英语必修5译林牛津版Unit 3第1课时表格教案
主备人 执教人 授课日期 班级
总课题 M5U3 总课时 分课时 1 课型 新授
课题 M5U3 Welcome to the unit
教学目标 think more about the relationship between science and nature.describe some items and atmosphere with scientific terms.express their opinions on cloned animals and humans as well.develop an interest in doing more reading and research on the topic.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures: Step 1 Lead in (PPT 4-7)Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。[Explanation]用一段有关增高术的听力引入主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。Step 2 Science versus nature (PPT 8)Explain the word “versus” ( Two sides are against each other)Brainstorming. Ask students to think of other cases in which science goes against nature The teacher can introduce some new vocabulary like GM food and plastic surgery which might be useful in later teaching. Show some pictures to help them better understand these things.Suggested answers: GM food, cloning, dams, artificial rainfall, organ transplant, air-conditioner, cloud seeding, plastic surgery, euthanasia, etc.Allow students some time to have a light discussion on advantages and disadvantages of any of the above cases. In terms of science versus nature, what do you think the relationship between science and nature should be like (Both advance in harmony)[Explanation]本节将主题定位在“科学对抗自然”，让学生了解了这一关系后，用头脑风暴的形式让学生从增高术联想起更多的现实生活中能体现这一关系的案例，如转基因食品，人工雨等。Step 3 Cloning (PPT 9-11)Display pictures of Dolly and normal sheep on the screen. Tell them Dolly is a cloned sheep. But it looks no different from normal sheep. Show more pictures of cloned animals ( cloned calves, pigs, monkey and mule). Their names can be introduced here, which might arouse students’ more interest.Introduce the concept of “copy”. Ask the students to think about this question: Are cloned animals exactly the same as the “mother animals”？（They may have the same appearance but their physical qualities can be very different. Many cloned animals died at a much younger age than average.）Interview one student about his feeling towards cloned animals by asking the following three questions: 1) If you happen to have a cloned cat, how would you feel (excited) 2) What if another cat with the same appearance comes to you (surprised and more excited) 3) What if more cats with the same appearance come to you (shocked and scared)Interview another student about his feeling towards a “cloned him”. Then ask the other students if they would like to see a “cloned him” and why.Girls versus boys. Ask students to have a 2-minute debate on whether it would be a good idea to clone humans some day. [Explanation]本节将讨论的重点转向克隆。通过图片展示的方式让学生对克隆动物有个感性的认识，并引进“拷贝”的概念，与第二课时的阅读标题形成呼应。Step 4 Summary (PPT 12)Give a brief summary of their debate. Point out any possible problems in their debate like the lack of ideas and supporting points. Tell students that you will read more about cloning in the following period and will have a further discussion.[Explanation]对学生的辩论进行简短的评价，一是评价学生的表现，二是让学生产生更多的兴趣去阅读，并且阅读的目的性更明确，从而能够保证阅读的成效。
教后记：
高考链接—拓展阅读
Tides(潮汐)are created mainly by the pull of the moon on the earth. The moon's pull causes water in the oceans to be a little deeper at a point closet to the moon and also at a point farthest from the moon on the opposite side of the earth. These two tidal"Waves"follow the apparent(明显的) movement of the moon around the earth and strike nearly every coast line at in- tervals of about twelve hours and twenty-five minutes. After reaching a high point, the water level goes down gradually for a little more than six hours and then begins to rise toward a new high point. Hence, most coast lines have two tides a day, and the tides occur fifty minutes later each day. Differences in the coast line and in channels in the ocean bottom may change the times that the tidal wave reaches different points along the same coast line. Tne difference in water level between high and low tide varies from day to day according to the relative positions of the sun and the moon because the sun also exerts a pull on the earth, although it is only about half as strong as the pull of the moon. When the sun and the moon are pulling along the same line, the tides rise higher, and when they pull at fight angles to one another, the tide is lower. The formation of the coast line and variations(变化)in the weather are additional factors which can affect the height of tides. Some sections of the coast are shaped in such a way as to cause much higher tides than are experienced in other areas. A strong wind blowing toward the shore may also cause tides to be higher.
1. The height of the tide is affected by all of the following except_________.
A. the position of the sun
B. the direction of the wind
C. variations in the coast line
D. channels in the sea bottom
答案：D 指导：潮汐的高度受太阳、风向和海岸线差异的影响，海沟只影响潮汐的时间。由文中Differences．．．in channels in the ocean bottom may change the time.可知。
2. If the pull of the sun equaled the pull of the moon, tides would_________.
A. sometimes be higher than they are now
B. be the same height as they are now
C. no longer be affected by the wind
D. be of equal height all the time
答案：A 指导：太阳对地球的吸引力只有月亮的一半(．．．it is only about half as strong as the pull of the moon)如果相同并作用在一个方向上，潮汐会比目前高。本题必须正确理解设问的意思
3. If one high tide occurs at 1: 00 a. m. , the next high tide at the same point will occur at about_________.
A. 1: 25 a.m. the same day
B. 1: 00 p.m. the same day
C. 1: 25 p.m. the same day
D. 1:50 a.m. the next day
答案：C 指导：潮汐12小时一次，每24小时向后延迟50分钟，题干中所给定的时间是12小时间段，故应是25分钟。英语必修5译林牛津版Unit 3第4课时表格教案
主备人 执教人 授课日期 班级
总课题 M5U3 总课时 分课时 1 课型 复习
课题 M5U3 Task 1
教学目标 confirm information by changing or correcting some details.know some general knowledge about cloned food.conduct an interview using some useful expressions.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures:Step 1 Present the learning objective (PPT4-8)Present the letter on Page 56. Ask students to scan the letter to find out the main idea. ( Clearly state the anti-cloning opinion and reasons for that)Tell students the learning objective of this period and next period is to make a “copy” of this letter. And this period will focus on building up materials.Topic: Cloning. ( + quiz about cloning / listen to check) Situation: A local supermarket is planning to sell cloned food and you want to write to tell your opinions. Content of the letter: Your opinions on cloned food and supporting details[Explanation]先向学生呈现Task部分最终要完成的任务是什么样子的，内容应该是个人观点，从而让学生产生学习的需要。为学生创设一种情景，是为了让学生在写作过程中可以考虑到实际的需要，体现了该课题的实用性，从而让学生产生学习的动力。Step 2 Information about cloned food (PPT9-13)1. Introduce the concept of cloned food by displaying some pictures: food from cloned animals.2. Quiz about cloning. Listen and check.3. Have you ever tried any cloned food Do they taste better Do they look better If not, or if you are not very clear about that, we may do some reading for related information.Ask students to read the two passages on P57 for more information about cloned food.[Explanation]从学生对克隆食品的比较浅显的了解开始提问，降低了切入口的难度，让学生有话可说，在此基础上教师通过图片展示克隆食品，使得学生能获得直观的认识把53页听力部分的内容做一个小测试以检查学生对克隆的认识，然后让学生通过听力来检验自己的猜测是否正确。再继续阅读57页上的两篇小文章，至此对于克隆食品的基本信息的了解就结束了。Step 3 Comments on cloned food (PPT14-16)Collect students’ personal opinions on cloned food.Lead students to conduct a discussion about cloned food in the form of an interview. Introduce some useful expressions.Ask students to read the interview form on P54. Divide them into groups of four. Ask them to think of one extra question and then do the interview among themselves. Notes are required.Tip2: Vary your ways of asking for and giving opinions.[Explanation]鉴于最终任务是要写出写信人对于克隆食品持有的观点和态度，因此，这一步讨论是非常必要的。通过对班里其他人的采访也可以帮助学生扩展思路。Step 4 Summary (PPT17)Briefly summarize what has been taught and what is going to be taught next period.[Explanation]考虑到本节课涉及的内容虽然相对集中但是形式比较散，因此在课堂结束前作个小结帮助学生整理一下思路是很有必要的。
教后记：
高考链接—拓展阅读
Words：456 难度系数：★★ 建议用时：7分钟
On the first day of my new high school，I almost had a nervous breakdown.Everything about the school seemed so difficult.When I got home，my parents said，“You’re nervous and that’s okay.Everyone is afraid of high school.” I denied it.I wanted to be strong，so I refused to let anyone know about my fear，even my closest friends.
On the first day I was late for every class and was constantly lost.The school seemed like a puzzle that I couldn’t figure out.Was this how the whole year was going to be？I didn’t think I could rise to this challenge，especially carrying a huge backpack that I could hardly lift.It was so big that I could knock someone out with it! The schoolmates seemed to regard me as a fool，and they were probably right.
Despite my fears，after the first week I finally had my schedule figured out.With the exception of falling up and down the stairs a couple of times and getting laughed at，high school was turning out to be not so bad.It was actually much better than middle school and much more challenging.
Since then，I’ve been elected vice president of my class，which wasn’t much of a victory since only three people ran for the four positions.
It is normal to be scared about a new school.Take a deep breath and relax.High school is something that any student can overcome.Make sure you participate in some out of class activities because you’ll find it easier to make friends.Try to do your best，even if it isn’t straight A’s.
Most important of all，be who you are，whether you’re a “fool”，an athlete，or a lower grader.Don’t try to pretend to be someone you’re not.Now you know the true secrets of high school.
【解题导语】 在上高中的第一天，“我”一直很紧张，当“我”回到家后，父母告诉“我”：“你第一天上高中感觉紧张是正常的。所有人都害怕高中生活。”但“我”不甘心，“我”要证明“我”并不怕高中生活。“我”在接下来的几天里，一切还是很糟糕，因此“我”受到了同学们的嘲笑，但“我”没有气馁，最终“我”经受住了考验，“我”的高中生活进入了正轨。根据“我”的个人经历，“我”告诫所有的高中新生们：不要气馁，一切源于自信，充分展现你的才能，这样你就会适应高中生活所带来的挑战。
5．The main reason for the author’s fear on his first day is that ________.
A．he was unable to work out the puzzle
B．his schoolmates were unfriendly to him
C．he was not familiar with the new surroundings
D．his schoolbag was too heavy for him to carry
解析：选C。推理判断题。根据第一段的第二句可以推断出本题选C。
6．From the author’s first day experience we can infer that ________.
A．his home was far from the school
B．he got to school after classes began
C．he didn’t get any school schedule
D．he didn’t know the right way to class
解析：选D。推理判断题。由文章第二段第一句可知本题选D。
7．After his first week at school，the author ________.
A．was still not accustomed to the schedule
B．gradually adjusted himself to the new school
C．found high school not so challenging as he had imagined
D．ran for president of his class against three other students
解析：选B。细节理解题。由第三段的首句可知本题选B。
8．According to the passage，the secret of the author’s success lies mainly in ________.
A．making more friends
B．getting more A’s at school
C．being who he really is
D．joining in out of class activities
解析：选C。推理判断题。根据最后一段的首句可知本题选C。英语必修5译林牛津版Unit 3第2课时表格教案
主备人 执教人 授课日期 班级
总课题 M5U3 总课时 分课时 1 课型 复习
课题 M5U3 Reading
教学目标 1. use some useful phrases to state their “for and against” opinions on an atmosphere.write a persuasive article using supporting details.do conversion between book knowledge and their own knowledge.persuade using their voices.concern more about the relationship between science and nature.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Step 1 lead in (PPT 4-5)Start the lesson by a brief review of what students have talked about cloning. Present the learning objective of this period, which is to get more knowledge about cloning, and grasp effective ways to express positive and negative opinions.Prediction based on the title. What attitude does the author hold towards cloning, positive or negative or neutral [Explanation]基于上一课时已经对克隆这一话题有所涉及，本节的导入以单刀直入、承上启下为特点。因为阅读的内容相对比较多，因此要让学生在一开始就了解到本节课的学习目标，才能保证阅读的有效性。根据标题猜测作者的态度，进而在文章阅读完之后解决这个问题，体现了阅读的层次性。Step 2 First reading (PPT 6-14)1. Activity 1: Divide the whole class into 6 groups and set them off to dealing with separate paragraphs. Require them to make each paragraph into a short drama, a monologue or a small press conference dependently. Allow them five to six minutes to do speed reading and preparations. Requirements: They need to get the main idea of each paragraph across to their peers with very short performance and they need to pay attention to some details.2.Before students’ performance, hand out question sheets to be completed so that students can better understand what is being performed and they can be more focused.3.Check the answers. If there’s any information missing, they can do a second reading.[Explanation]本节阅读部分内容比较多，如果单纯安排学生速读或听读的话，时间比较长，而且比较枯燥。在学生演绎各段内容的同时，让学生根据他们所看到听到的把相应的问题回答出来，可以锻炼他们“注意听”的能力。Step 3 Second reading (PPT 15-19)Ask students to read the passage on P42 again and it they find any sentence difficult to understand, they can ask.What’s the author’s attitude (neutral) What phrases can be used to state both positive and negative attitudes towards an item ( On the one hand; on the other hand; and state different facts))If you want to state “for” or “against” only, how or what can you write to make your arguments more persuasive Free discussion.Ask students to read the two letters on P43 and ask students to do a brief summary.(Use “if” to state the possible consequences it can bring about, facts, quotes, etc.)Activity 2: Who’s got the most persuasive voice Situation: I’m blind. I can’t read. How can I be persuaded Just pretend they are in a debate. Ask students (divided into two groups) to practice reading the two letters using persuasive voices. This skill is a must for debaters and will be useful when they do debates in Project.[Explanation]从两个方面的观点过渡到对单一观点的表达，让学生通过分别阅读这两封信来发现其写作内容的特点和方式的特点。同时让他们练习用辩论的方法把这两封信读出来，让学生在轻松的气氛中学会如何去用声音表达自己支持或反对的意见，也为后面Project部分的辩论打下一个基础。Step 4 Summary (PPT20)1. Skills to make your writing persuasive. 2. Whether the copy is perfect or not, it’s already happening. What matters most It is how we take advantage of science instead of preventing science going forward.[Explanation]在课堂的最后，利用两三分钟进行总结，进一步点题。
教后记：
高考链接—拓展阅读
Words：353 难度系数：★★ 建议用时：15分钟
Every morning a woman baked Chapati, an Indian cake, for her family and an extra one for a hungry passerby.She would place the extra cake on the __1__ for someone to take it.
She noticed a hunchback (驼背) came every day and took the extra cake.Instead of expressing __2__， he would mutter (嘀咕) the following words as he went his way: “The evil you do remains with you.The good you do comes back to you！”
This went on day after day.The woman felt very __3__.One day, she decided to __4__ him.She added poison to the cake she prepared for him! As she was about to place it on the window, her hands __5__.She threw his cake into the fire __6__， prepared another one and put it on the window.
As usual, the hunchback came, __7__ the cake and muttered the same words.The hunchback proceeded on his way, __8__ nothing about the fight in the mind of the woman.
The woman had a son who had gone to a distant place to __9__ his fortune.Every day, as the woman placed the cake on the window, she offered a __10__ for him.For many months she had no news of him and she prayed for his __11__ return.
That evening, there was a knock on the door.Opening it, she was surprised to find her __12__ standing there.He had grown thin and lean.His clothes and shoes were __13__.He was hungry, starved and __14__.
Looking at his mother he said, “Mom, it’s a(n) __15__ I’ m here.When I was but a mile away, I was so starved that I collapsed (晕倒)．I would have died, but for a whole __16__ an old hunchback gave me.”
As the mother heard those words, her face turned __17__.She leaned against the door for __18__ .Had she not burnt it in the fire, it would have __19__ her own son!
It was then that she realized the __20__ of the words: “The evil you do remains with you.The good you do, comes back to you！”
【解题导语】 本文是一篇寓言故事。一位印度母亲每天在给家人煎饼时，都多煎一个，以便放在窗台让路过的饿着肚子的人吃。每天都是一个驼背老人来拿去吃了，吃后也没句感激之类的话，只是说：“恶有恶报，善有善报！”该妇女看后很是生气，第二天在给这人的饼里下了毒，但在其放到窗台时，手直发抖，故将毒饼扔进火中，再煎了一只饼。当晚其外出挣钱的儿子归来，告诉她，要不是一位驼背老人给了他一个完整的饼，他也许就没有力气走回家。
1．A.door B．roof
C．stone D．window
解析：选D。door门；roof房顶；stone石头；window窗户。根据第三段和第五段两度出现的place it on the window可知，该妇女是将多煎的那块饼放在窗台上，故选D。
2．A.concern B．hope
C．gratitude D．regret
解析：选C。concern关注，关心；hope希望；gratitude感激；regret遗憾，后悔。驼背每天到窗台上来拿饼吃，这是受人恩赐，应该心存“感激”，故选C。
3．A.annoyed B．delighted
C．disappointed D．relieved
解析：选A。annoyed生气的，恼怒的；delighted欣喜的；disappointed失望的；relieved如释重负的。驼背老人每天拿走这块饼，没有说什么感恩的话语，而只是唠叨两句这位妇女不太明白的“恶有恶报，善有善报” 的话。根据语意可知，B和D可排除。根据下文，该妇女准备害死这位驼背老人，显然其远远不只是“失望”，而是“气愤”，故选A。
4．A.do away with B．get away with
C．keep away from D．turn away from
解析：选A。do away with杀死，干掉；get away with偷携某物潜逃；keep away from远离，避开；turn away from拒之门外，不准进入。根据下句“She added poison to the cake she prepared for him！”可知选A。
5．A.ached B．burnt
C．moved D．trembled
解析：选D。ach疼痛；burn发烧；move移动；tremble指“(因恐惧、愤怒、寒冷、体弱等)颤栗，发抖”。该妇女准备下毒，害死驼背老人。由于害怕，在将饼放到窗台时，手直“发抖”，故选D。
6．A.immediately B．fortunately
C．purposely D．carefully
解析：选A。immediately立即，迅速；fortunately幸运地；purposely故意地；carefully认真地，小心地。根据下半句“prepared another one and put it on the window”可知，妇女由于害怕，打消了害死驼背人的念头，故是“立刻”将下毒的饼扔进火中烧掉，故选A。
7．A.checked up B．picked up
C．swallowed up D．threw up
解析：选B。check up检查，核对；pick up捡起，拿起；swallow up吃掉，耗尽；throw up呕吐。驼背人像往常一样“拿起”窗台上的饼，故选B。
8．A.asking B．answering
C．knowing D．wondering
解析：选C。ask问；answer回答；know知晓；wonder想知道。驼背人拿起饼后像往常一样赶路，丝毫不知这位妇女内心的斗争，故选C。
9．A.get B．have
C．seek D．tell
解析：选C。get得到；have有；seek寻求；tell说。seek one’s fortune寻找发财的机会；tell one’s fortune算命。妇女的儿子显然是出远门挣钱去了，故选C。
10．A.greeting B．hello
C．kiss D．prayer
解析：选D。greeting打招呼，问候；hello问候；kiss吻；prayer祈祷。根据下一句的prayed可知，妇女是为儿子“祈祷”，故选D。
11．A.double B．happy
C．safe D．warm
解析：选C。double双的；happy快乐的；safe平安的；warm温暖的。母亲祈祷的自然是儿子的“平安”归来，故选C。
12．A.daughter B．husband
C．relative D．son
解析：选D。daughter女儿；husband丈夫；relative亲戚；son儿子。根据上段可知，该妇女的儿子出远门挣钱去了，她是为儿子祈祷，归来的应该是她的“儿子”，故选D。
13．A.broken B．torn
C．usual D．wet
解析：选B。broken破碎的；torn穿旧的，磨损的；usual正常的；wet湿的。儿子在外很长时间，衣服和鞋是 “穿旧了、磨损的”，故选B。
14．A.strong B．free
C．thirsty D．weak
解析：选D。strong强壮的；free自由的；thirsty口渴的；weak体弱的。根据本句的hungry，starved以及上上句“He had grown thin and lean”可知，儿子是“消瘦、体弱”，故选D。
15．A.event B．miracle
C．mistake D．surprise
解析：选B。event重大事件；miracle奇迹；mistake错误；surprise惊讶。根据儿子接下来的话语可知，其认为自己能够平安归来是“奇迹”，险些饿死在路途中。
16．A.cake B．egg
C．meal D．supply
解析：选A。cake饼，蛋糕；egg鸡蛋；meal一餐饭；supply供应。根据上下文多次出现的cake可知，驼背老人每天在妇女窗台上拿的就是“一块煎饼”，故选A。
17．A.black B．green
C．pale D．yellow
解析：选C。black黑色；green绿色；pale苍白；yellow黄色。该母亲是被儿子的话吓得脸色“苍白”—— 一点血色都没有，故选C。
18．A.fear B．strength
C．support D．weight
解析：选C。fear恐惧；strength力气；support支持，支撑；weight体重。要不是靠向墙，该妇女差点吓的晕倒在地上。该妇女靠着墙寻求“支撑”，故选C。
19．A.helped B．killed
C．missed D．surrounded
解析：选B。help帮助；kill杀死；miss想念，错过(机会)；surround包围。妇女要不是及时将下毒的饼扔进火中，毒死的将可能不是驼背老人，而是自己的儿子，因为驼背老人这天的饼给了归途中饥饿不堪的儿子。
20．A.value B．significance
C．importance D．function
解析：选B。value价值；significance意义；importance重要性；function功能，作用。这位妇女通过这一有惊无险的惊吓终于明白了驼背老人常说的“恶有恶报，善有善报”的“意义”，故选B。英语必修5译林牛津版Unit 3第7课时表格教案
主备人 执教人 授课日期 班级
总课题 M5U3 总课时 分课时 1 课型 复习
课题 M5U3 Grammar 2
教学目标 tell the difference between the verb-ing form and the verb-ed form when they are used to express feelings.analyze the situation in which to use verb-ing forms or verb-ed formsuse verb-ed forms to express time, reason and condition
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Step 1 lead in (PPT4)Show students a cartoon with expressions of the verb-ed form referring to feelings.[Explanation]这幅卡通画将会是本节内容的一个主线。同样的画面，不同的内容，给学生以不断的新鲜感。Step 2 verb-ing and verb-ed used as adjectives (PPT5-7)Ask students to focus on such words as bored and challenging in the cartoon. And lead them to think about in what situation are these expressions used. Conclusion 1: We use verb-ing forms to describe someone/ something that causes certain feelings. They are usually active in meaning. We use verb-ed forms to say how we feel about someone/ something. They are usually passive in meaning as they describe how someone/ something is affected by an action.Introduce more words alike.[Explanation]第一次出现时画面所反映的是现在分词和过去分词表示心情等的词语，把这些词语归在一起，可以让学生根据以往学习经验很快归纳出其用法及其一类词。Step 3 verb-ed phrases (PPT8-15)Show the same cartoon but develop it in a different way using different expressions like “Brook sat there complaining, ‘ How bored!’”.Lead students to focus on such expressions as “Tom ran fast hoping to join Jimmy in no time” and think about different functions.Conclusion 2: Like the Verb-ing form, the Verb-ed form can be a verb-ed on its own. It can also be followed by an object and/or adverbial..Introduce verb-forms used as adverbial modifier to express time, reason and condition.Lead students to think about the relationship between the verb and its understood subject in this kind of expression by comparison.Introduce verb-forms used with conjunctions like if, unless, etc.Conclusion 3: different situations to use verb-ing or verb-ed forms.Drill: Ask students to develop the same story using verb-ed forms as adverbial modifier.[Explanation]卡通画第二次出现，现在分词和过去分词作为分词短语放在句末表示伴随的动作。将学生的注意点放在动词及其相应的逻辑主语的关系上，让学生明白什么时候运用什么类型的分词。过去分词作为状语表示时间、原因和条件的学习关键同样也是动词及其相应的逻辑主语的关系，不需要过多的解释，强调一下即可。介绍完过去分词作状语以及过去分词跟连词连用的情况后，再次呈现同一幅图，让学生根据所学的，把这幅图进行重新描述，要求运用到过去分词作状语表原因、时间或条件的情况，从而让学生能够在轻松的气氛下学会去运用语法知识。Step 4 Consolidation (PPT16-22)Ask students to do multiple choices either on screen or on a sheet.[Explanation]单项选择虽然是千变万化的，但是关于分词的练习只要掌握规律就很简单，通过这个练习，可以让学生学会分析题目，运用所学达到巩固的效果。如果时间少可以以讲义的形式进行笔头练习。Step 5 summary (PPT23-24)Do a simple summary of what to pay attention to according to their performance in doing multiple choices. Introduce some phrases that don’t agree with the rule.[Explanation]虽然学生与分词接触的时间不短，但是在实际运用的过程中，仍然会出现这样那样的错误，因此，有必要在操练结束后有的放矢得进行总结，提醒注意点。最后，让学生记住几个特殊的作状语的表达方式，由于这些表达方式从结构上并没有什么特别的规律，只需要让学生记住即可。
教后记：
高考链接—拓展阅读
Words：335 难度系数：★★ 建议用时：6分钟
The other day at lunch I was part of a whole group of colleagues and we were talking behind our boss’s back.She’s the new principal (校长) of our middle school.
We talked about how kind she is to us.She writes notes to wish us happy holidays，or to thank us for jobs well done.She checks on us when she knows we’re facing difficulties outside of school with our health or with our families.
All too often，when we talk nice behind someone’s back，they never know about it！I sent her a quick e?mail to report the conversation.She replied saying how much she appreciated hearing about it.When I overheard (偷听) conversations about the retirement of our principal，I thought she should know how we felt.So I made sure she did.Cards and e?mails are great，but maybe it’s just extra heart?warming to know that kind words are being said even “behind your back”．
I like to do the same for my students.Of course I give them my own compliments (恭维)，but I love to let them know when other adults have noticed their good behavior and attitudes.Then it’s absolutely necessary to let them know it too！It matters when what they notice is good.
I’ve known from the other side how much this can mean.I often lack confidence in my own abilities as a teacher，so it gave me quite a lift when a friend who works with families in the community mentioned that he has heard several times from parents how glad they are to have their kids in my class.It just feels more important somehow to have the words said by people who don’t know I’ll ever hear them.
Sure，it’s pleasant when we can say nice things about other people.Watch for your next opportunity to be the reporter！Make sure to tell them about the nice things being said behind their backs!
1．Why did these colleagues talk behind their boss’s back
A．They were afraid of her.
B．She treated them badly.
C．She was kind to them.
D．It was their daily practice.
解析：选C。细节理解题。根据文章第一段和第二段可知，作者的老板——中学校长对他们太好了，因此，作者和同事们背后讨论她的好处，答案选C。
2．Why did the author report their conversation to her principal
A．They were good friends.
B．The principals hated them.
C．She guessed her principal might be glad to hear it.
D．She wanted to be praised.
解析：选C。推理判断题。根据文章第三段的内容可推知，作者是揣摩着校长应该是喜欢知道这些谈话的，所以作者把同事们背后说的关于她的好话告诉了她。
3．What encouraged the author to be a good teacher
A．Others’ nice talk behind her back.
B．Her good knowledge in teaching.
C．Her rich experience in teaching.
D．Her principal’s help.
解析：选A。细节理解题。根据文章第五段的第二句话可知，正是由于有人告诉作者别人在背后说作者是个好老师，才使得作者对教学增强了自信心。故答案选A。
4．In the text，the author mainly wanted to advise us ________.
A．to accept others’ ideas modestly
B．not to speak ill of others behind
C．to listen to others’ talk secretly
D．to report the nice things said behind people’s backs
解析：选D。主旨大意题。文章第三、四、五段分别举例说明把人们背后说的有关某人的好话告诉这个人，会对他产生积极的作用；文章最后一段又进一步进行了总结，要找机会成为别人背后好话的报告者。英语必修5译林牛津版Unit 3第8课时表格教案
主备人 执教人 授课日期 班级
总课题 M5U3 总课时 分课时 1 课型 复习
课题 M5U3 Project
教学目标 search for relative information come up with good points by reasonably dealing with the informationargue and argue againsttake nature more seriouslylearn the importance and necessity of cooperating
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures: Step 1 Lead in (PPT4)Briefly review the previous lessons about cloning. Relate them to the theme of the unit—Science and nature. Lead students to think about the relationship between them. Tell students: How far science can go depends on humans. Science is the tool of humans against nature. There has been much argument about the relationship between man and nature. ----- concept of “DEBATE”. [Explanation]经过前面几个课时的学习，学生对于自然与科学的关系一定已经有了更深的感悟。而人是科学的核心，由这一点引入人与自然的话题。如果说科学对于学生来说可能有一点专业比较难表达的话，把话题引导人和自然的关系就与学生很贴近，能表达的内容也很丰富。无论学生表达的怎么样，都可以通过表扬或鼓励的方式很快转到本节课的主要任务：辩论。Step 2 About debate (PPT5-8)Definition. A debate is a formal argument or discussion of a question eg. at a public meeting or in Parliament, with two or more opposing speakers, and often ending in a vote. Why having a debate. Through having a debate, students can learn to think more thoroughly about one issue and will be clearer about it. Of course students’ speaking ability will be improved greatly, etc.To have a debate, what preparations should be made [Explanation]这一步不仅要让学生明白辩论需要至少两方对立的观点，而且还要让学生产生对辩论的兴趣和动力。学生或多或少对辩论有点了解，因此让他们利用已有的知识积累来推进课堂的进展是很有好处的。让学生展示已有的知识是对他们的肯定，也是对其他同学的激励。Step 3 Guidance on procedures (PPT9-13)Planning1) Grouping. Divide the whole class into 12 groups.2) Topic: man and nature 3) Information searching. Where to find information. By interviewing or reading. → eg. (brainstorming) What have humans do to benefit of harm nature 4) Sample reading. Read the article on page 58.PreparingHow to deal with the information Make a list of the points that your group comes up with. ● Ask students to make a list of how human development has harmed nature according to P58.Make a list of the points that you think the opposite members will think of and get ready to argue back. ● Ask students to make a list of how nature has held back the development of humans.Ask student to have a discussion with their group members and make a list of their points. The more, the better. Ask students to decide what information to start their debate. Usually the opening debate comes as a short speech, stating clearly their position.Oral reports.ProducingPlay a short video to show what a real debate is like and what students should pay attention to while doing a debate such as manners, points and voices.Ask students to practice their debate after class and get prepared before coming back.Presenting/ debateA 5-minute debate on the theme of man and nature to see if students have known what to do and how to do.[Explanation]一般来说每个班会有50人左右，分成12组则每组4至5人，保证每个学生都能发挥作用。书本第58页的内容正好作为辅助材料帮助指导学生如何取舍材料、罗列观点。在学生小组讨论过他们的观点后，播放一段辩论赛的录像，可以让学生观察一下辩手是如何表现的，需要在辩论过程中注意什么，不需要老师多说学生自然可以体会的到，这就避免学生做无用功。用4-5分钟的时间让学生进行迷你辩论，小试牛刀。Step 4 Homework (PPT14)1. Read the passage on page 59 about GM food2. Collect as much information as possible about GM food.3. Make a pro and anti list, prepared for a coming debate.[Explanation]要求学生课后对一个并不熟悉的话题查找资料，为真正的辩论做好准备，这是对于课堂知识的运用，也是巩固。
教后记：
高考链接—拓展阅读
When I met him, I had a lot of anger inside of me. I’ve lived my whole life in Spanish Harlem, but in my neighborhood, there are shoot-ups all the time. I know kids who have been shot or beaten up. I have friends who ended up in prison. I could have ended up that way, too, but Mr. Clark wouldn’t let that happen.
Mr. Clark worked long hours, making sure I did my work. My grades rose. In fact, the scores of our whole class rose. One day, he took our class to see The Phantom of the Opera, and it was the first time some kids had ever been out of Harlem. Before the show, he treated us to dinner at a restaurant and taught us not to talk with our mouths full. We did not want to let him down.
Mr. Clark was selected as Disney’s 2000 Teacher of the Year. He said he would draw three names out of a hat; those students would go with him to Los Angeles to get the award. But when the time came to draw names, Mr. Clark said, “You’ re all going.”
On graduation day, there were a lot of tears. We didn’t want his class to end. In 2001, he moved to Atlanta, but he always kept in touch. He started giving lectures about education, and wrote a bestselling book based on his classroom rules, The Essential 55. In 2003, Mr. Clark took some of us on a trip to South Africa to deliver school supplies and visit orphanages (孤儿院). It was the most amazing experience of my life. It’s now my dream to one day start a group of women’s clubs, helping people from all backgrounds.
60. Without Mr. Clark, the writer .
A. might have been put into prison B. might not have won the prize
C. might have joined a women’s club D. might not have moved to Atlanta
61. How many students’ names were finally drawn out of a hat by Mr. Clark
A. None B. Three C. Fifty-five. D. All.
62. In the passage, the writer intends to tell us that .
A. Mr. Clark went to South Africa because he liked traveling
B. Mr. Clark helped to set up a group of women’s clubs
C. a good teacher can help raise his or her students’ scores
D. a good teacher has a good influence on his or her students
60、AAD英语必修5译林牛津版Unit 3第5课时表格教案
主备人 执教人 授课日期 班级
总课题 M5U3 总课时 分课时 1 课型 复习
课题 M5U3 Task 2
教学目标 choose proper contents for a formal letter.develop key words into good sentences. develop good beginning and ending paragraphs.keep in mind the format of a formal letter.have a general view of what is a piece of good writing through cross-check.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures:Step 1 Task to complete (PPT4-5)Retell students what they are going to write again. [Explanation]在课堂的一开始重申写作的内容，可以帮助他们回忆上节课所学，并进一步明确学习目标。Step 2 What to contain in the letter (PPT5-7)1.Students work in groups to decide what information to be contained in the letter. Key words only. And do oral reports. The teacher can give some suggestions. 2.Students work individually to develop these key words into complete sentences.3.Students work in groups to compare and improve their sentences.4.Ask some students to read their sentences aloud and the teacher can make some comments so that to make it clear to students what kind of sentences are better wanted.[Explanation]经过上一课时的学习，学生对于克隆食品已经具有了相当的知识积累，因而他们已经具备了初步的判断力，在信中可以写或者应该写些什么内容，以小组的形式让他们进行讨论，充分发挥他们的主体性，然后教师可以提出一些建议进行增删。让学生独立完成句子的构造，给他们以思考的空间，然后同组之间进行句子修改以及在课堂上当场交流所写的句子可以让学生突破小范围思维的局限，精益求精。Step 3 Structure of the letter (PPT8-12)1.Introduce the format of a letter. Ask students to keep something while changing the job title.2.Reread the letter on P56 and focus on the beginning and ending paragraphs.3.Introduce more phrases to start and end a letter.4.Students work in groups to develop their own beginning and ending paragraphs. If they find it a bit tough, they may start from copying—just make small changes to the original paragraphs.[Explanation]正式书信的格式很重要，但也很刻板，所以只需要给学生出示一份样例即可。重点放在正文的构成上。开头和结尾比较格式化，参照书第56页提供的信以及其他可用的表达方式，对中心内容加以明确就可以了。Step 4 Write the body part of the letter (PPT13) Students need to do this part separately. Since they have got almost all sentences ready, what they need to do is simply to organize them into different paragraphs. [Explanation]有了第二步以构造完整的句子，这一步就很简单了。让学生把想表达的和需要表达的按照顺序串联起来，加上适当的连词、过渡词即可。Step 5 Cross check (PPT14)Give every student an evaluation sheet.Still in groups, students will exchange their writing and do cross check, focusing on the format, beginning, ending, whether opinions are fully expressed while minor grammatical mistakes can be ignored.[Explanation]让学生重新以组为单位进行互查。给每位学生发一张评价表，评价表上的内容可以分为格式、开头、结尾、观点等，主要是看学生格式是否正确，开头是不是明确写信目的，结尾是不是点题（即希望超市读了这封信后怎么操作等）以及观点是否比较明确表达是否清楚等。因为学生写作文过程中难免出现语法错误，这不是一朝一夕能够纠正的，在此可以忽略，否则会有喧宾夺主之感。Step 6 Summary (PPT15)Restate what to pay attention to while writing a formal letter.[Explanation]经过一节课的练习，学生应该已经比较明确正式书信的写作要求了，在此可以总结一下有用的词汇和句型或对学生的表现进行以表扬为主的评价，为学生创造一种成就感。
教后记：
高考链接—拓展阅读
Did you ever think someone was scary because they looked different or ate strange food Well, they might think the same about you! One of the things we all need to do is to celebrate variety. We shouldn't think badly of people from other cultures because they are different from our own.
Sometimes we judge people from other countries unfairly, because one person from that culture did something bad. Well, has your class ever been punished just because a few kids were causing trouble Has your whole family ever been blamed for something your little sister did It doesn't seem fair, does it It's just asunfair to blame a whole culture for what two or three people do.
So here are some things that you can do to help yourself understand other cultures:
1. Find common ground! Remember that even though some people look different on the outside, it doesn't change what they look on the inside. They still have the same feelings!
2. Don't blame everyone because of one! 'So let's-say someone from another culture is being mean and you decide to avoid everyone from that culture. Well, think about it Why are you blaming them for something they didn't have anything to do with Put yourself in their shoes. How would you feel Trying, to understand how a person thinks can be a very good way to understand why they are acting that way. Remember, other people may not think the same way.
3. Try to make friends with people from other cultures. You could ask them what they know about their culture, or what it was like in their country. Try foods from that culture, or ask them if they know any words in that language. You might be surprised at how pure other cultures can be! You call have great discussions and have lots of fun doing new things.
4. Know that people always judge other people. If you know what you are thinking then you can help make things easier. Pay attention to what you think about other people. It helps!
1. What is mainly discussed in this passage
A. Why there are differences between people.
B. What to do to understand other cultures.
C. How people feel when they meet people from other cultures.
D. Where differences between people lie.
答案：B 指导：主旨大意题。本文第一段总起提出面对文化差异人们所产生的错误认识的问题，然后就此提出建议。
2. In the author' s opinion, one mistake about how we treat cultural differences is that we_________.
A. cannot see and share what people have in common
B. believe that other people may certainly thin badly of us
C. don't want to learn anything valuable in other cultures
D. try to find the reason for the differences
答案：B 指导：细节理解题。作者在第四段建议我们要find common ground．可见他认为不能做到这一点是人们的错误所在。故选A
3. The underlined word "celebrate" here most probably means_________.
A. to feel proud of
B. to express ideas to
C. to praise and enjoy
D. to pay attention to
答案：C 指导：词义猜测题。celebrate通常的意义是“庆祝”，但这里应是“赞赏”之意。celebrate variety意即要把文化的差异看作是一件好事。
4. By saying "... then you can help make things easier. "the author means you will_________.
A. make more friends
B. know more about the world
C. have more fun in life
D. find fewer differences between you and others
答案：D 指导：猜测句意题。从作者的总体论述中不难看出，他的观点是“只要我们能换位思考，有文化包容心理，那么一切事情都好办”，换言之，“你就会发现不同文化间无所谓有什么差别了。”英语必修5译林牛津版Unit 3第3课时表格教案
主备人 执教人 授课日期 班级
总课题 M5U3 总课时 分课时 1 课型 复习
课题 M5U3 Word power
教学目标 have a better understanding of different meanings of prefixes and suffixes.have a larger vocabulary with the help of prefixes and suffixes.use specific words to describe human organs by means of comparison.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures: Step 1 Lead in (PPT4-5)Ask students to conclude some easy ways to double their vocabulary according to their years’ of English learning. Introduce the intended answer by providing some examples so that students can be led to the answer “By using prefixes and suffixes” or by “cloning it” (just for fun).[Explanation]鉴于学生已有比较长时间的学习英语的经历，前后缀对于他们来说并不陌生。以让他们总结如何让自己词汇量加倍这一方法开始整堂课的教学，从开放的问题到焦点的关注，从悬念到平实，让学生在瞬间产生好奇，并且在答案揭晓的刹那能很好得活跃课堂气氛，为后面的教学做好铺垫。Step 2 Prefixes and suffixes (PPT6-10) Brainstorming. Ask students to list as many prefixes and suffixes as possible and write them down on the blackboard. Their answers can be more than what are listed on Page 46. If anything is left out, it’s teacher’s job to complement. Do brief explanation if necessary.“I’m conquering.” It’s a game as well as a competition between boys and girls, which is intended to review some related vocabulary and help some students to enlarge their vocabulary. Rules are as the following: Students of either gender can take the initial to do the competition. For example, a girl student stands up first, picks any prefix or suffix and then says one word containing that suffix or prefix. Then boy students can’t not use that suffix or prefix any more because that field has been conquered. One student, one word a time. Boys and girls don’t need to take turns. It all depends on how fast their reaction is. But they have to make sure that following every suffix or prefix they have picked, there must be three different words. Then the side which conquers the largest field wins the competition.After the competition, teacher can add some words which appear on page 46 but are missed out in their answers such as illegal and disrespect.Tip: 1) Some words take a hyphen (-) when a prefix is added. 2) We sometimes need to change the ending of a word before we can add a suffix.[Explanation]本节所列的前后缀除了pro-和anti-之外，学生都很熟悉，让学生进行头脑风暴，在短时间内迅速反馈以往学过的前后缀，使学生产生一种成就感，对于新知识的接受从情感和速度上都有更好的效果。对于学生没有想到的前后缀，就相当于是新的知识，要由老师进行补充，进行简单的解释即可。“攻城略地”游戏改变了以往让学生写出同一个词缀尽量多的词汇这一模式，评判标准更科学，参与性更强，对学生的团体合作精神也是很好的培养和激发。并且让学生好像真的有在靠实力攻城略地的感觉，随着他们的“地盘”越来越大，竞争会更激烈，课堂气氛也更好。教师在最后补充一些词汇，效果也更佳。Step 3 Organs of the body (PPT11-17)Lead students to turn their focus to organs of the body by concluding: Different suffixes and prefixes have their specific meanings and you will find it easier to recognize those seemingly new words coated with prefixes and suffixes. If we call these suffixes and prefixes “ORGANs” of the vocabulary, then the “ORGANs” of our body are also playing different roles and having different jobs to do. Ask students to tell what human organs they have already been able to express in English. (Expected answers: liver, heart, etc.)Introduce some of the major organs of the human body by presenting a picture with arrow illustrations. Ask them to tell what they are according to their positions. And introduce relative English words. Ask students to explain their functions in English.Activity 1 Matching. Abstract five comparisons based on the passage on Page 47 and ask students to do matching and tell why. The reasons can be different from whatever presented in the passage.Activity 2. Application. Ask students to read a short poem on organs and ask them to fill in the blanks according to different functions of the organs, which can also help students consolidate the vocabulary.Time permitting, students can do their own writing as well.[Explanation]本节出现的有关人体器官的几个词汇都不难，没有必要补充新的词汇。对47页上的那篇短文进行了简化处理，提炼出5个比喻，让学生进行连线练习，为学生提供了想象和逻辑判断的空间。而后的另一个练习，让学生运用已知以及新学的词汇结合他们对于几个器官作用的理解进行诗歌的填空，同样是对学生能力的一个提升。课堂的气氛将在这时达到另一个小高潮。若时间允许，可以让学生进行简单的诗歌仿写，甚至只要仿写一句话即可，激发学生运用英语的兴趣。Step 4 Summary (PPT18)Ask students to briefly report what they have learned today.[Explanation]利用每节课的最后2分钟进行简单的内容总结可以加深学生识记印象，也可以检测学生的掌握程度，同时也是教师自我检测的好时机，以便于在后面碰上同样的课型时可以进行有效的调整和改进。
教后记：
高考链接—拓展阅读
Words：340 难度系数：★★★ 建议用时：9分钟
Alice’s Adventures in Wonderland is one of the most loved children’s books of all time，and many adults enjoy it as well.It tells the story of a young girl named Alice，who follows a rabbit entering a magical world called Wonderland.She has many experiences which seem to change the rules of reasoning or common sense.The popularity of the book comes from its imagination，interesting story，and art work.
The writer of the book is Lewis Carroll.In fact，Lewis Carroll was not the writer’s real name.His real name was Charles Dodgson.One day，he took a boat ride down the Thames River to have a picnic with three little girls who were friends of the family.To keep them entertained on the ride，he told them a story in which Alice，the middle child，was the main character.They enjoyed the story very much.
Charles later wrote the story down under the name Alice’s Adventures Under Ground and gave it to Alice as a Christmas present.Later，he gave a copy to his friend George MacDonald.George read it to his children and they loved it.George suggested to Charles that he make a book from his story.Charles then wrote more parts to the story until it was around 35,000 words.It was first printed in 1866，with art work by John Tenniel，under the name Alice’s Adventures in Wonderland.The book was an immediate success.
One of its first fans was Queen Victoria.She immediately requested a collection of all of Lewis Carroll’s works.She was surprised to find that they included many works on math.In fact，Charles Dodgson was a highly respected mathematician.This can be seen in many puzzles and plays on reasoning that appear in his books and poems.
Since the story was first printed，it has kept selling up to the present day.It has been translated into over fifty languages and has had several movies based on it.The story is even mentioned in the popular 1999 film The Matrix by the character Morpheus.
【解题导语】 本文介绍了一直以来在全球畅销书少儿类排行榜属前列的一本书——Alice’s Adventures in Wonderland的写作过程、写作目的及其深远的影响。
1．The passage is mainly about ________.
A．Charles’ family life
B．a girl’s adventurous experiences
C．a magical world called Wonderland
D．the birth of a book and its lasting influences
解析：选D。主旨大意题。通读全文可知本文大意是说明Alice’s Adventures in Wonderland的写作过程、目的和深远影响，故本题选D。
2．Which of the following statements is TRUE according to the passage
A．The writer published his works under his real name.
B．The character Alice originated from George’s children.
C．John contributed partly to the popularity of the book.
D．Charles offered a copy to George for advice.
解析：选C。推理判断题。根据第三段的倒数一、二句可知本题选C。
3．We can learn from the passage that ________.
A．Queen Victoria asked for a few of Charles’ writings
B．Charles had a gift for reasoning and writing
C．Charles had all his works translated into fifty languages
D．The Matrix was based on Alice’s Adventures in Wonderland
解析：选B。推理判断题。由第四段的后两句可知本题选B。
4．Which of the following is the right order of the passage
a．Charles gave his story to Alice as a Christmas present.
b．Charles had a picnic with three little girls on the Thames.
c. Alice’s Adventures in Wonderland was first printed in 1866.
d．More parts were added to the story by Charles.
e．The book won a large number of fans.
A．c－b－a－d－e B．c－a－b－e－d
C．b－a－d－c－e D．b－a－c－e－d
解析：选C。推理判断题。根据第二和第三段的内容可知本题选C。英语必修5译林牛津版Unit 3第6课时表格教案
主备人 执教人 授课日期 班级
总课题 M5U3 总课时 分课时 1 课型 复习
课题 M5U3 Grammar 1
教学目标 know different functions of verb-ed forms as an adjective or an adverb.the passive meanings and past meanings of verb-ed forms.relationship between the verb and its understood subject.adopt verb-ed forms in their expressions.
教学重点 Words , phrases and sentence patterns
教学难点 Practical usage
教具 Blackboard , slides and handouts
教学内容 教法学法
Teaching procedures: Step 1 lead in (PPT 4-9)Review the usage of verb-ing in generalAsk students to compare two attributive clauses and rewrite them. Ask students to do the verb-ing one, and the verb-ed one can be done by the teacher. Then ask students to tell what has caused the difference. ( The relationship between the verb and its understood subject)Conclusion 1: The v-ed from can express passive meaning.[Explanation]此处用彩色的图表跟学生一起回忆动词现在分词的形式，让学生视觉上感觉到不那么乏味。然后跟学生一起看一些相对应的例子，有个直观的感觉。在此基础上让学生对比两个句子，让学生用现在分词改写其中一个定语从句，另一个由老师做，然后让学生对比改写前和改写后所不同的地方，让学生观察不同的原因，从而引出过去分词的一个重要语法意义：即表示被动。Step 2 Function of the verb-ed form with passive meanings (PPT10-15)Present sentences containing the verb-ed form, and asking students to find out what functions it serves in different sentences.Conclusion 2: V-ed can be used like an adjective or an adverb in a sentence, serving as attribute, predicative and object complement. A verb-ed can act as adverbial to modify a verb like stand, lie.Ask students to fill in the form which tells different functions of the verb-ed form. Ask them to give an example for each.[Explanation]由于学生已经有一定的分词基础，因此没有必要一项一项推导，而是采取归纳的方法，罗列出能反映过去分词表示被动意义时在句子中充当不同成分的情况，让学生根据具体句子进行分析过去分词充当的成分，发现该动词跟其逻辑主语的关系，从而强调过去分词与现在分词在语法意义上被动与主动的区别。Step 3 The verb-ed form with past meanings (PPT16-17)Use the phrases “developing countries” and “developed countries” to explain this usuage.More phrases.[Explanation]同样，在这一步骤上，采取现在分词与过去分词在句中不同意义对比的方法，让学生发现过去分词表示过去或完成的意义，并介绍一些常见的表示过去或完成意义的过去分词，如retired等。Step 4 Drills (PPT18-22)Ask students to find the correct translation for the following plete the following sentences with the correct form.Ask students to describe these pictures using v-ed/-ing.Make up a sentence containing at least five v-eds or v-ings.One sample is given: The worried boy took the overused key out of his broken pocket, opened the newly painted door and unluckily found it trapped. [Explanation]这个步骤设计了四个不同的活动，帮助学生正确判断和使用过去分词。其中第三、四项活动旨在能让学生充分发挥他们的想象力，在轻松活跃的气氛中更好得掌握过去分词的用法。Step 5 Summary (PPT23)Reemphasize the above rules.[Explanation]这一步骤所总结的内容可以根据学生在操练部分的表现，机动灵活的组织。
教后记：
高考链接—拓展阅读
Words：302 难度系数：★ 建议用时：16分钟
A very little boy was spending his Saturday morning playing in his sandbox. He had with him a plastic pail(桶) and a shiny, red plastic shovel(铲). In the __1__ of creating roads and tunnels in the sand, he __2__ a large rock in the middle of the sandbox.
The boy dug around the rock，__3__ to move it off the dirt. At first, he wanted to carry it out of the sandbox with his hands; however, it was too heavy. Later, with much __4__， he pushed the rock across the sandbox by __5__ his hands. When the boy got the rock to the __6__of the sandbox, he found that he couldn’t roll it up and __7__ the little wall. Again and again, __8__， the little boy pushed, but every time he thought he had made some __9__， the rock tipped(翻滚) and then fell back into the sandbox. The little boy pushed and pushed, but his only __10__ was to have the rock roll back.
Finally he __11__ tears. All this time the boy’s father watched from his living room window __12__ the drama was unfolded. The moment the tears fell, a large __13__ appeared across the sandbox. It was the boy’s father. Gently but __14__， he said，“Son, why didn’t you use all the strength that you had？”
Defeated, the boy __15__ back，“I did! I did! I used all the strength that I had！”
“No, you didn’t. You didn’t ask me for help.” The father __16__ down, picked up the rock and dropped it off the sandbox.
Do you have “rocks” in your life that need to be __17__？ Are you discovering that you don’t have __18__ it takes to lift them There is someone who is willing to give us the __19__ we need. Maybe, it’s sometimes a good idea to ask others for __20__ when we meet difficulties we can’t overcome.
【解题导语】 本文通过一个故事告诉我们当我们遇到一些自己不能解决的问题时，向别人寻求帮助有时也是一个好的方法。
1．A.method B．step
C．practice D．process
解析：选D。根据本句，“在小男孩在沙堆里修路和隧道的过程中。”A项“方法”；B项“台阶”；C项“练习”；D项“过程”。所以选择D项。
2．A.created B．set
C．discovered D．brought
解析：选C。根据本句：小男孩在沙堆里修路和隧道的过程中，在沙坑中间发现了一个大石头。A项“创造”；B项“设下”；C项“发现”；D项“带来”。所以选择C项。
3．A.trying B．managing
C．deciding D．competing
解析：选A。根据第二段“the rock tipped(翻滚)and then fell back into the sandbox.”可知小男孩用手在大石头的周围挖，尽力将大石头从沙堆推出，但是，没有成功。A项“设法，但不一定成功”；B项“成功做某事”，与文章相矛盾，所以选A项。
4．A.thought B．struggle
C．movement D．worry
解析：选B。根据第四段“I used all the strength”可知，经过小男孩的努力。A项“思想”；B项“努力”；C项“运动”；D项“担心”。
5．A.touching B．shaking
C．using D．controlling
解析：选C。结合上文的语境“he wanted to carry it out of the sandbox with his hands”可知，用手将石头推出沙坑。
6．A.bottom B．center
C．edge D．front
解析：选C。结合上下文的语境及习惯，将石头推出沙坑，首先将石头推出沙坑的边沿。A项“底部”；B项“中心”；C项“边沿”；D项“前部”。
7．A.over B．down
C．through D．into
解析：选A。结合情境，将石头翻过这堵墙。其中over是“翻过，跨过”的意思。
8．A.doubted B．surprised
C．pleased D．determined
解析：选D。结合情境，他决心将石头推出去。其中“determined”是形容词作状语。A项 “怀疑的”；B项“惊奇的”；C项“高兴的”；D项“有决心的”。
9．A.attempt B．progress
C．effort D．decision
解析：选B。他认为每一次他都取得了一些 “进步”。A项 “尝试”；B项“进步”；C项“努力”；D项“决定”。
10．A.hope B．reward
C．point D．purpose
解析：选B。结合语境， 尽管小男孩很努力将石头从沙坑中推出，但是他的“回报”是石头又回到沙坑中。
11．A.made out B．broke out
C．burst into D．rushed into
解析：选C。结合上文的语境，不管多么用力，他总是不能将石头从沙坑中推出，小男孩已经无能为力，于是突然大声痛哭。其中“burst out crying ＝ burst into tears” 大声痛哭。其中“burst into ” 意为“突然(进入某种状态或发生某种情况)”。
12．A.so B．as
C．until D．before
解析：选B。结合上下文的语境，当小男孩大声痛哭时，他的父亲看到了这一幕。其中as 意为“当……时候”。
13．A.rock B．picture
C．figure D．shade
解析：选C。结合语境，一个人出现在沙坑旁，他就是小男孩的父亲。
14．A.surprisingly B．doubtfully
C．kindly D．firmly
解析：选D。小男孩的父亲温和而又坚定地说，你为什么不用尽所有的力量呢。
15．A.shouted B．smiled
C．called D．asked
解析：选A。结合上文的语境，孩子在大声痛哭，听到父亲的指责很委屈。因此大声回答。而不选其他选项。
16．A.reached B．looked
C．fell D．put
解析：选A。结合语境，“reach down”固定搭配。
17．A.pushed B．dropped
C．carried D．removed
解析：选D。在你们的人生道路上，有绊脚石需要搬开吗？A项“推开”；B项“掉下”；C项“携带”；D项“搬开”。选D更加合适。
18．A.who B．what
C．which D．where
解析：选B。考查固定句型 “It takes sth.to do sth.” ，其中“what”作“take”的宾语。
19．A.minds B．spirits
C．force D．strength
解析：选D。有人很乐意给我们需要的力量，这里的“力量”不仅指身体的，而且指精神上的。
20．A.help B．tips
C．advice D．ideas
解析：选A。根据第五段“You didn’t ask me for help”可知，当有困难时，向别人寻求帮助是一个好的方法，然而这个小男孩却没有寻求他父亲的帮助。
