人教版unit 2 教案

以下是小编精心整理的人教版unit 2 教案，本文共14篇，仅供参考，希望能够帮助到大家。

Module 1 Our Body and Healthy Habits

1. Lead in.

Class, tell me. When you are ill in hospital for a few day，who will pay for it? Your parents? It’s very bad. The health insurance company? Good, it’s much better.

Today we are going to learn about the health care system in three different countries. Now listen to the tape and try to answer the question:

What are the three countries?

---Britain, America, and Canada.

2. Well, all of you have done a good job. Now read the passage quickly and try to find the answer to this question:

Which health care system do you think is the best? Give two or three sentences to explain why.

--I think Canada has a better system, because health care is free. When you become ill, medical fees are paid for by the government.

3. Answer some more questions:

What’s the problem with the American system?

The problem is that poorer people don’t have the money to pay for private health insurance. As a result, they often have both health and money problems.

Why have there been problems with the British health care system recently?

This is because the government has not put enough money into the health service.

What’s the result of the problems with the British health care system?

More people are using private health insurance. They see doctors and the health insurance pay the doctors.

4. Deal with some language points:

1) pay for sth.

pay sb

pay money for sth

pay sb for sth.

pay off the debts

pay back

pay a visit to

pay attention to

2) begin with= start with

The conference began with a song.

. I wish you were here.

wish 后面跟宾语从句，从句中要用虚拟语气，即时态往前推一格， be动词改成过去式时，用 were。

I wish I ____were___ (be) as clever as you.(现在)

How he wishes that he ____had passed_____ (pass) the exam last term. (过去)

How I wish I _______would/could/might have____ (have) a good holiday.(将来)

2. in case conj. “以防， 万一 ”，引导条件状语从句，或adv 置于于句末，作状语

in case of +名词或代词

in that case 要那样的话 in any case无论如何 in no case 决不

(1)John may phone tonight. I don’t want to go out ____in case___he phones.

(2)You’d better take an umbrella ___in case of__________ the rain.

(3)You’d better take an umbrella _____in case________it rains.

(4)I don’t think I’ll need any money but I will bring some___in case_____.

(5)I hope it will be fine tomorrow. ____In that case____, we can go out for a picnic.

(6)It’s too late in any case. 无论如何太晚了。

(7)In no case will I give in. 我决不投降。

3. arrange Vt./Vi. 安排，准备 arrangement n.

arrange sth. arrange to do sth arrange for sb. to do

(1) 我们会安排好一切的。 We will arrange everything.

(2) 我已经安排今晚同他们见面 。 I’ve arranged to see them tonight.

(3) 我已经安排玛丽去机场接你。 I’ve arranged for Mary to meet you at the airport.

4.We eat and drink whatever they do

Whatever adv./conj. 可引导名词性从句和状语从句

(1) no matter +who(m) /where/which/what/how/when..=wh-+ever均能引导让步状语从句

Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…

(2) 引导主语从句和宾语从句只能用who(m)ever, whatever, whichever,不可用no matter who(m) , no matter what, no matter which

(3)however=no matter how引导让步状语从句时，常与形容词与副词连用

Have a try：

(1)No matter what he says, I won’t believe him.= Whatever he says, I won’t believe him.

(2) You can eat whatever you want.

(3) Whoever breaks the law should be punished.

(4) However/No matter how difficult the job is, we must try our best.

5. supply

v. 供应，供给supply sth to sb=supply sb. with sth

provide sth for sb=provide sb with sth 提供

offer sb sth=offer sth to sb(主动)提供

(1) The media supplies lots of information __to______us every day.

=The media supplies us ____with_____ lots of information every day.(2) A pipe line will be built to D some eastern provinces gas.

A. send B. provide C. supply D. offer

n.供应，供给，供给物 the supply of sth

(1)The water company cut off the _supplies____ of water for no good reasons.

6. scare vt.惊吓，使害怕，使恐惧 adj. scared惊恐的; scary令人惊恐

be scared at ….对…感到害怕. be scared to do 害怕做… scare away吓跑

1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.

3) People keep a dog _to scare away________ thieves.

4) He is scared to go out alone at night 他害怕晚上出去。

5) It was a __scary___ story and children were scared_____ after they heard it.

7. up close

close: adj(时间，空间上)接近;亲密的;仔细的，严密的 adv靠近地 常与to连用

closely : adv 仔细地,严密地

Our new house is __close___to the school. Jane and I are __close____ friends.

It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.

She stood__close___ to her teacher so that she could watch__closely___.

The policeman examined his room__closely___.

Our health is closely related to (和…紧密相关)our diet.

8. tire vt. 使劳累/使厌倦 adj. tired 困倦的，厌烦的; tiring 令人厌烦的

be tired of ….厌倦… be tired from/with…因…疲劳

Too much work tired me (out)._____太多的工作使我筋疲力尽。___

I was tired from/with too much work._____我因为太多的工作而劳累。_______

He was very talkative and I was tired of talking with him.__他太健谈了，我厌倦和他讲话。__

His speech was tiring. I can’t put up with it. 他的演讲令人厌烦。 我无法忍受下去了。

9.It’s the biggest desert in the world--the size of the US.

the size of the US= as large as the US= the same size of the US

倍数表达法 A is once/twice/three times … as +原级+as +B

A is once/twice/three times … 比较级+than B

A is once/twice/three times … the +名词(size/ length) of B

新图书馆是老图书馆的4倍大。(3种表达)

The new library is four times as large as the old one.

The new library is three times larger than the old one.

The new library is four times the size of the old one.

9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.

get done 表被动

(1) His car got stolen (steal)at the weekend.

(2) Our car gets cleaned (clean) about once every two month.

(3) She got paid (pay) before she went on a holiday.

Word power, Grammar, Task

10. 强调句型 基本形式为：It is/was +强调部分+that+其他部分

强调部分可以是句子的主语，宾语，状语，状语从句等。

其特征是去掉It is/was…that…句子依然成立。

Eg. It is in the garden that his party will be hold.

It is Tom that/who helped us in the accident.

It was because his father changed his job that they moved to California.

是他昨天送那个男孩回家的。 It was he that sent the boy home yesterday.

是上个星期天小张买了辆车。 It was last Sunday that Xiaozhang bought a car.

是因为他妈妈生病他昨天没来上课It was because his mother was ill that he didn’t come to school yesterday.

是直到他回来我们才知道这个消息It was not until he came back that we knew the news.

11. total adj. 完全的，全然的， 全部的， 总计的

It’s a total failure ._这是一次彻底的失败. The room is in total darkness.__房间里一片漆黑。

Can you tell me the total number? 总数

n.总数，总计

What does the total come to?__总共有多少___There are 50students in total.__总共50名学生。

Project

12. reach: v/n够得着，延伸，达成

(1) Vt. We reached Beijing to reach an agreement yesterday__到达 ____;达成(协议)到达某地：reach sp.= arrive in/at sp.=get to sp.

Can you reach the book for me? __拿______

You letter reached me yesterday. __寄到_____

Vi. The land reaches as far as the river.________延伸 _______________

比较：The baby reached for the apple but he couldn’t reach it.

reach for 伸手去拿(不强调结果); reach 拿到; reach out for 设法抓住(拿到)

(2) n. 够到

out of one’s reach 够不着

beyond the reach of sb. =out of the reach of sb.某人手够不到的地方

within one’s reach某人手够到的地方

He reached out for the book on the shelf, but failed. = The book on the shelf was beyond /out of his reach.

13.view视野;风景，景色;观点

The house has a view over the sea.__视野______

You can get a good view of the city from the tower.___景色_______

What’s your view on school punishment? ____观点_____

14. tower vi 高耸，屹立

He is the tallest in class; that’s to say, he towers over/above any other boy._远比…高

He did best in that exam. He towered over/above his classmates._____ 远比…好

15. surround v. 环绕;围绕;包围 surroundings n. 复数 周围的环境

Tall trees surround the lake.

The lake is surrounded with /by tall trees.

The police surrounded the house./The house was surrounded with the police.

With the mountains __surrounding____the village, it is not easy for villagers to go to town to buy things.

___Surrounded_____by the students, the teacher explained the problems patiently.

16. harmony n. 调和,一致;和谐 in harmony 和睦地;和谐地harmonious adj 和谐的

be in harmony with 和……一致，和谐

be out of harmony with 与……不一致

live/work in (perfect) harmony 一起生活，工作得(十分)融洽

人类应该和大自然和谐相处。 Human beings should live in (perfect) harmony with nature.

他们之间不和谐， 经常吵架。 They are out of harmony with each other. They often quarrel.

他们一起工作十分融洽。 They work in perfect harmony.

17. In this perfect world lived people who had discovered how to stay young forever.

(1)完全倒装句: 表示位置，位移的副词及介词短语充当的状语位于句首;

在以here, there, out, up, down, away, now 等副词位于句首而且主语是名词时，用倒装

From the window came the sound of music. The sound of music came from the window(正常语序)

一位老人坐在树下。 Under a tree sat an old man。

There comes the bus.____车来了__________

门口站着一个小男孩。Standing at the gate is a little boy

(2) perfect: adj. 完美的， 极好的 be perfect in 精通……

Nobody is perfect. 人无完人。 熟能生巧。Practice makes perfect

18. form v. 形成;组成;构成;养成

form sth (from) form the habit of 养成……习惯

n. form 形式;外形;格式，表格

in the form of 以 ……形式

这个女孩养成饭前洗手的好习惯。The girl formed the habit of washing hands before meals. 这个集训是以讲座的形式。The training is in the form of lectures.

19. be covered with 被 覆盖 cover v.

(1)报道,采访 The journalist is covering the Olympic Games in Beijing.

(2)走完(一段路程)The Red Army covered 25,000 li on their Long March.

(3)占有(多少面积) The city covers an area of ten square miles.

(4)足以支付，够付 Will 10,000 dollars cover the bill?

一. 单词应用

根据单词的首字母或汉语意思填写正确单词，注意形式变化。

1.Both Pompeii and Loulan became lost c______________(文明) about 2,000 years ago.

2. It continued to erupt for the next three days. U_______________, all the people were buried alive, and so was the city.

3.So in 1860, the Italian archaeologist Giuseppe Fiorelli was made d___________ ( 负责人)of the Pompeii dig.

4. Tomorrow we are off to Naples to visit the museum that h__________ many of the treasures from Pompeii.

5. It’s hard to imagine how this quiet volcano d_____________ the whole city!

6.This small, wealthy _______________ (商业的)city existed almost 2,000 years ago.

7.An archaeologist from the local ______________ (文化的) institute, Professor Zhang told us this.

8. The desert was once a green land with e___________ trees, but even that didn’t prevent the city from being _________ by sand--- what a pity!

9. During these years I have had the chance to explore many different places in China and t______________ the world.

10. We went through a 10-meter-long p____________ and we found ourselves in a large burial chamber.

11. Most of them were in good c____________.

12.Jack is a concerned c__________(市民).

13. The next day, US President Franklin Roosevelt d______________ war against Japan.

14.There is another _____________ (相似点) between China and Rome.

15.Fifteen years later the Qin Dynasty was ______________ (__).

二.词形转换

1. major adj. →__________n. 2. wealthy adj.→__________n.

3. commercial adj.→__________n. 4. heat n.→_________v.→_________adj.

5. unite v. →_____________adj. 6. concerned adj._________n./v.___________ prep.

7. faithfully adv. _________adj. →______n. 8. condition n.→__________adj.

9.cultural adj. →__________n. 10. explode vi. _______n.________adj.

三. 补全佳句

1. The book had a great effect on his life. The book _____________ his life greatly.

2. They didn’t tell me the location. They didn’t show me the map, either.

They ___________ told me the location ________ showed me the map.

3. Some people tried to escape, some people stayed in their houses.

People ___________ tried to escape _______ stayed in their houses.

4. It worries the tourists. It keeps raining.

______ ______ ________ _________ ________ the tourists.

5.They also ________ ________ (进行)other experiments.

6.When autumn comes, leaves (变成) ________ ________ orange, red and gold.

7.我们对他的健康表示关心。We _________ ________ ________ his health.

8.________ _______ _______ _______ ________ ________ _______ _____ ,(在好心的老人的带路下，用with复合结构做)， we arrived at the remote village before lunchtime.

人教版高一英语必修一unit2教案

一、教学目标

通过本章学习，使学生了解谓语的概念、用法，从而减少学生在使用中的错误。

二、教学重点和难点

在谓语的结构中，某些实义动词兼作连系动词的用法；时态、语态及语气。

三、教学方法

Teacher

1．What is the predicate?

First analyse the following sentences.

A．Tom wrote a letter this morning.

B．She is an honest girl.

在B句中，我们把“she”称为主语，把“is an honest girl”称为谓语部分，只说“她”，不知她是谁，她怎样了；而只说是个诚实的姑娘，又不知谁是个诚实的姑娘，这与A句是一样的。

2．The predicate must contain a finite verb. And we call it the predicate verb.

3．Commonly a predicate must not have more than one finite verb, unless they are

co-ordinated ones. In the sentence, Mrs Green is the subject, went, bought and visited are co-ordinated predicates.

4．中国学生常见的错误之一是在一个句子中，用数个动词，但又没能按规则使它们成为并列关系。

A句改成：I came here and learned English.

B句改成：He will get up early and go to school with you.

5．Another mistake that Chinese students often make is that they write a sentence according to Chinese habit.

A．This year I eighteen years old.

B．The film very interesting.

6．系动词在英语中分两大类。一类是be动词，后边跟名词、副词、形容词、介词短语、现在分词、过去分词、动名词及从句作表语。

A．Xiao Ming is a teacher.

B．John is out.

C．He is tall.

D．They are in the room.

E．The news is exciting.

F．He is tired.

G．My work is teaching English.

H．The fact is that you made some spelling mistakes this time.

另一类系动词本身既是个行为动词同时又是个系动词。作为行为动词时，他们与其他行为动词一样，若是个及物动词后边要有宾语，若是个不及物动词，后边往往跟状语。这些既是行为动词又是系动词的词有：get, go, grow, fall, turn, prove, remain, keep, stay, sound, taste, smell, look, appear等。

get

A．We got there at 6:00 A. M.（到达）

B．Can you get a couple of tickets for the concert? （找，得到）

go

A．I'm going to town.（进城）

B．He has gone abroad for further education.（去，走）

grow

A．We grow rice in South China.（种植）

fall

A．Be careful not to fall down. （跌倒）

B．The leaves fell to the ground.（飘落）

turn

A．He turned to me for help.（转向）

B．Turn to P.40, please.（翻到）

prove

A．I'll prove to you that the letter is poorly written.（证明）

remain

A．Because of the noise, the rich have left, but the poor will have to remain there.（留下）

keep

A．How long have you kept the picture? （保存）

B．He kept talking.（持续，一直）

stay

A．I stayed at a hotel while in New York．（逗留）

sound

He sounded the alarm by ringing the bell.（发出警报）

taste

Let me taste the dish you cooked.（烹任）

smell

The camels can smell the water a mile off. （嗅）

look

Look, there comes the bus.（看）

appear

The famous singer appeared on TV again.（出现）

feel

A．I felt my heart beating hard.

B．Let me feel your forehead. You are running a high temperature.

7．His dream has come true.“他的梦想成真”，是个系表结构的句子，但在使用中也常常只与true连用。因此不带有普遍规律。

8．When we talk about the predicate, certainly we'll come to another topic, that is “Tense”.

Students

1．Each sentence is divided into two parts. The first part is called the subject. The second part is called the predicate.

In sentence A, if I only say“Tom”, you are sure to ask“What about Tom?”And if I say“wrote a letter yesterday, ”of course you will ask“Who wrote a letter?”

2．在一个句子中必须有主语和谓语，谓语由动词构成。

3．＇91 高考中有这样一道题：On Saturday afternoon, Mrs Green went to the market, bought some bananas and visited her cousin.

怎样分析理解此句的主语与谓语？

4．We students often write English sentences like this:

A．I came here learn English.

B．He will get up early go to school with you.

Are these sentences right or wrong?

5．Sentence A and B are short of verb “be”.

A should be written like this:

This year I am eighteen years old.

B should be written like this:

The film is very interesting.

6．在英语中我们常说到系动词，在使用中要注意些什么？

A句中teacher表示主语的身份。

B句中out表示主语的位置。

C句中tall表示主语的样子。

D句中in the room表示主语的位置。

E句中exciting表示主语的特点。

F句中tired表示主语的状况、样子。

G句中teaching English 表示主语的内容。

H句中that引导的从句表示主语的内容。

The First Period Listening Teaching time : Sep.9

Teaching goals教学目标

1. Target language目标语言

重点词汇和短语 media, reliable, fire, face, difficulty

2. Ability goal能力目标

Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.

3. Learning ability goal学能目标

Listen to a dialogue and be able to express one’s opinion in a positive or negative way.

Teaching important points教学重点

Talk about news and media

Teaching difficult points 教学难点

How to improve students’ listening ability and teach them

to express opinions.

Teaching methods 教学方法

1. Listening to the tape (individuals).

2. Discussion after listening to the materials.

Teaching aids 教具准备

1. A recorder

2. A projector

3. A computer

Teaching procedures & ways 教学过程与方式

Step I Leading in

T: Good morning, boys and girls! Look, what is in my hand?

Ss: A newspaper.

T: What can we get from a newspaper?

Ss: We can learn what has happened or is happening home and abroad.

T: Good. Do you read newspapers every day?

S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.

S2: I would like to listen to radio.

S3: I watch TV every day.

S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.

T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.

Step Ⅱ Warming up

First the teacher will show students different news media. Then talk about them and compare these news media.

T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your

opinions.

After students express their opinions, show the possible answers on the PowerPoint.

Possible answers:

1. I think TV is the most reliable news media. Because we can see who is responsible for the news.

2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.

From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.

3. I trust TV, leading papers and important radio stations.

4. No.

5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.

Step Ⅲ Pre-listening

Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.

Step Ⅳ Listening

Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.

Step Ⅴ Describing people

Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?

T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.

John Trussell

My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.

Chuck Tetzlaff

He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.

Ss: They are described in a positive way.

T: Read the following passage. Try to judge the man’s attitude towards life.

I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.

He commented, “I’m not so sure about this elevator.”

“Oh? Why not?” I asked.

“It was slow getting to us, and it sounds funny.”

“I’m sure we’ll make it,” I encouraged him.

“I don’t know. You never can tell about these things.”

When we arrived at the first floor, I said, “Well, we made it!”

Unimpressed, he answered, “Yeah, but the door’s not open yet.”

Ss: The man’s attitude is negative.

T: Yes, you are quite right. Being positive makes life enjoyable.

Read the following. It will help you to become positive.

Changing negative thoughts

Situation Negative

thoughts Other explanations

Getting critical

feedback for

an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.

My friend does

not want to see

me tonight. They don’t

care about

me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.

T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you

are familiar with in a negative way and then in a positive way.

Step Ⅵ Homework

1. Finish the listening exercises on Page88.

2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.

Record after teaching:

For listening part, it’s difficult for the Ss to write the words, expressions & sentences

The Second Period Speaking Teaching time : Sep.13

Teaching goals 教学目标

1. Target Language目标语言

Talk about news and the media

Practice expressing opinions

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

2. Ability goals能力目标

Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.

3. Learning ability goals学能目标

By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.

Teaching important points教学重点

Practice expressing opinions.

Teaching difficult points教学难点

How to express one’s opinion clearly and make oneself understood.

Teaching methods教学方法

Discussing and speaking

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step I Revision

Check homework. Pick out some students’ homework to show to the whole class.

T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.

Step Ⅱ Leading in

After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.

I think ..., In my opinion ..., I think the reason why ... is that ...

T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.

Show the expressions on the PowerPoint.

Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.

T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.

Eight minutes later, go on with the speaking part on Page10.

Step Ⅲ Speaking

T: Would you like to be an editor?

Ss: Yes.

T: If you are an editor, what events will you put in your newspaper?

Students may give various answers.

T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out

their discussion in front of the class.

Step Ⅳ Role play

Pair works on Page 88.

T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.

Eight minutes later, ask some groups to present the interview.

Step Ⅴ Report

There are several different newspapers edited by students in our school. Teacher may

ask the student editors to introduce what work an editor does.

T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?

S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.

T：How is your paper made?

S1: After having decided what to report, we will ask reporters to cover the events and write articles.

S2: After the stories being written, they will be handed to editors.

S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.

T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.

Step Ⅵ Homework

Surf on the Internet to find some information about news and news stories.

Read the text to find some information about how the news paper is made.

Record after teaching: Most of the students could only speak a little. Try to lead the students to speak more .

The Third Period Reading Teaching time : Sep. 14

Teaching goals 教学目标

1. Target Language目标语言

a. 重点词汇和短语

headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,

on all sides, change one’s mind, current affairs

b. 重点句型

The editor’s job is to keep the newspaper balanced and interesting to the readers.

2. Ability goal 能力目标

Enable students to talk about news and the media and learn how the news is made.

3. Learning ability goal 学能目标

Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.

Teaching important points教学重点

Talk about news and media.

Teaching difficult points教学难点

How to express oneself clearly and correctly.

Teaching methods教学方法

Listening, reading and discussing

Teaching aids 教具准备

A tape recorder, a projector and a computer

Teaching procedures && ways 教学过程与方式

Step Ⅰ Revision

Check the homework. Ask students to say something about newspaper.

T：Good morning/ afternoon, boys and girls!

Ss: Good morning Mr. /Ms …!

T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?

S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).

The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.

S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the

lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.

Something happened

● Something happened.

● Something is happening.

● Something is going to/is expected to/might happen.

● Someone said something happened.

● Someone said something was happening.

● Someone said something was going to happen.

● Someone said something should happen.

● Someone said something should not have happened.

S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:

Sentence

headlines Green Party Refuses to Back Nader for President

Scientists Listen to Whale hearing Via’Third Ear’

Bush’s Strength Is Also His Weakness

Man Complains Bad Rope Spoiled His Suicide

Phrase

headlines Politician Killed in Pakistani City

Bush in T-shirt not for broadcast

Family Friendly Television Group Growing Face Transplant No Longer Science Fiction

Step Ⅱ Pre-reading

T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.

It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.

Step Ⅲ Reading

First play the tape for students, and then students are asked to answer the following

questions:

1. Are the two reporters interviewing others or being interviewed?

2. How do reporters decide what they are going to write?

3. What is the editor’s job?

Show the questions on the PowerPoint.

T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.

After listening to the tape, ask students to answer the questions. Then show the

suggested answers on the PowerPoint.

Suggested answers:

1. The two reporters are being interviewed. They are interviewees.

2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.

3. The editor’s job is to keep the newspaper balanced and interesting to readers.

T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?

This time students are asked to read the text loudly. After reading the text, the students

should discuss the above questions with their partners. Several minutes later, ask

some students to give their answers. The teacher will sum up the answer.

Suggested answer:

The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.

T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.

Suggested answers:

After checking the answers, ask some students to explain how a newspaper is made.

Step Ⅳ Explanation

Deal with some difficult sentences.

T: Let’s come to some details of the text. Do you find any difficult sentences to understand?

S1: I cannot understand the title “Behind the Headlines”?

T: S2, how do you understand it?

S2: I think the text talks about news stories behind the headlines.

T: S3, what’s your opinion?

S3: I think the text tells how news stories are written.

S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.

T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.

S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.

T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?

Ss: No more.

T: OK. Now let’s come to the post reading questions.

Step Ⅴ Post-reading

Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.

T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?

Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.

2-4 questions are open ending questions. Students are en couraged to give various

answers.

Step Ⅵ Homework

1. Here are the beginnings of two stories. Compare them and try to find out their differences.

Show the following pictures on the PowerPoint

2. Write Exercise 4 on Page 90 in their exercise-books.

Record after teaching:

The Ss got familiar with the process of making a newspaper .

The Forth Period : language points Teaching time : Sep. 15

Teaching goals教学目标

1．Target language目标语言

rather than , switch, keep + O. + O.C , adapt to, even though ect.

2．Learning ability goals学能目标

Let Ss learn how to use the expressions

Teaching important points教学重点

The use of the expressions.

Teaching difficult points教学难点

How to teach Ss to master the usage of the expressions

Teaching methods教学方法

Explanation, Practice

Teaching aids教具准备 A computer A blackboard

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

T: Good morning, Students！

S: Good morning, sir/madam！

T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?

Step Ⅱ Language points 课文注释与疑难解析

1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.

为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这

次同意转换角色，来做一次被采访者而不是采访者。

a. switch改变，变化；交换

He switched the conversation from one subject to another.

他转变了话题。

I used to cook on electricity, but I’ve switched to gas.

我过去用电烧饭，但现已换成用煤气了。

Let’s switch the discussion to another topic.

让我们换一个讨论题目。

（与on, off连用）开关（电器等设备）

Shall I switch the TV on? 我可以打开电视吗？

Please switch the radio off.请关掉收音机。

b. rather than 胜于, 是…而不是…；与其说是…不如说是…

These shoes are comfortable rather than pretty.

这双鞋不好看，但是舒服。

I would like soda rather than cola.

我喜欢喝苏打水，而不是可乐。

American young people would rather get advice from strangers.

美国的年轻人宁可从陌生人那里获取建议。

We would rather receive money than the usual gifts.

我们宁可接受钱，而不希望收到通常的礼物。

2. The editor’s job is to keep the newspaper balanced and interesting to the readers.

编辑的任务是保持报纸的均衡和趣味性。

keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态

宾补可以由介词短语、形容词、副词和分词短语充当。

I always keep the key in my pocket.

我总是把钥匙放在口袋里。

I’m sorry to keep you waiting for so long.

真抱歉让你等了这么长时间。

Please keep the room clean.

请保持室内清洁。

Keep him out.别让他进来。

3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.

尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。

此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句

a. even though/if即使, 尽管用作连词，引导让步状语从句。

Even if I have to walk all the way, I will get there.

即使我的一路走着去，我也要走到那里。

I like her even though she can be annoying.

尽管她有时很恼人，我还是喜欢她。

b. adapt to适合

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

他移居加拿大后孩子们很快适应了变化。

Record after teaching :

Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”

The Fifth Period Grammar Teaching time : Sep. 19

Teaching goals 教学目标

1. Target language目标语言

Enable students to identify words with positive, negative or neutral meaning.

Learn about the Past Participle (1): used as Attribute and Predicative

2. Ability goals 能力目标

Learn about the Past Participle (1): used as Attribute and Predicative

3. Learning ability goals学能目标

By doing exercises of past participle students will have a good command of the grammar.

Teaching important points教学重点

The Past Participle (1): used as Attribute and Predicative

Teaching difficult points 教学难点

Use the correct form of verbs to fill in blanks.

Teaching methods教学方法

Explaining and practicing

Teaching aids教具准备

1. A projector 2. A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Revision

Ask some students to make a brief introduction of Yang Lan.

Go over the text and ask students to pick out the sentences containing past participles.

Step Ⅱ Grammar

There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.

T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.

Suggested answers:

Attribute: experienced, informed, talented, organised, stolen, addicted and printed

Predicative：needed, respected and tolerated

Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show

some on the projector. Through this activity, enable students to be careful about their

writings.

Suggested answers:

informed decisions= decisions that are informed

talented journalists= journalists who are talented

an organized way= a way that is organized

stolen culture relics= culture relics that had been stolen

people addicted to drugs= people who are addicted to drugs

printed articles= articles that are printed

Then deal with Exercise 3-5 in a similar way.

Step Ⅲ Explanation

To make sure students fully understand the grammar, explain and sum up in Chinese.

过去分词具有动词的性质，同时兼有形容词或副词的性质，可以拥有自己的逻

主语和状语，在句中可以作表语、定语、状语和补足语。及物动词的过去分词

示“结束了的被动动作”或者没有一定的时间性,只表示“被动关系”。不及物

词的过去分词不表被动，只表示动作发生在谓语动词之前，含有“动作完成，

作结束”之含义。

1）作表语 表示主语的心理感觉或所处的状态。许多动词的过去分词已经被当作形容词使用。如：disappointed, excited, moved, puzzled, pleased, surprised, lost等。

The window is broken. 窗户碎了。

He’s gone. 他走了。

Don’t get so excited. 别这么激动。

2）作定语 单个的过去分词作定语一般放在名词的前面，过去分词短语作定语通常放在被修饰的词后面，相当于一个被动语态的定语从句。如：

There are many fallen leaves on the ground.

地上有许多落叶。

Some of them, born and brought up in rural villages, had never been to Beijing.

他们中的一些人，在农村出生并长大，从没去过北京。

过去分词作定语也可用作非限制性定语，前后用逗号隔开。如：

The books, written by Guo Jingming, are very popular with teenagers.

这些书是郭敬明写的，深受青少年的喜爱。

Step Ⅳ Consolidation

Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.

1. Prices of daily goods ____ through a computer can be lower than store prices.

A. are bought B. bought

C. been bought D. buying

2. With a lot of different problems ____, the newly-elected president is having a

hard time.

A. settled B. settling

C. to settle D. being settled

3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.

A. being known B. having been known

C. to be known D. known

4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”

A. pin, read B. pinning, reading

C. pinned, reading D. pinned, read

Keys: B C D C

Word study exercises are assigned as homework. Students are asked to finish them

after class.

Step Ⅴ Homework

1. Finish the grammar exercises on Page91.

2. Finish Vocabulary Exercises 1-3 on Page89-90.:

Record after teaching :

Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive

Eg. an excited look

The Sixth Period Integrating Skills Teaching time : Sep. 20

Teaching goals教学目标

1. Target language目标语言

Talk about news. For a reporter, the basic task is to report an event truthfully.

2. Ability goals能力目标

Enable students to learn what facts are and what opinions are.

3. Learning ability goals学能目标

By comparing two passages about the same event, students will realizereporters should report events truthfully.

Teaching important points教学重点

Enable students to learn what facts are and what opinions are.

Teaching difficult points 教学难点

How to write news stories.

Teaching methods教学方法

Task- based teaching, comparing, and speaking

Teaching aids教具准备

1. A recorder 2. A projector 3. A computer

Teaching procedures && ways教学过程与方式

Step I Revision

Check the homework.

T: Boys and girls! Let’s look at the two stories.

Show the two pictures on the PowerPoint.

Who will say something about Picture1?

S1: It is a fairy tale.The story will be described in the order in which they happened.

T: Quite good. What about Picture 2?

S2: Picture 2 is a news story. I don’t think it is described in the order of time.

T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have

limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.

Show these sentences on the PowerPoint.

Step Ⅱ Listening

T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.

S1: There are a group of angry men armed with sticks outside a factory.

T: Right! What about Picture 2?

S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.

T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,

you will discuss the questions on Page15.

Step Ⅲ Discussion

After listening to the tape, students are given several minutes to discuss the questions

in groups. After several minutes, students are asked to give their answers.

Suggested answers:

1. The first report is in favor of the company, while the second supports the

demonstrators.

I think the first report was written by a worker. The second was written by one of

the activists.

Less than a hundred people or more than ninety citizens outside a factory is fact.

That the police came is a fact.

Fighting with each other is also a fact. “Cause trouble, most successful company,

rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the

first report. In the second the following are opinions.

“Responsible and caring, the city’s worst polluter, brave and strong, sent out a

group of angry men armed with sticks to fight with the citizens.”

2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.

Step Ⅳ Speaking

After students finishing the group work, go back to the speaking activity and decide

how to report the events they have chosen. Discuss what picture to use and tell the

reasons. Decide what headlines to use and tell the reasons. For this activity students

are given 10 minutes. Ten minutes later, students report their discussion to the whole

class. In this activity each group member should be involved.

Step Ⅴ Writing

After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.

Step Ⅵ Homework

1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.

2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.

Postscripts:

. The Seventh Period Writing Teaching time : Sep. 21

Teaching Goals教学目标

Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.

Teaching important points and difficult points教学重点和难点

How to write a better comparison paragraph

Teaching methods教学方法 Task-based method

Teaching aids教具准备 projector, A computer

Teaching procedures && ways教学过程与方式

Step Ⅰ Pre-writing

T: Now look at the tips which may be helpful for you on Page 16.

Tell Ss how to find the differences & similarities

Step Ⅱ Samples of the Writings

Writing on Page 16

Writing a paragraph in which you compare two kinds of media, for example websites

and newspapers.

The similarities and differences between

websites and newspapers

Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.

Writing on Page 93

Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.

Li Zhuang, a very young promising host!

Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.

Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.

Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.

Such is Li Zhuang, a very young promising host!

Step Ⅲ Writing

Step Ⅳ Comments on the writing

The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.

How to Write a Good News Story!

By: Bill Nelson

Thanks to the Scouters on Scouts-L who contributed to this page.

As you know, it is wonderful to watch our youth as they grow through the Scouting

program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.

The local newspapers and TV stations are looking for community stories so we

have a great opportunity to tell our story.

News releases are easy to write up and many newspapers and TV stations now have

email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!

Every news release should be written to answer the essential questions of any news

item, commonly called the five Ws plus one:

Who will do it? What will they do?

When will they do it? Where will they do it?

Why will they do it? How will they do it?

The structure of the news release is important. It must be written so that the reader

has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.

News releases should be sent out for all sorts of activities, including, but not limited

to:

Special trips Parent’s Nights

Special events Social Activities

Service Projects Election of Offices

Pinewood Derbies Spring and Fall Recruiting

Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.

Some Tips:

1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers

and email addresses.

2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.

3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.

4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.

Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community

groups. Ask about deadlines they may have for those issues.

5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.

6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones

that catch the editor’s attention get published.

7. It may help if you can make friends with the editor.

8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it

usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.

9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the

kids. Some parent may not want a child’s picture in the paper.

10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions

that evening. Another local troop sent in their list of awards from a COH the same night and got no story.

11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t

sell many newspapers.

12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,

give the editor a call and find out what you could do to improve your chances of getting published.

Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!

What Does An Editor Do?

www.persuasivepen.com

by Holmberg, Janis

An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.

Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.

Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.

Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.

Here are some examples of proofreading, content editing and consulting and creative editing:

The original paragraph:

It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 .

The proofread paragraph:

It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.

The edited paragraph:

I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.

The recreated paragraph:

Effective January 22, 1999, the finance manager has resigned his position with XXX Company.

Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.

Some practical things

1. Brainstorming meetings.

Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”

Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.

More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our

minds.

It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.

Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?

2. Go for walks outside.

Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that

he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne

behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always

take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be

spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.

3. Mentoring as part of the job.

Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.

4. Where do ideas come from?

Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments

are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.

5. First person stories.

Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal

experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural

voices as writers.

6. Big ideas Movie reviews.

Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)

Big ideas

Beware of the boxes.

Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.

Unit 2

I. Teaching Goals:

1. Identify ownership.

2. Learn to write Lost & Found and Lost.

3. Sentence Patterns: Is this/that your/his/her/my key?

Yes, it is./No, it isn’t.

What’s this/that in English?

It’s a pen.

How do you spell it?

P-E-N.

4. Words and phrases: pencil, pen, book, eraser, ruler, pencil case, dictionary, backpack, baseball, watch, key, computer game, notebook, ring, a set of keys, lost and found, call Alan at…

5. 情感体验：通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。

通过询问、辨认物主，倡导学生保管好自己的学习用品。

通过Just for fun中的内容，使学生体会到英文中的幽默之处。

II. Teaching Time: Four periods.

III. Learning Strategies: 1. Using context 2. Guessing

The First Period

Content: Section A 1a, 1b, 1c, 2a, 2b, 2c

Teaching Aims:

1. How to identify ownership.

2. Learn and master the following:

Words: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack

Sentence patterns: Is this your pencil?

Yes, it is. /No, it isn’t.

3. Students can communicate others using the words and sentence patterns learned in this class.

4. Train the students’ listening ability.

5. Moral object: You must take good care of your personal possessions.

Teaching Important Points;

1. Train the students’ speaking ability.

2. Master the new words and sentence patterns.

Teaching difficult Points:

How to finish the task of speaking.

Teaching Aids:

a tape recorder, a computer, some objects

Teaching Procedures:

Step 1 Greetings and revision.

Revise the dialogues in Unit 1.

eg. What’s your (his /her) name?

I’m Gina. Nice to meet you!

What’s your (his/her) phone number?

It’s 284-2942.

What’s her family name?

What’s her first name?

Step 2 Warming-up

Today we are going to learn Unit2 “ Is this your pencil?” First let’s learn some new words.

1. Show some pictures on the screen and write the new words on the blackboard: pencil, pen, book, eraser, ruler, pencil case, pencil sharpener, dictionary, backpack.

2. Read the new words after the teacher and learn them by heart.

3. Practice:

1) Match the words with the things in the picture. (1a)

2) Listen and check the things you hear. (2a)

3) Listen and number the pictures.

a._____ b._____ c._____ d._____ e._____

f.______ g.______ h______ i.________

Step 3 Presentation

Ask some students one by one about his/her/objects like this:

1. T: Is this your pencil?

S: Yes, it is. It’s my pencil.

2. T: Is that your backpack?

S: No, it isn’t. It’s his/her backpack.

Step 4 Practice

1. Listen and number the conversations. (1b)

2. Work in pairs. Ask and answer like the ones in step3. They can use their other school things we have learned in this lesson.

3. Listen and complete the conversation with the words in the box. (2b)

4. Pair work: Ask about the things in the picture (2c), then their own passions.

eg. Is this your backpack?

No, it isn’t.

5. Grammar Focus. Ask one or two pairs to say the questions and answers. Then work in pairs.

Step 5 Acting

Identify ownership. Call out four students, each with four different objects. Collect the objects from them and have similar dialogues in step3. The teacher begins to say: Excuse me, is this your eraser? No, it isn’t.… Continue until the items are returned to the correct owners. Then call out five more students. Let one of them collect the objects and begin again.

Step 6 Exercises in class

Fill in blanks with these words:

1. ---Linda, Is this ________ ruler?

---Yes, it is. Thank you.

2. This is my sister. _______ name is Kate.

3. I’m looking ________ pencil case. Can you help me?

4. Look at the cat. It’s white. But ______ tail (尾巴) is black.

5. Tim is worried (着急). _______ ID card is lost

Step 7 Homework

1. Do some exercises in your exercise books.

2. Read the words and sentence patterns presented in this class to improve your spoken English.

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

pencil Is this your pencil?

pen Yes, it is. It’s my pencil.

book Is that your backpack?

eraser No, it isn’t. It’s his/her backpack.

ruler

pencil case, backpack

pencil sharpener, dictionary

The Second Period

Content: Section A 3, 4a, 4b,Section B 1a~2c

Teaching Aims:

1. Learn and master the following:

Words: baseball, watch, key, computer game, notebook, ring

Sentence patterns: What’s this/that in English?

It’s a pen (an eraser/an English book/ an ID card).

How do you spell it?

P-E-N.

2. Improve the students’ speaking and listening ability.

3. Identify ownership.

Teaching Important Points;

1. Train the students’ speaking and writing ability.

2. Master the new words and sentence patterns.

Teaching difficult Points:

Game: Find the owner.

Teaching Aids:

a tape recorder, a computer, some objects

Teaching Procedures:

Step 1 Greetings and revision.

1. Greeting the whole class as usual.

eg. What’s your name?

What’s your phone number?

Nice to meet you. etc.

2. Revision

1). Ask and answer like this:

Is this/ that your pencil?

Yes, it is. It’s my pencil.

No, it isn’t. It’s his/ her pencil.

2). Section A 4a, 4b

Game: Find the owner.

Put some things into the teacher’s box. Then take something out of the box and find the owner. Using: Is this your eraser? Yes, it is. / No. it isn’t.

Step 2 Presentation

Section A 3. Make conversations about the things in the pictures in pairs.

eg. A: What’s this in English?

B: It’s a pen (an eraser).

A: How do you spell it?

B: P-E-N.

Step 3 Pratice

1. Show some pictures and teach some new words: baseball, watch, key, computer game, notebook, ring

2. Section B 1a Match he words with the things in the picture.

3. Section B 1b Pair work. Show some pictures on the screen. Talk about the things in the picture in pairs like this:

A: What’s this?

B: It’s a watch (an eraser/an English book/ an ID card/…).

A: How do you spell it?

B: W-A-T-C-H.

Pictures:

Step 4 Listening

Section B 2a 2b

Look at the words in activity 1a. Listen and circle the things you hear.

Listen again. This time, you will pay attention to who is looking for what. Then write down the names of things that Kelsey and Mike are looking for under each person’s picture. Play the recording for students to write the things in the chart.

Kelsey Mike

watch

ID card pen

baseball

Step 5 Pair work.

Section B 2c Divide the class into pairs. Now ask about other students’ things. Student A, look at page86. Student B, look at page 82. Ask your partner about these things. Write the words in the chart on page 82.

Step 6 Exercises in class

Complete the conversation.

1. Teacher: Lucy, What’s this _____ English?

Lucy: Is it a pen?

Teacher: No, it ______. It’s a pencil.

Teacher: Tim. ________ that in English?

Tim: Is it _______ eraser?

Teacher: _______, it is. And what’s this, Nancy?

Nancy: Is it a _________?

Teacher: No, it’s not a book. It’s a __________. Is it your dictionary?

Nancy: Oh, yes. It’s _____ dictionary.

Teacher: Here you are.

Nancy: _______ ________.

2. A: Excuse me. ______________________?

B: It’s _________ watch. It’s _________ English watch.

A: __________________, too?

B: ________, ____________. It’s _______ eraser.

Step 7 Homework

1. Pair work. Make a dialogue with your partner, using some objects. You may do it like this:

A: Hello, Mary. Is this your “尺”?

B: Yes, it is.

A: Here you are.

B: Thank you.

A: By the way, what’s it in English?

B: It’s a ruler.

A: How do spell it?

B: R-U-L-E-R.

2. Activity. Draw three pictures about your classroom objects. Then ask your partner at least three questions.

eg. Is this a/an…?

What’s this in English?

Is this your…?

Can you spell…?

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

baseball What’s this in English?

watch It’s a pen (an eraser/an English book/ an ID card).

key How do you spell it?

computer game P-E-N.

notebook

ring

The Third Period

Content: Section B 3a, 3b, 3c, 4/Self Check1, 2, 3

Teaching Aims:

1. How to write your own bulletin board messages.

2. Learn and master the following: numbers 0-9, call phone, lost and found.

3. Moral objects: If you find something that doesn’t belong to you, you take it to a Lost and Found Office. People can go to this office to get their lost things.

4. Work out problems using context.

Teaching Important Points;

1. Improve the students’ writing ability.

2. Get the students to know about the bulletin notices.

Teaching difficult Points:

Learn to write Lost & Found and Lost.

Teaching Aids:

a tape recorder, a computer

Teaching Procedures:

Step 1 Greetings and revision.

1. Greeting the whole class as usual.

2. Revision

Ask : What’s this/that in English?

How do you spell baseball?

Is this/that your pen? etc.

Step 2 Leading-in

Looking for a book.

T: Is this my book?

S: No, it isn’t.

T: Where’s my book? I like my book. But I can’t find it. What can I do?

Lost (write the word on the blackboard)

Then ask: Have ever picked anything? What do you do?

Found (write the word on the blackboard)

通过Lost & Fonnd来倡导“拾金不昧”的精神及价值观。

Step 3 reading

1. Section B3a. Read the bulletin board notices and circle the words from activity 1a. Check the answers (computer game, notebook, ID card, watch).

Learn the words and phrases: lost, found, call, call Mary at…, in the lost and found case, lost and found, a set of keys

Read the bulletin board notices again.

2. Section B 3b

Now let’s look at 3b. Put the pieces together to make a message. Then ask a student to copy the message on the blackboard. The rest copy it in their exercise books.

Answers:

Found. A set of keys. Please call David at 529-6403.

Step 4 Writing

Section B 3c

1. Ask the students to write their own bulletin board messages.

2. Ask four students to read them in front of the class. Then ask two students to write their messages on the blackboard. The rest exchange their messages with a deskmate to correct each other’s work. Then correct mistakes on the blackboard if there are any.

Step 5 Groupwork.

We’ll play a game. Demonstrate how to play the game. Draw a small part of an item they’ve studied in class.

T: What’s this?

S: Is it a baseball?

T: No, it isn’t.

Draw a more part of the item.

S1: Is it a key?

T: Yes, it is.

Ask students to take turns of the vocabulary presented in this unit on the blackboard and ask: What’s this?

Students make a guess. See who can guess it within less guesses.

Divide the class into several groups. This way, several games can go on at the same time. They may draw pictures in their exercise books instead of on the blackboard.

Step 6 Just for Fun

Ask all the students to read the conversation. Ask: Why is the cartoon story funny? Guide the students to say: When the first man asks, how do you spell that? He really means “ How do you spell watch?” But the second man spells out the word T-H-A-T instead. Invite several pairs to act out the conversation in front of the classroom.

Step 7 Homework

1. Do Self check1-3.

2. Write your own bulletin board message.

如果你拾到了一块手表，你该如何写一张失物招领的启事呢？如果你想找到你丢失的自行车，又该如何写一张寻物启事呢？

Step 8 The Design of the writing on the blackboard.

Unit2 Is this your pencil?

call, phone, lost, found,

in the lost and found case, lost and found, a set of keys

Found:

A set of keys. Is it your key? Please call John at 345-9812.

Lost:

My pencil case. It’s yellow. It’s new. Please call 668-7249.

The Fourth Period

Check the homework.

Do some more exercises.

lesson plan (join in )

unit 2 numbers

teaching aims:

1 进一步学习1-6 六个数字，并且能辨认小孩气球上的数字；

2 认识toby 的五个朋友，并且能准确认读名字；

3 会打着节拍唱老师编的童谣；

main points:

1 认识五个人物rita/ pat/ pit/ sandra/ lisa；

2 认，读，拼新单词 balloon ；

3 和着节拍唱童谣；

teaching aids: 录音机 卡片 课件 气球

difficult points:

1 (toby’ s) balloon is number 6；

2 balloon的发音

teaching procedures:

step 1: warming up

sing the song –numbers

step 2: ask and answer:

t: how many frogs?

ss: one frog

t: spell it. o-n-e

ss: o- n -e

………………………

step 3: new structure learning

1 introduce the title to the class –unit 2 numbers

2 study the new word –balloon

t: look at my classroom, it is beautiful. do you know what is happening? toby’s birthday today. (ppt) look! here are the balloons. do you like the balloon?

t/ss: yes! i like the balloon.

引导出了新单词，然后把新单词放在句子中进行认读与拼读。

t: here you are.

t: you like the balloon, i like the balloon. （…）likes the balloon, too.

（打着节拍来学习）

ss: you like the balloon, i like the balloon. …likes the balloon, too.

t: just remind of you. （……’s） balloon is number 2. remember, please. we are going to play a game named a memory test.

运用此方法来学习新句型 ,（…..’s ）balloon is number 2 .（打节拍）

3 game—a memory test

t: can you tell me whose balloon is number 2.

s1: (….’s) balloon is number 2.

…………….

4 introduce the toby’s friend to the class.

t: are you happy?

ss: yes, i am.

t: i can tell by your face that you are happy. toby is happy too. his friends are joining in the party. let’s listen, who is coming? (ppt)

引出toby 的好朋友，并且识别和认读名字rita/ pat/ pit/ sandra/ lisa

step 4: practicing

1 toby stands here and warmly welcomes his friends; everybody has got a balloon .do you know whose balloon is number 1. let’s listen,then write down the number on children’s balloons.

2 let’s check.(ppt)

3 sing the happy birthday song to toby.(ppt)

4 let’s say the chant—balloon (ppt)

balloon, balloon, pat’s balloon is number 1 .

balloon, balloon, lisa’s balloon is number 2

balloon, balloon, sandra’s balloon is number 3

balloon, balloon, rita’s balloon is number 4

balloon, balloon, pit’s balloon is number 5

balloon, balloon, toby’s balloon is number 6

step 5 homework:

say the chant

高二同步辅导资料 Unit 2 News Media

一、要点补充

1. reliable可靠的；靠得住

rely on／upon依靠；指望

Is this information ____________?这条信息可靠吗?

I rely on you ________________．我指望你帮我。

we can't rely on _____________ on time．别指望他按时来。

Nowadays we ______________ computers for work现令人们越来越依赖计算机协助工作。

◇[考题1] Peter is my close friend，who can be______what he promises．

A．relied on to do B．relied to do C．relied on doing D．relying to doing

2．go up 涨价；上涨；上升；升级；增长；(楼房等)盖起来。修建起来

◇[考题2] Although the prices of TV set are______，he managed to make the manager_____the price of that TV set．

A．going up；bring down B．gone up；go down

C．going up；brought down D．going down；bring up

3.inform vt.通知；告诉（后接名词，代词，of 引起的复合宾语、不定式及从句等）

He will inform ______________ . 他将通知我们去哪儿。

He informed ___________________ . 他告诉他们他到了.

He informed the police _____________________________.他向警方报案说有些钱不见了。

He is a ________________ man .他是个消息灵通人士。

注意 : inform后不可直接用双宾语。类似用法有：

warn sb.of sth

rob sb．of sth抢劫某人某物

remind sb．of sth.提醒某人某事

cure sb．of sth．治疗好某人某病

◇[考题3] (1) The manager promised to keep me_____of how our business was going on．

A．to be informed B．on informing c．informed D．informing

(2)一Keep me informed________the latest news．---OK．

A．by B．at C．for D．of

4. reIate n把……联系起来 be related to与……有联系；与……有关

relation n．(=relative)关系；亲戚

I can't _____ what he does __ what he says我不能把他所做的与他所说的联系起来。

These are two __________________.这是两个相关的问题

◇[考题4] Can you _____what happened in your childhood to your present state of mind ?

A. connect B.keep in touch with C.relate D.join to

5． present adj．出席的；在场的；存在的；现在的 n．目前；现在；礼物

He was the only Engishman ___________．他是在场的惟一的英国人。

Here's the doctor's _________________．这里是医生现在的地址。

____________ we are living in Paris．目前我们住在巴黎。

He often gave her _________________．他常常给她小礼物。

◇ [考题5] (1)All the people_______at the party were his supporters．

A．present 、B．thankful C．interested D．important

(2)Let's leave things as they are____，even though we may have a change later on．

A．present B．presently C．at present D．for the present

6.disappoint／bore比使人失望／厌倦

disappointing /boring vt.只使人失望的／厌倦的

disappointed／bored adj．失望的／厌倦的

◇[考题6] The 1ong speech giyen by the old professor seemed_____and endless．He felt so_____that he nearly fell asleep.

A．disappointed；boring B．disappointed：bored

C．disappointing；bored D．disappointing；boring

7. fall in love爱上(强调动作) be in Iove with与……相恋；爱上(强调状态)

◇[考题7] They _______in love at first sight．Now，they ____in 1ove with each other for nearly a month .

A．were；fell B．fell；were C．were；were D．fell；fell

8．face此面对；面向 诚向朝；面临(困难等)。正视对付(危险、困难等)

◇[考题8](1)_______such a difficult problem，he didn't know what to do． ．

A．Faced B．Facing C．Faced to D．Facing witll

(2)My mum dropped me off at elementary school，leaving me alone to___new challenges．

A．offer B．avoid C．dea1 with D．face with

9．reason理由；推论；推断；说服，想出(解决问题的方法)

◇[考题9] (1)He would give no_______for his behaviour．

A．reason B．aim C．cause D.target

(2)Be_______；you can't expect her to do all the work on her own．

A．1ogical B．honest C．reasonable D．sincere

10． Switch n.开关。电门转换器；转变。改变。交换位置

a light switch灯的开关

switch off切断(电源煤气等)

switch on打开，接通

◇[考题11] Would you please__the light? I can't see much clearly．It is getting dark．

A．switch off B．switch on C．turn off D．take on

11．Reflect vt.反映(某事物的性质)；表现；反射；映出；反省。考虑

◇[考题12] Her happy look_____that she has done well in the exam.

A．presents B．reflects C．appears D．seems

12． concern vt.与……有关；涉及；影响到；使提心。使关心(常与about，in。with搭配)

n．利害关系；关系重大的事'

This article ___________ a man who was wrongly imprisoned．

这篇文章写的是一个被误抓入狱的人。

These problems _______________．这个问题影响到我们大家每个人。

More and more people ____________________ the environmental problem．

越来越多的人关心起环境问题。

◇[考题18] (1)Anything that_______Mr．Green interests me．

A．concerns B．matters C．importances D．subjects

(2)It's not necessary for you to be____about others'business．

A．concern B．concern yourself C．concerning D．concerned

13．complete vt.完成；结束；使……完整；齐备 adj．完整的

(1)finish是一般用法，常用作及物动词，其后跟名词、代词或动名词。.

(2)complete 是比较正式用语,一般表示对计划.事业 .建筑等的完后跟名词或代词,不跟动名词,不定式

(3)end 是指停止,结束某一过程

The headmaster has _________ speaking .

When will the railway be ___________ .

They _________ the meeting at five .

◇[考题19] (1)All the preparations for me task_____，and we're ready to start．

A．completed B．complete 'C．had been completed D．have been completed

(2) Is the story he told us a_______one?

A．end B．finish C．stop D．complete

14.类似于seldom的否定词

She _____________ her feelings．她很少表露感情。

He __________________________ to lead，did he?他很少有机会读书，是吗?

类似于seldom的否定词还有hardly，never．little，few，rarely(罕见地)，scarcely(稀少地)等。

◇[考题22] I watched the film The Lord of the King(《指环王》)last night．Seldom______such a good film．

A．I did see B．had I seen C．have I seen D．I saw

15.hurt、wound injure 、harm表示“伤害”的区别

hurt伤害，可指肉体上的轻伤，也可指感情上的挫伤

wound刺伤，常指在打斗中，由外来暴力造成 的刀伤、枪伤，程度较重。

injure伤害，受伤，多指意外事故对肉体、健康造成的伤害hurt伤害，多指对人的肉体或精神带来的伤害，不安或不便。

◇[考题24] Mrs．Green's car ran into a large tree and she_______in the accident．

A．got badly hurt Bwas lnjured badly

C．got badly wounded D．was wounded badly

16elect，select与chooce表“选择''的区别

[考题25](1)He is brave，hald-working and kind，so he was selected _______monitor of our class.

A. as a B. to be the C .a D. 不填

(2)一Have you________what you want to eat?

17含difficult的词组小结

have difficuly(in)doing sth． 有困难做某事

with difficulty 费劲地，吃力地

without difficulty 不费劲地；轻易地

out of／the difficulty 脱离困境

get／run into difficulties 陷入困境

◇[考题27] I wonder what difficulty he had_____the plan．

A. to carry out B.carrying out C.carryied out D.with carrying out

18．含effort的词组小结

make(an) effort(s)to do sth．)努力做某事

spare no effort不遗余力

with(an)effort费力地，使劲地

without effort毫不费力地

But all these efforts ____________________．但是所有的努力都化作泡影。

I'll _________________ to help you．我将不遗余力地帮助你。

◇ [考题29]The rescue team made every_____to find tlle missing mountain climber．

A．force B．energy C．effort D．possibility．

19．含attention的词组小结

pay attention to注意

catch／calL／attract one's attention。

turn one's attention to把某人的注意力转向

concentrate one's attention on ／upon把注意力集中在

draw attention to对……表示注意

[考题30]Great attention must be paid_____education， especially in tlle countryside．

A．develop B．to develop C．to developing D．developing

20． even if的用法及让步状语从句引导词

even if=even though表示”即使"的意思。

Even if it ________________，we will go to schoo1．即使下着倾盆大雨，我也要上学。 引导让步状语从句的从属连词主要有although，though，even if，even though，as，despite，in spite of，no matter+特殊疑问词，及wherever，whatever等。

You wiIl succeed in the end _________ you failed last time．

He didn't stop working _________ he was i11．他虽然病了，但未停止工作。

Child _____________．he knows a 1ot．他虽然是个孩子，但懂得很多。

________________________，1 won't believe you．无论你说什么，我决不相信你的话。

◇[考题32](1)___________she is young，she knows quite a 1ot things．

A．When B．However C．Although D．Unless

(2)______，he doesn't study well．

A．As he is clever B．Clever as he is C．He is as clever D．As clever he is

(3)Nobody believed him_________what he said．

A．even if B．in spite C．no matter D．contrary to

二．词汇拓展――写出下列单词的相关形式

1． Difficulty__________________ 2． informed______________________

3．Relate___________________ 4．Present__________________

5．Reflect_______________

6．Social_________,_________,______________,_______________

7．Tolerate__________,_______________

8．cornplete--completely(adv．)完全地

三、句型与功能

1．There is a rumour that-clause．

2． it was the first time that-clause．

3．make+形式宾语it+for sb．to do sth．

4．What do you think of．．?

5．1 would rather choose…

6．What's your opinion?

单词

Mooncake ['mu:nke?k] n. 月饼

lantern [?l?nt? (r)n] n. 灯笼

stranger [?streind?? (r)] n. 陌生人

relative [?rel?tiv] n. 亲属;亲戚

put on 增加(体重);发胖

pound [paund] n. 磅(重量单位);英镑

folk [f?uk] adj. 民间的;民俗的

goddess [?g?des][?ɡɑd?s] n. 女神

whoever [hu:?ev? pron.无论是谁;不管谁;任何人

steal [sti:l] v. (stole [st?ul], stolen [st?ul?n]) 偷;窃取

lay [lei] v. (laid [leid], laid) 放置;产(卵)

lay out 摆开;布置

dessert [di?z?:(r)t] n.( 饭后)甜点;甜食

garden [ga:(r)dn] n. 花园;园子 tradition [tr??d??n] n.传统

admire [?d?mai? (r)] v. 欣赏;仰慕

tie [tai] n. 领带 v. 捆;束

haunted [?h?:ntid] adj.有鬼魂出没的 ghost [g?ust] n. 鬼;鬼魂

trick [trik] n. 花招;把戏

treat [tri:t] n. 款待;招待;请客

spider [?spaid?r)] n. 蜘蛛

Christmas [?krism?s] n. 圣诞节

lie [laI] v. (lay [leI],

lain [leIn]) 存在;平躺;处于

novel [?n?vl] [?na:vl] n.(长篇)小说

eve [i:v] n.(尤指宗教节假日的)前夕;前夜

dead [ded] adj.死的;失去生命的

business [?bizn?s] n. 生意;商业

punish [?p?nis] v. 处罚;惩罚 warn [w?:(r)n] v. 警告;告诫

end up 最终成为;最后处于

present [preznt] n. 现在;礼物 adj. 现在的

nobody [n?ub?di] [n?uba:di] pron. 没有人 warmth [w?:(r)mθ] n. 温暖;暖和

spread [spred] v. 传播;展开 n. 蔓延;传播

Macao [m??kau] 澳门

Chiang Mai [?t?i?n?maI], [d?a:nmaI] 清迈(泰城市)

Water Festiwal 泼水节

Mid-Autumn中秋节

Mother's Day母亲节

Father's Day 父亲节

Halloween [?h?l?u?i:n] 万圣节前夕

A Christmas Carol 《圣诞欢歌》(小说名)

Easter 复活节

Clara [?kla:r?] [?kler?] 克拉拉(女名)

Santa [?s?nt?] Claus [kl?:z] 圣诞老人

Charles [t?a:(r)lz] Dickens [?dik?nz] 查尔斯 ? 狄更斯(英)

Scrooge [skru:d?] 斯克鲁奇 n.(非正式)吝啬鬼

Jacob [?d?eik?b]

Marley [?ma:(r)li] 雅各布 ? 马利

知识梳理

【重点短语】1.put on 增加(体重);发胖

2.care about 关心; 在乎

3.end up 最终成为， 最后处于

4.not only ……but also……不但……而且……

5.shoot down 射下

6.used to do 过去常常做……

7.remind sb. of 使某人想起

8.give out 分发 发放

9.the water festival 泼水节

10.the Chinese spring festival 中国春节

11.next year 明年

12.sound like 听起来像

13.each other 互相 彼此

14.in the shape of 以……的形状

15.on mid-autumn night 在中秋之夜

16.fly up to 飞向17.lay out 摆开 布置

18.come back 回来

19.as a result 结果 因此

20.Mother’s day 母亲节

21.more and more popular 越来越受欢迎

22.think of 想起 ;认为 ;思考

23.dress up 装扮 穿上盛装

24.the importance of ……的重要性

25.make money 挣钱

26.in need 需要帮助 处于困境中

27.between …and…在……和……之间

28.the dragon boat festival 龙舟节

29.the lantern festival 元宵节

30.like best 最喜欢

31.go to …for a vacation 去……度假

32.be similar to 与……相似

33.wash away 冲走 洗掉

34.Mid-autumn festival 中秋节35.shoot down 射下

36.call out 大声呼喊37.the tradition of ……的传统

38.at night 在夜里; 在晚上

39.one…，the other…一个……，另一个…...

40.Father’s day 父亲节

【重点句型】1. I think that they’ re fun to watch.我认为它们看着很有意思。

2. What do you like about… ?What do you like best about the Dragon Boat Festival?关于端午节，你最喜欢什么?

3. What a great day!多么美好的一天!

4 .1 wonder if…I wonder if it’s similar to the Water Festival of the Dai people in Yunnan Province.我想知道它是否与云南傣族的泼水节相似。

5. How+adj. /adv. + 主 + 谓!How fantastic the dragon boat teams were!龙舟队多棒啊!

6.What + 名词+主语+谓语!What an interesting book it is!它是一本多么有趣的书啊!

词汇精讲

1. put onput on在本课中意为“增加(体重);发胖”。例如：I can eat what I want but I never put on weight. 我想吃什么就吃什么，但是从来不发胖。【拓展】put on的其他用法：(1) 意为“穿上;戴上”。例如：It’s much too cold outside. You should put on your coat. 外面太冷了，你应该穿上外套。She put on her coat and went out. 她穿上大衣出去了。(2) 意为“上演;举办”。例如：The band is hoping to put on aUKshow before the end of the year.那个乐队希望年底之前在英国举办一场演出。

2. wish/hope(1) 相同点：表示“想;希望”，宾语可为to do,不能用doing。例如：I hope/wish to visit Guilin. 我希望去桂林观光。(2) 不同点：wish后可以跟复合宾语，即wish sb. to do sth.，而hope不能。例如：I wish you to go. (正) 我希望你去。I hope you to go. (误) 我希望你去。(3) 两者都可接that从句，但是“hope + that从句”表示希望，“wish + that从句”表示愿望，且从句的谓语动词要用虚拟语气。例如：I hope you’ll be better soon. 我希望你很快好起来。I wish I were really wealthy. 但愿我真的富有。(4) wish后可接双宾语。例如：We wish you a happy New Year! 我们祝你新年快乐!

3. missmiss为动词，意为“想念，思念”。例如：I’ll miss you when you go toCanada. 你到了加拿大以后，我一定会想你。 【拓展】(1) miss作动词还有“未击中，未抓住”的意思。例如：I tried to hit the ball but I missed. 我努力地想击中球，但却未成功。(2) miss还可意为“未赶上，错过”，是动词。例如：I missed the football match on TV last night. 我错过了昨天晚上电视中的足球赛。(3) miss与like; mind; finish; enjoy; practice; be busy; stop; can’t help; give up等词一样后接动词的-ing形式。例如：I don’t want to miss seeing that film on television tonight.我不想错过今晚在电视上看那部影片的机会。

4. howeverhowever是副词，意为“不过;然而”，有转折的含义，相当于but，可位于句首、句中和句末。位于句首时，其后用逗号隔开;位于句中时，其前用分号或逗号，其后用逗号隔开;位于句末时，其前用逗号隔开。但but只能置于句首或句中。例如：She’s very intelligent. However, she’s quite lazy. 她非常聪明，但是她很懒惰。【拓展】however与but(1) however是副词，意为“不过;然而”，表转折时，与后面的句子用逗号隔开，不能与but连用。例如：My room is small. However, it’s comfortable. 的房间小，但很舒服。(2) but是连词，意为“但是”，表示转折时，与后面内容相连，不用逗号隔开。例如：She is young but very clever. 她虽然年轻但非常聪明。

5. dress updress up意为“装扮，乔装打扮”或者“穿上盛装，打扮”。例如：You don’t need dress up for the party. 你不必为这个聚会精心打扮。【拓展】dress up常与as;in连用构成短语dress up as…意为“装扮成……;乔装打扮成……”;dress up in…意为“穿上……”，后接表示衣服或颜色的名词。例如：He likes to dress up as a solider. 他喜欢装扮成军人。On Christmas Day we always dress up in red. 在圣诞节我们总是穿上红衣服。

6. care aboutcare about意为“担心;关心;在乎;对……感兴趣”。例如：Don’t you care about losing your job? 你难道不担心失去工作吗?I really care about the students in my class. 我真的很关心我班的学生。I don’t care about your opinion. 我对你的观点不感兴趣。【拓展】care about与care for的辨析：(1) care about意为“关心;在乎;介意”，强调出于责任感而“关心;在乎”。例如：My parents care about my health. 我父母关心我的健康。(2) care for可意为“照料;照顾”，与take care of同义;也可意为“喜欢”，多用于疑问句或否定句，其同义短语为be fond of。例如：Would you care for a cup of tea? 你想喝杯茶吗?He helped me care for my mother when I left. 我离开时，他帮我照顾我母亲。

7. remind(1) remind是及物动词，意思是“提醒、使某人想起”，经常和介词of连用构成动词短语remind somebody of somebody/something=remind somebody that+从句，意思是“使某人想起某事或者某人”。例如：Does that song remind you of your mother? 那首歌使你想起你的妈妈吗?

(2) 动词短语remind somebody to do something的意思是“提醒某人做某事”。例如：Please remind me to return the books to the library.

请提醒我把这些书还给图书馆。

8. promisepromise是动词，意为“允诺，答应”。其用法归纳如下：(1) 后接名词或代词作宾语，常可以带间接宾语，即构成promise sb. sth. 例如：He promised me the book. 他答应给我这本书。(2) promise to do sth. 意为“承诺/答应做某事”。例如：He promised to help us. 他答应要帮助我们。(3) promise sb. (not) to do sth. 意为“承诺/答应某人(不)做某事”。例如：I promise you not to say that. 我答应你不说那件事。(4) promise + that从句，意为“承诺……”。例如：He promised that he would come straight home. 他承诺他会直接回家。

人教版5年级英语unit2知识1

重点单词

Sunday(Sun.) 周日

Monday(Mon.) 周一

Tuesday(Tue./Tues.) 周二

Wednesday(Wed./Weds.) 周三

Thursday(Thur./Thurs.) 周四

Friday(Fri.) 周五

Saturday(Sat.) 周六

weekend 周末(周六、日)

washmy clothes 洗衣服

watchTV 看电视

dohomework 做作业

readbooks 看书

playfootball 踢足球

onthe weekend 在周末

playsports/do sports

做体育运动

listento music 听音乐

playping-pong 打乒乓球

人教版5年级英语unit2知识2

重点句子

1.—What do you have on Thursdays?

星期四你们上什么课?

—I have math, English andmusic.

我们上数学、英语和音乐课。

2.—What do you do on Thursdays, Grandpa?

爷爷，星期四你要做什么?

—I have a cooking class withyour grandma.

我和你奶奶去上烹饪课。

3.—Do you often read books in this park?

你经常在这个公园看书吗?

—Yes, I do.是的

—No, I don’t.不是

4. Look at my picture.

看我的图片。

5. You look tired.

你看 起来很累。

6. Youshould play sports everyday.

你应该每天做运动。

人教版5年级英语unit2知识3

语 音

字母组合ee, ea在单词中的的发音：[ i: ]

例：

feet beef meet see feed tea read eat repeat

脚 牛肉 遇见 看见 喂养 茶 阅读 吃 重复

注：

1、ee组合绝大部分发长音[ i: ]，只有少部分发短音[i ]，如：coffee 咖啡

2、ea字母组合除了发[i: ]，还有可能发[e ]等发音，如：bread面包，或者发[ei ]，如：great 好极了

人教版5年级英语unit2知识4

重点知识及语法

1、询问做什么事/活动：

—What do you do …?

—I often play ping-pong…

询问星期几上什么课：

—Whatdo you have on…?

—Wehave English class…

2、一般疑问句的问与答：

—Do you oftenread books?

—Yes, I do.

—No,I don’t.

3、on+具体某一天(年月日，星期)

如：onMonday/Tuesday…

课外 at+具体时刻(…点钟)

如：at 12 o’clock 在十二点整

补充： in+大致时间(年月，早中晚)，如：in 在 in the morning/afternoon/evening

4、play + 球类、棋类、娱乐活动，如：play football/ping-pong

补充：play + the + 乐器(第四单元知识)，如：play thepipa/piano/violin…

人教版5年级英语unit2知识5

重点作文

1、描写一周的生活，如：Myweek

思路导引

(1)开头：简单的自我介绍：Myname’s…/ I’m…

(2)中间：

1)介绍周一至周五的情况，可以着重介绍自己最喜欢的那一天：

I go toschool from Monday to Friday. I like…because I have…

2)介绍自己周六、日的活动：Ioften watch TV/…on the weekend.

(3)结尾：Thisis my week. What about yours?

2、范文：

My week

My name is Li Ming. I go to school fromMonday to Friday. I like Tuesdays and Thursdays, because I have music and PE. Ioften do my homework and read books on Saturdays. I often play ping-pong onSundays.

The Attributive Clause

Aims: Preposition+which and Preposition+whom.

Relative adverb :when where and why

Teaching important and difficult points:Learn how when,where or why is used to introduce an attibutive clause

Procedures:

Step1 Revision

A.Correct mistakes:

1. They talk of things and persons who they remembered in the school.

2. This is the second book which he read today.

3. That’s the child which drawing we looked at just now.

4. I have read the book you gave it to me

5. Those which want to go there with me please sign your name here.

6. All what we have to do is to practice reading it every day.

7. I will treasure the chance is given to me.

B.Do choices.

1. Helen was much kinder to her youngest son than to the others,_______,of course,made the others envy him.(NMET 天津)

A.who B. that C.what. D.which

2. Recently I bought an ancient Chinese vase,________was very reasonable.(上海)

A. which price. B.the price of which C.its price. D.the price of whose

3. What is that ______flashed in the sky?

A. that. B.which C.it. D.who

4. Oh the wall hung a picture, _____ color is blue.

A. whose B. of which C. which D. its

5. I don’t like _____ you speak to her.

A. the way B. the way in that C. the way which D. the way of which

6. I have bought the same dress __________ she is wearing.

A. as B. that C. which D. what

7.Anyone __________ this opinion may speak out.

A. that againsts B. that against C. who is against D. who are against

8. Is there anything __________ to you?

A. that is belonged B. that belongs C. that belong D. which belongs

9. Is this the factory __________ you visited the other day?

A. that B. where C. in which D. the one

10. Is this factory __________ some foreign friends visited last Friday.

A. that B. where C. which D. the one

Sum up the usage of “that” and “which”.

Which:1.非限定性定语从句用which。

2．介词加关系代词用which。

3．一个句子有两个定语从句时从句先行词是物，若前一个已用that,后一个用which.

4.先行词本身是that，用which。

That:1.先行词为all,everything,nothing,little,much,none等不定代词。

2．.先行词被no,any,some,last,only,little,much,the very 等所修饰.

3.先行词是序数词或被其所修饰。

4．先行词是最高级或被最高级所修饰。

5．先行词既有人又有物。

6．先行词是数词。

7．一个句子有两个定语从句时从句先行词是物，若前一个已用which.，后一个用that。

8．在否定句和疑问句中常用 that。

Step2. Preposition+which and Preposition+whom.

A.关系词的选择。

1. 介词+关系代词要根据谓语动词的固定搭配

1)This is the book for which I paid 8 yuan.(pay money for sth.为固定搭配)

2)This is the book on which I spent 8 yuan.(spend money on sth为固定搭配)

2. 根据先行词与介词的搭配

1)This is the house in which Lu Xun lived.

2)I’ll never forget the day on which I joined the party.

3．形容词与介词的固定搭配。

1) We will visit the Mountain Tai,for which Shandong is famous in the world.

2) You ’better not bring your child to see the animals of which he is afraid.

4.介词的位置一般放在关系代词之前，有时也可放在从句中原来的位置上。e.g.

1)This is the boy (whom )he worked with.

2)This is the boy with whom he worked.

3)what do you think of the materials(which/that) these clothes were made of?

4) )what do you think of the materials of which these clothes were made?

B.Judge whether the following sentences are true or faulse.

1.Dad is a person to who I can easily talk.( )

2. Dad is a person whom I can easily talk to( ).

3. Dad is a person I can easily talk to.( )

4. Dad is a person to that I can easily talk.( )

5.Dad is a person that I can easily talk to( ).

6. Dad is a person whoI can easily talk to( ).

C.Combine the following sentences:(用介词+关系代词)

1.Can you lend me the magazine?

You talked about it with your classmate yesterday.

_____________________________________________________________________

2.We’ll never forget Oct. 1, 1949.

The People’s Republic of China was founded on that day.

______________________________________________________________________

3.He has lost the key to the drawer.

The papers you need for the meeting are kept in that drawer.

_______________________________________________________________________

4.Do you know that tall boy?

The headmaster is talking with him about something .

D.用适当的介词和关系词填空。

1．This was the knife _________he cut down the tree.

2．Tom is the person _________ I often turn for help when I am in trouble.

3．Tomorrow is Tom’s birthday. He is the person _______ I will buy a gift.

4．We’ll visit the beautiful village _________ Mary comes.

5．The house__________we live is not large.

Step3.Relative adverbs.

1) I’ll never forget the day when I joined the army.

(when指时间，在从句中做时间状语)

(2) I won’t forget the factory where my father worked.

(where指地点，在从句中作地点状语)

(3) Tell me the reason why you came late.

(why表示原因，在从句中作原因状语

.关系副词when, where, why的用法

关系副词都等于一个适当的介词＋which，在从句中作状语

When=in/at/on/…+which;

Where=in/at/on/…+which;

Why=for /…+which

Compare these sentences.

1. It rained the whole day _____ he travelled with his family .

2. I’ll always remember the day ______ we spent together.

3. Shanghai is the place ______ he was born.

4. Shanghai is the place ______ I want to visit very much.

5. The reason is __________ he is unable to operate the machine.

A. becauseB. whyC. thatD. whether

5. Do you know the reason _____he was late?

A.that B. which C.for what Dwhy

6. I donot know the reason ______you told me.

A.that B.who.C for what D.why

Do exerciseC1 and C2 on P96.

.

Step4 Do choices.

.1.The doctor ___ is leaving for Africa next month.

A. the nurse is talking to him

B. whom the nurse is talking

C. the nurse is talking to

D. who the nurse is talking

2.Antarctica, ____ we know very little, is covered with thick ice all year round.

A. which B. where C. that D. about whichThe patients _____ all look happy and healthy.

3. The patients _____ all look happy and healthy.

A. after whom the nurses look

B. after that the nurses look

C. whom the nurses look after

D. whom the nurses look

4.The children climbed up the hill, ______ they had a picnic.

A. on its top B. on the top of it

C. on whose top D. on the top of that

5.We are living in an age _____ many things are on computer.

A. which B. that C. whose D. when

6.After living in Paris for 50 years he returned to the small town _______ he was brought up.

A. which B. where C. that D. when

7.---Is that the small town you often refer to?

----Right,just the one______you know I used to work for years.(福建)

A,that B.which C where. D.what

8．I have many friends,_______some are businessmen.(2005全国)

A. of them. B.from whoich C.who of.D.of whom

9．There was______time ____I hated to go to school.(2004湖北)

A.a:that B.a;when C.the ;that D.the;when

10．American women usually identify their best friend as someone______they can talk frequently.(2004上海)

A.who B.as C.about which D.with whom

11. These houses are sold at such a low price______people expected.(2000上海春招)

A. like

B. as

C. that

D. which

12The schools themselves admit that not all children will be successful in the jobs_____they are being trained.(2005江西)

A. in that

B. for that

C. in which

D. for which

13.I walked in our garden,____Tom and Jim were trying a big sign onto one of the trees.(2005辽宁)

A. which.B.when.C.where.Dthat

14.Many people who had seen the film were afaid to go to the forest when they remember the scenes(场景)_______people were eaten by the tiger.(2005广东)

A,that. B.by which C, which D.in which

15.The journey around the world took the old sailor nine minths,_____the sailing time was 226days.(2004全国)

A. of which.B.during which C.from which.Dfor which

Homework:finish the exercise on the paper.

教学目标(Teaching Aims)

通过本单元教学，使学生初步学会说：什么东西或什么人在什么地方，即人或物所在的位置。并要求学生尽可能在交际场合使用。本单元只教学生静态位置的表达。（动态位置以后再学）要学习be动词，介词in， on， near， behind， under以及定冠词the和不定冠词a/an的用法。

词汇学习：

掌握：

of， classroom， answer， blackboard， some， schoolbag， flower， find， window

理解：

broom， raincoat， cap， Hong Kong， Macao， SAR

语音：

/i:/ e /e/ e /k/ k /^ / g /s/ s /z/ s

教学建议

教学内容分析

本单元主要学会表达大范围 (Where is Beijing?) 和小范围 (Where is my desk?) 的空间关系。小范围的空间关系，可利用教室里的物品练习句型。老师可不断的变换物品的位置让学生熟悉前面提到的几个介词。

大范围的空间关系，老师可利用地图让学生确认我国主要城市的位置。老师同时要以特殊的表达导入介词“特指the”与“泛指a/an”用法。

以上表达应会听、说、（包括会问回答）读，语调语、音基本正确。

辅音音标的发音不必一步到位。如; /s/， /z/

教学重难点分析

1、句型

a、主谓一致，即be动词的单复数。

Where is/ Where’s …?

It is/ It’s on/ in/behind/near/under the…

Where are/ Where’re …?

They are/ They’re on/ in/behind/near/under the…

注意语序：

特殊疑问句： 疑问词 + 是动词 + 主语 + 问号

b、介词in， on， near， behind， under的用法; 可组成介词短语。

介词 + 定冠词 + 名词

如：in the morning， at night， in the desk， on the table， near the door等。

2、日常交际用语

Look at the picture。 What can you see …? I can / can’t see… Can you see …?

Where is /Where’s…? It is / It’s in， behind， near， under the…

Where are /Where’re …? They are / They’re in， behind， near， under the…

单词训练建议

classroom， blackboard， schoolbag， raincoat，football 均为合成词。可让学生利用所学过的单词知识，自学这些单词。

学生能自学的词尽量让学生自学，老师可稍加引导，以下单词可迁移，让学生自己读 behind → find room →broom

口语训练建议

本单元的口语训练应放在空间关系上。并应当贯穿始终。口语训练重要的一环就是正确引入“位置”所谓概念。这与中文有较大的差异。中文说：在… 里，（上，后面，附近）的结构，英文只用一个介词，不同的介词比表达了不同的位置，而且一般要与定冠词the连用。向学生们介绍介词时，多用直观展示，适当用中文。

为了使学生能够确切把握介词的特点，我们在训练的最初阶段应当集中展示两个物体之间的变化，不要过早的变换物体，这样学生就能聚精会神的体会位置表达的基本方法。注意以下几点：

1、创设一个合乎生活逻辑的.语境。

2、寻找一个非设计空间表达不可的动机。如：寻找一个提问者看不见的东西。 老师上课找不见黑板擦，问一个学生。---- Where’s the brush? ---- It’s under the teacher’s table。老师也可自问自答。尽量从交际出发，减少纯句型练习。

3、确定对话参与者之间的特定关系。

在物体选择上，最好一大一小，构成一主一从的格局。建议教师使用一个色彩鲜明的大纸盒和一个具有对比色度的小球，然后再换成玩具小动物，如小狗或小猫等，引起学生更大的兴趣。

画一只猫和一个盒子，这只猫分别在盒子的四个位置，即在上、在下、在里、在后。

运用型训练建议

老师可设计一个让学生去办公室去拿东西的情景，告诉学生东西的位置。这个练习最好事先和课代表准备好。课上给全班同学演示。其目的是告诉学生们介词在生活中的运用。

Eg。

Teacher: Could you help me?

Student: Sure。

T: Go to my office and fetch your notebooks。

S: Where are our notebooks?

T: They are on my table。

S: Where is your table?

T: It’s near the second window。

S: OK。

笔头训练建议

老师可设计一些基本的测试性的笔头练习，但一定是课堂上反复练习过的。多用直观的方式提供物体的位置，适量中文。注意以下几点：

1．清楚的展示物体的位置。

2．严格限定表示条件。

3．迅速反馈改正信息。

语法训练建议

冠词训练

a、第一次提到用a/an。

b、定冠词特指后接单述或复数名词。

可指教室里存在的东西，如：地面、时钟、桌椅等， 大家都知道的物品。

c、位置介词的用法。

in the bag， under the table， on the desk ， on the table等。

情感教育建议

通过本单元的确定位置，以及寻找物品，告诉学生应养成放好自己的物品，不乱扔乱放东西的习惯，培养学生乐于助人，帮助别人寻找东西，以及拾到东西应交公或交还失主的良好品德。

可利用本单元所提供的内容，Taiwan， Hong Kong， Macao， SAR， 进行爱国主义教育。

情景教学

学习方位表达在日常生活中很有用。我们身边有很多可就地取材的东西，建议老师在教、学生在学的时候，都不要忽略了身边的实物。如：书包在哪里，书在哪里，桌椅在哪里等。同学们要尽可能练到脱口而出，这样在交际时才能做到熟练自然，学以致用。

看地图讲地名，要求学生有地理知识。老师不妨在课前让学生熟悉一下地图，知道三亚在海南，西安在陕西。此后再学用英语表达难度会小些。如有可能，再让学生看看美国地图、英国地图，谈谈伦敦在哪儿，华盛顿、纽约在哪儿，巩固所学知识，提高学习兴趣。

冠词a/an， the的用法

冠词是用在名词前帮助说明所指的人或事物。其分为不定冠词(a， an)和定冠词(the)。

不定冠词a和an的功能

1、指人或事物的某一种类。例如：He is a student。。他是学生。

2、指人或某事物，但不具体说明何人或何物。例如；A boy is over there。

3、表示数量“一”的概念。例如：I have a bike， a computer and a small room。 我有一辆自行车、一台电脑和一个小房间。

4、用于某些固定词组中。例如：have a look， have a seat等。

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