高二英语下册新编教材17-20单元教学设计和教案[下学期]

Teaching Plan for Unit 8 Learning a foreign language, twice as hard
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
acquisition, correction, data, patience, stick, acquire, instruct, adopt, face, awful, academic, anxious, appropriate, make sense of, distinguish … from ,be equipped with, adjust itself to, be born with, regardless of, consider… put… to use, take risks/a risk, contribute to, take patience
b. 重点句型
Learning a language is obviously more than just memorizing words, phrases and structures.
If we develop our study skills, … but can in fact be twice as easy and a lot of fun.
2. Learning ability goals 学能目标
Help the Ss learn how to talk about the different methods of learning a foreign language and the characteristics of the successful language learners.
Teaching important points 教学重点
Analyse the organization of the text.
The understanding of the reading text about the problems and factors related to learning a foreign language.
Teaching methods 教学方法
Listening and intensive reading with the aid of the computer courseware.
Teaching aids 教具
A computer, a projector and Internet.
Teaching procedure & ways 教学过程与方法
Step1: Lead-in
1. What’s our mother tongue
2. What’s our foreign language
3. Which do you think is harder
Step 2: Skimming
1. If we develop our study skills and way of Learning, is learning foreign language twice as hard or as easy
Twice as easy.
2. Find out the topic sentence of each paragraph.
Main idea
Para. 1 Learning a language is obviously more than just memorizing words, phrases and structures. It is puzzling how we are able to learn or acquire our mother tongue.
Para. 2 Language experts have different answers to the question.
Para. 3 Learning a foreign language is different from learning one’s mother tongue
Para. 4 Successful language learners share a number of characteristics
Para. 5 By planning and evaluating their learning, successful language learners gain confidence which in turn allows them to enjoy the learning process and learn better and faster.
Para. 6 If we adopt some of the study skills and characteristics described in the text, we will become more successful.
3、What’s the purpose of writing this article 　　　　
A. Learning a foreign language is twice as hard as learning our mother tongue.
B. Learning a foreign language is more important than learning our mother tongue.
C. Learning a foreign language is twice as easy if we develop our study skills.
D. In fact, the number of people learning a foreign language has increased with years.
4、Match the part with the main idea.
Part1(Para 1~2) differences
Part2(Para 3) successful language learners
Part3(Para 4~6) learning of the mother tongue
Step3: Scanning
Part1.
1. Answer the questions or do multiple choice.
①What is the most puzzling question in learning our mother tongue
How were we able to make sense of what we heard and distinguish the mistakes and errors from "good" language
②How do different people explain our ability to learn our mother tongue
Some experts explain that we are equipped with a special ability to learn language and our brain adjusts itself to the language, Others think that we learn language in the same way we learn other things and that what we are born with is a general ability to learn and adapt ,not a language –specific part of the brain.
③The sentence “Life is a very successful language school” means .
A. we are equipped with a special ability to learn language
B. the key to learning the language well is to communicate with the people around us
C. parents can give children language lessons
D. people can learn the language by themselves
Language points:
1. make sense of 理解 make sense有意义
make no sense in a sense在某种意义上
Can you __make sense of ___ what I said
Talking after the accident __makes no sense___.
what he said is reasonable__in a sense_.
2. adjust 调整 adjust / adapt… to适应
1) You shouldn’t adjust your computer without any instruction.
2) He adjusted his errors and continued his research work.
3) When you go to a new country, you must adapt /adjust yourself to new　circumstances
3. regardless of : 不管，不顾
The coal boss risked making money regardless of workers’ safety.
They decorated the house regardless of cost.
Part2.
In fact, we learn English much faster than we may have thought because ________.
A. A lot of people are born with a special ability to learn a foreign language.
B. English learning always takes place in class.
C. Communicating with people often takes too much time.
D. We can get a lot of help and the learning is more efficient.
Language points:
1. in other words 　　　　　　　　　　　换句话说
in a word 总而言之
in word 口头上
with the words　　　　　　　　　　　　　说完就......
have a word with sb. 和某人说句话
have words with sb = quarrel with sb 与…争吵
keep one’s word = keep one’s promise 遵守诺言
Word came that… 有消息传来……
1) With the words, he walked away with a smile.
2) It’s no use promising in word, but in deed.
3) In a word, you are a very good boy.
4) She often depends on others. In other words
she doesn’t do things by herself.
5) I hope you will always keep your word
6) Have a word with Rose and see what she thinks.
7)Word came that our team had come out first.
8)After having words with the boss, he decided to quit the job.
Part 3:
1. If you want to be a successful language learner, what characteristics must you have
·interested in understanding my own thinking;
·curious about the world;
·willing to take chances ;
·confident in my ability;
·use different ways of learning ;
·plan my studies in order to deal with academic challenges.
2. tick(√)some of the following points that the write thinks are important.
（ ）1. set a clear goal in learning
（ ）2. evaluate our learning
（ ）3. make proper study plans
（ ）4. have good pronunciation and intonation
（ ）5.have interest in learning
（ ）6.understand English grammar
（ ）7.memorize new words
（ ）8. be active and patient
（ ）9. adopt some good study habits
（ ）10. take risks and put ourselves in new learning situations
（ ）11.put what we know to better use.
Language points:
1. put…to use : make use of / put...into practice
1) You should put what you have to better use.= You should make better use of what you have.
2) She put her knowledge of German to good use
2. take/ run/ risks 冒险
at any risk无论如何， 无论冒什么危险
at risk = in danger处于危险中
at the risk of ... 冒着…的危险
1) 他冒着生命的危险救了我一命。
He saved my life at the risk of his own/losing his own .
He took risks of his own/losing his own life to save me.
2) 疾病在蔓延， 所有五岁以下的小孩都有危险。
The disease is spreading, and all children under 5 are at risk.
3. adopt vt.
(1) 收养
这对夫妇不能生育孩子， 所以就收养了两个小孩。
The couple couldn’t have children of their own so they adopted a couple of kids.
(2)采取，采纳情况最终会迫使我们采用这项政策。
Circumstances will force us finally to adopt this policy.
The adopted son can’t adapt/adjust himself to the new family
Step4:Consolidation
Key phrases
1 acquire a language 1掌握语言
2 communicate with 2与.........交流
3 make sense of sth 3 弄懂
4 distinguish from 4 区分
5 be equipped with 5 装备
6 adjust to 6调整
7 be born with 7天赋
8 regardless of 8 不管
9 as a consequence of/as a result of 9 结果
10 in other words11have sth in common12 be curious about13 take chances14 be confident in/have confidence in15 take risks16 contribute to17 adopt habits 10 换句话11 与......有共同处12 对.......好奇13 找机会14 对.........有信心15 冒险16 对.........贡献17 养成习惯
Ⅰ．Fill in the blanks according to the text
1. We learn our mother tongue by _c________________ people around . But how were we able to _s____________ what we heard and _d_________ the mistakes and errors ______ “good” language
2. Some experts believe that we are _e____________ a special ability to learn language and that our brain _a____________ the language we hear around us. Others think that we learn language in the same way we learn other things.
3. Learning a foreign language is _d_____________ learning one’s mother tongue. Research has shown that successful language learners do_s_____ a few _c____________.
Successful language students gain _c___________ and are able to _r________ and enjoy the learning because they plan and e their learning. And they’re more willing to take r and to place themselves in new learning situations, If we want to be successful language learners, we should try to a some of the study habits described above. If we d our study skills, we may find that learning a foreign language does not have to be t as hard as learning our mother tongue.
Ⅱ. Fill in the blanks with the right form of words and expressions according to the hints given.
1. We learnt or a our mother tongue by communicating with the people around us.
2. The stronger the m ,the more quickly a person will learn a foreign language.
3. successful language learners also use different ways of learning and plan their studies in order to deal a challenges.
4. Successful language students gain confidence and are able to relax and enjoy learning by planning and e their learning.
5. To live one year in a foreign country is enough to b your horizons and improve your understanding of the world.
6. Studying abroad have both advantages and d .
7. The problem is really difficult and is above my c .
8. The resolution was a by a vote of 180 in favour to 10 against it.
9. It is very important that you find an a course for you in a local school in the country you live in.
10. Many parents worry about the safety of their children in a foreign country and may also be c about the cost.
Phrases:
11. I always when I come across a new word in
reading.(have trouble)
12. It is puzzling how we are able to what we
heard.(understand).
13. It is interesting to know how people the mistakes and errors______
"good" language. (differ; tell)
14. Some people believe that our brain the language of the culture we are born in. (adapt to)
15. , active learners do better in areas such as reading comprehension, vocabulary learning and writing. (as a result)
16. Confident learners are willing to and to place themselves in a new learning situation. (take adventure)
17. There are a few important factors that the learning abilty of the learners. (lead to)
18. It to learn a language for any learner. (patient)
19. , we saw a boy rushing from behind the comer and he was hit by a running car.(suddenly)
20. As an exchange student, you have to learn to yourself. (rely on)
Step 5 Homework
1．Word study Exx1&2 in language Study on page 68&69.
2．Vocabulary Exx1&2 in the Wb on page203&204.
1高二英语下册新教材研讨会备课资料
Unit 17 Disabilities
标 题：巧用技术，处理课堂教材
姓 名：
单 位：
2006年2月3日
巧用技术，处理课堂教材
1、 巧用技术，处理声频与视频素材
1、 在活跃课堂气氛时运用
2、 在课堂导入时使用
3、 在听练习时使用
4、 在设置情景时使用
我们把磁带的声音转化为电子文件，或到网络下载课文的mp3或flash文件，然后插入到PPT文件中，比录音机更方便地控制声音，有暂停，播放，快进或退回，显示计时器，直观易用。我们把网络下载的与课文相关的视频素材，经过剪辑，保存为主流媒体，如 wmv, avi, mpeg, asf, rm, ram, rmbv等格式，然后插入到PPT文件中。
2、 运用软件，辅助词汇教学
1、 词汇练习的编写
2、 学生词库的建设
3、 单词复习的跟踪
4、 单词复习教学
《金山词霸 2005》为您提供两款特色工具小软件，金山词霸生词本和金山迷你背单词，帮助学生轻松背单词，克服英语生词难词关。教师还可以编写单元词汇或课时词汇，与阅读补充词汇表，运用金山词霸生词本和金山迷你背单词，进行词汇辅助教学。还可以使用其它优秀的词汇学习与教学软件。
3、 巧用软件，进行文章的批改
4、 运用软件，编写交互性练习
5、 运用软件，记录辩论思路
Unit 17 Disabilities
Ⅰ.Brief Statements Based on the Unit
This unit mainly tells us the difficulties that the disabled people may face. The text“Disabled Not me!”shows us a middle school student—Zhong Xiaowen, who could only move around in her wheelchair, could overcome lots of difficulties, and finally succeeded. From her success, we learn something important. There is nothing difficult in the world if you stick to it. When you meet with difficulty in your life and study, please don’t lose heart.
The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger, independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit. Meanwhile we should review the usage of the Direct and Indirect Object.
Ⅱ.Teaching Goals
1. Talk about disability.
2. Practise talking about ability and inability.
3. Review Direct and Indirect Objects.
4. Write an argumentative essay.
Ⅲ.Teaching Time: Four periods
The First Period
Teaching Aims:
1. Learn and master the following:
Phrases: deal with, overcome the difficulties
Sentence Patterns:
If you were in a wheelchair, you wouldn’t be able to…
If I were blind, I would need a/an…
2. Train the students’ listening ability.
3. Improve the students’ speaking ability by describing, talking and discussion.
Teaching Important Points:
1. Train the students’ listening ability.
2. Make the students master the sentence patterns and describe the pictures freely.
Teaching Difficult Point:
How to improve the students’ speaking ability
Teaching Methods:
1. Listening-and-answering activity to help the students go through with the listening materials.
2.Individual,pair of group work to make every student work in class.
Teaching Aids:
1.a tape recorder
2.the multimedia
3.the blackboard
Teaching Procedures:
Step Ⅰ Lead-in
We can use a flash to show what difficulties and dangers you might face if you were in a wheelchair or blind.
Step Ⅱ Warming up
We can learn the words in the language situations in the flash. And then show the following on the screen.
disability/,ｄIｓ ′ｂIｌIｔI/n.?
ability/ ′ｂIｌIｔI/n.?
sidewalk/′ｓａIｄｗ ｋ/n.?
escalator/′ｅｓｋ ｌｅIｔ (r)/n.?
elevator/′ｅｌIｖｅIｔ (r)/n.?(=lift)
(Teacher teaches the words and explains them, and then let the students look at the first four pictures on Page 49 or show them on the screen)
T: OK. Now I want you to discuss the first four pictures using the following sentences.
1. Sentence Patterns:
(1)If I were in a wheelchair, I would…
(2)If I were blind, I wouldn’t…
(Write them on the blackboard)
Yeah, please discuss them in groups of four. After a while, everyone is asked to talk about the pictures. Is that clear
Ss: Yes.
T: OK. Please work in groups and try to imagine what difficulties and dangers you might face.
(After a while, teacher asks some students to talk about the pictures. If time permits, teacher may ask more students to answer.)
T: Now time is up. Who wants to say first
T: How hard they are! We pay little attention to them in our daily life. We must take effective measures to improve their conditions. Let’s see what changes have taken place. Please discuss in groups. In the meanwhile, we should notice the two phrases: deal with, overcome the difficulties. (Teacher writes the following on the blackboard.)
2. (1) deal with
E.g. How shall we deal with the problem
(2) Overcome the difficulties
(After a while, teacher asks some students to talk about the last four pictures.)
T: Now. Any volunteer
T: They hope to lead a normal life as we do, so we should help them overcome the difficulties.
Step Ⅲ Listening
T: Now please turn to Page 50.Let’s do some listening. You are going to hear John talking about his life. There are three questions for you to answer. You need to listen carefully. Is that clear
S: Yes.
T: OK. Let’s begin.
(Teacher plays the tape for the first time.Then play for the second time.During this time; teacher may pause for students to write down the information. Play some parts of the tape more times if necessary. Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T: Please look at Speaking on Page 50.Now imagine you are disabled. Choose two of the situations below and discuss how you would deal with them. You may use the following sentence structures.
(Show the structures on the screen.)
I probably couldn’t…
I’m sure I would be able to…
If I…,I would be able to…
I would need help to…
It would be difficult to…
I would try to…
T: OK. Please begin to discuss them.
(Teacher goes among the students and listens to their discussions, then chooses several students to express their ideas in different ways.)
Who can describe Situation 1
Step Ⅴ Summary and Homework
T: In this class, we’ve done some listening and speaking. We’ve also talked about the situations of the disabled. Of course, we’ve learned some useful sentence patterns. After class, practice more talking about disability in English. Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled Not me!”.So much for today Goodbye, everyone!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The First Period
1. Sentence Patterns:
(1)If I were in a wheelchair, I would…
(2)If I were blind, I wouldn’t…
2. (1) deal with
E.g. How shall we deal with the problem
(2) Overcome the difficulties
Step Ⅶ Record after Teaching
The Second Period
Teaching Aims:
1.Learn and master the following words and expressions: get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to, get used to
2. Train the students’ reading ability.
Teaching Important Points:
1. Improve the students’ reading ability.
2. Enable the students to understand the text better.
3. How to get the students to master the useful expressions.
Teaching Difficult Points:
Master the following sentence structures:
1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.
2.I am and get used to the fact that while I may not be…
Teaching Methods:
1. Discussion to help the students know something about the disabled.
2. Fast reading to get the general idea of the text.
3. Questioning-and-answering activity to help the students go through the whole passage.
4. Pair work or individual work to make every student work in class.
Teaching Aids:
1. A tape recorder
2. A multimedia
Teaching Procedures:
Step Ⅰ Lead-in
We will ask the students to take a quiz about the disabled. We can play song sung by famous disabled people, or show some pictures, ask them to enjoy some videos, and then ask some questions about them.
Step Ⅱ Lead-in and Pre-reading
They are determined. Please look at the three questions on the screen and discuss them in groups.
(Show the following on the screen.)
1. Do you know anyone else who is disabled
How does he or she deal with the disability
2. How do they overcome the difficulties
3. Should they get any extra help Why or why not
(Teacher gives students five minutes to discuss and collects their answers.)
We can have a debate on the question 3 with the help of the computer.
They should get some extra help in their everyday activities.
No, they shouldn’t. Because they need recognition, more than sympathy and help
Step Ⅲ Reading
T: Read the passage quickly to get the general idea and answer the questions on the screen.
(Teacher shows the questions on the screen.)
1. What’s the trouble of Zhong Xiaowen
2. How does she get around
3. What’s the teachers’ aim in the special college
4. What do the articles in Literature of Chinese Blind Children talk about
5. How does Zijie like the magazine
(Teacher gives students enough time to read the text and collects their answers.)
Suggested answers: omitted
T: Now read the passage again and try to get as much information as you can.
Step Ⅳ Study for Language Points
T: Now you’ve known the general idea of the passage. Please look at the screen. I’ll explain something to you.
(Write important phrases and difficult sentences on the blackboard.)
T :( After explaining the language points)
Do you have anything you don’t understand If you have, please tell me, I’ll be glad to have a discussion with you.
(The teacher answers the questions raised by the students.)
Step Ⅴ Consolidation and discussion
T: Now turn to Page 52.There is five questions for you to answer in Post-reading. Try to find the answers in the text. Discuss in groups of four, and then I’ll ask some of you to read your answers.
(A few minutes later)
T: Are you ready
Ss: Yes.
T: Now let’s begin.
The topic of the discussion
Imagine that you are a disabled student. What kind of help would you need and how would you want others to treat you
Step Ⅵ Summary and Homework
T: Today we have learned the passage—Disabled Not me! From the success of the disabled student—Hong Xiaowen, we learn something important. There is nothing difficult in the world if you stick to it. When you meet with difficulty in your life and study, please don’t lose heart. On the other hand, we should help the students to know how to help the disabled in our daily life.
And we also learn some phrases. After class, you should work hard and master them.
Step Ⅶ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Second Period
1. Important Phrases:
treat sb., the ability to do, make a contribution to launch, play a …role, both…and…, get used to
2. Difficult Sentences:
…I am and get used to the fact that while…
I may not be able to walk, there are many other great things I can do.
Step Ⅷ Record after Teaching
The Third Period
Teaching Aims:
1. Review the words and phrases learned in the last two periods.
2. Learn and master Direct and Indirect Objects.
Teaching Important Points:
1. How to guess the missing word according to the given sentence.
2. Master the interchanges of position on direct and indirect objects in the sentence.
Teaching Difficult Point:
Master the changes of the prepositions in the interchanges of direct and indirect objects.
Teaching Methods:
1. Review method to consolidate the words learned in the last two periods.
2. Explanation and inductive methods to make the students master the interchanges of direct and indirect objects.
3. Individual, pair works to make every student work in class.
Teaching Aids:
1. The blackboard
2. The multimedia
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Word Study
T: In the last two periods, we have learned something about disabilities. As we all know, we shouldn’t look down upon the disabled. We should help and respect them. And we must make life easier for them. All these include some useful and important words and phrases. Now let’s review them.
Go over the key word or phrases by computer.
Open your books and turn to Page 53.Look at Word Study. Part 1: Fill in the blanks with the right words. Part 2: Use the correct form of the words in the box to describe the following things or people. You are given ten minutes to do them. Read first, and then fill in them according to the meaning of each sentence. Is that clear
Ss: Yes.
T: OK. First do it by yourself. Then discuss them in pairs. After a while, I’ll ask some students to read the words.
(Teacher goes among the students and the students begin to do it. After a while, teacher checks their answers.)
Suggested answers: omitted
Step Ⅲ Grammar Study
T: Now I want you to translate two sentences into English. Look at the screen.
(Show the following on the screen.)
1.请把盐递给我。
2.请给我们演奏一些民间乐曲。
(Write the two sentences on the blackboard.)
Look at the blackboard, the verbs“play”and“pass”are followed by two objects. In English, there are some verbs that can be followed by two objects. Who can tell us what they are
S4: I’ll try. They are send, buy, get…
T: Right. You’ve known some of the verbs. Now I’ll give you a summary. Please look at the screen.
(Show the following on the screen.)
Common verbs that take indirect objects:
①give,show,send,bring,offer,read,pass,lend,leave,hand,tell,return,write,pay,throw,wish,teach,promise,owe,refuse ect.
E.g. I’ll lend you something to read.
Remember to write us a note when you get there.
② make, buy, do, fetch, get, play, save, order, cook, sing, find ect.
E.g. I hope you’ll do me a favor.
Let’s get the children something to drink.
T: Now please notice there are two groups in the diagram. In Group 1,most of the indirect objects are transformed into “to-phrase”.And in Group 2,most of the indirect objects are transformed into “for-phrase”.
(Write the following on the blackboard.)
Compare:
Is that clear
Ss: Yes.
T: But not all the indirect objects can be replaced like this.
e.g. “Do me a favour”.We can’t transform it into: “Do a favour for me.”
OK. Now let’s do some exercises. Open your books and turn to Page 54.Look at Grammar—Direct and Indirect Objects. Look at Part 1.Tick the right answer. First do it by yourselves. Then discuss it in pairs. Finally I’ll show you the answers.
(After students finish it, teacher shows the following on the screen.)
Suggested answers:
1.√Because his mother bought him a computer.
√Because his mother bought a computer for him.
2.√Do me a favor. Please lend me one Yuan.?
3.√Please take these exercise-books to my office.
4.√Give me the check, please.
√Please give the check to me.
T: in fact, we should pay attention to some special cases. Especially when the direct object is shorter than the indirect object, or when we emphasize the indirect object, we often use such patterns,“Subject+Predicate+Direct Object+to/for+Indirect Object”.
E.g. I took it to the policeman on duty.
Mother bought the ice-cream for you, not for me.
(Write them on the blackboard.)
And there are two special cases you should notice.
Please look at the screen.
(Show the following on the screen.)
1.We must use prepositions before the indirect object following the two verbs “explain and suggest”.
E.g. Could you explain your point of view to us
I suggest a way out to her.
2. Some verbs are followed by either direct object or indirect object, or both of them.
E.g. I asked John.
I asked a question.
I asked John a question.
The similar verbs are: teach, tell, owe, pay, and show
As to this, you should remember them. Is that clear
Ss: Yes.
T: OK. Let’s deal with Part 2.
(Teacher begins to read the following and explains it if necessary. Summer is coming. You decide to have a different vacation this year. Use the words in brackets to explain what you will do differently this summer.)
Now you are given five minutes to do it. First do it by yourself. Then discuss it in pairs. Now please begin.
(Teacher goes among the students to check their writing and explains some new words that students meet with and ask. As to some difficult sentences, teacher and students can discuss together. At last, teacher shows the answers on the screen.)
Step Ⅳ Practice
(The teacher shows the following on the screen)
Change the position of the direct object and indirect object in the following sentences.
1. I’ll lend you some.
2. He gave his wife a camera for Christmas.
3. We’re going to sing some songs for the heroes.
4. Bring me the book.
5. She made a coat for me.
6. He bought flowers for his teacher.
T: Look at the screen. Let’s practice the interchanges of the direct and indirect object.
(Give the students several minutes to practice them, and then teacher may check their practice.)
Suggested answers:
1. I’ll lend some to you.
2. He gave a camera to his wife for Christmas.
3. We’re going to sing the heroes some songs.
4. Bring the book to me.
5. She made me a coat.
6. He bought his teacher flowers.
Step Ⅴ Summary and Homework
T: In this class, we’ve reviewed some new words and mainly done some exercises about direct and indirect objects. After class, review the content, and remember the verbs that can be followed by double objects. Today’s homework: Preview the integrating skills. That’s all for today Goodbye, everyone.
Step Ⅵ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Third Period
Direct and Indirect Object
1. Pass me the salt, please.
→Pass the salt to me, please.
Play us some folk music, please.
→Play some folk music for us, please.
2. Compare:
3.“Subject+Predicate+Direct Object+to/for+Indirect Object”
E.g. I took it to the policeman on duty.
Mother bought the ice-cream for you, not for me.
Step Ⅶ Record after Teaching
The Fourth Period
Teaching Aims:
1. Review the useful expressions learnt in this unit by making sentences with them.
2. Review the common verbs that take indirect objects.
3. Train the students’ integrating skills by reading and writing.
Teaching Important Points:
1. Improve the students’ reading ability by reading the material.
2. Improve the students’ writing ability.
Teaching Difficult Point:
How to improve the students’ integrating skills—reading skill and writing skill.
Teaching Methods:
1. Fast-reading and reading to improve the students’ reading ability.
2. Practice and pair work or group work to have every student master what they’ve learned.
Teaching Aids:
1. a tape recorder
2. the multimedia
3. the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Revision
omitted
Step Ⅱ Test
T: In this unit we have also learned some useful expressions. Have you remembered them
S: Yes.
T: OK. Now let’s review them together. I speak Chinese, you speak English.
(Teacher writes the following on the blackboard when students say them.)
share with, treat…as, deal with, the ability to do, play a…role, realize one’s dream, get around, adjust to
T: Now I’ll give you a test to see whether you’ve mastered them or not. Look at the screen, please.
(Show the following on the screen.)
Complete the sentences using the expressions on the blackboard.
1.I__________my lunch__________(分享) him yesterday.
2.The police__________ his death__________(把……看作) a case of murder.
3.How shall we__________(处理) the problem
4.The boy has__________(有能力) solve the difficult problem.
5.The teacher__________(起重要作用) in teaching.
6.In order to__________(实现梦想),they worked day and night.
7.The policemen__________(四处走动) and tried to find the thief.
8.It will take you some time to__________(适应) the new surroundings.
Step Ⅲ Fast Reading
T: We’ve learned something about disabilities. They hope to lead a normal life as we do, so we should provide more opportunities for the disabled to develop their potential, and let them live a richer life and make a contribution to society. We should help them overcome the difficulties.
Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.
Step Ⅳ Reading
T: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I’ll ask some pairs to give us the answers.
(Teacher shows the following on the screen.)
Answer the following questions:
1. How often are the Special Olympics held
2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”
3. How do events like the Special Olympics help mentally disabled people
4. Where was the first Special Olympics held
5. Why do you think the Special Olympics are becoming more popular
6. When will the Special Olympics be held in Shanghai
(The teacher goes among the students, joins in the students’ discussion and answers the students’ questions.)
(A few minutes later)
T: Have you finished (Ss: Yes.)Give us your answers, please. One student, one question
T: Now look at the screen again. I’ll explain some words and expressions of the text so that you can use them freely. Please listen to me carefully.
T: Do you have anything else you don’t understand If you have, please tell me. I’ll be glad to have a discussion with you.
(The teacher answers any questions asked by the students.)
Step Ⅴ Listening and Reading Aloud
T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about it
S: Yes.
(The teacher plays the tape for the students to listen. Then when the students read the text, the teacher goes among the students and corrects the students’ mistakes in pronunciation, intonation and stress.)
Step Ⅵ Writing
T: Now you’ve known something about disabilities. I think many students will show their love to the disabled from now on. What should we do to help them in our daily life
T: OK. It’s very kind of you! After class, please conduct a survey of the public places where you live in. Start with your school: how easy or difficult is it for a disabled person to get around Visit other public buildings and find out if they are accessible or not. Work in pairs or groups and make a checklist for your survey. Use the results to write an essay. Describe the current situation and suggest ways to improve the situation.
Suggested writing:
After several days’ survey, I found that the government paid a little attention to the disabled and spend much money on new buildings. There is no special road for the blind. The buildings have many steps, and it’s difficult for the disabled to get into them.
A new government programmed has been designed to help disabled people. More special schools will be built. Not only will help be given to people to find jobs, but also medical treatment will be provided for people who need it. But the truth is that everyone should take care of disabled people, not just the government. If everyone shows love to them, their life will be much better.
Step Ⅷ Summary and Homework
T: In this class, we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practice how to write the article on disabilities. After class, go over all the important points learnt in this unit, and write an essay. Prepare for next unit. Class is over.
Step Ⅸ The Design of the Writing on the Blackboard
Unit 17 Disabilities
The Fourth Period
Important Phrases:
share with, treat…as, deal with, the ability to do, play a…role, realize one’s dream, get around, adjust to
Step Ⅹ Record after Teaching
第 2 页 共 13 页Unit 18 Invention
Ⅰ单元教材内容分析
当全世界科学技术发展迅猛，各种发明创造层出不穷，是因为人的思维品质与思维方式即（creative thinking）对发明创造起着至关重要的作用。因此培养学生的探究性思维能力，创造思维能力是时代社会对教育的要求。教师在课堂教学设计中力求体现“开放、启发、引导、自主”的教学原则，帮助学生运用相关的词汇表达自己的思想及思维过程，培养学生用英语描述某一发明创造，如构造的工作原理、用途等的能力。况且，我们曾经在高一（上）Unit9 Technology，高二Unit 1 Make a Different, Unit 6 Life in the future, Unit 11 Scientific achievement 等单元中已积累一些词汇。
本单元的中心话题是：“发明”（Inventions），课文始终围绕这一主题展开。具体涉及“科学技术发展”、“人的思维”、“创造性思维及其品质”、“对发明的新认识”等，语言知识和语言技能部分主要是围绕“发明创造”这一中心话题时行设计的，要不断丰富巩固这一话题的词汇及习惯短语。
“热身”（Warming up）部分设计了三个练习，列举了四件与学生日常生活联系密切的，富有启迪意义。
“听力”（Listening）部分提供了两人申请发明专利的情景。两项发明均未被接受。学生一方听懂两项发明，而且还要判断发明是否有用。这个听力练习要求学生运用听的技能的同时，还要学生思考、分析和解决的问题。
“读前”（Pre-reading）部分设计了三个问题，这三个问题的设计提供给学生开放性的思维，可以利用“头脑风暴”（brainstorming）让学生展开思维，阐述自己的观点，为正文的阅读作好语言铺垫。
“阅读”（Reading）部分介绍了伟大的思想家产生新发明的一些思路和思维模式：框外思维、换个角度看问题、联想和不断试验。安排这篇文章的目的在于培养学生的创造性思维。这是一篇说明文，可以用来帮助学生学习说明文的结构。
“读后”（Post-reading）部分是在阅读的基础上，通过两个活动，检查学生的理解程序，诱导学生联系实际，拓展思维。问答题的设计从表层引入深层、由课文导向课外。第一题为判断题，主要检测学生对文章细节的理解和掌握。第二题实际上为文章提出的发明创造的思维模式列举了具体的例子。
“语言学习”（Language study）分词汇和语法两部分。词汇部分设计了两个练习，其目的是帮助学生复习所学过的词汇（包括词性和词形）及短语。语法部分围绕定语从句而展开，而且选用了谜语，生动有趣。
“综合技能”（Integrating skills）部分有阅读和写作两个任务。阅读的文章说明科学隐喻（运用通俗的名称于新的发明之中，如电脑中的memory，storage和paste、print等等）的作用及其局限性。写作题有两个：“未来的电子计算机”和“向十九世纪的人介绍电脑”，由学生选作。这个任务符合学生的年龄特点、贴近现代生活，能够引起学生的兴趣。
“学习建议”（Tips）介绍不同的学习策略，如联想、猜测、图示以及分析错误等。
“复习要点”（Checkpoint）复习了定语从句。同时通过两个问题引导学生对本单元所学的内容　进行一次反思。
II 教材内容处理
1、本单元教材重难点处理
我校大部分学生具有较充分的阅读词汇，但学生语法知识，口语表达能力较弱，用英语思维表达的习惯很弱。学生具有一定的自学能力，学校局域网健全，并配备学生专用电子阅览室。这些使学生的自主探究学习成为可能。基于上述学生情况，我列出本单元4项重点和4项难点。旨在突出围绕本单元课题的词汇，获取文章大意的阅读能力及阐述观点的能力，以培养学生聚合思维和发散性思维，从而达到培养学生Creative thinking way，这也是本单元的教学目标之一。在word study 课时中把重点放在学生自我发现、练习巩固上，讲练结合，当堂巩固。在定语从句复习与写作训练中，以图式理论为指导，采用分类列举法帮助学习记忆语法规则，用列表法为学生提供必要的说看材料，让学生扩展成文。同时，以“引导、铺垫、分散、突破、反馈”为原则，处理课堂教学任务；以分组合作，笔头记录、口头汇报的方式反馈两项主题活动，这也是本单元2个非常重要的预习作业；以测试性评价手段，借助多媒体来巩固构词法、定语从句和本单元的重点词汇。在整个单元教学中，始终坚持任务目标，材料输入（导说领先），活动或讨论，笔头落实，环环相扣。碰到一项较难的任务时，以教师提供帮助或教学内容在教学程序上的铺垫来减轻任务的难度，从而使大部分都能获得成就感。
2、教材运用的改编或增减
增加部分：增加构词法的练习巩固
　　　　　增加定语从句的改错练习与单选题
　　　　　增加workbook中的听力练习,同时把workbook integrating作为泛读材料
　　　　　增加中学生科技发明奖的新闻材料，让学生读后讨论
1.who is the young scientist What nationality is he
2.what is the teenager’s invention
3.what do the judges think of the new invention
4.what advantages does the new invention provide
5.how many projects take part in the competition and how many of them made it through to the final round
　　　Discussion:　1.Is a creative student always a top student in subjects
2.What do you think makes him a creative student
删减部分：Wb P131 Ex2
Wb P133 Ex3
改编教材：1、把P62 part4作为第一课时的导入材料，以激发学生的兴趣
　　　　　2、把P62 Ex3改编成游戏。
　　　　　3、把P61 Ex3改编成竞赛活动。
　　　　　4、把wb P130 listening P131 talking与speaking部分相结合，作为第二课时，主要培养学生的合作意识和口语能力。
3、测试安排
以同步作业本（科学普及出版社）进行同步作业布置，学生自我检测，教师批改、课堂分析、巩固。
4、本单元教学设计创意之处
　　①始终坚持任务目标→导说领先→活动或讨论→反馈或笔头落实→环环相扣，逐步铺垫。
②增减或改编了部分教材，讲练结合，当堂巩固，达到知识到能力的正向迁移。
③设计两项主题活动提高学生合作学习意识和能力。
④中学生科技发明类的新闻材料来源于学生的生活实际，肯定能使感到兴趣盎然，能唤起学生进行科技创新的意识。
⑤单列一个课时speaking，围绕三个话题，培养学生口语表达能力。
　“How much do you know invention ”
“a smart something”
　 “apply for a patent”
III单元教学目标
（1） 语言知识和语言技能
1、掌握下列词汇
vest heel patent officer petrol background reject possibility otherwise connection previous aware trail rider dusty pilot storage glue typewriter
allow for get stuck break away from be aware of trial and error after all keep track of
2、能够熟练地运用如下句型谈论创造发明（Talking about inventions）
The invention can help people…
This is a new way of …
What does it look like
How does it work
What’s it made of
The new invention will make it possible for people to …
3、复习定语从句，学会用定语从句描述、定义事物。
4、Learn to write a process essay of a new invention.
（2） 情感目标
1、Learn about what is creative thinking and arouse the Ss to know now to be a creative thinker efficiently.
2、Guide the Ss learn how to find a good way and share other’s invention.
（3） 学习策略
合作学习， 自主学习，学会运用“科学、技术、发明”等相关的词汇描述新发明创造。
（4） 资源利用
充分利用，改编课本资源，适当利用网络资源。
http://www. ( http: / / www." \t "_blank )
http://www./at_the_exhibition.html ( http: / / www. / at_the_exhibition.html )
http://www./topics/topic_science.html ( http: / / www. / topics / topic_science.html )
（五）两项主题任务
任务一：发明家知多少？
活动形式：要求学生介绍自己所了解的发明家。例如：
Thomas Edison is the most honoured American inventor. He invented the electric light bulb, the phonograph, and the moving picture-three of the most important inventions of the modern world.
任务目的：
1、扩大学生的阅读量；
2、培养学生的阅读兴趣；
3、提高科学意识。
任务二：发明展
可以这种方式开头：Let me describe our new invention and then show you its characteristics.
First, … Second, … Third, … Finally, …
活动时间：和speaking相结合
语言知识要求：
1、词汇：运用本单元所学词汇及有关发明的词汇，如：productive, trial and error, apply for a patent, receive a patent, hold a patent, sell a patent等。
2、句型：
① What’s it made of
② How does it work
③ I make this in order to…
④ This machine is used for…
⑤ It can be used in the way that…
语言技能要求：解说能力
活动形式：
1、个人活动：收集展示个人已有的发明，并展示给大家。
2、小组活动：选择展示品，确定解说员编撰解说词。
3、班级活动：布置展示台，并在发明作品相应位置写上相应的英语解说词，交流意见，选出最佳发明作品。
任务目的：
1、培养同学们对发明创造的兴趣。
2、增加语言输出输入量，提高语言表达能力。
3、增进同学间的合作与交流，促进学生对知识的渴求。
IV 教学重点与难点
（一）单元教学重点
1. Train the Ss’ listening and speaking ability by talking about inventions and listening to some materials.
2. Develop the Ss to grasp the main idea of the passage and help them to understand the passage better by explaining the different creative thinking way.
3. Enable the Ss to master useful expressions in this unit and review the Attributive clause and expand the knowledge of the attributive clause.
4. Do some writing practice to improve the Ss’ ability of writing a process essay of description of an invention.
（二）单元教学难点
1. Feed back the Ss’ self-reading effectively in class.
2. How to help the Ss to learn to express and support an opinion.
3. Master some new words and learn to use them freely.
4. Make a clear sketch of the Attributive clause to the Ss and expand it.
V 单元课时教学设计
Period 1 Warning up ＆ Listening
Period 2 Speaking ＆ Talking
Period 3 Pre-reading & Reading & Post-reading
Period 4 Language study ＆ Practice
Period 5 Integrating skill ＆ Writing
Period 6 the Revision of the Attributive Clause (possible)
Period 7-8 the two periods for exercises
Period 1 Warming & Listening
Goals 1. Improve the Ss’ listening ability.
2. Enable the Ss to get involved in the topic and familiar to some new words and expressions.
Step1 Lead-in
Today’s topic is invention.
When we speak of invention, we can’t help thinking of the four great inventions in ancient China. What are they Meanwhile， with the development of science more inventions have come about. These inventions are wonderful.
T：Now what invention do you think is the most useful Why
Ss: Collect the Ss’ opinion
T: But some inventions are so common that we often forget how wonderful they are. For example, zippers are very useful, but they are forgotten. Almost none of us know who invented them. Do you think so Do you think it is important to know how things were invented
If you want to invent something, you need to train yourself to have creative thinking to think about them in a different way based on the present things.
Now let’s do some riddles to see how clever you are (on the screen)
1. What is it that Adam has none Eve has two and everyone has three
2. What is it that the dead eat and that the living would die if they ate.
3. What is it that you use your head to your toes and the more it works the thinner it gets.
4. What is it that is not an airplane but moves through the sky not a river but is full of water
Step 2 Warning up and discussion
Let the Ss look at the pictures to tell anything special about each picture and then ask the Ss to match each picture with the correct description below.
Ask some questions:
1. What kind of shoes is it Is there anything special with the shoe
2. In picture2 the chopsticks can be eaten.
Which word means eaten edible chopsticks
3. What does nose-top computer mean
How can you use it
4. What does “inflatable bike” mean
What are the advantages of bikes of this kind
Discussion:
1. Which of these inventions do you think would be useful Why
教师可以帮助学生运用：I think ** would be the most useful invention because by using **, we can …
2. Is there anything you would like to invent If so, what and why
Possible sentence: I would like to invent a multi-use car. The multi-use car is a new type of car which can pass through any place when it is crowded. For example… You will never be late and save a lot of time for you.
Step 3 Pre-listening
We know when someone has invented something, usually he will go to a patent officer to apply for his patent. Now let’s listen to two dialogues.
In the dialogues, Mr Dean and Mr Scoles both have invented something. They’re trying to get the patent for their inventions from the patent officer. Let’s go through the questions on P15 first and then do the listening.
Step 4 Listening
Play the tape twice for students to listen to and them answer the questions. Play it a third time for the students to check their answers in pairs. At last check the answer with the whole class.
Blackboard:
Creative thinking
edible chopsticks
environmentally friendly(read-friendly)
inflatable
apply for 申请（vi） apply 应用（vt）
apply for a patent for sth
the patent officer
give a patent
hold a patent
step6 Assignment
1. Find out as many inventors as possible and try to describe one of most important inventors you think to the class, using the attributive clause if possible.
Period2 Speaking & Talking
Goals: Expand the topic around inventions to develop the Ss’ creating thinking and speaking ability.
Step1 Lead-in and reporting
T: Well, let’s begin our lesson. So far we’ve known some inventions and their inventors. Who is your most admirable inventor. Please describe something him or her to the class Anyone will be the first
Invite the some individual to report their preparations one by one.
Step2 Talking
T: We know inventions are important and great. It seems a little difficult to invent something. But do you think it is always difficult to think of something special
S: No, sometimes it is not so hard to think of “A smart something”. And in our real life. We can create many smart things, for example, a smart refrigerator can tell you when you need to buy more milk or eggs. A smart air-conditioner can change the temperature itself when it is becoming hot or cold.
T: What smart objects can you think of
Ss: Collect Ss’ ideas and then let the Ss turn to P131 Ex.1 and choose two of the smart devices below and have a discussion with your partner to see how they could be used and then decide one to give a report.
Smart money Smart shoes Smart basketball Smart clock Smart pen
Smart car Smart medicine Smart bike Smart heater
Step 3 Speaking (role-play)
From the last lesson we also know how to apply for a patent. Now you are in a patent office. Let’s play a game. Each of you will be given a role card work in groups of five: four inventors and one patent officer. Each inventor should explain how the invention works and why it is useful. The patent officer should ask question and decide whether each invention is a good or not. And I’ll show you some useful expressions to help you. In the end show out some example dialogues.
This invention can help people…
This new invention will make it possible for people to…
This is a new way of…
It has many functions like…
What does it look like…
What’s it make of…
How does it work…
How would people use it
What are some advantages compared to other product of this kind
专利官员评判时可使用以下句型:
1. I’m much impressed by ________
2. I think your invention is ____________
3. That’s really a good idea ___________
4. I’m afraid it might not _____________
5. I’m sorry ,but I can’t give you a patent for
6. I think you can have the patent for ________
Possible examples：
A=Patent Officer
B, C, and D =Inventors
A: Good morning. Please tell me about your invention.
B: Yes, well, I have invented a car that uses water instead of petrol. This invention is great for the environment. Imagine how nice and clean our cities would be if we didn’t have all the air pollution from cars.
A: Yes, it does sound good. How does it work
B: Well, I can’t explain the details, but it uses a new kind of engine that can turn water into energy. The new engine is a bit expensive, and the cars won’t be able to drive very fast, but I think it will become cheaper with time. It is a new way of producing energy, so we will have to build new cars. It can’t be used for normal cars.
A: I see. What about your invention
C: I have invented a machine that makes it possible for people to know the future.
A: That sounds incredible! How does it work
C: It’s a small computer that is connected to your brain. It uses everything you know, and all the information on the Internet. Then I use a special equation to guess what will happen next. The machine is right almost90% of the time.
A: How would people use it
C: Well, let’s say you want to know what questions will be on the maths test next week. You ask the computer to guess and it will predict the questions. Or, if you want to know what will happen two weeks from now, you just type in the date and the computer will describe what will happen to you.
D: Excuse me, may I tell you about my new invention
A: OK.
D: I have invented a flying bicycle. This invention can help people get around in crowded cities.
A: What’s it made of
D: The bicycle is made of very light plastic. The bike doesn’t weigh more than 50 grams.
A: And how does it work What does it look like
D: There is a small engine on the bike----it looks a bit like a helicopter. If you want to fly, you just start the engine and take off.
( The discussion continues.)
Step 4 Extensive Listening practice (part 1)
Go through Ex.1 on P130 and do extensive listening practice for exact information
Step 5 Summary
Today we’ve learnt how to express and support an opinion. And we’ve learnt how to apply for a patent when you have made an invention. Many of you have wonderful ideas about new inventions. Study hard now and I believe you’ll make your own invention in the future.
　　Step6 Assignment
1. Preview the text and learn the make out difficult sentences new words and expression.
2. Draw your invention and to apply for a patent, please give a good description to it, including how it looks, how it works, and how people can use it.
Period 3 Reading
Goals: 1. Learn the text and train the Ss’ reading ability.
2. Learn some useful words and expressions.
3. Help the Ss to learn to be more creative.
Step 1 Lead-in and Pre-reading
T: Greeting and ask:
In modern times, we have so many inventions What inventions have you known
Yes, the inventions can make people’s life easier and better. They will do a lot of good to people.(on the screen)
① But how do they come up with ideas for new invention.
② Do you think you have to be very intelligent to be an inventor
③ Are some people born creative or is it possible to learn to be creative
If you want to be an inventor yourself, you must have a lot of questions. New read the passage quickly to find the answers to these questions above.
Step 2 Reading
Allow the Ss a few minutes to find the answers to the questions.
T: Are you finished
Ss: Yes.
Then collect different opinions from the Ss.
Focus on:
1. Why is it possible to learn how to be creative
Because creative thinking is a matter of habits. By thinking about how we think and practising good thinking strategies. We can become more creative.
2. Why people don’t have to be very intelligent to be an inventor
First he or she should be intelligent. But not very because only some of the thinkers did well in school. And creativity is not about getting high test scores having a high IQ or being smart
By the way, what does EQ stand for
3. Guide the Ss to say out the following points.
① People should try new ways to solve a problem and break away from old thought patterns.
② People should try to combine new with old ideas in many different ways as possible. By comparing and connecting ideas and objects in new ways. People may think of new application and solutions.
③ Good ideas are no accident. They are the result of a long process of trial and error. So keeping trying is important. Failure is the mother of success, as we know.
Step 3 Careful reading
As paragraph one notes, great thinkers seem have little in common-----they have different backgrounds, IQ and education. What they do have in common are the thinking habits outlined in the reading
1). What are their thinking habits according to the text
Can you find a sentence from the passage to explain each thinking habit
2). What’s creative thinking
3). If we keep trying some of the thinking strategies of the great and famous, what may be the result
4. True of False: Do Ex1 of post-reading On P60.
Step 4 Explanation and Listening
Check the Ss’ prevision and explain some difficulties the Ss raise. Meanwhile show the important phrases on the screen.
1. be born creative/ blind/ a singer
2. come up with
3. allow for 为…作准备，顾及
4. get stuck
5. break away from
6. become/be ware of
be aware that 从句
7. remain invisible
8. get high test scores
9. reject
10. inspire
Let the Ss listen and under line the words about.
Step 5 Discussion
Now look at part2 on the same page. Here are five examples which have been mixed up.
Read the short passages carefully and place them in the right paragraph. You may have a short discussion with your partner.
1. Think outside the box.
2. Keep trying.
3. Keep trying.
4. Take another look at it.
5. Make connections.
Step 6 Extensive Reading for discussion(materials attached)
1. who is the young scientist What nationality is he
2. what is the teenager’s invention
3. what do the judges think of the new invention
4. what advantages does the new invention provide
5. how many projects take part in the competition and how many of them made it through to the final round
　Discussion:　1.Is a creative student always a top student in subjects
2.What do you think makes him a creative student
Step 7 Summary Assignment
Today we’ve read about how to be creative. And also we’ve learnt some useful phrases. After class please re-read the passage to understand it better and master the new words. Don’t forget to finish the vocabulary exercise on P131, P61.
Period 4 Language study: Grammar
Goals: 1. Review the useful expressions learnt in this Unit.
2. Learn the derivatives of some words.
3. Review and expand the Attributive clause.
Step 1 Check the homework
Ex.3 P61 and Ex.2 on P132
More(on the screen):
1. I got stuck when I’m is spelling a word in a crossword puzzle.
2. He reminded me of what I would otherwise have forgotten.
3. By looking at a problem in as many ways as possible creative thinkers can find solutions that would otherwise remains invisible.
4. It is easy to limit the possibilities of new idea by connecting it to only one area of our previous knowledge.
5. Some of the greatest inventors forced themselves to develop new ideas even when they are tired on feel inspired.
6. If we look only for the correct answer and reject ideas that don’t provide a complete answer, we may get stuck.
Step 2 Word study
1. Now let’s do wore about word study
Please change the form of the following words.
trial (v)
application (v)
inspiration (v)
eraser (v)
involvement (v)
produce (n)
fail (n)
possible (n)
deep (n)
awareness (adj)
ivedicine (adj)
attract (adj)
produce (adj)
2. Do exercises
① He worked very hard during his (try) period at the company.
② What is the (store) limit of laptop computer.
③ Is there any (possible) of solving this problem
④ To learn think well, you have to learn to make (connect) first.
⑤ It’s necessary to raise high school students’ (aware) of self-defence.
⑥ Einstein’s Theory of Relativity has changed the process of (physical).
⑦ The deepest point in the ocean is generally believed to be in the Marianas with a ______(deep) of about 11.033 metres.
Step 3 The Attributive Clause
After so many exercises, now let’s play a game.
I’ll read out information about some great scientists.
Listen carefully and let’s have a competition between boys and girls.
Anyone who stands up and give the right name will get one score.
Are you clear
1.the film-maker, whose name is always linked with his cartoon characters, such as Mickey mouse and Donald Duck.
2. the scientist, who was born in Germany but spent his last years in the USA.
3. the inventor , among whose big inventions are electric lighting and the motion picture camera.
4. the actor , whose many great films were City Lights and Modern Times.
6. the famous singer, whose famous songs include Blowing In The Wind.
7. the great physicist from England, who discovered the Law of Gravity.
8.the political leader, who lived in China before the Liberation and contributed to the foundation of China
9. the president, who fought for the freedom of slaves in the USA.
10. a female person , who was Adam’s wife.
T: (slide some of the sentence on the screen) Is there anything special for all these sentences
Ss: Yeah, they are all the attributive clauses.
T: Yes, now we’re discussing more about the clauses.
Turn to P61 Grammar Ex2
Please join the part of sentences, following the example.
Do them orally first and then write down.
Step 4 Consolidation
测试性评价
请指出哪句是错的，错在哪儿？
1. I will never forget the day when I spent with you.
2. I will never forget the day when I studied with you.
3. Is this the factory that he visited the other day
4. Is this the factory that his father once worked
5. The man, from who I learn a lot, is Li Ping.
6. The book, that he bought yesterday, is popular with us.
7. Was it at five o’clock when the fire broke out
选择最佳答案填空：
1. I shall never forget the day Shenzhou V was launched, has a great effect on my life.
A. when; which B. that; which C. which; that D. when; that
2. I think you’ve got to the point a change is needed, or you would fail.
A. when B. where C. that D. which
3. The course normally attracts 20 students year, up to half will be from abroad.
A. in which B. for whom C. with which D. of whom
4. is known to everybody, Taiwan is part of China.
A. It B. As C. That D. What
5. The operation turned out to be very successful, was more than we could expect.
A. what B. which C. that D. it
6.. The British are not so familiar with different cultures and other ways of doing things,
is often the case in other countries.
A. as B. that C. so D. it
7. It was in the street I live I met Mr Green.
A. Where; that B. where; which C. /; where D. that; which
8. This is the boy parents I met in the park yesterday.
A. who B. whom C. that D. whose
Step 5 Activities if possible
In fact, the attributive clause is very important and useful. It helps to describe something new to people.
For example:
An inventor is some one who......
The patent office is the place where......
A clock is a small machine which......
Would you please have a try and finish Ex1 P61
Step 6 Assignment:
1. Finish off wb for Grammar on P132-133
2. Preview Reading on P133 and try retell about some invention in the future.
Period 5 Integrating Reading & Writing
Goals: 1.Learn a reading passage to improve the Ss’ reading ability and learn about science metaphors.
2. Do writing practice to improve the Ss’ ability of writing a process essay around computer.
Step 1 Lead-in and talking
T: How many of you have a computer at home Please put up your hands. Who do you do with your computer
S: I search for information on the Internet.
Play games with it.
Draw picture or type a file.
Send e-mails to friends.
Listen to the music.
Watch football matches.
Read books on the Internet.
T: Yes, we can do these things mentioned easily depending on computers. But we can also do these things without a computer.
S1 we can go to library to look for the information needed. But it’s much quicker and more convenient if we use a computer as a typewriter to type letters
S2 Listen to music on the tape recorder.
Watch football matches, on TV, etc.
T: You’re quite right. Now technology is often used in old ways. That means we can use some old words to describe new technology and science for example “store, memory, cut, paste”. We call these science metaphors. Now please have a discussion in groups of four to complete the chart shown on the screen.
The Internet: used as a library/ TV/ telephone P
used to send e-mails
read news from home and abroad
Cellphone: used as a telephone/ a telephone directory/ a video game player
a watch/ a calender/ a alarm clock/a torch
Step 2 Reading
T: Well done Now we are going to read a passage about science metaphors. Turn to P62 and try to find out the answer to the two questions.
1. Why are scientific metaphors like “memory” and “cut and paste” useful
How many they limit our thinking
Answer: They make it easier for as to understand and use a new tool. They may make it more difficult for us to use the new invention in the best way.
2. Think of more words we use to talk about computers and Internet. How well do they describe the things or action they are used for Are there other words we could use tat might be better
copy, file, delete, lock, enter, return, store
Step 3 Listening and explanation
1. Read the passage again and get the following phrases. Then ask the Ss to make some sentences
be said to do.
A be similar to B
be different from
after all
Now(that) 既然
2. Read the passage aloud; one student one paragraph..
Step 4 Pre-writing and writing
T: Just now, we talked about computers. Most of you have a desktop computer at home. And as you can see, I’m using a laptop computer.
T: Yeah. These are the most popular computer that use can final. But have you ever heard that a new type of computer---the palmtop computer has been invented. (show the picture)
This is a palmtop which is a kind of computer that we can put on our palm. It’s very small, light and convenient to carry about Do you like it
S: Yes, I wish I could have one.
T: From these computers. We know computers are getting smaller and smarter. Can you imagine what the first computer was like
S: I must have been very big people need a large house to put it in and run slowly. It was built in 1946.
T: What do you think they will look like in the future and how we will use them
Who’d like to tell us your opinion
Collect the Ss’ opinions.
Possible opinions: Look like a watch or a cellphone.
Use them to watch TV, read books, ......
Check the date arrange memory thing for people.
That would be a real computer society.
T: Very good. Now, imagine that you had to describe a computer to someone who lived in the 19th century.
How would you explain it What would you compare it to
( look like, development, uses of computers in different fields, machine, at high speed, calculate, in many fields, it is said that) These words maybe available and helpful
Let the students have a discussion and writer their composition. Check one student’s writing and then give out a sample description.:
Samples:
Have you ever seen a computer Now let me tell you something about the computer. A computer is an electric calculating machine that can store and recall information and make calculations at very high speed. It is a wonderful machine and can do most of the things people can do, but it can work millions of times faster. The first large, modern computer was built in 1946, and people needed a large house to put it in. In the last few years there have been great changes in computers. Today they can be used in many fields. People even use it to pay their bills or order what they want . It is said that in the future computers would arrange everything for people, and do almost all kinds of work. That would be a real computer society! I believe that the computer will sure become smaller and smart, which you take where you go.
Step 5 Summary and Assignment
Today we read a passage about toe scientific metaphors and know these phrases (omission). In this Unit we also learn how to become more creative by practising good thinking strategies. They can be used to study English too. Read the tips on P64 and try the ideas in future and they are helpful for your English study. Don’t forget to finish the workbook
VI 备课体会
1、本单元教学设计基于教学参考和课本资料，教学任务高计主要围绕以下几个主题：①任务目标。教学步骤中每一步都将成为下一教学步骤的铺垫，在每一步骤中，教师设计具体任务，让学生参与到课堂互动中，并完成具体的任务。在写作课中，Discussion能充分使学生如释重负。②自主学习。本单元的两个主题任务渗透中Period 2 和 Period 3 Reading部分，都要求学生在课余进行资料收集、整理并在课堂上报告，对于基础较弱的学校，教师可以事先收集资料让学生课前阅读。③着重思维培养，围绕话题 Invention 进行多方面的扩展，并且能较好地利用 Pre-reading 部分，引发学生积极思维、讨论。 Post-reading 作为较高要求进行教学设计，可选择使用。④课堂总结，当堂巩固。每堂课都进行总结，并复习重点词汇。在授课过程中，在师生互动中呈现并教授新学词汇，并落实在课文和练习巩固中。对于长句、难句，教师进行控制性提问和分析。⑤尽量引入最新的科技，富有时代性，并引导学生利用网络资源。
2、课堂容量较大，特别是练习。在实际上课中很可能需要调整课时,特别是Period 3 Reading 部分。一般来说，一个单元需要7-8个课时，5-6个课时加上2节练习课（同步作业本），本单元中还需一个课时全面复习定语从句。
PAGE
20Period5 Integrating skills
Goals: 1. to help students to understand the passage better
2. to help students to create a flow chart
Step1. Warming up:
T: Now I would like to check how much information you have got from the internet about Chinese cultural relics and some archaeological sites.
Give students a few minutes to show their information.
Step2. Reading:
T: Ok, all of you did a very good job. From your information ,we can see, China is a country with an ancient civilization. It has a long history and brilliant culture. Do you know the roots of Chinese culture Let’s come to the passage Roots of Chinese Culture.
First reading :
Answer the following questions:
1. How many archaeological sites are mentioned
2. When and who discovered them
Second reading:
Ask students to read the passage as quickly as possible and do the exercise.
Choose the best answer of the following:
1. Which of the following statements is right according to the text
A. Jinsha had no trade links with other areas.
B. The ivory and animal bones found at Jinsha are of no real value.
C. Sichuan has a history of more than 2300 years.
D. Many of the relics at Jinsha have no connection with those found at Sanxingdui.
2. At Jinsha Relics, archaeologist found _______.
A. gold and jade B. bronze and stone objects
C. many ivories D. all of the above
3. Archaeologists are scientists who ______.
A. study nature B. do research on animals
C. study the buried remains of ancient times D. give instructions to students
Suggested answers: C D C
Listening to the tape of the passage:
After listening ask students to complete the chart.
Jinsha Village Sanxingdui
Location
Culture relics unearthed
Archaeologists’opinions/hopes
Links
Step3. Enjoying and Discussing
Show some pictures about unearthed objects in the Sanxingdui Ruins Site.
T: Let’s enjoy the archaeological discoveries in the Sanxingdui Ruins Site. These objects are very precious.But now some of them are stolen and some are damaged after they are unearthed.So as a citizen, what should we do to protect our country’s relics
Give students a few minutes to discuss the topic in groups.
Step4. Writing:
T: Now, suppose you have discovered some old things under the ground by chance, what should you do to protect them
S1: Put them into the earth again.
S2; Report the police at once.
S3: Have a check first, if they are valuable…
……
Ask students to surf on the internet to find out the procedures of protecting archaeological finds. Then create a flow chart about it.
T: Can you make a poster showing a flow chart of the things you should do when you have discovered some old things in the ground
If students have difficulty in doing it, let students study the flow chart on the book Page80.
Step5. Homework:
According to the chart, write a short composition to tell the procedure in their own words.
Supplement for this lesson
Read the following passage:
Baghdad’s museums and libraries are almost empty. Thousands of priceless artifacts have been stolen or destroyed by people in Baghdad almost overnight.
Since US forces entered the capital and brought about the fall of Iraqi President Saddam Hussein, the city has suffered from a loss of law and order.
The serious situation led archaeologists from all over the world to meet in Paris on April 17. they tried to work out how best to save Iraq’s cultural heritage. “The Iraqi National Museum is the only museum in the world that shows all the steps in the history of mankind,” said Damerfji, professor of archaeology at Baghbad University. “These witness to our own development have gone, they are gone.”
Mesopotania, part of modern-day Iraq, was one of the world’s earliest civilizations. Its Greek name means “between the rivers”. These rivers are the Tigris and Euphrates(底格里斯河与幼发拉底河)，and were home to prehistoric man. On the riverbanks, the Mesopotamians were the first people to study the stars, develop the written word and organize law.
In the ancient city of Babylon(巴比伦)，about 50km south of today’s Baghdad lay one of the seven wonders of the ancient world- the Hanging Gardens. These were filled with many levels of trees, flowers and waterfalls.
“All this shows that Iraq has a very, very rich cultural heritage which is respected by scholars as one of the richest cultural heritages in the world,” UNESCO deputy director Mounir Bouchenaki said
He said UNESCO plans to send a group of experts to Iraq soon. “Otherwise everything will be destroyed,” he said.
1. Why were so many valuable artifacts stolen or destroyed in Baghdad overnight
A. US forces entered the capital
B. Iraqi President Saddam Hussein fell out of power
C. The city suffered from a loss of law and order
D. All of the above
2. Why did the archaeologists meet in Paris
A. They intended to prevent the American troops from entering the museums
B. They tried to work out how best to save Iraq’s cultural heritage
C. They tried to stop people from visiting the museums
D. They planned to work out the plan to save the Hanging Gardens.
3. The Iraqi National Museum is______.
A. the only museum in Baghdad
B. the only museum in the world that shows the whole history of mankind
C. the only museums that was robbed
D. the oldest one in the world
4. All the following statements shows that Iraq has a very rich cultural heritage except______
A. Mesopotamia was one of the world’s earliest civilizations
B. The Mesopotamians were the first people to study the stars, develop the written word and organize law
C. One of the seven wonders of the ancient world-the Hanging Gardens lay in the ancient city of Babylon
D. The American troops brought about the fall the Iraqi President Saddam Hussein
5. UNESO may be _____
A. an Iraqi religious organization
B. the Iraqi National Museum
C. a federation(协会)of archaeologists
D. an organization belonging to the United States
自我评价(writing-assessment)
Yes No
Do the flow chart and description have a clear title which immediately shows what they are about
Are all necessary steps included
Is the procedure clear and simple
Does the flow chart show different actions, decisions and involvement of other people
补充材料 (Reference for teaching in this unit )
1. 参考网址: http://www ( http: / / www ). / szdaily/2003/1022/ca589054.htm
http://www./shaanxi/xran/banpo 018.htm ( http: / / www. / shaanxi / xran / banpo 018.htm )
http://www. chinadaily./en/doc/2003-10/27/content-275930.htm
http://archaeology./od/artandartifacts/
2. Background information about Sanxingdui Site
Sanxingdui Site,existing from China’s Neolithic Age to the Shang and Zhou dynasties,is a site of Sichuan Culture which is located in Guanghan,Sichuan,and covers an area of 12 square kilometers.Since its discovery in 1929,many surveys and excavations have been conducted on the site,especially the seven large excavations since 1980 during which more than 4000 square meters were unearthed.Many importent ruins such as houses ,ash pits ,tombs,sacrifice pits and city walls were excavated in which archeologists found a large number of bronze,gold,jade and ceramic wares.Among the unearthed objects,bronze wares are the most valuable.Many of them are surfaced with cinnabar,some figures even wearing makeup.The excavated bronze human figures are not only large in size and great in number,but also uniquely designed and exquisitely made,which are rarely seen in central.China’sites of the Shang Culture.Sanxingdui Site is designated both as a key site under the state protection by the State Council and a world cultural heritage by UNESCO.
“Twelve Bridges”Site,located in Chengdu,Sichuan,is a site existing duing the Shang and Western Zhou dynasties.It is also a key site under the state protection.
3. Some information about Emperor Kang Xi
Kang Xi was an enlightened emperor who studied both Chinese and Western cultures. He was one of the strongest of the Qing emperors. He was brilliant, tireless, moral and devoted to the ruling over the country. He was rise long before sunrise and by five A>M. would begin to recive officials; his day rarely ended before midnight. In Chinese history, Kangxi is considered one of only a handful of emperors that fit the ideal pattern.He knew several languanges including Manchurian,Mandarin,Mongolian and Tibetan.He was expert in Confucianism,poetry and calligraphy while showing extensive interest in astronomy, mathematics, geography, medicine, philosophy, painting and music. His accomplishments in astronomy,geography and mathematics can be seen from the instruments he used,which are included in the “study of Science”category.
The most valuable piece in the “porcelain”section will be a blue and white porcelain vase during the reign of kang xi,the only porcelain relic from the Forbidden City Museum;the others are from the collextions of the famous Musee Guimet.说课稿：
单元：Unit 20 Archaeology
Ｉ． 单元教学目标
技能目标GoalsTalk about archaeological discoveriesPractise expressing curiosityReview the use of “it”Create a flow chart
II． 目标语言点
功 能 句 式 1.Talk about archaeological discoveries2.Practise expressing curiosity I wonder what/ who… I’m curious to… I wonder if/ whether… I’m curious about… I really want to know… I’d love to know… What I’d really like to find out is… I’d like to know more about…
词 汇 1.重点词汇decoration spear pot emperor pin clothing distinction centimeter clay arrow dozen cushion spare tend approximately average lorry link monument homeland statue remote distant quantity mask accompany vast square triangle2.认读词汇archaeology archaeological archaeologist curiosity pottery copper artefact ivory site investigation 3. 词组in terms of in the eyes of lend a hand serve as dig up
语法 Review the usage of “it”, pay attention to the following structures:1.It +be +强调对象 +who/whom/that +句子其余部分. 2.It is said / believed / reported / thought /known…+ that…
重 点句子 1．The discovery is important for a variety of reasons.2. In term of technical development, people were going from the Stone Age to the Bronze Age.
III． 教材内容分析
通过讨论考古发现，激发学生的好奇心和求知欲望。帮助学生了解考古知识，掌握有关考古学的词汇和语言技能，并激发学生的民族自豪感。考古学是人类知识增长最快的领域之一。在信息与知识经济时代，学生对考古知识的渴求仍然是迫切的。
Warming-up 第一个练习要求学生描述石器时代、青铜器时代、汉朝、唐朝四个时期中国人的生活状况。探讨这些问题具有研究和交流的性质，并发挥学生的想象力。第二个练习要求学生列举这四个时期的重大考古发现，对考古有进一步的了解。
Listening 谈论古代法国人捕猎的一种武器。听力难度较大。
Speaking 是一种任务型教学活动，讨论话题包括人工制品、墓葬、出土的城镇等，来培养学生运用表达好奇的日常交际用语和就感兴趣的话题提建议的能力。
Pre-speaking 是3个开放性问题要求学生小组讨论，勤于思考。为学习阅读课文做内容上的铺垫，在讨论的过程中学生也学到了一些词汇，为学习阅读课文做好了内容和语言上的准备。
Reading 有关英国巨石王的考古发现的介绍并介绍它的考古价值。
Post-reading 第一个练习是列举巨石王墓葬中的物品，并对这些物品进行了合理的分类。第二个练习教会学生一个重要的考古方法，也培养了学生分析和判断的能力。第三个练习是拓展性问题。
Language study 分词汇和语法两部分。Word study是根据所给的解释从阅读课文中找出适当的词。该练习帮助学生理解课文中的生词含义。第二个练习要求学生根据所给的句子情境，用所给词的适当形式填空。该练习有助于教会学生词汇学习的方法。Grammar 复习it 的用法。 重点复习 it 作为形式主语的用法。
Integrating skills Reading 部分探讨了中华文明的源头,介绍了四川考古的发现。
Writing 部分要求学生编流程图并增强学生保护文化古物的意识。
Tips 介绍了怎样编一个流程图.
IV. 单元预习任务（Pre-unit Activities: Preview Task）
1. 阅读教学目标和要求，了解本单元话题和任务，充分做好课前预习工作。
2. 预习语言知识，包括词汇表里的词汇和扩展词汇，掌握词义、发音、词性以及其基本用法。鼓励学生勤查字典。
3. 鼓励学生多渠道（如报刊、杂志、网络等等）查阅并了解与本单元话题有关的背景知识和材料。（ 提供相关网址）
4.课前学生分6组搜寻下列材料：
Group1. The life of people in ancient times.(especially in Stone Age, Bronze Age, Han Dynasty and Tang Dynasty)
Group2: The ways of hunting in ancient times.
Group3: Search more information about historic persons, such as emperor Kangxi, emperor Qianglong.
Group4 Search more information about Stonehenge.
Group5 Collect the usage of it
Group6. Find more about Chinese cultural relics and some archaeological site
5. 学本单元时要求学生把收集的所有资料放在班级展览。
6. 做好每课时的课前具体预习任务。
V. 课型设计与课时分配（经分析，本单元可以用5课时教完）
1nd Period Warming up, Speaking
2rd Period Listening
3st Period Reading
4th Period Grammar
5th Period Integrating Skills
VI. 教学计划
Period 1 Warming-up & Speaking
Goals: 1. To encourage students to express curiosity.
2. To help develop students’ imagination.
3. To enable students to talk about archaeological discoveries.
Teaching Procedures:
Step 1 Warming-up
Show some pictures of unearthed objects.
T: What can you see in the picture
What’s the use of the object
Do all of the objects have something in common
( They are all Chinese archaeological discoveries. They were once used by people in the past..)
In which periods were the objects used by people
(The first object is used by people in Stone Age, second one in Bronze Age, third one in Han Dynasty and fourth one in Tang Dynasty)
T: We know that the life of people is different during the different periods. Now Let’s describe the life of people during the periods mentioned above. You can describe it according to the questions:
1. What did they eat
2. Where did they live
3. What did their homes look like
4. What kind of tools did they use
5. What objects have we found from their age
6. What kind of entertainment did they have
Then ask students to complete the chart.
Stone Age Bronze Age Han Dynasty Tang Dynasty
Food
Housing
Home decoration
Tools
Artefacts
Entertainment
Step2 Speaking
1.Show students some valuable Bronze Wares unearthed in the hometown of terri-cotta warriors.
T: Where were the famous finds
Where can you go and see them now
If you have a chance to visit the site, what would you like to know more
S: I’d like to know more about…
S: I wonder what /who…
S: I’m curious about…
……
T: Well done. We can use some sentences to express our curiosity.
Ask students to learn the useful expressions:
I wonder what / who… I really want to know…
I’m curious to… I’d love to know…
I wonder if / whether… What I’d really like to find out is…
I’m curious about… I’d like to know more about…
2.Show students the latest archaeological discovery in local area.
T: It’s reported that people have discovered some finds in Yongchang Castle (永昌堡)
Maybe you are curious about it. What would you like to know if you are an archeologist, what will you do
Ask students to work in pairs and talk about archaeological finds, such as artifacts, tombs or unearthed towns in Yongchang Castle. Then encourage students to make dialogues in pairs. At last ask some pairs to perform their dialogues in front of the class.
Step4. Learning the sample dialogue in the book:
Ask students to listen to the dialogue and underline the sentences used to express curiosity. Then encourage students to act the dialogue out.(If time limited, ask students to finish it after class.)
Step6. Homework:
Collect as much information as you can about the ways of hunting in ancient times.
Period 2 listening
Goals: 1.to arouse students’ interest in the life of ancient people
2. to improve students’ listening ability
Step1. Pre-listening
Show a short video about what life was like in stone age.
T: What giant wild animals lived in the past
In what ways did people hunt animals
What did people use as a hunting weapon
Step2. While-listening
1. Listen for the first time
T: We are going to a conversation in which people are talking about an object or a tool which we have never heard of. Listen carefully and find out:
What is the object they are talking about
A. a weapon for war B. a weapon for hunting C. a tool for cooking D. a spear
2. Listen for the second time:
T: The students in the conversation are very curious about the object. They ask some questions to express curiosity .Have you got them
If you have a chance to ask Teacher about the weapon, what kind of questions would you like to ask (Collect as many questions as possible)
Then ask students to listen to the tape and write down the five questions asked by the students on the tape.
3. Listen again:
Let students answer the following questions:
①How far can you throw a spear with a tool like this
A. 25cm B. 50metres C. 300 metres D. 180metres
②What kind of animals did people kill with it
③How did people in South America and Australia know about this tool
Step3.Discussion
T: What else do you think the object could be used for
What do you think of our ancestors, are they clever
In what ways can you think of to show our ancestors are clever
Step4: Workbook listening
First show students the following material for them to read . After they have a little knowledge of the underwater archaeology , Teacher deal with the listening exercises on workbook. If students are interested in this subject, Teacher can ask them to surf on the Internet to find more information.
Underwater archaeology
Underwater archaeology as a specialisation of archaeology has only come into being in about the last thirty years. Before that time, divers could go down to ships, but they did not have the equipment to stay under water long enough to do their work. The development of better diving equipment and mini-submarines has also made it possible to reach sunken ships at greater depths, where it is too dark, the water pressure too high and temperatures too low for divers. The mini-submarines can also carry robots which can be operated from the ship to perform heavy or dangerous tasks. New technologies have also only in the past few decades been developed to help archaeologists locate sunken ships. Together with these techniques, computers and the development of the Internet have made it possible to search archives for information about ships and identify ships when they have been found.
Step5. Homework:
1. Search more information about historic persons, such as emperor Kangxi, emperor Qianglong.
2. Search more information about Stonehenge.
Period3 Reading
Goals:1. to develop some basic reading skills
2. to learn about the king of the Stonehenge discovered by archaeologists
3. to enlarge the students’ vocabulary in talking about archaeology and historic events
Step1. Warming up:
Let students discuss in groups.
T: 1.Can you list some great emperors in Chinese history
2.Which emperor in Qing Dynasty are you most familiar with
3.Please tell something or some historic events about him.
Step2. Pre-reading
T. 1. After kings and emperors died, what objects were buried with
2. Why were dead kings given these objects after they died
Step3. While-reading:
Show a picture of Stonehenge .
T: How much do you know about Stonehenge
Have you heard of the king of Stonehenge
Ask students to read through the title ,the picture, the first and last sentences of each paragraph, and try to find out what the text can tell us.
Go on to ask students to divide the passage into two parts and sum up the main idea of each part.
The suggested answers:
Part1. (para1-3): The discovery of a grave
Part2.(para4-7): The importance of the discovery
Later ask students to go through the whole passage quickly to find out correct answers to the following questions in 7 minutes:
1. Which are not included in the things that were found in the grave of man
A. Tools, a bone pin, a bow and a cushion stone.
B. A copper knife and materials to make arrows.
C. Two pots, arrows and materials to make arrows.
D. Some chicken and grains.
2. The man buried in the grave might be______ at that time.
A. a poor man B. a kind-hearted man C. a rich man D. an ordinary man
3. Why is the man buried in the grave called the “King of Stonehenge”
A. He was buried three miles from Stonehenge.
B. He might be a member of a power class who might have organized the construction of Stonehenge.
C. He had the oldest gold ever found in Britain.
D. All of the above.
4. We can infer from the Passage that _______.
A. how Stonehenge was built
B. the King of Stonehenge was from France
C. Stonehenge was built through several ages
D. Stonehenge was built because of wars
(suggested answers: D C D C)
Step4. listening
Listen to the tape of the passage with the questions:
T: Why did the archaeologist think the discovery is important
Suggested answers:The discovery is important for a variety of reasons.1. His grave is the richest of any found from that period. 2. He was the king of Stonehenge who was linked to the stones. 3. He is an example of people who brought culture and new techniques from the European mainland to Britain
T: How did the archaeologist know the man is an example of person who brought culture and new techniques from the European mainland to Britain
Suggested answers:From the objects that were found in the grave.
T: What objects and materials were discovered in the grave of the King of Stonehenge
Ask students to complete the word web.
T: From things that were found in the grave , archaeologists now believe that people in the Bronze Age in England had trade and cultural links with other parts in Europe. Please give examples of such links and what was traded.
Ask students to fill in the form:
Country or part of Europe Material or object of trade
West Wales Stones to build stonehenge
Step5. Consolidation:
Decide if the sentences below are true or false.
1. When the King of Stonehenge died, he was about 50years old.
2. From tests on his teeth, it is certain that he spent his childhood in English.
3. The most amazing find was two gold earrings.
4. Stonehenge was begun around 2300BC.
5. In terms of technical development, people were going from the Bronze Age to Stone Age at that time.
6. It has been proved that the copper knives came from Spain and Western France.
Suggested answers: F F T F F T
Step6. Homework:
Retell the passage or recite one paragraph.
Review the use of “it”.
重点词语拓展
1. curiosity n. 好奇，好奇心
She’s full of curiosity.她充满好奇。
I have very little curiosity about her private life. 我对她的私生活一点也不好奇。
2. decoration n. 装饰；装潢
The vase is just for decoration. 那个花瓶只是为了装饰。
The decoration of the bedroom was done by my wife. 卧室的装饰是我太太做的。
decorate vt. 装饰；修饰
She decorated her room with flowers.她用鲜花装饰她的房间。
3. date back to 追溯到；上溯到
This custom dates back to the 16th century. 这风俗起源于16世纪。
4. in terms of 就……而言；从……角度；根据；按照
A 200-year-old building is very old in terms of American history.
从美国历史来看，200年的建筑是很古老的了。
5. technical adj. 技术的；工艺的；专业的
He has had good technical training.他受过良好的技术培训。
6. root n. 根源；来源；根
The love of money is the root of all evil. 爱钱乃万恶之源。
have root (s) in……起源于
His unhappiness has its root in his boyhood. 他的不幸起源于他的少年时代。
7. climate n. 气候；（具有某种气候的）地区
The climate of Italy is milder than that of Britain. 意大利的气候比英国的温和。
8. dig up挖出；掘起
Father dug up an old coin in the garden. 爸爸在花园里掘到一枚古币。
9. accompany vt. 陪伴；陪同；拌着；附带；伴奏
She accompany her friend to the concert. 她陪同朋友去听音乐会。
疑难句式分析
1.Next to them lay a cushion stone, upon which the man could work metal.
在他们的旁边放着一块垫东西的石头，这个人有可能在上面锻造金属。
本句用了全部倒装结构。Next to them 是介词短语作地点状语，lay 是不及物动词, a cushion stone 是名词作主语。这些都是全部倒装结构的必要条件。如：
Behind the mountain lies a small village. 山后有个小村庄。
upon which 引出一个非限制性定语从句。又如：
I saw a table in the corner, upon which lay a pile of books.
我看到角落里有张桌子，上面放着一叠书。
work 此处用作及物动词，意为“（用手）制造或加工”。
如：He worked the wood to make a bowl.
他把这块木头做成一只碗。
2. Archaeologists tend to believe that this man was a member of a powerful class who may well have organized the construction of Stonehenge.
考古学家倾向于认为这个人是统治阶级的成员，他很可能组织了巨石城的建设。
tend to do sth. “倾向于做某事；易于做某事；往往会做某事”。　如：
People tend to believe women should do more housework.
人们倾向于认为妇女年应多做家务。
３.Iron came later, in what was called the Iron Age.
后来，也就是在所谓的铁器时代，出现了铁器。
what is /was called 或　what people call/called 是习惯说法。意为“所谓的；人们常说的”，相当于so-called。如：
This is what people call radioactivity.
这就是人们常说的放射。
Period4 language study and Grammar
Goals: 1. to review the use of “it”
2. to get students to learn and master the usage of some new words and useful expressions in this unit
Step1.Revision:
Ask students to retell the passage according to the following key words or phrases.
archaeologist, find , a grave, date back to, be buried with, objects, such as, discovery, important, a variety of reasons, richest, three miles from, the King of Stonehenge, have a hand in ,an example of, bring,culture and new technique…
Step2. Word study:
1.Words spelling：
①.I know a person who studies _____(考古学)in the National Museum.
②. He is full of _______ (好奇心). He likes to ask why about everything.
③. In ancient times, there were lots of _______(勇士) who devoted their lives to their home land.
④. A _____ (三角形) is widely used in our daily life.
⑤. In a great grave, archaeologists found a great many _____ (珍贵的) stones.
Suggested answers:
①. archaeology ②. curiosity ③. warriors ④. triangle ⑤. precious
2.Later do word study exercises on book Page77.
Teacher can speak out the meaning in English to encourage students to guess what word it is in exercise one.
3.Do exercise two on book Page77-78
After the checking, students give a summary on the screen
.
1.date
2.dress
3. find
4.transport
5.trade
6. pin
Step4. Grammar(the usage of “it”)
Show students a short news:
A training class on cultural relics holds in Beijin
On July 18th, a training class on cultural relics will be held in Beijin. This class is organized by Beijing Capital Museum. The training is mainly on cultural relic archiving and appraisal. It’s said that everyone can attend the class.as long as you are interested in it.
It's reported that there are few classes trained .It is on August 20th that the training class will complete the course. It’s known that during the course, students will visit the Forbidden city, the Summer Palace,and other places for learning on the spot.
After students to read the news, Teacher ask the following questions:
1. What’s the news about
2. Who can attend the class
3. How many classes trained are there
4. When will the class complete the course
5. Which places will students visit during the course
Ask students to answer the above questions using “it”.
Teacher write down these sentences on the blackland:
It’s said that everyone can attend the class.as long as you are interested in it.
It's reported that there are few classes trained .
It is on August 20th that the training class will complete the course.
It’s known that during the course, students will visit the Forbidden city, the Summer Palace,and other places for learning on the spot.
After checking the exercise, teacher ask students to find out the sentence structures:
It +be +强调对象 +who/whom/that +句子其余部分.
It is said / believed / reported / thought /known…+ that …
Later ask students to rewrite the sentences using “it” on the book Page78 Ex1and 2.
Step5. Summary :
After checking the exercises, ask students to tell more other usage of “it”, then help students to give a summary.
代 词 IT 的 用 法
１、代替刚提到的一件事物。
２、起提示代词的作用，指一个人或事物；指做某个动作的人。
３、表示时间、天气、距离等。
４、代替一个由否定式、动名词短语或主语从句。
５、自然现象（如天气、气候、明暗等）、季节时间、环境等。
６、强调句型：It is/was+ 被强调部分＋that...
 eg: It was Xiao Yang that did it.
７、It takes sb. some time to do sth.
 eg: It took the sixth blind man quite a long time to find the elephant.
８、It is one's duty to do sth.
 eg: It is our duty to attend this matter.
９、It is no use /good doing sth.
 eg: It's no use talking to about it.
１０、It is ＋ for/of sb. to do sth.(necessary, important, strange, natural,后用for，在foolish, kind, nice, clever, silly, stupid, good, right, wrong rude等后用of。
 eg:It is necessary for us to master a foreign language.
 It is very kind of you help me with my English.
１１、It happens/seems等动词＋that从句：
 eg:It happened that I wasn't there that day.
 It seemed that he had read the report.
１２、It doesn't matter to sb. whether...句型：
 eg:It doesn't matter to me whether he comes or not.
１３、It is said/supposed/known/reported/announced/decided等动词＋that从句：
 eg: It is said that the novel has been translated into several foreign languages.
１４、It is + 时间 + since从句（从句中谓语动词用一般过去时）。
 eg: It is ages since I last saw him.
１５、It is + the 序数词 + time + that从句（从句中通常用现在完成时）。
 eg: It/This is the second time that I have been to Beijng.
１６、It is + adj.+ that 从句
（形容词有：important, necessay, impossible, natural等，that从句中通常用虚拟语气should do或do）.
 eg: It is important that we should keep the balance of nature.
１７、It is + n. + that 从句 （名词有：a pity, a shame, no wonder等）
 eg: It is a pity that you didn't come yesterday.
１８、It is time that从句（从句中虚拟语气did）.
 eg: It is time (that) you went to bed.
１９、It is (not) long before从句（从句中用一般现在时代替一般将来时）。
 eg: It was not long before they drove the invaders from their country.
２０、动词（feel, think, make, find, consider）＋ it ＋adj.＋that从句。
 动词（feel. think, make, find, consider）＋it＋adj.＋to do sth.
 另：take it for granted that从句。
 eg: You may think it strange that anyone would live there.
 I have made it a rule to have a walk after supper every day.
 You should not take it for granted that your parents should give you money.
Step6. More practice:
Choose the best answer of the following:
1. I don’t think _____ possible to master a foreign language without much memory work. A. this B. that C. its D. it
2. It was not _____ she took off her glasses ______ I realize she was a famous film star. A. when, that B. until, that C. that, until D. when, then
3. It was not until 1920______ regular radio broadcasts began.
A. while B. which C. that D. since
4. _______ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
5. –He was nearly drowned once.
_When was ______
_ _____was in 1998 when he was in middle school.
A. that: It B. this; This C. this; It D. that; This
6.I hate _____ when people talk with their mouths full.
A. it B. that C.these D. them
7. The Parkers bought a new house but _____ will need a lot of work before they can move in. A. they B. it C. one D. which
8. It is quite _____ that he will be present at the meeting.
A. sure B. right C. certain D. exact
9. It is impolite ______you to ask one’s private affairs.
A. for B. of C. to D on .
10.The Parkers bought a new house but ______will need a lot of work before they can move in.
A. they B. it C. one D. which
Suggested answers: D B C D A A B C B B
Step6. Homework:
Surf on the internet and find more about Chinese cultural relics and some archaeological sites
Objects
stone
gold
Materials
n. 日期， 日子
V. 属 （于 某一历史时期 ）
n.衣服
v.穿衣
n.发现，发现物
v.发现
n.运输
v. 运输
n.贸易
v.用…进行交换
n.大头； 针
v.用针别住高二英语下册教材培训
SEFCB2 unit 19 The merchant of Venice 说课稿
1、 教材分析
本单元的中心话题是“莎士比亚与他的戏剧”；内容涉及“莎士比亚”、“威尼斯商人”、“亨利四世”、“哈姆雷特”、“罗密欧与朱丽叶”、“特洛伊罗斯与克瑞西达”等。语言知识和语言技能都是根据“莎士比亚与他的戏剧”这一中心话题设计的。
1、 Warming up部分由两个练习组成。第一个练习要求学生说出书中对白出自莎士比亚的哪部戏剧，并解释他们的含义。要完成这个练习，学生首先得对莎士比亚的作品要有所了解，因为，要准确理解戏剧中的对白，学生就必须要了解故事情节及相关背景。第二个练习的目的是要帮助学生更多地了解莎士比亚的作品，尤其是他创作的戏剧。
2、 Listening部分由两个练习组成，听力内容是一段独白，向学生介绍了《威尼斯商人》的故事片段，该片段为阅读部分的故事提供了背景。第一个练习就故事的主要内容设置了四个问题，比如，故事发生的地点、借款与还款方式等。第二个练习用图表的形式，直观地考察学生对故事中五个主要人物的身份、表现以及他们之间的关系的理解。这两个练习主要训练学生把握文段细节的能力。
3、 Speaking部分要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。这是贯穿《威尼斯商人》始终的两条线索，对他们的讨论至今仍有着现实意义。对这两个问题的回答，直接或从侧面反映了人们的人生观、价值观以及人们对待生活的态度。因此，在教学和训练本单元有关“在交谈中强调细节”的日常用语的同时，教师还有责任给学生以正确的引导，帮助学生明辨是非，确立正确的人生价值取向，建立符合社会规范的道德体系，并做遵纪守法的公民。
4、 Reading部分是根据莎士比亚的戏剧《威尼斯商人》中的一个片段改编的。该故事情节生动、曲折，语言地道并带有莎翁时代的特色，内容富有深刻的教育意义。
5、 Language Study部分由词汇和语法两部分组成。词汇部分要求学生用课文中出现的词汇或短语完成六个句子。这个练习一方面帮助学生巩固词汇和短语，另一方面也帮助学生加深对课文的理解。语法部分复习直接引语和间接引语的用法，设置了两个练习，这两个练习的内容都是《威尼斯商人》中的故事，对阅读课文是很好的补充。
6、 Integrating skills部分继续呈现Reading部分未讲完的故事。该剧的结局皆大欢喜，但令人回味无穷。写作部分要求学生根据所给的故事情节编写一部短剧，并把故事内容表演出来。
7、 Tips部分介绍了戏剧中展开矛盾的手法。戏剧中的人物往往分别代表着“正义”和“非正义”两方。得道者多助，失道者寡助。“正义”和“非正义”两方谁胜谁负的结局，就形成了戏剧的效果。
8、 Checkpoint部分举例复习直接引语和间接引语的用法。
2、 教学重点和难点
（1） 重点：
1、词汇：理解、内化、运用本单元中出现的一些重要单词如：deny, mercy, accuse, bless, declare, count, therefore, worthy, punish, order和词组pay back, have mercy on, go about, as far as I know, tear up, at the mercy of, etc.
2、功能：用本单元中“在交谈中强调细节”的日常交际用语来表达自己对“同情与报复”和“爱情与金钱”的看法。
3、 语法：复习直接引语和间接引语。
（2） 难点：
1、 如何理清戏剧中的人物关系。
2、 如何分析戏剧中的人物性格。
3、 如何体会戏剧的语言。
4、 如何自己改编和表演戏剧。
3、 教学目标
1、 语言知识：
1) 词汇：（见教学重点）
2) 话题：Talking about Shakespeare and his plays
3) 功能：在交谈中细述详情（Recounting details in the conversation）
Correct me if I’m wrong, but…
You shouldn’t forget that…
One of the most important facts is…
You could, for example, …
The way I would go about is…
As far as I know, …
After all, …
But in this particular case…
What shouldn’t be forgotten is …
4) 语法：复习直接引语和间接引语。
2、 语言技能：
1） 听：捕捉特定信息、抓关键词，听懂一段介绍《威尼斯商人》的故事片段，理清人物关系，训练学生把握文段细节的能力。
2） 说：要求学生就“同情与报复”和“爱情与金钱”这两个话题进行讨论。
3） 读：通过阅读“The Merchant of Venice”这部戏剧，训练学生找出文章的主题，理解故事的情节，预测故事情节发展和可能的结局的能力。
4） 写：通过本单元的各项语言输入，形成对戏剧的进一步了解，并能自己改编和表演戏剧。
3、 学习策略：
1） 通过任务型教学活动设计和活动型教学，训练和培养学生自主、合作、探究、创新的学习能力。
2） 利用图书馆和网络搜集资料并加工处理信息。
3） 用英语进行讨论、表演等交际活动。
4、 情感态度和文化意识：
1） 在完成任务的过程中培养团队协作、互助精神，体验学习英语的快乐。
2） 通过对莎士比亚作品的学习，体会戏剧的语言，感受戏剧的魅力。
3） 理解戏剧和现实生活的联系，提高英语语言的鉴赏能力和修养。
4） 通过口语部分的讨论，确立正确的人生价值观。
4、 教学策略
1、 引趣激趣策略。创造多种情景激发学习兴趣，其中包括戏剧表演、辩论等活动。
2、 循序渐进策略。如任务的安排从简到难，语言操练从机械性操练到交际性操练。
3、 资源开发策略。互联网为英语教学提供了广阔的空间和丰富的资源，拓宽了学生英语学习的渠道。
4、 任务型活动策略。任务型语言教学的倡导者认为，学习者可以通过完成各种任务发展交际的能力。
5、 任务设计
我们首先给整个单元设计了一个主题任务——戏剧节。同时采用任务型教学“P—T—P”立体型自主学习模式（Pre-task---Task-cycle---Post-task）,安排了一些单元教学前和单元教学后的活动任务。
（1） Pre-unit activity:
Task1 莎士比亚及其作品简介
活动内容：从图书馆和因特网上搜集有关莎士比亚的生平、作品、作品简介、经典佳句、名作海报、电影、flash等资料。
1） 个人活动：搜集“莎士比亚与他的戏剧”的有关资料。
2） 小组活动：将小组成员的成果汇总、讨论、整理成文或制作 简单课件。
3） 班级活动：每小组各派一名“reporter”将本组的成果向全班做演示。
Goal: 使学生对莎士比亚这位十六世纪文艺复兴时代的文学巨匠和他的巨作有更感性的认识。为本单元的学习打下良好的基础。
( 二) Task-cycle
(见各课时教学设计)
(三) Post-unit task
Task 1 为the Merchant of Venice配音
活动内容：在学生熟悉课文内容的情况下，让学生来为这部戏剧配音。
1） 个人活动：认真揣摩角色心理，模仿VIDEO中对话的发音和语气。
2） 小组活动：各小组组长按照小组成员的特点分派角色，熟悉剧本。
3） 班级活动：小组配音，其他同学和老师给各组评分。
Goal: 使学生对课文有更好的理解，更能体会人物的心理，了解人物性格，感受莎士比亚的戏剧语言的魅力。
Task2 写人物或作品评论
活动内容：学生挑选莎士比亚的一部作品或是作品中的一个角色，发表自己的感受和理解。
Goal: 使学生进一步熟悉莎士比亚的作品。提高学生的写作能力，加强学生语言实践能力。
Task 3 戏剧表演
活动内容：学生挑选课文片段或是改编writing部分进行表演
1） 个人活动：背诵台词，体会角色的个性和心理，通过语言与动作表现人物的个性特征。
2） 小组活动：把全班分成4个小组，分别担任导演、道具、旁白、Shylock、Antonio、Bassanio、Portia、Duke等角色。由导演负责全局的指挥和排练工作。
3） 班级活动：各小组同台演出，由老师和各组导演组成评委会，给各组评分。
4） 学校活动：这个活动如果有条件的话可以发展到全级段甚至全校性的一个课本剧表演比赛。比如说在我们学校这个比赛已经是一个一年一度的传统项目了，学生对此有这极高的热情。
Goal:真正体现任务型教学“在用中学，在学中用”的原则。全面提高学生的综合素质。
6、 教学资源
针对本单元话题我们向学生提供以下网站以供参考。
1） http://www./shakespearesample.html ( http: / / www. / shakespearesample.html )
2） http://www./plays/plays.htm ( http: / / www. / plays / plays.htm )
3） http://the-tech.mit.edu/shakespeare/ ( http: / / the-tech.mit.edu / shakespeare / )
4） http://www. ( http: / / www. )
5） http://shakespeare-1.com/ ( http: / / shakespeare-1.com / )
6） http://www.uclan.ac.uk/online/shakespeare.htm ( http: / / www.uclan.ac.uk / online / shakespeare.htm )
7） http://mingzhu66./spell/zz/s/7.asp ( http: / / mingzhu66. / spell / zz / s / 7.asp )
8） http://mail.sjsmit.edu.tw/~lhw/Shakespeare001.htm ( http: / / mail.sjsmit.edu.tw / ~lhw / Shakespeare001.htm )
9） http://www.hongen.com/edu/shfz/ywxz/sn013101.htm ( http: / / www.hongen.com / edu / shfz / ywxz / sn013101.htm )
7、 http://www./ ( http: / / www. / )
8、 课时安排和教学程序
根据本单元教材的内容、学生学习英语的特点和规律，我把本单元划分为5课时：Period 1: Warming up& Listening
Period 2-3: Reading& Integrating skills & Speaking
Period 4: Language study &Writing
Period 5: Performing
The First Period Warming up
Goals: 1. Encourage the students to talk about Shakespeare and his plays.
2. Learn some quotations and know their meanings.
3. Improve the students’ listening ability.
Step 1 Lead in
1. 1. Game
According to my suggestions, can you guess who he is
1) He is an Englishman.
2) He is a poet and dramatist.
3) During his life, he wrote 37 plays, 154 sonnet etc.
4) His works represented the literature achievements of English Renaissance(文艺复兴).
5) The Merchant of Venice is one of his world-famous works.
---------He is William Shakespeare.
Step 2 Warming up
1 Brainstorm
Talk about Shakespeare.
Encourage the students to present as many words as possible about Shakespeare and his plays.
2 Report
Before the class, students are asked to work in groups to search some information about Shakespeare and his plays from the library and Internet. It’s time for them to show their results in class.
After the students’ report, teacher can give them some additional information.
3 Match
(Show four posters of shakespeare’s plays)
Match the meaning with the quotations and the plays.
e.g. Meaning: That is a question whether to live in this world or to die, that is, to take action or to do nothing.
Quotation: “To be or not to be: that is the question.”
Play: Hamlet
4．More quotations
All the quotations above are used in English almost as if they were proverbs. To English speakers they have a clear meaning. There are a great number of popular saying taken from Shakespeare. Do you know their meanings
Quotation Play Meaning
Every inch a king King Lear A real king.
Breathe life into a stone All’s Well That Ends Well A very good medicine.
For goodness’ sake Henry VIII “Oh Please” or “For God’
All the world’s stage As You Like It Life should not be taken too seriously
A dish fit for the gods Julius Caesar Very good food
Good riddance Troilus and Cressida It is good to get rid of (you).
It smells to heaven Hamlet Sth that is very bad or corrupt.
My salad days Anthony and Cleopatra When I was young.
What’s done is done Macbeth There is no changing the past, so forget about it.
A pound of flesh The Merchant of Venice A harsh demand or terrible punishment.
Step 3 Listening
Have you watched The Merchant of Venice Here is an introduction to the play, which is the most outstanding romantic comedy. It will tell us how the story takes place and helps us learn about the main characters in it.
1. Listen to the tape and finish Ex.1.
2. Listen to the tape again and finish Ex.2.
Step 4 Post-listening
1. Retell the introduction.
2. Discussion:
a. Can Portia save Antonio
b. How will Portia do to save Antonio
Homework
1.Choose one of Shakespeare' s plays to read.
2. Retell the listening part.
3. Preview the play The Merchant of Venice.
Period 2-3 Reading & Integrating skills & speaking
Goals: 1. Learn and master some important expressions.
2. Improve the students' reading ability.
3. Analyse the characteristic of the characters in the play.
4. Improve the students' speaking ability.
Step 1 Pre-reading
1. Review the relationship between the characters.
Shylock Antonio
hate
punish help
Portia Bassanio
love
2. Retell the listening part. (when\where\cause)
Step 2 reading
1. Skimming
Skim the whole play and choose the best answers.
1) In writing style, this text is a _________.
A. drama B. story C. fable D. fiction
2) The text mainly talk about _________.
A. Antonio' s charities(善行) and Shylock' s cruelty.
B. Portia' s cleverness and Antonio' s charities.
C. Shylock' s cruelty and Portia' s cleverness.
D. the three colorful characters of Antonio, Portia and Shylock.
2. Scanning
Read the play carefully and answer the questions.
1) What was Antonio accused of
2) Why did Shylock refuse to have mercy on Antonio
3) What did the Duke mean by saying “ Don' t be so bitter."
4) What did the Duke' s words “ How can you hope for mercy yourself when you show none " mean
5) Who did the Duke at the count support
6) What was Portia' s opinion of mercy (Mercy brings good. Mercy falls like the gentle rain from the sky upon the earth. It is twice blessed. It blessed those who give it, and those who receive it. It is the highest of the highest. We should learn to show mercy on others.)
Ask the students to read it aloud and translate it.
7) What are the two meanings of “ I will pay him back with all my heart."
8) What did the Venice law say if anyone tries to kill or murder any citizen of Venice
9) What was Shylock accused of
10) What was the result of the trial
Step 3 Post- reading
Task 1. Plot understanding
Finish the chart according the plot of the play.(Group work)
The components of plot( 情节的构成部分) Description
Background(背景) 有关故事人物、时间和地点方面的信息
Problem( 问题) 人物之间、个人内部存在的正反两种力量的较量
Rising action( 发展) 引发故事达到高潮的事件
Climax( 高潮) 故事中人物直接面对矛盾
Outcome( 结局) 行动逐渐停止，冲突结束
Task 2. Analyse the characteristics of the characters and find out some sentences in the play to support your idea.(Group work)
Antonio: always ready to help others, kind-hearted, was devoted to his friends, upright, dare to point out the others’ wrong deeds
Sentences: 1. It’s useless trying to agree with Shylock.
2. Give Shylock what he wants.
3. Don’t be sad for me
Shylock: cruel, greedy, selfish, cold-blooded, hate Antonio
Sentences: 1. Antonio is my enemy, and I hate him.
2. I would still take my pound of flesh.
3. Give me my pound of flesh.
4. I desire my pound of flesh.
5. Why must I have mercy on him
Bassanio: With a simple mind, with a clear sense of right and wrong, devoted to his friend
Sentences:1. I offer ten times the money that Antonio has borrowed.
2. Please change the law a little so that we may save Antonio
Portia: clever, calm, full of mercy, well-educated
Sentences 1. Mercy falls like the gentle rain from the sky . It blesses those who give it and those who receive it.
2. But he has not promised to give you any of his blood.
3. You must cut one pound of flesh, no more , no less.
4. And not one drop of blood must fall.
Task 3 Discussion (Group work)
1) Suppose you are Shylock, when you learn Antonio can’t pay back the money, what will you do
2) Suppose you are Bassanio, when you learn Antonio can’t pay back the money and he has to give a pound of flesh to Shylock, what will you do
3) Suppose you are Antonio, will you borrow money for Bassanio from Shylock Why and why not
Step 4 Speaking
Literature, whether we are talking about novels, plays or poems, is based on themes, that form the basis of the story and the actions of the characters. In most of Shakespeare’s plays, we can distinguish several themes. Themes that can be distinguished in The Merchant of Venice are mercy versus revenge and love versus money.
Work in groups of four. Find examples for each situation in modern life and discuss whether it is right or wrong.
Homework
1. Read the play and retell it.
2. Finish Post-reading on P69.
3. Prepare for acting.
Period 4 Language study& writing
Goals: 1 Review some useful words learnt in the unit.
2. Review the direct and indirect speech.
3. Do some practice to consolidate the direct and indirect speech.
4. Improve the students’ writing ability.
Step 1 Revision
1. Retell the play The Merchant of Venice according to the pictures and phrases.
Step 2 Word study
1. Fill in the blanks using the phrases
Pay back as far as after all in the eyes of have mercy on
Tear up offer up go down on one’s knee
1) He _____ me _____ the 100 dollars he owed me.
2) We will _________ all of the treaty rather than accept this clause.
3) It is not surprising that you have got stomachache. _________, you have eaten too much.
4) The cruel soldiers ____________ their prisoners.
5) He walked _________ the foot of the mountain.
6) The friendly staff _______ a real taste of Southwest America.
7) He __________ to look for his contact lens.
8) You may think it is a joke to drive away another person’s car, but __________the law it is theft.
Step 3 Grammar
1. Revision
Put these sentences into Indirect Speech.
1.“I have left my pen in your room,”he said.
2.“Did you see her last night ”he said.
3.She said,“Where can they find a taxi ”
4.The teacher said,“Give me some chalk.”
5.“Don’t waste your time,”I said to him.
2. Summary
Summarize the changes with the whole class.
Direct Speech Indirect Speech
Pronouns thisthese thatthose
Adverbials nowtonighttodaythis morningyesterdaylast nightthe day before yesterdaythree days agotomorrownext weekyesterday morningyesterday afternoonthe day after tomorrowhere thenthat nightthat daythat morningthe day beforethe night beforetwo days beforethree days beforethe next/following daythe next/following weekthe morning beforethe afternoon beforein two days’s timetwo days afterthere
Verbs comebringcanmaymustshallwill gotakecouldmightmust/had toshouldwould
Tenses keepbe(am/is/are)keepinghave kepthad keptwill keep keptwas(were) keepinghad kepthad keptwould keep
3 Practice
Finish the exercises on P70.
Step 3 Writing
1. Read the story .
2. Read the tips on getting the main point of a play.
3. Write a short play based on this story.
Step 4 Assessment
Assess their partner’s writings.
Does the play have a title that captures the attention of the audience
Is the number of characters appropriate
Is the plot presented in the play gripping
Is the story interesting to watch
Are the writers’ ideas original
Is the proposed resolution surprising
Does the audience have the feeling that the play is both romantic and tragic
Homework
1. Write a play.
2. Act out the play.
Period 5 Performing(略)
补充资料
Shakespeare Biography ( http: / / shakespeare-1.com / life-of-shakespeare / )(莎士比亚生平)
The English dramatist and poet William Shakespeare was the author of the most widely admired and influential body of literature by any individual in the history of Western civilization. His work comprises 36 plays, 154 sonnets, and 2 narrative poems. Knowledge of Shakespeare is derived from two sources: his works and those remains of legal and church records and contemporary allusions through which scholars can trace the external facts of his life.
　　Shakespeare was baptized in Holy Trinity Church, Stratford-upon-Avon, Warwickshire, on Apr. 26, 1564. He is buried in the same church, where a memorial records his death on Apr. 23, 1616. In 1623 his colleagues John Heminge and Henry Condell created another memorial by publishing Mr. William Shakespeare’s Comedies, Histories, and Tragedies, the collection of his plays now known as the First Folio.
　　His mother, Mary, was the daughter of Robert Arden of Wilmcote, near Stratford. . His father, John, was a glover and leather merchant whose increasing financial success was marked by his appointment to a series of municipal posts during the first 10 years of William's life. In the mid-1570s, John Shakespeare's fortunes declined, and he no longer took a visible part in Stratford affairs. The family fortunes lost by John would later be repaired by his son.
　　Shakespeare probably attended Stratford's excellent free grammar school, although no record of the fact exists. On Nov. 28, 1582, church authorities gave permission for him to marry Anne Hathaway of the neighboring village of Shottery. He was 18 years old, and she was 26; probably she was pregnant. On May 26, 1583, their daughter Susanna was baptized in Holy Trinity. Twins, named Hamnet and Judith, were baptized on Feb. 2, 1585.
　　No records have been found for the years between the twins' baptism and 1592. In that year a disappointed author, Robert Greene, referred cryptically to Shakespeare in his Groatsworth of Wit Bought With a Million of Repentance; he warned his fellow writers about "an upstart crow, beautified with our feathers, that with his Tiger's heart wrapped in a player's hide, supposes he is as well able to bombast out a blank verse as the best of you: and being an absolute Johannes fac totum, is in his own conceit the only Shake-scene in a country." Thus as early as 1592, Shakespeare was sufficiently well known to be recognized by the pun on his name and the parody of a line from his Henry VI, Part 3: "O tiger's heart wrapped in a woman's hide." Greene's is the only hostile allusion to Shakespeare that exists; its motive can be guessed from his description of Shakespeare as Johannes fac totum--"Jack-of-all-trades."
　　Unlike Greene, Shakespeare was an actor ("player") as well as a writer, and he was associated with a group of other actors that included the day's leading comedian, Will Kempe, and a leading tragedian, Richard Burbage. They were known, after their nominal patron, as the CHAMBERLAIN'S MEN and (after 1603) as the King's Men. By 1592, Shakespeare was acting exclusively for this company; he held shares in the company's profits; he was part of a consortium that in 1599 built and owned its home theater, the GLOBE THEATRE; and he wrote his plays exclusively for this company, at the rate of about two per year.
　　In 1593-94 a plague epidemic forced the closing of the London theaters. In those years Shakespeare published two narrative poems, Venus and Adonis and The Rape of Lucerne. The circumstances surrounding another nondramatic work, the SONNETS OF SHAKESPEARE, are less clear. Scholars are not certain how long before their unauthorized publication (1609) they were written, whether they were all written in the same period, or whether the order in which they appeared was of Shakespeare's design. Because the sonnets are the only works in which Shakespeare may plausibly be thought to write from a frankly autobiographical impulse, they have exercised a fascination beyond even their extraordinary value as poetry.
Identity and Authorship(莎士比亚作品)
William Shakespeare (baptised April 26 , 1564 , died (O.S.) April 23 , 1616 ) is considered by many to have been the greatest writer the English language has ever known. As a playwright he wrote not only some of the most powerful tragedies ( http: / / shakespeare-1.com / tragedies / ), but also many of the funniest comedies ( http: / / shakespeare-1.com / comedies / ) ever to appear on an English stage. He also wrote 154 sonnets ( http: / / shakespeare-1.com / poetry-sonnets / ) and several major poems ( http: / / shakespeare-1.com / poetry-sonnets / ), some of which are considered to be the most brilliant pieces of English literature ever written, because of Shakespeare's ability to rise beyond the narrative and describe the innermost and the most profound aspects of human nature. He is believed to have written most of his works between 1585 -1610, although the exact dates and chronology of the plays attributed to him are not accurately known.
Shakespearean tragedies ( http: / / shakespeare-1.com / tragedies / )
Romeo and Juliet
Macbeth
King Lear
Hamlet
Othello
Titus Andronicus
Julius Caesar
Antony and Cleopatra
Coriolanus
Troilus and Cressida
Timon of Athens
Shakespearean comedies ( http: / / shakespeare-1.com / comedies / )
The Comedy of Errors
All's Well That Ends Well
As You Like It
A Midsummer Night's Dream
Much Ado About Nothing
Measure for Measure
The Tempest
Taming of the Shrew
Twelfth Night or What You Will
The Merchant of Venice
The Merry Wives of Windsor
Love's Labour's Lost
The Two Gentlemen of Verona
Pericles Prince of Tyre
Cymbeline
The Winter's Tale
Shakespearean histories ( http: / / shakespeare-1.com / histories / )
Richard III
Richard II
Henry VI, part 1
Henry VI, part 2
Henry VI, part 3
Henry V
Henry IV, part 1
Henry IV, part 2
Henry VIII
King John
Summary: Romeo and Juliet
When the old feud between the Verona families of Montague and Capulet breaks out in street brawling, Prince Escalus threatens with death any further perpetuators of the quarrel. Remeo, a Montague, is in love with Rosaline but forgets her when he daringly attends a Capulet masked ball and sees Juliet, a Capulet. Beneath her window he hears her proclaim her love for him, and they agree to marry. They are secretly wed the next afternoon by Friar Laurence.
Tybalt, a Capulet, taunts Romeo, who refuses to fight against his cousin by marriage. Deeming Romeo a coward, his friend Mercutio fights Tybalt and is killed. The enraged Romeo slays Tybalt and is banished from Verona.
Friar Laurence advises Romeo to spend the wedding night with Juliet, then hasten to Mantua and await his friends' appeal against his banishment. Capulet betroths Juliet to Paris and persists against Juliet's protests. Her mother and her nurse failing her, Juliet consults Friar Laurence. He gives her a magic potion that will counterfeit death for forty-two hours and promises to fetch Romeo to release her from the burial vault of the Capulets.
Friar Laurence's messenger to Romeo is delayed by the plague, and Romeo learns that Juliet is dead. At her tomb he kills the mourning Paris and finds the apparently dead body of his bride. He drinks poison and dies beside her. When Juliet revives from her torpor and discovers Romeo's body, she stabs herself. Friar Laurence, Romeo's servant, and Paris' page explain all, and Montague and Capulet are reconciled over the bodies of their dead offspring.
Summary: Henry IV
Continuing Richard II, Henry IV is now king and is fighting a revolt led by the Welshman Owen Glendower and the Percies. Henry IV wishes he could switch sons with Henry Percy, the Earl of Northumberland, whose son is Henry Percy (Hotspur), a valiant soldier. The third Percy is Thomas Percy, the Earl of Worcester and brother to Northumberland. Henry IV is mad at Henry V because Henry V hangs out with John (Jack) Falstaff (who calls Henry V, Hal) and Poins. At the tavern, Poins convinces Falstaff, Bardolph, and Peto to rob some travelers. Poins and Henry V plan to then rob Falstaff et. al. of the loot. Back at the palace, Henry IV demands that Hotspur turn over the Scottish prisoners he has. As insurance, Henry IV holds Hotspur's brother-in-law Mortimer as hostage (Hotspur's wife Kate is Mortimer's sister and Mortimer's wife is Glendower's daughter). Ironically, Mortimer was proclaimed heir to the English throne by Richard II, though Henry IV became king. The Percies explain to Henry IV that they are revolting because Henry IV has placed unreasonable demands on them, even after they helped him (as Bolingbroke) become king.
Returning to Falstaff et. al., they rob the king's transport then Poins and Hal rob them and Falstaff et. al. flee. At the pub, Falstaff makes up extravagant lies about the robbery. Hal rebukes him, proving Falstaff false. In jest, the two pretend to be King Henry IV and Hal and Hal (as Henry IV) tells Falstaff (as Hal) that the man Falstaff is a thief and Hal promises to banish him for his crimes. Moving to the revolt, Mortimer, Worcester, and Hotspur plan the revolt, overseen by Glendower. Oddly, Mortimer speaks no Welsh and his wife speaks no English, so her father interprets for them. Back to Henry IV, he criticizes Henry V for this deeds and associations. Henry IV tells Henry V that Hotspur is more deserving of the crown than Henry V, whereby Henry V vows to prove himself by killing Hotspur in battle. Back at the tavern we learn that Hal repaid the travelers whom the money was stolen from, and that Hal has arranged for Falstaff to lead some forces in the king's army.
Hotspur's father (Northumberland) becomes sick, greatly weakening the revolting forces since his men cannot attend the battle. This news, and Prince Hal's newfound leadership, and a report that Glendower will arrive late disheartens Hotspur, yet he overcomes these setbacks with renewed vigor. Falstaff, as military leader, hires very poor and unfit soldiers. Prince Hal and the Earl of Westmoreland observe this, but do nothing. Hotspur wishes to fight the first battle at nighttime, but delays after Sir Walter Blunt brings kind greetings from the king. Worcester meets the king the next morning, but no agreement is made, though the king offers to pardon all the revolters. Worcester, however, lies to Hotspur and tells him the king readies for battle, since Worcester does not believe Henry IV will pardon them and doesn't want Hotspur to back off. In battle, Archibald, the Earl of Douglas (Percies' side) kills Blunt, thinking Blunt is Henry IV due to a disguise. Henry V then rescues Henry IV from Douglas' sword. Falstaff and Douglas fight and Falstaff pretends to die. Henry V and Hotspur fight and Henry V kills Hotspur. Falstaff arises and stabs Hotspur in the leg, then claims to have killed him. Henry IV wins the battle (of Shrewsbury) and executes Worcester and Sir Richard Vernon, but lets Douglas go free. Henry IV also divides his power with Henry V and Hal's brother John of Lancaster. This is a play concerning honor, as reasoned by Falstaff.
Hamlet Act III. Scene I
Ham. To be, or not to be: that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles,
And by opposing end them To die: to sleep;
No more; and, by a sleep to say we end
The heart-ache and the thousand natural shocks
That flesh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
To sleep: perchance to dream: ay, there's the rub;
For in that sleep of death what dreams may come
When we have shuffled off this mortal coil,
Must give us pause. There's the respect
That makes calamity of so long life;
For who would bear the whips and scorns of time,
The oppressor's wrong, the proud man's contumely,
The pangs of disprized love, the law's delay,
The insolence of office, and the spurns
That patient merit of the unworthy takes,
When he himself might his quietus make
With a bare bodkin who would fardels bear,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover'd country from whose bourn
No traveller returns, puzzles the will,
And makes us rather bear those ills we have
Than fly to others that we know not of
Thus conscience does make cowards of us all;
And thus the native hue of resolution
ls sicklied o'er with the pale cast of thought,
And enterprises of great pith and moment
With this regard their currents turn awry,
And lose the name of action Soft you now! 生存还是毁灭，这是一个值得考虑的问题；默然忍受命运的暴虐的毒箭，或是挺身反抗人世的无涯的苦难，通过斗争把它们扫清，这两种行为，哪一种更高贵？死了；睡着了；什么都完了；要是在这一种睡眠之中，我们心头的创痛，以及其他无数血肉之躯所不能避免的打击，都可以从此消失，那正是我们求之不得的结局。死了；睡着了；睡着了也许还会做梦；嗯，阻碍就在这儿：因为当我们摆脱了这一具朽腐的皮囊以后，在那死的睡眠里，究竟将要做些什么梦，那不能不使我们踌躇顾虑。人们甘心久困于患难之中，也就是为了这个缘故；谁愿意忍受人世的鞭挞和讥嘲、压迫者的凌辱、傲慢者的冷眼、被轻蔑的爱情的惨痛、法律的迁延、官吏的横暴和费尽辛勤所换来的小人的鄙视，要是他只要用一柄小小的刀子，就可以清算他自己的一生？谁愿意负着这样的重担，在烦劳的生命的压迫下呻吟流汗，倘不是因为惧怕不可知的死后，惧怕那从来不曾有一个旅人回来过的神秘之国，是它迷惑了我们的意志，使我们宁愿忍受目前的磨折，不敢向我们所不知道的痛苦飞去？这样，重重的顾虑使我们全变成了懦夫，决心的赤热的光彩，被审慎的思维盖上了一层灰色，伟大的事业在这一种考虑之下，也会逆流而退，失去了行动的意义。
……
　
William ShakespeareYoung Scientist of the Year 2003
HYPERLINK "http://www." \t "_blank" Congratulations to 16-year-old Adnan Osmani from St Finians College, Mulllingar, Co Westmeath who is the winner of the 2003 EsatBT Young Scientist and Technology competition.His winning entry incorporates a new type of browser for speeding up internet usage by 400%. The project, labelled 'The Graphical Technological and User-friendly Advancement of the Internet Browser: “XWEBS is”, says Adnan “the most feature-packed web browser the world has ever seen.” It will allow users to load up even the heaviest of websites in less than 18 seconds, something which the schoolboy says is up to four times faster than any existing internet explorer. The project impressed the judges with its comprehensive range of features which includes an animated character using human speech to read out web pages. The judges described his achievement and depth of knowledge as 'far in advance of his years' and tipped 16-year-old Adnan Osmani to take over from Bill Gates as the world's computer whiz kid.Already a number of major computer companies have expressed an interest in the teenager's invention. More than 1,000 students had taken part in the competition and out of 910 entries, 477 projects made it through to the final round. Minister for Education and Science Noel Dempsey and Tom Byrne, of ESAT-BT, presented Adnan with a cheque for ¤3,000, a Waterford Crystal trophy and the opportunity to represent Ireland at the European Union Contest for Young Scientists taking place in Budapest in September 2003.Additional awards presented included Best Group Winners Cathal Mullin, Eimear Smith and Liam O'Kane from St Patrick's CoEd Comprehensive, Derry; individual runner-up went to Mairead McCloskey, Loretto College, Derry. For more information, visit the EsatBY Young Scientist and Technology Exbihition 2003 website: http://www. ( http: / / www." \t "_blank )
http://www./at_the_exhibition.html ( http: / / www. / at_the_exhibition.html )
Announcing the new Built-in Orderly Organized Knowledge device
or BOOK
The BOOK is a revolutionary breakthrough in technology: no wires, no electric circuits, no batteries, nothing to be connected or switched on. It's so easy to use even a child can operate it. Just lift its cover!
Compact and portable, it can be used anywhere -- even sitting in an armchair by the fire -- yet it is powerful enough to hold as much information as a CD-ROM disc.
Here's how it works:
Each BOOK is constructed of sequentially numbered sheets of paper (recyclable), each capable of holding thousands of bits of information. These pages are locked together with a custom-fit device called a binder which keeps the sheets in their correct sequence. Opaque Paper Technology (OPT) allows manufacturers to use both sides of the sheet, doubling the information density and cutting costs in half.
Experts are divided on the prospects for further increases in information density; for now BOOKs with more information simply use more pages. This makes them thicker and harder to carry, and has drawn some criticism from the mobile computing crowd.
Each sheet is scanned optically, registering information directly into your brain. A flick of the finger takes you to the next sheet.
The BOOK may be taken up at any time and used by merely opening it. The BOOK never crashes and never needs rebooting, though like other display devices it can become unusable if dropped overboard. The "browse" feature allows you to move instantly to any sheet, and move forward or backward as you wish.
Many come with an "index" feature, which pinpoints the exact location of any selected information for instant retrieval.
An optional BOOK mark accessory allows you to open the BOOK to the exact place you left it in a previous session, even if the BOOK has been closed. BOOK marks fit universal design standards; thus, a single BOOK mark can be used in BOOKs by various manufacturers. Conversely, numerous BOOK marks can be used in a single BOOK if the user wants to store numerous views at once. The number is limited only by the number of pages in the BOOK. (BOOK marks can be purchased commercially in a wide variety of styles, or easily created at home from readily available materials by the BOOK user.)
You can also make personal notes next to BOOK text entries with optional programming tools: Portable Erasable Nib Cryptic Intercommunication Language Stylus (PENCILS).
Portable, durable, and affordable, the BOOK is being hailed as the entertainment and information communication wave of the future. The BOOK's appeal seems so certain that thousands of content creators have committed to the platform. Look for a flood of new titles soon.
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