unit 11 key to success 全单元简案(人教版高三英语上册教案教学设计)（通用17篇）-凯发旗舰厅

以下是小编为大家准备了unit 11 key to success 全单元简案(人教版高三英语上册教案教学设计)，本文共17篇，欢迎参阅。

篇1：unit 11 key to success 全单元简案(人教版高三英语上册教案教学设计)

period one words and expressions

teaching aims:

1. read the new words fluently and recite the important ones.

2. master the usages of some words and expressions.

teaching methods

team work learning task-based learning

teaching aids

the computer media system in the classroom a tape recorder

teaching procedures:

step one greeting

greet the students as usual.

step two lead in

read aloud all the words and expressions to make sure the students can pronounce them correctly.

step three comment on the usages of the key words & expressions

( cf the ppt files )

1. stick with sb./sth.继续支持某人（某物），保持与某人（物）的联系

i’m __________ my original idea.我坚持我原来的主张。

短语回忆：

stick sth on (sth.) stick out stick to sth.

2. through thick and thin

1) 不顾艰难=in spite of all the difficulties

he remained loyal to me through thick and thin.

2) 同甘共苦，祸福与共=through both good and bad times; faithfully

she remained with her husband through thick and thin.

一个真正的朋友是会和你同甘共苦，共患难的。

a real friend is one who will stand by you _________________.

你能否与朋友祸福与共？

3. pull out of 从。。。中退出

pull out

1) 拉出，拔出 he pulled out a gun.

2)（指火车）驶离（车站） i arrived as the last train was pulling out.

3)（使某人，物）从某物中退出

the project became so expensive that we had to pull out.

what is the moment for you to pull out of a friendship?

4. reputation

he has a good reputation as a doctor.

it is a school ______________________. 这是一所享有盛誉的学校。

he has __________________ laziness/for being lazy. 他以懒惰出名。

establish / build up a reputation 树立名誉，博得名声

live up to one’s reputation 不负盛名（行为，表现等与声誉相符）

5. suspect

1)相信

what she said sounded convincing, but i suspect it to be a lie.

most people don’t, _______, realize this.

2)怀疑

i suspect the truth of her statement.

suspect sb.(of sth/doing sth.) 怀疑某人有罪

what made you suspect her of having taken the money?

6. for the sake of 由于，为了。。。的利益

= for sb.’ sake; for the purpose sake 目的，缘故

all she has done is for the children’s sake, not her own.

_________________, he moved to the countryside.

为了求得宁静，他搬到了乡下。

7. in reality事实上，实际上=in fact; in actual fact; as a matter of fact; actually;

the house looks very old, but in reality it’s quite new.

everyone liked the stranger, but in reality he was a criminal.

8. temporary暂时的，临时的

this arrangement is only temporary. 这只是暂时的安排。

9. keep an eye on 照料，照管

have an eye for keep an eye out for sb./sth.

1) keep an eye on the baby while i’m away.

2) 自从那个小偷出狱，警方一直在密切地监视着他

the police ______________the thief ever since the came out of prison.

10. take……into account=take……into consideration

you must take it into account that the boy has been ill for a long time.

在准备露天游园会时，你必须考虑天气问题。

when you are planning a garden party, you will_____________________.

11. as a whole

1)作为整体

is the collection going to be divided up or sold as a whole?

这批收藏品是零卖还是一起卖？

2)全体人民普遍拥护改革

the population _______________is / are in favour of the reform.

on the whole 总的说来，一切都考虑在内。

on the whole, i’m in favour of the proposal.

12. congratulate sb. on sth.=offer one’s congratulations to sb. on sth.

we congratulated her on having passed the exam.

congratulate oneself on sth. 庆幸自己。。。。。

congratulated ourselves on our good luck in finding the good jobs.

13. live up to

1)遵守（诺言）；实践（原则，信仰）

he had no intention of___________________.他无意履行自己的诺言。

2)达到预期目的；不辜负（。。。。的期望）

i hope i can __________________.我希望我不会辜负父母的期望。

3)配得上；比得上；仿效

his wife was so clever that he felt that he could never live up to her.配不上

4)he found it difficult to live up to the reputation of being a hero.

他觉得做一个_____________英雄很不容易。

14. pursue

1）追求；不断努力以获得某物

he pursued fame all his life.

2）（指有害之事物）纠缠

bad luck pursued us all through the year. 霉运这一年都缠着我们。

15. accommodate

1)提供住宿

we can ___________________a sitting-room and two bedrooms.

2)改变（自己习惯，生活方式）以适应新的情况

他试图使自己的生活方式与她的生活方式相适应。

he tried to __________________to hers.

he has accommodated himself to his new surroundings.

step four homework

read the new words fluently.

period two making the team work

teaching aims:

1. get a general idea of the text.

2. improve the ability of reading

teaching methods

team work learning

task-based learning

teaching aids

the computer media system in the classroom

a tape recorder

teaching procedures:

step 1. fast reading and finish t or f questions

1. a team is a group of individual people brought together in order to accomplish a task that can be efficiently or effectively completely by any member of the group alone.

2. in a sports team the coach is usually counted as a team member.

3. the coach’s role is to discuss strategy but not to make decisions about the composition of the team.

4. it is not necessary for all team members to be friends, but all team members should respect each other.

5. though in a sports team each player has a clear role, there are a few occasions when members are confused or uncertain of their roles.

6. working in groups at school is an opportunity to learn more about teamwork.

7. group work teaches us to be patient and how to respond to different personalities.

8. in a sports team each player has a clear role, so even in small teams, members may not .combine roles according to their personalities.

9. in a team, people with quite different personalities can’t work well together.

10. to understand means we can build strong and good relationships between members of a team, and make the best use of each other’s talents.

step 2. careful reading and finish the following.

§1.1细节

1. a team is______. d

a. a group of individual people brought together

b. a group of people who can accomplish a task more efficiently or effectively than any member of the group alone

c. a group of people who will stay temporarily or for a long time

d. all the above

2. in sports games, a player______. b

a. often changes his role

b. has a clear role

c. feels that players with different abilities make different contributions to the team

d. accepts the same expectations and responsibilities as the other players

3. the author takes______ for example to show how a team can work well. a

a. the sports team b. the project team

c. the rugby team d. a dynamic team

4. in order for a team to function well, people of the team must______. d

a. respect each other

b. co-operate

c. obey necessary rules and regulations

d. all the above

5. group work at school is important to students because______. d

a. it is an opportunity to learn more about team work

b. it brings the benefit of getting experience working with others

c. it teaches us to be patient and how to respond to different personalities

d. it is a preparation for our working days to come

6. why is it important in a team to know someone’s personality type and ability? d

a. we can know a great deal about that person.

b. lack of recognition of differences in human function can be avoided.

c. we can build strong and good relationships between members of a team.

d. both b and c.

§1.2主旨大意

7. what is the main idea of paragraph 7? c

a. how a project team is different from a rugby team.

b. how a project team works.

c. in a project team, people who have different abilities and personalities have different roles in the team.

d. how the tasks of the group are divided depends on personalities and abilities of the individuals in the group.

8. in the whole text, the author mainly talks about______. a

a. the elements that make the team work

b. the importance of social relationships within a team

c. the roles that different people of a group play

d. the comparison between a project team and a rugby team

§1.3推理判断

9. according to the text, which of the following statements is not right? a

a. the coach of a sports team is not counted as a team member ,so he is less important.

b. social relations are important within the team.

c. the atmosphere in the group affects the performance of the team.

d. it’s not necessary for all team members to be friends.

10. we can infer from the text that______. b

a. the players in a rugby team should co-operate while the people in a project team needn’t

b. the players in a rugby team have clear roles while people in a project team may not have

c. the coach of a rugby team discusses strategy and makes decisions while the leader of a project team doesn’t

d. the coach of a rugby team is important while the leader in a project team may not be as important

step 3. read the text again and answer the following questions.

1. are there any conflicts about expectations and responsibilities attached to each role in a sports team?

2. what kinds of people are required in teams?

3. according to the author, what are requirements for teams to function well?

4. according to the author, some team members work best in tasks alone. is this statement contradictory or not.

step 4. reinforcement

a. ask students to divide the passage into 3 parts.

part 1: para 1-2 general introduction of team work

part 2: para 3-6 sports teams ( rugby teams)

part 3: para 7-10 project teams

b. further understanding

para 1: 1. especially at school, it sometimes feels as if we are being asked to work in teams for the sake of just that.

特别是在学校里,有时我们感觉好象是为了团体活动而组织团体活动。

para. 3: 2. it is important that all members of the team feel that each of them makes an equal contribution and that they help and support each other.

para. 6: 3. as with sports teams, group work can …when group members respect…, while the work division…at the right level in the role that is …

para. 7: 4. 整个段落用了三种不同的表达方式表达类似的意思

people who… people…are the ones… some are…

phrases:

1.stick with sb./sth.和某人/某物保持密切关系 ; 继续，坚持，保持

be stuck with sth./sb. 被…缠住 stick out 伸出，坚持到底，忍下去

stick to 坚持，尊循 stick up 竖立，向上突出

2. through thick and thin不顾艰难; 同甘共苦; 祸福与共

3. suspect sth./ clause怀疑/以为… suspect sb. to be… 怀疑/以为某人是…

suspect sb. of sth./doing sth怀疑某人做…

4. what if 倘使…将会怎样？即使…又有什么要紧 , 尽管…又有什么关系

含if的短语

only if 只有 if only要是…就好了 as if 好像

5. for the sake of=for one’s sake为了…，由于,看在…的份上

6. attach sth. to sth. 将某物系在另一物上将某物与另一物相联系

7. as with=as to =as for就…而言，至于…

8. keep an eye on=keep one’s eye on 密切注意，看守，看管，留神

一些与有关的短语

have an eye for 对…有鉴赏眼光

shut/close one’s eyes to 不理会，闭眼不见

get the eye 引人注目 catch one’s eyes 引起注意

by all eyes 聚精会神地 keep an eye out for 当心

keep an eye on 盯着

9. take into account = take into consideration= take account of

对…加以考虑, 顾及

step 5. homework

1. read the text again.

2. underline some useful phrases beforehand.

3. ex 2 page 96

period 3 making the team work

teaching aims:

1. reinforce useful phrases and expressions in the passage

2. retell the text

teaching methods

team work learning task-based learning

teaching aids

the computer media system in the classroom

teaching procedures:

step 1. revision

reminding the students of what has been learned in the previous period

step 2. language points (ppt files)

1. for the sake of…..=for sb’s sake; for the purpose of

她所做的一切不是为自己，而是为了孩子们的缘故。

2. in reality/in fact/in actual fact/as a matter of fact/actually

everyone liked the stranger, but ___________he was a criminal.

3. be familiar with sth. / be familiar to sb.

4. accomplish a task accomplish one’s aim an accomplished fact

5. count sb/sth as…=be accepted 认可, 认为……..是

i count him as a good judge of character.

we count her as one of our oldest friends.

count on sb./sth 依赖;指望don’t ___________a salary increase this year.

6. attach to

7. be aware of sth/that

8. keep an eye on

9. as with …….就…….而言

as with the experienced participants, you’ll want to use test tasks that are as natural as possible.

对于那些有经验的参与者来讲,你将希望采用比较自然的测试任务.

表示 “至于” 还可以用:

as for kitty’s got so thin. and as for carl, he always seems to be ill.

as to henry was very uncertain as to whether it was the right job for him.

10. avoid doing sth

step 3 understand the following key sentences

1. what if you feel comfortable doing a task by yourself?

2. it is important that all members of the team feel that each of them makes an equal contribution and that they help and support each other.

3. working in a team, we have to take into account how each individual member works best.

4. how the tasks of the group are divided depends on the personalities and abilities of the individuals in the group.

step 4 homework

ex 1 page 226 readings pages 228-230

period 4 integrating skills

ticket to success

teaching aims

1. get the general idea 2. useful phrases and expressions

teaching methods

team work learning task-based learning

teaching aids

the computer media system in the classroom a tape recorder

teaching procedure

step 1. revision

check up the home work exercises

step 2. reading

read the text and answer the questions

1. can you explain what the text is about?

2. li yonghong made two important decisions in her life. what are they?

3. li yonghong may still have the ambition to become a manager.

1) which two ways are open to high school students to reach that position?

2) which way has li yonghong chosen?

language points:

1.set up a small business

2. in mind 在脑海中

have sb/sth in mind, keep/bear sb/sth in mind, bear/keep in mind that

bear in mind that the price does not include flights.

记住,这价格不包括机在内.

cf: have something on one’s mind = be worried about sth.

3. things went smoothly.

4. as the year went by, she worked in many places……..

5. put money to good use

6. prove to be

7.decide on决定某事，选定某物

8. do make-up化装

10. live up to

11.the ideal for many people at that age is to go to university, but is going to university really the ideal career for most people?

12. no matter how hard you try, working towards a career for which you are not suitable is not going to get you there.

13. make the most of

14. it is important to recognise that each personality type is of equal value.

15. do you stick with your friends through thick and thin? what is the moment

for you to pull out of a friendship?

16. do you prefer doing things on your own or in a group?

step 3. homework

require the students to get prepared for the exercises on pages 226-232

period 5 reinforcement of the unit

ticket to success

teaching aims

reinforce the key points of the unit and comment on the exercises

teaching methods

team work learning

teaching procedure

step 1. reinforce the key points of the unit

1) read and spell the following words

1.标准；尺度 2.总结，概要 3.百分比；百分率

4.问卷；调查表 5.名声，名誉 6.同事，同僚

7.暂时的；临时的 8.合作；协作 9.预料，期待

10.妥协 11.规章，条例 12.官僚的

13.动力的，动态的 14.互相矛盾的 15.有雄心的

16.财政，金融 17.结合；混合物 18.变少，变小

2) change the forms of the following words.

1. criterion (pl.) ________ 2.summary (v.)_________3.frequent (n.)________

4. manage(n.)___________5. require (n.)_________ 6. cooperate (n.)_______

7. certain(ant.)__________8.expect(n.)__________9.divide (n.)_________

10.excite(n.)________11.violent(n.)__________12.explore(n.)__________

13.ambitious(n.)_______14.combination(n.)______15.except(adj.)________

3) complete the sentences.

1.i’m __________________（坚持） my original idea.

2.a real friend is one _________________________________（与你同甘共苦）

3.it is a school with an excellent ______________ (声誉)

4.i ___________（怀疑）the truth of her statement.

5._____________________, （为了求得宁静）he moved to the countryside.

6.everyone liked the stranger, but ____________（事实上）he was a criminal.

7.this arrangement is only ___________（暂时的）

8.when you are planning a garden party, you will have to ________________（考虑天气问题）

9.the population ________________（普遍）is in favour of the reform.

10.he had no intention of ________________________（履行自己的诺言）

step 2. comment on the exercises

confer all the exercises attached to the unit.

step 3. writing practice

假设你是学校广播台英文节目的编辑，请按照下面图画所示内容，用英文写一篇广播稿，向同学们介绍在发生禽流感疫情的情况下应采取的一些预防措施。

注意：

1. 广播稿须包括图画的主要内容,可以适当增减细节,使内容连贯；

2. 词数100左右, 开头结尾已为你写好；

3. 参考词：

禽流感

bird flu

写作要点：

1. 远离病鸡，如果与病禽接触后，要立即用肥皂洗手；

2. 不买或不吃未查检禽类动物, 高温烹制禽类食品；

3. 养成好习惯，经常开窗通风，睡好，吃好，加强锻炼。

可能用到的句子

1. don’t go to any place where the disease has been found for sightseeing.

2. stay away from animals such as ducks, hens, cocks, and geese.

3. never buy food that has been affected from the market.

4. remember to check that they are safe foods.

5. cook chicken food at a high temperature.

6. open the door and windows regularly to keep the air fresh.

7. take more exercises and have a good rest everyday.

attention, please!

today i’d like to say something about bird flu. it is reported that bird flu has broken out in parts of the world and therefore it is very important for us to know how to protect ourselves against it. the following are some dos and don'ts suggested by experts.

don’t go sightseeing in any place where the disease has been discovered. stay away from animals such as ducks, hens, cocks and geese, which are most likely to get affected by the disease.

if you want to buy them from the market, do remember to check that they are safe from the disease. what's more, make sure that the food such as chicken is well cooked at a high temperature. don’t forget to open the doors and windows regularly so as to keep the air inside fresh and clean. to keep fit, take more exercise and have a good rest every day. if proper measures are taken as experts have suggested, bird flu can be prevented successfully.

that’s all. thanks for your listening.

篇2：unit 12 education 全单元教案(人教版高三英语上册教案教学设计)

teaching aims:

1. learn about education in china and other countries

2. talk about study methods and learning styles

3. better the students listening and writing abilities

teaching methods

team work learning task-based learning

teaching aids

the computer media system in the classroom a tape recorder

periods one & two

words and expressions

step one greeting

greet the students as usual.

step two lead in

read aloud all the words and expressions to make sure the students can pronounce them correctly.

step three comment on the usages of the key words & expressions

( cf the ppt files )

1. load []

n. 1.（车、船、人、畜等的）负荷；负担；载重

the truck was carrying a load of bananas. 这辆卡车装着一车香蕉。

we have to make three loads of the cargo. 我们得把货物分装三车。

2. （车辆等的）载重量

i’ve ordered two lorry-loads of sand. 我已定购了两卡车沙子。

3.（一个成员、一台机器等的）工作量，负荷

i have a fairly light teaching load this term. (教学负担相当轻)

4. （常与of连用）大量，许多 (a load of/loads of )

to the reader’s disappointment, the leading article in this issue of the

magazine is a load of rubbish.

这期杂志上的主要文章废话连篇,使读者大失所望。

v. 1. （常与up, with连用）装，装满，载满

we loaded the truck with bananas. 我们把香蕉装上卡车。

2. 装上（弹匣、胶卷）

don’t move! the gun is loaded. 别动！这支枪是上了膛的。

workload [] n. 工作量, 工作负担

she has a very heavy workload. 她的工作负担很重。

2. strict [strikt]

adj. 1. 严格的，严厉的（规则或行为）( with)

our teacher is strict; we have to do what she says.

我们的老师很严格，我们不得不按她说的去做。

2. 精确的；完整的

he made a strict analysis of the experiment. (做精确的分析)

3. compulsory [] adj. 义务的；强制的；强迫的

education is compulsory for all children in britain between the age of five and sixteen. 在英国5岁到16岁的儿童都要接受义务教育。

4. commitment []

n. 1. 承诺

the general has repeated his commitment to holding elections as soon as possible. 将军重申了尽快进行选举的承诺。

2．责任；承担义务

i've taken on too many commitments.

我承担的义务太多了。

3．忠诚，信奉，支持

the company’s success this year would not have been possible without the commitment and dedication of the staff.

如果没有员工的奉献精神，公司今年的成功是不可能的。

5. tendency []

n. 1. 倾向；趋势 ① ( to, towards)

there is an increasing tendency towards the use of firearms by criminals. 罪犯使用枪械的趋势在上升。

② （＋to v. ）

there is a growing tendency for people to work at home instead of in offices.

人们在家里而不是在办公室工作的趋势日益增长。

2．癖好，秉性 ①（ to, towards）

he’s always had a tendency to /towards frivolity. 他向来表现出轻浮的倾向。

② （＋to v. ）

the teacher criticized his tendency to view world affairs purely in terms of the east-west conflicts.

老师批评了他那种单纯从东西方冲突的角度去观察国际事务的倾向。

6. expand []

vi.&vt. 1. 扩大，膨胀

the business has expanded from having one office to having twelve.

这个公司已从一个分公司发展到拥有12个分公司了。

2. 详述（故事，论证等）, 引申

i don’t quite follow your reasoning. can you expand (on it)?

我不大理解你的论断，你能详细地加以说明吗？

you’ll have to expand your argument if you want to convince me.

你如果想使我信服，就必须详述你的论点。

3．vi. （人）变得更友善更健谈

he expanded a little when he had had a drink, and started to talk more freely. 他喝了一杯酒，变得更友善，并开始畅谈起来。

7. distribute []

vt. 1. 分发，分配某事物 ( sth. to/among sb./sth.)

the demonstrators distributed leaflets to passers-by. 示威向行人分发传单。

2．使（某事物）散开，散布

baggage loaded onto an aircraft must be evenly distributed.

飞机载运的行李应均匀放置在各个部位。

拓展：distribution

n. 1. 分发，分配（多作不可数名词）

the boys complained that the distribution of prizes was unfair.

男孩们抱怨奖品分配不均。

2．分布，散布（多作不可数名词）

the pine-tree has a very wide distribution. 松树的分布很广。

8. corporation []

n. 1. 公司；企业

john works for a large american chemical corporation.

约翰为一家美国大化学公司工作。

2. 市政府

the corporation has decided that no heavy-duty trucks are permitted to pass through the centre of the city during rush hours.

市政当局决定高峰期间不允许载重卡车通过市中心。

拓展：corporate []

adj.1. 社团的；团体的

corporate responsibility, action, etc 共同的责任，行动等

2．市政府的；公司的

corporate executives usually have high salaries.

公司里的管理人员一般享有高薪。

9. donate []

vt. 捐赠；赠送

the businessman donated a lot of money to the hospital.

这个商人捐给医院很多钱。

拓展：donation [] n. 捐赠；捐赠品；捐款

she made a donation of $ 1,000 to the children’s hospital.

她捐了1,000 美元给儿童医院。

10. ministry []

n [c] 1. （政府的）部

my brother works in the ministry of national defense.

我弟弟在国防部工作。

2. the ministry [gp] 神职界；（全体）牧师

his parents intended him for the ministry. 他的父母有意让他当牧师。

11. aspect []

n. 1. 方面 he mentioned only one aspect of the problem.

他只提到问题的一个方面。

2. 容貌，表情

he was serious of aspect but wholly undistinguished.

他面色严峻，却不过一庸人而已.

3. ( 房屋、门窗等的）朝向

she prefers a house with a southern aspect.

她喜欢朝南的房子。

12. profession []

1. 专业，职业（尤指受过专门训练的，如法律、教学等）

he is a lawyer by profession.

他是职业律师。

2. 信仰或信念的表白

his profession of concern did not seem sincere.

他所表示的关心看来并非出自内心。

拓展：professional adj. []

adj.1. 从事专门职业的 2. 职业的，专业的

a lawyer is a professional man. 律师是从事专门职业的人。

for professional footballers, injuries are an occupational hazard.

对于职业足球运动员来说,受伤是职业本身带来的危险。

13. alongside []

1. prep 在…旁边；与…并排

the car drew up alongside the kerb. 小汽车在路边停下来。

2. adv. 横靠着；沿着；傍着

we brought our boat alongside. 我们把船靠边。

14. advocate []

1.vt. 拥护；提倡；主张

he advocates building more schools. 他主张多建几所学校。

2. n.（常与of连用）拥护者；提倡者

i am not a strong advocate of “english only” in the reading class.

对于阅读课上只用英语，我不是个强烈的拥护者。

15. obtain []

vt., vi. 得到，获得

i haven't been able to obtain that book. 我还没能得到那本书。

辨析：get, obtain, acquire, gain, win, earn

这组动词的一般含义是“得到”。

obtain包含着“努力”、“希望”或“决意”去获得某物的意思。

the journalist immediately set out to obtain these important facts.

那位新闻记者立即着手获取这些重要的资料。

ordinary people would then be able to use them to obtain valuable information.

那时平常的人便能运用它们去获取宝贵的信息。

get是最普遍、使用范围最广的词

i sat in the front of the bus to get a good view of the countryside.

我坐在公共汽车的前部，以得到有利于观赏农村风光的机会。

acquire虽然含有“努力获得”的意思，但更强调在原来的基础上自然增长或新的增添。

after having been instructed to drive out of town, i began to acquire confidence.

接到把车开出城的指令后，我的信心增长了。

gain有obtain的含义，但更强调目的物需要努力奋斗才能得到，而且这种东西具有价值，特别是物质价值。

during that time, she so gained my aunt's confidence that she was put in charge of the domestic staff.

在这期间，她得到了我姑姑如此的信任，结果被委任为家仆的负责人。

a penny saved is a penny gained. 省一文是一文。(谚语)

win虽然常常可以和gain换用，但win具有gain所不能表达的含义。如：获得者具有有利的品质

it seemed certain that this would win the prize.

这一块会得奖，这似乎是肯定的了。

this invariably wins them the love and respect of others.

这种行为常常为他们赢得别人的爱戴和尊敬。

earn包含着获得物与所花的气力是相互成比例的

his achievements earned him respect and admiration.

他的成就为他赢得别人的尊敬和赞美。

some of them have come home for a few days' hard-earned leave.

他们中的有些人已经回国，度过那得之不易的几天假日。

16. evident [] adj.明显的

it's evident that you are tired. 显然你累了。

辨析：evident, obvious, clear, plain

这组形容词都有“清楚的”或“明显的”意思。

evident在善于修辞的作者笔下，总包含一定的迹象。

it's evident that someone has been here.

显然有人来过这里。

obvious所表示的“明显的”强调容易发现，常常用于修饰或说明那些本想掩盖而又没有能掩盖彻底的事情

the rope had been cut, so it was obvious that the lamb had been stolen.

绳子是被割断的，因此这只羊羔显然是被偷去的。

注：此句中的obvious 换用evident则更确切。

he is the stereotyped monster of the horror films and the adventure books, and an obvious (though not perhaps strictly scientific) link with our ancestral past.

它们是恐怖电影和惊险小说中的老一套的怪物，并且与我们的祖先有着明显的(虽然可能没有科学的) 联系。

clear(以及常见的plain)是口语中常用词，其含义为“清楚易懂”。clear 除了“清楚的”，“清晰的”之外，还有许多其他含义。如“流畅的”，“无障碍的”等。

the water of the lake is as clear as glass.

湖水清彻如同明镜。

he gave a clear answer to the direct question.

他对那个直截了当的问题作了清晰的答复。

plain除了“清楚的”、“浅显的”之外，也有些别的含义。如：a plain face(一个普通的或不漂亮的面孔)

the letter was written in plain english.

那封信是用浅显的英语写的。

17. select []

1. vt. 挑选，选择；择优 (select sb./sth. as sth. )

i was selected for the team.

我被选入这个队。

2. adj.挑选的，精选的, 择优的

a select group of top scientists 最优秀科学家小组

a film shown to a select audience 给内部观众反映的影片

辨析：choose， select， elect， pick

这些动词都指从一些可能性中做出选择。

choose含有运用判断力在一些人、物或行为方式中选出一个的意思。

we do not choose survival as a value; it chooses us。

并不是我们把生存作为一种价值而选择了它；而是它选择了我们。

select侧重于从许多不同种类中进行选择时的挑剔态度。

four skiers will be selected to represent each country.

每个国家将选出四名滑雪者作为代表。

elect强烈地暗示着通常在两者之间作出挑选时的深思细想。

i elected not to go.

我决定不去。

pick和select 一样，表示选择时的小心谨慎。

i picked a book to read. 我选了一本书读。

18. suit [su:t, sju:t]

vt.1. 满足；取悦；适意；对…方便

it suits me if you come to work at eight o'clock.

如果你八点来上班我就满意了。

2. 适合，适当

that dress suits you. 那套衣服你穿起来挺合适。

n. 1. n. 一套衣服，套装

a business suit 一套西装

2. 诉讼

he is suiting for divorce. 他向法院提出要求离婚。

19. restriction []

n. 限制；约束

there is a restriction against smoking in schools. 禁止在学校吸烟。

拓展：restrict []

vt. 限制；限定

he restricts himself to two cigarettes a day.

他限制自己每天吸两支香烟。

schedule []

n. 时间表；进度表；程序表

the next thing on our schedule is to telephone our friends.

我们的日程安排中要做的下一件事是给我们的朋友打电话。

20. presentation []

n. 1. [u] 赠送，引见，提出，出席，演出

they are preparing for the presentation of a new musical.

他们正准备上演新的歌舞喜剧。

2. [u] 赠送，引见，提出，出席，演出等的方式

she needs to improve her presentation of the arguments.

她需要改进阐述其论点的方式。

3. [c] 所赠送，引见，提出，出席，演出的事物，赠品，礼物,（尤指经仪式）授予之物

we went to the premiere of their new presentation.

我们去观看了他们的新剧目的首场演出。

the queen will make the presentation herself. 女王将亲自授予礼品。

拓展：present

adj. []

1. 出席的；到场的

how many people were present at the meeting? 会议有多少人出席？

2. 现在的；现存的

what is your present job? 你现在的工作是什么？

vt. []

1. 赠予；颁予

they presented flowers to their teacher. 他们献花给老师。

the mayor presented a silver cup to the winner. 市长把银杯授予了获胜者。

2.提出；呈递

the committee is presenting its investigation report next week.

委员会将于下星期提出调查报告。

the baker presented his bill. 面包师呈上帐单。

3. 表示；呈现

he presented his apologies. 他表示道歉。

4. 演出；公演

the theatre company is presenting 'romeo and julia' by shakespeare next week.

剧团下星期将演出莎剧'罗密欧和朱丽叶'。

5. 介绍；引见；举荐

may i present mr robinson to you? 可否让我向你介绍罗宾逊先生?

the new ambassador was presented to the president. 新大使被引见给总统。

6. 展现

he always presents a calm smiling face. 他总是展现出平和的微笑。

7. 表现；造成

money presents no difficulty to them. 资金对他们来说不成问题。

step four homework

ex 1 page 105

period 3 let’s listen and speak!

goals

talk about education in china and other countries.

talk about some great educators in china and other countries.

compare education in china and other countries.

talk about the achievements and problems in education in china.

procedures

step 1 lead in

(1) by discussion.( pair work, approx. 5 mins.)

t: hi, everyone. today we’re going to talk about education and some great educators in china and in other countries. do you know any great educators?

(give ss 3 mins to discuss it in pairs, then present their results to the whole class. )

leading in(2) by warming up (group work, approx. 10 mins.)

hello, boys and girls. look at the pictures in the warming up part on page 100, and think about the following questions.

(1) the educators in the pictures are all famous. when did they live and where did they come from?

(2) do you know how they taught their students? how was it different from your own education?

(3) write down what you know about the four educators in the chart on the next page and then report to the class.

educator time country way of teaching

confucius spring and autumn period in chinese history china with the principles of good conduct, practical wisdom, and proper social relationships

anton makarenko 1888–1939 russia his theories emphasized the importance of physical labor, discipline, and the collective in education.

anne sullivan 1866-1936 the usa a special educator

show love and patience to students

tao xingzhi 1891-1946 china the theory of “life education”

he proposed “unity of teaching, learning, and reflective acting.”

he believed that one should do first, then one will know.

(for ss’ limited knowledge, teachers can show the following information.)

step 2 listening

say to ss: the four educators made great contributions to the young students’ education. and we know that education is of great importance to a country. the education in china has been improved a lot. but there are still a lot for us to do and to be learned from other countries. next let’s listen to two students comparing education in china and the usa.

1. before you listen to the tape, think about the following questions.

(1) what do you know about education in the united states?

(2) how is it similar to chinese education? how is it different?

2. before you listen to the tape, please go through the chat below.

3.now let’s listen to the tape and make notes under each heading in pairs.

comparison of education in china and the usa

class size

method of teaching/teaching style

homework

exams

4. after the first listening, encourage the ss to say what they’ve got from the tape and collect them on the blackboard.

5. listen to the tape for the second time for details. help ss to finish the chart.

6. to make the students understand the passage better, let them listen to the tape for the last time.

step 3 speaking

t: we should say that education is very important to a country. to our great joy, education in china has made great improvement. now please look at the graphs on pages 101 to 102 and discuss the following questions. before you discuss them, let’s go through some words and phrases.

statistics: (used with a pl. verb)numerical data.

（与复数动词连用）统计数据

graph: a diagram that exhibits a relationship, often functional, between two sets of numbers as a set of points having coordinates determined by the relationship.

曲线图；座标图；图解

bar graph [统]条线图

line graph [数]线图

now please look at the two graphs on page 102 and discuss the questions on the right in a group of four.

good, you’ve got a good idea about education in china. with the results you have got, please talk about the achievements, progress and problems in education in china. the following words and phrases may be useful for your discussion.

a heavy workload

to reduce the workload

to meet parents’ expectation

to be strict with

to raise academic standards

under high pressure

step 4 homework

1. ask the students to collect more information about the four famous educators: confucius, anton makarenco, anna sullivan, tao xingzhi.

2. ask the students to collect some information about the education in the city/province.

3. ask the students to list all the equipment, people and plans that are needed to run a school.

period 4 education for all

goals

◆ provide students with the goal “education for all” and the present situation of education in china and other countries.

◆ improve students’ ability of reading comprehension.

procedures

step 1 leading in

1. talk about the education in the city or province.

2. talk about the equipment, people and plans that are needed to run a school.

conclusion: we are lucky enough to have quite good education in our city. but there are many children who don’ t have the chance to go to school because of various reasons. in china we have the “hope project” that helps many children who are unable to go to school. and also there is a project named “education for all”. today we’ll talk about “education for all”.

3．discussion

what is needed to set up a school? cf. ppt. files on the screen

step 2 reading for general ideas

ask students to read the passage “education for all” and match the best heading for each paragraph in the text.

suggested answers:

b education for all children worldwide will be difficult to achieve

d solving the problem of teaching quality in remote areas

a compulsory education for all chinese children

f problems of number and location

c encouraging people in rural areas to accept education

e meeting the cost

g education for all---an international target

main idea of the text

the passage makes it clear to us that education for all is closely linked to the development of a country. to achieve the target, many measures should be taken, such as making poor traditional village people attach enough importance to education, dealing with the shortage of teachers by having mixed-grade classes, solving financial problems and improving teaching quality in rural areas by adopting distance learning.

step 3 reading comprehension

task a choose the best answer

1. according to the text, ______ of school-age children had attended primary school by _____. c

a. 99 %; b. 86%; 2000

c. 99%; d. 86%; 2004

2. what suggests that many countries realize the importance of education? c

a. they realize that the future welfare of their citizens is closely linked to education.

b. they attended the world education forum in 2000.

c. at the world education forum in 2000, they made a commitment called “education for all”.

d. they are trying to get every child into school.

3. ______ prevents some people attaching importance to education. d

a. the importance of agriculture

b. heavy work on the farm

c. traditional ideas

d. all the above

4. what kind of classes can often be seen in western provinces in china? a

a. mixed grade classes

b. classes of large sizes

c. classes of small sizes

d. classes by two-way radio and mail

5. what measures do many developing countries take to provide schools with necessary equipment? b

a. they call on their citizens to donate it

b. they depend on aid from other countries and international organizations or programs

c. they borrow it from their neighbor countries

d. developed provinces provide aid for less developed provinces

6. how many countries and regions are mentioned in the text to have adopted distance learning methods? a

a. 3 b. 4 c. 5 d. 6

7. according to paragraph f, which of the following is one of the education problems existing in america? c

a. the quality of teaching is not good nationwide

b. there are too many families now below poverty line

c. one third of the students live in the countryside

d. violent crimes take place in schoolyards

8. the text talks mainly about _____. a

a. “education for all ”-- the international target

b. solving the problems of teaching quality in remote areas

c. encouraging people in rural areas to accept education

d. problems of the number of people in one area and location

9. it’s difficult for some countries in africa and asia to achieve the goal of “education for all”, because _______. d

a. the population is too large

b. they are facing many other problems, such as lack of fresh water and basic health care

c. the international aid is far from enough

d. the economy there is the least developed

10. which of the statements is true? b

a. people’s attitude towards education don’t affect education system

b. the population in one area and people’s distribution can also cause education problems

c. education system can be affected by students

d. all the above

task b complete the forms

problems & solutions

problems solutions

parents unwilling to send daughters to school create a positive attitude

shortage of classrooms large class sizes

shortage of teachers have mixed grade classes

shortage of money from international and local organization

far away from the school distance learning

task c learn the useful expressions from education for all

compulsory education, the future welfare, the world education forum, the member countries, to make a commitment, get…into…, to begin with, a positive attitude, play a/an…role, to attach importance to…, be skeptical of…, drop out, be distributed, the remote central and western provinces, spread out, by two-way radio and mail, rely on, non-governmental organizations, to donate sth., provide…with…, to adopt distance learning method, computerized teaching networks, to overcome…, to accomplish…, a huge task.

step 4 further understanding of the passage

ask students to do the task 2 on page 104.

well, class, please go through the sentences on task 2 on page 104 and try to find out the mistakes in each sentence.

in order to achieve the goal of “education for all”, different countries use different ways to solve their own problems. try to find out which countries use the following methods to help them provide education.

distance learning, mixed-grade classes, money from international organizations, money from local organizations.

now please discuss in a group of four if there are any ways in which education in your area could be improved and which you think is the most important aspect to change.

step 5 homework

1. review the passage: education for all

2. finish the exercises in “language study” part.

period 5 how we learn

goals

1. read about the study tips.

2. talk about the way you learn.

teaching procedures

step 1: listening and reading aloud.

hello, boys and girls, you have been a student for some years. have you found a good way to carry out your study. today we’ll read a passage named “how we learn”. first read aloud to the recording of the text how we learn on page107. pay attention to the pauses, the pronunciation and the intonation while listening and reading aloud.

post-reading questions:

1. why do students learn in different ways?

2. what are the three basic learning styles?

3. what is the limitation of teachers’ teaching in classrooms?

suggested answers:

1. because different people have different ways of obtaining information and use various methods to demonstrate their intelligence and ability.

they are: learning through seeing; learning through listening and learning through doing.

2. restrictions of time, space and resources often make it impossible for teachers to provide the best exercises for all learners.

step 2: reading

task a read the text to complete the following chart.

type of writing this is a piece of descriptive writing

main idea of the passage it tells about the world-wide efforts to achieve the goal of “education for all”

main idea of para.1 compulsory education for all chinese children

main idea of para 2 education for all children worldwide will be difficult to achieve

main idea of para 3 encouraging people in rural areas to accept education

main idea of para 4 solving the problem of teaching quality in remote areas

main idea of para 5 meeting the cost

main idea of para 6 problems of number and location

main idea of para 7 education for all---an international target

graphic representation of the text

step 3. reinforcement

task b. complete the sentences

1. students are different in ___________, _______ and _____________________, yet they have a lot in common, such as the same _____ and ___________.

2. different people have different ways to ______________ and to ____________ ________________________.

3. the three basic styles for people to learn are learning through ________, learning through __________ and learning through _________.

4. those who learn through seeing like to see their teachers’ ________________ and ______________. they prefer to sit at the _____ of the classroom.

5. those who like ____________ what their teachers say give close attention to both the _______ of the discussion and the _____ that things are said.

6. those who don’t like to _______ for long or who can seldom ____________on what they are reading or listening learn through doing.

task c. study and learn the sentences

1. when learning something new, if you prefer to read the information, you are probably a student who learns through seeing. (par. 3)

2. students who find it easiest to learn a new concept by hearing …. (par. 4)

3. reading aloud, using a tape recorder …are the best for…. (par. 4)

4. learning through doing means being active in exploring the environment and finding out about things by moving and touching. (par. 5)

step 4. assignment

the workbook exercises

period 6 reinforcement

goals

3. go over the key points of the unit

4. write a composition about the education of china.

teaching procedures

step 1: review the key points of the unit

1. go over the chechpoints

2. test your skills cf ex 1 page 234

step 2: comment on the other exercises

cf. the two reading materials & the close test on page 238.

step 3: assignment

writing

假如你叫王明，是二年级三班的班主任，17 岁的英国留学生玛丽在你班学习，请你根据老师们的评论用英语为其写一段评语，并填写报告书。

语文老师：她对汉语有浓厚的兴趣，而且口语很好.

数学老师：她擅长数学，每天做大量的数学练习.

化学老师：她喜欢做实验，但有时不够细心.

物理老师：物理是她最喜欢的学科，她是班里学得

最好的学生之一.

班主任：她讲礼貌、乐于助人、与师生相处融洽.

说明:

1．profession 职业，nationality 国籍， comments 评语。

2．字数120字左右。

name profession age

grade class nationality

class master's comments:

signature:

篇3：新高三unit 1 全单元语言点详案(人教版高三英语上册教案教学设计)

1.include和contain的区别见《轻巧夺冠》p4 第1条

include 常以including 和included的形式出现在短语中。

我们这里一共有10 个人，包括3 个女孩。

there are ten of us here，including three girls.

…………………………, three girls included.

2.whether 和if 的区别。见周报第46 期第二版。

whether 和if 引导宾语从句一般情况下都可以互换。

1)句中出现or/or not 时，且位于句末，用whether/if都可以。

whether后可以直接跟 or not，if则不能。

2)在引导主语从句﹑表语从句和同位语从句时，只能用whether。

3)whether 引导的从句可作介词宾语，而if 则不可以

4) whether 引导的从句可以作某些动词，如：discuss 的宾语，而if则不能。

5) whether 可与不定式连用，而if则不能。

practise：fill in the blanks with if or whether or choose the best answer。

he wasn’t sure whether/if he ought to laugh or cry.

i don’t know whether or not he is coming.

whether it is true remains a problem.

__b___we’ll go camping tomorrow depends on the weather.

a.if b.whether c.that d.where

what the doctors really doubt is _c______ my mother will recover from the serious disease soon.

a. when b.how c.whether d.why

i am in doubt whether i should agree to the plan.

everything depends on whether we have enough time.

we discuss whether we should close the shop.

i don’t know whether to accept the gift.

3.pepare; prepare for; preparation; get ready for 的用法复习

见《轻巧夺冠》p4 第2条。

reading

1. then adv. 的用法见《夺冠》p5第3条特别注意3）用来修饰名词，意为“那时的，当时的”

2.conclude vt./vi.的用法见《夺冠》p5第4条

特别注意3）推断出, 断定 [ that]

4)conclusion. n. 结论；决定；推论

短语：

draw a conclusion/conclusions得出结论，推断

come to the conclusion that... 所得结论是..., 断定

bring sth. to a speedy conclusion 使某事尽快结束

leap / jump to a conclusion冒然断定，过早下结论

in conclusion = lastly 最后,总之

in conclusion i’ d like to say that you did it very well.

5.hire 的用法见《夺冠》的第5条

1） hire vt. 雇用（某人）,（同）dismiss/take on, (反) dismiss/fire ;租借（东西）＝rent

3）n雇佣，租用，租金

特别注意区别：hire ；employ；rent；appoint

we intend to___d______ the hall for a week.

a. employ b .rent c. appoint d. hire

6.set down的用的见《夺冠》p5 第6条的1） 4）

短语联想：

set about sth./doing sth.做手某事/做某事＝set out to do开始干

set off 出发

set aside 不理会；搁置；存储＝put away

set foot in/on 踏上

set fire to sth./set sth on fire 防火烧掉…

set up 成立；建造

be set in 以…为背景

7. keep /lose track of…=keep in/lose touch with 与…保持/失去接触

be on sb’s track/be on the track of sb.=be after sb.追踪某人

make tracks for…＝go towards 走向

in one’s tracks =there and then当场，立刻见《夺冠》p6第7条

8.live to be 活到不定式 to be 作结果状语

她活到了八十岁。she lived to be 80.

吃为了活着，但不要为了吃而活着。eat to live, but don’t live to eat.

类似结构：prove /turn to be…证明是；结果是

9. balance v. 使……保持平衡; 结算; 等价，抵消

how long can you balance on one foot?

balance an account / one’s books 结帐

this year’s profits will balance our previous losses.

balance n.天平;平衡

keep the balance of nature

keep/lose one’s balance

9.with an area of…拥有…面积见《夺冠》p6第8条

10.as conj.虽然，引导让步状语从句时，必须倒装表语名词（若为可数名词单数必须省去a/an）或形容词﹑副词状语或动词原形。此时用though 也可以，但though引导的从句可以倒装也可以不倒装。

child as/though he is, he knows a lot.

young as/though he is ,he can do it well.

much as /thoughi like the book, i won’t buy it.

try as /thoughhe may , he won’t succeed.他或许会尝试，但不会成功。

_________, i have never senn anyone who’s as capable as john.

a.as long as i have traveled b.now that i have traveled so mucu

c. much as i have traveled d.as i have traveled so much

“虽然，尽管”的表示法复习见《夺冠》第9条

11.fade的用法见《夺冠》p6第10条

补：vi. 从视觉﹑听觉或记忆中渐渐消失

欢呼声在远方渐渐消失。

the sound of the cheering faded away in the distance. （＝died away）

夜幕降临时，海岸线消失在黑暗中。

as evening came, the coastline faded into darkness. (=disappeared)

their hopes faded. (=disappeared)

她永远忘不了她的儿子。

the memory of her son will never fade from her mind.

12.go on with; go on to do; go on doing; continue with sth.; continue doing(to do) sth. 的用法复习见《夺冠》第11条

13.diagnose sb. with a disease 诊断某人患了某种疾病

be diagnosed. with a disease 被诊断患了某种疾病

14.record vt.记录，录制 n 记录；唱片（注意读音）

keep a record 保持记录

set a new record 创新记录

break/beat a record 打破记录

make a new record 刷新记录

keep a record of 保存…的记载

make e record 录制/制作唱片

15. in a row 连续，一连串；排成一排地 in rows 成行，成排见《夺冠》p7 12条着重2）

16..in the first place首先, 第一点(用于列举理由等时)＝firstly；原先，本来

in the last place最后

in the next place其次, 第二点

in place of代替, 用...而不用…in place 在适当的位置

i won,t go out today. in the first place i am tired; in the next place i have so much work to do.

17.enterain 的用法见《夺冠》p7 14条注意当“款待”时的用法＝treat sb to sth./serve sb with

18.make for 可造成；可成为；有好处，有助于＝contribute to

大字排版使阅读轻松些。the large print makes for easier reading.

早起有利于健康吗？does early rising make for good health?

文化交流有助于相互了解。cultural exchanges makes for mutual understanding.

19.attempt的用法复习见《夺冠》p7 15条

mary has been preparing carefully for the english examination, so that she can be sure of passing it at her first_______. a. request b. attempt c. promise d. purpose

(…以便于第一次尝试九能通过)

a man is being questioned in relation to the ________ murder last night.

a. advised b. attended c. attempted d. admitted

(一个涉嫌参与昨天夜里谋杀的人正在接受审讯.)

20.apply for 的用法见《夺冠》p8 第16 条

1) vi. apply( to sb.) for sth.(向某人)申请某物 apply to do sth. 申请干某事

2)vt. 应用；运用

4)apply oneself to stn../doing sth.=devote oneself to sth./doing sth. 专心从事/埋头于…

注意：application n.u 申请，请求，n.c 申请书

applicant n.c 申请人

applicable adj.使用的，合适的

21.inspect vt 见《夺冠》p8 17 条

22. confirm vt.见《夺冠》p8 18 条

23.result vi.; n.见《夺冠》p8 20 条

动词的用法：result in…=lead to/cause/bring aout 导致

result from…=be caused by起因于…；由…导致/造成的

参考第6 和7 两个例子。

他的粗心造成了失败。his carelessness resulted in failure.

失败是由他的粗心导致的。failure resulted from his carelessness.

language study

1.be fascinated by 被…迷住

be fascinated with迷上…

2.burst into n. =burst into doing 突然而猛烈地发出或产生某物见《夺冠》p9 22 条

突然喝彩/大笑/大哭/尖叫burst into cheers/laughter/tears/screams

=burst out cheering/laughing/crying/screaming

突然大唱起来

他们突然哈哈大笑。

integrating skills

1.head vi. 前往；朝向

head down to 开往；前往；朝向更常用 head for

when i saw the car heading for me, i stepped aside.

clouds are gathering. i think we’d better head for the hotel in case it starts to rain.

2.permit n. permission n.的用法见《夺冠》p9 23 条

第1，2，3，7，例子

3..have been around 遍布全球（各地）；深入人心

4. familia 和 similar见《夺冠》p9 24条

sb. be familiar with sth. 某人对…熟悉/通晓

sb. be familiar with sb. 与某人过分亲热

sth. be familiar to sb. 为某人所熟悉

familiarity n. 熟悉，亲密

be similar to 与…相似/类似

similarity n 相似，相似之点

5.center v. 见《夺冠》p9－10 第25 条 2） 3）

center/certre sth. on /upon 将某物集中在…上；集中于 center/certre on /upon/around 将某人或某事物当作中心或重点; 集中于他们的谈话总是围绕着政治。their talks always center around politics.

the discussion centers on the most important questions.

6. concentrate 见《夺冠》p10 26条

vt. 集中

concentrate＋宾语 (thought/attention…)on/upon 集中(思想/注意力…) 于…

we must concentrate our attention on efficiency.

我们必须把注意力集中在效率上。

聚集,集结＝center

我国人口集中在大城市里。

our population is concentrated in the big cities.

vi.

全神贯注;专心致志于；全力以赴；专心与[( on/upon)]

she couldn't concentrate on a book very long.

她不能长时间专心读一本书。

concentration n. concentration camp 集中营

there is too much noise outside, i can not _d____ my attention on my work.

a. fill b. connect c. flat d. concentrate

7.delight

1.) 欣喜,愉快[u]＝joy

令我们高兴的是to our delight

兴高采烈/高兴地 with delight.

以…为乐 take/find delight in

2.) 乐事,乐趣[c]

他喜欢纽约夜生活的乐趣。

he enjoyed the delights of new york's night life.

vt.使高兴；使愉快

小丑逗乐了观众。

the clown delighted the audience.

你回来了,我很高兴。

i'm delighted that you are back.

我们很高兴拜读你的小说。

we were delighted to read your novel.

be delighted by/with sth 因…而高兴

8.register

vt.

1. 登记,注册,申报

沃尔多去市政厅为他儿子作出生登记。

waldo went to the city hall to register the birth of his son.

2. (仪表等)标示,指示;记录

温度计显示七十度。

the thermometer registered 70 degrees.

vi.

登记,注册

我在靠近火车站的一家旅馆登记住宿。

i registered at a hotel near the train station.

篇4：unit 14 zoology 全单元教案teaching plan unit 14 zoology(人教版高三英语上册教案教学设计)

teaching goals

knowledge objectives:

1. enable the students to know the communicating ways of bees.

2. enable the students to understand how professor karl von frisch’s experiment is done.

skill objectives:

improve students’ reading ability, especially in exploring the implied information. improve students’ thinking ability, especially deducing.

moral objective:

promote the spirit of scientific thinking and cooperation and loving animals.

key points:

to improve students’ reading ability and skills

difficult points:

the ways bees use to communicate information of food

teaching methods and tool

multi-media method, acting etc. computer, recorder

period 1 words and expressions

aims：

1. ensure the students to pronounce the new words and expressions correctly.

2. learn the words and their usages by heart.

teaching procedures

step one greeting

greet the students as usual.

step two lead in

read aloud all the words and expressions to make sure the students can pronounce them correctly.

step three comment on the usages of the key words & expressions

( cf the ppt files )

1. -ology 学问，学科

生物学_________心理学_________技术__________

2. take/get/catch/seize hold of 抓住 lose hold of松开

3. surrounding n. 环境，周围(通常用复数形式)

animals in zoos are not in natural _________.

动物园中的动物没有自然的生长环境。

surrounding adj. 周围的，附近的

the dance seemed to excite the _____________ bees.

这种舞蹈似乎使周围的蜜蜂兴奋起来。

surround v.环绕,围绕

he used to live in a lonely village ___________ with mountains.

他过去住在一个四面环山的偏僻的小村庄里。

4.oppose v.反对

adj. opposed （to）与…对照

opposable adj.可相对的，与其他手指相对的

opposite adj／adv. 对面的, 对立的, 相反的 prep.在…对面的 n.相反的东西

用以上的词填空：

the woman sitting ______ is a detective.

light is the ________ of heavy.

in london you must drive on the _______ side of the road to china.

i am here on business as_______ to a holiday.

he ________ the proposal to build a new factory.

other animals except the primates don’t have _______ toes so they can hardly grasp things with their feet.

5.come to light显露，为人所知 come to oneself苏醒过来

come to one’s help/aid/assistance/one’s rescue赶来帮助某人/救助某人

come to number合计，总计

come to an agreement/a conclusion/an understanding

达成一致/得出结论／达成谅解

come to sb被…继承

it comes to sb that…(it occurs to sb that) 想起

come to realize/know/understand… 开始意识到／了解／理解…

when it comes to sth 涉及，有关

____________________ that he had been wrong all along.

(他突然想起他一开始时就错了)

___________________ upon his father’s death.

(他父亲死后他继承了那栋房子)

after a careful investingation,_____________________(他们最终得出结论)

___________________________.(他债务总计五千元)

new evidence __________________.(新的证据终于显露出来)

when we are in trouble,he will always ___________________.(及时帮助我们)

__________________________the significance of the matter.

(我开始意识到这件事的意义)

6. dot n.小数点，小圆点

v. be dotted with点缀着，分散 the sky is dotted with stars.

step three drills

give the english for the following:

humour (adj)________ surround (n)__________

assume (n)____________ maximum (ant)_________

upward (ant.)________ change (adj)_____________

adequate (syn.)_________ adapt (n)____________

根据要求出单词：

1. he told us such a h__________ story that we all burst into laughter.

2. animals in the zoo are not in their s____________.(环境)

3. there were t_______ of friends to see him off.

4. the professor is a specialist of studying a criminal's p________(心理).

5. the weather is so __________(易变) that he has caught a cold.

6. the woman sitting o______(对面的) is a detective.

7. the teacher told him to f_______ some chalk for her.

8. the victim was able to give a p________ description of the suspect.

9. the s________ cheered when he won the first prize.

10. the supply is not a ________ to the demand.

periods 2 & 3 reading

the language of honey-bees

teaching aims:

1. enable the students to know the communicating ways of bees.

2. enable the students to understand how professor karl von frisch’s experiment is done.

teaching methods

team work learning task-based learning

teaching aids

the computer media system in the classroom a tape recorder

teaching procedures:

step one: leading in

1. how do people communicate with each other?

2. how do animals communicate?

step two: reading and judging

a. t or f

1. all bees do not live in trees.

2. honey-bees interested scientists most.

3. bees communicate the news of food to other bees outside their hive.

4. there are three dances mentioned in the text.

5. the number of wagging dances per minute told the direction to the feeding place.

b. choose the best answer

1. the scientist can research the language of the honeybees because of the development of ____ .d

a. the modern beehive b. experiment

c. dishes of honey d. both a and b

2. the phrase “tell the bees apart” in paragraph 2 means ______. b

a. tell the bees separately b. tell one bee from the other

c. drive the bees away d. tear the bees into pieces

3. after the marked bees danced, the other bees _____. d

a. danced together b. became very excited

c. seemed not to noticed it d. both a and b

4. different dances indict different ______. b

a. food b. feeding place c. steps d. semicircle

5. the phrase “come to light” in paragraph 5 means _______. a

a. become known b. come to a bright place

c. turn bright d. both a and b

6. the circle dances told the bees about ______. a

a. the position of the feeding place b. the distance of the feeding place

c. the amount of the food d. all the information about food

7. the number of the wagging dances per minute told ______. c

a. the position of the feeding place b. the amount of the food

c. the distance of the feeding place d. all the information about food

8. you can find the main idea of the test simply from _____. a

a. the title b. the first paragraph

c. the second paragraph d. the last paragraph

9. karl von frisch made an experiment to research ______. c

a. the food of honeybees b. the dance of honeybees

c. the ways honeybees communicate d. the hive of honeybees

10. which of the statements is possible according to the last paragraph? d

a. we human beings can communicate as honeybees do

b. we human beings can go as quickly as honeybees

c. we human beings can come to help each other in a fast way

d. we human beings can learn something from animal’s behavior

task 1: reading the text and match the main idea with the right paragraph.

task 2: find out the ways bees used to communicate information of food

answer some questions

para2-3 1. what the scientist assume first?

2. what did they do for their assumption? was it proved?

3. what kind of a dance was found? ( flash)

4. what was the conclusion?

para 4-5 5. what was the other dance? (flash)

6. what information did it convey?

7. what’s the difference between the two dances?

a circle dance food is near.

dance

a wagging dance food is far away.

para 6 8.what do you think the remaining question is

step 3: consolidation

a circle dance

a wagging dance

a faster wagging dance

a slower wagging dance

step 4: reinforcement

1. group work finish the exercises in the post reading section

step five: homework

read the text again and underline the useful expressions and sentences.

彼此交流令人惊异的方法

对…感到迷惑把这个消息传给…

区分那些蜜蜂靠近峰巢

表演舞蹈使周围的蜜蜂兴奋起来

模仿他的动作传达信息

看到奇妙的景象仔细观察

被人所知剩下的问题

获取更多的数据对蜜蜂行为的充分描述

被授予诺贝尔奖把…标上红色

走直路，走近路成群结队的跟在后面

sentences:

最使科学家感兴趣的是蜜蜂。（强调句）

很显然，这种舞蹈告诉蜜蜂食物所在的位置。（主语从句）

喂食处越远，舞蹈的速度越慢。

period 4 integrating skills

teaching goals:

1. review the useful expressions learnt in this unit by practice.

2. talk about animals and animal behavior.

teaching procedures:

step 1. revision

check language points by giving a dictation.

step 2. fast reading

in what ways are the higher primates, for example chimpanzees, similar to human being? how are they different?

step 3. detailed reading

use the information in the text to complete the chart below. give examples and characteristics for each type of animal.

types characteristics and examples

primate 1. hands and feet can grasp and often have opposable thumbs and toes;

2. have a better sense of touch and the primate brain is larger.

other animals 1. not good at holding, moving, and using objects;

2. have a weak sense of touch and small brain.

higher primates large size of brain, such as human beings and apes.

lower primates small size of brain.

monkeys have tails, small and walk less upright.

apes no tail, larger and walk more upright, use sight more than smell, developed brain.

new world

primates bigger and spend more time on the ground, such as monkeys, apes and humans

step 4. reinforcement

deal with the exercises on page 126

篇5：unit 13 the mystory of the moon stone 全单元教案(人教版高三英语上册教案教学设计)

period 1. words and expressions

teaching aims

1. get ss to read the words correctly.

2. grasp the usages of the words.

teaching methods

team work learning task-based learning

teaching aids

the computer media system in the classroom a tape recorder

teaching procedures:

step one greeting

greet the students as usual.

step two lead in

read aloud all the words and expressions to make sure the students can pronounce them correctly.

step three comment on the usages of the key words & expressions

( cf the ppt files )

a、read and spell the following words.

接待____________ 壮丽的____________ 紧张 ___________

无辜的__________ 评论 ____________ 玷污 ___________

处方 ___________ 查询 ______________ 说服 __________

b、words explaining:

1. reception:

her calm _________of the bad news surprised us.

她得知恶讯时之冷静使我们大为惊讶。

(2)n.接受 the manner of receiving

the delegation enjoyed a very friendly _____________.

代表团受到非常友好的欢迎。

(3)n.欢迎会

they held a ___________ in honor of the foreign visitors.

他们为国外来访者举行了招待会

2. considerate: always thinking of what other people need or want

it was very __________ of you to let us know you were going to be late.

she is always polite and ___________towards her employees.

it is ___________ of somebody (to do something)

be considerate towards sb

considerate 意为“体谅的，为别人着想的”

considered 意为“经过考虑的，被尊重的”；

considerable 意为“相当多的，可观的”；

considering 意为“就……而论

3. astonish: to surprise sb very much,

adj. astonished/ astonishing

he was ____________ to learn he’d won the competition.

my parents looked _________ at my news.

she seemed____________(that) i had never been to paris.

it was an ____________ story.

4. vital

(1)adj.<书>致命的; 关系生命的

vital organs

a vital wound 致命伤

(2)adj.极为重要的

a vital question 极为重要的问题

a matter of vital importance 极为重要的事情

it is absolutely_________ that food supplies should be maintained

5. convince vt.

(1)使确信,使信服;

he _________ me of his innocence. 他使我相信他是无辜的。

i was _________ that he knew the truth. 我确信他知道事实。

(2) 说服=persuade

what __________you to vote for them?

the doctor ___________me to stop smoking.

6. assume

i ____________ that he had gone for a stroll.

i______________ the responsibility.

his look of happiness is only ________.

7. commit

1)commit 做, 犯;通常指做不合法,错误的事.

commit murder/suicide/theft…

2)commit sb./oneself to sth./doing sth

向某人保证.---make a commitment

8. curse

1)咀咒,咒骂

the rider _________ his unwilling horse.

2)curse sb. for (doing) sth.”为…咒骂某人“

the old woman________ the little boy for his bad manners.

3)be cursed with “因…而苦恼/而受害”

he is ________ with his lazy son.

step four consolidation

choose the best answer.

1. the chinese film, ____ tang dynasty, is well received by many foreign viewers.

a. is set in b. setting in c. set in d. be set in

2. it’s ____ of you not to smoke with guests present.

a. considerable b. considerate c. considering d. considered

3. ______ no one has thought of this before.

a. i astonish that b. i am astonishing

c. it astonishes me that d. it is astonished that

4. i find it quite _____ that none of you likes play.

a. astonished b. astonishment c. astonishing d. astonish

5. i__________ that we were doing the right thing. a. was believed b. was convinced c. was no doubt d. persuaded

6. you’ve done very well, _____ the adverse circumstances.

a. to consider b. considering c. considered d. having considered

7. i have been making some _____ about it.

a. inquiry b. inquiries c. inquire d. enquire

8. the meeting is beginning at 8 o’clock. ___ let’s make some preparations for it.

a. at the same time b. meanwhile c. while d. during

(meantime/ in the meantime 在此期间)

9. i'm wondering why he hasn't turned _____ at the meeting.

a．down b．up c．out d．over

10. the young doctor could not sleep at night, the worsening condition of a

patient _____ him.

a．disturbing b. disturbed c．being disturbed d．to disturb

11. it is _______ to me that he should be absent.

a. astonishing b. astonished c. astonishment d. astonish

12. she offered ______ the box for the old man.

a. carrying b. to carry c. carry d. carried

13._____ you are a doctor, what should you do?

a. assuming b. think c. expect d. supposed

14. he has engaged _______ for years.

a. to teach b. to teaching c. in teaching d. for teaching

15. they led __ hard life before liberation and lived mainly _____ potatoes.

a. a; by b. /; on c. /; by d. a; on

16. the theory he’s stuck _______ us that earthquake can be forecast.

a. to prove to b. to proves to c. proves to d. which proved

step five assignment

1. read & recite the new words.

2. ex 1 page 242 testing your skills

period 2 reading

the moonstone

teaching aims:

get ss to understand the passage

teaching aids

the computer media system in the classroom a tape recorder

teaching procedures:

step 1 greetings

make comment on the compositions assigned during the previous unit

step 2 pre-reading.

discuss the following questions: cf: the ppt files

1. can you name some famous detective story writers?

2. do you know anything about wilkie collins?

3. what do you already know about the story the moonstone?

4. what do you think happens next in the story?

step 3 fast reading

task 1: find out the characters in the novel and say something about them

characters :

rachel verinder: a beautiful and wealthy young woman, who lives with her mother and several servants in a fine house in england.

godfrey: a successful bachelor with many lady admirers, who asks rachel to marry him .

franklin blake: rachel’s childhood friend.

dr. candy: a local doctor who has a quarrel with franklin about a prescription.

the indians: they follow the moonstone around the world and wait for an opportunity to take it back .

rosanna: rachel’s maid who seems fond of franklin.

sergeant cuff: a policeman.

step 2 careful reading

a. choose the best answers

1.why did the man who stole the moonstone give it to his sister’s daughter ? c

a. because he wanted to help her

b. because he had no other relatives

c. because he wanted to pass on his bad fortune to her

d. the text didn’t tell us

2. why did franklin quit smoking? c

a. because smoking damaged his health

b. because rachel asked him to

c. because he wanted to please rachel

d. the servants asked him to

3. why did godfrey ask rachel to marry him? a

a. because he wanted to get the moonstone because of his heavy debt

b. because he loved her

c. because he didn’t wish rachel to marry franklin

d. because he wanted to destroy her family

4. the word “vital” is closest in meaning to ______. b

a. deadly b. important c. curious d. clear

5. why didn’t rachel answer the detective’s question? a

a. because she loved him and she wanted to protect him

b. because she didn’t see him move the moonstone

c. she was afraid of being killed by franklin

d. because she hated franklin

6. who moved the moonstone at night? b

a. dr. candy b. franklin c. godfrey d. rachel’s mother

7. you can find out the topic of the text simply from ______. a

a. the title b. the first paragraph

c. the second paragraph d. the last paragraph

8. when did the real story of the moonstone take place? b

a. in the 1890s b. in the 1790s c. in the 1840s d. in the 1800s

9. in your opinion, who might kill godfrey? d

a. franklin b. dr. candy c. rachel d. the indians

10. how many people saw franklin move the moonstone to his bedroom? a

a. 2 b. 3 c. 4 d. no one

b. make the students try summing up the main ideas of some paragraphs, then show them some suggested ones.

para 1 : sth about the moonstone

para 2: some information about rachel

para 3 : the tension and strange things caused by the moonstone

para 4 : sth happened at rachel’s birthday party

para 5 : the miss of the moonstone and sergeant cuff’s discovering

para 6 : the 1st suspect

para 7 : the 2nd suspect

para 8 : the 3rd suspect

para 9 : the 4th suspect

para 10: sergeant’s vital clue

analyze the structure of the passage:

part 1 --- para 1 : how rachel gets the moonstone as her present.

part 2 --- para 2: rachel’s happy life before her eighteenth birthday party.

part 3 --- para 3-4: what happens at the party.

part 4--- para 5: the moonstone is missing and sergeant cuff is asked to investigate the case.

part 5 --- para 6-9: how sergeant cuff analyse the case

part 6--- para.10 sergeant cuff finds a vital clue of the theft ---- a smear in the wet paint on the door.

step 4 reinforcement

task 2 blank-filling:

ex 2 page 114 keys cf: the ppt files on the screen

step 5 assignment

ex 2 page 114

period 3 integrating skills – reading

solving the mystery of the moonstone

teaching aims:

1. review the useful expressions learnt in this unit by practice.

2. improve the student’s reading and writing ability.

step 1. revision:

a. check language points by giving a dictation.

1. his move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with rachel.

2. rachel is stubbon in resisting his enquiries about the moonstone to the degree that she makes it seem as if she does not want the mystery solved.

3. it turned out that godfrey had seen franklin move the diamond that night and, knowing that franklin would be accused, he had taken it.

b. a list about the suspects and reasons:

suspects reasons for suspicion

the indians

they followed the moonstone around the world waiting for an opportunity to take it back to india.

godfrey

he might have stolen the moonstone as revenge for loss of face, because rachel turned down his proposal of marriage.

dr candy

as with godfrey, he lost face because of the quarrelling with franklin.

rachel perhaps she had debts that needed to be paid.

rosanna

she might have taken the diamond either from force of habit, for she was a thief before rachel’s mother gave her a job or to cause a disagreement between rachel and franklin

franklin

he gave the detective assistance. his enthusiasm was the reason why he was suspected, because it was not his business.

step 2. fast reading

question: who actually stole the moonstone?

choose the best answer (cf. the slide show in the ppt. files)

1. who was it that wrote the message? _______

a rachel b rosanna c franklin d the sergeant

2. why did rachel cancel the wedding after her accepting godfrey? because _____

a rachel never loved him that much.

b rachel sensed godfrey loved her great wealth extremely.

c the indians attacked godfrey.

d none of the above

2. why did the author say the case of the moonstone was most unusual? ______

a it is difficult to distinguish the many characters referred to in the text.

b because of there being no effective clues

c because there was the clue only, but it was hard to find the person leaving it behind.

d both a and c

3. according to the text, who made the sergeant not suspect franklin any more? ______

a rachel and rosanna b dr. candy c franklin himself and dr. candy

4. we are told who the real theft was.__________

a rachel and franklin b the indians c godfrey d. sergeant cuff

5. which one is correct in the following?

a godfrey bought the moonstone at a high price.

b sergeant cuff didn’t know the reason for godfrey’s death so he wasn’t a professional detective.

c the moonstone was gone without any cause at last.

d the passage is about how the sergeant finished the case of the moonstone.

step3. detailed reading

1. who did the detective suspect?

2. why didn’t rachel answer sergeant cuff’s questions?

3. why didn’t franklin remember taking the diamond?

4. who do you think was guilty for godfrey’s death?

what clues can you find to support your opinion?

step 4. language points

1. have heavy debts 负债累累

pay off the debt in debt (to)

2. cancel= call off

3. be mistaken about sb.=misunderstand sb.

4. keep sb. out of trouble 使某人避免麻烦

keep out keep (sb/sth) away from keep off

keep up (with) keep back

find the news deeply disturbing

5. hear of a thief having such a loss of memory

没听说一个窃贼会有这么大的忘性

6. upset dr candy with his remarks about doctors

说了一些关于医生的话弄得坎迪医生很不高兴。

remark(v/n) 评论，评说 (=comment)

remark on/upon sb.

make a few remarks about sb./on a subject

the perfect solutions to his financial problems

从经济困境中解脱出来的最好方法

ticket to success have access to

key /visit(n)/entrance to---

7. commit the crime 犯罪

commit murder/ suicide/theft

commit sb./oneself to (doing) sth.向某人保证（做）某事

make a commitment

8. justice was done 正义得到伸张

9. pay a high price for his crime 为犯罪付出沉重的代价

pay a/the price/penalty for sth.为------付出沉重的代价

10. be engaged/married to

be engaged（engage oneself） in doing sth. 从事某事

11. what happened later proved me wrong .

later that evening dr candy had put some some opium to prove(vt.) to him that it would help.

i cannot prove(vt.) who killed godfrey.

prove用法小结

1) vt 证明，证实（见上文）prove 宾从或prove sth.to sb.

2) vi the task proved (to be) more difficult than we had thought.

12. it turned out that godfrey had seen franklin move the diamond that night and, knowing that franklin would be accused, he had taken it.

turn out其他用法跟prove相类似

the woman turned out( to be) a thief

13. desperate for (急需)money, he tried to persuade rachel to marry him.

14. he had no choice but to go abroad to sell the diamond.

step 5. homework

1. read the text again and remember the content above.

2. finish the reading and close test exercises on pages 244-247

period 4 reinforcement

teaching aims:

1. review the key points of the unit

2. comment on the workbook exercises

3. practise writing a story

teaching aids: computer system

teaching procedures

step one: revision of the unit (cf: the word files)

a级（基础训练）

1. i prefer to stay in the seaside town, _____ because of its job opportunities, _____ because of its low living expenses.

a. not...but b. both...as well as

c. no more ...than d. not...instead

2. some of the wheat is from canada. what about ________________?

a. another b. the other c. others d. the rest

3. the new model costs twice _____ last year's.

a. more than b. as much as c. as many as d. than

4. neither he nor his brothers--some food for this trip．

a．need b．needs c．is needing d．has need

5. – do you have any idea what hawk does all day?

-- i know he spends at least as much time watching tv as he .

a. does writing b. writes c. is writing d. spends to write

6. –when did the concert ?

--oh, a week ago.

a. hold b. happen c. take place d. organize

7. no bread eaten by man is so sweet as earned by his own labor.

a. one b. that c. such d. what

8. the emperor's new clothes, is an ________ text. all of us are ________ in it.

a. exciting; exciting b. excited; excited

c. excited; exciting d. exciting; excited

.9. why do you want a new job, ______ you have got such a good one？

a．that b．where c．which d. when

10. some of the wheat came from canada. how about .

a. another b. the others c. the rest d. the other

参考答案

1． c ，英语中like, love, hate, dislike等动词后不允许直接带宾语从句，通常先在动词后加上it，然后再加从句。

2．d 3. b 4. c 5. d 6. a 7. d 8. b

1. 选b，help是不及物动词用法，“起作用，生效” 的意思

2. c 11. c 12. a

13. 选a ,考查强调句的特殊问句用法 14. b 15. b

b级（应用创新）

1. –do you like novels.

--i don’t like either of them. please show me third one.

a. the, the b. the, a c. /, / d./, the

2. – i hope he won’t get ill recently during the examination.

-- . he has been well recently.

a. certainly b. no c. not d. yes

3. i shall never forget those days ______ i lived in the countryside with the farmers， ______ had a great effect on my life．

a．that；which b. which；that c．when；which d．when；who

4. --- what made her so angry?

--- ________ her wallet.

a. he lost b. to be lost c. lost d. losing

5. the pilot asked all the passengers on board to remain ________ as the plane was making a landing.

a. seat b. seating c. seated d. to be seating

6. i’ll never understand how it that you were an hour late on such a short journey.

a. took place b. caused c. came about d. happened

7. i want to buy a computer for my son, but there is only one left in that shop, so i will have to buy _____.

a. one b. it c. that d. them

8. a computer ____ think for itself，it must be told what to do．

a．can't b．couldn't c．may not d．won't

9. – i can’t find mr. smith. where did you meet him this morning?

-- it was in the hotel he stared.

a. that b. where c. which d. the one

10. the journey around the world took the old sailor nine months, the sailing time was 226 days.

a. of which b. during which c. from which d. for which

11. thirty-three people were already dead in a traffic accident; __________.

a. twelve being old men b. twelve of them were old men

c. twelve of whom were old men d. twelve were old men

12. as far as i am concerned, education is about learning and the more you learn, ________.

a. the more for life are you equipped b. the more equipped for life you are

c. the more life you are equipped for d. you are equipped the more for life

13. beijing is bigger than in jiangsu.

a. any other city b. all the cities.

c. any of the other city d. all the others

14. --how did you enjoy the concert last night?

-- . my favorite singer lost her voice and didn’t even make an appearance.

a. what a disappointment! b. what a failure!

c. awful! d. very dissatisfactory!

15. the money collected should be made good use the people in south asia who suffered a lot in the killer earthquake and tsunami（海啸）.

a．of helping b．to help c．to helping d．of to help

参考答案

b级

第一部分单项填空

1-5 bbcdc 6-10 c b aba 11-15 b bbad

step two comment on the workbook exercises

refer to the workbook exercises from page 244- page 247.

step three assignment

a. cloze test

it was the first day of school, 1961. five-year-old mae carol jemison was a 1 kindergartener who could already read. when her teacher asked her, “ 2 do you want to be when you grow up?” mae replied, “a scientist.” her teacher looked 3 : not many women became scientists then, and certainly 4 black women. but that was mae’s first and only 5 .

mae’s love for science 6 her to the library. she read books about the universe. she also enjoyed science fiction books. in sixth grade she read madeline l’engle’s books a wrinkle in time and the arm of the starfish. “those books stand out 7 they had women scientists and girl heroines,” mae remembers.

books weren’t the only way mae learned. she was active in student government, acted in plays, and studied dance. “in dance class, i grew stronger and gained an 8 for hard work, physical strength, and grace,” she says.

when mae was 12, there were civil rights demonstrations（游行） near her neighborhood in chicago. 9 protests（抗议） before an important political meeting, the mayor of chicago called 10 the national guard, which marched through mae’s mostly african-american neighborhood with guns. mae watched, 11 , confused（使迷惑）, and angry. she promised herself she would never feel that frightened again. “i reminded myself 12 i was as much a part of this united states as the guardsmen,” she remembers.

in college, mae studied the physical and social sciences, and learned to speak russian and the african language swahili. she 13 a degree in chemical engineering and african studies. after college, she studied medicine for four years, and became a medical doctor. in 1987, mae was 14 into nasa’s astronaut program. she 15 in texas, learning about space exploration. she worked for nasa, and waited for a shuttle assignment（太空飞行任务）.

when the space aircraft endeavor was sent into the sky into orbit in 1992, mae 16 the first african-american woman 17 the earth. mae looked down from endeavor and saw chicago. she remembered visiting the library, making science fair projects, and dancing. “i felt like i 18 right there in space,” she remembers. “i realized i would feel comfortable 19 in the universe because i belonged to and was a part of it, 20 any star, planet, asteroid（小行星）， comet（彗星）, or nebula（星云）.”

1．a．shy b．confident c．weak d．difficult

2．a．what b．how c．who d．why

3．a．amazing b．pleasant c．surprised d．interested

4．a．more b．less c．few d．many

5．a．choice b．variety c．judgment d．result

6．a．took b．introduced c．persuaded d．collected

7．a．so b．but c．because d．however

8．a．interest b．attention c．importance d．appreciation

9．a．guarding b．to protect c．defending d．to prevent

10．a．on b．in c．off d．up

11．a．pleased b．attracted c．frightened d．excited

12．a．that b．whether c．why d．how

13．a．made b．earned c．succeeded d．finished

14．a．refused b．recognized c．accepted d．received

15．a．trained b．settled c．landed d．moved

16．a．won b．was chosen c．developed d．became

17．a．orbits b．orbiting c．to orbit d．orbited

18．a．liked b．enjoyed c．belonged d．flew

19．a．where b．anywhere c．nowhere d．wherever

20．a．as much as b．as long as c．as far as d．as many as

1-5：bacca 6-10：acddb 11-15：cabca 16-20：dccba

b. writing practice

（04辽宁）下面4幅图片描述的是星期天上午在中山公园里发生的一件事。请根据图片所提供的信息用英语为你校的“英语园地”写一篇短文。

注意：①短文须包括所有图片的主要内容。短文的内容要连贯、完整；

②参考词汇:货摊 stand (n.); 抢夺 snatch (v.); 逮捕 arrest

③短文单词数:100左右

one sunday morning, there were some people in zhongshan park. at a stand, a woman was buying an ice-cream when a young man behind her snatched her handbag away. she shouted: “stop thief! he’s snatched my bag! ” hearing this, a few people began to run after him.

as the snatcher was running past an old man sitting quietly on a bench nearby, the old man quickly picked up his umbrella and put it between the snatcher’s legs. the young man fell down on the ground hard. soon two policemen came in a police car and arrested him. the woman thanked the old man, and the people around praised the old man for his cleverness.

(115 words)

篇6：unit 15 sb3 popular youth culture 全单元教案(人教版高三英语上册教案教学设计)

teaching aims:

talk about youth culture and interests of young people

read about voluntary work

practise presenting ideas

integrative language practice

write an survey and a report

special focus:

improve students’ reading skills and enlarge vocabulary.

a. direct ss to read the 3 passages on the text book;

b. guide ss to learn to use the following words and expressions:

voluntary, annual, acknowledge, breathless, dizzy, beneficial, straight away, satisfaction, worthwhile, starve, fit in/ with, due to, casual, adolescent, whereas, possess

c. improve the abilities of using language by integrative language practice.

writing skill:

practise writing a report concerning a survey

teaching methods and tools:

multi-media method, acting etc. computer, recorder

period 1 words and expressions

aims：

1. ensure the students to pronounce the new words and expressions correctly.

2. learn the words and their usages by heart.

teaching procedures

step one greeting

greet the students as usual.

step two lead in

read aloud all the words and expressions to make sure the students can pronounce them correctly.

step three comment on the usages of the key words & expressions

( cf the ppt files )

1. voluntary adj. （非强迫的或无报酬的）自发的，自动的，自愿的

voluntarily adv. involuntary adj. 非自愿的，非本意的

involuntarily adv. volunteer n. 志愿者，自愿参加者

are there any volunteers for the event? 对那件事情有没有自愿要帮忙的人？

vt. 自动申请去，自愿提供，自动请求去做 ( volunteer to do)

the young man volunteered to stop the drunken men from fighting.

vi.自愿, 自动申请 (volunteer for)

i volunteered for his election campaigns. 对他的选举活动我自愿助一臂之力。

2. acknowledge

vt. 认…，承认…

do you acknowledge your fault?

i acknowledge your statement as / to be true.

= i acknowledge your statement is true.

vt. 告知收到（信等）

did you acknowledge his letter? 你有没有告诉他来信已经收到？

vt. (对赠品，好意等) 道谢，

she acknowledged his help in her book. 她在书中对他的帮助表示谢意。

vt. （对…）打招呼

he acknowledged me by lifting his hat. 他举帽向我致意。

acknowledgement. n. 自认，承认

in acknowledgement of 承认…，感谢…，以…表示谢意

3. benefit n. 利益，好处，恩惠，益处，

i got a lot of benefit from learning a foreign language.

vt. 对…有益，有利益（恩惠）于

the new hospital benefited us enormously. 这家新医院使我们收益匪浅。

the sea air will benefit you. 海洋空气对你有益。

vi. (因…) 得到利益，收惠

i benefited enormously from my father’s advice.

beneficial adj. 有益的，有利的，有帮助的

beneficially adv. 有益地

be of benefit to 对…有益，有好处

for the benefit of 为了…的利益）

4. starve vi. 锇死

they got lost in the desert and starved to death.

vi. 挨饿

what time is dinner? i am starving! 什么时候开饭？我饿坏了！

vt. 使挨饿；使饿死

she’s starving herself trying to lose weight. 他正在节食，试图减肥。

vt. 渴望，想得不得了，极需要

she is starving for attention. 她渴望受到照顾。

i’ve been starving to see you. 我一直很想与你见面。

starving adj. 挨饿的 starvation n. 挨饿

be starved of 缺乏…，渴望

starve to death 饿死

5. fit. 使…贴合…；使…适合…；（新加入者）处得融洽

she doesn’t fit in with the rest of the class. 她和班上其他同学处得不好。

wherever she went she fitted in. 她无论去哪里都能适应。

抽空见某人或作某事，安排

doctor jones can fit you in on thursday afternoon.

琼斯医生可以抽空在星期四下午见你。

6. due adj. （借款等）应该付给得的；（票据等）到期的

the bill is due on june1. 这张单据六月一日到期。

he didn’t pay the rent when it was due. 他房租到期，却未付租金。

adj. (尊敬，感谢等) 应给的，应得的

our respect is due to old people. 我们应尊敬老人。

the parents’ care is due to their children. 父母亲应给予孩子照顾。

adj. 归因于，应归功于，应归咎于

her world-wide fame is due to his support.

the accident is due to your careless driving.

adj. 预定（到达）的，预定做---的

the train is due to arrive in beijing at 3 p.m. 火车预定下午三点到达北京。

he is due to start this evening. 他预定今晚出发。

n. 应得物，正当报酬，应得权益

he has received the recognition which is his due. 他得到了他应该得的褒奖。

in due course/time 到适当时候，及时地 due to 由于…的原因

7. melt vi.& vt. 融化，使融化，熔解，溶解

the snow melted in the afternoon. 雪在下午融化了。

vi. (颜色，声音等) 逐渐变成…

the sky melted into the sea on the horizon. 地平线上，海天相连。

a melting voice 迷人的声音

melt away 溶化掉，消失，melt down 使（金属）溶解，熔毁

8. fashion n. 流行，时髦，时尚，款式，方式，作法

wide trousers are the latest fashion. 宽阔的长裤是最新流行款式。

she arranged flowers in her own fashion. 她以自己的方式插花。

fashionable adj. 流行的，时尚的，上流社会的

a fashion show 时装表演 fashionably adv.

in fashion 正流行 out of fashion 过时，不再流行

follow (the)fashion 赶时髦 set a/the fashion 开风气之先；领导潮流

9. whereas conj, 然而，却，另一方面，反之（=while）

（引导对比，对立的从句）

he was poor, whereas his brother was very rich.

he is ill, whereas i am only a little tired.

10. possess vt. 拥有，持有，（东西，资产），具有（性情，特性），（强烈的感情，恶魔等）缠附，疯狂的

the little girl possesses great courage. 那个女孩有很大的勇气。

she was suddenly possessed by/with fear. 她突然感到害怕。

possessed adj. 被（强烈的感情，恶魔等）缠附的，疯狂的

possession n. 拥有，占有；（pl,）所有物，财产

possessive adj.占有欲强的

possessor n. 所有人，拥有者

be in possession of 拥有… be in the possession of 被…拥有

come into the possession of get(gain, take)possession of 拿到…, 占有…

step four reinforcement and assignment

1. learn the new words and expressions by heart.

2. exercises on page 258 testing your skills

period 2 reading

young volunteers

step 1. warming up

enable the students to discuss the questions on page129.

step 2. reading:

part a:

complete the chart, each blank with not more than 3 words

76. _____ lu hao lin ying meng yu

what activity 79.__________ scheme of the youth volunteer community development project go west project 81. _________ the communist youth league of china 84. _______

organized by meng yu and her classmates

when every tuesday and friday 82. ________ during weekends

where in the old man’s house in a 83. _______

of southwest china in canada

77. ____ an lonely old man some poor kids 85. ______

78. ____ mr zhao doesn’t feel lonely any more; his health has been improved; he feels more 80. _________ these kids become eager to learn; the pass rate has greatly improved; the children will get rid of the poverty and has a bright future. make the children get rid of starvation and live a better life.

key:

76. items 77. whom to help 78. benefits to others

79. “1 helps 1” 80. energetic and optimistic. 81. organized by

82. after graduation 83. remote rural school 84. an event

85. starving children

part b:

read the passage and choose the best answers

1. volunteers refer to _______. d

a. people who are willing to help others

b. people who devote their time to helping others

c. people who donate their money to help others

d. all of the above

2. volunteers do voluntary work in order to ______. b

a. make money b. make a contribution to society

c. kill time d. become healthy

3. ______ volunteers are mentioned in the text c

a. one b. two c. three d. four

4. paragraph one mainly tells us _______. c

a. voluntary work is interesting

b. voluntary work is demanding

c. voluntary work can make a difference not only to the helped people but also to the volunteers themselves whatever kind it is

d. how to do voluntary work

5. from paragraph one we can infer that voluntary work is worth doing for ____. d

a. only young people b. healthy people

c. people with knowledge d. almost all people

step 4. further reading

read the passage once again to get the main idea the writing purpose.

main idea:

the text relates the three students’ experiences as volunteers. it shows that

“… each contribution… no matter how small it is… can make a difference.”

and it also shows that voluntary work benefits not only the people helped

but also volunteers. it encourages us students to volunteer to make a

contribution to the society.

writing purpose:

by retelling the three students’ experiences as volunteers, the writer tries to

make us learn about some voluntary work and realize that voluntary work

benefits not only the society but also those volunteers. he calls on and

encourages us students to take part in voluntary work so as to improve

ourselves, get the job we dream and make the world more beautiful and

harmonious.

step 5. homework

finish all the exercises on language practice on p131-133.

period 3 integrating reading skills

denim jeans

step 1. revision

1. check the ss how further they understand the voluntary work.

2. check the homework.

step 2. scanning

read through the passage and find out what happened in the years:

in 1870s: a shopkeeper in san francisco succeeded in selling denim work trousers.

in 1930s: many young american men bought jeans and dressed like their cowboy film stars.

in world war two: american jeans were introduced by the soldiers to the world.

after the war: american teenagers started to make denim jeans their own unique item of fashion.

in 1950s: the school ban on students wearing jeans made jeans even more popular.

between 1950s and 1990s: the jeans have been through many different changes in style.

in 1990s: jeans were made more stretch and even tighter over the bottom and legs.

more recently: wearing jeans that looked very old became popular.

step 3. choose the best answers

1. the idea of blue trousers called jeans came from______. a

a. europe b. america c. asia d. africa

2. people began to buy jeans for fashion besides for work ______. c

a. in the 1900s b. in 1930 c. in the 1930s d. in the 1920s

3. ______ introduced jeans to the world. b

a. american government b. american soldiers

c. american cowboys d. american workers

4. from the text we can infer ______. c

a. jeans will be less popular b. jeans will disappear

c. jeans will still be popular d. jeans will be out of fashion

step 4 discussion

read the last paragraph and tell us what it’s about.

it’s a survey report on jeans and fashion in the uk.

step five: homework

finish the close test and the reading comprehension on pages 259-263.

period 4 reinforcement

teaching aims:

1. review the key points of the unit

2. comment on the workbook exercises

3. practise writing a report concerning a survey

teaching aids: computer system

teaching procedures

step one: revision of the unit

(cf: the word files)

review some important long and complex sentences.

the people here are poor, but they have big hearts and made me feel very welcome.

i really feel i’m doing something worthwhile and i am having a great time doing it.

coming to another country to study requires a big adjustment and it takes a while to fit in.

many schools in the usa did not approve of students wearing jeans to school and they forbade them.

deal with some language points and difficult points if necessary. if possible, guide the students to analyze.

review the phrases in this unit

1. by design 故意地，有计划地

2. provide for 支持，供养

3. at present 现在，目前

4. for the present 就目前来说，暂时

5. up to the present 直到现在，至今

6. make a present of sth. to sb. 把某物赠送给某人

7. ever since 从那时起一直到现在

8. since then 从那时以后，从此以后

9. long since 很久以前，早已

10. apply oneself to 致力---

11. apply one’s mind to 专心于---

12. apply for 申请，请求

13. go straight 直走，（口语）改邪归正，正经做人

14. straight away = straight off 立刻，马上，

15. fly off the handle 发怒，失去自制

16. in effect 正在实行，实际上

17. take effect 开始实行，开始生效

18. have an effect on 对---产生影响

19. offer sb. comfort 给人以安慰

20. give comfort to 安慰

21. live in comfort 生活舒适

22. take a while 用一些（一段）时间

23. make a contribution to 对--- 做贡献

24. make a difference 对-产生影响

25. graduate --- from 从--- 毕业

26. as a consequence 结果是

27. have a reputation for 因--- 闻名

step two: comment on the workbook exercises

refer to the workbook exercises from page 258- page 264.

1. testing your skills on p258-259

2. cloze test on p263

3. translating on p 264

step three: assignment

writing practice

一位中学生在自己班级就校服问题进行了调查(survey). 下面是调查统计表。请参照该表写一篇100词左右题为 report on the survey about our school uniform 的报告。

groups opinions percentage reasons

a like 60 很帅, 颜色很好；整洁平等；不赶时髦

b dislike 30 不舒服；颜色不好, 不好看；太过时, 样式单调

c no idea 10

注意：报告须包含调查表中的主要内容，可以适当增加细节, 使内容连贯。

sample writing:

report on the survey about our school uniforms

i did a survey about our school uniforms, in which i asked some of my classmates what they thought about our uniforms. opinions differ.

the majority (60%) of the students like it. they think it’s fashionable and has a nice color. besides, it’s neat and tidy. at the same time, when they wear school uniforms, they feel equal to others and no need to follow fashion.

however, another 30% don’t like it. they feel it’s uncomfortable to wear it and the color is too dull. moreover, they consider it old fashioned and simple-styled. the rest of the people i surveyed, i.e. 10%, have no idea about it.

ps:

supplementary explanations

1. no matter

与what/ who/ when/ where/ how/ whether 等连用，表示“无论…，不管…”等意，引导让步状语从句。

no matter what he says, i won’t believe him.

no matter what difficulties you may meet, come to me for help.

he failed again and again no matter how hard he tried.

he left a bad name no matter where he stayed. 不管到哪里，他总是臭名远扬。

当whenever, however, whatever, whoever等从属连词引导让步状语从句时，可以用 no matter when, ( how, what, who )等代替

whoever wants to visit the museum, he is allowed.

任何人想参观这个博物馆，他都是被允许的。

另外 whatever, whoever 等还可以引导主语从句，宾语从句等。这时不能被no matter what (who) 来代替。该主语从句相当于 anything that--- , anyone who---- 等。

whoever wants to go there can sign here.

= anyone who wants to go there can sign here.

任何想去那儿的人可以在这儿签名。

if we work with a strong will, we can overcome any difficulty, _____ great it is.

a. whatever b. however c. wherever d. whenever

it is generally considered unwise to give a child _____ he or she wants.

a. however b. whatever c. whichever d. whenever

2. likely---- possible----probable

likely 常用词，指“ 从表面迹象来看很有可能”。

possible指“由于有适当的条件和方法，某事可能发生或做到”强调“客

观上有可能”，但常含有“实际希望很小”的意思。

probable 语气比possible 强，指“有根据，合情理，值得相信的事物，

带有大概，很可能”的意思。

likely之后常跟不定式（be likely to do sth.）, 而possible, probable之后

通常不跟不定式；likely的主语可以是人，而possible, probable的主语不能是人。

success is possible, but hardly probable. 成功是有可能的，但把握性不大。

she is not likely to come next month. 她下个月很可能不来。

3. a little, a bit等用于肯定句，表示程度较轻，可翻译为“有点儿，有些，稍微”

this book is a little easier than that one for us to read.

对于我们来说这本书读起来比那本容易。

she arrived a bit earlier than expected. 她到的比期待的早点。

much, a lot, rather, by far, far等用于肯定句，可翻译为“--- 得多”

he is much older, but much more energetic than i am.

虽然他年龄很大，但比我精力充沛。

she speaks english far better than her classmates.

她比她的同学英语说得好多了。

注意：如果比较等级前面没有the那么by far 需后置；如果比较等级前面有the，那么by far 常前置。by far 也可以用于修饰最高级，其位置可前可后，且不与than连用。

the pacific is by far the largest ocean / the largest ocean by far and covers half

of the total ocean area. 太平洋是最大的洋，占整个洋的二分之一。

even, still, all the等用于肯定句，表示“更加；甚至”。even常用于与另一事物比较，still常用于自身比较。

that book is interesting, but this one is even more interesting.

那本书很有趣，这本更有趣。

the patient looked still worse today than yesterday.

病人看上去比昨天状态差。

as a result, the rich became all the richer. 结果富人更加富裕了。

no, not any用于否定句，疑问句，表示“一点也不，不比”。常见的结构有no longer, no more than, no less than等。

we went no farther than the gate. 我们走很近距离就到大门了。

用“数词名词”表示差额程度。

the river is two hundred meters longer than that one. 这条河比那条长200米。

用倍数表示相差程度。

the hall is three times larger than that one. 这个大厅是那个的3倍。

用分数或百分比来表示差额程度。

the population of china is two fifths larger than that of that country.

中国的人口比那个国家的人口多五分之二。

this year we plan to produce 20% more computers than we did last year.

今年我们计划比去年多产20%的计算机。

more之前用数词或no, some, a little, any, many等来表示“再，又，还”。

there are six more people waiting outside. 还有6个人等在外面。

there was failure, a little success, a little more failure, a little more success.

有失败就有成功；失败越大，成功越大。

some people are against the plan, but many more support it.

一些人反对这项计划，但更多的人支持它。

篇7：unit 3 全单元教案(人教版高二英语上册教案教学设计)

topic: art and architecture

1.stimulate the students’ interests in talking about art and architecture

2.cultivate the students’ ability of speaking, reading, discussing.

3.enable the students to learn some useful words and expressions: architecture, architect, prefer, design, style

i would not feel happy if …

i would not feel happy if ….

i don not get very excited about …

i really prefer…

i can not stand

teaching important point:

1. enable the students to master the ways of discussing differences between modern and traditional things, to encourage them to talk about their preference.

2. help the students to learn about the past participle: used as object complement

teaching difficult point:

inspire the students to express their design of house.

teaching methods: free talk, communicative method to improve students’ speaking ability and communicative skills.

teaching aids: multimedia. recorder.

teaching procedures:

period 1: warming-up and speaking

period 2: reading

period 3: language study

period 4: listening and writing

period 5: integrating skills

period 1：warming up and speaking

step 1. greetings and warming-up

t: good morning, class.

s: good morning, miss qiu.

t: where are you from, a city or a small town?

can you describe the buildings in your hometown?

what kind of buildings do you live in, a traditional house or an apartment?

s: …

(show students two pictures, a tall building and a traditional yard.)

t: what can you see in the two pictures?

s: we can see two different styles of house: block of flats and traditional house.

t: what is the difference between them?

suggested answers:

block of flats traditional house

modern.

convenient.

the rooms are big.

every flat has a toilet and bathroom.

not much contact with their neighbors.

people often feel lonely.

flat roof.

… old-style.

the rooms are small.

sometimes no toilet or bathroom.

life is much more interesting. neighbors get on well with each other. people can grow flowers in the yard.

the roof is sloping.(why?)

…

t: in which house would you prefer to live? why?

s: i like living in …. because….

i prefer living…

i’d rather live…

(for example, living in the small house makes me feel warm. i like making friends with my neighbors. it looks like a big family. encourage them to express their ideas freely.)

t: buildings in the different places are different. so what words and phrases do you think will be useful when you want to talk about art and architecture?

(show the students some different kinds of houses, and ask them to describe them.)

s: appearance: high, low, great. the palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel, glass, wood…

t: if you were free to design your own dream house, what would that house look like? what materials would you use? explain why you made certain choices about your dream house?

s: ……

step 2 speaking

t: now let’s move to the speaking part. turn to p18. please listen to the sample dialogue .pay attention to the ways how to express their preferences.

(after listening to the dialogue for once)

t: ok! the dialogue is about two persons talking about their preference for styles of architecture. the noun form of “prefer” is “preference”. the stress should be put on the first syllable. please read the word after me .

s: ……

t: there are some useful expressions in the dialogue. such as “i wouldn’t feel happy if …”

“i prefer something that…” “i don’t get very excited…”

t: now please look at the pictures and talk with your partner which of the things below you prefer. try to explain why you prefer one thing to another.

s: …

(show some chairs on the screen)

t: in your dream houses, are there any chairs? which one do you like? why?

sample dialogue:

a: which do you like better, classical chairs or modern chairs?

b: i prefer modern chairs.

a: why?

b: in my opinion, modern chairs are lighter and more colorful. they are comfortable.

step 3 . homework

decorate your bedroom and classroom. and talk about your decoration.

period 2: reading

step1: pre-reading

(show pictures of both modern architecture and classical architecture)

t: we’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. i hope you enjoy that… but i wonder if all of you can recognize some of the most famous architecture.

s: sydney house; the eiffel tower; the temple of heaven…

t: among all of these pictures, which ones belong to modern architecture?

s: …

t: how do you know which ones belong to modern architecture? what’s the difference between modern architecture and classical architecture?

s: …

t: if you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.(show modern architecture on the screen)

step2: while-reading

1. fast- reading

t: q1:wha’s the difference between modern architecture and classical architecture?

q2: what kind of materials is used? what other materials do you know?

q3: what’s the characteristic? how do people feel towards modern architecture?

difference

modern architecture classical architecture

materials steel, iron, glass… stone, brick, wood…

characteristics huge; like boxes; unfriendly beautiful, closer to nature

2. careful-reading

t: now please find out the information according to the key words on the screen.

modern architecture

q1: when was modernism invented? -----1920s

q2: how many architects are there in the text? ---antonio gaudi/ wright

q3: what did gaudi want to be used in his works? what’s the characteristic of his architecture? how is his architecture like?

----natural materials/ like a dream, full of fantastic colors and shapes.

q4: what inspired wright? ----japanese seashells

q5: how many examples are there in the text?

----the opera house/ the new olympic stadium

q6: how do they look like? ----seashell/ nest

q7: what do they (two architects / two examples) have in common? ---nature

3. listening

t: while listening, please pay attention to the key points in the text. (show the key points on the screen)

step3. post-reading

interview (group work)

step4. homework

report what you have learned about modern architecture next time.

period 3: language study

step 1 lead-in

t: hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. today i’d like to introduce you one of my friends. he is an architect. who can tell me the meaning of “architect”. (a person who designs buildings). he lived in this house when he was young. do you think this house beautiful or not beautiful? (not beautiful) can you use another word to replace “not beautiful”. (ugly). so when he became an architect, he designed some pretty houses. not long ago he designed a new house for me. let’s go and see my new house.

step 2 vocabulary

t: welcome to my new house. could you say something about my new home?

t: i’m not alone here, because i have two neighbors. do you know who are they and where they live? (nest, dog house)

t: let’s learn some new words of house.

(balcony concrete nest brick roof)

try to remember these new words, then fill in the blanks.

1. an area with a wall or bars around it, joined to the outside wall of a building ________________.

2.a strong construction material which is a mixture of stone, and sand and water _________________

3.a shelter made by a bird to hold its eggs and young ____________

4.the structure on the top of a building to keep the rain out_________

step 3 word study

t: can you tell me which is the most ancient building in my yard? (nest)

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

who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

t: good. let’s try another one

water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

t: well done. these two sentences have something in common-they are using the same sentence pattern. what is it?

s: →a is to b what c is to d

t: very good. now i will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

an architect is to_______what a painter is to art.

a___is to a boat what an engine is to a car.

a____is to a fisherman what a gun is to a hunter.

arms are to the body what_______are to a tree.

step 4 grammar

t: i’m very glad that you like my new home. our new school is far away from the downtown, so a new market is build near our school. i’ll guide you to the market to see what you can do there.

(show the ss the picture and ask them to describe it.)

t: what can you see in the market? let’s see what can we do here?

for examples: i can have my hair cut here. i can have my bike mended.

please make similar sentences.

s:…

t: in all these sentences we use a sentence pattern-“have something done”.

now let’s see the pairs of sentences, and compare a and b.

a: i can have my bike mended

b: i can have the car waiting for me.

a: i found myself tied to a tree.

b: i found myself walking in a forest.

t: when we use –ing form, we are using passive voice. when we use –ed form, we are using active voice.

→ passive voice: -ed

active voice: - ing

t: now let’s do some exercises.

matching

did you find the city done?

when will he ever get the work greatly changed?

she can’t make herself called.

next week i’ll have my bedroom understood.

you’ve got to keep the door locked.

i got the watch repaired.

she heard her name decorated

completing

i don’t want any bad words____(say) about him behind his back.

please get the work____(do) as soon as possible.

i’ll have the materials_____(send) to you next monday morning.

she won’t have her long and beautiful hair____ (cut) short.

you should make your voice______(hear).

i want you to keep me_________(inform) of how things are going with you.

the rent sounds reasonable. how would you like it________(pay).

at last i succeeded in making myself__________(understand).

we’ll move to the new school, and four people will share one room. there will be a competition on decorating your room. the most beautiful and most special room will he the winner. now work in groups of four to design your room. five minutes later the group leaders should give a simple report. and pay attention to use –ed form in your report.

step 5 homework

1.workbook page 97, exercises 1-5

2.workbook page 98, exercises 1-2

period4: listening and writing

step 1 : greeting and warming up

t: the national day is coming. i know most students in our class are waiting for the exciting day, so am i .on holiday ,we can do many exciting things. such as going shopping, visiting beautiful place, visiting good friends…now i will ask some students to share your ideas. **, please, what are you going to do on the national day?

s: …

t: what about you? what’s your opinion?

s: …

t: on national day, what cloth will you put on? school uniforms or cloth with personal style?

t: …

t: i think most students in our class will put on cloth with personal style ,because this kind of cloth can make us feel confident .right?

s :…

t: it is time to buy some furniture. what kind of furniture will you buy? and why do you prefer them?

s:…

t: for most young person, their choices in buying furniture is very much like buying clothes, while old people often choose traditional furniture that is made of strong materials and can be used for a long time .

step 2. listening

t: today, we are going to learn the listening part . turn to p18. this dialogue is about a young married couple, danny and amy and a shop assistant.. they want to buy some furniture for their new house. they visit a shop and talk with a shop assistant about their tastes and preferences.

(play the tape twice for the students to listen and finish the exercises by themselves. they may check the answers in pairs. then play it a third time for the students to check their answers. check them with the whole class in the end..)

step 3. writing

t: do you think the building in our school is beautiful?”

s1: it is very beautiful…

s2: the school looks like a desert ,the walls are white-washed and there aren’t any art works on them.

t: we think the building would be more beautiful if the school would be decorated with paintings ,photos and art works. we think art in the school could give us many new experiences and enrich our lives. but suppose that the school does not have a lot of money. how can our school be decorated? now please work in groups of 4 to make a plan that show how the whole school can be decorated? i will give you 3 minutes to have a discussion.

suggest answer:

1. mangy art works ca be made by teachers and students.

2. art posters can be used for decorating.

step 4. homework.

t: please write a letter to the headmaster explaining how you want to decorate the school with art works. describe the art of your choice, what function it should have in your school and why it is important to have art in school buildings.

paragraph1. explain why the school should be decorated.

paragraph2. explain what function the art should have in the school.

paragraph3. describe different types of art works that could be chosen and where they should be hung up in the school.

paragraph4. discuss the different prices of different art works and write a plan to decorate the school as well as possible using little money .

period 5: integrating skills

step 1. revision:

t: dear class, i’m especially happy these days, because i’ve just bought a new house. it’s very beautiful. look, here it is. i want to share my happiness with you. so would you like to help me design my house? how should i decorate my room? please discuss it and give me some advice, ok?

(show them the sentence pattern on the screen to revise the grammar.

--- you should have your walls painted white.

--- you had better have … done. )

t: now i will call out some pairs to report their design. which group will give me good suggestions?

s:…

t: thank you very much! you’re good designers. i’ll decorate my room according to your design.

step 2. lead-in

t: now after i finished decorating the rooms, i moved into my new beautiful house. but what should i do to deal with my old house? should i pull it down? no, i don’t want to do that. anyway it’s so lovely a house. should i let it stand empty? no, not a good idea. i want to give it a second life. what shall i do? please discuss again in groups and this time give me advice on how to deal with the old house.

s:…

t: wow, you have so many wonderful ideas! i think i like to change it into a beautiful teahouse and i can rent it to somebody else since i am too busy to run it myself. and thus i can give my old house a second life. thank you very much! would you like to come in and have a cup of tea in my teahouse some day?

step 3. fast reading on “ factory 798 ”

t: thank you for your ideas to give my old house a second life. and the same story goes with another old factory which is no longer used in beijing. it is the famous place called “factory 798”. has anybody ever heard of that? if no, let’s open our books and read the passage on page 23. try to find out: “what is factory 798? ” i will give you 2 minutes.

(a few minutes later. )

t: who has found out the answer?

s: → an old army factory ; an arts centre;

step 4. listening and reading

t: now, let’s listen to the tape and get a better understanding of the text. please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. at the same time, please try to find out the following new language points in the text and see how much you can understand them in english.

( show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

step 5. careful reading

t: now let’s get some detailed information about factory 798. please read the second paragraph of the passage carefully again and find out:

q1:what was factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

q2:when was factory 798 built?

--- we’ve known that factory 798 was built in 1950s.

q3:as time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

q4: what has happened to it now?

→ turned into an arts center

q5:why was factory 798 welcomed by painters, music bands, artists and musicians?

(check the answers with ss one by one, explain the language points meanwhile. explain some difficult sentences in the text at the same time)

step 6. retelling

t: now it’s time for you to read the text by yourselves and try to summarize the text. that is to say, suppose you are a journalist from cctv 9 and you’ve just paid a visit to the famous factory 798. please make a tv program to introduce factory 798 to our citizens in your own words. i’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, ok?

s: …

step 7. discussion

t: in almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. what do you think people should do with them? why?

s1: to pull down the old buildings and set up new modern ones to keep up with the pace of the society.

s2: new uses should be given to old special buildings. it’s a great way to save the architecture from the past.

step 8. homework.

1. finish the program about factory 798 as a tv reporter.

2. make your plan about how to reuse our old school buildings.

篇8：unit 3 全单元教案(人教版高二英语上册教案教学设计)

period 1：warming up, speaking & listening

step 1. greetings and warming-up

greet the students as usual.

ask the ss to talk about their hometown and their houses.

qs: where are you from, a city or a small town?

can you describe the buildings in your hometown?

what kind of buildings do you live in, a traditional house or an apartment?

show students two pictures, a tall building and a traditional yard.

t: what can you see in the two pictures?

what is the difference between them?

(when the ss describe the pictures, remind the students to think about the differences in the two pictures. the students may have different opinions. encourage them to think out reasons as many as possible. they may have a discussion.)

suggested answers:

block of flats traditional house

modern.

convenient.

the rooms are big.

every flat has a toilet and bathroom.

not much contact with their neighbors.

people often feel lonely.

flat roof.

…

old-style.

the rooms are small.

sometimes no toilet or bathroom.

life is much more interesting. neighbors get on well with each other. people can grow flowers in the yard.

the roof is sloping.(why?)

…

in which house would you prefer to live? why?

s: i like living in ….because….

i prefer living…

i’d rather live…

the students should tell others their reasons to support their choices. for example, living in the small house makes me feel warm. i like making friends with my neighbors. it looks like a big family. encourage them to express their ideas freely.

t: buildings in the different places are different. so what words and phrases do you think will be useful when you want to talk about art and architecture?

show the students some different kinds of houses , ask them to describe them.

collect their answers.( appearance: high, low, great, the palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

t: if you were free to design your own dream house, what would that house look like? what materials would you use? explain why you made certain choices about your dream house?

architect: one who designs the construction of buildings or other large structures.

give the students enough time to discuss the question. collect their answers.

step 2 speaking

books open, page 18. ask the students to listen to the sample dialogue and follow the tape. study the useful expressions. remind them to learn the structure how to express their preferences.

practice. ask them to look at the pictures and choose the item they prefer. try to explain the reasons.

two tasks: one is to talk about traditional and classical furniture. and the second task is choosing a picture to decorate their room.

t: in your dream houses, are there any chairs?

(show some chairs) which one do you like? why?

when they answer the question, encourage them to use expressions in the following table. a moment later, ask them to act out their own dialogue.

sample dialogue:

a: which do you like better, classical chairs or modern chairs?

b: i prefer modern chairs.

a: why?

b: in my opinion, modern chairs are lighter and more colorful. they are comfortable.

a:…

step 3 : preparation for listening

t: you have already designed your own dream house , it is time to buy some furniture. what kind of furniture will you buy? and why do you prefer them?

have a short discussion in pairs. you can introduce names of furniture, such as heater, air-conditioner and so on.

step 4. listening.

books open, page 18, listening part. it is a talk between a young married couple, danny and amy and a shop assistant.. they want to buy some furniture for their new house. ask the students to go though the exercises and make sure what to do.

play the tape twice for the students to listen and finish the exercises by themselves. they may check the answers in pairs.

then play it a third time for the students to check their answers. check them with the whole class in the end.

step 5.homework

1.decorate your bedroom and classroom. and talk about your decoration.

2.find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. share the ideas with others.

period 2&3: reading

step1: pre-reading

----enjoy pictures of both modern architecture and classical architecture

1. greetings

2.brainstorming or guessing game

---name the pictures: sydney house; the eiffel tower; the temple of heaven…

q: among all of these pictures, which ones are different from others? or you may say which ones belong to modern architecture.

ss: …

q: how do you know which ones belong to modern architecture? what’s the difference between modern architecture and classical (ancient) architecture?

ss: …

t: if you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.

step2: while-reading

1. fast- reading

----find the difference between modern architecture and classical architecture in the text.

q: what’s the difference between modern architecture and classical architecture?

difference

modern architecture classical architecture

materials steel, iron, glass… stone, brick, wood…

characteristics huge; like boxes; unfriendly beautiful, closer to nature

q: what kind of materials is used? what other materials do you know?

q: what’s the characteristic? how do people feel towards modern architecture?

2. careful-reading

----find out the information according to the key words

modern architecture

q1: when was modernism invented? -----1920s

q2: how many architects are there in the text? ---antonio gaudi/ wright

q3: where were they from? ----spanish/ american architect

q4: what did gaudi want to be used in his works? what’s the characteristic of his architecture? how is his architecture like?

----natural materials/ like a dream, full of fantastic colors and shapes.

q5: what inspired wright? ----japanese seashells

q6: how many examples are there in the text?

----the opera house/ the new olympic stadium

q7: how do they look like? ----seashell/ nest

q8: why do we call the olympic stadium in beijing” the bird’s nest”?

q9: what do they (two architects / two examples) have in common? ---nature

3. listening

----while listening, pay attention to the key points in the text.

step3. post-reading

1. task 1: interview (group work)

2. task2: design (group work)

--- design the architecture of a new school.

---report four elements: what kind of materials is used? / why do you design in this way? / how do the architecture look like? / what’s the style?

step4. homework

1. exchange designs with your classmates and exhibit them.

2. report what you have learned about modern architecture next time.

period 4: language study

step 1, lead-in

step 2, vocabulary

t: welcome to my new house. could you say something about my new home?

t: i’m not alone here, because i have two neighbors. do you know who are they and where they live? (nest, dog house)

t: let’s learn some new words of house.

(balcony concrete nest brick roof)

try to remember these new words, then fill in the blanks.

an area with a wall or bars around it, joined to the outside wall of a building ________________.

a strong construction material which is a mixture of stone, and sand and water _________________

a shelter made by a bird to hold its eggs and young ____________

the structure on the top of a building to keep the rain out_________

step 3, word study

t: can you tell me which is the most ancient building in my yard? (nest)

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

who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

t: good. let’s try another one

water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

t: well done. these two sentences have something in common-they are using the same sentence pattern. what is it?

→a is to b what c is to d

t: very good. now i will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

an architect is to____________what a painter is to art.

a___is to a boat what an engine is to a car.

a____is to a fisherman what a gun is to a hunter.

arms are to the body what_______are to a tree.

step 4, grammar

t: i’m very glad that you like my new home. our new school is far away from the downtown, so a new market is build near our school. i’ll guide you to the market to see what you can do there.

show the ss the picture and ask them to describe it.

--what can you see in the market?

--let’s see what can we do here?

give examples: i can have my hair cut here.

i can have my bike mended.

ask the ss to make similar sentences.

t: in all these sentences we use a sentence pattern-“have something done”.

now let’s see the pairs of sentences, and compare a and b.

a: i can have my bike mended

b: i can have the car waiting for me.

a: i found myself tied to a tree.

b: i found myself walking in a forest.

watch more sentences on page 22.

examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.

→ passive voice: -ed

active voice: -ing

look at the pictures, can you find out another difference between –ing form and –ed form.

let’s do some exercises.

matching

did you find the city done?

when will he ever get the work greatly changed?

she can’t make herself called.

next week i’ll have my bedroom understood.

you’ve got to keep the door locked.

i got the watch repaired.

she heard her name decorated

completing

i don’t want any bad words____(say) about him behind his back.

please get the work____(do) as soon as possible.

i’ll have the materials_____(send) to you next monday morning.

she won’t have her long and beautiful hair____ (cut) short.

you should make your voice______(hear).

i want you to keep me_________(inform) of how things are going with you.

the rent sounds reasonable. how would you like it________(pay).

at last i succeeded in making myself__________(understand).

step 5, homework

1.workbook page 97, exercises 1-5

2.workbook page 98, exercises 1-2

period 5: integrating skills

step 1. revision:

( talk about new house decoration to revise the grammar: have… done)

--- dear class, i’m especially happy these days, because i’ve just bought a new house. it’s very beautiful. look, here it is. i want to share my happiness with you. so would you like to help me design my house? how should i decorate my room? please discuss it and give me some advice, ok?

--- you should have your walls painted white.

--- you had better have … done.

a few minutes later, call out some pairs to report their design. >

--- ok, which group will give me good suggestions?

--- thank you very much! you’re good designers. i’ll decorate my room according to your design.

step 2. lead-in

( talk about how to deal with the old house.)

--- now after i finished decorating the rooms, i moved into my new beautiful house. but what should i do to deal with my old house? should i pull it down? no, i don’t want to do that. anyway it’s so lovely a house. should i let it stand empty? no, not a good idea. i want to give it a second life. what shall i do? please discuss again in groups and this time give me advice on how to deal with the old house.

< ss discuss and give advice. >

--- wow, you have so many wonderful ideas! i think i like to change it into a beautiful teahouse and i can rent it to somebody else since i am too busy to run it myself. and thus i can give my old house a second life. thank you very much! would you like to come in and have a cup of tea in my teahouse some day?

step 3. fast reading on “ factory 798 ”

--- thank you for your ideas to give my old house a second life. and the same story goes with another old factory which is no longer used in beijing. it is the famous place called “factory 798”. has anybody ever heard of that? if no, let’s open our books and read the passage on page 23. try to find out: “what is factory 798? ”

< ss fast reading for a few minutes. >

--- who has found out the answer?

→ an old army factory ; an arts centre;

step 4. careful reading

--- now let’s get some detailed information about factory 798. please read the second paragraph of the passage carefully again and find out:

--- what was factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

more questions on the screen to guide the reading:

1. when was factory 798 built? who designed it? who built it?

2. why is it very different from chinese architecture?

--- we’ve known that factory 798 was built in 1950s. as time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

--- what has happened to it now?

→ turned into an arts center

篇9：人教版高三1-4单元词汇详列(人教版高三英语上册教案教学设计)

unit1

1. settle an argument: put an end to an argument解决争端、纠纷

2. send in寄去（处理）

3. set down:○1 write down记下，写下 ○2放下，停车让乘客下车联想短语：set about doing开始，着手

set out to do着手开始，出发

set off（for）动身，起程（去）

set aside留出，把…置于一旁

set up建立，树立

set back 退步，挫折，阻碍

4. keep track of: keep in touch with与…保持联系 lose track of 失去联系

5.moustache: 上嘴唇的胡子

beard:下巴上的胡子，络腮胡子

6. draw/reach a conclusion得出结论

7.hire: employ雇佣 fire

8.reach a lengthheightdepthwidth of

长度、高度、深度、宽度（名词）

eg.○1water was found at a depth of 30meters.

○2they dug down to a depth of 2 meters.

○3it’s about 10meters in depth.

=it’s about 10meters deep.

=it has a depth of 10meter.

9.be suitable for适合，恰当

10.set/hold/break a record

11.stand out显眼，突出，杰出

outstanding(a.)优秀的，杰出的，出色的

12.impressive as the record is, it fades next…

=though the record is impressive, it fades...

as引导的让步状语从句，应倒装，把从句中的状语和表语提到as之前，如果从句的表语是名词，则在名词前不加任何冠词。

eg.child as he is, he has to make a living by himself.=though he is a child, he has to…

比较：as he is a child, he doesn’t have to worry about life.由于他还是个小孩子……

13.be diagnosed with被诊断为

14.in a row连续几次地

15.lead sb. to do导致、诱使某人做某事

lead to(prep.) sth/doing导致

16.in the first place:○1用于句尾，当初○2用于句首，第一，首先(in the second/third/… place)

17.apply (to sb.) for 申请，请求

18.fascinate深深吸引、迷住 fascinated(a.)入迷的，极感兴趣的

19.burst/break into 突然开始（笑、哭等）

20.concentrate on 集中精力于，聚精会神

21.center/focus on把…当中心,使成为中心

22.sth be familiar to sb.熟悉的

sb. be familiar with sth.

23.head(v.) （for）前往，朝向

24.have sth to do with和…有关

unit2

1.take possession of:占有拥有 possess(vt.)

in possession of某人拥有……

in the possession of某物被某人拥有，占有

2.in the name of sb.=in one’s name 以…名义

3.masses of 可数/不可数名词: 大量

4.be rich in含有丰富的…，大量含有

5.dig up挖出，挖掘

6.expect to do期待；预料，预计

7.risk one’s life冒生命危险

8.be equipped with: be armed with用…装备

9.form/lay the foundation(for)（为…）奠定基础

10.puzzle(n.&vt.)谜，使困惑，使迷惑

puzzled(a.)感到困惑的，迷惑的

puzzling(a.)令人困惑的，迷惑的

11. before long：soon不久

long before很久以前

it was not long before 句子：不久就…

12.it is well known that…众所周知

13.in exchange for交换

14.develop into发展成为

15.be taken prisoner被俘虏，被关起来

16.make a voyage/journey/trip

go on a voyage/journey/trip

17.be ripe for时机成熟

18.height○1高度○2最高水平，最强点

19.command/order sb. to do 指挥，命令

command/order that sb.(should) do

under one’s command在某人的指挥下

=under the command of sb.

20.set sail (from/for/to)起航

21.excite(vt.)激发，引发，引起

22.response(n.) to(prep.) 回复，回答

respond(vi.) to(prep.)

23.in return (for)作为（对…的）回报，回应

in turn 依次，轮流，逐个

24.建议：suggest doing

suggest that sb.(should) do

表明，暗示：suggest that 真实语气的从句

25.at an altitude of=at a height of在…的高度

26.apart from○1except for除了（排除在外）

○2besides, in addition to除了…还（包括在内）

27.adjust to(prep.)适应

28.be ideal/perfect for完美的，理想的

29.the first（…） to do 第一个做某事的…

30.make an attempt to do试图，尝试

in an attempt to do

31.refer to○1提到，谈及○2指的是○3查阅，参考

32.run out: be used up耗尽，用光

33.arise-arose-arisen(vi.)发生，产生，出现

rise-rose-risen(vi.)上升，升起

raise-raised-raised(vt.)升起，饲养，筹措

34.on/upon (one’s) return/arrival一回来/到达就

35.praise sb. for/as表扬

36.bring up抚养，养育；提出

bring in引进

unit3

1.make up○1组成 be made up of=consist of由…组成○2弥补○3化妆○4编造，虚构

2.people○1民族，种族。复数为peoples

○2人们，前不加the 单复数

○3人民，前需加the 同形

3.be harmful to(prep.)=be bad for对…有害

do harm (n.)to(prep.)

harm (vt.)sb./sth

4.as a consequence/result(of)因此，作为…的结果

5.have an influence/effect on=

influence/affect(vt.)sb./sth.对…产生影响

6.transform…into/to :change into转换

7.a&b differ (from each other)

=a differs from b不同，相异

=a is different from b

8.break out突然爆发

9.having been separated from other continents for millions of years, australia …

现在分词的完成式作状语，状语的动作比谓语动词的动作早.

10. lay(vt.)-laid-laid-laying 放；下蛋

lie(vi.)-lay-lain-lying 躺

lie-lied-lied-lying 说谎

11.feed(…)on喂养，饲养

12.give birth to生孩子，产仔

13.倍数的表达法：

○1tom is twice as old as jerry.

○2tom is twice older than jerry.

○3tom is twice the age of jerry.

○4tom’s age is twice that of jerry.复数用those

14.keep out (of)不进入，留在外面，把…关外面

15.round up: gather together使聚集，聚拢

unit4

1. classify into: group分类 class等级，种类

后缀-fy(vt.)：identify/satisfy/terrify/horrify

2. be born into/to出生于

3. lead/live a cozy life过着舒适的生活

4. have an appetite for: have a strong desire for有强烈的愿望

5. appoint sb. as任命，委任

6. firstly, secondly, thirdly：同first, second, third（用于列举）第一，第二，第三

7. look/watch out (for)当心，留心寻觅

8. on a large scale大规模，大范围

9. from behind his desk幕后

10. involve卷入 be involved in有关联

11. elect sb. (as) sth选举，推举

12. a great deal of 不可数名词。大量

13. at great/vast /little/no expense花费大/小

at one’s expense:paid for by sb.由某人花钱

14. pass away/on（婉辞）去世，亡故

15. name after按…命名

16. in one’s youth在某人年少的时候

17. deserve sth值得，应得，不用进行时

deserve to do sth

18. carry out /conduct/do/ perform an experiment做实验

19. concern(v.)○1涉及○2使担忧

concerning(prep.): about关于，涉及

20. pass on○1转交，传给○2去世

21. consider (to be) a./n.认为

consider doing考虑

24. year after year年年

25. in detail详细地

篇10：sefc unit 1 单元复习(人教版高三英语上册教案教学设计)

so be/can/do/have… s

① so s be/can/do/have…

neither/nor be… s

eg: 1. he can ride bike, and so can i . she studies hard; so do you.

tom is an honest boy; so is john. you have been to beijing, and so have i .

2.it is fine today; so it is. you study hard, and so you do.

3.she hasn’t been to hk; neither/nor have i .

if you don’t go to the concert, neither shall i .

ex: 1.i like sports and my brother.

a. so does b. so is c. so d. so like

2.he can't drive a car , .

a. so can't i b. can't i either c.i can't too d. neither can i

3.she is not fond of cooking, i.

a. so am b. nor am c. neither do d. nor do

4.helen doesn't like milk and .

a. so i don't b. so don't i c. either i do d. neither do i

5.-did you enjoy that trip ? -i'm afraid not.and ______________.

a. my classmates don't either b. my classmates don't too

c. neither do my classmates d. neither did my classmates

6.-i don't think i can walk any further . - ;let's stop here for a rest .

a. neither am i b. neither can i c.i don't think so d.i think so

7.-john won the first prize in the contest. - .

a. so he did b. so did he c. so he did, too d. so did he, too

8.after that we never saw her again, nor from her.

a. did we hear b. we heard c. had we heard d. we have heard

9.-do you know jim quarrelled with his brother?-i don't know, .(s91)

a. nor don't i care b. nor do i care c.i don't care neither d.i don't care also

10.-david has made great progress recently. - ,and .(s97)

a. so he has ; so you have b. so he has ; so have you

c. so has he ; so have you d. so has he ; so you have

11.- you forgot your purse when you went out. –good heavens, _______ . (s02)

a. so did i b. so i did c. i did so d. i so did

introduce sb. / oneself to sb.

②. introduce sth. to sb.

be introduce into/to…

eg:1. i’d like to introduce my friend jane to you. would you like to introduce yourself to us?

marxism was introduced to china at the beginning of last century.

ex: he seems to _____ jane. shee knows him well.

a. introduce to b. be introducing to c. be introduced to d. have been introduced

in one’s opinion: in my opinion, you’d better introduce your partner to me.

③

in the opinion of sb. in the opinion of most people, the meeting is of great importance.

go on doing sth.: they often went on reading till midnight.

④ go on to do sth: after he finished writing the letter, he went on to read the text.

go on with sth: after supper, her mother told her to go on with her homework.

what’s going on over there?

ex: go on the other exercise after you have finished this one.

a. to do b. doing c. with d. to be doing

too much: she talked too much at the meeting. last night, i drank too much beer.

⑤ he is much too fat, because he always eats too much.

much too: this book is much too expensive for me.

ex: 1.it was late to catch a bus after the party, therefore we called a taxi.(s95)

a. too very b. much too c. too much d. far

2. allen had to call a taxi because the box was ______ to carry all the way home. (03)

a. much too heavy b. too much heavy c. heavy too much d. too heavy much

have sb. do sth. he has me clean the room.

⑥ have sb./ sth. doing (sth) they had the machines running all the time. 使；让

have n/ pron p.p she will have her watch repaired.

have sth. to do i have some letters to answer. (有)

ex: 1.-good morning. can i help you ? -i'd like to have this package ,madam.(89)

a. be weighed b. to be weighed c. to weigh d. weighed

2.the old lady had a letter from her youngest son in the army ____ to her.

a. read b. write c. received d. written

3.-i’d like to go shopping with you, but i have a meeting _____ . -if you don’t go, _______. a. to attend; nor will i b. to attend; so do i c. attending; so will i d. attend; neither will i

4. he didn't keep on asking me the time any longeras he had had his watch .

a. to repair b. repaired c. repairing d. repair (s93)

prefer sth. to sth. i prefer chemistry to physics.

⑦ prefer doing sth to doing sth. she prefers watching tv to seeing films.

prefer to do sth. rather than do sth. he prefers to stay at home rather than go out .

ex: 1.rather than on a crowded bus, he always prefers ______a bicycle.(94)

a. ride; ride b. riding; ride c. ride; to ride d. to ride ; riding

2.the teacher _____ giving lectures to students ____ invited to meetings sometimes.

a. preferred; to being b. preferred to; rather than

c. preferred; than being d. preferred to; to being

⑧ it’s one’s turn to do sth.: it’s your turn to do the cleaning.

by the way; on the / one’s way (to) / in this way / in the way

⑨. a way to do sth. he has a strange way of making his class lively and interesting.

a way of doing sth. he has a strange way to make his class lively and interesting.

ex: please tell me the way you thought of ______ the garden.

a. to take care of b. being taken care of c. to be taken care of d. taking care of

⑩give one’s regards/best wishes/love to sb.

as a result: he had some bad fish. as a result, he felt ill this morning.

as a/the result of: as a result of his hard work, he got a pay rise.

result in: his carelessness resulted in an accident.

result from: the accident resulted from his carelessness.

篇11：unit 1 good friends 全单元(人教版高一英语上册教案教学设计)

by yin qingguo

一、goals & contents

1. knowledge

a. words (basic)

honest, brave, loyal, wise, handsome, smart, classical, fond of, match, mirror, fry, gun, hammer, saw, rope, movie, cast, deserted, hunt, hunt for, in order to, share, sorrow, care about, feeling, such as, airplane, lie, speech, adventure, notebook, drop a line, error ,survive, be into

b. words (optional)

solution, compass, , parachute, scared, formal, hike

c. sentences

i don’t enjoy singing, nor do i like computers.

i hate hiking and i’m not into classical music.

chuck is a businessman who is always so busy that he has little time for his friends.

chuck is on a flight across the pacific when suddenly his plane crashes.

he realizes that he hasn’t been a very good friend because he has always been thinking about himself.

he also learns that he should have cared more about his friends.

d. phrases

have little time, surf the internet, all the time, on a flight, survive the crash, a deserted island, all alone, collect water, hunt for food, make fire, develop a friendship, share happiness and sorrow, have someone to care about, to give as much as to take

e. grammar

direct speech and indirect speech.

2. ability & function

① learn how to describe friends.

② learn how to express your likes and dislikes

③ learn how to make / offer apologies

④ learn how to change the direct speech into indirect speech and vice visa.

⑤ learn how to compose an e-mail.

二、schedule and procedures

1. time allotment

period 1---warming up & speaking

period 2---listening & talking

period 3&4---reading (plus“pre-”&“post-”& language study)

period 5&6---language study& practicing

period 7&8---integrating skills &assessing

2. procedures

period 1

warming up & speaking

step one：warming up

teaching aims: how to describe a good friend

talking about likes and dislikes

1. words to be studied

honest, brave, loyal, wise, handsome, smart, classical, be fond of, be into, classical, hobby

2. making sentences using the words above, for example,

i think a friend should be honest. he or she never tells lies.

a good friend is someone who is brave. he or she is not afraid of difficulties.

………………

how to carry it out:

1. greetings to the ss:

good morning, everyone! stand up! sit down, please! class is over!

how are you today?

2. do you have a good friend?/ what do you think should a good friend be like?/ what qualities should a good friend have? the students are asked to describe one of their good friends. let them use as many adjective words as possible. at the same time i will write these words on the blackboard.

then i will explain some new adjective words. and ask ss. to make sentences using them.

step two: speaking

teaching aims: learn how to express your hobbies: likes and dislikes

1. words and phrases to be studied

be into, fond (of), classical, all the time, surf the internet

not……nor/neither……

2. useful expressions

love sth./ to do / doing doesn’t/don’t like/ love sth

like sth. /to do / doing i think that……is terrible or boring.

enjoy sth./ doing sth. hate to do/doing sth.

be into sth. be not into sth.

be fond of sth./ doing sth. i can’t stand……

be crazy about sth. don’t/doesn’t enjoy sth./doing sth.

how to carry it out:

1. ask them to make a self-introduction

hi, my name is……. i am ……years old. and i like ……, i don’t like……, etc.

2. how to introduce their friends

hi, everybody. …… is my good friend. he is ……. he likes ……. he doesn’t like ……. we’re friends because we have the same interests.

3. first ask the ss. to read the text themselves. and then fill in the chart on page three. after that i will check the answers together. then i will divide them into several groups and let them discuss the question who can be good friends. after about 5 minutes, i will ask them to answer it trying to use the useful expressions and tell the reasons. ( a group survey )

name terry

gender male

age 24

quality optimistic

honest

likes basketball

traveling

music

dislikes swimming

telling lies

period 2

listening & talking

step one: listening

teaching aims: how to deal with the problems or misunderstandings happened among good friends.

how to carry it out:

1. ask the ss. to listen and find out what they (two friends) are arguing about and give suggestions to them in oral or written form.

2. go on listening on wb on page 85.

3. ask the ss. if they have some other ways/methods to solve such problems. first divide them into several groups and then give them 5 minutes to discuss it. let them decide what the most effective way to solve such problems is.

keys to textbook on page 2

1. peter is often late for football practice. i think that he should try to be on time in the future.

2. mary usually borrows things without asking and she doesn’t return things on time. she should ask the owner is she wants to borrow something and try to return it on time in the future.

3. adam borrowed john’s cd player yesterday and now it is broken. adam can ask his uncle to fix it.

keys to workbook on page 85

1. solution: try to understand your friend/try to talk about the problem in a different way.

2. solution: start by telling each other that you are sorry and take it from there. a simple apology is often enough.

3. solution: keep your secrets to yourself.

step two: talking

friends often help each other. but sometimes there are some misunderstandings or unpleasant things occurring among them. to learn the skills or strategies is very important to keep good friendship. under such circumstances, a simple apology is enough and works well. but how to make apologies?

teaching aims: how to make apologies between friends when some unhappy/unpleasant things or misunderstandings occur.

words and useful expressions:

work vi. 工作，起作用，行得通

a. she works in a restaurant.

b. the machine won’t work.

c. your suggestion works well.

why did/didn’t you……？

you promised to ……

i am very sorry……

please forgive me.

i forgot.

it won’t happen again.

you said that you would……

how to carry it out:

1. study the example on page 85.

first, hand out cards. divide the ss. into several groups, and let them choose their cards and make a short conversation using the expressions on page 86. then i will check it one by one.

2. finish the exercises 2 on page 86.

3. think of some other situations and let the ss. discuss and find out the solutions and then act them out.

homework:

a. copy some words

b. make a name card.(full name, age, likes, dislikes……)

period 3&4

reading

how to carry it out:

pre-reading:

1. ask the ss. to read the questions of pre-reading. first i will explain some new words.

match: a piece of short wood which can be used to make fire.

some phrases: strike a match; put a match to sth; matchbox (box for holding matches). mirror: a piece of glass which can be used to reflect images.

some phrases: a driving-mirror; a hand mirror; look at yourself in the mirror.

fry: to cook or be cooked in boiling fat or oil.

gun: a kind of small weapon, which can be used to kill both persons and animals and of course you may use it to protect yourself.

hammer: you may use a hammer to hammer a nail into the wood.

saw: this is a kind of tool that can be used to cut the wood into two or pieces, but it is not a knife.

rope: 绳子

compass: the instruments that can be used to distinguish the directions.

2. then let them make up sentences using the new words.

3. i have to divide the class into seven groups, in each group there will be eight students. and i will make them discuss the questions and illustrate their reasons. i will make the students elect one captain for each group and report their reasons. the captain of each group can have a same idea or a different one. then if the other groups don’t agree with the speaking group, they can debate.

i think a knife is the most useful, because i could use it to cut things, to fight animals, and to …….

andy thinks that a box of matches is the most useful, because ……

reading the whole text:

1. brief introduction to tom hanks

2. some background knowledge to this famous film cast away

3. list some simple questions on this passage to let the ss. find the answers while reading the text. and then make them answer them.

who is chuck noland?

why did he land on a deserted island?

how many years had he stay there?

is he alone?

…………

4. finish the first two questions of post-reading on page 4.

5. divide the whole class into several groups to discuss question 4 of post-reading on page 4 or hold a debate among them.( divide them into four groups. each group represents one view of points.)

6. explain the language points in the text one by one. at the same time, make them make up sentences using what they have learnt.

homework:

a. try to memorize the new words & expressions.

b. try to recite the third paragraph.

c. write a composition: words limits: 100

if you were alone on an island, what would you do in order to survive?

7. some knowledge points:

a. in the movie cast away, tom hanks played a man named chuck noland.

cast: cast, cast. to throw sth. on purpose or with force.

cast sb. away: usually used in the passive voice. it means that leaving sb somewhere because of the wreck.

play: to act the role of sb. e.g. he is playing hamlet on the stage

b. chuck is a businessman who is always so busy that he has little time for his friends.

so adjective / adv. that a sentence 如此. ……. 以至于……..

e.g. that shirt is so nice that i have to buy it even if i have to borrow some money from my friends.

he did so well that he was praised by the boss.

c . (phrase) a successful manager

all over the world / country

d. one day chuck is on a flight across the pacific ocean when suddenly his plane crashes.

“when” means “just at that time”. it is usually used in the following structures:

a. be prep. phrase when

e.g. we were at work that afternoon when suddenly a fire broke out.

b. be doing sth. when…

e.g. we were having a meeting when someone broke in angrily.

c. be about to do sth. when …..

e.g. i was about to go out when someone knocked at the door.

e. chuck survives the crash and lands on a deserted island.

survive: continue to live or exist in spite of nearly being killed or destroyed.

survive an earthquake, accident, etc.

幸存的人或物 survive 事故 / 事件

e.g. the plants may not survive the frost.

deserted: with no one present. a deserted street, area, etc.

desert n. 沙漠

d. all alone: all by himself or it means that only by himself.

e. he has to learn how to collect water, hunt for food, and make fire.

f. challenge: n. invitation or call to take part in a game, contest, fight, etc. to prove who is better or stronger, etc.

challenge (to sb)(to do sth.)

to issue / accept a challenge.

challenge v. challenge sb (to sth.) e.g. challenge sb to a game of tennis.

challenging adj. 具有挑战性的，激励的 e.g. a challenging job, test.

g. in order to survive, chuck develops a friendship with an unusual friend---a volleyball he calls wilson.

in order to do sth. means “ so as to” but “so as to” could not be used in a negative sentence.

develop a friendship with sb.

h. he realizes that he hasn’t been a very good friend because he has always been thinking about himself.

realize(se): understand e.g. i realized that they had told the secret the others before they told it to us.

have / has been doing sth. 现在完成进行时

think about and think of:

作“考虑”和“想起”解时两者同意，可以互换使用。但是作“对……有看法”或“评价”时则只能使用think of.

e.g. do you ever think about your childhood?

what do you think of the film?

i. even if is equal to even though. 让步状语从句

j. he talks to him and treats him as a friend.

treat……. as(pre.)….. e.g. i decided to treat his words as jokes.

k. share happiness and sorrow

share: to have or use sth. with others.

share sth. (with sb.) e.g. there is only one bedroom, so we have to share. i mean i have to share the bedroom with you.

sorrow: great sadness

l. it is important to have someone to care about

it is adj. to / for sb to do something

e.g. it is difficult for us to pass cet 4

it is very kind of you to help me with my homework.

m. care about: be worried, concerned or interested. 忧虑，关心，惦念

e.g. people all over the world are caring about the future of iraq.

they don’t care about what will happen to the family.

care for: （一般用于疑问句和否定句）喜欢或爱某人；照看，照顾某人；（否定句）对某人或某事物爱好或喜爱

e.g. he cares for her deeply.

who will care for him if his wife dies?

i don’t care much for opera.

n. he also learns that he should have cared more about his friends.

should have cared: should have done, this is the subjunctive mood. it means that you should do something, but really you didn’t do that.

o. we must give as much as we take.

as adj. / adv. as noun. / a sentence

e.g. you should finish the work as early as possible.

we will do the work as well as we can.

can you give me the apple as big as yours?

p. human being: man, woman or child; person

q. the lesson we can learn from chuck and all the others who have unusual friends is that friends are teachers.

此句的基本结构是the lesson is……..that……..

who 引导的是定语从句修饰的是all the others, 但that 引导的是表语从句，在表语从句中必须使用陈述语序。

e.g. the trouble is that i have lost his address.

r. such as and for example: such as noun. for example, noun or sentence and the phrase for example can be used at the end of a sentence.

e.g. many people, such as children and old men, lost their lives in the war.

many soldiers, for example, lei feng, have done very great deeds in their lives.

s. friendship helps us understand who we are.

help sb to do / do sth.

you may help me to finish the job.

period 5&6

language study& practicing

teaching aims: learn the rules of transformation of the direct and indirect speeches and transform them fluently and correctly.

how to carry it out:

1. greetings to the ss.

2. dictation of words & phrases.

3. “word study” on page 4. fill in and then translate them.

4. “vocabulary” on page 87 in wb.

5. give instructions on the translation work and do “vocabulary 3”. let the ss. hand it in.

grammar study

当我们引用别人的话时。如果我们引用别人的原话，那么被引用的部分就叫直接引语，一般用“ ”引起来。如果我们用自己把意思转述出来，那么这样的话称为间接引语。间接引语在多数情况下都构成一个宾语从句。由直接引语转化成间接引语可以分成下面几种情况：

1、如果直接引语是一个陈述句，在变成间接引语时一是要用连词把主句和从句连接起来，that可省略。二是根据意思改变人称，三是直接引语的动词的时态要作相应的变动。四是根据意思将指示代词、地点及时间状语等作必要的变动。

⑴lin tao said, “i am ready.”

lin tao said (that) he was ready.

⑵he said (to me), “i have left my book at home”

he told me that he had left his book at home.

⑶she said, “i will come here again tonight.”

she said (that) she would come there again that night.

2、在引用一个疑问句时，要用连词whether或if连接起来，不能省略。此外还要把人称、时态，时间和地点状语作相应的变化，从句一定要用陈述语序。

he asked, “can you come here tomorrow.”

he asked (me) if i could go there the next day.

he asked, “ are you a teacher?”

he asked me whether / if i was a teacher.

3、如果直接引语是特殊疑问句，那么特殊疑问句作连词，连词不能省略，然后人称、时态、时间状语等仍需适当的变化，引语的语序为陈述语序。

⑴.he asked, “how are you getting along with your studies.”

he said me how i was getting along with my studies.

⑵.she asked, “where will you have lunch ,tom.”

she asked tom where he would have lunch.

(3) she said, “ what are you doing?”

she asked me what i was doing.

时间改变可以用下表表示：

直接引语间接引语

一般现在时一般过去时

现在进行时过去进行时

一般将来时过去将来时

一般过去时过去完成时

现在完成时过去完成时

过去完成时过去完成时

现在完成进行时过去完成进行时

注意：如果直接引语表达的是客观事实，或当时直接转述，时态不用变。如：

the teacher told us that the earth turns around the sun.

4、一些常用词改变规律表：

在直接引语中在间接引语中

指示代词 this that

these those

表时间的词 now then

today that day

this week(month ,etc) that week(month)

yesterday the day before

last week(month) the week (month etc) before

three days (a year, etc) ago three days (a year etc) before

tomorrow the next (following)day

next week(month) the next (following)week

地点 here there

动词 come go

5、如果直接引语是祈使句，将say变为ask或tell等，直接在动词前加“to” 。否定式加not to，这个请求或命令由一个复合宾语表示出来。

he said, “come in, please.”

he asked me to come in.

he said, “don’t do that again ,peter.”

he told peter not to do that again.

grammar exercises 1:

ask someone to answer.

1. do “grammar” 1 on page 5 in sb, paying enough attention to the students’ common errors.

2. do “grammar” 1 on page 87 in wb.

3. do “grammar” 2 & 3 individually, in pairs, or in groups. of course, this part can be assigned for the students’ homework.

4. “grammar” 2 on page 5-6 in sb is optional. you may do it by way of pair work or group work, or even simply omit it. but in this part, i should emphasize some words and phrases:

be angry with sb.

miss sth / sb.

reef: 焦，焦脉.

not any longer=not any much

take care of =look after

i am scared.

homework:

finish question 2 on page 87 after class. and check it next period.

period 7 & 8

integrating skills &assessing

teaching aims: how to compose an e-mail

how to carry it out:

1. greetings to the ss.

2. homework checkup/analysis

point out some common problems coming forth in ss.’ homework.

3. reading and writing on page 6 & 7 on the ss.’ book.

study the instruction and read the two quoted messages to decide whom of the two to make friends with.

pay special attention to the following words and phrases:

e-pal, click it away, drop sb. line

4. “e-mail” writing formula

to:

subject:

attachments:

the body: date

hi/dear……

………………

your signature

5. get the ss. finish writing on page 7 & 90.

6. finish “reading” on page 88 & 89.

7. assessing

handouts for ss. to self assess. add some other items.

homework:

1. ask the ss. to write an e-mail to me.

2. preview the new unit especial the new words.

篇12：高二英语全单元表格备课-人教版unit 5(人教版高二英语上册教案教学设计)

the british isles 课时 6-1 授课时间 .10

教学目标 1. train the ss’ listening ability by doing some listening.

2. master the expression for agreement and disagreement.

3. get the ss to learn about the uk and ireland.

教学重、难点 master the expressions for agreement and disagreement.

improve the students’ listening ability.

教、学具 a tape-recorder, a projector and some slides

预习要求 search as much information as possible about the uk and ireland

教师活动内容、方式学生活动内容、方式旁注

step1: greeting

step2: warming-up

1.show the ss a world map and ask the following questions:

a. where is europe?

b. where is the british isles?

c. what do you know about the british isles?

2.ask the ss to look at the four pictures and guess where they were taken.

3. work in groups having a discussion and try to find out as much as you can about the geography, history, culture, famous people, building and other things in the uk.

step3: listening

1.get the ss to discuss the following questions:

a. what subject do you learn at school?

b. what is your timetable like?

c. how do you learn english?

2.make the ss read the requirements to know what they should do .

4. play the tape for the first time to get the general idea, then play the tape three times for the ss to do exercises 1,2 and 3.replay some parts of the tape if necessary

5. check the answers with the whole class.

step 4: speaking

1. get the ss to answer the following questions:

a. is english easy for chinese people to learn? or is chinese easy for english people to learn?

b. do you agree that we can learn the geography of the uk more easily by going there?

c. which countries have better chances to become rich, small countries, big countries or island countries?

2. make the ss have a discussion about the three statements in the books in three groups. for each group, talk about one and make up a dialogue to express themselves.

useful expressions:

don’t you think that …?

i don’t think that’s right …

i don’t think so.

you must be mistaken …

step 5: summary and homework

summarize the knowledge learnt in this period. then ask the ss to do vocabulary exercises in the workbooks.

ss answer the questions

look at the pictures

discuss and answer

listen to the tape

listen to the tape and do exercises

answer the questions

discuss

discuss about the three statements. for each group, talk about one and make up a dialogue.

finish vocabulary exercises in the workbooks.

课题 sefcb2 unit 5 课时 6-2 授课时间 2004.

教学目标 1. get the ss to know about the british isles.

2. develop the ss’ reading ability by reading a passage “the british isles”

教学重、难点 train the students’ reading ability and develop their reading skill

how to help the ss to grasp the main idea of the text

教、学具 a tape-recorder, a projector and some slides

预习要求 scan the illustrations and the contents above them

教师活动内容、方式学生活动内容、方式旁注

step1: greeting and revision

ask the questions about the british isles:

what do you know about the united kingdom?

how many countries make up the british isles?

what do you know about ireland?

step2: pre-reading

1. show the ss a map of the british isles on the bb. ask the ss to speak out the names of some places on the map.

2. make the ss answer the following questions according to the map

a. what is the british isles made up of?

b. where is the british isles?

c. which is the largest island?

step3: fast-reading

now read the text as fast as possible and try to decide whether the following statements are true or not.

⒈ the british isles is made of 3 parts.

⒉ the british isles lies off the west of europe.

⒊ the english channel is only 20 miles wide.

⒋ the british isles is surrounded by the atlantic ocean to the british isles.

⒌ there’s much rain in the british isles.

⒍ ireland is part of the united kingdom.

⒎ there’s 6 languages that are considered to be native to the british isles.

step4:careful- reading

1. read the passage carefully to find out some details to fill in the chart.

answer the questions

look at the map and name the places on the map

ss read the text as fast as possible and try to decide whether the following statements are true or not.

scan the text to judge

check answers with the whole class.

items details

location

climate

culture

history

language

2. read the text carefully and try to sum up the main idea of each paragraph.

para 1 general idea about england.

para 2 position of the british isles.

para 3 the climate of the british isles.

para 4 the culture of the people in the british isles.

para 5 the language spoken in great britain and ireland.

para 6 the history of the united kingdom.

para 7 the language spoken throughout the british isles.

step5: post-reading

1. listen to the tape to do exercise1 and check the answers.

2. get them to finish exercises 2, 3 and 4

and check the answers.

step6: summary and homework

do reading comprehension in workbooks.

bb design:

read the ext carefully to fill in the chart

read the passage to get the main idea

listen to the tape to finish excises

finish wb exercises.

课题 sefcb2 unit 5 课时 6-3 授课时间 2004.

教学目标 1. deepen the ss’ understanding of the passage

2. get the ss to master some important words and expressions

3. enable the ss to use the words and expressions correctly

教学重、难点 the usages of some important words and expressions.

how to help the ss to master them.

教、学具 a projector and some slides

预习要求 go through the text to find out some difficult sentences

教师活动内容、方式学生活动内容、方式旁注

step1: greeting and revision

ask some ss to spell some new words and expressions learnt in the last period.

step2: language points

1.the idea that england stands for fish & chips, speakers’ corner, big ben and the tower of london is past.

⑴that引导的是一个同位语从句，用于说明idea的内容。同位语从句常用于说明idea, news, hope, wish, fact, suggestion等抽象名词的具体内容，连词that 没有词义，不充当句子成份，但不可省略。

⑵stand for

a. 代表，象征，意味着

b.赞同，支持，主张

e.g what principles do you stand for?⒉ …their view of british culture is sometimes narrow.

narrow 狭窄的，狭隘的，险胜的

⒊ the fact that the mainland of great britain is made up of three countries is still unknown to many.

⑴ be made up of =consist of 由…组成

⑵ be unknown to sb.不为人所知道

⒋ …there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.

⑴make the most of充分利用，也可以说make the best of

⑵ diversity 多种多样，多样性

mary has a great diversity of hobbies such as stamp collecting, traveling.

⑶as it is 以现在的样子，根据下面的情况看

⑷ hold together 使不分开或团结一致

⒌ the largest island is called britain, which is separated from france by the english channel, which at one point is only 20 miles wide.

⑴separate a from b 把a与b分隔开，指:把放在一起的或连在一快的分开

e.g. a year is divided into twelve months.

⑵at one point在某一地点；一度

⒍ in general, scotland is colder throughout the year, and receives more rain.

⑴ in general总的说来，大体上，通常

e.g. in general, people like her.

⑵ throughout the year 整年，一年到头throughout 贯穿，介词

e.g. he worked hard throughout the year to support his family.

⑶ receive 动词，收到，接到

⒎ in the summer months the difference in temperature between london and north can be as much as nine degree.

英语中在表示数量的词语前习惯上加as much as ,as many as等来加强语气。as much as用与表示 “雨（水）量”，时间，金钱，重量，钱数，价格等方面。表示 “总量”和“单位量”的大小，as many as用于人或者物的具体数量前，as much as从总的角度出发，侧重于“总量”，as many as从个体出发，侧重于具体数目。

as far as 远到；尽…程度

e.g. they walked as far as the seaside.

don’t worry. i’ll help you as far as i can.

as long as 长达；只要

she spends as long as three hours on english study every day.

⒏ the culture of the people in the british isles was influenced by the culture of the people on the european mainland.

influence 指不易察觉到的，潜移默化的影响

affect表示使“变化，对…产生不良影响”，着重“影响”动作。

influence 影响力，支配力

⒐ ……their languages formed the basis for english.

⑴ form the basis for 构成/形成…的基础

⑵ 为…⑶打下基础，lay foundations for

e.g. four –year college life laid solid basis for his further improvement.

⑶provide a basis for 为…⑶提供依据

e.g. the result provided a sound basis for further research.

⒑ the result of this french influence was that the english language ended up with many french words such as table, animal and age.

end up with以…结束，通常是最后接受某东西，其意思为receive sth. in the end

⒒ …but it was not only 250 years later that they formed a single state.

是一个强调句，有原句they didn’t formed a single state until 250 years later变化而来，此类句子需强调状语until时候，应将否定句not… 与状语until…一起作为强调部分，构成it was not until… that …的巨型

⒓…while the southern part of england was only part of the uk for some time…

⒔ there are six spoken languages that are considered to be native to the british isles as well as two local accents.

⑴ be considered to be （consider sth/sb.to be 形容词或名词）的被动式，

⑵ be native to本土的，本国的，土生的

e.g. panda is native to china.

⒂ they realize that it is of great value to record and teach them to the younger generation.

be of great value=be very valuable非常有价值的，可用于此类型的词有：use ,help, importance, help etc.

e.g. we consider their works of be of great value.

the invention is of great value. =the invention is very useful.

be of n=be adj

step3: summary and homework

do some exercises on the screen.

revising some words and expressions

write notes and make sentences

the news that team has won the game is exciting.

wto stands for world health organization.

a narrow river/street a narrow idea about relics a narrow escape(九死一生)

the group is made up of five members. = the group consists of five members.

the cause of the delay is still unknown to us.

he wished to make the most of his chance.

a wide diversity of opinions看法上的众说纷纭

give as many as examples

i’ll send it to you as it is, (我就照现在的样子卖给你，) but don’t complain, if it doesn’t work.

the needs of the children held their marriage together.

she separated the good apples from the bad ones.

divide …into 指把整体分成部分

a traffic accident happened at one point yesterday.

at one point, he was very weak.

the rain is plentiful, often as much as seventy inches every year.

at the job, she could earn as many as eighty dollars every week.

the civil war in that country lasted as much as eighty 16 years.

we must learn as many as 300 english words.

the kind of english built as many as 50 pyramids.

probably we influenced each other.

parents have a great influence on children.

this idea formed the basis for theory of relativity.

we ended the supper up with fruit and coffee.

it was not until 1969 that man set his first step on the moon.

原句：man didn’t set his first step on the moon until 1969.

we considered this (to be) very important.

write down notes and make some examples

look at the examples

the party was ended up with a pop song.

he is considered to be the best student.

the machine is of use.= the machine is useful.

课题 sefcb2 unit 9

grammar 课时 6-4 授课时间 2004.

教学目标 make the ss know more about some words learn in this period

enable the ss to master noun as the subject, the object, the predicative

教学重、难点 master the usages of the noun clauses

how to master the differences between the appositive clause and the attrib master the usages of the noun clause

教、学具 a projector and some slides

预习要求 find out the noun clauses as many as possible in the text

教师活动内容、方式学生活动内容、方式旁注

step1: greeting and revision

revise the uses of some words and expressions learnt in the last period by doing some excises on the screen.（略）

step2: word study

1.look at the words in the box and try to think of their meanings. then complete the sentences with the proper words.

2.check the answers with the whole class and ask the ss to translate into chinese.

keys: union, republic, upper, consists, mistaken, narrow, influence, basis.

step3: grammar

1.ask the ss to look at the sentences on the screen.

a. that they carry their conversation

in french is suggested. (subject clause)

b. he made a suggestion that they carry on their conversation in french

(appositive clause)

c. his suggestion was that they carry on their conversation in french. (predicate clause)

d. this is the suggestion that he made last week. (attributive clause)

名词性从句介绍

名词性从句包括：主语从句，表语从句，同位语从句，多由连词that, wh-疑问词或由what, whatever等关系代词引导。

⒈ 主语从句

⑴ 主语从句在句子中充当主语

e.g. why he refused to work with you is still a mystery.

whatever comes is welcome.

⑵ 主语从句前的that不能省略，仅仅起连接作用，有时候为保持句子平衡，that从句后置，而由it作形式主语。

e.g. that he became a lawyer may have been due to his mother’s influence.

it is not true that he has moved to new york.

⒉ 宾语从句在句子中充当宾语

e.g. i don’t know where the sound came from.

don’t be satisfied with what you have achieved.

⒊ 当从句放在系动词be, look, remain, seem等后构成表语从句。

e.g. the trouble is that i have lost his address.

it seemed that the night would never end.

⒋ 同位语从句

⑴同位语从句是对与之同位的名词中心词作进一步解释，能接同位语从句的常见名词有: idea, news, fact, problem, belief, opinion, hope, understanding…

⒌ whether与if 在名词性从句中的用法区别

if 一般指用于引导从句，而whether可引导包括宾语从句在内的其他名词性从句。

⑴连词whether引导主语从句，表语从句时不能用if来替换。

⑵宾语从句中，whether常与or not搭配，也可以说 whether or not, 而不说if or not.

e.g. i don’t care whether or not she will attend the meeting.

⑶whether也可用在介词后，或带to 不定式前，if or not.

e.g. she doesn’t know whether to get married now or wait.

i haven’t settled the question of whether i’ll go back home.

⑷ 某些动词后面（如discuss）只能用whether, 不用if .

e.g. we discussed whether we should go on climbing.

在句子中做主语的从句叫主语从句，是一种重要的名词性从句。

⒈由what等连词引导的从句

⒉ 由that 引导的主语从句

⒊ 由whether, if等引导的主语从句,句

首用whether

⒋ 由whoever. whatever等引导的主语从句

whoever=the person who或anyone who. who 也可以引导主语从句，但只能表示“谁”

anyone 与the person皆不能引导从句。

⒌ 由it 作形式主语引起的主语从句

that从句做主语时候，常用it做形式主语，而把that引导的主语从句放到句子后。在下列情况下使用形式主语it，将主语从句放在句尾。

⑴位于是seem，appear，be（im）possible，be a pity，be a wonder，be likely等。

e.g. it seemed certain that this would win the prize.

it appeared that he was right.

⑵在it is known…; it is said…;it is hoped…; it is believed…等句型中。

注意：有时候在“it is necessary(important. suggested等)＋that clause”结构中, that从句常用“should 动词原形” 形式来表示虚拟语气, 其中should常可省去.

step4: practice

ask the ss to do grammar exercises in the ss’ book or workbooks. then check the answers with the whole class.

step5: summary and homework ss do excises on the screen and check the answers.

ss fill in the blanks

do some translation

ss speak out the usages of the that clauses

ss think of the usages

the fact that we talked about is very important.(定语从句)

the fact that he succeed in the experiment pleased everybody. (同位语从句)

whether he will attend the meeting is uncertain.

the question is whether he will come.

ss make some examples

what you have done might do harm to other people.

it worried her a bit that her hair was turning gray.

that you don’t like him is none of my business.

whether we’ll go camping tomorrow depends on the weather.

who will win is not important.

whoever leaves the room last ought to turn off the lights.

it is still a question when we shall have our sports meet.

it doesn’t matter what you say.

e.g. is necessary that a college student should master at least a foreign language.

课题 sefcb2 unit 5 课时 6-5 授课时间 2004.

教学目标 ⒈ enable the ss to learn how to describe a place in its landscape, culture, relics, the people, their life, economy and etc.

⒉ more practice at noun clauses.

教学重、难点 improve the ss’ integrating skills-reading and writing

how to train the ss’ writing skill

教、学具 a tape recorder and some slides

预习要求 scan the text and search more information about england

教师活动内容、方式学生活动内容、方式旁注

step1: greeting and revision

ask the ss to open their books to page 40 and look at the exercise in checkpoint5.make them complete the sentences by using the noun clauses. ( after a while)check the answers with the class.

step2: reading

get the students to read the passage quickly and ask some questions about it.

⒈ what can be seen across the fields of salisbury?

sheep can be seen everywhere.

⒉ what’s the cathedral famous for?

the cathedral is famous for the height of its tower. it’s 404 feet high. daniel thinks the tower is the highest and the most handsome in england.

⒊ how many important kinds of produce and trade are there in the city of salisbury? what are they?

there’re two important kinds of produce and trade in salisbury. they’re making cloth and sheets called salisbury whites.

⒋ how about the hills and fields there?

the hill and fields are most beautiful with many small and clear rivers and rich fields bearing fruit and grain.

⒌ say something about the hills of salisbury(the last paragraph)

step3: retelling

get the students to read the text once again and have them retell the text.

step4: language points

⒈ …the great number of them is very wonderful.

the number of 复数名词(谓语动词用单数) a number of 复数名词(谓语动词用复数)

e.g. a number of students were studying in the reading-room.

⒉ all around the city of salisbury, as far as twenty-two miles to the west, and six miles south, down to the coast, farmers raise sheep.(此句子中farmers raise sheep是句子的主干,前面均是表示方位, 距离的短语做状语. 其中south前面省略to the .由于coast是地势较低处,所以用down to the coast.

⒊ there could be as many as six hundred thousand sheep fed within six miles of salisbury, measuring every way round and the town in the centre.

⑴句中fed within six miles of salisbury是一个过去分词短语修饰sheep，measuring…是一个v-ing短语，修饰six miles of salisbury。

⒋ the cathedral is famous for the height of its tower, which is without doubt the highest and the most handsome in england, being from the ground 410 feet.

⑴without doubt=certainly无疑地；确定地

e.g. without doubt, our team will win the game.

⑵ being from the ground 404 feet在此句中做状语，用语说明tower的高度。

⒌ neither of them is very big, but they become a larger river when joined together, and yet larger when joined by a third river.

⑴ a third river又一条河流，不定冠词a 用在序数词之前，表示“再一次，又一”。

e .g. you can have a second try if you fail the first time.

⑵neither of the books is interesting.(这2本书都没意思。)表示“两者都”，用both of＋复数名词，表复数概念。

e.g. both of you have to go there.

⒍ …, which employ the poor of a great part of the country round-namely, making cloth and sheets,

namely 副词，即，就是，用以补充或具体说明前面已提到的事物

e.g. two boys are late for school today-namely, tom and jim.

⒎ …with many small and clear rivers, and rich fields bearing fruit and grain.

⑴bearing fruit and grain做宾语补足语，bear“结果实”，产生，长出

e.g. the tree is bearing a lot of apples this year.

⑵ with 宾语＋v-ing，在此做状语。

e.g. with you standing here, we can’t work.

⒏ …, village and houses, and among them(指代houses) many（后省略了are） of good size.

of good size= have good size

e.g. the cellphone is of great high quality.

=the cellphone has high quality.

step6: writing

ask the ss to look at the main ideas in the boxes and try to write a composition to describe their hometowns. the teacher can show them a simple composition on the screen.

step7: summary and homework

make the ss speak out the way of writing a descriptive composition. ask them to write a composition after class.

ss do the excises in checkpoint5 and check the answer

ss read the passage to answer the questions

retell the passage

find out some difficult sentences

make some sentences according to the usages.

make notes and listen

try to write down some key words

ss speak out the way of writing a descriptive composition，then write one composition.

课题 sefcb2 unit 5 课时 6-6 授课时间 2004.

教学目标 1. get the ss to master some important language points in unit5.

2. help the ss to learn the way of dealing with problems.

3. improve the ss’ reading and writing ability.

教学重、难点 the important language in unit5

how to help the ss master them and deal with problems easily and correctly.

教、学具 a projector and some slides

预习要求 scan the whole paper and try correcting the mistakes

教师活动内容、方式学生活动内容、方式旁注

step1: greeting and analysis

analyze the whole paper and praise some ss. at the same time, encourage some ss who failed to pass the exam.

step2: single choice

check the answers with the whole class, then choose some difficult ones to explain to the ss.

1. in general, the northerners are keen on dumplings while the southerners are fond of rice.

此句中in common即共同的与句意不符合，in total为总共，总计，而in particular为特别的，也不对。只有表示大体上一般的in general 才正确。

2. the news has spread all the country that the spaceship succeeded in returning to the earth.

the news that为同位语从句，对news进一步说明解释。

3.scoland lies to the north of england; it is part of britain.

表示位置的词to可接壤可不接壤，不在一个范围内，on表示两地接壤或者在河岸上，off表示远离，in表示在范围内。england和scotland不在一个范围内用to，而它是属于britain的一部分，所以用part。而be part of表示前者是后者的一部分。

4.run over 表示从。。。上碾过或者水满溢出，the cup was full and the water in it was running over

5. ---what made her so sad?

. ---that she failed in the examination.

此句中that引导一个主语从句，that 只起连接作用，没有实际意义。而because 和 as ，since都是回答why的问题。

6. oh, please don’t. he is now seriously ill. just look at the state he is in.

这里state 表示状况，它现在的情况，用in。e. g in a poor state of health。健康状况不好。同时state 有国家。州。政府的意思。

6. with the approach of christmas the weather turned colder.

在这里approach 指的是名词来临。同时它还有动词的性质，临近，靠近等。还有做事的方法，途径，入门等名词性质。

7.we saw a big black bear coming up on us from the woods.

选择come up 表示熊向我们靠近过来，come up 有靠近，走近，发生的意思。而come out表示出版，出现；come back 表示恢复的意思。故选择come up。

step 3: cloze test

ask some students to report their answers and choose some difficult ones to explain.

40. in the way she liked best.表示她最喜欢的方式，下面进行了介绍。

50. never miss it.

这里的miss表示错过。这样便宜的东西她从来不会错过。

55. being persuaded .

她担心会被劝服去买东西，persuade 表示说服去做某事。

step4: reading comprehension

1. make the ss report the main idea of each paragraph, then ask some students to speak out their answers.

2. choose the most difficult ones to explain.

step5: correcting

ask some ss to correct the mistakes. then check the right answers with the whole class. choose some difficult ones to explain.

(1) be mending be mended

(2) feet foot

(3) in such a long time after such a long time

step6: writing

1. ask someone to read his or her composition before the whole class. make others correct it.

2. get all the ss to write down the key words.

3. show a sample composition on the screen and ask the ss to read it .

step7: homework

read all the items in this unit. ss check the answers with the teacher

ss make some sentences

ss speak out the usages of the noun clause

ss report their answers and try to correct the mistakes

some one report the main idea of each paragraph

ss find out some difficult ones

report the answers and try to look for the right answers in the passages

write down some key words

check answers.

ss correct the answers.

check answers with the whole class.

someone read his or her composition before the whole class. make others correct it.

篇13：高二unit 5 全单元教案period 5 grammar(人教版高二英语上册教案教学设计)

teaching aims:

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

teaching important points:

1. master noun clauses as the appositive.

2. master the differences between the appositive clause and the attributive clause

teaching difficult points:

1.master the differences between the appositive clause and the attributive clause

teaching methods:

1. inductive method to introduce the difference between the appositive clause and the attributive clause

2. practice to help students master the appositive clause

3. individual or pair work to make every student work in class

teaching aids:

1. a projector

teaching procedures:

step 1 lead in

a. review the text and present the appositive clause by asking questions:

1.what impresses you most in the passage ?

the fact that … impresses me most.

2.what have you already known before reading the passage ?

i have known the fact that …

3.did you hear any news about britain recently ?

i heard the news that …

b. collect answers as many as possible ,reminding students of sentence structure if find errors.

step 2 tell the function of the following sentences.

now, please open your book, turn to page 37. there are 6 sentences. we have learned these sentences before. you can look at some other sentences on the slide, and then decide which part the clauses act as.

step3. practice

now turn to the exercise3. join each pair of sentences using a noun clause as appositive. now you know that the appositive clause is often put behind some nouns, like belief, fact, hope, idea, news, problem, suggestion and so on. before you do it, go through what is the appositive clause. first look at the example, the noun “ news” is followed by the appositive clause “ that the famous british singer will come to china”. it explains the concrete contents of the noun “news”. now do you know how to do this exercise?

step4. discussions

t: now look at the picture on page38. do you know him? he is the famous english film star, named pierce brosnan. please read his profile.

t: which fact do you think is new to you? please express your ideas using the noun clauses. discuss in pairs or in groups.

s1: i thought he is from england. i didn’t know he is from ireland.

s2: the fact that his first wife died of cancer in 1991 is surprising.

s3: i don’t know that he owns a production company with a ling-time friend.

step 5 grammar explanation

a. get students to identify the clauses .

c. try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.

1.the news that the plane would take off on time made everybody happy.

2.the news that is spreading around the airport is that a heavy storm is coming.

3.the suggestion that students should learn something practical is worth considering.

4.the suggestion that they are considering is that students should learn something practical.

c. the teacher offers explanation if necessary.

step6. summary

t: in this period, we’ve done some exercises about some important words and the noun clause, especially we practice the appositive clause. also we ‘ve known the difference between the appositive clause and the attributive clause. after class, you should practice more to master them better. ok. that’s all for today. see you.

名词性从句介绍

名词性从句包括：主语从句，表语从句，同位语从句，其关联词有连接词that, if, whether; 疑问代词who, what, which和疑问副词when, where, how, why等。

⒈ 主语从句

⑴ 主语从句在句子中充当主语，句子的谓语动词用第三人称单数。

e.g. why he refused to work with you is still a mystery.

whatever comes is welcome.

⑵ 主语从句前的that不能省略，仅起连接作用，有时候为保持句子平衡，that从句后置，而由it作形式主语。

e.g. that he became a lawyer may have been due to his mother’s influence.

it is not true that he has moved to new york.

⒉ 宾语从句在句子中充当宾语

e.g. i don’t know where the sound came from.

don’t be satisfied with what you have achieved.

如果主句的谓语动词是及物动词make, find, see, hear等，则把宾语从句置于宾语补足语之后，用it作为形式宾语。

we find it necessary that we practise spoken english every day. 我们发现每天练习口语英语很有必要。

⒊ 当从句放在系动词be, look, remain, seem等后构成表语从句。

e.g. the trouble is that i have lost his address.

it seemed that the night would never end.

⒋ 同位语从句

同位语从句是对与之同位的名词中心词作进一步解释，能接同位语从句的常见名词有：idea,fact,news,belief,hope,evidence,opinion,problem,truth,proposal,theory,decision.discovery.problem,thought.understandin,promise等。

e.g. the fact that we talked about is very important.(定语从句)

the fact that he succeed in the experiment pleased everybody.(同位语从句)

注意：名词性从句的难点在于其句型结构不同，所使用的连词比较复杂。因此，如何确定正确的连词是突破名词性从句的关键。解决这一问题可以从以下几点入手：

⑴ 依据“缺什么补什么”原则确定正确的连词。所谓“缺什么补什么”是指句型结构与连词之间的关系。如果句子中缺主语，指人用who，指物用what；如缺宾语，指人用whom，指物用what；如缺时间状语用when；地点状语用where；原因状语用why；方式状语用how；定语用what或which；什么都不缺用that。

i know what he is talking about.（缺宾语指物）我知道他正在谈论什么。

i’m sure that he will come tomorrow.（什么都不缺）我确信明天他会来。

where he will go is unknown.（缺地点状语）他要去哪儿还不知道。

i don’t know which book i should choose.（缺定语）我不知道应该选哪本书。

⑵ 注意几组易混连词whether与if；that与what的使用：

⑴引导主语、表语、同位语从句时关联词只用whether不用if 表“是否”。引导宾语从句时whether, if均可。

whether he will attend the meeting is uncertain.

the question is whether he will come.

⑵宾语从句中，whether常与or not搭配，也可以说 whether or not, 而不说if or not.

e.g. i don’t care whether or not she will attend the meeting.

⑶whether也可用在介词后，或带to 不定式前，if or not.

e.g. she doesn’t know whether to get married now or wait.

i haven’t settled the question of whether i’ll go back home.

⑷ 某些动词后面（如discuss）只能用whether, 不用if .

e.g. we discussed whether we should go on climbing.

the question is whether the film is worth seeing. 问题是这部电影是否值得看。

whether we shall attend the meeting hasn’t been decided yet. 是否我们要参加这次会议仍未被决定。

we don’t know whether/if she is ready. 我们不知道她是否准备好了。

that引导从句时不做成分，无意义；而what在从句中充当成分，有意义。

what he says is important. 他所说的很重要。

that light travels faster than the sound is a fact. 光传播速度比声音快是个事实。

篇14：高二unit 5 全单元教案period 3 -----reading1(人教版高二英语上册教案教学设计)

teaching aims:

1. learn and master the following words and expressions:

words: influence, basis, narrow, republic, mild,

phrases: be made up of, make the most of, hold together, lie off, as well as, as much as, stand for

2. further develop the students’ reading ability and reading skills

3. get the students to know more about the british isles

teaching important points:

1. train the students’ reading ability and develop their reading skills

2. enable the students to understand the text better

3. master the following phrases:

stand for, be made up of, be unknown to, make the most of, hold together, be separated from, in general, as much as, end up with, as well as

teaching difficult points:

⒈ master the following sentence pattern:

⑴ a is in /on /to the north/east…of b ⑵ be of great value

⒉ understand the following sentences:

⑴ the idea that england stands for fish and chips, the speaker’s corner and the tower of london is past.

⑵ the fact that the mainland of great britain is made up of three kingdoms is still unknown to many.

teaching methods:

1. to guess the title of the text. fast reading to get the general idea of the text

2. questions and answer activity to get the detailed information in the text

3. explanation for students to master some language points

teaching aids: pictures

teaching procedures:

step 1 revision and lead-in

ask the questions about the british’s isles:

what do you know about the united kingdom?

how many countries make up the british isles? what do you know about ireland?

tell the students: if you have a chance to travel in the british isles. but at first i think you should know more information about the british isles. today i will take you to travel british isles.

can you guess what will be mentioned in the text?

step 2 fast reading

get the students to skim the passage and match the paragraphs and the topics.

match the paragraphs with their topics

para.1 history

para.2 language

para.3 climate

para.4/5 culture

para.6 brief introduction

para.7 geography

step 3 careful reading

para1

we have known a lot about the british isles and the united kingdom .but there are still many facts that we don’t know.

1.what is the fact about great britain that is unknown to many?

2.what has happened in great britain that for many years?

3.what is great britain made up of?

the fact that ……, we call it appositive clause, 同位语从句. can you find another sentence that has the same sentence pattern in this paragraph?

the idea that ……, the first sentence in this paragraph.

para2

let the students take a look at the map of the british isles and tell me the place names of the different numbers on the map.

para3

t: what’s the weather like today? would you take an umbrella every day?

s: no

t: but british people do. do you know why?

1. what is the climate of the british isles2. what are the coldest and warmest months?

and what about in scotland or in england or in wales?

s: the climate of british isles is mild with a lot of rains: the coldest months are january and february, while the warmest months are july and august.

t: so the best months to go to british isles are july and august. do you agree with me?

s: yes

british isles scotland england wales

climate mild with a lot of rain colder through out the years rain a lot, more pleasant rain a lot, more pleasant

para4-5

read paragraph 4 and 5 then answer 3 questions:

1.has the culture of the people in british isles received many influences? from where?

s: yes. it has received many influences from the european mainland

2. whose language forms the basis for english?

people from different parts of northern europe 3. who conquered the england in 1066? what’s the result of french influence?

the french. the result of french influence was that there were many french words in the english languagepara6

read the para.6 and finish this table, then you will have a clear understanding of the history of the united kingdom.

1536: 1707:

southern part of ireland used to be:

and now is:

northern ireland:

the isle of man and:

s1: yes. in 1536, england and wales formed the union

scotland joined the unionpart of the uk

an independent republic

part of uk

ruled by the king of englandpara7

t: before reading the last paragraph, i have a question to ask you. if a friend of beijing comes to see you. what language do you speak with her?

s: mandarin

t: why do you speak with her in taizhou dialect?

s: because she doesn’t understand it.

t: so mandarin is the common language used in china. and there are also some dialects, spoken language and accents in china.

t: do you think the british people have a common language? ok read the last paragraph and answer these questions then you can get the answers.

read last paragraph and answer 3 questions:1.what language do people throughout british isles speak?2. what older european language do british people speak? 3. how many spoken language and local accent in british isles?4. what’s the serious matter to the people in britain?

s1: yes, people throughout british isles speak english

s2: walsh and irish are the older european language

s3: there are six spoken language and two local accents in the british isles

s4: that these languages are threatened and may disappear is a serious matter to the people in britain

step 4. post-reading:

ask the students to read the passage carefully and decide whether the following sentences are true or false.

( ) 1. many people around the world study english, and they know a lot about british culture.

( ) 2. great britain is made up of four countries.

( ) 3. the island of britain is separated from france by the english channel.

( ) 4. scotland is colder throughout the year, but receives less rain.

( ) 5. people from different parts of northern europe settled in england, so the culture of the people of the british isles was influenced by them.

( ) 6. the southern part of ireland is now an independent republic.

( ) 7. in modern time, people throughout the british isles only speak english.

finish the three questions on p 36.

step 5 discussion

show the students some pictures of the three countries of the british isles and then ask: if you have got the chance to visit one of the three countries of the british isles, which country will you choose and why?

imagine that you are going on a four-week trip through the uk. make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.

step 6 homework

write a short passage about the dachen isles.

大陈岛位椒江区东南52公里海上，分上、下大陈二岛。大陈岛面积约14平方公里，岛上气候温暖湿润，冬暖夏凉，尤其盛夏时温暑宜人，是避暑休闲的好去处，林木植物茂盛，森林覆盖率达50~60%，1993年被批准为省级海上森林公园，海洋资源丰富，为台州海上最繁荣的渔业集镇，被誉为“东海明珠”。

篇15：高二unit 5 全单元教案period 4 -----reading2(人教版高二英语上册教案教学设计)

language points:

⒈ the idea that england stands for fish&chips, speaker’s corner, big ben and the tower of london is past.

⑴that引导的是一个同位语从句，用于说明idea的内容。同位语从句常用于说明idea, news, hope, wish, belief, fact, suggestion等抽象名词的具体内容，用以说明或解释前面的名词。连词that 没有词义，不充当句子成份，但不可省略。

e.g. the news that team has won the game is exciting.

引导同位语从句的词除that外，还有连接副词how, when，where等

e.g. i have no idea when jack will be back.

he can’t answer the question how he got the money.

⑵ stand for a.代表，象征，意味着e.g. wto stands for world health organization.

b.赞同，支持，主张 e.g. what principles do you stand for?

⒉ narrow 狭窄的，狭隘的，险胜的

a narrow river/steet a narrow idea about relics a narrow escape(九死一生)

⒊⑴ be made up of =consist of 由…组成

e.g. the group is made up of five members. = the group consists of five members.

⑵ be unknown to sb.不为人所知道e.g. the cause of the delay is still unknown to us.

⒋ …there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.

⑴make the most of充分利用，也可以说make the best of

e.g. he wished to make the most of his chance.

⑵ diversity 多种多样，多样性

e.g. mary has a great diversity of hobbies such as stamp collecting, travelling.

⑶as it is 以现在的样子，根据下面的情况看

e.g. i’ll send it to you as it is, (我就照现在的样子卖给你) but don’t complain, if it doesn’t work.

⑷ hold together 使不分开或团结一致

e.g. the needs of the children held their marriage together.

⒌⑴separate a from b 把a与b分隔开，指把混在一起的或连在一快的分开

e.g. she separated the good apples from the bad ones.

divide …into 指把整体分成部分e.g. a year is divided into twelve months.

⑵at one point在某一地点；一度e.g. a traffic accident happened at one point yesterday.

at one point, he was very weak.

⒍⑴ in general总的说来，大体上，通常

e.g. in general, people like her.

⑵ throughout the year 整年，一年到头throughout 贯穿，介词

e.g. he worked hard throughout the year to support his family.

⑶ receive 动词，收到，接到

⒎英语中在表示数量的词语前习惯上加as much as ,as many as等来加强语气。as much as用与表示 “雨（水）量”，时间，金钱，重量，钱数，价格等方面。表示 “总量”和“单位量”的大小，as many as用于人或物的具体数量前，as much as从总的角度出发，侧重于“总量”，as many as从个体出发，侧重于具体数目。

e.g. the rain is plentiful, often as much as seventy inches every year.

at the job, she could earn as many as eighty dollars every week.

the civil war in that country lasted as much as eighty 16 years.

we must learn as many as 300 english words.

the kind of english built as many as 50 pyramids.

as far as 远到；尽…程度

e.g. they walked as far as the seaside.

don’t worry. i’ll help you as far as i can.

as long as 长达；只要

she spends as long as three hours on english study every day.

⒏influence 指不易察觉到的，潜移默化的影响

e.g. probably we influenced each other.

affect表示使“变化，对…产生不良影响”，着重“影响”动作。

influence 影响力，支配力

e.g. parents have a great influence on children.

⒐ ……their languages formed the basis for english.

⑴ form the basis for 构成/形成…的基础

e.g. this idea formed the basis for theory of relativity.

⑵ 为…⑶打下基础，lay foundations for

e.g. four –year college life laid solid basis for his further improvement.

⑶provide a basis for 为…⑶提供依据

e.g. the result provided a sound basis for further research.

⒑ the result of this french influence was that the english language ended up with many french words such as table, animal and age.

end up with以…结束，通常是最后接受某东西，其意思为receive sth.in the end

e.g. we ended the supper up with fruit and coffee.

⒒ …but it was not only 250 years later that they formed a single state.

eg. it was not until 1969 that man set his first step on the moon.

原句：man didn’t set his first step on the moon until 1969.

⒓…while the southern part of england was only part of the uk for some time…

⒔ there are six spoken languages that’re considered to be native to the british isles as well as two local accents.

⑴ be considered to be 是（consider sth/sb.to be 形容词或名词）的被动式，

e.g. we considered this (to be) very important.

⑵ be native to本土的，本国的，土生的

e.g. panda is native to china.

⒂ they realise that it is of great value to record and teach them to the younger generation.

be of great value=be very valuable非常有价值的，可用于此巨型的词有：use ,help,importance,help etc.

e.g. we consider their works of be of great value.

the invention is of great value. =the invention is very useful.

篇16：unit 3 art and architecture 全单元1(人教版高二英语上册教案教学设计)

unit 3 art and architecture

teaching goals:

talk about art and architecture

practise expressing preferences

learn about the past participle (2); used as object complement

write about advantages and disadvantages

period 1 warming up and listening

i. teaching objectives:

to stimulate the ss’ awarenass of art and architecture

to cultivate the ss’ ability of listening for information

to learn some words about art and architecture, such as: style, design, classical, ancient, modern.

ii. teaching method: task-based teaching.

iii. key points and difficult points:

key points: enable the ss to learn something about art and architecture and cultivate their listening skills.

difficult points: getting the information when listening.

iv. teaching aids: slides, racorder

v. teaching procedures:

step1. warming up for the whole unit and new words presentation.

activity1: talk about art

t: i’m very happy to give you my first lesson. today, we’ll start a new unit, art and architecture (bb). what is art?

s: …..

t: is dancing art?

s: yes.

t: is singing art?]

s: yes.

t: also, drawing is art, right?

s: yes.

t: why do we call them art, do you know?

s:…..

t: it is because they have different styles. style? in chinese it means 风格，样式(bb). for example, dancing, we have folk dancing, 民族舞，modern dancing, 现代舞，right?

s: yes.

t: so what about music? what styles of music do you know?

s: pop music , r&b….

t: good, pop mucic, 流行音乐，so what’s english for 古典音乐？

s: …..

t: it’s classical music and we also have rock and roll, 摇滚乐，right? and drawing has different styles too, right?

s: yes.

t: so what about buildings? do you think buildings have different styles?

s: yes.

t: yes, they have. and we call this architecture. so architecture means styles of buildings. so what styles do buildings have?

s:….

t: let’s see some pictures and we’ll know.

activity2: talk about pictures.

picture1: deumo cathedral

t: do you know where is it?

s: no.

t: it’s a very big church in italy. it’s name is deumo cathedral. it was built in the end of 13th century. so it is very old, right?

s: yes.

t: yes, it’s very old. we call it an antient building. antient, 古代的（bb）

picture2: louvre museum

t: what about this one?

s: ……

t: it’s a very famous art museum in paris. can you guess?

s: …….

t: people who love art all dream to go to this museum. do you know now?

s: …..卢浮宫

t: yes. good. it’s louvre museum.

picture3: a stadium in shanghai

t: do you know this one? it’s a stadium in shanghai. is it old?

s: no.

t: no, it’s very new. it’s very modern, right? we call it a modern building. modern, 现代的 (bb).

picture4: sydeny opera house

t: what’s the last one?

s: 悉尼歌剧院

t: yes. you all know it. it’s sydeny opera house in australia.

step2. lead-in for the listening and new words presentation

activity1: talk about flat and decoration.

t: so here, we have got two styles of buildings, ancient and modern. so do you think nowadays we live in ancient buildings?

s: no.

t: no, of course not. we live in modern buildings. we live in flats. do you know flats? flat, 单元房，套房（bb）. most of us live in flats now. a small flat always has 4 kinds of rooms. what are they?

s:….

t: in chinese we always say, 三室一厅，那么是哪三室，哪一厅呢？

s: 厨房，washroom, bedroom, 客厅

t: what’s english for 厨房 and 客厅？

s: kitchen, ….

t: what about 客厅？ do you know?

s:…

t: it’s living room. ok, a small flat always has four kinds of rooms, kitchen, bedroom, living room, and a washing room. so, when we buy a new flat, we should decorate these rooms, right? decorate, 装饰，装修, (bb). some companies in the market will help us decorate our rooms. and there are other helpers, such a magazing, right?市场上有很多装修公司可以帮我们设计房间，有些杂志也介绍了如何装修房间，是不是？

s: yes.

t: so, here, i have got a magazine. do you like reading this magazine?

s: yes.

t: so am i. i like it very much. do you know what’s it about?

s: …..

t: yes, it’s about how to decorate a house. now let’s see some pages together.

(teacher walks around the classroom and show the pictures.)

t: are they beautiful?

s: yes.

t: do you want to have one like these?

s: yes.

activity2: have a discussion on how to decorate your house.

t: now, listen. if you and your deskmate have just got a new small flat, how will you decorate it? discuss with your partner and then whow me your plans, are you clear?

s: yes.

t: here are some questions to help you.

(slide1)

t: first, what color will you paint your wall? white? pink? green? blue? and why? 你想把你的墙壁漆成什么颜色呢？白色？粉红？绿色？兰色？为什么？do you want to have something on the wall? posters(海报)? paintings(油画)? own photos? and why？你想要在墙上挂点什么东西吗？海报？油画？还是自己的照片？为什么呢？if you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？why？如果你要买一张餐桌，你会买一张木头的呢，还是玻璃的，为什么？do you like to buy other pieces of furniture？你想买些别的家具吗？do you like modern style or classical style？why？你喜欢古典风格还是现代风格的？为什么？are you clear?

s: yes.

t: ok, let’s start. discuss with your partner, 4 minutes.

(4 minutes later)

t: stop now. i’d like to hear your plans. who want to be the no. 1?

s1: ….

t: good! good idea! thank you, sit down, please.

(ask about 3 ss)

step4. listening.

activity1: lead-in and new words presentation.

t: very good. everybody has his own likes and dislikes, so do amy and danny. they are discussing with a shop assistant to buy some furniture. let’t see what do they buy. please open your book to page 18, let’t do our listening work. first, let’s look at the directions. amy and danny want to ……. is there any new words?

s: yes. assistant, taste, preference….

t: shop assistant, 店员；taste, 品味，爱好；preference, 偏爱，偏好。exercese1, ….. please pay attention to this sentence: “ tick the things which amy talks about.” do you think how many people are there in this dialogue?

s: two, three…

t: there are three people, amy, danny, and the shop assistant, right?

s: yes.

t: i can tell you that two are female, amy and the shop assistant are both women, so when you are listening, make clear who is who and tick the things that amy talks about, are you clear?

s: yes.

t: and should i explain the words below?

s: yes, no.

t: ok, i will explain them……. exercise2 is true or false questions. 判断对错 exercise3 is blank filling. now let’s listen to the tape for the first time and finish exercese1. are you ready?

s: yes.

activity2: do the listening work

t: ok, let’s start.

(2 minutes later)

t: have you finished exercese1? what has amy takled about?

s:…….

t: good. she has talked about …… now we are going to listen to the tape for the second time. and would you please finish exercise 2, true or false questions. 现在我们来听第二遍，完成第二题的判断对错题。

(2 minutes later)

t: have you got the answers now?

s: yes, no

t: let’s check it.

(check the answers and if most of them are wrong in one particular statement, i will let them listen again and stop the tape when related information is concerned.)

t: now we’ll listen again and do exercise3. i’ll pause when each sentence is approaching and i will remind you.

(3 minutes later)

t: have you got the answers?

s: yes.

t: there’s the correct answers, please look at the slide.

(slide2)

step5. homework.

t: ok, most of you have done it very well. today’s homework is to finish the listening work on your workbook and preview the reading text. are you clear?

s: yes.

t: good. class is over. see you tomorrow.

s: see you.

slide1:

how will you decorate your house?

questions to help:

what color will you paint(油漆) your wall?

white? pink? green? blue? and why?

do you want to have something on the wall?

posters(海报)? paintings(油画)? own photos? and why？

if you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？why？

do you like to buy other pieces of furniture？

do you like modern style or classical style？why？

slide2:

answers for exercise3:

things; replace; pieces

wood; would

warm; comfortable

wall; sofa

something; modern

blackboard work:

two pictures and

the slides unit3 art and architecture

styles of buildings 建筑风格

1.f design 设计

2.f classical music 古典音乐

3.t ancient 古代的

4.f modern 现代的

5.t decorate 装修，装饰

篇17：unit 3 art and architecture 全单元5(人教版高二英语上册教案教学设计)

period5. grammar and integrating skills

i teaching objectives:

1. enable the students to master the grammar in this unit.

2. enable the students to know something about new uses to old buildings and stimulate their interest in art and architecture.

ii teaching methods: 演绎法

iii key points and difficult points:

key points: enable the ss to master the usage of past participle used as object complement.

difficult points: enable the students to know more about architecture and master some words and phrases.

iv teaching aids: slide

v teaching procedures:

step1. greeting and lead-in

t: nice to meet you again. a long week of holiday. do you find it meaningful?

s: yes, no

t; no? yes? it doesn’t matter. it has gone, right? it has gone. the most important thing is what you will do now and in the future. and now, we’ll do some meaningful things. let’s continue our unit3. art and architecture. we have done our listening work, reading, and word study. so today we will see the most exciting thing, grammar. in unit 2 we have learned past participle used ad attributive and predictive, in this unit we’ll see past participle used as object complement. 上个单元我们学了过去分词做定语和表语，这个单元我们来看看过去分词做宾语补足语的情况。

（write on blackboard）

step2. grammar

t: so first let’s see what is past participle briefly. 首先让我们来看看什么是过去分词呢。过去分词，从形式上说就是动词的过去分词形式，我们记动词的时候会看看它的过去式和过去分词形式是什么如果是不规则的，我们总要好好记一记，对吗？一般我们用done来表示过去分词。那么从内容上说，它又表示什么含义呢？过去分词一般有两种含义，一是表示被动，二是表示完成。因为我们说done, 的形式有be done,这是被动语态的形式，还有have/had done, 是完成式的形式，对吗？好现在，让我们来看看什么是宾语补足语呢？我们中文里说，发现什么怎么样了，想要什么怎么样，看到什么怎么样，这里的什么是宾语，而怎么样了则是补语，英语里也是一样的。我们说宾语有当介词的宾语也有当动词的宾语，对不对？那么既然宾补是跟在宾语后面的它当然也有当介词的宾补和当动词的宾补了。我们先来看看过去分词做动词的宾补，就是动词do n. done的形式。能用过去分词做宾补的动词不多，常见的有这么几个：have, get, find, want,这几个是最最常见的，有些甚至已经成了固定词组搭配，比如说have sth done, get sth done, find sth done 都是很常见的词组。其他这样的动词还有：make, keep, hear, see, watch,leave, feel 等。好，这是过去分词做动词的宾语，我们等会再看例句，先来看看过去分词做介词的宾语是怎么回事，这一点很简单，它只做一个介词with的宾语，就是with n. done的形式。好现在我们来看一些例句。

(show the slide)’

先来看过去分词做动词的宾语，这里的句子可抄可不抄，书上这样的例句也很多，关键是把它理解了，过去分词做宾补究竟是怎么一回事。

（explain the example sentences）

好，这是过去分词做动词的宾补，都明白了吗？

s: yes.

t：好，再来看看过去分词做介词宾补的情况，请大家把这两句例句抄一下。

（explain the example sentences）

step3. do the exercises

activity1. exercise1

t: ok, are you clear about how past participle uese as object complemet?

s: yes.

t: good. now, let’s do some exercises. open your books to page 22. do exercise 1, the matching work, 2 minutes.

(ask one group to give me their answers)

activity2. exercise2.

t: you’ve done it very well. let’s move on to exercise2, finish it in 3 minutes.

(ask another group to give me their answers and ask their deskmates to translate some sentences)

activity3. exercise3.

t; good job. ok, let’s do exercise together. how would you like to have your room decorated?

(first explain the phrases below and then do it together orally)

step4. integrating skills

activity1.reading----a second life for factory 798

t: ok. this is our grammar, past paticiple used as object complement. now let’s see another reading text on page23. a second life for factory 798. look at the title first. a second life for factory 798, 798厂的新生. well, it is the second life. so it must have a first life, right? so what are they? 它的第一次和第二次生命各是什么呢？the first life of factory 798 is an army factory, and it was built in the 1950s. but some years later, the army factory moved to other places, so the tactory 798 was left empty. then some artists asked if they could move in. and finally, they moved in. they hold concerts, parties and dance festivals there. so now or the second life for factory 798 is an art center. this is the story of factory 798. and it is also an example of giving old buildings new uses. 旧楼新用的一个例子. so this atricle can be divided into three parts. the first paragraph, the last paragraph, and paragraphs between them. the first paragraph tells us that there are many old buildings in the world, some are left empty and some are pulled down. the second part tells us the story of factory 798, how it changes from an empty factory to a succssful art center.. and the last part says that there are experiments of this kind in other large cities around the world and it is a great way to save the architecture from the past.

well, because our time is not very rich, we only mention it briefly. here are some important phrases, please listen carefully and underline them on your books.

(give some phrases: no longer, pull down, remind sb of sth, set sth aside, besides.)

activity2. writing.

t: the writing work requires us to find an empty building and measure its high and width, then make a plan on how to change it to an art centre. i think this project is huge, right?

s: yes.

t: so we’ll not do it in the class. if you are interested in it, do it after class.

step5. check the exercises on the workbook.

t: a week ago, i asked you to do exercises on page 96 and 97, right?

s: yes.

t: so let’s check it together. let’s dook at exercise1 and 2 of vocabulary on page 96. 这两个练习是有关词的构成，第一题是一个独立词加上一个词缀，我们把这样所构成的词叫派生词，第二题是两个独立词组合在一起，我们把这样所构成的词叫做复合词。

now let’s see exercise1 first.

(check the answers together.)

ok, good, you have done well. let’s move on to exercise2.

(check the answers)

step5. homework.

t: ok, our time is nealy up, we’ll leave the rest of exercises to next lesson, please do all the exercises on the workbook. class is over.

slide1.

过去分词作宾补

1. 作动词的宾补

① she went to the doctor this morning and had her eyes tested.

② many americans interd to have their children educated in england.

③ let’s get this work done as soon as possible.

④ he found the website already updated.

⑤ more than ninety responsible citizens made their voices heard today

⑥ the editor’s job is to keep the newspaper balanced and interesting to the readers.

⑦ i have seen the old man interviewed many times.

⑧ the crowd watched the suspect taken away by the police.

2. 作介词的宾补

① all the afternoon he slept with the door locked.

② he sat with his eyes fixed on me.

3. 与现在分词作宾补的区别

he found two of the cups broken.

他发现有两个玻璃杯被打破了。

i saw many people sitting in front of the factory.

我看到许多人正坐在工厂门前。

blackboard work:

slide 过去分词做宾补

1. 做动词的宾补

do n. done the 1st life: an army factory

常见的动词有：have, get, find, want the 2nd life: an art centre

make, keep, hear, see, watch,leave, feel

2. 做介词的宾补

with n. done.

★

unit 11 key to success 全单元简案(人教版高三英语上册教案教学设计)（通用17篇）-凯发旗舰厅

篇1：unit 11 key to success 全单元简案(人教版高三英语上册教案教学设计)

篇2：unit 12 education 全单元教案(人教版高三英语上册教案教学设计)

篇3：新高三unit 1 全单元语言点详案(人教版高三英语上册教案教学设计)

篇4：unit 14 zoology 全单元教案teaching plan unit 14 zoology(人教版高三英语上册教案教学设计)

篇5：unit 13 the mystory of the moon stone 全单元教案(人教版高三英语上册教案教学设计)

篇6：unit 15 sb3 popular youth culture 全单元教案(人教版高三英语上册教案教学设计)

篇7：unit 3 全单元教案(人教版高二英语上册教案教学设计)

篇8：unit 3 全单元教案(人教版高二英语上册教案教学设计)

篇9：人教版高三1-4单元词汇详列(人教版高三英语上册教案教学设计)

篇10：sefc unit 1 单元复习(人教版高三英语上册教案教学设计)

篇11：unit 1 good friends 全单元(人教版高一英语上册教案教学设计)

篇12：高二英语全单元表格备课-人教版unit 5(人教版高二英语上册教案教学设计)

篇13：高二unit 5 全单元教案period 5 grammar(人教版高二英语上册教案教学设计)

篇14：高二unit 5 全单元教案period 3 -----reading1(人教版高二英语上册教案教学设计)

篇15：高二unit 5 全单元教案period 4 -----reading2(人教版高二英语上册教案教学设计)

篇16：unit 3 art and architecture 全单元1(人教版高二英语上册教案教学设计)

篇17：unit 3 art and architecture 全单元5(人教版高二英语上册教案教学设计)

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