联系在一起” ,“和---来往” ,“和---公事”

Eg. We naturally associated the name of Darwin with the doctrine of evolution.

完成句子：

我真的不想和他们交往了，我不喜欢他们的想法。

I really do not want to __________ ; I don’t like the ideas.

5. have faith in---

Lose faith in---

单项填空：

(1) I ___ you-I know you’ll do well. ( which of the following is wrong.)

A. have faith in B. believe in C. trust D. believe

(2) We have a great faith _______ we will realize our dream in time.

A. that B. which C. whether D. what

高二unit.1复习材料短语和句子冯丹

第一单元living with technology

1.在近数十年里in the last few decades

2.贡献给..,有助于contribute to

3.暂时,目前for the time being

4可以接近have assess to

5面市come onto the market

6把..结合起来,联合be associated with

7电子词典electronic dictionary

8黑白电视机black –and white TV

9一个住在英国的美国人An American living in the US

10在那时at that time

11由手来上发条wind up by hand

12录制make a record of

14导致,引导,通向lead to

15在某种程度上to some /a certain degree

16涌现,突然出现spring up

17接管take over

18多种多样的a variety of

19令某人高兴的是 to one`s delight

20可携带的音响器械portable audio device

21最新的,最近的up to date

22能够 be capable of

23在那种情况下in tat case

24及时赶上in time for

25由某人决定it is up to sb.to decide

26某人忙于某事sb.be up to sth.

27适合某人be suitable for

28记住,牢记keep in mind

29为某人提供provide sb. With sth

30在此之前previous to this

二.完成句子

1.在我看来,手工制作的玩具要比机器加工的要好的多.

In my opinion ,toys made by hand are____ _____those made by machine.

2.这项研究成果将应用于癌症的治疗.

The result of this research will be ____ ____ the treatment of cancer.

3.她要求把一切告诉她.

She _____ that she should___ ____ everything .

4.在母亲的陪伴下,他来到了这个陌生的城市.

______ ____ his mother , he came to the strange city.

5.八月份那里的天气可能会很冷.

It ___ _____ ___ be cold in August there.

6.这种油漆能经受各种各样的天气.

This kind of paint can ___ ______ _____all kinds of the weather.

7.总体上说,女性的体力不及男性.

On the whole, women are not ____ ____ men in physical strength.

8.正如老师说的,男生们都喜欢科幻小说.

____ the teacher has said ,detective story are ____ ____boy students.

9.人门总是把苏格兰和威士忌联系在一起.

Whisky ___ usually _____ _____ Scotland.

10.虽然她有很多缺点,我还是很信任她.

I still have _____ _____ her____her shortcomings.

完成句子的答案:

(1.superior to 2,applied to 3,demanded be told 4, accompanied by

5,is likely to 6,be exposed to 7, equal to 8,As popular among

9,is associated with 10 faith in despite)

Unit 1单词拼写练习

何涛

1.We’ve invited 50 people a____________.

2.I like listening to r__________ of famous singers.

3.Plenty of fresh air c______________ to good health.

4.The kind of machine is protected by p___________ so only this factory has the right to produce it.

5.I’m very nervous ,so I must ask you to a_________me to the police station.

6.It’s said that there will be a live b__________ of a baseball game on TV next Tuesday.

7.When a__________ for a job,your should offer your detailed information.

8.Can you give me the a_________ figures,not an estimate or a guess.

9.They drove along with all the car windows w_________ up.

10.No one lived in the old house for many years ,weeds were s________ up every where.

11.I m_______ asked his name and address .

12.We have provided seats for the c________ of our customers.

13.He smiled suddenly ,e_________ a set of amazingly white teeth.

14.John gave me a g_________ that it wound never happen again.

15.Drugs should not be taken without c_________

16.One kilogram is e_________ to 1000 grams.

17.He is my s___________ in knowledge. He often helps me.

18.Scientists have recently supplies us with some (令人担心的)findings.

19They would not __________(承认) that cancer is associated with smoking .

20 It took more than two ____________(十年) for colour broad casts to begin in the USA .

21.the salesperson showed us a new___________(便携的)cassette tape player.

22.I________(假定)him to be an honest man..

23.There are (种类) of patterns to choose from .

24 The ______(利润) in this business are not large .

25 It’s hard to ________(估计)his ability when we haven’t seen his work .

26 Mp3 is especially __________(适合)for those who travel a not.

27 Do you have _________(令人信服的) reasons for your absence .

28 Plastics often slowly and can easily be ____________(成型) while they are soft .

29 The aim of university should be the ________(促进) of learning.

30 _______(先前的) to this , scientific experiments didn’t show a definite link.

KEY: 1_5 altogether records contributes portable accompany

6_10 broadcast applying actual wound springing

11_15 merely convenience exposing guarantee caution

16_20 equal superior worrying acknowledge decades

21_25 portable assumed varieties profits measure

26-30 suitable valid (convincing) shaped advancement previous

篇7：新课标模块7 Unit 1 Living Well--Writing Task(新课标版高二英语选修七教案教学设计)

Unit 1 Living Well

Writing Task

Teaching Aims

1. Learn Zhang Yuncheng’ s story and his courage to overcome the difficulties and achieve his ambition.

2. Develop the reading skills by writing comprehension questions.

3. Learn the writing skills ―― an effective way of summarizing a text.

Teaching Key Points and Difficult Points

1. Enable to students to master the writing skills ―― summarizing a text.

2. Develop students’ ability to cooperate by getting them involved in pair work and group work.

Teaching Methods

1. Individual, pair or group work and discussion.

2. Student-focus approach and task-based approach.

Teaching Aids

A computer and a projector.

Teaching Procedures

I Pre-reading

This step is to interest the students in Zhang Yuncheng and his story.

1. Greetings.

2. Show students some pictures and provide students with some background information.

II Reading

1. Discuss the following question. Let students know the text they are going to read is a newspaper article.

Where do you think you might see a text like Zhang Yuncheng Achieves His Ambition? Tick the correct answer.

A. In a diary.

B. In a newspaper.

C. In an encyclopedia (百科全书).

Answer B

2. Students read the text and underline the information they think is important.

3. Students work in groups to write five comprehension questions based on the important information.

4. Students swap their questions with another group. Help each other with any difficulties they have understanding the text.

（Teacher may ask students to do Task 2 and Task 3 before class.）

5. Check with the whole class what important points should be covered in the summary and decide what information is important and what information is comparatively unimportant.

√ What has Zhang Yuncheng achieved?

√ What kind of disease does Zhang Yuncheng have?

√ What are the problems caused by his disability?

Why didn’t his parents send him back to school?

√ What does Zhang Yuncheng do in spite of his disability?

√ How did Zhang Yuncheng achieve his ambition?

What is Zhang Yuncheng’ s book about?

6. Students write the important facts in note form. Help Zhang Yuncheng to complete his resume. While checking the notes, ask students to answer the following questions

What has Zhang Yuncheng achieved?

What kind of disease does Zhang Yuncheng have?

What does Zhang Yuncheng do in spite of his disability?

How did Zhang Yuncheng achieve his ambition?

Answer

Resume

履历表

First Name名 Yuncheng Family Name姓 Zhang

Sex 性别 Male √ Female

Health 健康状况 A muscle disease and very weak

Education 教育背景 One day

Interests and hobbies 兴趣爱好 Reading and writing

Personal experiences and achievements 个人经历和成绩

Taught himself to read and write

Wrote a letter to a newspaper about his life and dreams

Kept writing and sent essays to an editor

Wrote and published a book

III Summary Writing - summarize the text and write a short article of about 150 words to introduce Zhang Yuncheng.

Help students to write the article based on the notes.

1. Write the introduction of the text. Students work in pairs and write the opening sentence (a topic sentence that sum up briefly the main idea of the text). They should say something about what Zhang Yuncheng has achieved.

Topic sentence 1

Although Zhang Yuncheng has a disability which prevents him from moving without pain, he succeeded in publishing a book at the age of 25.

Topic sentence 2

That Zhang Yuncheng overcame all the difficulties to achieve his ambition to publish a book inspires all the readers.

2. Write the middle (the body) of the text.

(1) Explain to students the following points

The summary should be in your own words.

Writing a summary, remember to

- cover all the important points.

- Leave out the details.

- Reduce the examples.

- Simplify the descriptions.

- Change clauses or sentences to phrases.

- Put the main points of a dialogue in indirect speech.

(2) Tell students that they should start a new paragraph for each new topic and that the middle may consist of two paragraphs. Ask students what the main idea of each paragraph may be.

Possible answer

The middle may consist of _two_ paragraphs.

The first paragraph is about _his disability and problems caused by his disability.

The second paragraph is about _what he does in spite of his disability and how he achieved his ambition.

(3) Show students the sample writing. Ask students if they enjoy the writing and how they can improve the writing.

Zhang Yuncheng has a muscle disease and very weak. He can not walk. He can’t get out of bed without help and he can not lift his arms above his head. He went to school for only one day.

(4) Students work with their partner to write the first paragraph. Help students to use connectives and transitional phrases (过渡连接词) so that one sentence runs smoothly to another.

Possible answer

Zhang Yuncheng has a muscle disease that makes him very weak. Because of his illness, he is unable to walk or even get out of bed without help. Also, he can hardly lift his arms above his head. Different from others, he went to school for only one day.

(5) Help students to use a transitional sentence (过渡句) so that the first paragraph leads naturally to the second paragraph.

Possible answer

No matter how challenging life can be, Zhang Yuncheng still manages to enjoy it.

In spite of all these difficulties, Zhang Yuncheng never gives up himself.

(6) Prepare the students for the second paragraph. Ask students to use transitions. Remind students to simplify the description of how Zhang Yuncheng achieved his ambition.

Phrases students might use

Like many other people, …

At the same time, …

With the help of Zhang Danuo, …

What’s more/Besides, …

Finally, …

Sample answer

In spite of all these difficulties, he never gives up himself. Like many other people, Zhang Yuncheng enjoys reading and writing. He has ambitions at the same time. He taught himself to read and write. At the age of 17, he wrote to a newspaper about his life and dreams. With the help of Zhang Danuo, an editor, Zhang Yuncheng kept writing and finally achieved his lifelong ambition to publish a book.

3. Write a conclusion for the text. Help students to summarize what Zhang Yuncheng says in indirect speech.

IV Consolidation

1. Review how to summarize the text and write an article about Zhang Yuncheng.

2. Teach students how to edit the first draft.

Compare your first draft carefully with the original. Read it several times and look for ways to improve it. Ask questions like

Have I included all the important points?

Are sentences about the same topic in the same paragraph?

Have I started a new paragraph for each new topic?

Are any of the sentences or words unnecessary?

Is the grammar and spelling correct?

V Homework

1. Write a clean, final draft of the summary.

2. Swap your article with your partner and ask your partner if she/he can suggest ways to improve your writing.

篇8：模块7 Unit 1 词汇教学案(译林牛津版高二英语选修七教案教学设计)

1． altogether

He’s not altogether sure what to do. ______________

There were altogether 20 people at the dinner. ____________

翻译:

天在下雨,但总的来说,这是一次好的旅行.

__________________________________________________.

辨析: altogether & all together

Let’s sing Happy Birthday _______now.

I’m not ________convinced by this argument.

2.wind

we couldn’t play tennis because there was too much wind. ___________

He couldn't get his wind after his run. ______________

强风 _______________

v. wind-____-_______

1.Have you wound your watch? ____________

2.The path wound down to the beach. ______________________

3.Can I wind my window down? _______________

4.I wound the wool around the back of the chair. ________________.

篇9：新课标模块7 Unit 4 Sharing 教学设计（学英语报）(新课标版高二英语选修七教案教学设计)

Unit 4 Sharing

教材分析和教材重组

教材分析

本单元的重点话题是帮助弱者、志愿服务、合作共享等。通过听、说、读、写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。

1. Warming Up部分是一个调查。该活动分三步进行：首先回顾自己曾经做过的助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的好事；最后讨论volunteer一词的内涵。该部分的讨论可以和中学生参与的“志愿者活动”、“手拉手活动”、“献爱心活动”等联系起来。

2. Pre-reading部分交代了阅读文章的文体(1etter)和作者(a young Australian woman，Jo)。阅读中提供了十幅图片，阅览这些图片有助于学生理解这封书信的内容，因此，“读前”部分针对阅读中的图片设计了五个问题，回答这些问题有助于学生加深理解，“志愿者活动”的意义。

3. Reading部分是一封家书。作者志愿在巴布亚新几内亚(Papua New Guinea)的一个小山村教书。在她写给Rosemary的信中，作者描述了该村学校的情况和去一学生家做客的经历。

4. Comprehending部分设置了两组问题。第一个练习为小组讨论题，这些问题首先要求学生读懂书信内容，用表格的形式帮助学生整理书信中提到的信息，然后要求学生联系自己的实际，比较校舍、教学条件、生活状况等，并引发学生思考，谈谈是否愿意参加志愿者活动。第二个练习要求学生对文中提到的五个现象进行分析，说明其原因。第三个练习要学生通过阅读分析小山村中的积极和消极面。这些均属深层思考题。

5. Learning about Language部分引导学生学习词汇和语法。词汇部分设置了两个练习，一是根据所给解释从课文中选择词汇；二是用课文中的词汇完成一篇短文。语法部分复习定语从句，也设置了两个练习，一是用定语从句完成句子，二是用含定语从句的句子回答问题。

6. Using Language部分由阅读与讨论、听与说和写三个部分组成，综合训练听说读写的能力。

教材重组

1. 将Warming Up，Pre-reading，Reading与Comprehending整合在一起上一节“阅读课”。

2. 将Learning about Language和Workbook的using words and expressions及using structures整合在一起上一节“语言学习课”。

3. 将Using Language设计为一节包括听说读写在内的“综合技能课（一）”。

4. 将Workbook的READING AND LISTENING和TALKING结合在一起上一节“听说课”。

5. 将Workbook的LISTENING TASK，READING AND WRITING TASK和SPEAKING TASK设计为一节“综合技能课（二）”。

课时分配

1st Period Reading

2nd Period Language study

3rd Period Integrating skills(Ⅰ)

4th Period Listening and Speaking

5th Period Integrating skills(Ⅱ)

Part 1: Teaching Design

第一部分：教学设计

Period 1: A sample lesson plan for reading

(ALETTER HOME)

Aims

To help students develop their reading ability

To help students learn about voluntary work

Procedures

I. Warming up by defining volunteer

What is a volunteer?

1. One who enters into, or offers for, any service of his own free will.

2. (Mil.) One who enters into service voluntarily, but who, when in service, is subject to discipline and regulations like other soldiers; -- opposed to conscript; specifically, a voluntary member of the organized militia of a country as distinguished from the standing army.

II. Pre-reading

Have you ever heard of a place called Papua New Guinea?

Facts of Papua New Guinea

Capital: Port Moresby

Government: constitutional monarchy with parliamentary democracy

Currency: kina (PGK)

Area total: 462,840 sq km

land: 452,860 sq km

water: 9,980 sq km

Population: 5,172,033 (July est.)

Language: English spoken by 1%-2%, pidgin English widespread, Motu spoken in Papua region

note: 715 indigenous languages

Religion: Roman Catholic 22%, Lutheran 16%, Presbyterian/Methodist/London Missionary Society 8%, Anglican 5%, Evangelical Alliance 4%, Seventh-Day Adventist 1%, other Protestant 10%, indigenous beliefs 34%

III. Reading for forms

Read the text again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.

IV. Copying expressions

You are asked to copy all the useful expressions into your notebook after class as homework.

Expressions from A Letter Home

thanks for…因……感谢, hear from…收到……的来信, be dying to do…急于做……, hear all about…了解所有关于……, include some photos附有几我照片, picture the places图象化这儿的地方, ask about…问讯关于……的信息, a bush school丛林学校, be made from…由……制成, walk to…步行到……, reach the school grounds走到学校操场, walk a long way走很长的路, sometimes up to two hours有时长达两小时, get to the school到达学校, adapt to…使适应……, one thing is for sure有一点是肯定的, become a lot more imaginative in…变得对……更富有想象力, a most challenging subject最富有挑战性的学科, carry…from…in a bucket用水桶把……带到……, show… a chemistry experiment向……演示……化学实验, bubble over everywhere到处冒气泡, come across…碰到……/见过……, jump out of the windows跳出窗外, go back to…回到……, make any difference对……有所改变, get to know…开始了解……, speak much Pidgin English说几句洋泾浜英语, the home of ………的家, one’s first visit to…某人的第一次参观……, have fantastic views看到奇妙的景色, down a steep slope to…走下一个通向……的陡坡, work in the garden在花园劳作, shake hands with…与……握手, lead… to…把……领到……, a low bamboo hut with grass sticking out of the roof 一个低矮的竹屋，屋顶上伸出一簇茅草, a man’s house男人的房屋, get through…进入……, lay… on…放置……在……上, a newly made platform一个新搭架的平台, sleep on…睡在……上, share…with…与……共用……, sleep on small beds睡在小床上, in another part of…在……另一边, in the centre of…在……的中间, near the doorway靠近门房, the only possessions仅有的家当, a few tin plates几个锡盘, a couple of pots两个罐子, build a fire生火, place…in a empty oil drum把……放在一个空邮筒里, cover…with…用……覆盖……, inside the hut在竹屋里面, sit around the fire围着火炉坐着, listen to…softly talking to each other听他们轻声细语地交谈, stand upside down on the grill over the fire倒放在火炉的烤架上, after a short time过了一会儿, throw… out of the doorway把……扔到屋外, dry out the leftover food烧干残菜剩饭, attract evil spirits引来邪灵, in the night在夜晚, after many goodbyes and shaking of hands经过一番握手道别之后, climb down… towards home爬下……回家, fall happily into bed很开心的倒头就睡, get late变的晚了, prepare tomorrow’s lessons 准备明天的课

V. Writing a letter of your own.

Now you are to write a similar letter based on the topic, the words and the structures of the letter on page 29.

A Letter to my teacher

Dear Ms Xu Fang,

Thanks for your letter. It was wonderful to hear from you. I know you’re dying to hear all about my life here in the United States. I’ve included some photos that will help you picture the life I talk about.

You asked about my university. Well, it’s a nice one – the classrooms are big and clean and the computers are available to everyone. It takes me only a few minutes to drive to my university. When I reach the university campus there are lots of “Nihaos” for me from my schoolmates, many of whom have lived in China.

There’s enough electricity and water and we have lots of books to read and read. I have already adapted to the conditions here. And one thing is for sure. I’ve become a lot more independent in my studies. English is my most challenging subject as there is no Chinese in the classroom and if I need help I have to ask for it in English! The other day I was attending my chemistry lesson a professor with Russian accent came to me – before I knew it, asking why I got the test tubes upside down! I had never come across any strange-sounding teachers like this and started getting more and more nervous. Sometimes I wonder how understandable my English is to the teachers and native classmates, most of whom speak so fast to me and to each other. In fact, I wonder whether I’m making any progress in my English.

You asked whether I am getting to know any local people. Well, that’s actually quite difficult, as I don’t speak much local English yet. But last weekend another foreign student, Halanin, and I did made friends with a native schoolmate who is the chairperson of the Helping Club. He is Rubby, by name. It was my first friendship with a native schoolmate. We talked for two and a half hours about lives in China and America. When we departed at the supper time, Rubby, who had been learning Chinese in his spare time, started shouting “Huijian”. We shook hands with him. Everyone seemed to be happy and excited.

…

VI. Closing down by reading more on voluntary work

My Experience as a Volunteer Teacher

Author: Susansun

“Susan, I'll miss you, don't forget me,” a girl wrote to me on the first page of a notebook. The notebook was a collection of the lyrics of her favorite songs. It was a present given by one of my students when I attended the 'Go-to-the-countryside' program last summer holiday. Every time I open the notebook, it brings back fond memories.

Last summer vacation, for the purpose of serving society and meeting other social communities, nine of my classmates, including me, formed a group as a service team heading for GaoTan Middle School, which is in the remote mountain area of Guangdong Province.

We spent one week there, mainly teaching the students English, as planned. We had known ahead of time that their English was inferior to their counterparts' in the city. And what was worse, they didn't like learning English. So we came up with a logo and carefully chose four topics for our students. The logo was: I'm not shy, I can speak English loudly.“ The four topics were: my dream, my family, my hometown and what a wonderful world. We intended to inspire their interest of learning English and help them build the confidence of speaking English out loudly. We exerted ourselves to create a very active and relaxed atmosphere while teaching. In addition, the topics were suitable for us to communicate with them and build up a good relationship.

At the beginning of each class, our students were asked to shout out the logo. And it was clear that they were very happy to shout in English. The content of our lessons was closely related to the four topics. We also covered moral education while teaching. In class, we showed great happiness for any progress made, such as a correct pronunciation, a right spelling, a brave answer, etc.

Although the time we spent together was short, we and our students became good friends. When we had to leave them, they gave us lots of little gifts expressing their appreciation of our teaching. The lyrics notebook was the one I liked best.

The 'Go-to-the-countryside' program has been very hot among university students in recent years. Our team was just one in hundreds of teams across the country, and I myself am just one in thousands of volunteer teachers. There is a standard of judging teachers: the mediocre teacher tells, the good teacher explains, the superior teacher demonstrates, the great teacher inspires. I am wondering what category of teachers I belong to. Maybe my future students will have the answer to that question.

Additional Materials

Complete the summary of the story with one word in each blank.

Dear Rosemary,

I like to thank you for your letter. Hearing from you is really wonderful.

You are 1 to hear all about my life here in PNG. Well I am 2 some photos and pictures in this letter so that you may get to know more about this place.

I am working at a 3 school here. Everything here is made from 4 . We walk to school everyday. We have to walk a long way to 5 the school grounds. Sometimes we spend 6 to two hours getting to the school. It was difficult for me to 7 to life here. But one thing is 8 sure. I have become a lot more 9 in my work. I am teaching a most 10 subject here, and that is science.

Life is hard here, too. We have to carry water from a faraway well in a 11 .

Yesterday I showed the pupils a chemistry 12 . Then the 13 got bubbling over everywhere. They were frightened for they had not come 14 this kind of thing. They jumped out of the windows. Most of them will go back to their 15 . Chemistry won’t make any 16 to their lives. I am getting to know more about local people here. I can even speak some Pidgin English now.

I will tell you more about my life here in my next letter to you.

I have to work now. So much for today.

Love,

(Key: 1. dying 2. including 3. bush 4. bamboo 5. reach 6. up 7. adapt 8. for 9. imaginative

10. challenging 11. bucket 12. experiment 13. mixture 14. across 15. birthplace 16. difference)

Comprehension questions

1. Why was science the most challenging subject for Jo?

A. There’s no electricity or water and they don’t have any textbooks.

B. He still couldn’t adapt to the local conditions.

C. The students were not willing to study it.

D. There is no equipment and he also needed to carry water by himself.

2. Why did the boys start to jump out of the window?

A. Because they had never seen anything like that and they were frightened.

B. Because they were very naughty.

C. Because chemistry has no relevant to their future life.

D. Because I was going to use this to attract their attentions.

3. What effect did Tombe’s mother’s crying have?

A. It showed her happiness while she was working in her garden.

B. It was her special way to welcome visitors and attracted others’ attentions to the visitors’ arrive.

C. To frightened the wild animals away from the visitors.

D. She was too surprised to see visitors.

4. Why they threw the tin can out of the doorway?

A. Because they used it to attract wild animals here.

B. Because they used this way to dry out the leftover food.

C. Because they believed that any leftover attract evil spirits in the night.

D. They hate the smell of the leftover food in the tin can.

5. What’s the letter mainly about?

A. It tells us about Jo’s life as a high school teacher in Papua New Guinea.

B. It tells us about what life is like in Tombe’s village.

C. It tells us about what had happened in one of Jo’s class.

D. It tells us about the new things Jo found in the village.

(Key: DABCA)

Notes to some difficult sentences

1. It was wonderful to hear from you. 收到你的来信真是太高兴了！

hear from 的意思是“收到……的来信”，又如：

I hear from my sister in New York yesterday. 我昨天收到了在纽约的姐姐的来信。

hear about表示“听说……的事”，例如：

Have you heard about the new anticancer drug? 你有没有听说过这种抗癌新药？

hear of 表示：

1) “听说……”，主要用于否定句及疑问句，例如：

I’ve never heard of him. 我从未听说过他。

2）“听从”，通常用于否定句，与will, would连用，例如：

He wouldn’t hear of me paying for the bill. 我要付账，但他不肯。

2. I know you’re dying to hear all about my life here. 我知道你急于了解我在这儿的生活情况。

be dying to do sth. 意思是“极想做”，又如：

All of them are dying to see the movie. 他们所有人都极想看那部电影。

be dying for sth. 的意思是“极想得到”，例如：

He was dying for something to drink. 他极想喝点东西。

由动词die组成的短语：

die away 逐渐消失; die down逐渐减弱; die off相继去世; die out完全灭绝

3. …have walked a long way, sometimes up to two hours, to go to the school. 走了很长的路，有时要走两个小时，才能到学校。

此处up to 表示as many as; 该短语也可以和不可数名词连用，相当于as much as, 例如：

He can earn up to ＄50,000 a year.他一年能挣五万元。

up to 还可以表示：

up until 一直到，例如：She lived at home right up to/until she got married. 她结婚前一直都住在娘家。

good enough for sth胜任，例如：I’m not sure if she is really up to that job. 我不能肯定她是否真能胜任那项工作。

由……负责，例如： It’s up to her to decide whether or not to go on the course. 是否上这门课她自己决定。

4. I’m still trying to adapt to these conditions. 我还在努力适应这里的生活。

此处adapt为不及物动词，意思为“适应新环境”，又如：

The children have adapted well to life in the country. 孩子们很容易便适应了乡村的生活。

adapt也可用作及物动词，又如：

He adapted an old car engine to use in his boat.他改装了一辆旧车引擎来驱动他的小船。

The author is adapting his novel for television. 作者正把他自己的小说改编成电视剧。

5. The boys had never come across anything like this. 男孩子们从未见过这种情况。

come across的意思是“偶然遇见/发现”，又如：I came across an old friend I hadn’t seen for years. 我碰巧遇见了多年未见的老朋友。I came across some interesting books in the room. 我在房间里发现了一些有趣的书。

由动词come组成的短语：

come about发生，例如：This situation should never have come about. 这种情况本来不应该发生。

come along 1)进展；2）偶然发生，例如：How’s your work coming along? 你的工作进展如何？I got the job because I came along at just the right time. 我得到这份工作是因为碰巧遇上了好机会。

come round 定期发生，例如：Christmas will soon be coming round again. 圣诞节很快又要来临。

6. The hut was dark inside so it took time for our eyes to adjust. 小屋内很黑，因此眼睛要过好一阵才能适应过来。

此处adjust为不及物动词，意思是“适应”，又如：He adjusted quickly to the heat of India. 他很快就适应了印度的炎热气候。

adjust也可以用作及物动词，意思是“调整”，例如：He adjusted his tie before entering the hall. 进入大厅前他整理了一下领带。

7. They believe that any leftovers attract evil spirits in the night so the food is dried up

in the can and the can is then thrown out of the hut. 他们相信剩饭在夜晚会引来邪灵，所以要把食物放在罐子里烧干，再把罐子扔到屋外去。

in the night 表示“在夜间”，又如：The telephone rang twice in the night. 夜里电话向了两次。

与night有关的短语：all night=all night long 整晚; at/in (the) dead of (the) night 三更半夜

at night 在夜晚; by night 在夜间（与by day相对）; for the night 当天晚上; night after night 每晚; over night 过夜; night owl 熬夜的人; night school 夜校（相对于day school）; night shift 夜班; night table 床头柜（=nightstand）

dry up 的意思是“（使）完全变干”，又如：Many rivers in Africa have dried up recently. 最近非洲的许多河流都干涸了。The burning sun had dried up this area. 火辣的太阳把地区晒干了。

8. It was such a privilege to have spent a day with Tombe’s family. 跟汤贝一家度过一天，真是一种殊荣。

此处privilege的意思是“殊荣”，又如：It was a privilege to make his acquaintance. 能认识他真是荣幸之至。

privilege 还可以表示“特权”、“权利”，例如：Only members have the privilege to use the ground.只有会员才有权利使用操场。

the privilege of citizenship/equality 公民权/平等权

【高考链接】

限定性定语从句

一、限定性定语从句中关系代词的用法

1．who , whom, that

三者都可修饰人，who作主语,whom作宾语,that既可作主语又可作宾语.

（1）I don’t like people who lose their tempers easily.

我不喜欢爱发脾气的人。

（2）Do you think one should stay faithful to the person (whom) one is married to?

你认为一个人结婚后应该忠实于他的伴侣吗？

（3）The suona horn is the instrument that really excites me.

唢呐是真正使我激动的乐器。

注意：a. 在口语中,who可以代替whom，作宾语，如例2还可用who/that来引导。b. 关系代词在定语从句中作宾语时，一般可以省略，再如例2中的whom。

2. whose

一个表示所属关系的关系词。可以修饰人，也可修饰物。修饰人时，有时可与of whom换用；修饰物时,有时可与of which换用，whose在定语从句中作定语。

Is there anyone here whose name is Wang Lin? 这儿有个名叫王林的人吗？

I saw some trees whose leaves were black with diseases.(=I saw some trees the leaves of which were black with diseases.) 我看见一些树的叶子因病害而发黑。

3. that, which

二者都可修饰物，在定语从句中可作主语或宾语。

The film (which/that) we saw last night is wonderful. 昨天晚上我们看的那部电影太棒了。

that指物时，一般可和which换用，但在下列情况下,只用that

A. 先行词为all, anything, everything, nothing, something等

I will do all (that) I can to help you.我将尽我所能来帮你。

B. 先行词被序数词、形容词最高级或the only, the very等修饰时

It’s the best film that has ever been made on the subject of madness.

这是以精神病为题材而拍摄的影片中最好的一部。

These are the very books (that) I am looking for.这些书正是我要找的。

C. 先行词既有人又有物时

They talked about the people and the things (that) they remembered in the school.

他们谈到他们所记得的学校中的人和事。

D. 当主句是who或which, what开始的疑问句时，定语从句用that引导。

Who is the boy that was here just now? 刚才在这儿的那个男孩是谁？

E. 当that所代替的先行词在定语从句中作表语时

This is not an easy question that you think it to be. 这个问题不是像你认为的那么容易。

F. 定语从句中动词为there be时，关系代词用that或省略

She has read all the books (that) there are on the bookshelf. 她把书架上所有的书都读完了。

另外，请注意只用的三种情况：

A. 如果句中有两个定语从句，其中一个用了that，另一个最好用which来引导。

Let me show you the novel that I borrow from the library which was newly open to us. 让我给你看看我从新开放的图书馆借来的小说吧。

B. 前面紧接着有介词时

This is the book about which we are talking now.这就是我们正在谈论的那本书。

C. 非限定性定语从句中不用that(例句请见本章V)

4. whom, which

若被修饰的词充当从句介词宾语时，介词可提前到引导词之前。此时的引导词只有用whom或which.

Who is the boy with whom you were talking a moment ago?

你刚才和他谈话的那个男孩是谁？

The book from which I got a lot of useful information was written by a famous scientist.

我从中得到许多有用信息的那本书是一位著名科学家写的。

5. as

引导限定性定语从句时，常用在so, such或the same之后。

Such people as you describe are rare nowadays.像你描述的这种人现在少多了。

I have the same trouble as you. 我的麻烦和你的一样。

Here is so heavy a stone as no man can lift. 这儿有一块无人能搬起的石头。

(试比较：Here is so heavy a stone that no man can lift it. that引导的为结果状语从句)

二、限定性定语从句中关系副词的用法：

1. when

表示时间。在定语从句中作时间状语，其先行词一般是表示时间的名词。

I still remember the day when (on which) I joined the league.

我对我入团的那一天记忆犹新。

注意：有时虽然先行词是表示时间的名词，但定语从句中缺少的是主语或宾语，此时应用关系代词。如：

I still remember the day (which/that) we spent together. 我依然记得我们共同度过的那一天。

2. where

表示地点。在定语从句中作地点状语，其先行词一般为表示地点的名词。

Let’s think of a situation where (in which) this idiom can be used.

咱们来想一个使用这个成语的情境。

注意：where同when一样，在从句中只能充当状语。如果不是状语，就得换用其他的引导词。试比较：

This is the place where we worked last year. 这是我们去年工作过的那个地方。

This is the place (which/that) we visited last year. 这是我们去年参观过的那个地方。

3. why

表示原因。在定语从句中作原因状语，其先行词一般为reason.

The reason why he is late is that he failed to catch the first bus.

他迟到的原因是他没能赶上第一班公共汽车。

试比较：The reason (that/which) he gave us for changing the plan was groundless.

他给我们的改变计划的原因是站不住脚的。

所以，判断是用关系代词或是用关系副词，主要看先行词在从句中的指代作用，即语法成分。

三、限定性定语从句中应注意的几个问题

A. 当先行词为way时，其后的定语从句可用in which, that或不用关系词。

I don’t like the way (不填/in which/that) he talks to me. 我不喜欢他那样跟我讲话。

B. 关系代词在定语从句中做主语时，其人称和数要与先行词保持一致。

He is one of the Canadian scientists who are working in China.他是在中国工作的加拿大科学家之一。

He is the (only) one of the Canadian scientists who speaks Chinese well. 他是唯一一个说汉语好的加拿大科学家。

C. 在考查定语从句时，有时缺少先行词，而不是关系代词，要注意区别。

Is this the museum (that/which) you visited yesterday? 这是不是你昨天参观的那个博物馆。

Is this museum the one you visited yesterday? 这个博物馆是不是你昨天参观的那个？

D. 在以 “It + be”引导的句子中，注意区别强调句与带有定语从句的复合句。试比较以下两组句子：

a. It was at the theatre ____ Lincoln was murdered.

b. It was the theatre ____ Lincoln was murdered.

a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.

b. It was Oct.1st 1949 ____the People’s Republic of China was founded.

以上句子中除a句中有介词at或on外，其余部分完全相同。究竟哪个是强调句，哪个是含有定语从句的复合句呢？最简单的判断方法是去掉It was和连接词（即横线部分）。如果剩余部分仍然是一个完整的句子，则是强调句；否则，空格中所用的引导词及其引导的部分就是定语从句.根据以上原则很容易判断出两组中a句是强调句. 应填that,而b句则是带定语从句的复合句.这两个定语从句分别用关系副词where和when来引导。

E. 凡是进行时态的定语从句可以省略关系代词与动词be,仅用动词的-ing形式便可。

The man (who was) sitting in the corner is my brother. 坐在角落的那个男人是我哥哥。

F. 凡是被动语态的定语从句可以省略关系代词与be动词,仅用动词的过去分词便可。

The goods (which were) ordered last month have not arrived. 上个月订的货还没到达。

I saw a girl (who was) dressed in red. 我看见一个穿红衣服的女孩。

【高考链接】

1. Women ____ drink more than two cups coffee a day have a greater chance of having heart disease than those ______ don’t. （06 北京）

A. who; 不填 B. 不填, who C. who; who D. 不填, 不填

2. I saw a woman running toward me in the dark. Before I could recognize who she was, she had run back in the direction _____ she had come. （06 重庆）

A. of which B. by which C. in which D. from which

3. -Do you have anything to say for yourselves？(06江西)

-Yes, there is one point _____ we must insist on.

A. why B. where C. how D. /

4. Look out! Don’t get too close to the house_____ roof is under repair. (06 福建)

A. whose B. which C. of which D. that

5. We’re just trying to reach a point _____ both sides will sir down together and talk. (06 山东)

A. where B. that C. when D. which

6.---You’re always working. Come on. Let’s go shopping.

--- ____you ever want to do is going shopping. (2002 春季高考)

A. Anything B. Something C. All D. That

7. He’s got himself into a dangerous situation ____ he is likely to lose control over the plane.

A. where B. which C. while D. why ( 上海)

8. The film brought the hours back to me ____I was taken good care of in that far-away village.

A. until B. that C. when D. where (2001 NMET )

9. We are living in an age _____ many things are done on computer.（北京春）

A. which B. that C. whose D. when

10. I worked in a business _____ almost everyone is waiting for a great chance.(湖南)

A. how B. which C. where D. that

11. Luckily, we’d brought a road map without ______ we would have lost our way.（2004北京春）

A. it B. that C. this D. which

12. There were dirty marks on her trousers ______ she had wiped her hands.（2004吉林）

A. where B. which C. when D. that

13. Do you still remember the chicken farm _____ we visited three months ago?（北京春）

A. where B. when C. that D. what

14. ---Why does she always ask you for help? （2005北京）

---There is no one else _____, is there?

A. who to turn to B. she can turn to C. for whom to turn D. for her to turn

15. Frank’s dream was to have his own shop _____ to produce the workings of his own hands.（2005湖南）

A. that B. in which C. by which D. how

【巩固练习】

1. The treatment will continue until the patient reaches the point ______ he can walk correctly and safely.

A. when B. where C. which D. whose

2. Earth is a rocky planet _____ liquid water, which is necessary for life, can exist.

A. as B. which C. where D. when

3. The time is not far away ______ modern communication will become widespread in China’s vast country.

A. as B. when C. until D. before

4. He is such a lazy man _____ nobody wants to work with ______.

A. as; him B. that; / C. as; / D. whom; him

5. Can you think of some cases _____ drivers obviously knew the traffic rules but didn’t obey them.

A. why B. where C. as D. which

6. You’ll have to wait for one more week, ______ the manager will be back from his trip.

A. before B. when C. as D. until

7. “We’ll make public schools ______ can be”, said the President in the speech.

A. all they B. what it C. that they D. all it

8. There are moments in life ______ you miss someone so much that you just want to pick them up from dreams and hug them for real.

A. where B. how C. why D. when

9. Ebay, Amazon and Wal-Mart are popular websites ____ people can sell goods to each other.

A. where B. which C. when D. whose

10. Is this museum ____some German friends visited last Wednesday?

A. that B. where C. in which D. the one

11. All those ____the rule raise your hands.

A. who is against B. are for C. who for D. that are against

12. Mary is one of the girls ____been to shanghai.

A. who have B. who is C. who had D. they have

13. He is the only one of the boys of his class who ____the piano well.

A. plays B. play C. playing D. are playing

14. Kate took away everything except ____Mary gave to her.

A. that B. what C. which D. it

15. The train ____ she was traveling was late.

A. which B. on which C. by which D. on that

【汉译英】

1. 他是否加入对我们没有改变。

2. 我无意中在名单上发现他的名字。

3. 那场音乐会吸引了很多人。

4. 那是一定的。

5. 我们必须为聚会做准备。

【答案及解析】

【高考链接】

1. C 此题首先分析句子结构，按句意可知是将喝咖啡与不喝咖啡的女性作比较，所以

women和those 后各带一定语从句。根据关系代词在从句中作主语不能省略这一规则，不难判断出选项C为正确答案。

2. D 此题考查介词+关系代词which 引导的定语从句，先行词为direction，代入后面的定语从句为she had come from the direction。故D项正确。

3. D 此题将定语从句置于情景交际中进行考查。先行词point在从句中作insist on的宾语。关系词只能是关系代词。故排除其它三选项。另外关系代词在从句中作宾语可略，故选D。

4. A whose在句中引导定语从句。先行词“house”在从句中“roof”构成所属关系，即the house’s roof。故选关系代词whose。

5. A 此题主要考查point的抽象概念，它既能表示时间，也能表示地点，后面可以接when引导的定语从句，也可以接where引导的定语从句，例如：We had reached the point when there was no money left. (我们曾落到身无分文的地步)Please underline the points where you don’t understand.（把你不懂的地方划下来）。由上例可看出when 和where 与point连用，既能表示具体的时间和地点，也能表示抽象的时间和地点，但是它们的不同在于用where时，侧重指“内容”，所以此题选where 为最佳选项（侧重于指双方都能接受，并愿意坐下来谈的条件）。

6. C 此句实际上考查的是定语从句的先行词（关系代词that的省略）。All (that)在定语从句中作do的宾语。如选D, That只起引导作用，不能作定语从句中的成分，且缺少先行词。答案A与B不合题意。

7. A 因为where代替先行词并在定语从句中作to lose control…的状语。即“在一种难以驾驭飞机的情况下”where相当于in which。

8. C 注意先行词为hours,在定语从句中作状语表时间.如果把主句写作: The film brought back to me the hours就比较容易选择了。

9. D 考查定语从句，先行词an age在从句中做状语。

10. C

11. D which引导定语从句，指代the road map。

12. A 先行词her trousers在从句后与on一起作状语，表地点，所以用关系副词where。

13. C visited后面需要宾语。

14. B 本题考查定语从句和turn to sb.。

15. B 本题考查不定式作定语，“介词+ which+不定式”结构作定语修饰名词shop，与shop相搭配的介词为in。

【巩固练习】

1. B 此题考查定语从句,先行词为point,在此意为“（进展、增进的）阶段；程度”，引导词在从句中作地点状语，所以用where引导。

2. C 此题考查定语从句，先行词a rocky planet指地点，且引导词在从句中作地点状语。

3. B 此题考查定语从句，先行词是the time，引导词在从句中作时间状语。

4. C 此题考查对“such…as…”和“such…that…”的运用。在such…as…这一结构中，as引导定语从句，as是关系代词；而在such…that…这一结构中，that引导结果状语从句。

5. B 此题考查定语从句中关系代词的使用。把先行词some cases代入从句中，相当于：…in these cases drivers obviously knew the traffic rules but…“in these cases”作抽象地点状语，意为“在这些情况下”，故选where。

6. B 此题考查复合句的掌握。在时间状语从句中，一般现在时代替一般将来时，而此句中的从句“the manager will be back from his trip”是一般将来时，依此推断，从句不是时间状语从句，排除A、D。显然，此句为定语从句，代入先行词one more week，在从句中作时间状语，故选when。

7. A 考查定语从句。All（that）they can be = what they can be。

8. D 考查定语从句。先行词moments表示时间，定语从句由关系副词when引导，相当于at which即at the moments。

9. A 先行词websites表示地点，应用关系副词where引导定语从句，相当于on which即on these popular websites.

10. D 11. D 12. A 13. A 14. B 15. B

【汉译英】

1. Whether he will join us won’t make any difference.

2. I came across his name on the list.

3. The concert attracted a great number of people.

4. That’s for sure.

5. We must prepare for the party.

Period 2: A sample lesson plan for Learning about Language

(Revise the Attributive Clause )

Aims

To help students revise the Attributive Clause

To help students discover and learn to use some useful words and expressions

To help students discover and learn to use some useful structures

Procedures

I. Warming up by reading the text aloud to the tape

As a student, you know that reading aloud is important, and you probably feel frustrated if you don't read well. Now open your book to page 29 and read aloud the text A Letter Home to the tape.

II. Discovering useful words and expressions

Turn to page 32 and do exercises 1 and 2.

Adjust: ”Adjust the clock, please.“ ”We must adjust to the bad economic situation“ ”Adjust your eyes to the darkness“

Grill: ”He cooked hamburgers on the grill.“

Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research.”

Doorway: “He stuck his head in the doorway.”

Arrangement: They made arrangements to meet in Chicago.“ ”He changed the arrangement of the topics.“ ”the arrangement of the furniture“; ”the placement of the chairs“

III. Revising useful structures

Now you may turn to page 32 to do exercises 1.

You are to finish the sentence with your own words.

1. I made the present which would entertain you.

2. Painting is an activity that is connected with paints and brushes.

3. The person to whom you are dying to hear about is on holiday.

4. The man who lives at the bush school is a doctor.

5. The woman whose daughter you got to know yesterday is over there.

6. You won’t find the theatre where we jumped out of the window unless you have a map.

7. Anne is doing some research on the time when I started crying “AAAAA”.

8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.

Next you are going to do exercise 2 on page 32.

1. I’d like to have a friend whom I can learn English with.

2. For a holiday I ’d like to go to a place where I can shout and cry.

3. I’d like to have a bedroom that I use it as a study sometimes.

4. I’d like to learn to play a musical instrument that may produce terrible sounds.

5. The reason why he didn’t finish his homework is still a mystery.

6. The person to whom she was married is one who could speak five languages.

7. The mobile phone I’m going to buy is one that could send picture massages.

8. The day I won’t ever forget is the day when I left my father forever.

IV. Closing down by making sentences with the Attributive Clause

1. Thanks for your present that comes to me yesterday.

2. I like to hear from my mother who is living abroad.

3. I am dying to find a good job that will bring me lots of money.

4. He heard all about my studies that led to my success and fame in China.

5. I will include some photos that were taken by my daughter in America.

6. I cannot picture the places where he lived during the war.

7. He came to ask about the bush school that I attended last fall.

8. We reached the school grounds that were covered with wastes from the factories around.

9. He has become a lot more imaginative in English which is quite different from Chinese.

10. Chinese is a most challenging subject that is difficult to almost all the English-speaking natives.

Period 3: A sample lesson plan for Using Language

(THE WORLD’S MOST USEFUL GIFT CATALOGUE)

Aims

To help students read the passage THE WORLD’S MOST USEFUL GIFT CATALOGUE

To help students to use the language by reading, listening, speaking and writing

Procedures

I. Warming up by listening and reading to the tape

Now open your book to page 33. You are going to listening and reading to the tape, paying your attention to the pauses within the sentences.

II. Reading for forms

Read the text THE WORLD’S MOST USEFUL GIFT CATALOGUE again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful expressions.

III. Making sentences with the expressions from The World’s Most Useful Gift Catalogue

Next you are going to making sentences using the expressions from The World’s Most Useful Gift Catalogue. You may include as many attributive clauses as possible.

Expressions from The World’s Most Useful Gift Catalogue

give an unusual gift一份特殊的礼物, one’s loved one某人所爱的人, keep a gift保留礼物, a contribution towards…对……的捐助, choose… from this catalogue从清单中选……, a really useful gift for some of the world’s poorest送一个确实有用的礼物给世界上最穷苦的人, bring hope for a better future to…带去对未来的美好希望给……, a community in need需要帮助的社区, purchase an item购买一项礼物, send…an attractive card给……发送一个精美的卡片, send… to… 把……送给……, use the cards for any special occasion可以用在任何一种特殊的场合的礼物, purchase…from…从……购得……, train a whole village of around 40 families in new agricultural methods对整个大约40户人口的村庄进行新的农业生产方法的培训, provide seeds and simple agricultural equipment提供种子和简单的农业机械, just 20% more produce仅仅提高了20%的产量, mean the difference between sickness and health意味着患病与健康的差异, go hungry变的饥饿, provide for…为……提供，自己自足

1. I was given an unusual gift by my loved daughter.

2. I will keep the gift that was given to me by that blind man.

3. This money will be a contribution towards those people who live in the West of the country.

4. You have to choose your school from the catalogue which was sent to you last week.

5. A really useful gift for some of the world’s poorest will bring hope for a better future to them.

6. Help must be offered to a community in need.

7. You may purchase an item at our shop.

8. I will send an attractive card to you.

9. This letter will be sent to your special person.

10. You may use the cards for any special occasion to purchase items from our shop.

11. He was sent to train a whole village of around 40 families in new agricultural methods.

12. Seeds and simple agricultural equipment will be provided.

13. Just 20% more produce will mean the difference between sickness and health.

14. The poor will go hungry this time next year.

IV. Closing down by asking about volunteer work

To know more about volunteer work you may put as many questions as possible to your teacher.

What is a volunteer project?

Why do people volunteer?

Would you like to work as a volunteer?

Is volunteering worth the time it takes?

Why would you enjoy volunteering?

Do you know anyone who has done volunteer work?

Where and why did they volunteer?

Could you and would you like to work as a volunteer in the same way?

What could you do to help if you had no money?

What is volunteer work?

What is your definition of ”volunteer work“?

What is the dictionary definition of ”volunteer“?

Have you ever benefited by someone's volunteer work?

What is volunteer screening?

Have you ever done any volunteer work?

What organizations do volunteer work?

What kind of work do they do?

What situations need volunteer workers?

Can you think of different types of volunteer work?

Can you think of examples of professional and amateur volunteering?

Have you and your family ever worked on a volunteer project together?

What did you do?

What are volunteer activities that people do?

Can you think of ways to help people who need help?

Have you ever done any volunteer work?

Did you do it alone, with friends or with your family?

Did you make new friends while you were doing the work?

Have you ever volunteered to help victims of natural disasters? Why?

Would you volunteer to help people outside your community?

Would you volunteer to help people outside your country?

Have you ever volunteered to help victims of natural disasters? Why or why not?

What are some organizations through which you can volunteer?

Why benefits do you get personally by volunteering?

How did you feel about volunteering before you started work?

How did you feel during the work?

How did you feel after you had finished the work?

What are some organizations through which you can volunteer?

What kind of work did they do?

What are some websites maintained by volunteer organizations?

Have you read a book about volunteer work?

Can you list some reasons why people volunteer?

How can volunteers benefit from their work?

Why would you enjoy certain types of volunteer work?

What types of volunteer work would be unpleasant for you?

What benefits other than personal satisfaction could you personally get by volunteering?

Is volunteering worth the cost to you?

In what situations and at what times in your life could you afford to volunteer?

Do you know anyone who has done volunteer work?

Where did they work and why did they volunteer?

Is there a history of volunteerism in your country?

Can you find information about volunteering in your country and two other countries?

Can a volunteer be treated the same as paid staff?

Part 2: Teaching Resources

第二部分：教学资源

Section 1: Discourse studies of A LETTER HOME

Type of writing and summary of A LETTER HOME

Type of writing Time Place Person Events Results

A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.

Section 2: Background information for Unit 4 Sharing

1. The five C’s in letter writing

Clear: Try not to beat around the bush when letter writing. Every word should come across as something that is understood. The best way to test this is to read what you wrote out loud, in a tape recorder, and play it back to yourself.

Concise: Do not ramble. Try to make your words go straight to the point.

Courteous: Remember that words can come across a lot harsher on paper. It’s best to save arguing to verbal usage, so that you can clear up any misunderstandings.

Correct: Double check your spelling, grammar, and punctuation. There is nothing worse than trying to read a letter full of mistakes. It makes the clarity of the written word harder to decipher.

Complete: Make sure that when you bring up a topic, you do not change topics in mid-stream. Make sure that you finish what you have to say before you go on to another topic.

2. CULTURE SHOCK

●Culture Shock

We can describe culture shock as the physical and emotional discomfort one suffers when coming to live in another country or a place different from the place of origin.

●Symptoms:

Sadness, loneliness, melancholy

Preoccupation with health

Aches, pains, and allergies

Insomnia, desire to sleep too much or too little

Changes in temperament, depression, feeling vulnerable, feeling powerless

Anger, irritability, resentment, unwillingness to interact with others

Identifying with the old culture or idealizing the old country

Loss of identity

Trying too hard to absorb everything in the new culture or country

Unable to solve simple problems

Lack of confidence

Feelings of inadequacy or insecurity

Developing stereotypes about the new culture

Developing obsessions such as over-cleanliness

Longing for family

Feelings of being lost, overlooked, exploited or abused

篇10：新课标模块7 Unit 4 教案、单元小测及答案(新课标版高二英语选修七教案教学设计)

M7 Unit 4 Sharing

Period1 Warming-up and Reading

I. Teaching aims and demands

1. Target language

volunteer, hear from, be dying to, come across, relevant, stick out, doorway, adjust, platform, soft, softly, grill, dry out, dry up, privilege, arrangement

2. Ability goal

Enable Ss to learn about PNG and Jo’s work in PNG as a volunteer teacher

3. Learning ability goal

Help the Ss lean how to read between lines and find the positive and negative aspects of doing something

II. Teaching important points

1. Get students to understand the main idea of the reading passage.

2. Have students know something about PNG.

III. Teaching difficult points

1. To help students understand the text’s forms and contents and learn about sharing

2. To help students communicate on the topic in focus with the words, expressions and structures learned in this unit

IV. Teaching methods

Discussion, skimming, scanning and task-based method

V. Teaching aids

A recorder, a projector and PPT.

VI. Teaching Procedures

Step1 Warming-up

1. Have you ever helped others? What did you do to help your parents or other relatives? Or your friends? Or people outside your community? Divide into groups and finish the survey form on P28.

2. What is a volunteer? A volunteer is:

People who help others in their community or outside their community would be called volunteers. However , they would not be called volunteers if they help their parents, other relatives or friends.

Have you ever taken part in any volunteer work? Why should people volunteer?

1. an exchange of culture

2. social contact

3. learn new skills and language

4. develop and gain practical experience

5. develop leadership and teamwork skills

Step 2 Pre-reading

Ask Ss to find out PNG on the map and discuss the photos in the reading passage.

What do you know about Papua New Guinea?

There are many volunteers working in different mountainous areas or developing countries, among which Papua New Guinea (PNG) is one.

Location: situated to the north of Australia

Population: about 5.7 million

Language: English as the official language Pidgin English as the language for communication

Economy: a poor country with most people living in tribal villages and depending

on subsistence farming to make a living.

Education: About 85% of children start school but only about 60% of these reach Year 5.

Step3 Reading

1. Scanning

Scan the text and fill the blanks with their names.

1. _____ is a young Australian woman.

2. ________ was dying to hear all about Jo’s life in PNG.

3. _______ walked a long way to get to school.

4.___________ didn’t have any textbook.

5._____ became a lot more imaginative when teaching.

6._____ started jumping out the windows during a chemistry experiment.

7.________ visited a village that was the home of one the boys, Tombe.

8._____ started crying “ieee ieee” to welcome them.

9._____ led us to a low bamboo hut.

10._____ was going to share the platform with Jenny and Jo.

11.________ softly talked to each other in their language Jo didn’t understand

2. Skimming

This passage is divided into four parts, match main idea with each part.

Part 1 (Paragraph 1):

Opening of the letter and introduction to what will be talked about in the passage.

Part 2 (Paragraph 2-3):

The school where Jo worked and Jo’s work at school.

Part 3 (Paragraph 4-7):

Jo and Jenny visited Tombe’s home in the village.

Part 4 (Paragraph 8): End of the letter.

3. detailed reading Task-based (ex1 in comprehending part.

Type of house

Family relationships

Cooking methods

Sleeping arrangements

Step4 Post-reading

Read the text once again for the type of writing and the structure of A LETTER HOME

Most articles and their paragraphs have a three-part structure-introduction, body, and conclusion. You can see this structure in our texts whether they are narrating, describing, comparing, contrasting, or analyzing information. Each part of the article or paragraph plays an important role in communicating our meaning to our reader.

Now read the text once again for the type of writing and the structure of A LETTER HOME

Type of writing Time Place Person Events Results

A personal letter Now From PNG Jo to Rosemary Tell about “my” life as a volunteer at PNG “I” am still teaching at a bush school at PNG.

Step5. Homework

Suppose you've graduated from a key university and now you are a volunteer who works in the remote region to assist the basic education there. And you are to write a letter home to introduce your present situation. (you can refer to the text).

Step6 Blackboard design

be dying to do…急于做……, picture the places图象化这儿的地方, a bush school丛林学校, sometimes up to two hours有时长达两小时, adapt to…使适应……, one thing is for sure有一点是肯定的, come across…碰到……/见过……, make any difference对……有所改变,

build a fire生火, cover…with…用……覆盖……, listen to…softly talking to each other听他们轻声细语地交谈, stand upside down on the grill over the fire倒放在火炉的烤架上, after many goodbyes and shaking of hands经过一番握手道别之后, fall happily into bed很开心的倒头就睡, get late变的晚了, prepare tomorrow’s lessons 准备明天的课

Record after teaching

Period2 Learning about language

I. Teaching aims and demands

1. To help students revise the attributive clause

2. To help students discover and learn to use some useful words and collocations

3. To help students discover and learn to use some useful structures

II. Teaching important points

1. Get Ss to revise and master the use of the attributive clause.

2. Encourage Ss to discover and learn to use some useful words and collocations.

III. Teaching difficult points

How to help Ss to revise and master the use of the attributive clause.

IV. Teaching methods

Discussion, inductive and task-based method

V. Teaching aids

Materials given and PPT.

VI. Teaching Procedures

Step1 Warming up

Reading aloud to the recording of the text improves our literacy skills-reading, writing, speaking, and listening.

Step2 Discovering useful words and collocations

Turn to page 32 and do exercises 1 and 2.

Adjust: ”Adjust the clock, please.“ ”We must adjust to the bad economic situation“ ”Adjust your eyes to the darkness“

Grill: ”He cooked hamburgers on the grill.“

Relevant: The scientist corresponds with colleagues in order to learn about matters relevant to her own research.”

Doorway: “He stuck his head in the doorway.”

Arrangement: They made arrangements to meet in Chicago.“ ”He changed the arrangement of the topics.“ ”the arrangement of the furniture“; ”the placement of the chairs"

Step3 Revising useful structures

Get Ss to turn to page 32 to do exercises 1 and finish the sentence with their own words.

1. I made the present which would entertain you.

2. Painting is an activity that is connected with paints and brushes.

3. The person to whom you are dying to hear about is on holiday.

4. The man who lives at the bush school is a doctor.

5. The woman whose daughter you got to know yesterday is over there.

6. You won’t find the theatre where we jumped out of the window unless you have a map.

7. Anne is doing some research on the time when I started crying “AAAAA”.

8. The reason why he arrived at the village so late was that he was watching an interview of the first Chinese astronaut on TV.

Then do exercise 2 on page 32.

1. I’d like to have a friend whom I can learn English with.

2. For a holiday I ’d like to go to a place where I can shout and cry.

3. I’d like to have a bedroom that I use it as a study sometimes.

4. I’d like to learn to play a musical instrument that may produce terrible sounds.

5. The reason why he didn’t finish his homework is still a mystery.

6. The person to whom she was married is one who could speak five languages.

7. The mobile phone I’m going to buy is one that could send picture massages.

8. The day I won’t ever forget is the day when I left my father forever.

Step4 Revision

Revise the restrictive attributive clause.

一、限定性定语从句中关系代词的用法

1．who, whom, that

三者都可修饰人，who作主语,whom作宾语,that既可作主语又可作宾语.

（1）I don’t like people who lose their tempers easily.

我不喜欢爱发脾气的人。

（2）Do you think one should stay faithful to the person (whom) one is married to?

你认为一个人结婚后应该忠实于他的伴侣吗？

（3）The suona horn is the instrument that really excites me.

唢呐是真正使我激动的乐器。

注意：a. 在口语中,who可以代替whom，作宾语，如例2还可用who/that来引导。

b. 关系代词在定语从句中作宾语时，一般可以省略，再如例2中的whom。

2. whose

一个表示所属关系的关系词。可以修饰人，也可修饰物。修饰人时，有时可与of whom换用；修饰物时,有时可与of which换用，whose在定语从句中作定语。

Is there anyone here whose name is Wang Lin? 这儿有个名叫王林的人吗？

I saw some trees whose leaves were black with diseases.

=I saw some trees the leaves of which were black with diseases.

我看见一些树的叶子因病害而发黑。

3. that, which

二者都可修饰物，在定语从句中可作主语或宾语。

The film (which/that) we saw last night is wonderful. 昨天晚上我们看的那部电影太棒了。

that指物时，一般可和which换用，但在下列情况下,只用that

A. 先行词为all, anything, everything, nothing, something等

I will do all (that) I can to help you.我将尽我所能来帮你。

B. 先行词被序数词、形容词最高级或the only, the very等修饰时

It’s the best film that has ever been made on the subject of madness.

这是以精神病为题材而拍摄的影片中最好的一部。

These are the very books (that) I am looking for.这些书正是我要找的。

C. 先行词既有人又有物时

They talked about the people and the things (that) they remembered in the school.

他们谈到他们所记得的学校中的人和事。

D. 当主句是who或which, what开始的疑问句时，定语从句用that引导。

Who is the boy that was here just now? 刚才在这儿的那个男孩是谁？

E. 当that所代替的先行词在定语从句中作表语时

This is not an easy question that you think it to be. 这个问题不是像你认为的那么容易。

F. 定语从句中动词为there be时，关系代词用that或省略

She has read all the books (that) there are on the bookshelf. 她把书架上所有的书都读完了。

另外，请注意只用的三种情况：

A. 如果句中有两个定语从句，其中一个用了that，另一个最好用which来引导。

Let me show you the novel that I borrow from the library which was newly open to us.

让我给你看看我从新开放的图书馆借来的小说吧。

B. 前面紧接着有介词时

This is the book about which we are talking now.这就是我们正在谈论的那本书。

C. 非限定性定语从句中不用that(例句请见本章V)

4. whom, which

若被修饰的词充当从句介词宾语时，介词可提前到引导词之前。此时的引导词只有用whom或which.

Who is the boy with whom you were talking a moment ago?

你刚才和他谈话的那个男孩是谁？

The book from which I got a lot of useful information was written by a famous scientist.

我从中得到许多有用信息的那本书是一位著名科学家写的。

5. as

引导限定性定语从句时，常用在so, such或the same之后。

Such people as you describe are rare nowadays.像你描述的这种人现在少多了。

I have the same trouble as you. 我的麻烦和你的一样。

Here is so heavy a stone as no man can lift. 这儿有一块无人能搬起的石头。

(试比较：Here is so heavy a stone that no man can lift it. that引导的为结果状语从句)

二、限定性定语从句中关系副词的用法：

1. when

表示时间。在定语从句中作时间状语，其先行词一般是表示时间的名词。

I still remember the day when (on which) I joined the league.

我对我入团的那一天记忆犹新。

注意：有时虽然先行词是表示时间的名词，但定语从句中缺少的是主语或宾语，此时应用关系代词。如：

I still remember the day (which/that) we spent together. 我依然记得我们共同度过的那一天。

2. where

表示地点。在定语从句中作地点状语，其先行词一般为表示地点的名词。

Let’s think of a situation where (in which) this idiom can be used.

咱们来想一个使用这个成语的情境。

注意：where同when一样，在从句中只能充当状语。如果不是状语，就得换用其他的引导词。试比较：

This is the place where we worked last year. 这是我们去年工作过的那个地方。

This is the place (which/that) we visited last year. 这是我们去年参观过的那个地方。

3. why

表示原因。在定语从句中作原因状语，其先行词一般为reason.

The reason why he is late is that he failed to catch the first bus.

他迟到的原因是他没能赶上第一班公共汽车。

试比较：The reason (that/which) he gave us for changing the plan was groundless.

他给我们的改变计划的原因是站不住脚的。

所以，判断是用关系代词或是用关系副词，主要看先行词在从句中的指代作用，即语法成分。

三、限定性定语从句中应注意的几个问题

A. 当先行词为way时，其后的定语从句可用in which, that或不用关系词。

I don’t like the way (不填/in which/that) he talks to me. 我不喜欢他那样跟我讲话。

A.关系代词在定语从句中做主语时，其人称和数要与先行词保持一致。

He is one of the Canadian scientists who are working in China.

他是在中国工作的加拿大科学家之一。

He is the (only) one of the Canadian scientists who speaks Chinese well.

他是唯一一个说汉语好的加拿大科学家。

A. 在考查定语从句时，有时缺少先行词，而不是关系代词，要注意区别。

Is this the museum (that/which) you visited yesterday? 这是不是你昨天参观的那个博物馆。

Is this museum the one you visited yesterday? 这个博物馆是不是你昨天参观的那个？

B. 在以 “It + be”引导的句子中，注意区别强调句与带有定语从句的复合句。试比较以下两组句子：

a. It was at the theatre ____ Lincoln was murdered.

b. It was the theatre ____ Lincoln was murdered.

a. It was on Oct.1st 1949 ____the People’s Republic of China was founded.

b. It was Oct.1st 1949 ____the People’s Republic of China was founded.

C. 凡是进行时态的定语从句可以省略关系代词与动词be,仅用动词的-ing形式便可。

The man (who was) sitting in the corner is my brother. 坐在角落的那个男人是我哥哥。

D. 凡是被动语态的定语从句可以省略关系代词与be动词,仅用动词的过去分词便可。

The goods (which were) ordered last month have not arrived. 上个月订的货还没到达。

I saw a girl (who was) dressed in red. 我看见一个穿红衣服的女孩。

Step5 Practice

Encourage Ss to make sentences with the attributive clause