unit 7 Cultrual relics 语言点(新课标版高一英语教案教学设计)
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下面是小编帮大家整理的unit 7 Cultrual relics 语言点(新课标版高一英语教案教学设计)，本文共14篇，希望对大家带来帮助，欢迎大家分享。
Warming up
China World Cultural Heritages
China is a vast country. With a long history and brilliant culture, it is a land endowed with unique and beautiful natural scenes as well as man-made views. It has become a world-level tourism destination attracting tourists from many countries. As of , 29 famous scenic spots and historical sites in China have been included in the list of World Heritage by UNESCO. They are not only the wealth of the Chinese nation, but also a crystallization （结晶）of the civilization （文明）and wisdom of mankind（人类）, a natural and cultural heritage shared by all.
1987 The Great Wall 长城 （北京）
1987 Mount Taishan 泰山 （山东）
1987 Imperial Palace of the Ming and Qing Dynasties 故宫（北京）
1987 Mogao Caves 敦煌莫高窟（甘肃）
1987 Mausoleum of the First Qin Emporer 秦始皇陵及兵马俑（陕西）
1987 Peking Man Site at Zhoukoudian 周口店北京猿人遗址 （北京）
1990 Mount Huangshan 黄山 （安徽）
1992 Jiuzhaigou Valley Scenic and Historic Interest Area 九寨沟自然风景区 （四川）
1992 Huanglong Scenic and Historic Interest Area 黄龙自然风景区 （四川）
1992 Wulingyuan Scenic and Historic Interest Area 武陵源风景名胜区 （湖南）
1994 Mountain Resort and its Outlying Temples, Chengde 承德避暑山庄及周围寺庙（河北）
1994 Temple and Cemetery of Confucius, and the Kong Family Mansion in Qufu曲阜孔庙、孔林、孔府1994 Ancient Building Complex in the Wudang Mountains 武当山古建筑群 （湖北）
1994, , Historic Ensemble of the Potala Palace, Lhasa 布达拉宫 （西藏）
Lushan National Park 庐山国家公园 （江西）
1996 Mount Emei Scenic Area, including Leshan Giant Buddha Scenic Area 峨眉山-乐山大佛（四川）
Old Town of Lijiang 丽江古城 （云南）
1997 Ancient City of Ping Yao平遥古城 （山西）
1997, 2000 Classical Gardens of Suzhou 苏州古典园林 （江苏）
Summer Palace, an Imperial Garden in Beijing 颐和园 （北京）
1998 Temple of Heaven: an Imperial Sacrificial Altar in Beijing 天坛 （北京）
Mount Wuyi 武夷山 （福建）
1999 Dazu Rock Carvings 大足石刻 （重庆）
2000 Mount Qincheng and the Dujiangyan Irrigation System 青城山-都江堰 （四川）
2000 Ancient Villages in Southern Anhui - Xidi and Hongcun 皖南古村落-西递、宏村（安徽）
2000 Longmen Grottoes 龙门石窟 （河南）
2000, 2003 Imperial Tombs of the Ming and Qing Dynasties 明、清皇家陵寝 （河北）
2001 Yungang Grottoes 云岗石窟 （山西）
2003 Three Parallel Rivers of Yunnan Protected Areas 三江并流 （云南）
the Pyramids of Egypt 埃及金字塔, St. Petersburg 圣彼得堡 （俄罗斯）,
Stonehenge 史前巨石柱 （英国）
New words:
1. cultural－ adj. having to do with culture 文化的
2. relics － trace or feature surviving from a past age and serving to remind people of it
遗迹；遗俗
Shanxi Province is a place where its cultural relics are well looked after.
陕西省文物保护的很好.
3. represent－vt. be/give/make a picture/sign/symbol or example of；act or speak for； be agent for
表示；表现；象征
The foreign minister represented the country at the conference.
外交部长代表这个国家出席会议。
The picture represents a hunting scene. 这是一幅行猎图。
4. include－ vt. bring in as part of the whole 包括；包含
e.g. We no longer includes him among our friends. 我们不再把他看做我们的朋友。
The price includes postage changes这个价格包括邮资在内。
including－prep.
e.g. There are seven people watching TV, including three foreigners.
有7个人在看电视，包括三个外国人
Many people, including me, want to go there by plane.
许多人，包括我在内，想坐飞机去那里。
included---被包括在内
e.g. Most shops are open every day, Sunday included.
Everybody has something to say, me included.
5. ruin－ n. destruction；serious damage ；state of being destroyed
毁灭；严重的损坏；毁坏、崩溃的状态
vt. cause the ruin of 使毁灭；使败坏
e.g. Food stores are frequently ruined by rain water or damp, or eaten by mice.
粮食储备常因雨水或潮湿而毁坏，或被老鼠吃掉。
6. restore－vt. give back；归还；交还 bring back into use； reintroduce 再使用；再采用。
repair；rebuild as before；reconstruct so that it is like the original 修复；重建
7. unite－ vt.vi. make or become one； join 联合；结合；合并；团结
8. period－n. length or portion of time 一段时间
9. damage－ n. harm or injury that causes loss of value 损害；损坏（使失去价值）
vt. harm or injury 毁坏；损害；损坏
e.g. A large number of buildings were damaged in the earthquake in Tangshan.
大量建筑物在唐山地震中毁坏了。
It is well known that pests continue to eat crops, causing damage.
据了解，害虫继续吃庄稼，引起了很大损失。
10. ancient－ adj. belonging to times long past 古代的；远古的
11. pollution－ n. polluting or being polluted 污染；弄脏
12. limit－ n. line or point that cannot be passed; greatest or smallest amount, degree, ect. of what is possible 边界；界限；限度；极限
13. sincerely－ adv. in a sincere manner 真实地
14. event －n. thing that happens, esp. sth. important; incident 事情；大事；事件
any of the races, competition, etc. in a sports programme （体育活动）比赛项目
e.g. The 800m is the third event of the afternoon. 800米是下午的第三项比赛。
15. photograph－ n. picture; photo
Fill in the blanks using the above words
1. The red lines on the map ______________ railroads.
2. It was quite an ________________ when a woman first became prime minister.
3. The insurance company（保险公司）will pay for the _______________ to my car.
4. The money you paid does not ______________ tips.
5. The villagers set up a website to help people learn more about the cultural ____________.
6. The man from Taiwan found his mother with the help of the old ________________ of hers.
Answers: 1. represent 2. event 3. damage 4. include 5. relics 6. photograph
Phrases:
1. under attack 遭到攻击
attack 作“攻击”讲多用作可数名词，但在under attack 中是不可数名词，其前面不用冠词。
under repair 正在修 under discussion 在讨论之中
The road is under repair and is closed to motor traffic. 此路在修，禁止机动车辆通行。
2. give in 让步；屈服
e.g. I would rather die than give in.
give up 放弃；戒掉；停止
give off 发出、放出（气、味、光）
give out 用完； 耗尽
give back 恢复；归还
3. in ruins 成为废墟； 遭到严重破坏
4. in pieces 成为碎片/块
5. be used to do 被用来干
6. bring …back to life 使苏醒；使生动；使活泼
7. pull down 拆毁；推毁
8. set up 设立；创立
9. with the help of 在…的帮助下
10. come true 成为现实
Match the words with their definition
1） give in a to be in a very bad state
2） in ruins: b to make something good exist again/ to repair something old
3） bring back: c to examine something quickly
4） look over: d to make someone think about something from the past
5） restore: e to finally agree to what someone wants after a period when you refuse to agree
Fill in the blanks using the above words and phrases
1） I'm just __________ what you've written.
2） The war left one million people dead and the country _______.
3） We will never _______ to terrorists' demands.
4） Three wins in a row helped _______ the team's confidence.
5） The photos _________ some wonderful memories.
Answers: 1）. Looking over 2） in ruins 3） give in 4） restore 5） bring back
Important sentences:
1. Where there is a river, there is a city.
Where 在这里引导的是地点状语从句，相当于介词in/at/to +the place where +where 从句。
e.g. Where there is smoke , there is fire. 无风不起浪；事出有因。
Where there is sound , there must be sound waves. 哪里有声音，哪里必有声波。
2. It is true that many of the world’s greatest cities have been built on the banks of a river.
3. We’ll do everything we can to save our city.
Ways of giving advice or making suggestions Ways of replying to others' advice or suggestions
Acceptance Refuse
1. Shall I / we …?
2. Let's …, shall we?
3.Why not …?
4. Why don't you / we …?
5. You'd better ….
6. I think it's better （for you / us） to ….
7.Would you like / love to …?
8.What / How about …?
9.I suggest （that） you （should）….
10.I advise you （not） to ….
11.I wonder if you should….
12.Have you considered …? 1. All right. / OK.
2.That's all right.
3.Certainly. / Sure.
4.Good idea. / That's a good idea.
5.That sounds great.
6. That sounds （like） a good idea.
7. I'd like （love） to …. 1. I'm afraid that ….
2. I'm sorry, but ….
3. I'd like （love） to, but ….
4. It （That） sounds nice, but ….
Period 3 Grammar:
Passive in the Present Perfect /the Present Perfect Passive Voice
Find out the sentences in the text which have the same meanings as followings:
1. It is true that people of old times have built many of the world’s greatest cities on the banks of a river.
2. People have put back parts of statues together.
3. People have replaced the missing pieces.
The Present Perfect Passive Voice
have / has + been + V（p.p.）
1. They have discussed the problem for weeks.
The problem has been discussed for weeks.
2. He has invited the famous scientist to give a speech.
The famous scientist has been invited to give a speech.
3. They have spent all the money.
The money has all been spent by them.
The Passive Voice - when to use it
1. 动作执行者不易指出或不需明说.
My watch has been stolen.
2. 动作执行者不言自明.
I was asked several questions in the oral exam.
3. 强调动作承受者.
III.
1. in trouble：“处于困境或险境”
eg .
（1）He is always ready to help those in trouble .
（2）ask / look for trouble
（3）get into trouble
（4）Even an experienced climber can get into trouble .
（5）get sb. into trouble
（6）Don’t mention my name or you’ll get me into trouble .
（7）have trouble（in）doing sth.
（8）I have some trouble in learning English .
（9）take the trouble to do sth.
（10）They took the trouble to tell everyone the news .
（11）trouble sb. for sth.
（12）May I trouble you for the salt ?
（13）make trouble
（14）A few boys are making trouble there .
2. believe , believe in
eg.
（1）I believe in him .
（2）I believe him .
（3）Do you believe in everything the Bible says ?
（4）I believe him to be innocent . = I believe that he is innocent .
※ I know he is an honest man . That is why I him all the time . But I don’t
what he told me just now .
A. believe , believe B. believe in , believe in
C. believe , believe in D. believe in , believe
3. share：
（1）divide sth. and give parts to different people
① Let’s cut the cake in half and share it .
② Children must be taught to share .
（2）have or use sth. with another person
① I shared a bedroom with my sister .
② She offered to share her umbrella with me .
（3）share in：to have part of or take part in
① All the members of the department share in the use of the copying machine .
② I shall share（in）the cost with you .
③ She shares（in）my troubles as well as（in）my joys .
（2）share n. how much one person gets or has .
① Here is your share of the cake .
※ Let Harry play with your toys as well , Clare , you must learn to .
A. support B. care C. spare D. share
4. other
（1）He had two sons . One is a baby and the other is a boy of ten .
（2）I don’t care what others may think of me .
（3）Some students come from Korea , the others from Japan .
（4）He has read a lot about the people of other times .
（5）Please write on every other time .
5. another
（1）There are four books on the desk , one is on literature , another is on music and the other two books are on architect .
（2）I’ll stay here for another week .
（3）We walked another ten miles .
（4）It’s late . We’ll go downtown another time .
（5）What he says is one thing , but what he thinks is another .
6. sound
（1）That music sounds beautiful .
（2）His explanation sounds reasonable .
（3）That sounds like a good idea .
（4）She sounds just the person we need for the job .
（5）It sounds a very bad poem to me .
① Those oranges taste .
A. good B. well C. to be good D. to be well
② We don’t care if a hunting dog smells , but we really don’t want him to smell
.
A. well , well B. bad , bad C. well , badly D. badly , bad
附：sound与hear的比较
His advice seemed to keep sounding in my ears .
Sound your horn to warn the other drivers .
The letter “ s ” in “ island ” is not sounded island .
Does this sentence sound right ?
That sounds a good idea , don’t you think ?
I heard her sing / singing a folk song in the next room .
I heard a folk song sung / being sung in the next room .
The librarian seemed to have never heard of the book I wanted .
It was not until an hour later that we heard about what had happened .
I have only just heard about / of the accident .
Please listen carefully for the telephone bell while I am upstairs .
I heard them talking in the next room , but I didn’t really listen to what they were saying .
※ - Do you know what an earthquake is like ?
- I can’t tell exactly , but I know the noise from an earthquakes a steam whistle .
A. sounds like B. sounds C. is sounded D. is sounding
7. as if
（1）He speaks as if he is an American .
（2）He speaks as if he were an American . In fact , he is Chinese .
（3）It seems as if he had finished the work .
（4）As if anyone would believe that story !
（5）He acts as if（he were）a fool .
（6）It seems as if like / that is going to be cloudy .
8. be about to
（1）We’re going to start in five minutes .（√）
※（2）We’re about to start in five minutes .（×）
（3）I was about to go out when the telephone rang .
※ Susan out the door opened and in came three strangers . She got shocked .
A. was just to go , while B. just went , as
C. was just going , as soon as D. was just about to go , when
9. not all
（1）Not all my friends are smokers .
（2）Not every man will become a hero .
※ I agree with most of what you said , but I don’t agree with .
A. everything B. anything C. something D. nothing
1.What should a good friend be like?
What + be + sth / sb + like ?是用来询问某事／某人的有关情况的句型，多译为“...怎么样？”；如果主语是人时，则针对人的相貌或品行提问，多译为“...是...的一个人”。
What is the weather like today in Jinchang? It is windy here.
What was the American film like? Very interesting.
What is the new English teacher like?
What should your girl friend be like? She should be beautiful and honest.
2.I hate hiking and I'm not into classical music.
(1)hate=not like 不喜欢，不愿意，后接不定式或动名词。接不定式时表示一种具体的概念，指一时性的或特定的具体行动。接动名词形式时，表示一种笼统概念，指经常性的事，一般倾向，有时两种形式可以混用无太大区别。如：
I hate speaking before a big audience. I hate to say so,but really I have no time to go with you.
(2)注意classical music前没有冠词。用可数n.泛指某一类事物时，名词前不加冠词，如：
He likes cars,houses,music and drink.
2.Rock music is OK,and so is skiing.
(1)so／nor ＋be(助动词或情态动词）＋主语，表示上下文叙述情形相同。若前面是否定句，就要用neither或者nor连接。如：I like playing basketball,so does he. I didn't go there,nor did Mary.
If you go to the cncert this evening, so will I and my parents. My father has never been to Britain, nor has my mother.
She is a student from that middle school. So am I.
(2)so＋主语＋be／助动词 ／情态动词，主谓语不倒装，用于对上文的进一步的肯定或确认。如：
--The students work hard.--So they do. I thought they should finish the work before nine o'clock and so they did.
--I thought yoou wre a scientist. --So I am. --John did well in this examination. --So he did.
(3) 主语＋be ／助动词／情态动词＋so 表示一人按照另一人的要求做了某事，译为“照办了”
My English teacher told me to hand out the papers he had marked,and I did so.
His mother wanted him to finish his homework right away but the boy didn't want to do so.
(4)So it is(或was)with. . . / It is / was the same with sb 表示上下文叙述内容相同，主要用于上下是不同的谓语或有肯定也有否定的情况。如： He is a student and studies in No.1 Middle School.So it is with her.
--He is quite lazy and never works hard at his lessons. --So it is with his elder sister.
3.Chuch is a businessman who is always so busy that he has little time for his friends.
so that 和so...that (1)so that可引导目的状语从句，从句中的谓语动词通常和can、may、shall等情态动词连用。另外，so that也可引导结果状语从句，意为“因此，结果”，其前通常有逗号。试比较：
①They set out early so that they might arrive on time.他们早早出发为的是按时到达。 （目的状语从句）
②They closed the windows so that he shouldn't catch cold.他们关了窗，以便使他免受 凤寒之苦。（目的状语从句）
③He did not plan his time well,so that he didn't finish the work in time
④It was raining,so that we could not go out.当时正下雨，所以我们没能出去。（结果状语从句）
(2)so…that分开用，通常引导结果状语从句，可翻译为“如此…以致（因而）”。
＋形容词或副词
＋形容调十a（n）＋单数可数名词
so ＋ many／few＋复数可数名词 ＋ that…
＋ much／little ＋ 不可数名词
①He ran so quickly that I couldn't catch up with him.他跑得很快，以致于我赶不上他。
②Jack is so smart a boy that he can work out difficult maths problems quickly. 杰克很聪明，因而他能很快的解出数学难题。
③l've had so many falls that I'm Hack and blue aU over.我跌了这么多跤，以致于浑身青一块紫一块。
④There is so much room in the hall that it can hold many people.大厅里有很大的空间，因此能容纳很多人。
⑤So angry was Tom's mother at the news that she could hardly say a word.
听到这个消息，汤姆的母亲如此生气，以致于几乎说不出话来。
4.He realizes that he hasn't been a very good friend,because he has always been thinking about himself.
(1)has/have been doing是现在成进行时的形式。现在完成进行时表示动作从过去某一时刻开始，一直延续到现在，有肯恩给刚刚结束，也有可能继续下去，它强调动作的连续性。而线在完成时表示动作发生在过去，现在已经结束，强调兑现在的影响和结果。如： I have been reading the book. I have read the book.
He has been writing the book recently. I don't know when he will finish it.
(2)句中的realize或realise是及物动词，意为“认识，体会，领悟；使(计划，希望等）变为现实”。如
I have realized my mistake. Finally I realized what he meant. She realized her dream to be a doctor.
(3)“always”这个表示“经常”的频度时间状语与进行时连用，给现在的动作或过去的动作披上一层感情色彩，这个用法并不强调动作正在进行，试比较：He came home late. She was always coming home late.
5.Even though Wilson is just a volleyball,he bcomes fond of Wilson.
(1)词句中even though意为“即使......，尽管......”，用来引导让步状语从句，可置于主句前，也可置于主句后。如：
Even though you say so,I don't believe it.
He had to find ways that would make it possible for him to speak,read and write,even if/even though he could later only move the fingers of one hand.
(2)“becomes fond of”喜欢上，侧重于“不喜欢”到“喜欢”之间的转化。“be fond of“喜欢......，只是描写存在的状态。两个短语都为系表结构。如：When did you become fond of country music? I have been fond of country music for several years.
6.Chuck learns that we need friends to share happiness and suorrow,and that it is important to have someone to care about.He also learns that he should have cared more about his friends.查克懂得了我们需要朋友来分享快乐，分担痛苦，并且能有一个自己关心的人是重要的。他也懂得以前应该多关心一下朋友。
（1）第一句中，谓语动词learn后跟两个that宾语从句，第二个宾语从句中，是由不定式作真正主语，it作形式主语的句型，即“It+be+adj.+(for /of sb.)to do sth.”这种结构主要是为了是句子保持平衡，以避免头重脚轻。
It's difficult for us to pass CET4. It's important for us to learn English well. It' necessary for you to think carefully before you act.
It's kind of you to say so. It was foolish of him to give up the work. It's kind of you to help me.
(2) 在英语中，若构成 S + be + adj + to do 这一形式时，不定式常用主动形式表示被动意义。不定式和它前面所修饰的名词或代词构成逻辑上的动宾关系，又和该句的主语构成逻辑上的主谓关系。
I have got a letter to write. I have many questions to answer. The books are difficult to read and heavy to carry.
此时若构成不定式的动词不及物时，不定式后必须加上一适当的介词。
She has several children to look after. Please give me a pen to write with.
（3）should have done 表示“本该做某事而没做”，含有责备、惋惜的意思。
You should have finished your homework at five o'clock. Jerry should have kept her word; I wonder why she changed her mind.
We shouldn't have told him the bad news. You see, he now is very sad.
7.几组同义词
1．through和 across
through指从内部穿过，与介词in相关，常用在wood/forest/crowd/vaUey/street/diniculries等词的前面。而across通常指从表面穿过，穿越，与介词on有关，常用在field/street/road/square/river/bridge等词的前面。如：
①Can you see it through the hole? 你能从这洞口看见它吗？
②Go through the woods and you'll see a river.穿过这片树林，你就能看见一条河。
③They swam across the river in the dark他们在黑暗中游过河。
2．alone 和 lonely
alone用作形容词，充当表语或后置定语，意为“独自的，单独的”。用作副词时修饰谓语动词作状语用。但 alore偶而也作“孤独”之意解。而 lonely只有形容词词性，可作前置定语也可作表语，作表语时指一种感觉，具有感情色彩，表示主观上因缺少朋友或独自一人而感到“孤独寂寞”，“冷清’，作定语时常修饰地点词，意为“偏僻的”，“荒凉阿’。如：
I am alone,but I never feel lonely. 我独居但我并无冷清之感。
The old man lives alone in the lonely small mountain village.那老人独自一人生活在荒凉的山村里。
3. one day, some day, the other day 和 another day
（l）one day= on a day past or future过去某一天；将来有一天；指几天前的一天也可用the other day；将来有一天，还可以用 some day，但some day只用于将来时态。如：
One day / On the other day his teacher askal ban to the teacbe office for workbook.有一天老师叫他去办公室取作业本。
Though we failed many times,we will succeed one day/some day.虽然我们失败了许多次，但总有一天我们会成功的。
（2）anothar day意为“改日，改天”，在句中作状语，指近期的某一天。I'll come to see you another day.我改日再来看你。
another day也可以表示过去某一动作或状态延续的“又一天”。 He stayed there for another day.他在那儿又呆了一天。
4.think of, think about和 think over
（l）作“考虑”或“想起”解时，think of和think about同义，可以互相替换。但作“对有...看法”或“评价”解时，只能用think of如：What do you think of the pop star?(认为这位流行歌星如何？）作“仔细考虑”解时，只能用think over。
(2)前两个短语是“动词＋介词”结构，不能拆开使用，宾语必须置于介词后，而think over是“动词＋副词”结构，可以拆开使用，作宾语的名词置于副调over前后均可，但作宾语的人称代词必须置于over之前。如：
①I'm thinking of/about persuading Dad to stop smoking. 我在考虑说服爸爸戒烟。
②What do you think of(不用 about)our English teacher?你对我们的英语老师有何看法？
③Think the problem over. = Think over the problem.仔细考虑一下这个问题。
④Think it over,please.(不能写成：Think over it.please. 请仔细考虑一下这件事。
⑤I'm thinking of/about going abroad,but I haven't decided yet. 我正考虑出国，但还没作出决定。
5. loud, aloud, loudly由作副词时的区别
这三个词都有“大声地”的意思，但有所不同。（l）aloud的意思是“出声地”，有使声音能被听到的意味（而不只是在脑子里默默地“说”），往往与read,think连用。aloud修饰call，cry等动词时，可作“高声地”、“大声地”解。如：
①Please read the story aloud.请朗读这个故事。
②--What did you say? --Oh, nothing, I was just thinking aloud. “你说什么？”“哦，没说什么，我只是在自言自语。”
(2)loud的意思是“大声地”、“高声地”、“响亮地”。在动词后面，一般用loud，不用loudly，在非正式谈话中尤其如此。常与 Ioud连用的动词有talk, speak, shout, laugh等。如：
①He then laughed loud.然后他放声大笑。 ②Don't talk so loud.不要那么大声讲话。（此句中的loud可用loudly代替。）
（3）loudly的意思是“高声地”；有时可与 loud通用，但更多地含有“喧闹”的意味。
①Someone knocked loudly at the door.有人大声地敲门。
②When they were arguing，they talked so loudly that the people in the next room could hear every word．
他们争论的时候，说话声音很大，隔壁的人都听得清清楚楚。
1 damage n.损害, 伤害 v.招致损害 n.[律] (用复数)赔偿金
The storm did a lot of damage to the crops.暴风雨使庄稼受到了很大损失。
What are the damage for the wash job of my car?清洗我的车要多少钱？
to claim damages索赔
The earthquake damaged several buildings.地震使一些建筑受到了破坏。
习惯用语：claim damages【律】要求损害赔偿费
Docause damage to损害, 破坏 What's the damage?[口]要付多少钱?
2 depend vi.（常与on, upon连用）视情况而定（9）
That depends.视情形而定。
It all depends on how you tackle the problem.那要看你如何应付这问题而定。
（常与on 连用）信任，信赖；需要
Can I depend on you?我可以信任你吗？
I haven't a car, I have to depend on the buses.我没有汽车，只能靠公共汽车。
Children must depend on their parents.孩子们必须依赖他们的父母
习惯用语：That depends.[口]要看情况而定。
It all depends.[口]要看情况而定。
You may depend upon it.[口]肯定无疑; 放心好了。
depend on依靠; 由...而定, 取决于; 从属于; 依赖其维持
3 add（9） dare
4 remind vt.（常与of, to + inf, that连用）使想起；使记起；提醒（9）
Remind me to write to Mother.提醒我给妈妈写信。
This reminds me of last year.这使我想起去年的事。
Please remind me again nearer to the time of the interview.到快面试时请再提醒我一下。
Please remind me that I must call her up before nine.请提醒我九点前给她打个电话。
The film reminded him of what he had seen in China.这部影片使他回想起在中国看到的一切。
5 throughout adv., prep.各处，到处；遍及；彻头彻尾; 自始自终（9）
He is famous throughout the world.他闻名于世界。
It rained throughout the night.雨下了一整夜。
The house is well built throughout.这房子整个都造得好。
He was wrong throughout.他全都错了。
throughout one's life毕生, 整个一生中
6 wonder un.惊奇；惊叹(9)
to look at sth. in wonder惊奇地看着某物
They were filled with wonder when they saw the spaceship.
当他们看到宇宙飞船时，他们非常惊奇。
Cn 奇观；壮举；奇才
the seven wonders of the world世界七大奇观
He's a wonder.他是个奇才。
(It's) no wonder 难怪；并不奇怪；当然
No wonder he is not hungry; he has been eating sweets all day.
难怪他不饿，他整天在吃糖果。
Wonder vi., vt.（常与at, that连用）觉得奇怪；惊奇
I wonder. In England, each man speaks a different language.
我感到十分惊奇,在英国每个人都说着一种语言。
I wonder at his rudeness.我对他的粗鲁感到奇怪。
纳闷；想知道
He wondered why people built ugly homes, when they could have beautiful ones.
他很奇怪为什么人们本可以造出漂亮的房屋,而偏偏建造出丑陋的房子来。
wondering how to do it想知道怎么做这个
习惯用语：for a wonder说也奇怪, 意想不到地
I wonder at you.你真使我吃惊。你怎么搞的?
It is a wonder that...奇怪的是
lost in wonder [astonishment]惊叹不已
no [small, what] wonder (=and no [small, what] wonder )没有什么奇怪, 不足为怪
7习惯用语： call after依...名字而命名; 追呼其后(9)
call at访问; 拜访;
call back召回; 收回; 回电话
call for取; 接; 需求; 要求
call in收集; 收回(货币)不再流通; 邀请
call off取消; 叫走; Call off your dogs.叫住你的狗
call on拜访; 要求, 请求,
call up提醒; 使忆起; 召集; 应征入伍; 打电话; 使起立发言;
Management called the laid-off workers back.经理召回了被解雇的工人们
The company has called back all such models built in 1990.公司已收回所有1990年的机型以便修理
work that calls for patience.需要耐心的工作
calling in silver dollars.回收银币 call in a specialist.邀请一个专家
call out the guard.将卫兵集合起来
8习惯用语： in case假使, 如果, 万一
in case of万一..., 如果发生...
in the case of就...来说, 关于
in this case假如这样的话 in that case如果是那样的话
in no case决不 in any case无论如何, 总之
9 common ordinary general辨析(10)
都含“普通的”意思。
common强调“常见的”、“ 不足为奇的”， 如：Colds are common in winter.感冒在冬天很常见。ordinary强调“平常的”、“平淡无奇的”， 如：His ordinary supper consists of only bread and milk. 他通常的晚餐不过是面包和牛奶。general意为“普遍的”、“一般的”， 如：This book is intended for the general reader, not for the specialist. 这本书是为一般读者写的， 不是为专家写的。
常用 the common people老百姓
common knowledgesense常识
common characteristic共同特点
a common saying俗话
have nothing in common (with)(与...)没有共同之处
in common共同， 共同享有的， 共同使用的
in common with和…一样
out of (the) common不寻常的， 特殊的
10 amount n.数量 vi.(to) 总计, 等于(10)
数量large amounts of money
amount
vi.（与to连用） 等于；总计；合计；总计达
Their traveling expenses amount to seven hundred dollars.他们的旅费共达700 美元。
Your words amount to a refusal.你的话等于回绝了。
His debts amount to over $3000.他的欠债总数已达三千多美元。
习惯用语：be of little amount不重要; 无价值
in large (small) amount大(少)量地, 大(小)批地, 大宗地(小额地)
a large amount of大量 amount to达到; 等于; 实际上是; 有所(成就)(用于否定式)
11 adapt vt. 使适应；使适合(10)
He adapted himself to the cold weather.他适应了寒冷的天气。
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。
改编；改装
The movie was adapted from a novel.这部电影是由小说改编的。
习惯用语：adapt for使适合于; 为...改编[改写]
adapt from根据...改写[改编]
adapt oneself to使自己适应或习惯于某事
adapt adjust fit suit match辨析都含“适合” 、“适应”的意思。
adapt 指“修改或改变以适应新条件”, 如:
You should adapt yourself to the new environment.你应该适应新环境。
adjust 指“调整”、“调节”使之适应, 如:
You can't see through the telescope until it is adjusted to your eyes.
你把望远镜调节到适合你的目光之后, 你才看得见。
fit 多指“大小适合”, 引伸为“吻合”, 如:
The shoes adapt me well.这鞋我穿正好。
suit 多指“合乎要求、口味、性格、情况”, 如:
No dish suits all tastes.众口难调。
match 指“色调、形状、性质等相配或相称”, 如:
A red jacket doesn't match green trousers.红上衣与绿裤子不相配。
12 die away逐渐停止，逐渐消失(10)
The noise of the motorcar died away.摩托车的噪声消失了。
die off相继死去
“As the window was still middle-aged, her relatives all died off.”
“这个寡妇还在中年时,她的亲属就先后离开了人世。”
die out灭绝
13 make a difference很重要 ;有很大 不同;有很大的关系[影响](10)
make a great deal of difference有很大差别, 有很大 不同;有很大的关系[影响]
make a difference between区别对待 make some difference to对...有些[没有]关系
make no difference to对...有些[没有]关系 make all the difference关系重大, 大不相同
Exercise has made a difference in her health.锻炼使她的健康有显著的改变
14 devote to把...献给; 把...专用于(10)
devote oneself to致力于, 献身于; 专心于
He has devoted his whole life to benefiting mankind.他为全人类的利益献出了自己的一生。
This magazine is devoted to science.这个杂志专门刊载科技文章。
15 care for喜欢;照顾；照料；抚养;想(10)
I don't care for tea.我不喜欢喝茶。
He's good at caring for sick animals.他精心照料生病的牲畜。
vi.cared, caring喜欢；想
I don't much care about going to the party.我不太想去参加晚会。
My wife doesn't really care for tea; she likes coffee better.
我妻子其实不喜欢喝茶,她喜欢喝咖啡。
Would you care to visit us this weekend?你愿意本周末来我们这儿玩玩吗?
I don't care for him to read this letter.我不愿让他看这封信。
关心；顾虑
You say you care about the poor, but you don't help them, you hypocrite!
你说你关心穷人,可你并不帮助他们,你这伪善者。
She didn't care where her son went.她不关心儿子到什么地方去。
We didn't really care whether won or lost the game.对这场比赛我们实际上并不在乎输赢。
16 variety n.-ties种种；各类 (11)
The shopping-centre sells a variety of goods.这个购物中心出售许多种商品。
At school we learn a variety of things.在学校我们学习各种东西。
（与of连用）变种new varieties of wheat小麦的新品种
习惯用语：a (considerable, great, wide)variety of各种各样的, 品类繁多的
for a variety of reasons因种种理由
17 containinclude
18 spread vt., vi. spread, spreading(11)
（常与out连用）张开；伸展；延长；加宽
The bird spread its wings.这只鸟展开翅膀。
Father spread the world map out flat on the floor and tried to find out the town where his son was fighting.“父亲把世界地图平摊在地板上,努力寻找他儿子正在战斗的小镇。”
覆盖；涂敷
She spread the bread with butter.她把黄油涂在面包上。
分布；分配，分摊
to spread the cost over 3 years将费用分摊三年
传播，传布；蔓延；扩散
The fire spread from the factory to the houses near by.火从工厂蔓延到附近的房舍。
The illness spread through the village.这种病在村里蔓延开了。
The rumour quickly spread through the village.谣言很快在村子里传开了。
19 desire n.渴望；希望；强烈的欲望(11)
He has no desire for wealth.他对财富无欲望。
I had a desire to go swimming.我很想去游泳。
vt. 想要, 意欲, 希望；要求, 请求
He desired a college education.他想受到大学教育。
They desire me to return soon.他们要我快点回来。
I desire an immediate answer of his.我请他立即回信。
She desires that you (should) see her at once.她要你立即见她。
习惯用语：at sb.'s desire应某人的要求
by desire应邀 have a strong desire to do sth.迫切想做某事
20 treat vt., vi. 对待；看待(11)
Children are taught to treat their parents and teachers with deference?
教育孩子们对父母师长要尊敬。
The engineer felt he hadn't been treated fairly.这位工程师觉得自己没有受到公平的待遇。
处置；用，使用Glass must be treated carefully.玻璃必须小心使用。
视为；以为He treated his mistake as a joke.他把他的错误当作玩笑看待。
治疗 to treat an illness
（常与with连用）谈判；商议
（常与to连用）请客；款待；馈赠
（常与of连用）讨论，论述
one's treat某人作东，某人请客
The essay treats of courtly love.这篇文章对深挚的爱情作了论述
treats his guests with courtesy; 殷勤地招待他的客人；
treat sb. to an ice-cream请某人吃一杯冰淇淋
treat with sb. on equal terms在平等的基础上与某人谈判
21 trick n.诡计, 骗局, 恶作剧, 窍门, 诀窍 vt.欺骗, 哄骗
He got the money from me by a trick.他用诡计骗走了我的钱。
The children played a trick on their teacher.孩子们捉弄了他们的老师。
vt.（常与into连用）欺骗；坑人
He tricked me into giving him the money.他哄骗我给了他钱。
（常与out of连用）骗走-------- trick sb. into [out of]骗人去...[骗取 ...]
22习惯用语： beyond compare无与伦比的， 不可及的（12）
without compare无与伦比的， 不可及的
compare notes对笔记； 交换意见
compare to比拟， 比作
compare with(可)与...相比
23 force strength power energy都含“力”的意思(1213)
force强调“力所产生的实际效果”, 如: bring into force使生效, 实施...
The law should remain in force.法律应当有效力。
The thief took the money from the old man by force.小偷用暴力夺走了老人的钱。
strength 指“体力”、“力量”、“强度”, 如:
He is a man of great strength。他是 个大力士。
power 指“能力”、“权力”, 着重“行动所根据的能力或职权”, 如:
It's beyond my power.它超出了我的职权。
energy 原是物理学上的术语“能量”, 用于人时则指“精力”, 如:
He worked with great energy.他以巨大的精力工作。
24 turn away =To send away; dismiss:把…打发走；解雇：（12）
turned away the salesperson.解雇了推销员
To repel:驱逐：
The poor location of the condominium turned away many prospective buyers.
公寓房偏僻的位置赶跑了许多很有希望的买主
turn down=降低，减弱调低速度、音量、强度或流量：
Turn down the radio, please.请把收音机的音量调低
拒绝拒绝某人、建议或忠告：
We politely turned down the invitation.我们有礼貌地拒绝了邀请
翻下折转或能够被翻下：
turn a collar down; a collar that turns down.翻下衣领；能翻下的衣领
turn in=To hand in; give over:交还；上交：
turned in the final exam.上交期末考试试卷
turn off=To stop the operation, activity, shut off:关闭，停止终止运转、行为或流动；关掉：
turned off the television.关掉电视
turn out关闭（煤气、自来水、电灯等）;生产；出产
We are to turn out 100,000 586 computers next year to meet the market requirements.
我们计划明年生产十万台586计算机以满足市场需要。
（常与to, that连用）结果
Things turned out to be exactly as the professor had foreseen.
事情正如教授所预见的那样。
The plan turned out a failure.这项计划结果归于失败。
turn to向…求助；求得安慰
turn up找到；发现；被找到;出现；来临；露面;把声音开大；把力量加大
25 likely possible probable辨析意思都含“可能的”。（12）
likely 系常用词, 指“从表面迹象来看很有可能”, 如:
The train is likely to be late.这趟火车很可能晚点。
She is the most likely girl to win the prize.她是最有希望得奖的女孩。
possible 指“由于有适当的条件和方法, 某事可能发生或做到”, 强调“客观上有可能”, 但常含有“实际希望很小”的意思, 如:
It is possible to go to the moon now.现在有可能登上月球。
probable 语气比 possible 强, 指“有根据、合情理、值得相信的事物, 带有‘大概’、‘很可能’”的意思, 如:l don't think the story is probable.我觉得那故事不大可能。
Reading
Teaching aims:
Ⅰ. Knowledge:
1. Get some information about St Petersburg and how people recover the destroyed city and cultural relics.
2. Words and useful expressions. restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack
3. Some grammar points. Word formation: re-; Present perfect passive voice.
Ⅱ. Feelings and attitudes:
1. Get the students to know that the cultural relics are rare. It is hard to recover if they are destroyed.
2. Get the students to realize that the power of the people is so great. They can overcome the difficulties and make something impossible possible.
3. We should do something in our daily life to stop the damage. Some damages are caused by human beings.
Ⅲ. Ability:
1. Enable the students to get key information after reading.
2. Develop students’ cooperation spirit.
3. Improve their reading and analyzing abilities.
Difficulties:
1. The understanding of the whole text
2. How to get the right answers in skimming.
Teaching procedures:
Step1 Greeting
Step2 Pre-reading. (7 minutes)
Review the topic: culture relics and sites students have learned in the previous lessons. Then raise some questions discussed by students of group four. Give them 3 minutes to prepare. Present some pictures of some famous cities, so the students’ attention is attracted on the topic
Questions: 1. As we all know, there are many great cities in the world, such as Beijing, Pairs, New York etc. in your opinion, what makes these cities great?
2. What’s your favorite city? Why?
3. What cultural relics are there in your hometown? How important are they?
Choose 3 or 4 students to answer each question. (4 minutes)
Hints: 1. The capital of a country/ centre of transportation/ with large population/ some important events happened in that city./ some great people have been there,etc.
2.The reason: nice weather/ beautiful scenery/ special custom/ hometown,etc.
3.Yue Temple, Bai Causeway, Su Causeway, Li Ying Temple, etc. They are important parts of Hangzhou’s history.
Goals: These questions are aimed at cultivating student’s speaking ability and the way of thinking and also spirit of teamwork.
Step3 Skimming (5 minutes)
Give students 3 minutes to go through the passage as fast as possible while the tape should be played in order to limit the time of reading. Students can underline or circle important words and sentences. After that, give them some simple questions to answer.
1. When was St Petersburg built and who built it?（300 years ago, Russian Czar Peter the Great.）
2. In 1941, who tried to destroy the city? ( Germans.)
3.When the Nazis had gone, what did the people of St Petersburg do? ( Rebuild the city.)
4.How can we describe the people of St Petersburg do? (Strong, proud and united.)
Then do the Exercise Two in post reading: True or False questions.
Goals: Train students’ reading speed and develop their ability of getting key information.
Teach some new words: the Neva River, the Russian Czar, Peter the Great, St Petersburg.
These words should be explained in accordance with certain background. That is to say, let student know something about Russian history.
Step4 Scanning (19 minutes)
Ⅰ Deal with the important words, expressions and some grammar points.(3 minutes)
Word: restore, replace, recreate, in ruins, under attack, give in, in pieces, bring…back to life, come true, under attack.
Sentences: where is a river, there is a city. It is true that…. Do everything we can to do something, be located in, be an important part of one’s history.
Grammar: the present perfect passive voice.
Goals: Grasp the useful expressions, language points, important sentence structures and grammar points. This can help students understand the text more easily.
ⅡAsk students to read the text carefully paragraph by paragraph in 5 minutes and find out topic sentence of each paragraph. Finally, encourage them to summarize the general idea of each paragraph. As for each question, give student 5 minutes to discuss in groups.
Questions:
1. Why do people think St Petersburg is a great city?
2. Why was it so difficult for people to rebuild the old palaces?
3. What did people use to help them rebuild the city?
4． Why are the people of St Petersburg heroes?
Choose several students to answer. (6 minutes)
Possible answers:
1. People think that St Petersburg is a great city because it was built by a great Russian Czar and has been the center of many important historic events. More importantly, it survived the Germans attack in 1941 and its people did everything they could to make it as beautiful as it once was.
2. The palaces were so badly damaged in the war that people thought it was almost impossible to rebuild them. Few modern Russian artists knew exactly what the palaces looked like and there were many missing parts and pieces. The project, restoring the former glory of the city, required hard work, patience and devotion.
3. The Russian artists used old paintings and photographs to rebuild St Petersburg.
4. The people of St Petersburg are heroes because they have made something impossible possible. They have successfully rebuilt the palaces without destroying their old beauty. With hard work, patience, devotion and love for their cultural relics, they have shown that dreams can come true.
Goals: These questions are raised to train students’ ability of summarizing, organizing and cooperation as well as to achieve the ethic aims
Step 5 free asking (3 minutes)
Give students 3 minutes to ask whatever they don’t understand after reading the text. Ask other students to give the answer if they can. If they can’t work out these problems, teacher helps them.
Goals: this step shows the students-centred principle. Students find out the problems and solve it actively.
Step6 Consolidation(3 minutes)
Fill in the blanks.
300 years ago, the Russian Czar Peter the Great built a new ________---St Petersburg. It has been the center of many important _________ in history. In 1941, it was under ______ for 900 days, but the people never ________ ________. After the Germans left, the city was almost in ________. People decided to ________ the city. It was ________ to save the palaces and buildings without _________ their old beauty. With the ______ of old paintings and photographs, people were able to _______ ________ the beauty of their culture and history. Strong, proud and _______, the people of St Petersburg are modern ________ of Russia.
Goals: Help students review the content of the text as well as some important words and expression.
Step7 Further discussion. (7 minutes)
Now, many cultural relics are destroyed by human beings. We know the power of people is great. So is their power of damaging. We should do our best to prevent this situation from going worse. For high school students, we should protect everything nearby, for example, at school or in the public place where we go. Think about what we can do to stop the damage. (4 minutes). Ask several students to express their ideas. (3 minutes).
Goals: Achieve the third aim of feelings and attitudes. At the same time, the ability of speaking, words organization and cooperation is trained.
Step 8 Conclusion. (2 minutes)
Through the discussion, we can see the importance of protection. We must do our best to stop damaging in our daily life. If everyone makes efforts, the world will be better and better.
Goals: Get the students to understand what our duties are. Achieve the ethic aims.
Step9 homework (1 minute)
1. Do exercise 2 and 4 in scanning part on the exercise book.
2. Say something about St Petersburg using your own words.
Goals: Consolidate the knowledge they’ve learned. Check their efficiency in class. Develop their ability of organization of sentences.
一、Teaching Content
Unit 13 Reading (2); Post-reading
二、Teaching Goals
1. Improve the students’ reading ability by catching detailed information.
2. Enable the students to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text.
三、Teaching Important Points:
1. Master the new words, phrases and useful expressions in the text.
Keep up with, too much, make a choice; be harmful to; lose weight; be prepared for
2. Train the students’ reading ability to develop healthy eating habits.
四、Teaching Difficult Points
1. How to train the students’ reading ability.
2. How to make the students understand the reading material better and answer some questions on the passage.
五、Teaching Methods:
Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Reading
T: We’ve got a general idea about the reading. But I think the passage is very difficult.
T: Ok. Let’s read the passage carefully together.
1unit13.3. (2)
T: We listen to the tape paragraph by paragraph, and then explain the paragraph.
T: Listen to Para 1. and try to answer the questions.
(1)Para 1
1) Listen
T: It’s easier to choose what to eat in the past.
True or False? (T)
T: Why?
Ss: In the past, people didn’t have so many kinds of food to choose. People even can’t get enough food to eat. / Now, people take more care about their figures.
2) Explaining
Our eating habits have changed, as has our way of life.
T: What does the underlined part mean? = and our way of has changed too.
T: As has our way of life 是倒装结构
as + 助动词/ be + 主语 也一样
e.g. She’s unusually tall, as are her parents 她特别高, 她的父母也都那么高.
He’s a doctor, as was his wife before she had children.
3) Understand
T: What does the word “ fuel” mean?
Ss: original meaning:燃料
T: e.g. The machine needs fuels to go on work.
T: But you should pay attention to the word in the text. Here it means 营养物质
T: Listen to Paras. 2 and 3
(2)Paras. 2 and 3
T: Fill in the table.
Nutrients functions where can we get it?
Protein good for our muscles fish, meat and beans
Calcium for our bones and teeth eggs milk and other dairy products
Carbohydrate the main fuel for our body rice, bread, noodles
Fibre help keep our body function well
Mineral
vitamins help our body fight disease vegetables, fruit, fish, milk
1unit13.3. (3)
Questions
T: Why do some people become vegetarians?
T: What does the word “ green” mean? Does it mean the color of green?
Ss: Green: environment protecting
T: Green food is very popular nowadays. Can you find any other words with the same meaning as green food?
T: e.g. environmentally friendly food / eco-food
T: Can you find an example about green food in this paragraph?
Ss: Organic vegetables
(3)Paras 4 and 5
T: Listen to paras 4 and 5
T: You can find the word “diet” several times in para 4.
T: What’s the different meaning of them? Look at the blackboard.
A balanced diet 均衡的饮食
Crash diet 速成食疗
Diet food 减肥食品
Unhealthy diet 不健康的饮食
T: In order to keep fit, what shall we do and eat?
1) Buy good food and keep a balanced diet.
2) Eat healthy food in the right amount.
3) Eat less fat and sugar and exercise more.
Step3 Post-Reading
T: How have our eating habits changed? Why?
T: Discuss question 4 in pairs.
T: Retell the text according to some topic sentences.
Step4 Summary and homework
T: today we’ve learned the passage. The passage may be very difficult to you. After class, you’d better review the reading including some words and phrases.
1. Retell the text, try to get a summary of this text
2. Review words we have learnt in this unit
3. Preview grammar of this unit
4. Do the exercises the word study on page 5
1unit13.3. (4)
八．黑板板书设计Blackboard:
(L)
as + 助动词/ be + 主语 也一样
e.g. She’s unusually tall, as are her parents
(M)
Nutrients functions where can we get it?
Protein good for our muscles fish, meat and beans
Calcium for our bones and teeth eggs milk and other dairy products
Carbohydrate the main fuel for our body rice, bread, noodles
Fibre help keep our body function well
Mineral
vitamins help our body fight disease vegetables, fruit, fish, milk
(R)
A balanced diet 均衡的饮食
Crash diet 速成食疗
Diet food 减肥食品
Unhealthy diet 不健康的饮食
九、Evaluation
Period 5
一、Teaching Content
Unit 13 Word study; Grammar
二、Teaching Goals
1. Review the text learnt in the last period including useful words and expressions.
2. Learn how to use “had better”, “should” and “ought to ”while giving advice.
三、Teaching Important Points:
1. How to guess the missing word according to the given sentence.
2. Let the students learn how to give advice or opinion about something, especially master how to use “ should, ought to , had better and their negative forms” to give advice.
四、Teaching Difficult Points
1. How to help the students to understand the Grammar.
2. How to correctly use “should, ought to , had better and their negative forms” to give advice.
五、Teaching Methods:
1. Review method to consolidate the words and phrases last 4 periods.
2. Explanation methods to make the students master the Grammar.
3. Individual, pair work to make every student work in class.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Word study
T: We’ve learned something about diets. As we all know, we’d better eat healthy food and eat less junk food. In this way, we can keep up with the high pace of modern life.
T: Ok. Please open your books on page 5. On the top of it there are some words and phrases in the form. I am sure you have all finished the homework yesterday.
1unit13.5. (2)
Ss: …
T: Nutrient diet vitamin
Mineral fat sugar
Protein calory
Step3 Grammar
T: In the third period(the part of Speaking ), we’ve learned some useful expressions to express suggestions.
T: We suppose that you are a doctor, and you should give some advice to patients.
T: Ok. Let’s review these useful expressions about suggestions:
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
T: Now I want you to translate these Chinese sentences into English. Maybe, you can use these expressions.
我们不应该怎么粗心。
We shouldn’t ought not to be so careless.
你应该尊敬爷爷。
You shouldought to respect your grandfather.
他最好别脱他的衣服。外面很冷。
It’s very cold outside. You had better not take off your coat.
我们最好还是穿上我们的大衣。天气很冷。
It is freeze. We had better put on our coat.
T: Very good. We often give some persons advice or our opinions about something. In such a situation, we often use these Modal Verbs.
T: go back to your textbook. Look at the grammar: Modal Verbs-----had better, should, ought to.
T: We have leant how to give advice by using the Modal Verbs. Here in our textbook there are letters asking for some advice. Read them quickly, then write down four pieces of advice for each of them using “ had better(not)”, “ ought (not) to or should(not)”.
Step4 Summary and homework
T: In this class, we’ve review the words and phrases. Specially , we
Unit13.5. (3)
review the Modal Verb by giving some persons advice. After class, more exercises are necessary.
Homework
1. Review the new words and phrases, grammar.
2. Have a dictation about words (2)
3. Preview two Integrating skills on Page 6 and 74
4. Do the exercises the Grammar 1.2 3.on page74
八．黑板板书设计Blackboard:
(L)
Nutrient diet vitamin
Mineral fat sugar
Protein calory
(R)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
“ had better(not)”, “ ought (not) to or should(not)”.
九、Evaluation
Period 3
一、Teaching Content
Unit 3 Speaking; Pre-reading; Reading (1)
二、Teaching Goals
1. Improve the students’ speaking ability by talking about seeing doctors, and practise giving advice
2. To some extend, students develop the abilities of looking for main information through reading and summarizing the main idea of the text.
三、Teaching Important Points:
1. Master the new words and make the student use these words to make sentences.
2. Train the students’ speaking ability to give advice and make suggestions.
四、Teaching Difficult Points
1. How to finish the task of speaking and make the dialogue go on smoothly.
2. How to understand the text
五、Teaching Methods:
1. Individual, pair or group discussion before filling information in the blank.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
Good morning! My boys and girls!
Sit down, please!
Step2 Speaking
(1) Warming up
1unit13.3. (2)
T: Yesterday we listened to a dialogue and know that Mike went to see the doctor because his stomach hurt. When do you usually go to see the doctor?
1. When I have a fever
2. When I have a bad cold
3. When I have a headache
4. When I have a stomachache
5. When I have a toothache
6. When I have a bad cough
7. When my leg is broken.
T: I have some problems these weeks. I need your help. Would you like to give me some advice?
Ss: Yes.
T: I’m not feeling well these days. I can’t sleep well at night.
(Lead the students to use these sentence patterns.)
1. I advise you to…
2. You’d better …
3. I think you should…
4. Why not…? Why don’t you…?
5. I suggest you should …
(2). Listening and speaking
1) Listen to the tape and answer the questions
T: Listen to the tape and get a general idea about the dialogue.
T: What’s wrong with Sharon?
Ss: She couldn’t sleep last night. She’s got a pain.
T: What did she eat yesterday?
Ss: Noodles, salad, a green peach
T: What does the doctor tell her to do?
Ss: Take the medicine three times a day. Don’t eat fruit that isn’t ripe in the future.
2) Open your book to page3, and read after the tape, try to imitate its intonation.
New words: ought to = should
be careful with
advise sb to do sth / advise doing
3) Practise the dialogue
(i) T: When you go to see the doctor, what will the doctor say to you
1. What can I do for you?
1unit13.3. (3)
2. What’s the matter?
3. What’s wrong with you?
4. Lie down and let me examine you.
5. Let me have a look
6. Where does it hurt?
7. It’s nothing serious.
8. Take this medicine three times a day.
9. You’ll be all right soon.
(ii) T: Turn to page2. There are 3 situations in the table.
T: Now, look at the table on the blackboard. This is a case history. If you are a doctor, what will you write?
Symptom:
Doctor’s advice:
Signature:
T: I’ll give several minutes to make the dialogue with your partner in one of the three situations, and then I will ask two pairs to act it out.
Step3 Pre-reading
T: Which of the following gives you the most energy:
A hamburger a bowl of noodles a cup of coffee
T: How do you think what we eat every day?
Step4 Reading
T: Look at the title. What’s the title of this text?
T: What’s the meaning of it? (A.)
A. What we eat makes us the persons we are.
B. We always eat what we like.
T: What is a healthy dieteating?
(1)Fast reading.
T: Read through the text quickly, and find out the topic sentence of each paragraph.
1unit13.3. (4)
T: Now, let’s listen to the tape paragraph by paragraph. And you tell me what is the topic sentence of each paragraph.( The topic sentences are on the textbook )
(2)Careful reading
1. What do traditional diets often have?(c)
A. too much water B. too much protein
C. too much fat and too many calories
D. nutrients we need
2. What can help our body fight disease and give us energy?(A)
A. vitamins, fibre and minerals
B. pork and fish C. water D. calcium
3. What contains a lot of protein?(D)
A. vegetables B. fruits C. vitamins D. fish, meat and beans
4. Why do some people become vegetarians?(A)
A. Because they believe it is healthier not to eat meat or they think we should not kill animals for food.
B. Because they think meat is not “eco-foods”.
C. Because they think meat will make them fat.
D. Because they think meat will make them thin.
5. From the passage we can conclude that it is probably better, if (D)
A. we eat less meat B. we have more fruit
C. we have “ eco-foods”
D. we buy good food and keep a balanced diet.
Step5Summary and Homework
T: Today, we’ve learnt how to see a doctor and got a general idea about the reading. After class, I hope you would review the useful expression and phrases and understand the text deep.
1.Review the new words and phrases (2) in Unit 13.
2.Rreview the reading and Post-reading on Page5.
3.Do the exercise of Talking and vocabulary 1.2.on Page 72-73.
1unit13.3. (3)
八．黑板板书设计Blackboard:
(L)
When I have a fever
When I have a bad cold
When I have a headache
When I have a stomachache
When I have a toothache
When I have a bad cough
When my leg is broken.
(M)
I advise you to…
You’d better …
I think you should…
Why not…? Why don’t you…?
I suggest you should …
(R)
ought to = should
be careful with
advise sb to do sth / advise doing
九、Evaluation
广州南武中学
朱琼
I. Topics
Unit 1:
Friends and friendship; interpersonal relationships.
Unit 2:
English language and its development; different kinds of English
Unit 3:
Traveling; describing a journey
Unit 4:
Basic knowledge of earthquakes; how to protect oneself and help the others in disasters
Unit 5:
The qualities of a great person;
The lives of some great people.
II. Words and expressions
Unit 1:
add point upset ignore calm concern loose cheat reason list share feeling Netherlands German series outdoors crazy purpose nature dare thunder entirely power according trust indoors suffer teenager advice questionnaire quiz situation editor communicate habit
add up calm down have got to be concerned about walk the dog go through hide away set down a series of on purpose in order to face to face according to get along with fall in love join in
Unit 2:
include, role, international, native, elevator, flat, apartment, rubber, petrol, gad, modern, however, culture, actually, present(adj.), rule(v.), vocabulary, usage, government, rapidly, candy, lorry, command, polite, request, boss, standard, Midwestern, southern, eastern, southeastern, northwestern, Spanish, recognize, accent, lightning, direction, ma’ma, block
play a role in, because of, come up, such as, give a command, play a part
Unit 3:
journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave
change one’s mind, give in
Unit 4:
shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;
right away, (be) at an end, dig out, bring in, a (great )number of
Unit 5:
hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely
lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to
III. Functional items
Unit 1:
Agreement and disagreement
I agree. I don’t agree.
I think so. I don’t think so.
Exactly. I’ m afraid not.
Unit 2:
1. Language difficulties in communication
Pardon?
I beg your pardon? I don’t understand.
Could you say that again, please?
Sorry, I can’t follow you.
Could you repeat that, please?
Can you speak more slowly, please?
Unit 3:
Good wishes：
Have a good day/time!
Have a good journey/trip!
Good luck!
Enjoy yourself!
Best wishes to you.
Happy New Year!
Merry Christmas!
Happy birthday!
Thank you.
You, too.
The same to you.
Means of transportation:
walking, cycling, horse riding, taking buses/trains/boats/planes
Unit 4:
Talking about past experiences:
I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.
Unit 5:
A. Giving opinions:
Why do you think so?
What do you think of …?
What’s your opinion?
I agree/ don’t agree.
I think/don’t think….
I prefer….
In my opinion….
I’m afraid…
B. Making comments:
Good idea!
That’s an excellent idea.
IV. Structures
Unit 1:
Direct speech and indirect speech
Statements:
“I don’t want to set down a series of facts in a diary,” said Anne.
-- Anne said that she didn’t want to set down a series of facts in a diary.
Questions
“ When did you go to bed last night?” Father said to Anne.
-- Father asked Anne when she went to bed the night before.
Unit 2:
Imperative sentences and its indirect speech
Open the door.
Please open the door.
Would you please open the door?
He told me to open the door.
Unit 3:
现在进行表将来
Where are you going on holiday?
I am going to Hawaii on holiday.
When are we coming back?
Unit 4:
The attributive clause (I)
由that, which, who, whose引导的定语从句
The number of people who were killed or injured reached more than 400,000.
It was heard in Beijing which is one hundred kilometers away.
Workers built shelters for survivors whose homes had been destroyed.
Unit 5:
The attributive clause (II)
由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
The school where I studied only two years was three kilometers away.
This was a time when you had got to have a passbook to live in Johannesburg.
The reason why I got a job was because of my hard work.
…we were put in a position in which we had either to accept we were less important, or fight the Government.
The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.
Teaching aims and demands
类别 课程标准要求掌握的项目
话题 1． Talk about sports
2． Talk about interests and hobbies
3． Talk about the Olympics
4． Write a sports star’s profile
功能 Interests and hobbies
Which do you like…or …?
What’s your favorite sport?
Which sport do you like best?
Which do you prefer…or…?
What about…?
Are you interested in…?
词汇 continent well-known athlete gold medal torch badminton tie final dive shooting
Greece competitor motto further rank gymnastics prepare preparation effect flame
compete flag weight position superstar point skill weigh title gesture facial
stand for because of speed skating track and field take part
in preparation for
语法 Future Passive Voice
The people of Beijing will plant more trees and build new roads.(陈述句)
More trees will be planted and new roads will be built by the people of Beijing.
Beijing will hold the 29th Olympic Games in the year .（疑问句）
When will the 29th Olympic Games be held in Beijing.
Period Arrangements:
warming up reading materials
Period 1 listening Period 2,3
speaking language focus
listening (WB) complementary listening material
speaking
Period 4 speaking Period 5 complementary reading material
writing(WB)
integrating skill(writing) assessment
Teaching Procedures of Period 1:
Step1.Warming up (15 mins)
Ss know a lot about sports from everyday life and media, so I arrange such a task -discussion(group of 4):
Q: What do you know about sports?
During this process, if Ss can’t express themselves in English, Chinese is also all right. Besides, it is a
good chance to present new words. If necessary, I will make some complements. At the same time, I will present them as many pictures about sports as possible.
Possible response:
school sports meet
Sports meet the National Games
the Asian Games
the Olympic Games
the World Cup
etc
ball games: volleyball, basket ball, football, table tennis, tennis, ,golf
badminton, bowling, baseball, American football, ice hockey etc
Events of sports track and field: relay race, long jump, high jump, pole jump, discus, shot, javelin etc
gymnastic: rings, double bars, high and low bars, horse , free exercise
swimming/shooting/skiing/ ice sports/diving/aquatic sports etc
Sport stars : Beckham, Mike Owen, Michael Jordan etc
Purpose: This activity is designed to encourage students to think about sports and activate
relevant vocabulary.
Step 2. Speaking(15 mins)
Task1(pair work): Talk about their favourite sports, favourite sports stars, and the reason why they like them, with the following expressions as a guide.(See SB p52)
Task2(pair work): A survey about physical fitness (See postscript 1)
Task3(group work): Add up their total scores and divide by the number of people. Then get their group’s average scores. Discuss their survey answers.
1). Do you think your group is doing well or not? Why ?
2). How can you become fitter?
Purpose: The students will use the information from the above step to talk about their interests and hobbies and to practise giving reasons for their opinions.
Step 3. Listening (15 mins)
Task 1: Brainstorming(encourage Ss to tell me as many words about that as possible)
Purpose: to work as a guide of listening part.
Task 2: Listen to three sports reports and fill in the missing information
Purpose: In this activity, the students will hear three sports reports about basketball, football table tennis. It is what they are interested in and to learn to understand sports news report.
Step 4. Homework Assignment
Task: Find out some background information about the Olympics. T will offer them some websites as well:
www.olympic.org www.specialolympics.org/
www.athens.olympics.org/ www.beijing-2008.org
Purpose: This activity is related to the reading material of next period. To encourage Ss to find out the information by themselves.
Teaching procedures of period 2
Step1. Lead-in(10 mins)
Task 1. Collect the information Ss have found, and this is a good chance to present new words. If necessary, warming up Ex can work as a guide. At the same time T will display some relevant pictures.
Five rings Aisa Europe Africa America Oceania
IOC International Olympic committee
Headquater Lausanne Switzerland
Motto swifter higher stronger
Present President Jac ques Rogge
Official language English French Spanish Russian German
Host city of Olympics Sydney Australia
Host city of Olympics Athens Greece
Host city of 2008 Olympics Beijing China
Host city of the first Olympics Athens Greece
Sort Winter Olympics Summer Olympics
Purpose: to help Ss get as much background knowledge about the Olympics as possible
Task 2.Group work to discuss any of following questions:
1).Why do so many athletes want to take part in the Olympic Games?
2).Are the Olympic Games important to our society? Why or why not?
Purpose: the activity is designed to get Ss to think about the Olympics as a preliminary activity related to the reading material.
Step2. Reading(10 mins)
Task1.Skimming to find out what is the reading material going to talk about.
Possible answer: the Olympics
Task2. Scanning to find the topic words
Possible answer: the Winter Olympics , the Summer Olympics, the ancient Olympics,
the modern Olympics, the Olympic motto, the 2008 Olympics
Purpose: to train Ss to glance through the passage quickly to get a general idea.
Task3. Careful reading to find out the main idea of each paragraph.
Purpose: to train Ss how to find out the main idea of a paragraph.
Step3.Consolidation(10 mins)
Task1. Play the passage through once and ask Ss to underline some words and phrases they think useful.
Task2.Match the new words and their meanings(See WB Ex)
Task3.Fill in a form about the passage
Olympics Year Location China’s gold medals competitors
old Greece
no female competitors
1st in modern times
23rd
2000
2008 ? ?
Purpose: to have a better understanding of the passage and note some useful words and phrases.
Step4.Discussion(15 mins)
Task1: Group work (group of 4) to discuss the following topics and they can choose whichever they are interested in talking about.
Topic1. What is the spirit of the Olympic Games? What can you learn from it?
Topic2. Do you agree that” faster, higher, stronger” is a good motto not only for sports but also for life in general? Why?
Topic3.Is it important to win in a sports match? Why or why not?
Topic4.Discuss the causes and effects of some serious problems of the Olympics and think of the possible solutions.
Task2: Debate
Hosting the Olympic games is a great honour and a great responsibility. Since china has won the bidding
of hosting the 2008 Olympics, what will the Olympics bring to China, good effects or bad effects.
good effects bad effects
promote the economy costing a large amount of money
make china better known to the world cause disorder to our society
… …
Purpose: to have a further understanding about the Olympics.
Step5.Homework assignment
Write a report based on the debate carried out in class about the good effects and bad effects of the Olympics. And encourage Ss to express their own idea in the report.
Purpose: to cultivate them how to write discussed topics
Teaching procedures of period 3
Step1. Extensive reading (WB) (15 mins)
Task 1. Read the passage and have a discussion about some related questions.
1).What are some problems that unknown athletes have to deal with?
2).Why are the Olympic Games so important to many athletes?
3).Why do stars like Michael Jordan make more money than other athletes?
Task 2.Pair work Compare the sports listed. Are they popular in china? Why or why not?
Sports Popular /not very popular Reasons
Tennis
Soccer
Table tennis
Badminton
Purpose: to know more about sports and the Olympics.
Step2.Speaking(5 mins)
Task 1. China is going to host the 2008 Olympic Games. To make it the most wonderful and successful one, what will be done ? If necessary, T can display two pictures for contrast.
Task 2. As for Ss, Chinese, what will they do for the 2008 Olympics?
Purpose: to make Ss note the use of Future Passive Voice and Future Active Voice.
Step3. Language focus (25 mins)
Task1. Group work to get a conclusion of the Future Passive Voice and give T more examples.
Structure: Subject+ will be done
Task2. Show Ss a passage about the Olympics, and ask them to change it into passive voice.(See postscript 2)
Task3. Pair work to ask questions about the passage with what , when, where, how etc.
Task4. T has left a note to you ,asking you to write a notice for the students in Future Passive Voice. Work with their partners and write down the notice. Then report it to class orally.
Next week we are going to clear the school as follows:
Monday--- Classroom Building No.1
Tuesday--- Classroom Building No.2
Wednesday--- the computer center and language lab
Thursday--- the science labs
Friday--- the library
Purpose: to consolidate their understanding about the Future Passive Voice.
Step4.Homework assignment
Task1. Finish some consolidation Ex of the Future Passive Voice
Task2. Find out as much information as possible about their favourite sports stars
Purpose: to encourage Ss to do what they are interested in
Teaching procedures of period 4
Step1.Listening(5 mins)
Ss will hear something about some sports stars and make their own decision according to what they have heard.
Step2.Speaking (10 mins)
Guessing Game. Check what Ss have got about their favourite sports star.. Ask some Ss to come up to the front to tell what they have found while others guess the names of the sports stars.
Purpose: to work as a preliminary step of writing.
Step3.Writing (30 mins)
Task 1.Brainstorming. Ask Ss to think out information about Yao ming as much as possible.
Task 2. Read the profile about Yao ming and find out what are the useful information for writing a profile.
Purpose: This activity is to let Ss find out how to write a profile by themselves.
Task 3. Write similar profiles about their favourite sports stars and check some typical ones in class.
Step4.Homework assigment
Suppose the Chinese Olympic Committee is inviting applications for volunteer jobs for the 2008 Olympic Games and Ss want to apply for the job.Try to write a profile to introduce themselves.
Teaching procedures of period 5
Step1.Listening(10 mins)
Complementary listening material: It is important to be able to recognize and understand numbers quickly when listening to spoken English.Many sports listening tasks involve numbers.Listen to the speakers and extract the numbers which are needed to complete these tables.(See postscript 3)
Purpose: to make Ss get used to listening to English sports news in daily life.
Step2.Speaking(10 mins)
Imagine the world in the year 5,000. What will our life be like then? Make a list of the things that you think will be done differently. Try to use the Passive Voice as much as possible.
Example sentences:
Eating food I think all food will be turned into juice and chopsticks won’t be used.
Drinking water
Wearing clothes
Building houses
Driving cars
Reading books
Purpose: to revise the language focus in this unit.
Step3.Reading(10 mins)
Read a complementary reading material about sports and finish the relevant Ex.(See postscript 4)
Purpose: to offer Ss further information about sports so that they will have better understanding.
Step4.Writing(15 mins)
Task 1: Group work to talk about the sports as the sample. One member of the group write down what they have got during their discussion and another report what they have written down.
Sport: Soccer
Objective:
Shoot the ball into the other
Team’s goal
Number of players:
Two teams of eleven players:ten outfielders and a goalkeepers
Sports field:
Grass playing field
Equipment:
Football,two goals
Basic rules:
1. Players are not allowed to use their hands.
2. … Sport: Table tennis
Objective:
Number of players:
Sports field:
Equipment:
Basic rules: Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Sport:
Objective:
Number of players:
Sports field:
Equipment:
Basic rules:
Task 2: Write a short essay in which you compare two sports
Step5.Homework Assignment
Task1: Since Ss have learned the whole unit, they must know more about sports. After class, ask Ss to find some scenes which have make them moved and tell us the reasons.
Purpose: This activity is designed to check what Ss have learned from this unit.
Task2: Assessment
Purpose: to help Ss to reflect on how and what they have learned from this unit.
Through the whole unit a good many different kinds of assessment have been presented in the form of listening,speaking,reading and writing.But as a whole unit, I design such two forms to let Ss clearly know their own performances.
Form 1: (total score 5)
listening speaking reading writing
Self assessment
Peer assessment
Teacher assessment
Form 2: set improvement goal
Your name Date
a. What were your goals for this unit?
b. Did you reach your goal?
c. What different ways of learning did you use?
d. Which did you like best?
e. What your goals for the next unit?
f. How do you plan to reach them?
g. Will you ask some of your classmates for ideas and try new ways of learning?
The Olympic Games
Our country will
Step I Greeting
Step II Grammar
Word formation构词法
按照语言一定的规律创造新词的方法，叫构词法
International = inter + national
Telephone = tele- + phone
Mankind = man + kind
Broadband = broad + band
Extremely = extreme + -ly
Manned = man + -ed
Hi-tech = high + technology
e-school = electronic + school
IT = information technology
CSA = Chinese Space Agency
Study the ways of forming a word and explain their differences
Step III 构词法的分类
1、合成法
把两个或两个以上独立的词合成一个新词的方法叫做合成法，也叫合词法
(1)合成名词
Spaceship highway afternoon
(2) 合成形容词
Cold-blooded hand-made hard-working
(3)合成动词
Safe-guard ill-treat
(4)合成副词
However anywhere anyway
(5)合成代词
Some, any, no可以和 -thing, -one, -body合成代词
2、转换法
转换是指由一种词类转化为另一种词类。
(1)动词转化为名词
He visited the Summer Palace yesterday. 动词
He paid a visit to the scientist last week. 名词
英语中常用give, take, have, make 等动词构成这一累词组，表示一个动作。
give a a shout take a seat have a swim make a decision
(2)名词转化为动词
They have booked their plane tickets.
(3)形容词转化为动词
The room gradually quieted down.
(4)形容词转化为副词
How long is the line? 形容词
How long have you lived there? 副词
(5)形容词转化为名词
Something has gone wrong with the machine.
形容词
He didn’t know the difference between right and wrong. 名词
3、派生法
派生法是由词根加词后缀构成新词。构成的新词称为派生词。词缀分为前缀和后缀。除少数前缀外，前缀一般只改变词的意义，不改变词性；后缀一般只改变词性，不引起词义变化。
前缀
a- （形容词、副词） asleep
dis- （否定） discourage
in-i-im-ir- （不、非） impossible
en- (使可能) enable
mis- (误) mistake
re- ( 重复、再) return
tele- （远程） telephone
un-on- (不、非) unfair
后缀
名词
-er -ese -ian -ist -ment -ness -or -tion
形容词
-al -an -ern -ful -ble -ish -ive -y -less
动词
-ly -iza
副词
-ly -ward(s)
形容词
-teen -ty -th
4、缩略法
缩略法就是将原词缩短，在读音和写法上成为新的形式。
Bicycle ------- cycle
Examination-------- exam
Refrigeration-------- fridge
U.N------- the United Nations
USA------ the United States of America
Step Ⅳ Finish the exercises in the book.
Step V: Homework
Period 6
一、Teaching Content
Unit 13 Integrating skills
二、Teaching Goals
1. Review the words and phrases learnt in this unit.
2. Know about the way of cooking snacks through reading, practise writing the recipe.
三、Teaching Important Points:
1. How to master some words according to the given sentences.
Words: Ingredients, chop, peel, slice, dice, stir, mix, etc
2. Cooking is an art; try to enjoy the pleasure of cooking.
3. Let students know how to write recipe for their favourite dishes by reading “ snacks” and two examples of recipes.
四、Teaching Difficult Points
1. How to help the students to master reading about snacks’ writing.
2. How to develop the students’ writing skills.
五、Teaching Methods:
1. Asking-and-answering activity to go through the reading material.
2. Individual, pair and group works to make every student work in class.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1 Greetings
T: Good morning! My boys and girls!
T: Sit down, please!
Step2 Warming up
T: We’ve learned something about diets. As I all know, you usually eat the snack at noon. Do you like these snacks?
T: Do you think they are good snacks or bad snacks? Why?
Step3 Reading
T: Ok. Please open your books on page 6. read through the text quickly and try to answer these questions.
1unit13.6. (2)
T: Why do you think fruits are good snacks?
What’s the difference between fruits and other snacks such as dumplings and roll-ups?
Ss: We can eat fruits just the way they are.
All we have to do is clean or peel them. But for other snacks, we should prepare and cook.
Step3 Learn to master the reading’ s writing
T: Do you want to know how to make Shaomai
T: Let’s see the recipe on the textbook. What shall we prepare in order to make shaomai?
Ss: pork, black mushroom, chopped green onions, Green beans, shaomai skin.
T: Who want to be the cook, and show us how to make shaomai?
1. (Invite two students, one reads it and the other acts it out.)T: Ok. Let’s
T: Now let’s see how the make chicken roll-ups. Please underline all the verbs. What’s the meaning of them?.
Step 4 Writing
1.Pre-writing
T: Before we write our recipes, let’s learn some words about cooking.
T:
The way of cooking: boil, steam, fry, stir-fry, bake
The way to put sth together: mix, stir, add
The way of cutting: chop, slice, dice, cut
Other words: peel, spoon, pound…into pieces
2. Writing
T:You can write the recipe foryour favourite dish, or you can write the recipe for corn salad.
Sample:
Corn salad
Ingredients:
Corn, rice, green pepper, chili, tomato, banana, peanut, the leaves of the celery, olive oil, lemon juice
Cook the corn and rice, and cool them down. Dice the green pepper and chili. Peel the tomato and dice it. Peel the banana and chop it small. Pound the peanut into pieces. Chop the leaves of the celery, stir the olive oil and the lemon juice for later use. Mix the corn, rice, and all the other things together in the plate, pour the mixture of the olive oil and the lemon juice on them. Put the chopped leaves of the celery above.
Unit13.6. (3)
3. Post- writing
T: Read your recipe again, correct mistakes in it.
Evaluate the student’s recipe
Evaluating (points) Score
Format (2)
Vocabulary: the correct use of cooking terms (2)
No mistakes in spelling (1)
Grammar: imperative sentence (3)
Content: contain all the steps (2)
Step5 Summary and homework
T: In this class, we’ve review the words and phrases. Specially , we’ve learned how to write a recipe.
T: We’ve also learned something about snacks and recipes. After class, go over all the important points learned in this unit and try to write more better recipes.
Homework
1. Copy your recipe into your exercise book.
2. Review unit 13
3. Do exercise on page 75
八．黑板板书设计Blackboard:
(L)
The way of cooking: boil, steam, fry, stir-fry, bake
The way to put sth together: mix, stir, add
The way of cutting: chop, slice, dice, cut
Other words: peel, spoon, pound…into pieces
(M)
Corn salad
Ingredients:
Cook method:
(R)
Evaluate the student’s recipe
九、Evaluation
Period 1
一、Teaching Content
Unit 1 Words and phrases; Warming up;
二、Teaching Goals
1. Improve the students’ speaking ability by describing and discussion.
2. Learn and master the new words and phrases
三、Teaching Important Points:
1. Master the new words and make the student use these words to make sentences.
2. Train the students’ speaking ability.
四、Teaching Difficult Points
1. How to finish the task of speaking or discussion.
2. How to master the words
五、Teaching Methods:
1. Individual, pair or group discussion before filling information in the blank.
2. Explanation and inductive methods to make the students master the new words.
六、Teaching Aids
1. A projector
2. The blackboard
七、Teaching procedures
Step 1
Words study (see Page162)
Greetings and lead- in
Good morning! My boys and girls!
Sit down, please!
T: First, let me look at two pictures. Who knows there is the important difference between the two pictures?
Ss: Western dinner party and Chinese dinner Party.
T: Sure. Last year, we’ve learned Unit6 Good manners.
1unit13.1(2)
1.How is the table laid ?(Western-style food)
2. What are good table manners? (P.P.)
Step2 Warming up
T: Number the follow dishes be served at a Western dinner party with the right order.
dessert drinks main course starter soup
CORRECT: starter soup main course dessert drinks
Step3.
T: Look four kinds of food (Pictures)
T: We found the two kinds of food are Chinese food. And the next are Western food.
T: Tell me some names of Chinese food and Western food.
Chinese food: Fruit, green vegetable, Jiaozi, noodles, spring rolls, etc.
Western food: Potato crisps, butter, Cream ,sweets ,Chocolate, soft drinks and meat
T: What is a healthy dieteating?
1.Which is the better diet,
the Chinese food or the Western food?
2.What is a healthy diet?
T: Chinese dieteating A lot of fruit and green vegetables, rich in fibre, Low in sugar.
Western diet: Too much fat meat ,potato crisps/chips, butter,
cream and chocolate)Too much sugar (cakes,soft drinks,sweets and so on)
Step4. Speaking
T: OK, let’s see the two language points.
I think that…. because….
. be rich high low poor in
T: Ask your classmates what they like to eat. Make a list of the food and decide whether what they eat is junk food or not.
name Breakfast snacks lunch Dinner
1unit13.1(3)
Step5 Listening and dictation
T: Now write down your name, number and date. We’ll have a diction.
T: I will read four times. First time, listen carefully and get the general idea. The second and third time, you can write down words by words or sentences by sentences. The forth time, check your writing.
Material: The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is rich in fibre and low in sugar and fat. However, people in the Western world eat too much fat and sugar and don’t take enough exercise. Because of this, they put on weight very easily. Many people in the Western countries are fat and some have bad teeth.
Step6 Summary and Homework
1.Review the new words and phrases in Unit 13.
2.Preview the Listening and Speaking on Page2.
3.Do the exercise of Listening on Page 71.
八．黑板板书设计Blackboard:
Words and phrases explaining
九、Evaluation
-----By Michelle 李芳芳
Teaching Material :“Franklin’s kite experiment”in Unit 16, Senior English Book 1 B.
Teaching Aims:
1. Learn and master the following:
Words: thunderstorm, string, ribbon, condenser, handkerchief.
2. Read the passage and learn how the scientist Franklin found lightning and electricity are the same.
3. Improve the Ss’reading ability through reading activities.
Teaching Important Points:
1. Learn the words above.
2. Train the Ss to improve their reading comprehension.
Teaching Difficult Point:
How to help the Ss understand the passage better.
Teaching Methods:
1. Question-and –answer method to make Ss interested in what they will learn.
2. Fast reading to get the general idea of the text.
3. Careful reading to answer some detailed questions.
4. Individual, pair or group work to make every student work in class.
Teaching Aids:
1. A tape recorder 2. A computer
Teaching Procedures:
Step 1. Revision and Lead-in.
Ask the Ss whether they know some scientists and their discoveries, and then name who invented the plane?
Step 2. Pre-reading.
Get the Ss know some famous scientists and their discoveries.
Step 3. Presentation.
Tell the Ss that today we’re going to read a passage about Franklin’s famous kite experiment.
Step 4. Reading.
1. Learn the new words.
2. Ask the Ss to skim the passage for:
---- What does this experiment prove?
---- What materials are needed to do this experiment?
3. Get the Ss to scan the passage and finish Exx.1.( True or False ) in Post-reading.
4. Have the Ss read the passage in a low voice after the tape.
5. Get the Ss to finish Exx.3. Pick out the correct pictures.
6. Ask the Ss to make a report of the kite experiment.
Title Experimenter’s name Time
Purpose
Things needed
Process
Results
Conclusion
7. Let the Ss work in groups and discuss two questions on the screen.
----- Do you think Franklin’s experiment was dangerous? Explain.
----- What can you learn from the experiment and also Franklin?
Step 5. Summary and Homework.
1. Retell the experiment in your own words.
2. Write down the report of the kite experiment.
Period 1. Warning –up and Listening
Teaching Aims and Demands:
1. To learn some expression of apologies and response properly to apologies.
2. To listen focusing on key words and important sentences
Step 1 warming up
1. To invite two pairs to play two short plays.
First, Situation 1
Because today is A’s birthday, she wants to invite B to her birthday party. In the morning, A meets B on the way to the school. A invites B, but B’s father have told B that he must look after B’s younger brother at night. So B can’t go to A’s party. B apologizes for it and wish A happy birthday.
Between class, A is running around the classroom. At that time, B drops his pen and A steps on it and breaks it.
Step 2 Talking
Look at the 4 pictures on the page 36.
1) What do you think is happening in every picture?
2) Can you make a dialogue for every picture?
Complete the dialogues with proper words according to the situation given.
Step 3 Discussion
Discuss in groups, What are good manners?
After discussion, fill in the next table
Good manners Bad manners
Ask Ss:
Do you think you are a person with good manners? Can you tell us a story as an example?
Step 4 Listening.
1) Listen to the tape with this question
How many times does Bill apologize?
2) Listen to the tape for the second time, summarize two problems
3) Listen to the tape for the last time and fill in the blanks. Check the answers and exercise the expressions of apology.
4) Workbook: Listening
Homework: Make two dialogues with your partner about apologies.
Period 2. Speaking and Talking
Teaching Aims and Demands:
1. To use the expressions of apologies and possible answers freely through some situations.
2. To distinguish what good manners are and what bad manners are
Ⅰ.Step 1 Speaking. Practice different expressions.
For example:” Forgive me, I’m very sorry!” is quite formal. While “Oops, Sorry about that” is a very informal way.
To help students understand that in what situations they should use formal expression and in what situations they should use informal expressions.
In these exercise, Ss have to imagine themselves at a party. Everyone is very polite. They should talk to each other politely and make excuse when troubling others. Then ask Ss to work in groups and consider the following three situations.
Sample: Dialogue 1
A: Aren’t you going to introduce me to him?
B: Oh, forgive me. I didn’t know you hadn’t met. Danna, this is Alex.
A: Hi, Alex. Nice to meet you!
Choose three groups to reports.
Step 2 Talking
1) Read the following situations carefully
2) Divide the whole class into 6groups. Every two groups make a dialogue. One is Pros and the other is Cons. Every group should list their opinions to try their best to persuade the other group. Discuss in groups.
3) According to their opinions, two groups make a dialogue. They should be against the opinions of the other group and give their opinions.
Homework:
1) Choose one of the situations in Talking to write a dialogue
2) Preview Reading
Period 3. Reading ⑴
Teaching Aims and Demands:
1 To get to know the western talk manners
2 To compare Chinese table manners with western table manners
3 Improve the reading ability of the Ss, especially the skills of summarizing and scanning.
Step 1 Warming up
1) Teacher tells a story of a Chinese at a western dinner party who made a fool of himself due to the lack of cultural background.
The story is: Once a Chinese was invited to an American dinner party. When he saw the napkin on the table, he tied it around his neck just as Chinese parents do to their children when they’re fed. As a result, he made a fool of himself.
2) Teacher then presents the tools on the table and shows how to put these knives and forks and how to use them. Then ask one student to imitate.
3) Brainstorming Judge these manners. Which are good and which are bad.
Can you speak with your mouth full?
Can you use your hand to take food from the plate?
Is it polite to touch the glasses when you toast?
Is it polite to persuade others to drink up after toasting?
Do Pre-reading, discuss in groups
Situations Rules for being polite in Chinese culture
At a dinner party
Greeting your teacher
Receiving a birthday present
Paying a visit to a friend’s house
Ask three Ss to finish this table.
Step 2 Reading
1. Ss do scanning for exercise 2( 3minutes for scanning)
In what order will the following dishes be served at a western dinner party
dessert drink main course starter soup
summarize the main idea of every paragraph
2. With following questions, listen to the tape and read carefully.
1). Instead of a hot, damp cloth, napkin is often seen at the Chinese dinner party nowadays. What sign do you think it implies? How can you use it?
2). What do soft drinks refer to? Is white or red wine a soft drink?
3). Do people say anything or keep silent when drinking to one’s health or drinking a toast? What do you usually do if you drink a toast?
Ask some Ss to answer these questions and do exercise 3
Homework:
1). Do practice on P116-117
2). Preview languages study and grammar
Period 4. Reading ⑵
Teaching Aims and Demands:
1. To learn some useful expressions about table manners.
2. To learn some useful words and sentences
Step 1 Carefully Reading
1). Explain some words and expressions( apologize, table manners, impression)
2). Analyze some complex sentences( In China, you sometimes get a hot, damp cloth, to clean your face and hands, which, however, is not the custom in Western countries).
3). Sum up the text
Finish the exercise 2 on P40
①custom A.. long, thing, curly strips of pasta; usually used in Chinese and Italian cooking
②toast B. a pair of thing sticks which people in China and Far East use to eat their food with
③breast C. slightly wet
④dishes D. center.
⑤middle E. a practice followed by people of a particular group or region
⑥damp F. a utensil consisting of a small, shallow bowl on a handle, used in preparing, serving, or eating food
⑦chopsticks G. the supper part of your chest; the front part of a bird’s body
⑧tender H. the hard parts inside your body and all the animals’ which together form the skeleton
⑨spirits I. Food that is prepared in a particular style
⑩noodles J. easy to cut or chew; sb.or sth that is tender expresses gentle and caring feelings
⑾spoon K. the act of raising a glass and drinking in honor of or to the health of a person or thing
⑿bones L. strong alcoholic drinks such as whisky and Chinese Maotai
Step 2 Post-reading
1. Discussion:
We are very familiar with table manners in China. But in those years, table manners are slowly changed. Can you point out which manners are also changed? Give some examples.
2. Ask some groups to report
Step 3 Workbook
1. Finish the exercise 2 on P40 and check the answer (ask one student to show his answer).
2. Check the answers on P116-117
Homework:
Write a short passage about the discussion.
Period 5 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1. Word study
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Un- smoking
Non- possible
Dis- able
Im- like
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Grammar
Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
In Great Britain today good manners at table include eating with the mouth closed; not letting any of the food fall off the plate; using the knife only for cutting; and not trying to take food across the table. In other parts of the world there are also rules⑴________,but they are not the same as those of Britain. Indeed, the things⑵________are the things⑶________.In Arabia, for example, the people at a feast take pieces of food with their fingers and belch loudly⑷______.
In the Western countries there are differences between table manners⑸________.In North America it is polite to eat up meat and then put the knife down, take the fork in the right hand and eat with it. Most European people, like the British, keep the fork in the left hand and the knife in the right all the time when they are eating food⑹_____. In the British Isles and Scandinavia(Norway, Sweden, Denmark and Iceland)special knives and forks are used for eating fish. In France, Belgium and Italy, however, it is correct to keep the same knife for every course⑺______.
Table manners of course have changed with time. The earliest meals were also the simplest⑻_______, and everyone took his food from the animal or bird⑼______.The women waited on the warriors and afterwards ate the food⑽______.
Table manners did not always include quiet behavior. Quarrels often took place at table, an in the 17th century King Louis XIV of France ordered that only the knives⑾_______should be used to prevent people from stabbing each other while they were eating.
Homework: Finish the exercise On P41 and grammar on P118.
Period 6 Language Study and Grammar
Teaching Aims and Demands:
1 To learn word formation and the meaning of prefixes, such as in-, im-, un-, non-
2 To consolidate the Attributive Clauses, both restrictive and non-restrictive through some exercises.
Step 1.
① Explain the formation of the word and the function of prefixes.
② Do exercise on P40 to point out which of the following words have negative prefixes.
Nonstop unfold incorrect important understand
Invite unlucky impossible uniform interesting
③ Matching exercise
Answer: unable, non-smoking, dislike, impossible
④ Blank- filling with the above words( using Restrictive Attributive Clauses for example)
1). This is a nonsmoking room. You’d better go to the smoking room, which is ten meters on your right.
2). The boy who is unable to finish his work on time felt a bit sorry for himself.
3). Tom and Jack are the only ones in theirs class who dislike football.
4). It sounds impossible that the little boy who looks so shy in class would be so brave to catch a pick-pocket on bus yesterday.
Step 2. Give some examples of Restrictive Attributive Clauses and Non-restrictive Attributive Clauses.
① Let Ss distinguish which of the following sentences are Attributive Clauses and Non-restrictive Attributives Clauses.
Non-restrictive:
Lijiang, where I was born , is beautiful.
John, who speaks Spanish, works there.
Restrictive:
The village where I was born is beautiful.
People who speak Spanish work there.
② Explain the differences between Restrictive and Non-restrictive Attributive Clauses.
③ Fill the blanks of this passage with Restrictive and Non-restrictive
Homework: Finish the exercise On P41 and grammar on P118.
Period 7. Integrating Skills
Teaching Aims and Demands:
1. Deepen the format of letter
2. To know the structure of a thank-you letter
3. To enable the Ss to write a thank-you letter by studying the samples.
Step 1. Warming-up
Lead-in. Writing a thank-you also conveys someone’s politeness or good manners, so when we receive other’s help or gifts, we should write him a thank-you letter.
Step 2. Reading
1. Scanning
1). Ask Ss to read the text quickly, and then answer this question:
Why does Amy Zhang thank Sam and Jenny?
2). Ask one student to answer this question
2. Carefully reading
1). Ask Ss to listen to the tape, and imitate the intonation
2). Explain language points: (some important phrases and sentence structure)
think of:
I thought of my hometown when I saw the beautiful scenery.
Be busy with…
I am busy with drawing from Monday to Friday.
It is time to…
It is time to go to bed.
After explanation, finish the exercises on P42
Structure of a thank-you letter
Paragraph 1 Thank the people of what they did for you. Give some details about what you liked.
Paragraph 2 Tell the people something about yourself and the things you are doing now.
Paragraph 3 Ask the people for some details about themselves and what they are doing now. Close the letter by repeating your thanks.
Step 3 Listening
How many countries are mentioned in this passage?
Give Ss five minutes to read the passage and fill the blanks on P119. Answer other questions.
Homework: Read the information on P119-120. Write a thank-you letter to the boy. Pay more attention to the structure of the thank-you letter.
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