Teaching Plan for Senior Two (unit1-10)(人教版高二英語上冊教案教學設計)

發布時間：2016-6-8 編輯：互聯網手機版

Unit One Making a difference

The First Period

Teaching Aims:

1.Learn and master the following words:

Inspiration, perspiration, undertake, analysis, obvious, within, quote

2.Talk about science and scientists.

3.Listen to the description of some scientists.

4.Do some speaking, describing people and debating.

Teaching Important Points:

1.Train the students’ listening ability by listening practice.

2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help students finish the task of speaking.

Teaching Methods:

1.Warming up to arouse the students’ interest in science.

2.Listening-and-answering activity to help the students go through the listening material.

3.Individual, pair or group work to make every student work in class.

Teaching Procedures:

Step I Warming up

1.T: There are many outstanding scientists in the world, who made great contributions to society and science. Now look at the pictures on page 1, tell me what are these scientists famous for?

(Bb) Scientists Contributions

Maria Curie Radium /Polonium

Albert Einstein The Theory of Relativity

…

2.T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion in pairs or groups of four. Then report the results of your discussion.

(It is the way he uses his tools that makes a successful scientist.

A successful scientist must have much imagination and intelligence and he must be creative and hard-working.

Asuccessful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science…)

T: Now look at the quotes on page 1.do you know what they mean? And do you agree?

天才就是百分之九十九的汗水加上百分之一的靈感。

想象力比知識更重要。

生活中沒有什么可怕的東西，只有需要理解的東西。

分析明顯存在的事物需要非凡的頭腦。

你不可能把一切教給一個人，你只能幫助他在他自己的認知范圍內去發現和了解事物。

T: Do you know any other quotes about science and thinking?

Wisdom is only found in truth. -- Johann Wolfgang von Goethe.

Knowledge is power. –Francis Bacon.

Step II Listening

T: OK. Now lets do some listening practice on P2. We are going to listen to the descriptions of some famous scientists. Read the requirements by yourselves quickly. Listen to the tape for the first time to get a general idea, and then try to finish the exx.

Step III Speaking

T: Now let’s look at the speaking part on P2. Work in groups of five. Each group member represents a branch of science, eg biology, maths, chemistry, physics, computer science. You are going to debate each other to see which branch of science is the most important and useful for society. First you should decide who will represent each branch and then prepare your role card to debate. You can use the expressions.

Step IV Language points (computer)

1．It takes a very unusual mind to undertake the analysis of the obvious．

分析明顯存在的事物需要非凡的頭腦。

(1)undertake(undertook，undertaken)

vt．承擔(工作，責任等)，承辦+名詞

例：He undertook the difficult task willingly．

他欣然承擔那項困難的工作。

1 will undertake the responsibility for you．

我會為你負起責任。

vt.著手，進行，企圖+名詞

例：He undertook a new experiment．

他著手一項新的實驗。

(2)analysis復數形式andyses．analyse vt．

A chemical analysis化學分析

We made a careful analysis of the problem．

我們仔細分析了那個問題。

(3)obvious adj. (more obvious，most obvious)

明顯的，明白的，顯而易見的

obviously adv．

例：He told her an obvious lie．

他對她扯了一個明顯的謊言。

It is obvious that…．…是顯然的。

例：It is quite obvious that he didn't do it himself．

顯然他沒有親自去做。

It seemed obvious that he suffered from a bad cold．

顯然他得了重感冒。

2．There is no doubt that．毫無疑問．．

例：There is no doubt that our team will win．

我隊獲勝是毫無疑問的。

I don't doubt that we will win the game．(否定句用that)

我不懷疑我們將會贏得這場比賽。

Do you doubt that he has passed the final examination ? (疑問句用that)

你懷疑他已通過期末考試了嗎?

I doubt whether he is the best man for the job．(肯定句用whether)

我懷疑他是否是擔任那項工作的最適當人選。

Homework

Preview the reading material.

Review the words and expressions in this period.

Step V The Design of the Writing on the Bb

Unit 1 Making a difference

The First Period

Scientists Contributions

Madame Curie Radium/Polonium

Edison The light bulb

Einstein The Theory of Relativity

…

The Second &Third Period

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn from Stephen Hawking.

Teaching Important Points:

1.Master the following phrases and sentence pattern:

work on, go by, be engaged to, go on with sth, dream of, turn out

There is no point (in) doing sth.

2.Enable the students to understand the text better.

3.Improve the students’ reading ability.

Teaching Difficult Points:

1.How to make the students understand the reading text better.

2.How to make the students understand the following sentence.

There didn’t seem much point in working on the PhD.

Teaching Methods:

1.Scanning the text to get some information about Hawking.

2.Careful reading to answer some detailed questions.

3.Discussion after reading the passage to make the students learn how to use the scientific method to solve the problem.

4.Individural, pair or group work to make every student work in class.

Teaching Procedures:

Step I Lead-in and Pre-reading

T: Yesterday we learnt some quotes from some scientists. Now look at the picture on the screen. Do you know who the person is?

( Stephen Hawking, one of the greatest physicists of our time, A Brief History of Time )Today we are going to learn a passage about Stephen Hawking. It will tell us Hawking’s determination, thoughts and some theories. First let’s learn some new words and phrases. Then turn to P3. Look at the questions in Pre-reading quickly and then scan the text as quickly as possible and find the answers to them.

Answers:1 Because he wanted a job.

2 Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.

3 In 2002, Hawking visited China and spoke to university students in Hangzhou and Beijing.

Step II Reading

T: Well done. Now read the passage once as carefully as possible. Then answer some detailed questions on the screen. You may discuss them in pairs if necessary.

What did Stephen Hawking do when he was told that he had an incurable disease?

1. How would most people feel when they were told that they had incurable disease?

2. What did Hawking write in 1988?

3. What did Hawking explain in the book ?

4. According to Hawking, how do people misunderstand science?

5. What are the basic steps of the scientific method?

6. What is it that Hawking doesn’t like about his speech computer?

Step III language points

1.There didn't seem much point in working on my PhD-I didn't expec to survive that long

取得博士學位對我來說沒有什么意義，我沒有期望活那么久。

PhD(Doctor of Philosophy ) 指“博士學位”

2.There is no point in doing sth．表示“做某事沒有作用或沒有意義”。

例：There is no point in arguing further．

繼續爭執下去沒有意義了。

There is no point in protesting．It won’t help much．

抗議沒有什么用處，于事無補。

3. that在此處為副詞，意為“那么”，可以修飾形容詞。this也有此用法。

例：I didn't expect he was that rude．

我沒料到他會那么粗魯。

I have never been out this late before．

我從未在外面呆到這么晚過。

Please cut my hair about this much．

請把我的頭發剪掉這么長。

4．Yet two years had gone by and I was not that much worse．

但兩年過去了，我的情況卻沒那么糟糕。

Go by意思是“(時間)過去”。

例：Time went by so quickly．We are already at the end of our summer holiday．

時間過得真快，轉眼我們已經要結束暑假了。

Thirty years went by and her hair was beginning to turn gray．

三十年過去了，她的頭發開始變白了。

5．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jan Wilde．

事實上，事情發展得還挺順利。我和一位非常好的女孩簡懷爾得訂婚了。

get／be engaged to sb．“與某人訂婚”

例：Did you hear they have got engaged last month?

你有沒有聽說他們上個月訂婚的消息?

Tom got engaged to Mary，whom he had met on the train．

湯姆和瑪麗訂婚了，他們在火車上認識的。

Be engaged in(on)+n．／doing sth．從事(工作)的，忙于……的

例：She was engaged in protecting wild birds．

她從事保護野生鳥類的工作。

Right now I’m engaged．

我現在正忙著。

be engaged (電話等)通話中的，占線中的，相當于美國英語的busy．

例：The line／number is engaged。線路被占用。

engagement n．訂婚(to)

例：announce one's engagement to…宣布與…訂婚

break off one's engagement解除婚約，解約

engagement ring訂婚戒指(戴在左手無名指上)

6．Scientists，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．

霍金寫到，從另一個方面說，科學家知道他們的工作是永無止境的，即使是最完美的理論，也可能是錯誤的。

Turn out to be“結果是”“最后的情況是”+副／+形／+to do／+that．．

例：The weatherman said it was going to rain this afternoon but it turned out to be very lovely．

天氣預報說今天下午有雨，其實今天天氣非常好。

The lecture turned out to be very dull．

講座結果很無聊。

Everything turned out well．一切順遂。

The rumor turned out (to be) true．那謠言后來證明是真的。

It turned out (that) two travelers had been killed

后來證實(查明)有兩位旅客喪生。

turn out vi. (為集會等)外出，去。

turn out vt.．(可分開用) 關 (熄滅) (煤氣，電燈油燈等)

turn out vt. (可分開用 ) 生產 (產品)，出產

例：The factory can turn out l000cars a day．

這家工廠一天能生產1000輛汽車。

7．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．

每個人都有自己的專長和興趣，只有發現自己的專長，我們才能期望達到自己的目標，真正與眾不同。

only修飾介詞短語或從句時，要求倒裝。

例：Only at that time did I realize its importance．

直到那時我才意識到它的重要性。

Only in this way can you make progress in your English study．

只有這樣你才能在英語學習上取得進步。

Only when you finish your homework can you go out to play football．

只有當你完成作業你才能出去踢球。

only修飾主語時，通常置于主語之前。

例：Only you understand me．只有你了解我。

only修飾主語以外時，通常置于動詞之前(有be動詞、助動詞時，則置于其后)

例：She only eats vegetables．她只吃蔬菜。

I only lent you the money．那筆錢我只是借給你(不是給你)。

He only works when he's got homework．

他只在有家庭作業時才做功課。

I've only seen him once．

我只見過他一次。

8．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．

想象一下這種情況：你二十一歲是世界最有名大學里的一個有希望的畢業生。

imagine+名詞

例：Can you imagine life with out electricity?

你能想像沒有電的生活嗎?

The gir1 tried to imagine the gentleman as her father．

這女孩試著把這位紳土想像成自己的父親。

imagine+doing想像做”

例：I didn't imagine becoming a writer in my childhood．

在孩提時代，我并未想像成為一名作家。

imagine+名(人)+doing想像(某人)做…

例：I can't imagine her marrying him．

我無法想像她和他結婚。

imagine+(that)…／wh-想像…；想…，推測 (不可用進行時)

例：Imagine you are a bird．

想像你是一只鳥。

Can you imagine how much 1 was surprised to see it ?

你能想像我看見它后感到多么驚訝嗎?

Iimagine (that) I have met you somewhere before．

我想以前曾在哪里見過你。

Can you imagine what he is doing?

你能猜測他在做什么嗎?

(Just) imagine (it) ! 想想看!

Imagination (名) imaginative (形)

promising (形) 有希望的，有前途的，前途光明的

例：a promising actress有前途的女演員

9．Since then，Hawking has continued to seek answers to questions about the nature of the universe．

從那時起，霍金就繼續尋求關于宇宙特征的問題的答案。

seek+(for after)+名詞搜尋，尋找；尋求，探求；追求

例：They sought shelter from the rain．

他們找尋避雨的地方。

He found it worthless to seek fame．

他發現追求名聲是不值得的。

We must seek (for) a solution to the problem

我們必須尋求解決問題的方法。

seek+名征求，請求，

He sought his doctor's advice．

他向醫生請教(征求醫生的意見)。

Step IV Listening and Consolidation

T: Now I’ll play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation. Then do exx in Post-reading.

Homework

T: Learn the words and phrases by heart and try to use them freely and correctly. Read the text fluently and recite some important sentences.

The Design of the Writing on the Bb

Unit 1 Making a difference

The Second Period

Useful expressions:

work on +n./pron. /doing,

go by: pass,

be/get engaged (to sb.): be bound by a promise to marry,

go on with sth: continue with sth,

dream of: imagine,

turn out: prove(to be),

Sentence pattern:

There is no point (in) doing sth.=There is no good reason for doing sth.

The Fourth Period

Teaching Aims:

Review the words learnt in the last two periods.

Learn how to explain the words in English.

Learn and master the usages of the Infinitive.

Teaching Important Points:

Master the usages of the Infinitive.

Teaching Difficult Points:

1.How to help the students learn to explain words in English.

2.How to help the students master the usages of the Infinitive.

Teaching Methods:

1.Review method to help the students remember what they have learnt beore.

2.Explanation and inductive methods to make the students master the usages of the Infinitive.

3.Individual work or pair work to make every student work in class.

Teaching Aids:the blackboard

Teaching Procedures:

Step I Revision

Have a dictation of some words and expressions..

Step II Word Study

T: Now let’s do an ex to see how to explain some words in English, according to the meanings of the sentences. Please turn to P5. Let’s do the ex in Word Study. Choose the closest meaning to the underlined word in each sentence. First we’ll learn a new phrase: use up. Do it by yourself and you can discuss in pairs.

Step III Grammar（詳解見后）

Bb:1. He hoped to visit China again .

2. It took a lot of time to finish the report .

3. Please give the boy sth to play with .

4. He went home to see his sick mother .

5. Her wish is to become a pop singer .

T: Tell me the function of the underlined part in each sentence.

S: No.1 is used as the object.

S: No.2 is used as the subject. It is more usual to use formal subject “it” and the infinitive phrase is usually placed at the end of the sentence, that is “it is…to do sth.”.

S: No.3 is used as the attribute.

S: No.4 is used as the adverbial for purpose.

S: No.5 is used as the predicative.

T: Now let’s do an ex on the screen. Group the infinitives according to how they are used.

1.Some things need (1) to be believed (2) to be seen .

2.The doctor told him that he may not have more than twelve months (3) to live .

3.(4) In order to get married ,I needed a job, and (5) in order to get a job , I needed a PhD.

4.Readers were pleased and surprised (6) to find that a scientist could write about his work in a way that ordinary people could understand .

5.He traveled around the world (7) to give lectures .

6.What does it mean (8) to be a scientist?

7.People who listen to Hawking’s lectures sometimes find it difficult (9) to understand him .

8.(10) To explain what they have seen , they build a theory about how things happen and the causes and effects.

S: Subject:(8)

Attribute(2)(3)

Object(1)(9)

Adverbial(4)(5)(6)(7)(10)

Step IV Practice

T: Now let’s do some exercises on P6, Ex2 and Ex3.Rewrite the sentences with “to be done” or “to have been done”.

He wanted the nurses to take care of the patient.

-He wanted the patient to be taken care of.

Because “the patient” is the logical object of “take care of”, the passive infinitive should be used in the second sentence.

The car was reported to have been stolen.

But when the action expressed by the Infinitive happens before the predicate, the perfect infinitive should be used.

Homework

TFinish all the exx in Grammar. Preview the content in Integrating skills.

The Design of the Writing on the Bb

Unit 1 Making a difference

The Third Period

Phrase: use up

Grammar: the Infinitive

1. He hoped to visit China again .

2. It took a lot of time to finish the report .

3. Please give the boy sth to play with .

4. He went home to see his sick mother .

5. Her wish is to become a pop singer.

6. He wanted the nurses to take care of the patient.

7. He wanted the patient to be taken care of.

Record after teaching:

The Fifth Period

Teaching Aims:

1.Revise the language points and grammar-the Infinitive.

2.Learn and master the following phrases:

take a look at, what if, the other way around

3.Do some reading and writing practice to improve the students’ integrating skills.

4.Learn how to write a descriptive paragraph.

Teaching Important Points:

1.Improve the students’ integrating skills.

2.Help the students write a descriptive paragraph.

Teaching Difficult Points:

1.How to help the students understand the passage better.

2.How to help the students learn to write a descriptive paragraph.

Teaching Methods:

1.Doing exx to revise what we’ve learnt before.

2.Asking-and-answering activity to go through the reading material.

3.Discussion to help the students understand the passage better.

4.Individual, pair or group work to make every student work.

Teaching Aids:1.a computer 2.a tape recorder 3.the blackboard

Teaching Procedures:

Step I Revision

T: We know that the infinitive can be used as the subject, object, adverbial and so on. Now let’s do some exx to see if you have mastered them well enough. Look at the screen.

1.(1)To learn about the universe , you need (2)to have a telescope (3)to observe the stars with .

2.It takes time (4)to know a man .

3.Please remember (5)to bring me a book.

4.I’ve got a lot of work (6)to do .

5.(7)In order to catch the first bus ,she got up early.

6.It is important for us (8)to learn English .

Subject:(4)(8)

Object:(2)(5)

Attribute:(3)(6)

Adverbial:(1)(7)

T: Let’s do another ex. Fill in the blanks, using the Infinitive.

1.The goal of Stephen Hawking’s research is to and to is his biggest dream.

2.The doctor thought he only had three more years to , which turned out .

3.We took a taxi to .We hurried there, only to . We were unhappy to .

4.He studied hard to .

5.Lunch is ready. Let’s stop to .

T: Now let’s revise the useful expressions. Do an ex to see whether you have mastered them well.

1.He one day becoming a famous violinist.

2.Tom Ann.

3.Two weeks slowly .

4.His suggestion to be a good one.

5.He his ink.

6.If we don’t finish painting the room today, we can it tomorrow.

7.He a novel.

Step II Reading

T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the names of some scientists and their discoveries?

……

T: Do you know why and how they made these important discoveries or inventions? The passage tells us what makes the scientists made their discoveries. Turn to P7. Read the passage quickly and then answer some questions on the screen.

1.What’s the characteristic of Galileo Galilei?

2.Why could Stephen Hawking make contributions to science work?

3.What can be described as the ability to use knowledge?

4.What’s the most important thing if we want to make a difference?

5.How can we hope to reach our goals and truly make a difference?

T: I’ll explain some expressions and sentence structures.

1. take a look at

2. what if

3. the other way round

4. …it was only later that the world recognized his greatness.

5. …only by discovering what we do best can we hope to reach our goals and truly make a difference.

Step III Listening and Discussion

T: Listen to the tape twice. Then discuss the questions in pairs or groups.

1. Of all the characteristics mentioned in the passage, which do you think is the most important? Why?

2. What do great scientists like Stephen Hawking , Galileo Galilei and Zhang Heng have in common? Find out more about them and how they work and think: What is the scientific spirit? How do scientists solve problems? How do scientists make a difference? What can we learn from great scientists?

Use the questions below to get started.

What is the scientific spirit?

How do scientists solve problems?

How do scientists make a difference?

What can we learn from great scientists?

Step IV Writing

T: Who is your favourite scientists? Write a paragraph. Before writing, think about what you want to write and what the readers need to know. How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? List an outline of the passage. Then write some useful sentences to help them.

Step V Homework

Go over all the important points learnt in this unit and finish your writing.

Step VI The Design of the Writing on the Bb

Unit 1 Making a difference

The Fifth Period

A good scientists must be curious and careful .

Great scientists use their creativity and imagination to come up with new ideas.

Scientists must also be intelligent and patient .

The experiment proved that her theory was correct.

Other scientists were surprised by her discovery and called it a success .

She used a model to solve the problem .

Record after teaching:

Period 6 Review and Exercises.

Unit Two News media

Period 1 Warming up & Listening

Teaching Aims:

1. Talk about news and the media

2.Train the students' listening ability by listening and answering some relative questions.

3. master the following words: reliable, elct, go up, burn down, injure…

Teaching Important Points:

1. Master the useful words and expressions in this period

2. Training the Ss’listening and speaking ability

Teaching Difficult Points:

How to help Ss understand the listening material exactly

How to help improve their speaking ability

Teaching Methods:

Listening-and answering activity to help the Ss qo through the listening material

Individual, pair or group work to make the Ss finish the speaking task

Teaching Aids:a computer, a recorder, the Bb

Teaching Procedures:

Step 1: Greet and Lead-in

Greet the whole class.

Lead in the new unit by asking:the Olympic Games are going on, how can we know the details of the games? For example, how many golden medals have we got? (By reading newspapers and magazines,watching TV, listening to the radio, also by a website.) In Nglish we call it news media.

Step 2: Warming up

Please open the book at page 9. Look at the pictures and discuss the following questions in pairs:

1. Which of the news media above is the most reliable? Why?

2. How are the media above different from each other?

3. How do you know whether what you hear, see and read is true?

4. Do you know how a newspaper is made?

(Background information:

新聞媒介的基本類型和特點各是什么？

六種主要的大眾傳媒：口語、書籍、報紙、廣播、電視、互聯網。

1.報紙。便于保存和檢索；新聞性較強；讀者可以反復閱讀，認真思考。但是，它受讀者文化程度的限制，發行需要一定的時間。

2.新聞雜志，是以傳播和解釋國內外重大新聞為主要內容的一種雜志，由于出版周期不同，分為周刊、半月刊和月刊等。周刊因為比較符合人們的工作節奏和生活習性，時效性較半月刊和月刊強，所以在世界新聞雜志中占據絕大多數，我國也一樣。相對于報紙等其他新聞媒介而言，新聞雜志表現新聞的方式更多的是提供新聞的背景資料（有時提供背景材料比新聞事件本身更重要），并且以此說明新聞的發生對現在以及將來的影響。也就是說，它不是像其他新聞媒介那樣著重報道動態新聞，而是對新聞事件進行有縱深、有廣度、有背景、有分析、有評論的深層報道。從事新聞雜志工作的業內人士也常說：新聞雜志與報紙相比的一個優勢是"后發制人"，這種后發制人意味著它的大量的報道必須具有深刻性或者深入性，如同當各種媒介以它們各自的特點關注著露出海面的冰山一角時，新聞雜志則把目光更多地投入到了海面以下那巨大的山體。

3.廣播。比報紙具有感染力；不受文化程度限制；傳播迅速。但是，其保留性差；無法對文字進行深度開掘。

4.電視。有感染力和說服力；不受文化程度限制；傳播迅速。但是，其保留性差。

5.網絡“第四大眾傳媒”

公認的大眾傳媒主要包括報紙、廣播、雜志、書籍和電影等六大媒介。隨著數字化技術的發展，電腦硬件的更新換代，互聯網技術迅速普及和網站的大量建立，互聯網正成為一種新的媒體廣泛進入人們的生活。如今，國際上已把互聯網納入六大媒介中，并將其稱為繼報紙、廣播、電視之后的“第四大眾傳媒”。這說明，人們已經認同了互聯網的作用，能夠同報紙、廣播、電視等新聞媒介一樣，廣泛地傳遞新聞信息。

　　依托于互聯網進行的新聞傳播活動，具備了其許多的優勢，這主要表現在：

（1）．包容了傳統傳播媒介的所有信息形式，整合了文字、聲音、圖象等多種傳播的方式，實現了真正意義上的“多媒體”。

（2）．傳播質量得以提升，受干擾程度降低，接收效果的物質實體有了保證。

（3）．能夠以不同的方式和手段，靈活的報道同一事件，不致使人產生疲勞感和厭煩。

此外，就網絡新聞本身而言，除了具備了網絡所共有的優勢之外，它還具有時效性強、容量大、速度快、超地域、超鏈接、可檢索等特點，這些都猛烈的沖擊著傳統的新聞出版方式乃至整個新聞出版產業。)

Step 2: Listening(SB page 10)

T: Now let’s come to the listening. We are going to listen to two parts of conversations.The first part is an interview; the second part is a dialogue. Listen carefully to what is said in each part. I’ll play the tape twice. (after listening) Please work in pairs to talk about the questions in Exercises 2, 3,4.

(Check the answer with the whole class)

Step 3 Key Words

1. Which of the news media above is the most reliable? 以上的新聞媒體中哪一種最可靠？

reliable adj. 可信賴的; 可依靠的；確定的

They are reliable friends. 他們是可信賴的朋友。

Is the source of the information reliable? 那個消息的來源可靠嗎？

[鏈接] reliably adv. 可靠地；確實地 reliability n. 可靠性；可信賴性

2. The man was fired. 那個人被解雇了。

fire的動詞用法

(1) 解雇，開除

The company fired him for not coming to work on time. 那個公司因他不按時上班解雇了他。

(2) 發射

He fired his gun at the big snake. 他開槍打那條大蛇。

(3) 激發（人、感情等），使充滿熱情

The story fired his imagination. 這個故事激發了他的想象力。

3. The man faced difficulties.

(1) face v.t. 面臨（困難等），應付，面對；（危險、困難等）迫近

e.g. We must face our trouble and bear it. 我們必須正視我們的困難并勇于承受。

[短語]

be faced with 面臨，面對

face up to面對；承擔

face the music接受（不愉快的后果或情況）

e.g. I was faced with a new problem.

She couldn’t face up to the fact that she was no longer young.

她無法面對自己不再年輕的現實。

The boy was caught cheating in the examination and had to face the music.

那個男孩被發現考試作弊，不得不接受懲罰。

(2) difficulty表示“難，困難”時用作不可數名詞，表示“難題，難事”時用作可數名詞。

e.g. She learned to speak English without difficulty. 她毫無困難地學會了講英語。

We will face many difficulties in the future. 將來我們要面臨許多難題。

4. The man was generous.

generous adj. 慷慨的；大方的；寬容的；豁達的；豐富的，豐盛的

e.g. He is generous with his money. 他出手大方。

He gave me a generous lunch. 他請我吃了一頓豐盛的午餐。

[鏈接] generous adv. 慷慨地 generosity n. 慷慨大方

The design of the writing on the Bb:

Unit 2 New Media

Five news media: website, radio, Tv, magazine, newspaper

Useful words and expressions: (step 3)

Homework:

1. Read the new words.

2. Keep the Language Points in mind.

3. Get reading for Speaking

Record after teaching:

Period 2 Listening(WB page 88) & Speaking

Teaching Aims:

1. Train the students’ listening ability.

2. Train the students’ speaking ability.

Teaching Important Points:

1. Master the useful words and expressions in this period

2. Training the Ss’listening and speaking ability

Teaching Difficult Points:

How to help improve their listening ability

How to help improve their speaking ability

Teaching Methods:

Listening-and answering activity to help the Ss qo through the listening material

Group work to make the Ss finish the speaking task

Teaching Aids: a computer, a recorder, the Bb

Teaching Procedures:

Step 1 Greet the whole class.

Step 2 Listening(WB page 88)

Now let’s come to the listening. The chief editor of a daily newspaper is having a meeting with the journalists. She is telling them what she wants them to do today. Listen carefully to what is said in the text. I’ll play the tape twice. (Check the answer with the whole class)

Step 3 Speaking(SB page 10)

Now it’s time for us to be a editor of a newspaper. Here is a list of ten things that happened today( on the screen)You only need to report five of them. Work in groups to diacuss. And then I’ll ask you t act out your dialogue. You can use the useful expressions in your book.. (walk around and give them help if necessary).

Step 4 Key Words and Expressions:

1. Below is a list of ten things that happened today. 以下列出了今天發生的十件事。

本句為倒裝句，正常語序應為：A list of ten things that happened today is below.

below看作副詞，表示方位，當表示方位的狀語或表語位于句首時，句子采用全部倒裝的結構，即把謂語動詞的所有組成部分都移到主語之前。這類作狀語或表語的詞常見的有：away, down, in, off, out, over, up, above, below, here, there及介詞短語與分詞。

Here is a seat for you.這兒有你的一個座位。

There goes the bell!鈴響了。

Written on the blackboard are the names of those who were late yesterday.黑板上寫著昨天遲到的人的名字。

2. France elected a new president.

elect v.t. 選舉，推選

e.g. They elected a president. / They elected him as President. 他們選舉了總統。/ 他們選舉他為總統。

注意：若選舉某人擔任某職位，且該職位只有一個時，通常不用冠詞。

e.g. Our classmates elected him as/to be/our/as our monitor.

They elected the old man to be chairman of the club.他們推選那位老人為俱樂部主席。

[辨析] elect, pick out, choose

elect是指通過正式手續的選舉。

e.g. Roosevelt was elected four times to the presidency of the U.S.A.羅斯福四次當選為美國總統。

choose通常指在所提供的對象中，憑個人的判斷力進行選擇。

e.g. We had to choose between leaving early and paying for a taxi.我們不得不在早點動身和雇計程車中間作出選擇。

There are ten to choose from.

pick out比較通俗，指按個人喜好或希望進行挑選，多用于有行的東西。

e.g. She picked out a scarf to wear with the dress.她挑選了一條圍巾以配上她穿的衣服。

3. Food prices are going up. 食品價格在上漲。

go up上升，增長，提高

e.g. The temperature has gone up.

The lift went up to the fourth floor. 電梯升到了四樓。

4. A house in your city burnt down. Nobody was injured.你們鎮上一座房子被燒毀。無人員傷亡。

(1) burn down 燒毀；使燒毀【強調破壞性】；（由于燃料燒盡）火力減弱

These houses were burnt down to the ground. 這些房子被燒毀。

The fire is burning down, get some more coal please.

[比較] burn up燒盡，燒光【強調動作的結果】；（火，爐等）燒起來，旺起來

e.g. Put some wood on the fire and make it burn up.

(2) injure v.t. 使受傷；損害，傷害（感情）

e.g. The boy injured his leg.

In the accident his back was seriously injured.

I hope I didn’t injure her feeling.

[辨析] injure, wound, hurt, harm的區別：

injure傷害，損害（感情），損害（名譽）。普通用詞，常指各種性質的身體上或精神上的傷害。多指事故中人或物的損傷，包括容貌、生理、身體等。

e.g. In the traffic accident, two were killed and three get injured.在交通事故中，兩人遇難，三人受傷。

He was so injured in his pride that he stayed at home all day without meeting anyone.他的自尊受到了如此的傷害以至于他成天待在家里，不見外人。

wound使受傷，傷害，損害，主要指外界暴力或用武器造成身體上較重的傷害，像刀傷、槍傷、刺傷等。多指戰場上受傷，還可以指精神上的創傷。

e.g. The soldier was badly wounded in the head.這個士兵頭部受了重傷。

The bullet wounded his arm.子彈打傷了他的胳膊。

hurt傷害（感情）。普通用詞，沒有injure正式，常用于口語。多用于有生命的東西，常指肉體上的傷害，也可以指精神上的痛苦或感情上的傷害。作不及物動詞，表“疼痛”。

e.g. Luckily no one was seriously hurt in the car accident.

The girl fell off her bike, and one of her legs hurt.

harm常用于口語，表示肉體或精神上的傷害均可以，有時可引起不安，不便。

e.g. There was a fire in our street, but no one was harmed.

Getting up early won’t harm you! 早起對你沒有害處。

Homework:

1. Read the new words.

2. Keep the language points above in mind

3. Get ready for reading.

The design of the writing on the Bb:

Unit 2 news media

Key words and expressions(step4)

Record after teaching:

Period 3-4 Pre-reading/Reading/Post-reading

Teaching Aims:

1. Train the students' reading ability,especially the skills of summarizing and scanning.

2. Study and have a good grasp of some key words and phrases.

Teaching Important Points:

1. words and phrases:more than, relate to, for once, be addicated to, on all sides, inform, experienced, switch,etc.

2. Understand the passage excatly.

Teaching Difficult Points:

How to help the Ss learn more about reporters and newspapers.

Teaching Methods:

1.Fast reading to get the general idea of the text.

2.Careful reading to further understand the text.

3.Individual, pair or group work to make every student take an active part in the activities in class.

Teaching Aids: a computer, a recorder, the Bb

Teaching Procedures:

Step 1 Greet the whole class as usual.

Step 2 Reading

We have talked a lot about news media. Today we are going to read a passage about reporters and newspapers. Scan the text , try to get the general idea of the text. and finish pre-reading.(1 and 6)

Now please read the text again carefully, and find the answers to the questions on the screen.

1.Do newspapers and other media simply record what happens?

2.Who were asked to be interviewed? And why?

3. Whom do Why?

4. And what is the person’s job?

5. Is interviewing someone easy? What must a reporter know?

6. When an interview is finished,what should the reporter do?

7. Which of the articles that they have written do they like best? Why?

8. What could they write about if they could write any article? Why?

9. What is the basic task for a reporter?

10.What result can TV programmes and printed articles bring to us?

(check the answers)

Step 3 Language Points:

1. Newspapers and other media do more than simply record what happens.報紙和其他媒介并不僅僅記錄已發生的事情。

(1) 該句中的do是助動詞，起強調作用，用以加強說話者的語氣。

e.g. Do remember to remind me to return the book I borrowed from you.

(2) more than不僅僅；極為，非常；多于；難以；不能

e.g. She’s more than a teacher to us.

The boy more than smiled but laughed. 這男孩不僅是微笑，而是放聲大笑了。

We are more than pleased with the results. 我們對結果極為滿意。

He has more than 300 pictures.

This room is three time larger than that one.這個房間比那個房間大兩倍。

The old man is two times older than I am. 這個老人的年齡比我大一倍。

That is more than I can tell. 那是怎么回事我實在難說。

2. Experienced editors and reporters make informed decisions about what events to report and how to report them.經驗豐富的編輯和記者對于該報道什么事件以及如何報道作出明智的決定。

(1) 句中的experienced(富有經驗的)和informed(見識廣的，有知識的) 都是動詞的過去分詞作定詞，修飾動詞。單個的過去分詞作定語時，通常放在它所修飾的名詞前面。

e.g. a fallen tree一棵倒下的樹 a broken chair一把破椅子 stolen cultural relics被盜的文物

(2) informed adj. 明智的，有知識的，了解情況的

e.g. He is a well-informed man.他是個消息靈通的人。

es a reporter have to discuss with before he/she decides what to write?

inform的用法:

inform sb. of sth.告知某人某事 inform sb. that/wh-…告知某人 inform sb.＋疑問詞＋不定式

e.g. The singer informed us of their arrival.歌手們把他們到來的消息告訴了我們。

The nurse informed me that visiting hours were over.護士告訴我探病時間已經結束了。

Who informed you when to start? 是誰告訴你們出發時間的？

3. They also make sure that readers can relate to the stories.他們還要確保報道的內容與讀者的生活密切相關。

relate v.i. & v.t （和～）相關；涉及；把～與～關聯起來

e.g. It is difficult to relate the two cases. 很難把兩個案子聯系起來。

We should learn to relate the results to the causes.我們應該學會把結果與原因聯系起來看問題。

Light industry is closely related to the people’s life.輕工業與人們的生活有密切的關系。

4. The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read in made.兩位記者同意交換角色，作一次受訪者而不是采訪者，讓我們了解他們的工作，了解我們讀到的新聞是怎樣制作和編寫出來的。

(1) switch v. 轉換，改變

e.g. He is always switching jobs. 他總變換工作。

He switched the recorder to the “off” position.他將錄音機擰到“關”的位置。

(2) for once 就這（那）一次

e.g. For once they broke the rule.這一次，他們違規了。

For once our manager came late. 我們的經理這次來晚了。

He beat me for once.他只有一次贏了我。

(2) rather than的特點是連接前后兩個平行結構，即要求前后成分要一致。

e.g. He decided to write to rather than (to) phone.他決定寫信而不打電話了。

I’d like to go there in autumn rather than in summer.我愿意秋天去那里而不愿意夏天去。

He was engaging in writing a letter rather than reading a newspaper.他正忙著寫信而

不是看報紙。

5. After the interview, the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.采訪后，記者一定要提交出組織嚴密的材料，并確保文章的真實反映事實和輿論。

(1) present vt.呈現；描述；介紹；贈送

e.g. When will you present your report?你什么時候提出報告？

The government presented cars to the hospitals. 政府向醫院贈送了一些車。

Allow me to present Mr. Brown to you. 請允許我把布朗先生介紹給你。

(3) reflect vt. 反映；表現；反射；映出

e.g. This letter is sure to reflect our real opinion.這封信會反映出我們的真實意見。

Her face was reflected in the mirror.她的臉映現在鏡子里。

Mirrors reflect light.鏡子能反射光線。

6. My favourite article is the one I wrote about the efforts to bring stolen cultural relics back to China.我最喜歡的文章是我寫的一篇關于如何努力把被盜的文物帶回中國。

(1) 本句中的one是代詞，用來指代article。one常用來代替前文提到的一種可數的事物。

e.g. I haven’t a pen. Can you lend me one?

指代可數名詞復數用ones。

e.g. On the desk there is a red pencil and two black ones.

(2)effort n. [U,C]努力；艱難的嘗試；努力的結果

e.g. He did it without effort.他毫不費力地完成那件事

[短語] make an effort努力，盡力 spare no effort不遺余力

7.I want to write about people you seldom read about, for example people who have AIDS or who are addicted to drugs.我想報道那些你們很少能了解的人，如艾滋病患者或者是染上毒癮的人。

(1) seldom adv. 很少；不常；難得

[擴展] 表示否定意義的狀語位于句首時，句子通常采用倒裝句。

e.g. Seldom does he quarrel with others.

Never did I dream of seeing him in America.

Never before have so many people come to see him.

Not a single word did she say.

(2)be / get / become addicted to sth. / doing sth.對~成癮/成癖

e.g. It doesn’t take long to become addicted to these drugs.服用這些毒品不要多長時間就會上癮。

It’s a pity that her child has got addicted to smoking.真可憐，她的孩子抽煙上癮了。

Some children are addicted to computer games / TV.(喻)一些孩子玩電腦游戲/看電視上了癮。

He is addicted to practicing Chinese Gongfu.他醉心于練習中國功夫。

8.We shouldn’t ignore what happens even if it is difficult for people to accept some stories.即使人們對一些現象很難接受，我們也不應該無視眼前發生的事情。

(1) ignore v.t. 不理睬；忽視

e.g. You shouldn’t ignore your father’s advice.你不該無視父親的忠告。

I tried to tell her but she ignored me.我打算告訴她，可是她不理睬我。

(2) even if / even though即使，盡管

e.g. The young man didn’t lose heart even if he had failed many times in finding a job.這個年輕人沒有放棄，盡管他多次未能找到工作。

9.The media can often help solve problems and draw attentions to situations where help is needed.媒介常可幫助解決難題，使人們關注需要得到幫助的情況。

draw attention to關注某事 draw / attract one’s attention引起某人的注意

e.g. This article will draw attention to farmers and agriculture.這篇文章獎讓人關注農民和農業問題。

The fallen leaves drew /attracted the worker’s attention.這些落葉引起了那個工人的注意。

He drew my attention to a mistake in my homework.他要我注意作業中的一處錯誤。

10.The result is a better understanding of the world on all sides, leading to a future world where people from all countries are respected and different views and opinions are tolerated.結果會使人們更好地了解世界地各個方面，給人們帶來一個人人受到尊重，不同觀念得到包容地未來世界。

(1) on all sides(=on every side) 在各方面，四面八方

e.g. They were trapped with enemies on all sides.他們四面楚歌。

The enemy were attacking on all sides.敵人從四面八方發起進攻。

(4) tolerate v.t. 容忍，忍受，允許

e.g. I can’t tolerate that loud music / that kind of behavior.我無法忍受那么響的音樂/那種行徑。

Cheating on exams cant’ be tolerated. 考試作弊是不能容忍的。

11. I would not believe it, but I might check other sources and maybe change my mind.

change one’s mind改變主意

e.g. Since getting to know him better, I have changed my mind about him.更深入地了解以后，我改變了我對他地看法。

[相關短語] bear / keep in mind 記住 call/bring to mind 使人想起 out of one’s mind 精神錯亂，發狂 never mind 不要緊，沒關系 have sth. in mind 記得某事，想起某事

12.Famous people are often asked for their opinions on current affairs.名人經常接受采訪、被問及對時事地看法

current affairs 當前的事件；時事

affairs復數形式表示“重要事件，事務”（常用復數形式，且一般不與定冠詞連用）

e.g. The minister deals with important affairs of State.這位大臣處理重要的國務。

current adj. 此刻的，現時的，當前的

e.g. current fashions時裝 current events時事

Step 4 Discussion

Now you must have known about reporters and newspapers better. So let’s have a discussion. Look at the questios3 and 4 on page12, and work in pairs to talk about them..Then I’ll ask some of you to report. (encourage Ss to express their own opinion)

Homework:

1. Read the text.

2. Try to remember what have been taught above.

3. Work Book p89-90

The design of the writing on the Bb:

Unit 2 New Media

Language points (step3)

Record after teaching:

Period 5 Language Study & Grammar

Teaching Aims:

1. Review the words learned in Reading.

2. Grammar Study: The Past Participle used as Attribute and Predicative

Teaching Important Points:

How to guess the missing verbs and use them correctly according to the given sentences.

Help Ss master the Past Participle as Attribute and Predicative.

Teaching Difficult Points:

How to use the Past Participle correctly.

Teaching Methods:

Practising to finish each task in Word Study and Grammar.

Teaching Aids: a computer, a recorder, the Bb

Teaching Procedures:

Step 1 Greet the whole class as usual.

Step 2 check homework

Step 3 word study do exercise 1 on page 13

Step 4Grammar語法詳釋(computer)

The Past Participle used as Attribute and Predicative過去分詞作定語和表語

過去分詞在句中可承擔形容詞和副詞在句中的作用，充當定語和表語。

1．過去分詞作定語

(1) 在句中的位置

單個的過去分詞作定語時，位于它所修飾的名詞或代詞前面；過去分詞短語作定語時，位于它所修飾的名詞或代詞后面。

a broken heart一顆破碎的心 a lost dog喪家之犬 a risen sun已升起的太陽

an organized trip有組織的旅行 a broken glass被打破的玻璃杯

a trip organized by the league由共青團組織的旅行

a glass broken by the boy被這個男孩打破的玻璃杯

The excited people rushed out of the building.

They found a damaged car at the gate of the park.

(2) 所表示的時間

過去分詞作定語時，所表示的動作或者在謂語所表示的動作之前發生，或者沒有一定的時間性。

The letter posted yesterday will soon reach him.他很快就能收到昨天寄出的信了。

Have you read the books written by the young writer？你讀過那位年輕作家寫的小說嗎？

(3) 語法功能

過去分詞或過去分詞短語作定語時，其功能相當于一個定語從句。

The stolen bike belongs to Jack.被偷的自行車是杰克的。

The bike which had been stolen belongs to Jack.

The lecture given by Professor Zhang is about environment protection.張教授所做的報告是關于環境保護的。

The lecture which was given by Professor Zhang is about the environment protection.

2. 過去分詞作表語

(1) 過去分詞作表語時，多表示主語所處的狀態。

The door remained locked.門仍然鎖著。

She looked disappointed.她看上去挺失望。

He seemed quite delighted at the good news.聽到這個好消息，他似乎很開心。

(2) 常見作表語的過去分詞有：upset, disappointed, drunk, amused, frightened, married, excited, experienced, interested, confused, pleased, puzzled, satisfied, tired, worried等。

(3) 有些過去分詞作表語時，構成的謂語很接近被動結構。

Everything is settled down.一切都解決了。

Thank heavens! The boy is saved.謝天謝地，孩子得救了。

The town is surrounded on three sides by mountains.這座小鎮三面環山。

Do exercises 1, 2, 3 on page 14

Step 5 Language Points:

1. Nine out of ten women who were interviewed about the product said they liked it.

nine out of ten(=nine in ten)十之八九，百分之九十

e.g. Nine out of ten people will not agree with you.

也可以說

Four out of the ten children there can go to school.在那里十個孩子中只有四個可以上學。

2. And I like the way the fans look up to them.

look up to尊敬，敬仰（反義：look down on輕視，看不起）

e.g. The young should look up to the old.年輕人應該尊敬老人。

3. Americans will fall in love with this game too.

fall in love with愛上（表示動作，不延續）

e.g. I fell in love with her at first sight.我對她一見鐘情。

She fell in love with the house as soon as she saw it.

[比較] be in love (with) 相愛，喜歡（表示延續狀態）

e.g. If you’re really in love with art, you don’t mind hard work.

Homework:

Try to remember what have been taught above.

Do exercises 4, 5 on page 13, and exercises 1, 2, 3 on page 91

The design of the writing on the Bb:

Unit 2 New Media

Language points (step 5)

Record after teaching:

Period 6 Integrating Skills

Teaching Aims:

1. Learn and master the following : arm, disappoint, etc

2.Train the students' integrating skills.

3. Learn about the five basic elements in a news report

Teaching Important Points:

Train the students' integrating skills.

Teaching Difficult Points:

How to inprove the students' integrating skills.

Teaching Methods:

Asking-and-answering activity to check Ss’understanding of the two reports.

Teaching Aids: the Bb

Teaching Procedures:

Step 1 Greet the whole class as usual.

Step 2 check homework

Step 3 Reading and speaking

Now please read the two reports on page 15 carefully and compare them. Then discuss the questions in part 1 and part 2.(give SS enough time to do it, and let them express their ideas freely.)

Five basic elements in a news report: when, where, who, what and why.

Step 4 Language Points:

1. Brave and strong, the activists talked to workers outside the factory…

brave and strong是形容詞作狀語，形容詞或形容詞短語作狀語，通常說明主語行為的原因、方式、伴隨狀況等。

e.g. Cold and hungry, he decided to stop and have a rest. （表原因）又冷又餓，他決定停下來休息一會兒。

Ripe, the oranges taste sweet.（表方式）這些橘子熟了，味道甜美。

2. The peaceful meeting ended when the company sent out a group of angry men armed with sticks to fight with the citizens.

arm v.t. 武裝，用武器裝備

e.g. The robber was armed.那個強盜有武器。

The soldiers were armed to teeth.士兵們武裝到牙齒

3. I’m sure they won’t feel disappointed.

disappoint v.t. 使失望 disappointing adj. 令人失望的 disappointed adj. 失望的

e.g. The book disappointed me.這本書令我失望。

The news was really disappointing.那個消息真令人感到失望。

Are you very disappointed about losing the game?你是不是因為比賽輸了而感到很失望?

Homework:

Try to remember what have been taughtin this period.

Review this unit.

The design of the writing on the Bb:

Unit 2 New Media

Language points (step4)

Record after teaching:

Period 7 Review and Exercises.

Unit 3 Art and architecture

Period 1：Warming up & Listening

Teaching Aims:

1 Improve the students’ listening ability.

2.Improve the students’ speaking ability.

3.Learn and master some useful words and expressions.

Important and difficult points:

1. How to help students to improve their listening ability.

2. How to help students to learn to express preferences.

Teaching Methods:

1. Discussion

2. Individual or pair work

Step 1. Greetings and warming-up

Greet the students as usual.

Ask the Ss to talk about their hometown and their houses.

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

Can you describe the buildings in your hometown?

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

Show students two pictures, a tall building and a traditional yard

T: what can you see in the two pictures?

What is the difference between them?

(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)