牛津英语M7U2教案
牛津英语高二英语模块7第2单元教案
17.糖尿病n.diabetes18.高血压n.high blood pressure
19.癌症n.cancer20.手术n.operation
Ⅱ.根据教材Page17图片内容,回答下列问题。
1.What does a chemist do ?
Development and 2.effects
1.Aspirin
In 1897
A European called Felix Hoffmann discovered Aspirin
In 1899
The first 3.trailsof this medicine
4.In 1900
The best-selling medicine for pain relief
—If so﹙If she is not free today﹚, we have to report to the manager.要是那样的话，我们得向经理报告。
此种用法的词组还有：if not不然，要不；even so即使如此
即学即用
①天很热，但即使如此，我们仍然喜欢游园聚会。
It was hot, butevenso, we still enjoyed the garden party.
7.实施，进行carry out8.在当代in contemporary society
9.看起来不正常look abnormal10.在…上试用某物try…out on
11.提纯make it pure12.成功做成某事manage to dosomething
13.大量地in large quantities14.由于due to
【教学设计】M7Unit2精品教案
M7Unit 2 The camel that I rode had a bad temper.Teaching Aims and Demands:1. Language KnowledgeKey vocabulary: grape, ham, lamb, outback, relative, sheep, spir, surfing, wine, helicopter, purple, similar, ours, cricket, rugby, sunshine, expression, mate, temper, lifestyleKey structure: 1. The restrictive attributive clause with that2.Readingskill:Thestudentscanreadthelongpassageandcanwritesomenotesaboutit.Improve the students’ reading ability.Teaching Aids: Multi-Media (or Tape recorder, OHP)Teaching Procedures:Step 1 Play a gameGet the whole class to play a game called ―I describe, you guess‖.设计意图:由游戏开始上课,同学们会比较感兴趣，尤其是九年级的同学。
通过游戏的形式让同学们能够较轻松地读懂并理解带定语从句的句子。
因为老师出的题目有限，所以在全班做完之后，若时间允许，还可以分小组做。
Step 2 Read and checkGetthestudentsto readthepassageonceor twicequickly,andafterthataskthemtofindtheinformation about some numbers. Then check the true sentences.设计意图:第二单元编排了一篇长课文，教师可以把它当成阅读课来上。
M7 U2 说课稿
Module 7 Unit 2 I feel nervous when I speak Chinese.说课稿一教材分析本单元内容是英国女孩Sally给笔友玲玲写的一封信。
信中对Sally的外貌、喜好和情感态度进行了描述，这些内容很符合这一年龄段学生的兴趣，语言实践活动也比较好开展。
本单元的教学重点是理解短文内容并在此基础上学会一些描述人长相、性格和感受的表达方式；难点是灵活运用不同句式以及感官动词和一些形容词来描述一个人。
二学情分析初二学生已初步掌握一些与感觉和印象有关的知识，且对描述人这一话题很感兴趣。
但掌握的强度不够，对一些词的用法在表达上总是出现错误，通过对本课的学习，可以巩固所学的知识，掌握用正确的语言结构描述人物三教学目标1、能掌握并运用本单元的词汇2、能理解和掌握表感觉和知觉的系动词的用法。
3、学会怎样来描写人物。
四教学方法1、任务型语言教学法2、多媒体辅助五教学过程1、Warming up: 因为今天是要学习有关介绍朋友的内容，所以听一首英文歌“Friends For Life”以活跃课堂气氛。
2、组织活动：a. 任务（1）比较异同。
按照课前要求，学生准备好自己查寻的信息资料，四人小组共同讨论思考，比较不同的外貌和性格以及爱好描写，形成文字，并请小组代表做总结报告。
与此同时，引出本课的新词汇，“nervous hair dark fair glasses quite proud stupid angry excited ”。
b.课文处理：1) 听，表层理解：听录音，回答问题。
2）读，细节理解：读课文，完成填空。
3）读，模仿表演：小组分角色朗读，表演。
c.任务（2）缩写课文。
各小组成员根据所给图片及单词、词组和句型缩写课文。
(Individual Work) 缩写完后，同组4人比较各自文章，提出修改意见和建议，并加以完善。
最后请2到3名发言人在课堂上朗读d.听力练习：播放磁带，学生独立完成练习，由此巩固对课文的记忆与理解，并引出下一个话题。
牛津英语 模块七 unit2
Unit 2 Fit for lifeⅠ.Teaching Objectives:1. Have students discuss their experiences of medical treatments and the jobs related to medicine and help improve their communication skills and oral English.2. Get students to read an article in a science magazine about two medicines which have changed people’s lives.3. Get the students to gain an overall understanding of the reading materials and master some key words, expressions and structures.4. Enable students to learn words related to hospital and medicine.5. Let students learn about linking verbs and apply the grammatical knowledge to practice.6. Ask students to learn how to listen for a present situation, how to interview someone and how to write a radio script.7. Help students do research on Chinese medicine and write a report on Chinese medicine.8. Enable students to write a script for a radio programme.9. Enhance students’ integrated skills by doing a variety of activities.10. Get students to gain some knowledge about the invention of aspirin and penicillin, and know more about medicine and life.Ⅱ.Key and Difficult Points:1. Provide students with the opportunity to talk about medicine and life.2. Get the students to read the reading materials and gain an overall understanding of it.3. Enable students to learn some important words, phrases and sentence patterns.operating theatre, heart attack, blood sugar, try out, mass production, wear somebody out, pressure point, let out, swell up, stainless steel, be addicted to, relate to, subscribe toSentence structures:(1) If you open up any medicine cupboard or go to medicine counter in the world, it is likely that you will find aspirin and penicillin.(2) However, it was not until World War II that two other scientists managed to use new chemical techniques to purify it.(3) It was over a decade before someone else turned penicillin into the great drug of the 20th century.(4) Not only has aspirin proved vital for reducing fever and helping stop pain, but there are also other things that aspirin can help with.4. Help students learn what verbs can be used as linking verbs and how to apply them to practical use.5. Practice the students’ listening, speaking, reading and writing skills by learning the Task section.6. Help students apply what they have learnt to practice by writing a report on Chinese medicine.Ⅲ. Teaching Methods:1. Group work and individual work2. Explanation and practice3. Question-and-answer activity4. Brainstorming5. Listening, speaking, reading and writingⅣ. Teaching Aids:1. A loudspeaker2. A multimedia computer3. A blackboardⅤ. Teaching Periods:Periods 1-2 Reading comprehensionPeriods 3-4 Language pointsPeriods 5-6 Language practicePeriods 7-8 Word powerPeriods 9-10 Grammar and UsagePeriods 11-12 Grammar PracticePeriods 13-14 TaskPeriods 15-16 ProjectPeriods 17-18 Revision & ExercisesPeriods 1-2 Reading comprehensionⅠ.Teaching Objectives:1. Have students discuss their experiences of medical treatments.2. Get students to read an article in a science magazine about two medicines which have changed people’s lives.3. Have students reinforce their abilities of reading and speaking.4. Enable students to gain some knowledge about medicine and life.Ⅱ. Key and Difficult Points:1. Gain a good understanding of the text through different reading activities.2. Learn how to understand medical terms and learn effective ways to read medical articles.3. Improve students’ thinking ability through discussion and their reading ability. Ⅲ. Teaching Methods:1. Group work and individual work2. Speaking3. Fast-reading and detailed-readingⅣ. Teaching Aids:1. A multimedia computer2. A blackboardⅤ. Teaching Procedures:Step 1 Lead-in1. Fill in the blanks:A good ______________ tastes bitter.Laugh is the best ________________ in the worldThere is no ________________ against death.2. Questions✧What medicines have you ever taken? And what do you know about them?✧How much do you know about the two medicines?✧Who invented the two medicines?✧What illnesses can the two medicines be used to treat?Step 2 First readingAsk students to go through the text quickly and try to find the answers to the following questions:✧When was aspirin first sold as a tablet? (In 1900.)✧What did Fleming, Florey and Chain share?(The Nobel Prize.)Step 3 ListeningListen to the article and try to answer the questions in C1 on page 20. Then checktheir answers.Answers:1. About 2500 years ago.2. In 1897.3. It can also help reduce the risk of heart attacks by thinning blood, prevent a stroke, reduce the risk of colon cancer, increase the length of people’s lives and help with diabetes.4. In the mould that killed bacteria.5. It can be used to treat bacterial illnesses and other illnesses including pneumonia.6. Because Fleming discovered penicillin and the others turned it into the great drug which saved millions of lives.Step 4 Second readingGet students to read the text carefully and try to find the following information:✧Development of aspirin:✧Development of Penicillin:Sold in shopsas a tablet 19001928Discovered by Alexander Fleming WorldWar IIFound newchemicaltechniques topurify itAll the scientistsshared the NobelPrize1945As the best-selling painkillerrecorded in theGuinness Book195019711977200319001928WorldWar II19451950197119772003 Proved to be ablood-thinningmedicineUsed to preventa strokeUsed to reduceblood sugar levels✧Effects of aspirin:✓Reduce fever✓Help stop body pains✓Reduce the risk of heart attacks✓Prevent a stroke✓Reduce the risk of colon cancer✓Increase the length of people’s lives✓Help with diabetes✧Effects of penicillin:✓Help in treating wounds and infections✓Treat other illnesses including pneumoniaStep 5 DiscussionDivide the whole class into groups of six and ask students to discuss the following question:Do you believe that ―wonder drugs‖ will be invented to treat diseases like AIDS in the future?Step 6 Reading strategyHow can we understand medical terms?Words coming from the same stem:medicine, medical, medicinal;pure, purify;chemical, chemist;bacterium, bacterialWords that are compound words:painkillerblood-thinningheart attackacetylsalicylicWords with irregular plural forms:bacteriabacteriumStep 7 ConsolidationPlay the recording of the text again and ask students to read after it, paying special attention to the pronunciation and sense groups.Step 8 HomeworkReview the whole article and underline the phrases and words you don’t know.[Explanation]本节课8个步骤5个层次安排：step 1 热身，引入话题；steps 2-4，通过快读和细节阅读以及听力训练了解文章大意；Step 5问题讨论，拓展性训练, 培养学生思辨能力；Step 6介绍阅读策略，培养学生阅读和认知策略；Step7 通过听录音及朗读课文来克服读音等障碍，同时加深对课文的理解；Step8作业。
M7 U2 教学设计
Module 7 My school day Unit 2 Lessons start at nine o’clock 教学设计Thursday, May 27, 2010课型：读写课教学目标：1.知识目标：能正确使用行为动词的一般现在时（主语为I ）的陈述句简单介绍学校开设的课程及上课的时间，能正确使用时间介词at,in,on。
2.能力目标：使学生具有简单介绍一天学校生活的能力，能够读懂有关学校生活的文章并完成相关问题。
3.情感目标：教育学生珍惜现在的学习生活，培养学生良好的爱校爱班情感。
教学重点：1.主语为I的行为动词的一般现在时。
2.时间介词at ,in, on的正确使用。
教学难点：能简单按照时间顺序描述自己一天的学校生活。
教学方法：任务型教学法教具准备：Tape recorder, OHP, 小黑板教学过程：Step 1 Greeting and Revision1.GreetingT：Class begins！/ Good morning, boys and girls. I’m happy today, are youhappy? / Good. Sit down, please.2.Revision. (Ask and answer.)(借助于本班今天的课程表，已板书在黑板右侧)T: What day is it today?S: It’s …T: What are your lessons today?S: We have…T: When is your Chinese / English / maths lesson?S: We have Chinese/ English / maths at …in…（本部分主要是利用本班的课程表复习相关学科单词和时间表达法，调动学生的学习情绪，并积极引导学生形成有效的学习方式。
）Step 2 Leading-inT: OK! Everybody, look at me. This is a map of UK.(展示英国地图). In the UK, there is a city called Oxford. It is famous for Oxford University.Can you find Oxford in the map?S: Yes.T: Oxford is in the south of the UK. (突出Oxford,领读两边) In Oxford, there is a school—Park School (展示Park School图片). Look at the English boy.( 飞入Alex Greenall的图片)He is studying here. His name is Alex Greenall (领读Alex Greenall) He is a student, too. Do you want to know Alex Greenall’s school day?S: Yes.T: OK. This lesson we’ll learn Module 7 My school day Unit 2 Lessons start at nine o’clock.(板书课题)(通过对话导入本单元话题, 这样的互动交流，能够拉近距离，激发学习兴趣。
M7U2 教案
M7U2 Fit for life板块：Welcome to the UnitThoughts on the design:本节课以说、读为主，是一节导入课。
导入课教学应当遵循循序渐进的原则，按照学生温故知新—探索新知识—使用新知识—巩固新知识的客观规律进行设计，从简至难，话题逐渐引入本单元话题。
引入正文之前给予学生一定的词汇支撑，让学生有词汇可用，有内容表达，引入话题之后，通过活动设置帮助学生围绕话题进行充分讨论。
话题要逐渐升华，通过问题设置、作业布置引导学生进行深层次的思考。
Teaching aims:After this class, the students will be able to:1. learn more words about doctors;2. have general idea of the history of acupuncture;3. practise their spoken English.Teaching procedures:Step 1 Lead-in1. How can we keep fit?2. What will people do when they fell ill?3. Guessing game: What are the doctors?Step 2 Pictures talking.In what way do doctors give patients treatment?Step 3 Discussion1. Do you know any person related to invention or discovery of medicine?2. Can you imagine a day without any medicine in this world?Step4 HomeworkSearch for more information about the history of medicine.教学反思：________________________________________________________________________________________ _________________________________________________________________________________________________M7U2 Fit for life板块：Reading 1Thoughts on the design:本节课是一节阅读课，阅读课教学应当遵循循序渐进的规律教学，首先进行与话题相关的预热过程，其次进行精泛阅读教学结合，训练学生快速有效地寻找信息的能力，在阅读过程中穿插听力，训练学生捕捉细节的听力能力，在了解大意的基础上设置问题进行拓展性训练，培养学生思考问题的能力。
2017牛津英语模块七第二单元精品教案.doc
Welcome to the UnitStep 1: BrainstormingMedicines are important to all of us. Can you name any jobs that relate to medicine? Please guess what the jobs are according to the descriptions or definitions of different jobs related to medicine.1. a person who prepares and sells medicine (a chemist)2. a person who examines people’s eyes to see if they need to wear glasses (an eye doctor or an optician)3. a person who takes care of people’s teeth (a dentist)4. a person who has general skill to treat physical problems (a physician)5. a person who performs medical operations (a surgeon)Step 2: Sharing informationLook at the following pictures and answer some questions.Picture 1Who is the man in white? (A chemist.)What does a chemist do? (A chemist’s job usually involves preparingand selling medicines. A chemist works in a chemist’s shop.)What qualities does a person need in order to be a chemist? (Achemist should have studied medicine, and be careful, practical andinterested in chemistry. He or she needs to be patient as well, as a chemistneeds to communicate with or introduce medicines to patients.)Picture 2What happens to the person? (The person is receiving an acupuncturetreatment on an ear. Traditional acupuncture always requires doctors toinsert such needles into various body areas.)Do you know the origin of acupuncture? (Acupuncture has itsorigin in China beginning before 1000 BC.)What can acupuncture do? (Acupuncture can help relieve bodypains. Some people believe that acupuncture can help with things suchas weight loss and quitting smoking.)Have you ever had such an experience?Picture 3What are the doctors and nurses busy doing? (They are performing anoperation.)What do you call the doctors who perform an operation onpatients? (Surgeons.)What happens during an operation? (During the process of an operation, the surgeons cut open a part of a person’s body and remove or repair a damaged part.)Picture 4What is the girl doing? (She is having her eyesight examined todetect short sightedness.)What do you call the man testing the girl’s eyes? (An eye doctor.)Do you have good eyesight?How can you protect your eyes?Step 3: Discussion1. Have you ever seen a doctor? If so, what happened?2. Have you ever received medical treatment? What did it feel like?3. Would you like to do any of the jobs shown in the pictures? Why or why not?Step 4: Homework1. Search for information on the Internet or in reference books to get some knowledge about the relationship between medicine and life.2. Prepare the Reading part.Reading Two life-saving medicinesStep 1: Lead-inHave you ever taken medicines? What medicines have you ever taken? And what do you know about them?Please talk about your own experiences with medicines.Step 2: Fast reading for general ideasGo through the passage as quickly as possible and try to find answers to the three questions in part A on Page 18. Pay attention to the title so that you can identify the most important information as soon as possible.Step 3: Detailed reading for important information1. Complete Part D. You may refer to the reading passage on pages 18 and 19 for some help.2. Part E is about two entries in a children’s encyclopedia, one about aspirin and the other about1. You will be divided into groups of four to introduce the development of aspirin and penicillin to other group members with the help of the timeline in Part C2.2. Search for more information about the scientists who have invented aspirin and penicillin. Givea brief introduction of the scientists.3. Read the instructions for Part F and discuss the questions listed.Step 7: HomeworkWord powerStep 1: Brainstorming1. Search the Internet or turn to reference books for information about common diseases. Focus onthe names of diseases.2. Report your findings to the class. Try to find words related to the symptoms of the diseases as well.Step 2: Vocabulary learning1. Read the entry about diseases. Find out and underline the diseases mentioned in the text.1. As we all know, there are different ways we use medicines. Can you match the words with the following pictures?tablets/pills C.capsules E.liquid medicines F.injections B.sprays D.creams G.powders A.Traditional Chinese MedicineTraditional Chinese medicine has a long history of 5000 thousand years. It is a summary of the experience of the laboring people over many centuries of struggle against disease. For thousands of years it has played an important part in curing disease and protecting the health of the Chinese people, thus contributing greatly to the growth and prosperity of China, as well as to the world-wide medical knowledge.Traditional Chinese medicine is based on its own theories and contains a unique system in itself. It holds that man and his natural environment form an organic whole; many diseases are linked with the environment. It also holds that the various parts of the human body form an organic whole. When one is ill, the whole body is affected, so that treatment should emphasize the physical condition of the individual as a whole. It is still today widely used by the Chinese people and the whole world people in treating diseases. It is an integral part of world civilization and a common benefit for all mankind.Since the founding of New China, Chinese Government have attached great importance to traditional Chinese medicine and laid down a series of principles, policies and measures, aiming to develop traditional Chinese medicine, integrate it with Western medicine and modernize the traditional Chinese medicine. It has progressed greatly over the past thirty years and more. Quite a number of Chinese medical workers have carried out studies on traditional Chinese medicine with modern scientific knowledge and methods. They have also used combined Chinese and western medical means in the treatment of a number of difficult and complicated cases, which have all shown satisfactory results. At the same time many researchers have studied the basic theories oftraditional Chinese medicine such as yin and yang, theory of zang-fu, channels and collaterals, Qi and blood, the four diagnostic methods, the principles of qigong etc, with experimental research methods resulting in considerable progress.In recent years, more and more people are interested in traditional Chinese medicine. They would like to accept its treatment. They are interested in learning its knowledge and technique to treat patients and studying why it works. Traditional Chinese medicine as a subject has been added into teaching plan in different famous medical colleges. Traditional Chinese medicine clinics and schools are everywhere in the world and increased continuously every year. With the present development of traditional Chinese medicine, its integration with modern science and technology will surely enhance its contribution to human health.Step 4: Homework:Step 1: General introductionThe grammar item in this unit focuses on phrasal verbs. You will learn that a phrasal verb is made up of a verb plus an adverb or a preposition. You will also learn some rules to use phrasal verbs. You are expected to apply what you have learnt to practical use by finishing a conversation and a word game.Step 2: Explanation:1. Look at the following sentences. Compare them and tell the part of speech of each underlined word.He looked around and saw nothing.She is looking after the old lady carefully.In the two sentences, around is an adverb while after is a preposition.She was so ill that it seemed unlikely that she would pull through.He has gone through a difficult time recently.Here the first through is an adverb while the second through is a preposition. So we know an adverb or a preposition is used to make up a phrasal verb.2. Read the instructions and examples on the top of page 24. Point out the phrasal verb in each sentence. You will be divided into groups of four and find as many phrasal verbs in the reading passage as possible. Read the sentences you have found and make sure you know how these phrasal verbs are used.1) This article will focus on….2) If you open up any medicine…3) … drinking a tea made from…4) … other things that aspirin can help with.5) …a study carried out in the USA.6) Fleming tried this mould out…7) Fleming did not give up.8) Many people would have died from….9) … before someone else turned penicillin into…3. Read Part 1 on page 24. You should know that the adverb can go before or after the object in a phrasal verb. For example:Please look the word up in the dictionary.Please look up the word in the dictionary.They put on their safely helmets before starting to work.They put their safety helmets on before starting to work.4. Read Part 2, Part 3 and the example sentences. You should know a phrasal verb does not always have an object. The object always comes after the preposition in a phrasal verb with a preposition. Compare the following sentences.The special train pulled in at 9 a. m.Prices of vegetables have gone up recently.I called you several times last night, but I couldn’t get through.If you act like this, you will get into trouble.The policemen are looking into a case.The rubbish gave off a terrible smell.5. Look at Part 4. Sometimes we can add a preposition after the adverb in a phrasal verb. For example:I can’t put up with him any longer.I am looking forward to hearing from her.She often looks back upon her bitter life in the old society.6. Look at Part 6. Try to understand the meaning of the phrasal verb ‘make out’. Many phrasal verbs have more than one meaning. Do you know the meanings of the phrasal verbs in the following sentences?1) His accent gives him away as a southerner.2) He gave away most of his money to charity.3) They gave away their last chance of winning the match.4) The mayor gave away the prizes at the school sports day.5) She took me in completely with her story.6) He was homeless, so we took him in.7) Fish take in oxygen through their gills.8) I hope you’re taking in what I’m saying.Step 3: Practice:Step 4: Consolidation:I. Multiple choice:1. The world is ______ seven continents and four oceansA. made up ofB. made out ofC. made fromD. made in2. I really don't want to go to the party, but I don't see how I can ______it.A. get back fromB. get out ofC. get awayD. get off3. You'd better ___________ some money for special use.A．pick up B．set aside C．put off D．give away4. Can you make a sentence to _____the meaning of the phrase?A show offB turn outC bring outD take in5. You can take anything from the shelf and read, but please _______the books whenyou' ve finished with them.A. put onB. put downC. put backD. put off6. The final examination is coming up soon. It’s time for us to our studies.A．get down to B．get out C．get back for D．get over7. It’s ten years since the scientist _______on his life's work of discovering the valuable chemical.A. made forB. set outC. took offD. turned up8. The forest guards often find campfires that have not been ______ completely.A. turned downB. put outC. put awayD. turned over9. He accidentally _____he had quarreled with his wife and that he hadn't been home for a couple of weeks.A. let outB. took careC. made sureD. made out10. --- ______ for the glass!--- It's OK. I'm wearing shoes.A. Look outB. Walk outC. Go outD. Set out11. Unfortunately, not everyone has realized the important part the balance of nature _____ theirdaily life.A. plays inB. playingC. plays ofD. to play in12. The students studied hard. They were _____ for knowledge.A. worryB. worriedC. eagerD. curious13. She devoted herself _____ the problems of the teenagers.A. in studyingB. at studyingC. to studyD. to studyingII. Translation:1. 当他年纪大了，他一定会把他的生意移交给他儿子的。
M7U2教案
Module7 Unit 2 The little girl can’t walk.授课时间：教学目标1、会读、会写sit, sit down, chick这几个单词。
2、掌握They can’t walk. Their mothers help them.3、并用can /can’t 谈论能力。
4、培养学生听说读写的能力。
5、培养学生的合作的能力。
通过本课的学习，教育学生要关心残疾人。
教学重点掌握He/she/They can/can’t…并用can /can’t 谈论能力。
教学难点Can和 can’t的综合运用。
教学用具单词卡片、录音机、残疾人图片。
教学过程一、Warmer1. Greeting.2. “How can dogs help people?”二、Leading in1. Take out the word cards and get the Ss read.Write ‘help, walk, eat, swim’ on th e board.Ask: What’s happened with these words?Answer:Look and read.Listen to teacherLook at the picture三、LearningStep1. Learn the text.Play the tape. “What’s happened?”Play the tape again.“ Find the new words.”Teach the new words.四、Play the tape for the third time.Teach the sentences.Get Ss read in groupStep2. Point and say.(SB/2)1. Read the sentence together.2. Get the Ss work in pair.Look and write.Then say五、Let’s sing. A GOOD FRIEND六、Ask and answer.then remember and say. Homework1. Write the words.2. Copy the text.3.预习 Module 9.Module 7 Community教后反思：。
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拓展：be open to对、、、开放的；易受、、、的；in the open (air)在户外，在野外；keep one’s eyes open留心；
注意:lay open摊开（书等）；throw open突然打开；大开；open fire on/upon at向、、、开火
～and error尝试错误的做事方法
9. length: n.长度；长；
～of一根；一段
at～最后；终于；充分地；详细地
at full～伸展全身in～在长度上
a～(depth) of +数词：长度/深度…
110. contemporary: n.同时代的人
He and I were～ies at school.我和他是同期同学。
的）力所不及的
vt.使…有力量，供以动力，激励
2.relief: n. [U]（痛苦等的）减轻，（债务等的）免除，救济，安慰
拓展：relieve: vt.减轻，解除，援救，救济，换班
～one’s feeling发泄感情～oneself大小便
～d: adj.放心的～sb. of sth.从…手中接取…,解除某人…
vt.罚款，～sb. for sth.为了…而处某人罚金～sb. sth.罚某人的…
Step3. Homework
Make the Ss remember the important words and expression.
The president has the～
to vote bills.总统有权否决议案。
He has the～of
helping you.他有能力帮助你。
The shortage of～
dimmed the streets.由于电力不足，街道昏暗。
give a sigh of～宽慰地松了一口气
send～to refugees送救济品给难民
使我宽慰的是，他认识了学习的重要性。
To my relief, he realized the importance of study.
A. Addicted B. Addicting C. being addicted D. To be addictedKey:A
课题
课时
9-3
Welcome
主备人
王艳
授课时间
2008.3
教学目标
1.Make students participate in a discussion.
adj.当代的；同时代的be～with与…同时期的
～literature当代文学～after按…命名
name it讲出来by the～of…==～d…以…名字by～名叫；凭名；用名make a～出名；成名to one’s～属于自己under the～of…用…名字first～名last～姓in the～of以…名义
教学重、难点
How to make the Ss master the important words and their common uses.
教、学具
A projector, a blackboard and some slides.
预习要求
教师活动内容、方式
学生活动内容、方式
旁注
Step1 Greeting
课题
M7U2
课时
9-2
New words 2
主备人
王艳
授课时间
2008.3
教学目标
1．Enable the Ss to read the new words and expressions correctly and freely.
2．Get the Ss to grasp the usages of some important new words and expressions.
2.thin v. :to make sth thinner
e.g (1)It is reported that aspirin can thin blood and help reduce the risk of heart attacks
(2)War and disease are the two main causes of thinning population.
I’ve～ed for him to meet me.我已经安排他和我见面。
He soon adjusted himself to her way of life.他很快地使他自己适应了她的生活方式。
_______ to surfing the Internet, he fell behind with his lessons.
4. pleasure: n. [U]愉快，高兴，满足
[C]乐事，乐趣，娱乐，消遣
for～为了取乐with～愉快的，高兴的take (a)～in doing sth.以…为乐，喜欢
It is one’s～to do sth.做某事是…的荣幸（用于自谦）
5. adjustable: adj.可调整的
～desk活动课桌adjusted: adj.调整过的adjust: vt.调整，调节，校准，使适合
(2)You’d better note the time of reading each paragraph so that you can improve your reading ability.
他认为成功的唯一诀窍在于勤奋。
He thinks the one～for success lies in hard-work.
adjust oneself to使某人自己适应于…
adjust to适应,调节
6. magic: n. [U]魔法，巫术，戏法
do～tricks变戏法
～ally: adv.如魔法般地，用魔法地
～ian: n.善于变戏法的人，魔法师
adj.魔术的，有魔力的，不可思议
～mirror幻镜，哈哈镜，魔镜
7. addiction: n.沉溺，上瘾
教学重、难点
How to make the Ss master the important words and their common uses.
教、学具
A projector and slides
预习要求
教活动内容、方式
学生活动内容、方式
旁注
Step1. Greeting and revision
4.note v.注意到；写下来
take notes/a note of记笔记；take note of注意到，留意到；compare notes with sb与某人交流
make notes of=make note of记录
5.recipe: n. [C] [医]处方；烹饪法；（糕点等的）制作方法，诀窍（与for）连用
7. bark: n.[C]树皮，吠声vt. / vi.吠，咆哮，剥树皮
～at对……叫，斥责～out咆哮地说，吼出
8.trial: n.试验；考验；审讯；审判
a public～公审a～flight试飞a～match预赛
bring a person to / up for～将……付诸审判
on～试验性的（地）；试验结果；在审判中
111.mass: adj.群众的；大规模的；集中的；
vt.使……集合vi.聚集
a～of (～es of )许多；大量；大部分（后接可数名
词或不可数名词）
in the～== as a whole总体上；大致上
Ask the Ss to keep the uses of the words in mind. Try to find the common uses of some words to be mentioned in the next period.
3. arrangement: n. [U]布置，准备（用作pl.形式）
arrange: v.安排；排列；协商
～a room / flowers / books安排一个房间/摆放鲜花/摆放书本
～(for) a taxi安排一辆出租车
～an appointment for sb. with sb. else为某人安排与别人约会arrange for sb to do sth
feel one’s～量脉搏
9.insert: vt.插入，嵌入
～sth. in / into / between插入物
10.point: n.尖,尖端,点,小数点,要点,论点
v.指,指向～out指出～to / at指着
11.fine: adj.美好的，精美的，细的，纤细的，纯粹的(～r,～st)
n.罚款，罚金，晴天，精细pay a～of＄50 == pay a＄50～50美元的罚款
addict vt.使沉溺，使上瘾n.入迷的人，有瘾的人
He is～ed to drugs.他吸毒成瘾。
～oneself to沉溺于，吸毒成瘾
～to沉溺于…，热爱…
8. pulse: n. [C]脉搏，脉的一次跳动
The doctor felt her～and wrote a prescription.医生为她诊断，开了药方。
It’s 2,010 kilometers long. == It’s 2,010 kilometers in length.它长2010千米。
鲁迅和胡适是同一时代的人。Luxun was～with
Hushi.
We～d him chairman. == We～d him as (for)
chairman.我们任命他为主席。
Ask some Ss to review the common uses of some words learnt in the last period. Make some Ss make some sentences if possible.