英語必修一教案6篇

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英語必修一教案篇1

一、教材分析

(一)教材的地位和作用

本節課是本單元以及本教材的第一節課，本課談論的是：朋友是不是僅限於人類、朋友的真正含義、如何與人相處的問題等關於朋友的話題。本課涉及的有陳述句和疑問句的直接引語和間接引語的掌握和運用等語法要點。學生從國中到高中，來到一個新的學校，同學彼此陌生，不免想起老同學，老朋友。這樣的話題正好能引起學生的興趣。而且本課的內容和語法的啟發性和實用性都很強，能使學生在學中用，在用中學，對綜合提高學生的聽說讀寫能力有較好的促進作用。

(二)教學目標

英語教學大綱規定，通過聽說讀寫的訓練，使學生獲得英語基礎知識和運用英語的能力，激發學生的學習興趣，為進一步學習打下良好的基礎。因此，我制定以下教學目標：

知識目標：

1、掌握和使用陳述句和疑問句的直接引語和間接引語。

2、討論朋友和友誼。

3、學習掌握本課的重點詞彙。

技能目標：

1、學會閱讀的技能——scanningand skimming 。

2、通過談論朋友和友誼，既鍛鍊學生的語言運用能力，又培養了學生髮現問題、思考問題、解決問題的能力。

3、理解閱讀文段，複述故事。

情感態度：

1、患難之交才是真朋友。

2、知音難得。

3、海記憶體知己，天涯若比鄰。

文化意識：

認識德國納粹黨。讓學生了解那段德國法西斯殘害猶太人的歷史，使學生在感受外國曆史文化的同時自然而然的習得語言。

(三)重點與難點

重點：

1、訓練scanningand skimming等閱讀技能。

2、認識朋友的真正含義以及與人相處的問題。

難點：

1、閱讀技能的訓練。

2、陳述句和疑問句的直接引語和間接引語的互相轉換(人稱的變化、時態的變化、指示代詞、時間狀語、地點狀語和動詞的變化)。

(四)教具

本課利用錄音機、投影儀等輔助裝置，激發學生的學習興趣，調動他們的積極性，為展開話題提供豐富的材料，使教學收到事半功倍的效果。

二、教法分析

在新課程背景下，教師要成為學生學習的促進者、組織者和合作者。本課採用討論法，主要採用小組合作討論的方式。在讀前階段我就提出問題，讓學生思考討論是不是隻有人與人之間才可以交朋友，然後在閱讀中通過安妮的日記向學生說明我們也可以與動物及無生命的日記交朋友。在深刻理解、充分訓練的基礎上，我再引導學生深入討論幾個與本課有關的話題，展開教師為主導、學生為主體的師生雙邊活動。通過創設真實自然的語言環境，使學生在語言實踐中把語言知識和技能主動轉化為交流能力，變苦學為樂學，從而培養學生大膽用英語進行交際的能力。

三、學法分析

教務於學。傳統教育的弊端是教師“滿堂灌”，只重視怎麼教而忽視怎樣學，結果高分低能的現象十分嚴重。為了改變教師牽著學生鼻子走的被動狀態，我通過創設話題，寓教於樂，引導學生自學、自做、自助、自悟，讓學生學會自己動手，收集資訊、處理資訊，用所學語言去實踐和解決問題，使學生在運用語言的過程中感悟體驗所學語言的規律，培養語言意識，積累語言經驗，形成語言感覺，達到語言運用的目的。從而使學生真正成為學習的主人。

四、教學過程

新課程改革的核心理念是“一切為了學生的發展”。學生的英語學習不僅僅是掌握幾個單詞和句型，更重要的是學會運用語言來交流思想，辦實事。因此我精心設計了以下教學環節：

(一)激趣匯入，務於新知

一節課的良好開始，對於整節課教學的順利進行起著至關重要的作用。在warming up 部分我分四步進行：

1、用問問題的形式匯入(螢幕顯示)。同時板書unit 1 friendship。

do you have any friends? are you good to your friends?

which kind of friend do you think is the best friend?

2、做調查：在warming up部分有5個問題，我讓學生獨立完成。然後在螢幕上顯示下列表格。

3、調查結果：顯示各得分情況所對應的調查結果，讓學生自行對照。

grade 1 (5分以下) 直截了當，做事果斷，沒考慮不良後果。

grade 2 (10分以下) 能用更合理的方法處理問題，又不傷朋友之間的感情，但自己的利益有時會受損。

grade 3 (10分以上) 不傷感情，又能保全自己利益。

通過調查問卷的形式，引導學生了解日常生活中朋友之間發生的真實問題以及解決這些問題的方法，最後的問卷調查結果讓學生興趣和熱情倍增，這樣能促使學生很快進入語言學習和探究活動中去，愉快的進入學習狀態。

4、學習三句諺語，使學生明確對待朋友和友誼的態度。

a friend in need is a friend indeed. 患難之交才是真朋友。

real friends are few and far between. 知音難得。

long distance separates no bosom friends. 海記憶體知己，天涯若比鄰。

(二)創設話題，教學新知

新課程指出，教師不再是居高臨下的管理者，而是學生學習的促進者、組織者、合作者。

1、我佈置pre-reading部分的幾個問題啟發學生對“朋友”和“友誼”進行思考，使學生明確不僅人與人之間可以做朋友，日記也可以成為人們的朋友。接著讓學生就問題進行小組討論。然後讓個別學生回答問題。

接著螢幕顯示我補充的問題：

why do you need friends?

what do you think a good friend should be like?

英語必修一教案篇2

unit 1 cultural relics

period 1: words and expressions from unit i cultural relics

cultural

adj. 文化的 a cultural independence / cultural exchange

relic

n. sth. old that reminds us of the past遺蹟；古物 unearthed cultural / a relic of early civilization

survive

vt.&vi. to continue to live, esp. after coming close to death; to continue to live after…倖免於；倖存；……之後還活著 survive the traffic accident / survive all her children

remain

vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下when the others had gone, mary remained and put back the furniture.2. to continue to be( in an unchanged state)繼續；依然remain young / remain to be uncompleted; peter became a judge but john remained a fisherman. if you won’t eat you’ll just have to remain hungry! 3. it remains to be seen: we shall know later on.情況仍未明，要看怎樣發展。

state

n. 國家；政府；州；狀態 state schools / state documents /in a poor state of health

look into: to examine the meaning or causes of考察，調查 look into the matter / look into the event

rare

adj. 稀罕的；稀有的；珍貴的 the rare air of the mountains / rare metals / a rare book

dynasty

n. 朝代；王朝 the qing dynasty / the tudor dynasty in england

belong to

to be the property of; to be a member of; to be connected with屬於；為……的一員;與……有關係belong to a club / belong to a class / belong to me

in search of 尋找 in search of the cure to the disease / in search of the lost boy

amber

n. adj. 琥珀；琥珀制的；琥珀色的 the amber traffic lights / a decoration of amber

gift

n. 贈品；禮物；天賦 birthday gifts / gift vouchers / a gift for music

melt

vt. vi. (使)融化；（使）熔化 melt the snow / melt the anger /melt in water

heat

n. vt. 熱；熱度；把……加熱；使激動 the body heat/ the heat of a debate/ heat soup for lunch

design

n. a plan in the mind; a drawing or pattern showing how sth. is to be made設計；圖案 vt. to imagine and plan out in the mind設計；構思 curious in design / make a design for a monument; design an engine / design dresses for a queen

fancy

adj.奇特的；異樣的（無最高階和比較級）vt.想象；設想；愛好 a fancy price / fancy goods / fancy his coming /fancy herself still young

style

n.風格；風度；型別 do things in style / in the style of / out of style.

jewel

n.珠寶；寶石 precious jewels / a jewel necklace

in return(for): in exchange (for); in payment (for)作為交換；報答；酬謝 in return for her kindness / in return for his gilt

light

vt. vi 點火，照亮 light a cigarette / light a torch/ light sb. on his way

mirror

n. 鏡子；反映 a driving mirror / look in the mirror/ a mirror of the times

wonder

n. 奇蹟；驚奇 the wonders of nature/ it’s no wonder. /in wonder

at war 處於交戰狀態 be at war / have been at war for long

remove

vt. to take away(from a place); take off移動;脫掉；除去remove the cloth from the table / remove one’s hat; you’ve got to remove your shoes before you enter the room.

furniture

n.傢俱（總稱）much furniture / a lot of furniture /a set of furniture/ a piece of furniture

secretly

adv.祕密地；背地裡 have a talk secretly/ take an action secretly

wooden

adj. 木製的 a wooden bridge/ a wooden chair

doubt

n. 懷疑；疑惑；vt.懷疑；不信 there is no doubt about sb./ sth./ no doubt/ …not doubt that / …doubt whether

mystery

n.神祕；神祕的事物 make a mystery of matter / dive into the mysteries of

apart

adv. 分離；分別地 miles apart / stand apart / keep apart from take apart 拆開 take apart the machine / take sb. apart

trial

n.審判；審問；試驗 hold a trial / trial by a military court / give sb. a trial

consider

vt.1. to think about; examine考慮；思考i’m considering changing my job. we’ve decided to move and are considering a new house in beijing. 2. to regard as認為i consider you a fool. i consider it a great honour to be here with you today. the boss considered tom (to be) too lazy to be a good worker. 3. to take into account顧及；考慮到；if you consider (the fact) that she’s only been studying english a year, she speaks it very well.

opinion n.意見；看法；判斷 give one’s opinion / in one’s opinion / depend on one’s opinion

evidence n.根據；證據；證物 evidence for his guilt/ call sb. for evidence/ material evidence/ verbal evidence

prove vt. 證明；證實 vi. 原來是；證明是 prove its truth / prove sb to be / be proved to be

pretend vt.假裝；裝扮 pretend to be / pretend that

think highly of 看重；器重 think highly of his deeds / think highly of his character

treasure n.財寶；財富；珍品 a store of hidden treasure / collect many treasures

besides adv. in addition, also此外;而且i don’t want to go; besides, i’m tired. i met some friends and other people besides. i don’t like those blue socks; what have you got besides? prep. as well as; in addition to除……之外 i have a few friends besides you. there were three others present at the meeting besides mr. day.

period 2: a sample lesson plan for reading

(in search of the amber room)

aims：

to read about cultural relics

to learn about the restrictive and non-restrictive attributive clause

i. warming up

warming up by defining

good morning, class. this period we are going to read about in search of the amber room. before our reading, i’d like to know:

a. what kind of old things are cultural relics?

b. are all the old things cultural relics?

c. what is the definition and classification of cultural relics?

d. to whom do cultural relics belong?

keys for reference:

a. cultural relics are physical remainders of what different peoples valued in the past and continue to value now. it can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.

b. no, not all the old objects are cultural relics.

c. each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.

d. in a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.

warming up by presenting

hi, everyone. let’s look at the screen. i’ll present you some pictures. they all belong to cultural relics. some of them are cultural sites. some of them are natural sites. please think these over：

a. can you name them out?

b. who have the right to confirm and classify them?

keys for reference:

a. they are cultural sites: the great wall; the imperial palace of the ming and qing dynasties in beijing and shenyang; the mausoleum of the first qin emperor and the terracotta warriors; the mogao cave. these are natural sites: the jiu zhai gou valley scenic and historic interest area; the huang long scenic and histioric interest area. the following are cultural and natural sites: mount taishan; mount huangshan; mount wuyi.

b. only an international professional organization from un has the authority to confirm and classify them.

warming up by discussing

now, boys and girls, i met a “moral dilemma”. that means i must make a choice between the interests of the family and the interests of the society. things are like this: my old granny happened to find an ancient vase under the tree in the earth of our garden. it’s so beautiful and special. now, my family fell into a moral dilemma. can you help us to make a decision:

a: what should we do?

b: can we keep it for ourselves or report it to the government?

c: have you come across such a situation - to make a difficult choice?

keys: abc questions can be answered in all kinds of ways. the answers are flexible.

ii. pre-reading

1. looking and saying

work in pairs. look at the photos on the screen. all these relics are quite beautiful. but some of them were lost and ruined in history，such as yuan mingyuan and the amber room. please guess:

a. what kinds of things can result in their disappearing?

b. why do they come into being once again?

keys for reference:

a. maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. many of them were even stolen and hidden while nobody knows who, where and how.

b. people get to know these. if these relics could not be found again, they would be rebuilt by people.

2. explaining and sharing

work in groups of four. tell your group mates:

a. what do you know about the substance of “amber”?

b. what do you know about the cultural relics “the amber room”?

keys for reference:

i am from group 2. from the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. amber is really the fossil form of resin from trees. it has got its shape after a process that has taken millions of years to complete. trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. trees use resin to protect themselves from disease and harm caused by insects and fungi.

i am from group 6. from the information of history legends and news reports, we know the amber room is a room built by lots of ambers. it was a gift given to peter the great, the king of russia, by the king of prussia, frederick william i. it was given the name because almost thousand tons of natural ambers were used to make it. but during the second world war in 1941, the nazi german army secretly stole the amber room and sent boxes of the amber room on a train to a german city. after that, what really happened to the amber room remains a mystery.

iii. reading

1. reading aloud to the recording

now please listen and read aloud to the recording of the text in search of the amber room. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.

2. skimming and identifying the general idea of each paragraph

now please skim the text to get the key words and general idea of each paragraph.

1st paragraph the introduction about the amber room: design, colour, shape, material

2nd paragraph the present to the czar: a part of winter palace in st. petersburg, a reception hall for important visitor

3rd paragraph the relocating of the amber room in catherir Ⅱ times: moved into summer palace, more added to its design

4th paragraph the missing of the amber room: the two countries were at war, nazi german army stole the amber room, 27 wooden boxes were trained to a german city, nobody knew it from then on

5th paragraph the rebuilding of the amber room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of peterburg

ning and analyzing the characteristics of the text.

since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

keys for reference:

this piece of passage is a narrative prose or non-fiction article written in a narrating style. it tells the history of amber room in the order of time so that we can clearly learn about what happened to it. the tense used in the text is past tense.

ing and understanding

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from in search of the amber room

look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…

5. reading and transferring information

read the text again to complete the table, which lists all the numbers in the text.

number meaning

1716 frederic william gave the amber room to peter the great as a gift.

1770 catherine Ⅱ had completed the adding to the amber room in this year.

1941 the nazi german army stole the amber room in this year.

the rebuilding of the amber room was completed in this year.

7000 tons the total weight of the ambers used to make the room.

55 the number of soldiers given to the king of russia in return.

600 the number of the candles lighting the amber room.

2 the two countries: german and russia.

2 in two days the amber room was removed to a german city.

100,000 the amber room was dismantled into 100,000 pieces

27 27 wooden boxes were used to contain the pieces of amber room.

300th the newly rebuilt amber room was ready for the 300th birthday of st peterburg city

ing and learning

read the text and learn more about the following proper nouns. you can surf on the website after class:

names of people names of places

frederick Ⅰ prussia

frederick william Ⅰ rburg

peter the great konigsberg

catherine Ⅱ winter palace

summer palace

Ⅳ closing down

closing down by doing exercises

to end the lesson you are to do the comprehending exercises no. 1 and no. 2.

closing down by having a discussion

a. can you imagine the fate of the amber room? what is it?

b. do you think if it is worthwhile to reproduce the amber room? why?

keys for reference:

a. i have no idea about the fate of the amber room. because anything can happen to it. maybe it was destroyed at war in the fighting fire. you see, ambers can be melted easily. maybe it was kept secretly by somebody who had died without telling about it to anyone else. so maybe it is lying somewhere quietly.

b. i think it is worthwhile to reproduce the amber room. because it represents the culture and a period of history in st. petersburg. it is a trace and feature surviving from a past age and serving to remind people of a lost time.

closing down by retelling the story of the amber room

well, all of us have learned the history of the amber room. let’s recall some key words and expressions on the board. you are to retell the story of the amber room:

colour style shape

owner present move to winter palace

add to more details remove to pieces

put on trains remain a mystery 300th birthday

period 3: a lesson plan for learning about language

(the restrictive and non-restrictive attributive clause)

aims:

to learn about the restrictive and non-restrictive attributive clause

to discover some useful words and expressions

to discover some useful structures

procedures:

i. warming up

warming up by discovering useful words and expressions

please turn to page 3. do exercises 1, 2, 3 and 4 first. please check your answers against your classmates’.

warming up by explaining

now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? the word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. look at ex 3. the preposition “at” indicates a state, condition or continuous activity. so we can replace them or express them by using a present-continuous tense.

ii. learning about attributive clause

1. what is an adjective clause?

an adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” consider the following examples:

adjective

the red coat

adjective clause

the coat which i bought yesterday

like the word “red” in the first example, the dependent clause “which i bought yesterday” in the second example modifies the noun “coat.” note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.

in formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” in informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:

informal

the books people read were mainly religious.

formal

the books that people read were mainly religious.

informal

some firefighters never meet the people they save.

formal

some firefighters never meet the people whom they save.

here are some more examples of adjective clauses:

the meat which they ate was tainted

this clause modifies the noun “meat” and answers the question “which meat?”.

they’re talking about the movie which made him cry

this clause modifies the noun “movie” and answers the question “which movie?”.

they are searching for the student who borrowed the book

the clause modifies the pronoun “student” and answers the question “which student?”.

did i tell you about the author whom i met?

the clause modifies the noun “author” and answers the question “which author?”.

2. restrictive & non restrictive clauses

do the following pairs of sentences mean the same thing?

1a my uncle, who lives in london, is very rich.

2b my uncle who lives in london is very rich.

2a the policies, which were unpopular, were rejected by the voters.

2b the policies which were unpopular were rejected by the voters.

3a my niece, whose husband is out of work, will inherit the house, which i have always treasured.

3b my niece whose husband is out of work will inherit the house which i have always treasured.

the first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. a non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in london). conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. thus it is that particular uncle who lives in london who is referred to (1b). in 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom i will marry ....).

3. a test on formal adjective clauses

directions: combine the sentences. use formal written english.

use (b) as an adjective clause. punctuate carefully.

1) (a) an antecedent is a word. (b) a pronoun refers to this word.

an antecedent ____

2) (a) the blue whale is considered the largest animal that has ever lived.(b) it can grow to 100 feet and 150 tons.

the blue whale ____

3) (a) the plane was met by a crowd of 300. (b) some of them had been waiting for more than 4 hours.

the plane ____

4) (a) in this paper, i will describe the basic process.(b) raw cotton becomes cotton thread by this process.

in this paper, i will describe ____

5) (a) the researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) these people’s families have a history of high blood pressure and heart disease.

the researchers are doing case studies ____

6) (a) at the end of this month, scientists at the institute will conduct their aids research. (b) the results of this research will be published within 6 months.

at the end of this month, scientists ____

7) (a) according to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) a solution to this problem must and can be found.

according to many education officials, ‘math phobia’ ____

8) (a) the art museum hopes to hire a new administrator.

(b) under this person’s direction it will be able to purchase significant pieces of art.

the art museum ____

9) (a) the giant anteater licks up ants for its dinner.

(b) its tongue is longer than 30 centimeters (12 inches).

the giant anteater ____

10) (a) the anteater’s tongue is sticky.

(b) it can go in and out of its mouth 160 times a minute.

the anteater’s tongue ____

iii. closing down by taking a quiz

quiz on attributive clause

select one answer from the choices provided after each sentence. the words you choose should fit the blank in the sentence. don’t use the hint buttons unless you really need them.

1. as many children came were given some cakes.

a. that b. as c. who d. whom

2. the visitors saw rows of houses the roofs are red.

a. on which b. of which c. where d. that

3. i usually take a nap after lunch, is my habit.

a. which it b. as it c. as d. that

4. please tell me the way you did the job.

a. how b. where c. which d. in which

5 is this museum some german friends visited the day before yesterday?

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

6. the farmer uses wood to build a house to store grain.

a. in which b. where c. that d. with which

7. i shall never forget the years i spent in the country with the farmers, has a great effect on my life.

a. when, which b. that, which c. when, that d. which, that

8. little has been done is helpful to our work.

a. that b. what c. which d. all that

9. perhaps this is the only market you can get such cheap goods.

a. that b. of which c. by which d. where

10. we’ll put off the outing until next week, __ we won’t be so busy.

a. when b. which c. at which d. in that

key: 1~10：bbcda abada

period 4: a lesson plan for using language

aims:

to learn to tell facts from opinions

to write a reply letter

to listen and speak about cultural relics

procedures

i. warming up by questions

morning, class. we always say, “we must respect facts and can’t wholly depend on one’s opinions”. but can you tell me:

a. what does it mean when you say, “it is a fact”?

b. what does it mean when you say, “it is an opinion”?

keys for reference:

a. a fact must be real, objective and without any personal judgment. so it can be proved.

b. an option always expresses one’s own ideas. it is always subjunctive. so it has not been proved.

warming up by questioning

turn to page 5. read the passage and tell me:

a. if you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?

b. what makes a judge decide which eyewitnesses to believe and which not to believe.

keys for reference:

a. searching for facts of course. the more, the better.

b. the evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.

ii. guided reading

1. reading and defining

read the passage and define: what is a fact? what is an opinion? what is an evidence?

2. reading and translating

read the passage and translate it into chinese paragraph by paragraph. tom, you are to do paragraph 1, please…

3. reading and underlining

next you are to read and underline all the useful expressions or collocations in the part. copy them to your notebook after class as homework.

collocation from using language on page 5

in a trial, rather than, …more than…, to tell the truth, agree with, it can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money

4. listening

now, boys and girls, as we know, people have never stopped searching for the amber room. this time we’ll listen to what three people say they know about the missing amber room. before we listen to them, i’ll present some related new words to you to help you understand them easily. please look at the screen and read after me.

explode vt. 爆炸, czch n. 捷克, mayor n. 市長, melt vt. 熔化, sub (sub marine) n. 潛水艇，水雷, survivor n. 倖存者, titanic n. 泰坦尼克船

5. sharing and correcting

well done. now share your forms with your partner and tell me in the three forms: what are facts? what are opinions? li ming, do you want a try?

keys: what they heard, saw, did are facts. and what they believe are opinions.

6. reviewing

we often use some expressions to ask for opinions. what are they?

oh, yes. what do you think of …?

do you believe …?

how can you be sure of …?

how do you know that?

and we often use some expressions to give opinions. what are they? ok, tom, please. oh, yes. they are: i think… / i don’t think… i don’t agree that… / i suppose that…

7. discussing

please look at exercise 3, and discuss which person gave the best evidence. use the expressions above to help you. before we discuss, let’s deal with the following discussion:

a. what is the best evidence?

b. how can we know which eyewitness is most believable?

keys:

a. the best evidence is factual and is given by a person who is believable.

b. the most believable eyewitness is the one who has nothing to gain from telling a lie.

well done. let’s come to the discussion “which person gave the best evidence?”

keys fore reference:

jan hasek is less believable because he owns a little restaurant near the mine. if the search stopped, his business would suffer.

hans braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the baltic sea.

of the three eyewitnesses, only anna petrov has no selfish reason for saying what she has said. in particular, she is not involved in any current effort to find the treasure. therefore she is the most believable.

8. reading and writing

sometimes we may fall into or face a moral choice. that is a moral dilemma. let’s read the letter on page 7 and see what’s johann’s choice and opinion. ok, finished? now answer the following questions:

a. what’s johann’s opinion about the amber room?

b. what’s his father’s opinion about the things found by him?

c. what happened to johann when she was a pupil?

keys:

a. johann thinks the people who find the amber room should keep it for them own.

b. his father thinks as johann does.

c. she found a little money and kept it to himself.

9. completing the letters a & b and then giving your own letters

when you write your letter, you may choose to agree or not agree with the writer.

you must give a reason why you agree or don’t agree with the writer.

be sure to give an example from your own life so that the reader can better understand your opinion.

Ⅲ closing down

closing down by a debating

there is a long ancient wall around a less developed town.

it is reported it has a long history, dating back to over 5 century bc. the local government is collecting money to repair and rebuild the wall. it has cost a lot of money. some of your classmates think it is not worth. some think it’s a good way to develop the local economy. now group 1 and 2 against group 3 and 4. let’s have the debating.

closing down by dictation

the design for the room was of the fancy style popular in those days.

the room served as a small reception hall for important visitors.

the man who found the relics insist that it belongs to his family.

the room was completed the way she wanted it .

it was ready for the people of st. petersburg to celebrate the 300th birthday of their city.

after that, what really happened to the amber room remains a mystery.

in a trial, a judge must decide which eyewitnesses to believe and which not to believe.

is it something that more than one person believes?

a fact is anything that can be proved.

an opinion is what someone believes is true but has not been proved.

part two: teaching resources (教學資源)

section 1: a text structure analysis of in search of the amber room

i. type of writing and summary of the idea

type of writing this is a piece of narrative writing.

main idea of the passage the history of the amber room

general idea of 1st para the simple description of the amber room

general idea of 2nd para the present sent to the czar

general idea of 3rd para the detail adding and relocating of the amber room

general idea of 4th para the stolen of the amber room in world war Ⅱ

general idea of 5th para the rebuilding of the amber room

ii. a tree diagram

the amber room: the best and biggest work of country’s best prussian artists

para.1

section 2: background information on culture relics

i. what is a culture relic? 何謂 “文化遺產”?

cultural relics are physical reminders of what different peoples valued in the past and continue to value now. without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. although we may not often consider it, cultural relics are not only the possession of one culture. in a larger sense, it can be said that they belong to all peoples. for these reasons, this unit describes cultural relics not from china but other places. looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.

ii. the cultural relics of china in the world heritage site list《世界文化遺產名錄》中的30處中國文遺產

本單元的主題是“文化遺產”，學生很可能已經親身接觸過當地的文化遺產，或是能過電視、報紙等媒體對此有了一定的瞭解，因此，在課前教師可讓學生列舉國內外著名的文化遺產，然後對“文化遺產”給出定義、分類或劃分標準。到底，我國已有30處文物古蹟和自然景觀被聯合國科教文組織世界遺產委員會列入《世界遺產名錄》，以下是這些文化遺產的名稱、性質和列人《世界遺產名錄》的年份：

◆mount taishan(泰山)，listed as a world cultural and natural site in 1987.

◆the great wall(長城)，cultural site, 1987.

◆the imperial palace of the ming and qing dynasties in beijing and shenyang(北京故宮、瀋陽故宮)，cultural site, 1987,2004.

◆the mogao caves(敦煌莫高窟)，cultural site,1987.

◆the mausoleum of the first qin emperor and the terracotta warriors(泰始皇陵及兵馬俑坑)，cultural site,1987.

◆the peking man site at zhoukoudian(周口店北京猿人遺址),cultural site,1987.

◆mount huangshan(黃山),cultural and natural site,1990.

◆the jiuzhaigou valley scenic and historic interest area(九寨溝風景名勝區),natural site,1992.

◆the huanglong scenic and historic interest area(黃龍風景名勝區),natural site,1992.

◆the wulingyuan scenic and historic interest area (武陵源風景名勝區)，natural site,1992.

◆the mountain resort and its outline temple, chengde(河北承德避暑山莊及周圍寺廟),cultural site,1994.

◆the temple and cemeter of confucius and the kong family mansion in qufu (曲阜孔府、孔廟、孔林)，cultural site,1994.

◆the ancient building complex in the wudang mountains(武當山古建築群),cultural site,1994.

◆historic ensemble of the potala palace, lhasa(西藏布達拉宮),cultural site,1994.

◆the lushan national park(廬山)，cultural site,.

◆mount emei and the leshan giant buddha scenic area(峨眉山一樂山大佛風景名勝區),cultural and natural site.1996.

◆the ancient city of pingyao(平遙古城),cultural site,.

◆the classical gardens of suzhou(蘇州園林),cultural site,1997.

◆the old town of lijiang(麗江古城),cultural site,1997.

◆the summer palace(頤和園),cultural site,.

◆the temple of heaven：an imperial sacrificial altar in beijing(天壇),cultural site,1998.

◆dazu rock carvings(大足石刻),cultural site, .

◆mount wuyi(武夷山),cultural and natural site,1999.

◆mount qincheng and the dujiangyan irrigation system(青城山一都江堰),cultural site,.

◆aucient villages in southern anhui-xidi and hongcun(安徽古村落一西遞、巨集村),cultural site,2000.

◆longmen grottoes(龍門石窟),cultural site,2000.

◆imperial tombs of the ming and qing dynasties(明清皇家陵寢),cultural site 2000.

◆yungang grottoes(雲岡石窟),cultural site,2001.

◆three parallel rivers of yunan protected areas,natural site(三江並流),2003.

◆capital cities and tombs of the ancient koguryo kingdom(高句麗的王城、王陵和貴族墓葬),cultural site,2004.

unit 2 the olympic games

period 1: section 3: words and expressions from unit 2 the olympic games

aims: learn about the words and read the words.

important points: the pronunciation and the use of some words.

difficulties: usage of “admit” and “promise”.

honest

adj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: his answer was simple and honest

ancient

adj. 1. very old: an ancient mariner 2. in or of times long ago: ancient rome and greece 3. having existed since a very early time: ancient history/customs

compete

v. to try to win sth. in competition with someone else: john competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others

medal

n. an award for winning a championship or commemorating some other event

host

n. a man who receives guests: he acted as host to his father’s friends. china is the host country for olympic games. v. be the host of or for: we hosted 4 couples last night.

magical

adj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spell

interview

n. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: my interviews with teen-agers revealed a weakening of religious bonds. 2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: we interviewed the job candidates. 3. go for an interview in the hope of being hired: the job candidate interviewed everywhere.

athlete

n. a person trained to compete in sports

admit

v. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: we cannot admit non-members into our club. 3. serve as a means of entrance: this ticket will admit one adult to the show. 4. give access or entrance to: the french doors admit onto the yard. 5. afford possibilitye: this problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: he admitted his errors. 7. admit into a group or community: we’ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: the theater admits 300 people.

replace

v. 1. put something back where it belongs: replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): he replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: the con artist replaced the original with a fake rembrandt. 4. take the place or move into the position of: smith replaced miller as ceo after miller left.

relate

v. 1. have or establish a relationship to: she relates well to her peers. 2. be in a relationship with: how are these two observations related? 3. give an account of: the witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: i cannot relate these events at all.

sail

n. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): we sailed the atlantic 2. travel in a boat propelled by wind: i love sailing, especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: the qe2 will sail to southampton tomorrow. 4. move with sweeping, effortless, gliding motions: shreds of paper sailed through the air.

advertise

v. 1. call attention to: please don’t advertise the fact that he has aids. 2. make publicity for; try to sell (a product)

promise

n. 1. grounds for feeling hopeful about the future: there is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: the results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: i promise you my best effort. 4. make a prediction about; tell in advance

period 2-3:a lesson plan for reading (an interview)

aims

to talk about the history of the olympics games

to read an interview about the olympic games

procedures

i. warming up

warming up by sharing

morning, everyone! today we are going to learn about the olympic games. but first, i’d like to know how much you know about the olympics to be held in beijing. anything about it is ok. oh, li lei, do you want a try?…right. you know so much about the olympics. toady, we’ll learn more about it in ancient greece.

warming up by describing

now, boys and girls. i’ll show you a video show of the 28th olympic games. please tell me what it is about and describe it to the class. ok, wang lin, please describe it. wonderful. that’s liu xiang. the hurdle king!

warming up by discussing

hi, class. you know our country is trying her best to prepare for the 2008 olympic games. every one is expecting and excited about it. let’s discuss what we can do for it. and imagine what we will do at the 2008 olympics.

ii. pre-reading

1. asking and answering

now, please read the three questions before the reading. let’s do it in turn. let’s begin from the first row here…ok, you did a good job. let’s summarize your answers.

for reference:

1. in summer olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, javelin, weight lifting, gymnastics, boxing etc.

in winter olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc.

2. the 29th olympic games will be held in beijing on auguster 18th, 2008.

3. to hold the olympic games is a rich prize for a country. and it can make a country known in the world. it can stimulate the country’s economy, and help to speed up its development.

2. imaging and introducing

please look at the three pictures in the reading. please talk about them. imagine whatever you can.

for reference: the first picture is the status of a great greek. his name is pausanias. he was a famous traveler and writer in the second century ad. his guide to greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. it is so informative that it may be called the foundation of classical archaeology and this ancient baedeker is still used as a guide to classical greece. can you remember a famous ancient chinese traveler and writer? he also wrote a book. yes, his name is xu shake. his works is the notes of xu shake’s travels.

the second picture is the opening ceremony of the olympic games. maybe this is the principle stadium. it’s large and can hold thousands of audience.

the third picture is a chinese athlete named yang yang. she won a gold medal for china in the winter olympic games. she is a famous skating player.

3. talking and sharing

we know there are many differences and similarities about the ancient and modern olympics. do you know anything about them? you can simply guess. yes, lucy, try …

iii. reading

1. reading aloud to the recording and finding the general idea

now please listen and read aloud to the recording of the text an interview. pay attention to the pronunciation and intonation as well as the pauses within each sentence. then try to get the general idea of the passage. have you got the main idea?

yes, it tells us the differences and the similarities between the ancient and modern olympics.

2. reading and acting

now let’s play the parts of the greek writer pausanias and the chinese girl li li. now boys, you are pausanias; girls, you are li li. please pay attention to the bold words.

3. reading and finding

now read the text again. the boys shall try to finish the task: what was the ancient olympics like? the girls shall try to finish the task: what is the modern olympics like?

4. reading and collecting information

ok, now let’s read it silently. first let’s talk about the same points between the ancient and modern olympics. who can answer? any volunteers?

then let’s come to the differences.

the similarities

① both are held every four years.

② both are held not for money but for honour.

③ the beliefs are the same. they are: swifter, higher, and stronger.

④ men are allowed to take part both in ancient and modern olympics.

⑤ some events are the same, such as running, jumping, shooting and thowing.

the differences

① there were not winter olympics in the past.

② now competitors are from all over the world. but in the ancient time, only the people in greece could take part.

③ only men were allowed to take part in the past, now woman are also allowed.

④ in the past, winners got the olive wreath as the prize. now competitors compete for medals.

⑤ the events and athletes in modern time are more than those in the past.

⑥ there is a special village for the competitors to live in, a stadium for competitions, a gymnasium for these who watch the games now. but there were not in the past.)

5. reading and underlining

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from an interview

take part in…, gold medals, the spirit of…, be held, in order to, host the olympic games, on a magical journey, find out, the present day olympic games, used to, write about…, come to your time, be admitted as…, two sets of…, enjoy competing in…, compete against…, for the honour of…, reach the standard, be admitted to…, play a very important role, as well as, a stadium for competitions, as a matter of fact, compete for…, olive wreath, feel proud of…, make… happy

Ⅳ closing down

closing down by doing exercise

to end the lesson you are to do the comprehending exercises 1 & 2.

closing down by discussing

you know our government has tried its best to compete for hosting the 29th olympic games. it has cost a lot of money. do you think it is worthwhile? why?

for reference:

it is worthwhile to host the olympic games. to host olympic games can make our country known to the whole world. to host olympic games can make our culture and people understood by the other peoples. to host olympic games can stimulate the developing of our economy.

closing by imagining

imagine what we will do and what we can do for the 29th olympic games now.

for reference: maybe we can serve as volunteers to help the foreign visitors and athletes from all over the world. so at present we should study hard. especially we should try our best to learn english well.

closing down by narrating

we can see the text is written in a conversational style. and there are two speakers. one is pausanias, a greek writer 2000 years ago, the other is li li, a chinese girl. now let’s change it into a narrative style. in other words, let’s describe the ancient and modern olympic games in our own words. who would like to have a try?

for reference: the ancient olympic games began in greece and were held from 776 b.c. to a.d.393. it was held every four years. at that time, there were not so many sports as today. and women were not allowed to take part in the games. there were not winter olympics at that time. winners got the olive wreath as the prize. the motto was swifter, higher and stronger.

the modern olympic games began in 1891. they’re held every four years. there are many new sports in the olympics. in the summer olympics there are over 250 different sports. women are not only allowed to join in but also play a very important role. now the competitors compete for medals. the motto is swifter, higher and stronger.

closing down by summarizing

as we have finished the passage we’ll sum up what we have learned. first let’s see the writing skills. it is written in a conversational style. it’s in a very interesting way. it adopts a dialogue between pausanias who lived 2000 years ago and a chinese gird in modern world. through their dialogue, the differences and similarities between the ancient and modern olympic games are made known to the readers. just because it is in a conversational style, there are quite a few oral spoken english and elliptical phrases.

through the comparison between the ancient and modern olympic games, we have learned the differences and the similarities between them. now we can have a deep understanding of the games. from the passage, we can have a deep understanding of the games. from the passage, we can also get to know that the olympic games are developing and improving. it’s our duty to make the olympic games better and healthier. we know that one of the slogans for 2008 beijing olympic games is green olympic games. it shows that people are paying more and more attention to our environment.

period 4: a lesson plan for learning about language

(the future passive voice)

aims：

to learn about future passive voice

to discover useful words and expressions

to learn the methods of words formation

procedures

i. warming up

warming up by dictating

there are several important sentences in this unit. let’s dictate them. if you can’t, learn them by heart after class.

① when and where will the next olympic games be held?

② i live in what you call “ancient greece” and / used to write about the olympic games more than 2000 years ago.

③ all countries can take part if they reach the standard to be admitted to the games.

④ the next olympic games will be held in my hometown.

⑤ it is just as much a competition among countries to host the olympics as to win an olympic medal.

warming up by discovering useful words and expressions

turn to page 11 and do exercises 1, 2, 3 and 5 first. check your answers against your classmates’.

ii. learning about word formation

1. do exercise 4 and discover the rules.

turn to page 12 and find out the rules of word formation.

by adding -ing to a verb, we can change the verb into a noun.

that means we can change “doing some sport” into “the name of the sport”.

by adding -er to a verb, we can change the verb into a noun. that means we can change “doing some sport” into “the person who does the sport”.

2. means of word-formation in general

affixation, conversion, and composition (or compounding) are the chief means of word-formation in english. besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.

iii. learning about present future passive voice

turn to page 13 and do exercise 3. and tell the class the formation of present future passive voice.

for reference: well done, class. we can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.

Ⅳ closing down by summarizing

ent future passive voice (take “ask” for example)

affirmative negative interrogative

i

you

he/she/it will be asked

we will (shall)

you/they will i

you

he/she/it will not be asked

we will (shall) not

you / they will not will (shall) i

will you

will he/she/it be asked

will (shall) we

will you / they

passive voice of phrasal verb

generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. but many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. so they can also be followed by the objects. therefore they can also be used in passive voice.

but note that all the phrasal verbs are used as a whole. when using them in passive voice, we cannot drop out the prepositions and adverbs. for examples:

at last they put out the fire. at last the fire was put out.

they will put up a notice on the wall. a notice will be put up on the wall.

have you sent for a doctor? has the doctor been sent for?

i have never heard of such a thing before. such a thing has never been heard of before.

we must take good care of the children here. the children must be taken good care of here.

his classmates laughed at him for the foolish mistake. he was laughed at for the foolish mistake by his classmates.

period 5-6: a lesson plan for using language

aims:

to read about the ancient olympic games

to listen and talk about hobbies

to write about hobbies

procedures

1. warming up

warming up by introducing

hi! class. you know greece is the world-known country with an ancient civilization. it has a long history with so much marvelous culture. the greeks had wonderful stories about the gods and goddnesses who were part of their religion. they believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. however, the gods did not always help. they behaved like people who were unpredictable and capricious. to try to get the support of the gods people had to pray to them and offer them present. in this story the goddess hera, the wife of the chief god, zeus was sorry for hippomenes and agreed to help him.

warming up by sharing

now, boys and girls. is there anybody who can tell us some greek mythology. you know they are so famous in human history. or can you speak out some names of greek gods and goddesses.

prometeus 普羅米修斯 -- a son of the former chief god

sphinx斯芬克斯 -- a being with a human face but a lion body

pandora 潘多拉-- a beautiful girl with every ill and evil thought and deed

zeus宙斯-- the chief god who governed the world

hera 天后-- the wife of zeus who governed the love

Ⅱ. guided reading

1. reading and judging

read the text the story of atlanta, and complete the true or false guestions after the text on page14.

2. reading and answering

read the text again, and answer the following questions.

a. what was atlanta’s problem?

b. what were atlanta’s rules?

c. what was hippomenes’ amazement?

d. what made hippomenes change his mind?

e. whom did hippomenes turn to for help?

f. can you guess what was the ending?

for reference:

a. atlanta could run faster than any men in greece. but she was not allowed to run in the olympic games.

b. she promised to be married to a man who could run faster than her. if he could not run as fast as her, he would be killed.

c. hipppomenes could not understand why so many young men wanted to risk their lives.

d. atlanta’s beauty made him understand his amazement and change his mind.

e. he turned to the goddess of love for help.

f. hippomenes was killed because of losing his race.

g. he ran faster than atlanta and married her.

3. reading and underlining

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from the story of atlana

be allowed to, run against…, will be pardoned, hear of…,be amazed, as fast as…, change one’s mind, ask… for help from…,

promise to, will be relaxed, pick up, be confident about…,share one’s pain, run past…,compete with…, cheap to marry

4. listening

for listening turn to page 15 and be ready to do exercises 1.

first read the questions carefully and imagine what is the listening about.

when doing exercise 2, you must make clear what is wrong with the sentence. and tell the class which is correct, which is wrong and which is only half true.

5. acting

next we are going to put the text a story of atlanta on stage. you know there are four charactors in the story. who would like to be them?

who will be alanta’s father, the old king?

who will be the goddess of love?

ok. li li, you are the greek princess. zhang qiang, you are the brave young man hippomenes. lucy, you are the goddess of love. zhou gang, you are the princess’s father. the rest of class, please prepare it in groups of four. then act your play before class.

a text play of the story of atianta

time: one morning in spring

place: at the palace

people: the old king(k), the princess (a), the young man (h), the goddess of love (l).

f: my dear daughter, you see how beautiful the spring is! you are just like the spring flowers. why don’t you marry? so many young kings and princess want to marry you, and they are all so rich, smart and nice.

a: oh, dear father. i have promised that i will only be married to a man who can run faster than me. i will run against him. if he cannot run as fast as me, he will be killed. no one will be pardoned.

f: but, my dear daughter. no man has won you. they all sent themselves to death. when will you get married?

a: i won’t marry unless i am allowed to run in the olympic games. (hippomenes is allowed to come in)

h: oh, my kindest king and my prettiest princess!

i’ll marry the princess. i’ll compete with you.

a: do you know the rules?

h: yes, princess!

f: oh, young man! go away! you can’t win her. you are only losing your life!

h: no, i want a try!

f: foolish thing! go away! don’t go to die! (hippomenes was pushed away and felt sad, crying. the goddess of love is watching everything above him in the sky and pities him)

l: oh, young man, what’s the matter? why are you so sad?

h: oh, my goddess, can you help me? can you help me to win the princess and marry her?

l: ok, young man. do you really want to marry her and love her?

h: of course. she is so beautiful.

l: ok, it is easy. take these three golden apples.

throw apples in front of atlanta when she is running past and she will be relaxed. when she stops to pick it up, you will be able to run on and win.

h: oh, thank you, my goddess!

(hippomenes returns to the palace)

k: well, young man, why are you here again?

h: my kindest king. i want to marry her and run against her!

k: well, young man. i repeat. don’t be silly! go away!

h: no. i love her. i will marry her － or die!

6. speaking

now, class. let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. you can carry out the task like this.

which do you like, sport, music or collection?

which of the sports do you like best?

what is your favorite sport?

are you interested in table tennis?

after the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.

why do you like this sport / music / collection?

when do you begin to like it?

what’s enjoyable about the hobby?

what have you learned from the hobby?

ed writing

1. writing an imagined dialogue

groups 1 and 2 are going to write an imagined dialogue between the princess and hippomenes. you may begin like this : oh, my dear princess, i want to marry you…

2. writing a description

turn to page 16 and follow the direction to write a description of your favorite hobby.

here is an example:

swimming is my favorite sport. i like it because it can bring me much fun. the process of learning swimming is very interesting. you can try different ways of swimming, such as breaststroke and backstroke. you can swim at any time of the year if you like. in hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. even in cold winter, you can swim if you are brave enough. it’s a healthy sport and it can build up your body. if you are a beginner, you must be careful.

you’ll better not swim alone and bring life buoy with you in case of danger. if you want to be a good swimmer, you must have a lot of practice and have great determination.

iv. closing down by finding information

go to the library to read or get online to search in order to find more information on the olympic games and the ancient greek mythology. take notes of your finding and report to your groupmates next monday morning.

part two: teaching resources

section 1: the writing style of the reading an interview

type of writing conversational style

main idea comparing the differences between ancient and modern olympics

characteristics by comparing and contrasting

section 2: background information on the olympic games

i. events of the moden olympic games

archery, baseball, badminton, basketball, beach, volleyball, boxing, canoe/kayak, cycling, diving, equestrian, fencing, field hockey, gymnastics, handball, judo, modern pentathlon, rowing, sailing, shooting, soccer, softball, swimming, synchronized swimming, table tennis, tennis, tae kwon do, track & field, triathlon, volleyball, water polo, weightlifting, wrestling

pic traditions

the olympic anthem

the olympic anthem was written by the greek national poet costis palamas and composed by greek musician splros samaras. it was first sung at the 1896 games. the ioc adopted it as the official olympic anthem to crown olympic ceremonies at the 1958 ioc session in tokyo.

the olympic motto

the olympic motto “swifter, higher, stronger”comes from three latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. the french educator, baron rerre de coubertin, who revived the ancient olympic games and in 1896 led the first modern 01ympic games in athens, borrowed the phrase from a dominican priest henri dinon. n introduced these words while presenting athletic prizes at a college in how did these words become the motto of the olympic games? it was michel breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern olympic games on june 23,r, the international olympic committee formally adopted this phrase as the official motto of the games.

the olympic creed

the olympic creed was also introduced at the 1896 games. as stated by pierre de coubertin, the creed is as follows:”the most important thing in the olympic games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. the essential thing is not to have conquered but to have fought well.”

the olympic flag

it was pierre de coubertin who conceived the idea of the olympic flag with five coloured interlocking rings on a white backround. the rings represent the union of the five continents and the meeting of the athletes from all around the world at the olympic games.

today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. the olympic flag was first used during the antwerp games in 1920.

the olympic oath

“in the name of all the competitors, i promise that we shall take part in these olympic games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”

at the opening ceremony of each games, one athlete from the host country takes olympic oath on behalf of all competing athletes. this particular gesture of sports-manship was introduced at the 1920 games in antwerp, belgium. a coach or team official takes a similar oath at each opening ceremony.

the olympic flame

the olympic flame is one of the most visible symbols of the modern games. its tradition has survived from the games of ancient greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess hera.

the modern olympic flame was first lit in 1928 at the amsterdam olympic games, where it burned throughout the competitions. it has become a major symbol for solidarity among nations and embodies the olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.

the torch relay

during the 1896 games in athens, young inspired sportsmen had organised the first torch relays. however, the tradition of the olympic torch officially began at the berlin games in 1936. as in ancient times, the torch is lit by the sun in ancient olympia, then passed from runner to runner in a relay to the host city, where it is used to light the olympic stadium’s flame during the games’ opening ceremony. the flame then burns until it is extinguished at the closing ceremony.

unit 3 computer

part one: teaching design (第一部分：教學設計)

period 1: words and expressions from unit 3 computers

aims: learn about the words and read the words.

important points: the pronunciation and the use of some words.

difficulties: usage of “admit” and “promise”.

common

n. 1. an area of grassland with no fences which all people are free to use or a piece of open land for recreational use in an urban area (常用於專有名詞中): every saturday jean went riding on the village common. harlow common is very beautiful in winter.哈洛公園在冬天時風景很美。2. in common: in shared possession 3. out of common: unusual adj. 1. of or associated with the great masses of people: the common people in those days suffered greatly. 2. to be expected; standard: common decency. 3. common to or shared by two or more parties: common friend. 4. of no special distinction or quality; widely known or commonly encountered; average or ordinary or usual: the common man. 5. belonging to or participated in by a community as a whole; public: for the common good. 6. commonly encountered: a common (or familiar) complaint. 7. being or characteristic of or appropriate to everyday language: common parlance. 8. lacking refinement or cultivation or taste: behavior that branded him as common. 9. of low or inferior quality or value: common cloths used by the poorer population.

simple

n. 1. any herbaceous plant having medicinal properties 2. a person lacking intelligence or common sense adj. 1. not elaborate in style; unornamented: a simple country schoolhouse. 2. (bota

英語必修一教案篇3

teaching design for unit 3 amazing people

reading: the curse of the mummy (comprehension)

by li chen on dec 26, 2006

aims and requirements

read an article about a famous explorer and an article about a chinese astronaut

listen to a list of requirements

talk about famous people and unknown places, and introduce a person

write a biographical article

interview a professional

summary of the passage

the passage is about a famous explorer who, with the assistance of lord carnarvon, led a team to egypt and made some unexpected discoveries in tombs. it still remains a mystery how one of his discoveries led to illness and death for many of his team members.

procedures

step 1: leading-in

1) do you still remember something from our discussion on egypt in unit 1 and unit 2?

we talked about toby traveling in egypt and people’s curiosity about how the pyramids were built. though we don’t know exactly how people at that time built them, we are quite sure of one thing, that is, all the pyramids were built for kings and queens. they expected to be buried there after their death. in spite of the harsh conditions, the egyptians created this wonder of the world with their hands. it’s said the pyramids are as magnificent as a palace inside.

2) have you ever read or thought about what is inside the pyramids?

3) are there any people buried in them?

4) what do people nowadays call those buried in tombs?

5) what are mummies and how are they made?

6) apart from mummies, are there any treasures inside the tombs of the pyramids?

7) have the tombs ever been robbed of treasures by people?

8) what happened to these people after they entered the tombs?

9) were they rich overnight?

10)what may explain the disasters that happened to those people?

step 2: fast reading for general ideas

1. pay attention to the reading strategy first before skimming the passage.

1) the article you are going to read is about a famous explorer who worked in egypt. read the article and make connections between the title and the explorer. use your imagination and express your opinions freely with each other.

what might be the connections between ‘the curse of the mummy’ and the famous explorer?

why does the writer choose ‘the curse of the mummy’ as its title here? do you think the title can grab your attention and arouse your interest?

from your point of view, what might be dealt with in the following article? can something like the explorer’s hobbies, his experiences of adventures, his achievements be covered in the article?

2) you’ve done a good job, expressing your opinions about the relationship between the title and the explorer and predicting the main contents of the article. that’s great. but to be more specific, can you anticipate what might be covered in the first paragraph of the article?

3)please read the first paragraph and discuss how the first paragraph agrees or disagrees with your predictions.

what’s the first paragraph about? is it the beginning of a story?

what does the writer tell us about the explorer in the first paragraph?

what words do you think are useful for you to predict the ideas included in the passage?

now you may find the first paragraph serves as a general introduction of howard carter, and please pay attention to the key words in the first paragraph on the blackboard:

famous, brave, adventurous, amazing

4) with the help of the key words, you may predict the content of the paragraphs that follow.

what are the following paragraphs likely to do?

will they give specific examples to support the

general description of howard carter?

exchange your ideas with your partners and then check your prediction by reading the following paragraph.

5) now let’s focus on reading strategy to review the skills of how to predict information in an article.

2. skim the passage and complete the three questions in part a.

step 3: detailed reading for important information

1. now please reread the passage and identify which statements are true and which are false. then complete part c1 on p44 individually.

2. part c2 on p44. match the summaries of the paragraphs in the article

3. while reading please identify the relationships between these characters and try to retell the passage according to the following diagram.

characters who was he? what did he do? how did he die?

george gould a friend of carnarvon visited the tomb a high fever

lord carnarvon a british man interested in egypt offered carter money to explore the mysterious;

be present at the opened tomb a fever

howard carter a famous explorer especially for the discovery of king tutankhamun’s tomb in 1891 set sail for alexandria, egypt

by the 1920s searched for the tombs of the egyptian kings

in 1922 found the tomb of king tutankhamun seemed nothing to do with the tomb

richard bethell carter’s secretary entered the tomb heart trouble

step 4: post-reading activities

1. interview

a---the spokesman of howard carter

b---a journalist

b will ask a the following questions:

1) what kind of person do you think howard carter is? why?

2) to be a qualified explorer, what kind of personality do you think he/she should have?

3) do you think the personality of howard carter has had a positive effect on his discoveries?

4) as for students, what sorts of personalities does a student have to possess?

5) compared with the amazing persons such as mother teresa, bill gates, beethoven, zhang heng, do you think howard carter is as great as them?

6) do you think the mummy’s curse really exists? why?

step 5: homework

1. parts d and e on p44 and p45.

2. write a summary about howard carter in a few sentences.

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文件為doc格式

英語必修一教案篇4

一、單元考點提示

1.單詞

willing ,devote,cure,disadvantage,shock,institute,admire,debt,expedition,

merchant, exist,chart,botany,disaster,crew.

2.短語

devote…to 把……用在;把……獻給

succeed in (幹)……成功

give off 發出(光、熱等)

in honour of 為了紀念……;為向……表示敬意

above all 首先;首要

set off 使爆炸;引起;出發

pay off 償清(欠款等)

at sea 在大海上;在航海

take…by surprise 使……吃驚;出奇兵攻佔

in charge of 主管;負責

set out 出發;開始

in search of 尋找

3.句型

(1)i’m (not)sure… i’m not sure whether/if…

(2)i doubt if/whether…

(3)making a map of the east coast was an important job.

(4)the men often fall ill and suffer fever.

(5)they will provide us with eggs and meat.

4.交際英語

(1)i doubt if he’ll be asked to speak again next year.

(2)perhaps i’ll go to that one.

(3)maybe it was useful for some people.

(4)how did you find the talk this morning?

(5)i shall insist on leaving at 7 p.

(6)we’ve decided to do sth./that…

(7)have you decided which boat to take?

(8)i suggest doing sth.

二、考點精析與拓展

something(nothing,much,little)to do with與……有(沒有，有很大，有一點)關係。

①i have nothing to do with that young man.

②his job has something to do with telephones.

③this has little to do with what we are talking about.

④do you have anything to do with that club?

t v.& n.懷疑，不相信

n.

of…對……(抱)懷疑或悲觀(態度)

doubt 從句在否定句及疑問句中多跟that

引起的從句，在肯定句中多跟

whether(if)引起的從句。

①i doubt the truth of this report.

②they have never doubted of success.

③i don’t doubt that you are honest.

④can you doubt that he will win?

⑤i doubt if that was what he wanted.

該詞作名詞時有以下短語

beyond(all)doubt毫無疑問;in doubt懷疑，猶豫，不肯定;no doubt肯定地，想必;without doubt毫無疑問，一定地

①the truth of the story is beyond doubt.

②i was in doubt about what to do.

③no doubt i learned a lot from that lecture.

④without doubt these theories were all wrong.

do (did )you find…?(你覺得/認為……怎麼樣?)是徵求對方對某人、某事的看法或意見的用語。回答時在find 後要跟複合賓語。

how did you find the dishes?

(i found them)tasteless.

how do you find peter gray?

i found him dishonest.

t vt.①接納，許可……進入(allow sb./ enter)

he was admitted to the school this two hundred boys and girls are admitted to our school every year.

②承認，後可接名詞，doing、從句或複合結構。

i admit my admitted having read the admitted that his comprehension was must admit the task to be difficult.

remembered as…作為……而被人們懷念

he will always be remembered as a national hero.

6. ( be)determined to do sth.下定決心做……

determine to do sth.決定(心)做……

①i was determined not to follow their advice.

②i left him,determined never to set foot in that house again.

③she determined to go that very afternoon.

ain某(些)，僅作形容詞用法。

①he didn’t come for a certain reason.

②a certain person called on me yesterday.

③she will do it on certain conditions.

some 也可以作此意講，但前面無冠詞

①he is living at some place in east africa.

②i’ve read that story before in some book of other.

eed in sth.(doing sth.)(幹……)成功，其反義片語;fail in sth.(doing sth.)或fail to do sth.;名詞success;形容詞successful

off,放出(光、煙、氣味等)、散發，

give out,放出，發出(聲音，光線，氣味等)，(食物、燃料、力量等)用盡、筋疲力盡。

①these red roses give off a sweet smell.

②this device gives out flashes of light in the fog.

③both my strength and money gave out.

honour of sb.(sth.) 為了紀念或表示敬意而舉行某活動。

①a memorial meeting was held in his honour.

②it is only a dance in honour of my birthday.

11. devote…to…把……獻給，把……用在

devote oneself to…致力於，獻身於

be devoted to…專心致志於，獻身於，忠於

①mary devotes too much time to eating.

②he has devoted his whole life to benefiting mankind.

③he devoted himself entirely to music.

④he was still devoted to the study of chemistry.

⑤he is very devoted to his wife.

eve in 信任

①we believe in marxism.

②you can believe in him.

③we believe in our government.

set off (for)出發，動身(去某地)

set off 引爆

13. set out to do sth.著手……

n.

set about

doing開始(著手)做……

①we’ll set off fox xi’an at six tomorrow.

②polonium is used to set off a nuclear bomb.

③he set out to break the record for the crosschannel swim.④i don’t know how to set about this job.

effect on 對……有影響，相當於affect：

it has had such a bad effect on him.

e all 首先，特別是，最重要的是

after all 到底，畢竟

at all (用來加強語氣)與not連用，表示“一點也不，完全不”。

in all 總共

all but 幾乎，差點沒(=almost,nearly)

①we have all but finished the work.

②the day turned out fine after all.

③children need many things ,but above all they need love.

④he wasn’t at all tired.

⑤do you feel ill at all(真的，確實)?

⑥there were twenty in all at the party.

r food 叫食物

order n.&vt./vi.訂購……

place an order for sth.訂購……

order …向……訂購……

order . order sb.為某人訂購……

i have ordered you some new clothes.

st on doing sth.堅持做……

suggest doing sth.建議做……

enjoy doing sth.喜歡做……

類似的admit,appreciate,avoid,consider,delay,deny,

-like,endure,escape,excuse,face,feellike,finish,forgive,give

up,can’t help,imagine, leave off,mention,mind,miss,postp

-hone,practise,put off, resist,risk,can’t understand,und

-erstand,mean(意味著)

以上這些動詞只能接動名詞作賓語，不能接動詞不定式作賓語。在介詞之間，也只能用動名詞作賓語。

look forward to,object to ,be used to,in addition to,prefer…to,according to,stick to,etc.

animals活著的動物

(動、植物等)活著的

live adj. (置於名詞之前)

(廣播、電視等的)實況的

作為敘述形容詞則用alive,living

alive,(more alive,most alive)活著的;有活力的，活潑的;(不置於名詞之前)常作表語。

a live (living) fish 一條活魚

不能用an alive fish

a live tv broadcast實況轉播的電視節目

catch a lion alive活捉獅子

①although old,he is very much alive.

②my grandmother is more alive than a lot of young people.

③the wounded soldier is still living.

lively adj.精神的，有生氣的，活潑的，生動的

a lively boy,

a lively discussion.

her talk was lively and interesting.

w away拋棄

throw in插進(話語)

throw off脫

throw out 丟擲，丟棄

throw over把……拋過去(拋回)，拋棄(朋友)

ide sth.供給某人……

provide it 供給……，提供……

provide:

hotel will provie tents.

n.+for sb. sb.+with sth.

provide food and books for the children.

they provide the children with food and books.

provide for贍養，撫養

he had to provide for a big family

supply vt.提供……供給……

ly

sb. sth.

they didn’t supply those children with books for studying.

they didn’t supply books to those children for studying.

bad 變壞

類似的：go wrong,go mad,etc.

go 通常表示不好的變化。

alice’s face went red with anger.

my husband’s hair is going gray.

22. at sea 在航海中，在海上

at the sea 在海邊

在英語中，有許多結構用與不用定冠詞在意思方面有著很大的區別。

go to sea 當水手，當海員

go to the sea 到海邊去

keep house 料理家務

keep the house呆在家中不出門

in bed 睡著，躺在床上

in the bed在床上

at play在玩，正在遊戲

at the play 在看戲

ill 生病，得病

①tom is absent,for he has fallen ill.

②john was caught in the storm and he fell ill.

thy使……保持健康

keep,n.“使維持(某種狀態)”後可接adj.(ving,p.p,adv.)等作賓補。

①i was so tired that i could hardly keep myself awake.

②i’m sorry to have kept you waiting so long.

③keep your mouth shut and your eyes open.

④they kept us out.

⑤once a cold kept him in bed for three days.

an interest in 對……感興趣

have an interest in 對……感興趣

lose interest in 對……失去興趣

①he has a great interest in stamp-collecting.

②i lost my interest in history.

③his father took no interest in him.

for 付……的貨款，為……付代價

pay off 全部還清，償請(借款)

①did you pay 300 yuan to him for that bicycle?

②i have just paid off my loan from the bank.

③you’ll have to pay for your mistakes.

er v.受苦,遭受。

①she suffered greatly as a child.

②he suffered the loss of a leg during the war.

③she suffers from stomach-aches.

k out(戰爭、火災、疾病、瘟疫等的)爆發

①the american civil war broke out in 1861.

②fire broke out in the neighbour last night.

break out in (into)…忽然(做出)……

break out in laughter突然放聲大笑

break in (強盜等)強行闖入

break into闖入;打碎(打破)成……

break up 分開，分割

…by surprise對……突然襲擊，出乎……意料。

his parents took him quite by surprise when they suddenly appeared at the door.

charge of prep.擔任……，管理……，負責

in the charge of a personin a person’s charge由(某人)照料(管理)

take charge of 擔任……，接管。

my father is in charge of this company.

sail 揚帆啟航

the ship set sail for europe.

south向南行

head vi.向……前進，朝某方面行進。後面接for,forward的介詞短語，或表示方向的副詞east,eastward等。

①where are we heading?

②those ships are heading for hongkong.

高中英語必修三教案

英語必修一教案篇5

人教版高一英語必修一教案

1. 能力目標：

① listening: gain useful information and clear views from the listening material;

② speaking: express one’s attitude or views about friends and friendship in appropriate words.

③ reading: let ss summarize the main idea

④ writing: write a letter about how to make friends

2. 知識目標：

① talk about friends and friendship; how to be friends; how to gain friendship

② use the following expression:

so do i / neither do i

i think it is a good idea

all right

yes，but…

③ to get the ss to master direct speech and indirect speech

④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, german, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once

3. 情感目標:

① to arise ss’ interest in learning english;

② to encourage ss to take part in the activities and make ss confident;

③ to develop the ability to cooperate and communicate with others.

4. 策略目標：

① to develop ss’ cognitive strategy: making notes when listening carefully;

② to develop and improve ss’ communicative strategies.

5. 文化目標：

to enable the ss to come to know different opinions about making friends from different countries.

6. 現實目標

① to make ss respect each other and friendship

② to make them get well with one another in society

teaching steps:

period one

step 1. warming up

1. ss listen to an english song auld lang syne.

2. brainstorming: let ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….

3. to let ss make a correct choice about their questions that they meet in warming up.

step 2. practice speaking

1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies, etc.

2. self-introduction or work in pairs

3. ss can ask some questions about life or learning

step 3. make new friends

1. ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …

2. report to the class: who will probably be your friend why.

step 4. do a survey

ss do the survey in the text on p1

step 5. listening and talking

do workbook on p41 (talking). while ss listen to the material, ask them to take notes about the speaker’s views of making friends.

when ss make their conversation, ask them to try to use the following expressions.

i am afraid not exactly i agree i think that is a good idea of course not

step 6. discussion

divide ss four in one group and each group choose a topic to discuss. there are four topics.

topic 1: why do you need friends? make a list of reasons why friends are important to you.

topic 2: there is a saying “to have a good friend, you need to be a good friend.” what do you think of the saying and how can you be a good friend?

topic 3: does a friend always have to be a person? what else can be your friend? why?

topic 4: list some qualities of a person who does not make friend easily.

step 7. summary

1. ask ss themselves to summarize what is friendship and what is the most important in making friends.

2. t shows more information about friendship and a poem about friendship.

what is friendship?

i want to find the answer to the question

what is friendship?

when it rains, i think friendship is a small umbrella.

it can give me a piece of clear sky.

when i’m crying, i think friendship is a white handkerchief.

it can wipe my tears dry.

when i am sad, i think friendship is a warm word.

it can bring me happiness again.

when i am in trouble, i think friendship is a strong hand.

it can help me escape my troubles.

when i sit in a quiet place, i think friendship is a very wonderful feeling.

it can’t be pulled and torn, because it is in everyone’s heart.

it is there from the beginning to the end of our lives.

3. tell ss: make new friends and keep the old; one is silver and the other is gold.

step 8. evaluation

ss finish the following evaluation form. standard: a, b, c

contents 自評 他評

1. i’m active in talking with others.

2. i’m active in cooperating with others.

3. i can express myself fluently, accurately and appropriately.

4. i know more about friendship after the lesson…

5. do you think you need to improve yourself in some ways? which ways?

homework:

1. look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. write a short passage about your best friend.

period two

step 1. warming up

activity 1: suppose you have to stay indoors to hide yourself for a whole year. you can never go outdoors, otherwise you will be killed. you have no telephone, computer, or tv at home.

how would you feel?

what would you do?

four students a group discuss with each other for 2 minutes.

activity 2: play a short part of the movies

step 2. predicting

students read the title of the passage and observe the pictures and the outline of it to guess:

who is anne’s best friend?

what will happen in the passage?

step 3. skimming

students skim the passage in 2 minutes to get the main idea:

who is anne’s best friend?

when did the story happen?

step 4. scanning

students work in pairs to find the information required below:

anne in world war Ⅱ

step 5. intensive reading

students work in groups of four to discuss the following open questions:

1. why did the windows stay closed?

2. how did anne feel?

3. what do you think of anne?

4. guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).

5. which sentences attract you in the passage?

step 6. activity

four students a group to discuss the situation:

suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.

what will you take? why?

how will you spend the 3 months?

how will you treat each other and make friends?

step 7. assignment

task 1. surf the internet to find anne’s diary and read some of it. print out a piece of the diary and write down your feelings after reading it on the page. we will share the pieces and your feelings with the whole class.

task 2.3 on page3

period three

step 1. warming up

check the ss’ assignment: task 2

step 2. language points:

1. add (v.)

1). to put together with something else so as to increase the number, size, importance, etc.增加，新增

please add something to what i’ve said, john.

2). to join numbers, amount, etc so as to find the total 相加

add up these figures for me, please.

add to something: to increase 增加

the bad whether added to our difficulties

add up to總計、加起來共是

having a big breakfast adds up to 112

add…to…把…加到…

please add the names to your list

2. cheat v.

1). to act in a dishonest way in order to win 欺騙;作弊

2). (of, out of) to take from (someone) in a dishonest way 騙取

the boss has cheated out of his money

1). an act of cheating 作弊行為

2). one who cheats 騙子

3. go through

1) examine carefully 仔細閱讀或研究

i went through the students’ papers last night.

2) experience 經歷，遭受

they went through the terrible earthquake at night

4. crazy (adj.)

1). mad, foolish 瘋狂的，愚蠢的`

it’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂熱的，著迷的

she is crazy about music

5. lonely (adj.) unhappy because of being alone or without friends 孤獨的，寂寞的

he has been very lonely since his wife left him.

lonely/alone

alone

1). without or separated from others單獨的

she lives alone.

2). only 僅僅，只有。用於名詞或代詞之後。

the gloves alone cost $ 80.

leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸控，不干涉某人或某事

leave that alone. it’s mine.

she has asked to be left alone.

6. be concerned about/for: be worried about 擔心

we’re all concerned about her safety

concern oneself in something 從事或參與某事

he concerned himself in the case

be concerned with… 與…有關

the car accident was concerned with my carelessness

7. upset:

1). adj. worried; sad; angry; not calm 不安，心煩意亂， 生氣

he is upset about the little things。

2). v. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣

his cheating on the exam upset his mother

n.井 adj. 身體好 adv. 好 int. 噢，

george was well and truly drunk.

i couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

the children watched spellbound as the magician took rabbits from his hat.

step 3. learning about language

1. finish ex.1, 2 and 3 on page 4.

2. direct speech and indirect speech: ss do ex.1 and 2 on page 5. then let the ss themselves discover the structures.

step 4. practice

using structures on page 42: ask the ss to use indirect speech to retell the story.

step 5. assignment

finish workbook. ex, 1 and 2 on page 41 and 42.

period four

step 1. revision

check the ss’ assignment.

step 2. reading

ss read the letter on page 6 and tell each other how to help the student named lisa

notes:

1. get along with

2. fall in love with

step 3. listening

ss should take notes while they are listening.

1 t listening: ss listen and answer the questions of part 2 on page 6.

2. second listening: ss listen again and finish part 3 on page 6.

step 4. listening

ss listen to a story about anne and try to finish workbook. ex 1 and 2 on page 43 and page 44.

step 5. speaking

ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them.

step 6. assignment

1. ss prepare the reading task on page 44.

2. surf the internet and find some material about friendship in different countries.

period five

step 1. warming up

ss say something about making friends and how to maintain friendship.

step 2. listening

ss listen to a short passage and fill in the blanks on page 41 (listening).

step 3. reading

1. first reading: ss read the passage about friendship in hawaii and finish page 45.

2. second reading: ss read again and discuss the questions on page 45.

3. ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

step 4. discussion

what do you and your friends think is cool?

ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.

ask ss to use the following sentences while they talk:

i think that… is cool/ isn’t cool because ….

i think so.

i don’t think so.

i agree with you.

i don’t agree with you.

step 5. assignment

ss collect some proverbs about friendship.

period six

step 1. pre-writing

1. read a letter from a student called xiao dong.

2. go over the advice on page 7 and be ready for writing.

step 2. while-writing

ask the ss to write a letter to xiao dong as an editor and give him some advice.

1. ss make a list of the important information they can need

2. ss begin to write the letter to xiao dong.

3. ss revise their letters by themselves.

4. ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)

5. ss get back their own writing paper and write the letter again.

step 3. post-writing

choose some students’ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings.

step 4. writing for fun

1. ss read the passage on page 7 by themselves.

2. ss try to write a few lines to describe their best friends or a person they know.

3. show some ss’ writings in class.

step 5. assignment

do workbook. writing task on page 46.

period seven

teachers can use this period freely.

suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn’t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning interests and abilities。

teachers can try to let ss write down their opinions about making friends or friendship in order to make ss get well with each other in school.

英語必修一教案篇6

一、教學背景分析

1. 單元背景分析

隨著科學技術的發展，各種各樣新的發明和發現都層出不窮。生活在這樣一個知識爆炸的年代，學生們更應用心去體會並感受科技和發明創造者給生活帶來的變化，進而能聯想到他們平時所學的學科及知識，並用英語為媒介進行知識的整合與串聯。同時從另一個角度來說，科技進步的同時，我們的社會也產生了各種各樣的矛盾與爭論，因此如何正確的看待或處理這些問題，也成為廣大學生應該瞭解並掌握的知識。

2.學生情況分析

本單元的設計與實施是建立在學生經過高一上半學期新教材學習基礎之上。學生已經逐步的適應了在活動與任務中學習英語以及如何處理語言知識與活動開展的關係。並且，他們也已經形成並培養了一定的小組合作學習及自主學習的能力。

二、教學目標分析

語言技能

聽：在聽懂教師向學生講述實驗中注意事項基礎上，繼續學習並強化捕捉特定資訊的能力，以及確定全文主要話題的概括能力。

說：應能在瞭解一定的現代科技發明基礎上，思考並學習如何對一種新的事物進行描述。同時能與他人進行交流，敘述事物的利與弊端。

讀：強化略讀、查讀等閱讀微技能，訓練通過尋找關鍵詞，主題句等方式更快速並準確的確定文章的段落大意，理清文章的總體框架與脈絡。繼續運用已經掌握的基本猜詞技巧猜測部分單詞，並在上下文體驗中感受某些佳句給讀者帶來的深層含義。

寫：學習在對事物進行理性思考的基礎上，運用恰當的句型與詞彙描述對事物正反面的不同觀點，同時更應注重掌握一些必要的過渡詞增加此類寫作的條理性與層次感，並應熟悉議論性作文的基本寫作框架。

情感態度與文化意識

(1)。進一步培養小組合作學習的能力，通過調查、採訪、討論等活動完成任務，取長補短，加強團體協作意識。

(2)。引導學生用英語進行不同學科特點的思考，體會學科之間的聯絡與區別。通過話題啟發學生積極思考，調動學生的學習興趣。

(3)。指導學生用批判的思維去接受新的事物，增強他們的辯論意識與能力。

(4)。意識到科技工作的艱苦以及所必需的個人品質與素質，鼓勵學生在學習過程中的創新精神與實踐能力。

語言知識

詞彙：學習並使用一些與science 和scientists有關的詞彙。

語法：進一步瞭解一詞多義現象與合成詞的構成。

功能：學習如何就某一事物給予別人指導與說明。

話題：掌握有關實驗說明的話題表達以及如何從正反兩方面對某一話題進行分析討論。

學習策略

指導學生運用已學會的抓重點、做記號、摘筆記等方式對所學內容進行整理與歸納，並鼓勵學生增加與教師和同學交流、合作，繼續培養正確的自我評價與相互評價的習慣，從而總結交流學習所得，進一步形成有效的學習方法。並指導學生把英語學習從課堂延伸到課外，發揮已掌握的使用工具書，查詢資料、上網等方式增加用英語思維與表達的能力，瞭解實驗對於科學研究的重要性，樹立正確的向上的學習態度，形成具有批判性的看問題習慣。

三、教學內容分析

本單元的中心話題是science and scientists。話題依附於聽力、對話、閱讀與寫作等語言載體中。本單元的話題內容與學生的日常學習有著密切的關係，應該說是以英語為媒體讓學生表達他們對平時理化生等理科課程，特別是相關實驗，所想到及感受到的內容。因此，儘管本單元的話題對學生而言有著一定的難度，但卻有體現出了以學生為中心，貼近學生生活而又富有時代氣息的特點。

warming up設計了四幅與學生的理科課程有關的圖片，學生通過對日常熟悉的相干實驗工具及場地的識別，展開相關學科特點與學習的討論。同時在此基礎上，要求學生們在listening部分能熟悉某些實驗室的規則及注意事項，掌握如何給予別人指導與說明，並能抓住文章的中心話題，捕捉相關細節內容，回答有關的問題。

speaking則是一個極富時代氣息的討論練習。要求學生們能對現在熱門的尖端科技有所瞭解，(練習中提供了諸如maglev train, cloning, nuclear energy, computer 與 space flight等內容)然後能就這些新的科學技術與工具進行理性的辨證的思考，既能感受到它們給我們的生活帶來的巨大利益，同時也能發現其中所存在的不足與弊端，並能通過討論、對話等形式發表自己的觀點與想法。這一部分也應該是本單元寫作內容的一個鋪墊。

reading講述的是科學家 franklin的風箏實驗，從而證明lighting and electricity are the same的故事。學生在理解文章的基礎上，能充分感受到實驗對於科學工作的重要性及科學家是如何獲得事業上的成功的。同時能落實材料中所出現的一些單詞與短語的使用。

language study是在本單元詞彙學習的基礎上，讓學生進一步瞭解並掌握一定的構詞法。主要是兼類詞、一詞多義現象及合成詞的構成。

integrating skills 通過學生對科學家是否應利用動物進行實驗，從而達到發明新產品現象的討論，理性的從正反兩個方面看待這一問題。同時在閱讀、思考與討論的基礎上，寫下一篇闡明自己觀點、立場與看法的短文。

四、教學重點與難點

重點

(1)。能就某一話題進行合理的分析，並從不同的角度去分析問題，展示一個物體的利與弊兩個方面。同時能在討論時學會運用哪些結構與單詞對事物進行評價，諸如“ it’s good / bad / harmful for… / it’s dangerous / expensive / important / unnecessary/ it brings people …/ it can help people…

(2)。掌握如何就某一話題給予別人指示與說明，能熟練運用 don’t do… / don’t forget to… / make sure… / remember that… / do be careful of…等結構進行討論、對話與表演。