高中英语全套教案

1. Unit 1 Festivals around the world

2. Teaching aims of this unit

Talk about festivals and celebrations

Talk about the ways to express request and thanks

Learn to use Modal verbs

Write a similar story with a different ending

3. 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.

4. Modal verbs:

May might, can could will would shall should must can

The first period Speaking

1. Teaching aims:

Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up Phrases: 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 Procedures

Step I Leading in

T: Hello, everybody! Welcome back to school! Did you have a good time in yo ur 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 festivals and there was a lot of delicious food t o 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 f estivals. 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 fe stivals?

Ss: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…

T: You have done a good job, boys and girls! .

Step ⅡWarming –up

Festivals are meant to celebrate important events. Different countrie s have different festivals. Work in groups and lost five Chinese festivals t hat you know. Discuss when they take place, what they celebrate and on

e thing that people do at that time. The first one is given to you as an ex

ample.

1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bon

e origin in memory o

f dress up trick poet arrival national gain inde

pendence gather agricultural European custom awards watermelo

n handsome rooster admire look forward to religious as though ha

ve fun with daily

2.To enable the students to know the earliest festivals with reasons for them

and four

different kinds of festivals that occur in most parts of the world

3.To enable the students to master some English expressions and phrases ab

out festivals.

1. Teach the basic reading skills: skimming and scanning.

2. Try to compare and make conclusion s of different festivals.

Step ⅠRevision

1. Greetings.

2. Review the new words of this part.

3. Check the students’ homework---festivals

Step ⅡReading

1.Scanning

T: Open your books and turn to page one. I’d like you to do the scanning. Re ad the text quickly and accurately to get the main idea and answer the 6 ques tions 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 sugge sted 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 sentenc es are True or False.

The sentence means people hold some festivals either to show respect

to the dead or to make their ancestors happy in case they might com

e 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 accide

nt.

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 appositive

d. two clauses for reason

e. 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 to

e.g. I’m looking forward to hearing from you.

Step Ⅲ Listening

T: Now I will play the tape for you. You can just listen with your books cl osed 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 s eem to have in common.( Comprehending Ex.3 on Page 3).

bluestones

2009-06-14 05:37 PM The third period Learning about language

Teaching aims:

1. Let the students know the usage of modal verbs.

2. Enable the students to recognize the words and expressions in the reading

passage according to what mean the same as them.

Step Ⅰ Greeting and Revision

( Ask some students to retell the text we learned .)

StepⅡ. Practicing the useful words and expressions

T: As we know, there are two important kinds of verbs---transitive verbs and i ntransitive verbs. But many intransitive verbs have the structure “verb+prepo sition+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 o wn, using the words given.

S1. I’m looking forward to hearing form my friend

S2: 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 Ⅲ Useful Structures

T: Let’s come to the next part. This part is about modal verbs. You are to rea d the sentences in Ex. 1 and then to find out and write down different senten ces with modal verbs form the reading passage and try to explain their meani ngs. If you have any difficulty in understanding them you can refer to Gramm ar in Pages 92---94

Step Ⅳ Summing up and home work

T: Boys and girls, today we have practiced useful words and phrases of this u nit and the usage of modal verbs. I think it is not easy for you to master them , after class you should review them.

Homework

1. Practice of WBP42EX.1,2,3.

2. Please find out10 sentences with modal verbs, and try to get their meaning

s.

The fourth period Listening

Teaching aims:

1. Vocabulary: go with, the big bands, musicians, over and over again, for sal

e, get used to, the winners of this year’s awards for the best costumes 2. Enable the students to know how to get the key words to understand the c

onversation about the carnival parade, to talk about sth happened and exp ress request and thanks.

Step Ⅰ Revision

After checking the WB Ex. 1,2,3 the teacher ask the students to give example s about modal verbs and try to explain them.

Step Ⅱ Warming up

T: 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 throug h the four questions in listening part to find out the listening points.

Step Ⅲ Listening

T: I will play the tape for you twice. Please listen carefully and pay much atte ntion to the important points. For the first time you are to make n

otes beside the questions. For the second time, you should write d

own the answers and then check them with your partners.

( It’s important to encourage the students to adapt their present knowledge a ny

skill 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 Ⅳ Speaking

This part is intended to give the students the opportunity to practice a telep hone conversation using the functional items for requests and tha

nks. The polite form of English are important and should be practic

ed in a variety of situations.

Step Ⅴ Listening task

T: There are about 10 minutes left. Let’s come to listening task. Turn to page

43

and 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 play the tape for you. For the first time you should try to

write 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 compl ete the chart,

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2009-06-14 05:37 PM according to which you can make a report.

The fifth period Extensive reading

Teaching aims:

1. Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, dro

wn one’s sadness in coffee, set off for, remind somebody of something, 2. Learn to compare the festivals in China and in western countries.

Step ⅠRevision

Check homework

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 fo r you.

Added material:

Thanksgiving Day

Fourth Thursday in November is celebrated as ‘Thanksgiving Day’ People than k God for his blessings. People can ‘Thank’ friends, foes and anyone for the e xperiences, happiness and sunshine they bring into their lives. Pilgrims celebr ated the first Thanksgiving Day in America during the second winter in the ne w world. The first winter had been bad as nearly half of the people had perish ed 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 succe ssful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festiv al. Since than, Thanksgiving Day is been celebrated in America. However, it w as 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 apar t the 29th day of June, as a day of Solemn Thanksgiving and praise to God fo r his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, hel d a meeting to determine how best to express thanks for the good fortune th at had seen their community securely established. By unanimous vote they in structed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgivi ng, It is also known that the Pilgrims set ground at Plymouth Rock on Decem ber 11, 1620. Their first winter was devastating. At the beginning of the follo wing fall, they had lost 46 of the original 102 who sailed on the Mayflower. Bu t the harvest of 1621 was a bountiful one. And the remaining colonists decide d to celebrate with a feast -- including 91 Indians who had helped the Pilgrim s 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 tr aditional English harvest festival than a true "thanksgiving" observance. It last ed three days.

Thanksgiving, as we know it today, has come a long way from the Pilgri m's harvest festival in 1621. It is an event that seems, as each year goes by, t

o reinvent itself and to expand its meaning to larger vistas. Maybe this is the r eal 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 thankfu l.

Halloween

The 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 t he passing of one season to the next, holding "Fire Festivals" which were cele brated for three

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2009-06-14 05:37 PM days (two days on either side of the day itself). One of these festivals wa s called Samhain (pronounced Sha-Von) and it took place on October 31 thro ugh to November 1. During this period, it was believed that the boundaries be tween 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 the mselves and their homes less inviting to these wayward spirits, the ancient Ce lts（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 fir e 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 d ead to the land of the living, but also between Summer and Fall/Winter. For t he 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 w ent 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 village s causing destruction in order to scare off any recently departed souls who mi ght be prowling （巡游）

for bodies to inhabit, in addition to burning animals and other offerings to the Druidic deities（神, 神

性）. It is also a popular belief that they would burn people who they believe d 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 i mmigrants who were escaping the Potato Famine in their homeland. In additi on to the festival itself, the immigrants brought several customs with them, in

cluding one of the symbols most commonly associated with Halloween -- the J ack 'O Lantern.

According to Irish folklore, there once lived a man named Jack who was know n for being a drunk and a prankster（顽皮的人, 爱开玩笑的

人）. One night Jack tricked the devil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him pro mise that, in exchange for letting him out of the tree, the Devil would never t empt him to sin again. He reluctantly agreed, but was able to exact his reven ge upon Jack's death. Because of his mischievous ways in life, Jack was barre d from entering heaven and because of his earlier trick, he was also barred fr om hell. So he was doomed to wander the earth until the end of time, with on ly 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 up on arriving in the new world, they discovered that pumpkins were abundant a nd easier to carve out.

Easter

On Good Friday, Jesus Christ was executed by crucifixion. His body was t aken 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 realise d that God had raised Jesus from the dead.

Hot Cross Buns

Hot Cross buns are still made all over England around Easter time. At one ti me, buns with a cross on them were made all through Lent. They were banne d by Oliver Cromwell and brought back again at the time of the Restoration. F or a time they were only available on Good Friday but now they can be bough t during the month leading up to Easter. Whole meal hot cross buns are beco ming more popular each year.

The Easter Egg

As with the Easter Bunny and the holiday itself, the Easter Egg predates t he Christian holiday of Easter. The exchange of eggs in the springtime is a cu stom 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 bright ly by boiling them with the leaves or petals of certain flowers.

Today, children hunt colored eggs and place them in Easter baskets along wit h the modern version of real Easter eggs -- those made of plastic or chocolate candy.

O-bon Festival

Bon Dance

During 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 (stag e) set up there. Anyone can participate in the dance. Join the circle and imitat e what others are doing. Awa odori of Tokushima and bon odori at Yasukuni S hrine, Tokyo are very famous.

Also, Toro Nagashi (floating paper lanterns) are held in some areas. On t he 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 displa ys (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summ er scene to see hanabi.

Since o-bon is an important family gathering time, many people return to thei r hometowns during o-bon. Most businesses are closed during this time. Altho ugh 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 j ams. Airports, train

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2009-06-14 05:38 PM stations, and highways are jammed with travelers. I recommend you do not tr avel around o-bon!

Unit2 Healthy eating

Teaching Aims of this unit

1. Talk about healthy eating

2. Making suggestions or giving advice on diet

3. Distinguish the meanings of Modal verbs

4. Make a balanced menu

5. Vocabulary:

6. fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective

get rid of, throw away, get away with, tell lies, earn one’s living in debt ,s et out run one’s business ,carry on

7. Speaking: Practice talking about your ideas; practice giving suggestions an

d advice, practice

ad the text silently and then ask for the main idea of the text on the slide sho w with their partners. Encourage the students to express their ideas.

1. Fast reading

In this part ask the students to read the text quickly for the first time and f ind out the main idea of the text. Then ask them to read the text again car efully to obtain some details. Before reading show the tasks and let the st udents read the tasks first. This text will help them have a good understan ding of the text.

a. The two restaurants supplied the healthy diet.

b. The reason why Yong Hui’s restaurant was so popular with customers.

c. Wang Pengwei found out why he had lost his customers and decided to

win them back

2. Careful reading

T: 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.

a. Usually 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 good d

iet. (F)

d. Wang Pengwei’s customers often became fat after eating in his reataur

ant. (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 Ⅳ Comprehending

By now, the students have had a further understanding of the text. Let t he students read the text again and find out the differences between the t wo restaurant.

This sentence tells us that everything has worked out the way you would lik e. 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 Ⅴ Homework

1. Try to retell the text.

2. Prepare for the language learning and do Using words and Expressions on

WB (Page 49-50)

The second period Language study

Step ⅠRevision

1. Check the students’ homework.

2. Ask some of the students to retell the text.

Step Ⅱ Word study

This part is a consolidation of the words in the text. Ask the students to do th e exercise individually.

T: Now please open your books and turn to page 11. Fill in the chart using th e correct forms of the words which have the same root. Next activity is to mat ch the definitions with the words we have learnt form the text. I necessary, y ou can discuss with your partners.

…

Step Ⅲ Grammar

The students will learn the usage of modal verbs. First try to make the studen ts clear the functions of modal verbs, with the help of the practice 1on page 1 2. 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 to ea

t 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 indica

tes intension.

…

Step Ⅳ Homework

1. 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 Listening

Step Ⅰ Revision

1. Check the using structure on page 50.

2. Ask the students to make a short dialogue in pairs.

Step Ⅱ Listening( 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 the question s.

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 thr ough the text quickly on page 14.

( Play the tape. Students write down the answers and check the

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2009-06-14 05:38 PM answers with their partners.)

T: Now listen to it again and try to make sure your answers are right.