高二英语上册全册教案3

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高二英语上册Unit3教案设计

新高二Unit3Art and architectureNew words:1. design vt. 设计，计划1)vt.设计He had designed all the scenes.2)(多用被动)目的是，打算给…用a) be designed forto doThis found is designed to help worthy students.The course of study ids designed to help those wishing to teach abroad.b)be meant for打算给(谁),打算(作什么用)What (Who) is this meant for?Is this picture meant for me?The room was originally meant for workers’ reading-room.c)intend…forbe intended for (原)打算给(某人),准备让…干I intended ( meant ) that for you.I intended these flowers for your mother , but as she is away I’d be glad if youwould accept them.This gift is intended for you.The movie is intended for the adults only.n. 1) 设计[c,u]2)图案,图样,式样[c] patternI like the design of your furniture.The cloth has a pattern of red and white squares.*by design有意地(反) by accident 无意地Did you do it by design or by accident?2. furniture n. [u]The room was small and contained far too much furniture.The furniture was moved in.a piece of / an article of furniture 一件家具3. convenient adj. suited to one ‘s needs 便利的, 适宜的a convenient house/ time/ storeIt is convenient to do sth.be convenient to sb./ for sb. 不能人作主语Will the 3:30 train be convenient for you?Come whenever it is convenient to you.It is convenient to live in the modern house.convenience n. 方便, 合适[u]at one’s convenience在方便的时侯,以方便的方式Deal with it at your convenience.We’ll meet at your convenience.4.construct vt. build, more formal than makeconstruction n.under constructionThere are two new hotels near here under construction.5.impress vt.1)fill sb. with admiration给人深刻的印象,引人注目be impressed by/ at / with被…所感动I was very impressed by/ with their new house.We were deeply impressed by his deeds.2)铭刻,铭记, 让明白(…的重要性)impress on sb. sth.=impress sb. with sth.My father impressed on me the importance of hard work.He impressed me with the importance of the work.=He impressed on me the importance of the work.3) be impressed on one’s mind/ memory被印在脑海里，留下很深印象What he said that day was deeply impressed on my memory.6. belong to (1.不能用被动2.只有一般时，不用进行时)That dictionary belongs to me.is belong to me.×is belonged to me.×is belonging to me.×belongs to mine.×is mine.China is a country belonging to the third world.belongs to×which is belonged to×belonged to×which belongs toText:1. If …were/ did …, … would …If I were you, I would go with him.If she stayed at home now, she would be watching TV.If …did/ should/ were to…, … would…If …had done…,…would have done…2. I’d preferprefer用法：1）prefer+ n.Would you like to live in a modern flat or do you prefer a traditional house?2)prefer + to doIn which house would you prefer to live?3)prefer + doingI prefer working on my own.4)prefer sb./ sth. to sb. / sth.Even today, most Americans prefer coffee to tea.5)prefer doing to doingI prefer staying at home watching TV to going shopping out.6)would prefer thatI’d prefer that the job were a little closer to my home.3. I’d rather1) would/ had rather doI’d rather go myself.2) would rather have done宁愿做过I’d rather not have said that.3) would rather do ..than ..doI’d rather stay at home than go out.Rather than get money in such a dishonest way, he would beg in the streets. 4)would rather didI’d rather you went there.4.take examples from模仿His designs tale examples mainly flowers and plants.follow ( copy) example of 以…为榜样set an example totake … for example5. have sth./ sb. dohave sb. / sth. doinghave sth. done 1)让别人来做某事2）遭到某种情况have sth./ sb. to dowon’t have sb. doing容忍1) I won’t have him cheat me.2)He had the fire burning all night.I had a car waiting at the gate.3) I’ll have my bike repaired.Why didn’t you have your suit cleaned?King Charlie had his head cut off.She had her watch stolen.4) Do you have any clothes to wash?Do you have any clothes to be washed?5) I won’t have you saying like that.get sb. to do sth.get sb./sth. doingget sth. doneget married /changed/drunkeg. Mrs Brown was much disappointed to see the washing machine she had had ___ went wrong again.A. itB. it repairedC.repairedD. to be repaired6. 1)find + O + adj.I found English hard to learn.2)find +O + n.I find it a hard book.3)find + O + doingWe found him waiting to receive us.4)find + O + doneOn his return from his office, he found the house deserted.He found the door closed.5)find + O + adv.We went to her house but we found her out.6)find + O + prep. phr.I found myself in prison.7)find + O + to beI find the Chinese people to be happy and cheerful.We found him ( to be ) dishonest.=that he was dishonest.8)find + O + thatI called on her this evening ; but I found she had gone to the country on avisit.7.go against 1)违背，违反You can’t go against nature.Her father is so strict that she is scared to go against his wishes.2) 对…不利The case may go against you.The game was going against us.8.While in traditional architecture materials such as earth, stone, brick and wood are used, the materials of modern architecture are steel, glass and concrete. 传统建筑使用土石和砖木等材料，而现代建筑的材料是钢铁和混凝土等。

高二英语教案：高二英语上册Unit3教案

高二优秀英语教案精选【3篇】

高二优秀英语教案精选【3篇】英语教案怎么写?教学过程是教案的主要部分：写教学环节、写知识点和所用时间、写教师活动、写学生活动。

写教学过程主要写以下几方面的内容：今天小编在这给大家整理了高二英语教案大全，接下来随着小编一起来看看吧!高二英语教案(一)《Unit 3 Life in the future》本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

1. 开展学生活动，发挥主体作用新课程强调要充分发挥学生在教学过程中的主体作用。

本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2. 实施情景教学，统合三维目标本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。

而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3. 转变学习方式，增强教学效果新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4. 运用问题教学，启发学生思维本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。

高二上unit3语言点教案（人教版高二英语上册教案教学设计）

高二上unit3语言点教案（人教版高二英语上册教案教学设计）1. .prefer v．更喜欢…..prefer sth to sth prefer to do sth prefer doing sth; prefer doing sth to doing sthI much prefer dogs to cats．与猫比起来，我更喜欢狗。

Many people living in cities would actually prefer to live in the country．许多住在城市的人实际上更愿意住在乡村。

Peter prefers traveling by train．彼得更喜欢乘火车旅行。

I prefer staying home to going out today．我今天宁愿呆在家里，也不愿出去。

preference n．偏好I must admit I have a preference for romantic movies．我必须承认我更喜欢浪漫电影。

．I asked her where she wanted to go on vacation，but she didn't express any preference．我问她想到哪儿去度假，但她没表示自己的偏好。

In allocating housing，preference is given to those who have young children．在分配房子时，那些有小孩的人有优先权。

Many people choose the train in preference to driving．许多人宁愿选择火车也不愿选择自己驾车。

2． furniture n. （总称）家具，作不可数名词。

例如：一套家具 a set of furniture 一件家具 a piece of furniture；an article of furnitureThis old French table is a very valuable piece of furniture.这张旧的法国桌子是一件很贵重的家具。

高二英语上册全册教案

Unit 1 Festivals around the world1.Teaching aims of this unitTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different ending2.Sentence patterns:Request:Could/ Would you please…?Could I have…?Could we look at…?I look forward to…May I see…?Thanks:It‟s very kind of you…Thank you very much/ Thanks a lot.I‟d love to.It was a pleasure…Don‟t mention it.You are most welcome.3.Modal verbs:May might, can could will would shall should must canThe first period Speaking1.Teaching aims:V ocabulary: take place, lunar, festival, Army Day, Christmas, dress upPhrases: Would you like … Could I have…?Might I offer help…? May I see…?You should try…Could we like at…?Can you suggest…? We might take…Teaching ProceduresStep I Leading inT: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidays?Ss. Yes. Of course!T: When did you feel most happy and excited?Ss: At the Spring Festival.T: Who can tell us why? Any volunteers?S1: Because it is the most important festival in our country.S2: Because I got a lot of lucky money from my parents.S3: Because I needn‟t study at fe stivals and there was a lot of delicious food to eat.How great.S4: Because I met my cousins and friends who I hadn‟t seen for a long time.T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a few?Ss: New year, Yuan xiao festival…:T: Quite right. That‟s called the Lantern‟s Festival. How about some other festivals?Ss: The Army Day, International Labour‟s Day, National Day, T omb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…T: You have done a good job, boys and girls! .Step ⅡWarming –upFestivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.Step ⅢPre- readingDiscuss in groups of four1.What‟s your favourite holiday of the year? Why?2.What festivals or celebrations do you enjoy in your city or town? Do you likespending festivals with your family or with friends? What part of a festival do you like best---the music, the things to see, the visits or the food?Step ⅣAssignment1.Consolidation2.Listening to the material again after class to be familiar with it.3.Homework: Collect as much information about festivals as possible.The second period ReadingTeaching Aims1.V ocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone originin memory of dress up trick poet arrival national gain independencegather agricultural European custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily 2.To enable the students to know the earliest festivals with reasons for them and fourdifferent kinds of festivals that occur in most parts of the world3.To enable the students to master some English expressions and phrases about festivals.4.Teach the basic reading skills: skimming and scanning.5.Try to compare and make conclusion s of different festivals.Step ⅠRevision1.Greetings.2.Review the new words of this part.3.Check the students‟ home work---festivalsStep ⅡReading1.ScanningT: Open your books and turn to page one. I‟d like you to do the scanning. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.)( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)T: Read the text loudly for a second time and them try to tell if these sentences are True or False.3.Reading and discussionT: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their ownexperiences.)4.Explanation(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)T: Now I will discuss some important sentences and phrases in the passage.a.Some festivals are held to honor the dead, or satisfy and please the ancestors,who could return either to help or to do harm.b.In memory ofc.In India there is a national festival on October 2 to honor Mahatma Gandhi,the leader who helped ga in India‟s independence from Britain.d.People are grateful because their food is gathered for the winter, and becausea season of agricultural work is over.e.The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring.f.The country is covered with cherry flowers so that it looks as though it mightbe covered with pink snow.The suggested explanation:a.An attributive clause.The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.b.in memory of … serving to recall sb, to keep him fresh in people‟ minds.He wrote a poem in memory of his dearest wife, who died in an accident.in honor of ( showing great respect or high public regard)in hopes/the hope of (hoping)in defence of (defending)c. a noun phrase followed by an attributive clause as the appositived.two clauses for reasone.energy→energetic adj. ( full of or done with energy)look forward to ( to is a preposition here.)devote to, be/get used to, get down to , stick toe.g. I‟m looking forward to hearing from you.Step ⅢListeningT: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It‟s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).The third period Learning about languageTeaching aims:1.Let the students know the usage of modal verbs.2.Enable the students to recognize the words and expressions in the reading passageaccording to what mean the same as them.Step ⅠGreeting and Revision( Ask some students to retell the text we learned .)StepⅡ. Practicing the useful words and expressionsT: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examples?Ss: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.S1. I‟m looking forward to hearing form my friendS2: We are talking about verbs.S3: Would you like to talk with me?S4: Who can think of an effective solution to the problem?S5: Please think about my proposal.Step ⅢUseful StructuresT: Let‟s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94Step ⅣSumming up and home workT: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.Homework1.Practice of WBP42EX.1,2,3.2.Please find out10 sentences with modal verbs, and try to get their meanings.The fourth period ListeningTeaching aims:1.V ocabulary: go with, the big bands, musicians, over and over again, for sale, getused to, the winners of this year‟s awards for the best costumes2.Enable the students to know how to get the key words to understand theconversation about the carnival parade, to talk about sth happened and express request and thanks.Step ⅠRevisionAfter checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.Step ⅡWarming upT: By the way, what‟s the topic of this unit?Ss: Festivals around the world.T: Would you like to know something more about festivals around the world?Ss: Of course.T: Now I will show you several pictures. What‟s the festival called?Ss: Carnival.T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.Step ⅢListeningT: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside thequestions. For the second time, you should write down the answers andthen check them with your partners.( It‟s important to encourage the students to adapt their present knowledge anyskill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.)Step ⅣSpeakingThis part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. Thepolite form of English are important and should be practiced in a varietyof situations.Step ⅤListening taskT: There are about 10 minutes left. Let‟s come to listening task. Turn to page 43and look at the pictures. They have something in common. Can you find it out?Ss: They are all about festivals bout the dead.T: That‟s right. I will p lay the tape for you. For the first time you should try towrite down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart,according to which you can make a report.The fifth period Extensive readingTeaching aims:1.V ocabulary: heart-broken, turn up, keep one‟s word, hold one‟s breath, drownone‟s sadness in coffee, set off for, remind somebody of something,2.Learn to compare the festivals in China and in western countries.Step ⅠRevisionCheck homeworkStep ⅡReading (1)T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers‟ festival—Qi Qiao and Valentine‟s Day. NowT: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.Step ⅢDiscussion and writingT: That‟s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending? Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.Step ⅣReading(2)T: Let‟s come to another passage about carnival in Quebec. Please turn to Pa ge 44, read it quickly and answer the questions in Page 45. Five minutes for you.Added material:Thanksgiving DayFourth Thursday in November is celebrated as …Thanksgiving Day‟ People thank God for his blessings. People can …Thank‟ friends, foes and a nyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true "thanksgiving" observance. It lasted three days.Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.HalloweenThe ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒who inhabited what we now call Great Britain placed great importance on the passingof one season to the next, holding "Fire Festivals" which were celebrated for three days (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and otherofferings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern. According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked thedevil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬）(carried in a hollowed out turnip.[植]芜箐,芜箐甘蓝) to warm him and light his way.In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.EasterOn Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave.The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.Hot Cross BunsHot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.The Easter EggAs with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.O-bon FestivalBon DanceDuring o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there.Anyone can participate in the dance. Join the circle and imitate what others are doing. Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi. Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.V ocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective getrid of, throw away, get away with, tell lies, earn one‟s living in debt ,set out run one‟s business ,carry on7.Speaking: Practice talking about your ideas; practice giving suggestions andadvice, practiceseeing the doctor.8. The use o f ought toThe first period Warming up and readingStep ⅠWarming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I‟ll ask you to report your work. Are you clear?Step ⅢReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular withcustomers.c.Wang Pengwei found out why he had lost his customers and decidedto win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Pengwei’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a gooddiet. (F)d.Wang Pengwei’s customers often became fat after eating in hisreataurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Pengwei’s menu gives tem foods containing fiber. (F )g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.(F )h.Wang Pengwei decided to copy Yong Hui’s menu. (F )Step ⅣComprehendingBy now, the students have had a further understanding of the text.Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what‟s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?S1:…S2:…S3:…T: You all have a point here. But what will they do? We will see it next period.Facing the serious competiton Wang wasn‟t lost in sadness and he didn‟t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui‟s menu. Do you think we should follow his example?Ss: Yes.T: Now let‟s deal with some language points. Turn to page 10, let‟s look at the sentences:a.Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated”happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It‟s a sentence that we can use in any situation.c. He couldn‟t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressionson WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step ⅡWord studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text.I necessary, you can discuss with your partners.…Step ⅢGrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people.---It indicates possibility.c.What could have happened?--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not coming toeat with him as he always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.He wonder if he should go to the library to find out ---It indicates duty.h.He wouldn‟t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step ⅣHomework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs.The third period ListeningStep ⅠRevision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step ⅡListening( using language)The students will hear what Wang Pengwei did after leaving Yong Hui’s restaurant. Ask the students to finish the chart and answer thequestions.T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Step ⅢListening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step ⅣHomework1.Pre-view the reading(2) and reading task on Page 52. See how the storyended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.Step ⅡPre-reading。

Unit3Usefulexpressions（人教版高二英语上册教案教学设计）

Unit 3 Useful expressions(人教版高二英语上册教案教学设计)expressions9/28/2005I．Warming-up P17-19be free to do sth 不受约束,随意做某事make certain choices 做某种选择a kitchen table made of wood 一张木头做的餐桌a piece/an article of furniture 一件家具many pieces /articles of furniturefor sale 待售的on sale 出售，上市a modern flat 现代的公寓房a block of apartments 一栋/一幢公寓楼prefer sth. 喜欢某物，爱好某物prefer sth.…to sth… 喜欢…胜过…prefer to do sth=prefer doing sth. 喜欢干某事prefer to do…rather than do.… 喜欢干…胜过干=prefer doing sth to doing sth.prefer sb to do sth. 想某人干would prefer that clause(主语+were /did)（从句用虚拟语气）想某人干…have a preference for sth 爱好某物，喜爱某物design sth for sb/ sth. 为某人/ 某物…设计…design sth to do sth 为干…设计…have designs on sb/sth 企图伤害…;企图将…占为己有by design = on purpose 故意地，蓄意地have a taste for sth. 爱好某物have a taste in sth 对某物有鉴赏力be convenient to /for sb. 对某人很方便It is convenient for sb to do sth. 对某人干某事很方便live close to sw 住在靠近…的地方stand close to sth. 靠近…站would rather do sth 愿意干get excited about sth. 对…感到兴奋old-styled houses 老式房子all the same 都一样，仍然have personal style 有个人风格can’t stand sth/ one’s doing sth. 不能容忍某事/某人干某事II．Reading P19-22look at sth. 考虑…关注…take examples from nature 效仿自然take examples from nature 借鉴了自然界的例子man-made living environment 人造的生存环境have sth done 让某物被…，使…遭受…want sth. constructed … 想…建成make sth done 使…被…in different styles 以不同的风格go against the people’s feeling of beauty违背了人们的审美标准be under construction 在建设中look unnatural 看上去不合乎自然impress sth on/upon sb 使…铭记…;给某人留下印象be impressed by/with/at sth 对…印象深刻make a/an… impression on sbconcrete thoughts/exlanation 具体思想/说明modern-looking buildings 看起来很现代的建筑物act as mirrors 可以当作镜子in the choice of materials 在材料的选择上in nature 在自然界中stand much closer to nature 更接近自然be covered with the skin of fish 用鱼皮覆盖…Despite the fact that 尽管…事实存在…despite sth=in spite of sth 尽管…find oneself inspired by sth 发现自己从…中得到灵感seen/ viewed from the top 从上面看look as if +clause 看起来象…fill up sth with sth. 用…装满…be filled with sth = be full of 充满…a bird’s nest made of tree branches 用树枝做成的鸟巢belong to… 属于…A is toB whatC is toD A对B而言正如C对D 一样A nest is to a bird what a house is to a man鸟巢对于鸟就象房子对于人keep sb informed of sth 随时让某人了解某事succeed in sth/doing sth. 在…成功 / 成功干…III．Intergating skill P23-24&P99-100pull sth down 拆掉…be fit for sth胜任, 适合stand empty without use 空置不用stand + adj( stand open / empty ) “处于……的状态”with one’s help 在…的帮助下in the early 1950s.20世纪50年代早期left from that time那个时代遗留下来的be decorated with sth. 被用…装饰20英尺高的玻璃墙twenty-foot high walls of glassremind sb of sth. 使某人想起某事remind sb to do sthremind sb that + clausecompare sth with sthcompare sth to sthcompared with/to (一般做状语)set aside = put aside 把……放在一边；搁置；拨出；不理会；取消set sb/ sth aside 搁置…/把…放在一边for rent 供出租(的) rent at / for sth 以一定租金出租…rent sth(out) to sb把…出租给…rent sth from sb 从…处租用…with the development of 随着…的发展develop into 发展成为bring sth together 把…汇集在一起works of art艺术品art works艺术作品workshops of different sizes不同尺寸的车间be changed into sth. 被变成…be good for sb 对某人有好处in the neighbourhood在临近地区rock musicians摇滚乐手turn sth into sth. 把…变成…give new uses to sth. 赋予…新用途save sth/sb. from …把…从…中挽救foreign invaders外国侵略者take one’s temperature量体温on display展览end up in以…终结at first glance第一眼glance at sb. 看一下…/扫视…set goals设定目标~。

unit 3 全单元教案(人教版高二英语上册教案教学设计)

unit 3 全单元教案(人教版高二英语上册教案教学设计)Topic: art and architecture1.Stimulate the students’ interests in talking about art and architecture2.Cultivate the students’ ability of speaking, reading, discussing.3.Enable the students to learn some useful words and expressions: architecture, architect, prefer, design, styleI would not feel happy if …I would not feel happy if ….I don not get very excited about …I really prefer…I can not standTeaching important point:1. Enable the students to master the ways of discussing differences between modern and traditional things, to encourage them to talk about their preference.2. Help the students to learn about the past participle: used as object complementTeaching difficult point:Inspire the students to express their design of house.Teaching methods: free talk, communicative method to improve students’ speaking ability and communicative skills.Teaching aids: multimedia. recorder.Teaching procedures:Period 1: Warming-up and SpeakingPeriod 2: ReadingPeriod 3: Language studyPeriod 4: Listening and writingPeriod 5: Integrating skillsPeriod 1：Warming up and SpeakingStep 1. Greetings and warming-upT: Good morning, class.S: Good morning, Miss Qiu.T: where are you from, a city or a small town?Can you describe the buildings in your hometown?What kind of buildings do you live in, a traditional house or an apartment?S: …(Show students two pictures, a tall building and a traditional yard.)T: what can you see in the two pictures?S: We can see two different styles of house: block of flats and traditional house.T: What is the difference between them?Suggested answers:Block of flats Traditional houseModern.Convenient.The rooms are big.Every flat has a toilet and bathroom.Not much contact with their neighbors.People often feel lonely.Flat roof.… Old-style.The rooms are small.Sometimes no toilet or bathroom.Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.The roof is sloping.(why?)…T: In which house would you prefer to live? Why?S: I like living in …. because….I prefer living…I’d rather live…(For example, living in the small house makes me feel warm.I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.)T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?(Show the students some different kinds of houses, and ask them to describe them.)S: appearance: high, low, great. The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel, glass, wood…T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?S: ……Step 2 SpeakingT: Now let’s move to the speaking part. Turn to P18. Please listen to the sample dialogue .Pay attention to the ways how to express their preferences.(After listening to the dialogue for once)T: Ok! The dialogue is about two persons talking about their preference for styles of architecture. The noun form of “prefer” is “preference”. The stress should be put on the first syllable. Please read the word after me .S: ……T: There are some useful expressions in the dialogue. Such as “I wouldn’t feel happy if …”“I prefer something that…” “I don’t get very excited…”T: Now please look at the pictures and talk with your partner which of the things below you prefer. Try to explain why you prefer one thing to another.S: …(Show some chairs on the screen)T: In your dream houses, are there any chairs? Which one do you like? Why?Sample dialogue:A: which do you like better, classical chairs or modern chairs?B: I prefer modern chairs.A: Why?B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.Step 3 . HomeworkDecorate your bedroom and classroom. And talk about your decoration.Period 2: ReadingStep1: Pre-reading(Show pictures of both modern architecture and classical architecture)T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.S: Sydney House; the Eiffel Tower; the Temple of Heaven…T: Among all of these pictures, which ones belong to modern architecture?S: …T: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical architecture?S: …T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to havea new journey, the journey to the world of modern architecture.(Show modern architecture on the screen)Step2: While-reading1. Fast- readingT: Q1:Wha’s the difference between modern architecture and classical architecture?Q2: What kind of materials is used? What other materials do you know?Q3: What’s the characteristic? How do people feel towards modern architecture?DifferenceModern architecture Classical architectureMaterials Steel, iron, glass… Stone, brick, wood…Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature2. Careful-readingT: Now please find out the information according to the key words on the screen.Modern architectureQ1: When was modernism invented? -----1920sQ2: How many architects are there in the text? ---Antonio Gaudi/ WrightQ3: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?----Natural materials/ like a dream, full of fantastic colors and shapes.Q4: What inspired Wright? ----Japanese seashellsQ5: How many examples are there in the text?----The Opera House/ the new Olympic StadiumQ6: How do they look like? ----Seashell/ nestQ7: What do they (two architects / two examples) have in common? ---Nature3. ListeningT: While listening, please pay attention to the key points in the text. (Show the key points on the screen)Step3. Post-readingInterview (group work)Step4. HomeworkReport what you have learned about modern architecture next time.Period 3: Language studyStep 1 Lead-inT: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”.(a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.Step 2 VocabularyT: Welcome to my new house. Could you say something about my new home?T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)T: Let’s learn some new words of house.(balcony concrete nest brick roof)Try to remember these new words, then fill in the blanks.1. An area with a wall or bars around it, joined to the outside wall of a building ________________.2.A strong construction material which is a mixture of stone, and sand and water _________________3.A shelter made by a bird to hold its eggs and young____________4.The structure on the top of a building to keep the rain out_________Step 3 Word StudyT: Can you tell me which is the most ancient building in my yard? (nest)A nest is to a bird what a house to a man.Who can tell me the meaning of this sentence?(鸟剿和鸟的关系就和房子和人的关系一样)T: Good. Let’s try another oneWater is to fish what air is to men.(水和鱼的关系就于空气和人的关系一样)T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?S: →A is to B what C is to DT: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.Fur is to a fox what the_____is to a banana.____are to a house what words are to a text.An architect is to_______what a painter is to art.A___is to a boat what an engine is to a car.A____is to a fisherman what a gun is to a hunter.Arms are to the body what_______are to a tree.Step 4 GrammarT: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.(show the Ss the picture and ask them to describe it.)T: What can you see in the market? Let’s see what can we do here?For examples: I can have my hair cut here. I can have my bike mended.Please make similar sentences.S:…T: In all these sentences we use a sentence pattern-“h ave something done”.Now let’s see the pairs of sentences, and compare A and B.A: I can have my bike mendedB: I can have the car waiting for me.A: I found myself tied to a tree.B: I found myself walking in a forest.T: when we use –ing form, we are using passive voice. When we use –ed form, we are using active voice.→ passive voice: -edactive voice: - ingT: Now let’s do some exercises.MatchingDid you find the city done?When will he ever get the work greatly changed?She can’t make herself called.Next week I’ll have my bedroom understood.You’ve got to keep the door locked.I got the watch repaired.She heard her name decoratedCompletingI don’t want any bad words____(say) about him behind his back.Please get the work____(do) as soon as possible.I’ll have the materials_____(send) to you next Monday morning.She won’t have her long and beautiful hair____ (cut) short.You should make your voice______(hear).I want you to keep me_________(inform) of how things are going with you.The rent sounds reasonable. How would you likeit________(pay).At last I succeeded in making myself__________(understand).We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report.Step 5 Homework1.Workbook page 97, exercises 1-52.Workbook page 98, exercises 1-2Period4: listening and writingStep 1 : Greeting and Warming upT: The National Day is coming. I know most students in our class are waiting for the exciting day, so am I .On holiday ,we can do many exciting things. Such as going shopping, visitingbeautiful place, visiting good friends…Now I will ask some students to share your ideas. **, Please, what are you going to do on the National Day?S: …T: What about you? What’s your opinion?S: …T: On National Day, what cloth will you put on? School uniforms or cloth with personal style?T: …T: I think most students in our class will put on cloth with personal style ,because this kind of cloth can make us feel confident .Right?S :…T: It is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?S:…T: For most young person, their choices in buying furniture is very much like buying clothes, while old people often choose traditional furniture that is made of strong materials and can be used for a long time .Step 2. ListeningT: Today, we are going to learn the listening part . Turn to P18. This dialogue is about a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. They visit a shop and talk with a shop assistant about their tastes and preferences.(Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs. Then play it a third time for the students to check their answers. Check them with the whole class in the end..)Step 3. writingT: Do you think the building in our school is beautiful?”S1: It is very beautiful…S2: The school looks like a desert ,The walls arewhite-washed and there a ren’t any art works on them.T: We think the building would be more beautiful if the school would be decorated with paintings ,photos and art works. We think art in the school could give us many new experiences and enrich our lives. But suppose that the school does not have a lot of money. How can our school be decorated? Now please work in groups of 4 to make a plan that show how the whole school can be decorated? I will give you 3 minutes to have a discussion.Suggest answer:1. Mangy art works ca be made by teachers and students.2. Art posters can be used for decorating.Step 4. Homework.T: Please write a letter to the headmaster explaining how you want to decorate the school with art works. Describe the art of your choice, what function it should have in your school and why it is important to have art in school buildings.Paragraph1. Explain why the school should be decorated.Paragraph2. Explain what function the art should have in the school.Paragraph3. Describe different types of art works that could be chosen and where they should be hung up in the school.Paragraph4. Discuss the different prices of different art works and write a plan to decorate the school as well as possible using little money .Period 5: Integrating skillsStep 1. Revision:T: Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you liketo help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?(Show them the sentence pattern on the screen to revise the grammar.--- You should have your walls painted white.--- You had bette r have … done. )T: Now I will call out some pairs to report their design. which group will give me good suggestions?S:…T: Thank you very much! You’re good designers. I’ll decorate my room according to your design.Step 2. Lead-inT: Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.S:…T: Wow, you have so many wonderful ideas! I think I liketo change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?Step 3. Fast readin g on “ Factory 798 ”T: Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ” I will give you 2 minutes.(a few minutes later. )T: Who has found out the answer?S: → an old army factory ; an arts centre;Step 4. Listening and readingT: Now, let’s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. At the same time,please try to find out the following new language points in the text and see how much you can understand them in English.( Show the language points on the screen. )你若盛开，蝴蝶自来。

高二英语上册全册教案3

高二英语上册全册教案3step ⅳpost-readingdo comprehending exercises and explain :a.a large amount of: a large quantity of; a great deal ofe.g. they bought a large amount of furniture before they moved their new house.b.make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.e.g. we made a bet on the result of the match.c.permit sb to do something: allow somebody to do somethinge.g. my mother doesn’t permit me to ride in the street after it rained.d.by accident: as a result of chancee.g. i only found it by accident.e.stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)f.to be honest: to tell you the truth; to be franke.g. to be honest, i don’t think we have a chance ofwinning.step ⅴhomework1.review the key sentences in this part2.preview the words in the second period.3.act out the play in groupsthe second period: actingstep i actingt: are you ready to act out the play now class?ss: yes.t: good. let’s welcome the first group and the second group please get prepared.…t: class, we should pay attention to some examples of mark twain’s humor in this scene, which will help us better understand the play and act it out more appropriately. do you agree with me?ss: yes, of course.step ii homeworkreview what we learned in this unitthe third period watching the movie the million pound banknoteunit 4 astronomy: the science of starsteaching aims:1. talk about the science of stars2. practise giving instructions4.learn to use noun clauses as the subject5.learn to write an essay to show your problems and the way to overcome them.。

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高二英语上册全册教案3课件www.5y StepⅢwhilereading.ScanningGetthestudentstocomprehendthewholescenequicklyandac curatelyandmeanwhilehelpthemformagoodhabitofreading .Givethestudentssometimetoreadthroughthescenesandth enanswersomequestionsa.HowdidHenryAdamscometoEngland?b.wheredidHenryworkbefore?Howmuchdidhehave?c.whatdidthetwogentlemengiveHenry?d.whencanHenryopentheletter.2. Afterthestudentsdiscussthequestionsandthenchecktheanswerswiththewholeclass.T:Listentothetapeandtrytofindoutthecharacteristicso fthewholepassage.Ss:Thisispartofaplay.So,thenarrationiswritteninthep resenttense.T:ok.Allofyouhavedoneagoodjob.Next,let’sreadthesceneagainanddosomeexercises.StepⅣPost-readingDocomprehendingexercisesandexplain:a.alargeamountof:alargequantityof;agreatdealofe.g.Theyboughtalargeamountoffurniturebeforetheymove dtheirnewhouse.b.makeabet:makeanarrangementtoriskmoney,etc.onanevent ofwhichtheresultisdoubtful.e.g.wemadeabetontheresultofthematch.c.permitsbtodosomething:allowsomebodytodosomethinge.g.mymotherdoesn’tpermitmetorideinthestreetafteritrained.d.byaccident:asaresultofchancee.g.Ionlyfounditbyaccident.e.stareat:lookatsomebodyorsomethingwiththeeyeswideope ninafixedgazef.tobehonest:totellyouthetruth;tobefranke.g.Tobehonest,Idon’tthinkwehaveachanceofwinning.StepⅤHomework.Reviewthekeysentencesinthispart2.Previewthewordsinthesecondperiod.3.ActouttheplayingroupsThesecondperiod:ActingStepIActingT:Areyoureadytoactouttheplaynow<class?Ss:yes.T:Good.Let’swelcomethefirstgroupandthesecondgrouppleasegetprep ared.…T:class,weshouldpayattentiontosomeexamplesofmarkTwa in’shumorinthisscene,whichwillhelpusbetterunderstandth eplayandactitoutmoreappropriately.Doyouagreewithme?Ss:yes,ofcourse.StepIIHomeworkReviewwhatwelearnedinthisunitTheThirdperiodwatchingthemovieThemillionPoundBanknoteUnit4Astronomy:thescienceofstarsTeachingaims:.Talkaboutthescienceofstars2.Practisegivinginstructions4.Learntousenounclausesasthesubject5.Learntowriteanessaytoshowyourproblemsandthewaytoove rcomethem.6.Vocabulary:astronomy,atmosphere,violent,explode,sur face,disappointed,gradually,cheer,mass,harmful,presence, intime,prevent…from…dependon,nowthat,getthehangof,breakoutThefirstperiodIntensivereadingStepⅠPresentationT:Hello,everyone!TodaywewillcometoUnit4,Astronomy.B eforethatIhaveaquestion:wheredowecomefrom?orwecansa y:whoareourancestors?S1:monkeys!S2:BeijingRenwholivedmanyyearsago.S3:dinosaurs…T:Verygood!Doyouknowwhatitwaslikebeforelifeappeared onearth?S4:Fullofwater…Bs:Idon’tknow.T:Doyouwanttogetmoreinformation?Ss:yes,wedo.T:Todaywewilllearnsomethingabouthowlifebeganonearth .Turntopage25.Let’scometowarmingupfirst.StepⅡwarmingup5.Readthethreequestions,whilethestudentslistenandfoll ow.6. Givethestudentsseveralminutestodiscussthequestions.7.collectanswersfromtheclass.8.checkanswerswhilediscussing.StepⅢPre-readingGetthestudentstodiscussthequestionsonpage25withthei rpartners.Thenaskthestudentstotelltheirstories.Enco uragethemtotelldifferentstories,Iftheydon’tknowany,tellthemsome.T:Nowdiscussthesequestionswithyourpartners.ThenIwil lasksomeofyoutotellusyourstories.Areyouclear?Ss:yes.a.Doyouknoweachreligionorculturehasitsownideasaboutth ebeginningoftheuniverse?Giveanexampleifyouknow.b.Doyouknowwhatascientificideais?Readsomestoriestothestudents.Panguseparatestheskyfromtheearth;TheBiblicalAccount;India;japan;Europe;StepⅣReading.ScanningGetthestudentstoreadthepassagequicklyandaccuratelya ndmeanwhilehelpthestudentstoformagoodhabitofreading .Givethestudentsacoupleofminutestolookthrouththewho lepassage.Tellthemtoreadsilentlyandthenasksomedetai ledquestionsaboutthetext.Encouragethemtoexpressthei rideas.T:wearegoingtolearnapassageabouthowlifebeganontheea rth.Nowreadthetextquicklyandthenanswermyquestions.a.whatwasthereontheearthbeforelifebegan?b. whydoscientistthinktherehasneverbeenlifeonthemoon?c.whydoanimalsfirstappearinthesea?d.whydogreenplantshelplifetodevelop?e.whyweremammalsdifferentfromotheranimals?Discusstheanswerswiththewholeclass.2.SkimmingInthispart,studentswillreadthetextagainandfinishpar t1,2,3T:Nowskimthepassagefasttofinishpart1,2,3,4Thenwewil lchecktheanswerstogether.keytopart1:DBIGEHAcFjDiscusstherestwiththestudents.StepⅤListeningListentothetapeforthestudentstofollowandhavefurther understandingofthepassage.T:Readafterthetape,thenanswermesomequestionswithyou rbookclosed.a.Howdidwatercomeintobeingontheearth?b.whyiswaterimportantonearth?StepⅥLanguagepointsT:Turntopage25.Let’slookatthesentences:a.Itexplodedloudlywithfireandrock,whichwereintimetopr oducethewatervapour.whichleadsnon-restrictiveattributiveclause.intime:soonerorlater;eventuallyIwillseehimintime.Intime:notlateShewillbebackintimetopreparedinner.In/outoftime:in/notinthecorrecttimeTheaudienceclappedintimetothemusic.b.Nobodyknewthatitwasgoingtobedifferentfromotherplane tsgoingaroundthesun.Bedifferentfrom:notlikesomeoneorsomethingelseinoneo rmorewayscitylifeisquitedifferentfromcountrylife.c.whetherlifewillcontinueontheearthformillionsofyears tocomewilldependonwhetherthisproblemcanbesolved.Tocome:servesasattributiveSheisthelastpersontodosuchathing.Dependon:somethingmightonlyhappenorbetrueifthecircu mstancesarerightforitoursuccessdependsonwhethereveryoneworkshardornot.d.walkingdoesneedabitofpracticenowthatgravityhaschang ed.Nowthat:becauseofthefactthatNowthatIamfree,Icanenjoymusicforawhile. Nowthatyouhavegrownup,youcandecideitbyyourself. StepⅦHomework.Retellthepassage2.Rememberimportantlanguagepoints ThesecondperiodLanguagestudyStepⅠRevision.checkretellingofthepassage2.Translatethefollowingsentences.a.你迟早会成功的.b.我的车与你的不一样.c.站在门旁边的那个人是谁?d.他总是第一个来,最后一个走.e.既然你已经长大了,你自己决定吧.Suggestedanswers:a.youwillsucceedintime.b.mycarisdifferentfromyours.c.whoisthepersonstandingbythedoor?d.Heisalwaysthefirsttocomeandthelasttogo.e.Nowthatyouhavegrownupyoucandecideityourself.StepⅡwordstudyThispartisaconsolidationofthewordslearntinthisunit. Askthestudentstodotheexercisesindividually.a.Page27.Firstletstudentsfinishpart1,2b.checktheanswerswiththewholeclass.c.Givestudents3minutestofinishpart3.d.Letthestudentsreadpart4forawhileandfinishit.e.Turntopage63.Firstletthestudentsfinish1and2andcheck theanswers.StepⅢPreparationShowsomesentencesontheblackboard.a.Atreehasfallenacrosstheroad.b.youareastudent.c.Tofindyourwaycanbeaproblem.d.Smokingisbadforyou.e.“Howdoyoudo?”isagreeting.f.whatshesaidisnotyetknown.Thatweshallbelateiscertain.h.It’scertainthatweshallbelate.T:whatpartdoestheunderlinedpartserveasineachsentenc e?orfinditssubjectineachsentence.StepⅣGrammar.Givethestudentssometimetofindthesentencesinthepassa ge.Thecollectanswersfromtheclass.2.Showtypicalexamplesofhowtomakeasubjectclause.Guidet heSstofindoutwhatchangeswehavetomakewhenwemakeasent enceorcombinetwosentencesusingsubjectclause.Teacher showstheexampleandSswritedownthesentences.3.Turntopage64.Readthefollowingpassagequicklyandfinis htheeightsentences.Haveadiscussioninpairs.Thetopicismydream.onetalksab outtheproblemsinhisstudyorlife,anothergivessomeadvi ce.Remindthestudentstousethefollowingstructuresa.myproblemis…b.mytroubleis…c.Thequestionis…d.myadviceis…e.whatIthinkaboutitis…f.Thefactis…g.mysuggestionis…StepⅤHomework.Finishpart3Finishpart3Addedmaterial:什么是黑洞？就是在宇宙中有那么一些点，这些点的体积趋向于零而密度变得无穷大，由于具有强大的吸引力，物体只要进入离这个点一定距离的范围内，就会被这个强大的引力吸收掉，连光线也不例外。