单 元：Unit
2
Language
板 块：Word
power
课堂设计指导思想：
Word
power旨在科
( http: / / www.21cnjy.com )学地、有效地、有趣地扩充学生的词汇量。Word
power在设计上采用了与本单元主题相照应的思路，内容上不受课后词汇表的限制，期冀在同一语意场中通过语境的辅助以及构词法等相关知识的输入实现学生词汇的扩展。本节课是以听、说、读为主的词汇教学课。词汇教学应当“有层次”并兼顾“知、情、意”。首先，“有层次”是指词汇教学应努力遵循认知规律，按照学生温故知新—探索新知识—使用新知识—巩固新知识的客观规律进行教学。其次，兼顾“知、情、意”是指词汇教学要有：知——词汇知识、学习策略以及词汇所蕴含的文化知识的输入；情——师生间的情感互动、学生的情感融入与兴趣的激发、以及情感体验的过程；意——人文精神和人生意义的体悟与提升。
Teaching
aims:
Get
to
know
the
names
of
some
countries
and
their
official
languages.
Learn
the
differences
between
formal
and
informal
English.
Get
some
background
knowledge
of
related
topics.
To
discuss
t
( http: / / www.21cnjy.com )he
important
ways
that
help
to
achieve
better
understanding
between
people
from
different
cultures.
Teaching
procedures:
Step
1
Lead-in
The
teacher
introduces
the
topic
of
the
UN.
Basic
facts
about
the
UN:
Fact1:
When
was
the
United
Nations
founded
A
clue:
In
t
( http: / / www.21cnjy.com )he
year
2005
the
UN
celebrated
its
60th
birthday.
(background
knowledge)
The
students
are
supposed
to
get
the
answer:
In
1945.
Fact2:
Why
was
it
founded
Inform
the
students
of
the
following
aspects:
The
UN
works
on:
①peace
and
security
②human
rights
③humanitarian
affairs
④international
law
⑤economic
and
social
development
In
a
word,
it
works
on
international
affairs.
Fact3:
How
was
it
organized
Show
the
students
the
diagram
of
the
UN
system.
Point
out
three
of
them
which
the
students
might
be
familiar
with:
UNESCO,
WHO,
WTO.
Introduce
the
6
principal
organs
of
the
UN.
Offer
the
students
2
w
( http: / / www.21cnjy.com )ebsites
where
they
can
find
more
information
about
the
UN.
(learning
strategy:
to
help
The
students
learn
more
by
themselves)
Fact4:
What
about
its
members
Ask
the
students
t
( http: / / www.21cnjy.com )o
read
the
paragraph
on
page27.
(task-based
reading)
Task:
Answer
the
following
questions:
①
How
many
countries
are
members
of
the
UN
(191)
②
Can
you
give
me
some
examples
of
the
member
states
(China,
France,
etc.)
③
How
many
languages
are
spoken
in
the
world
today
(About
6000)
Check
the
answers
and
give
more
information.
【设计说明】结合课文中的信息，为学生
( http: / / www.21cnjy.com )了解联合国提供了一系列的背景知识：联合国建立的时期、目的、组成、以及成员国和使用语言等等。本课教学素材比较简单，如果不增加一定的文化和相关知识的输入，则内容过于单薄。作为导入，介绍相关信息，一方面是为之后的话题提供过渡，另一方面，也拓宽了学生的视野并为学生进一步了解知识提供了信息资源。
Step
2
Countries
and
languages:
Divide
the
students
into
2
groups.
Present
the
rule.
Some
national
flags
or
related
information
will
be
shown
on
the
big
screen.
When
a
student
see
a
national
flag
appear
or
he
can
guess
the
answer
from
the
given
information,
he/she
should
stand
up
immediately
and
tell
the
rest
of
us
what
national
flag
it
is
and
what
official
language
people
use
in
that
country.
And
if
he/
she
makes
it
right,
his/her
group
will
get
one
point.
Give
the
students
some
time
to
prepare.
Make
sure
they
know
how
to
recognize
different
national
flags
and
their
official
languages.
Give
the
students
an
example.
Start
the
game.
(Get
students
fully
involved
in
the
competition.)
【设计说明】学生分组竞赛，
( http: / / www.21cnjy.com )有利于充分调动学生参与的积极性。在团体荣誉感的驱策下，学生们都跃跃欲试。游戏的规则比较简单，只要能率先说出相关的国家和语言，即可为所在的组得到相应的分数。教师也可变通，说出一项记一分，目的只有一个：让学生充分融入课堂。
Discussion
(
to
arouse
the
students
to
think
more
about
languages)
Draw
the
stud
( http: / / www.21cnjy.com )ents’
attention
on
the
following
fact
that
some
countries
have
more
than
one
official
language.
Ask
the
students
to
discuss
the
possible
answers
to
this
phenomenon.
Answers
for
reference:
I.
Some
countri
( http: / / www.21cnjy.com )es
used
to
be
conquered
by
Britain,
so
they
also
use
English.
II.
Some
immigrants
( http: / / www.21cnjy.com )
brought
with
them
not
only
their
wealth
and
technology
but
also
their
culture
and
languages.
III.
Switzerland
uses
three
official
languages
probably
because
it
is
where
France,
Germany
and
Italy
join
together.
【设计说明】语言不仅是文
( http: / / www.21cnjy.com )化的载体，更是思维的媒介。教授语言的最终目的不能仅限于知识的传递，因为“生有涯而知无涯”。因此，在语言知识教授的同时，应该兼顾运用与思维的发展。基于这样的想法，在此处的Discussion中，有意就一国出现多种官方语言的问题让学生展开了探索性的思考，旨在提高学生主动性思维的质量，使英语的学习能真正成为一种能活用的语言。
Step
3
Formal
and
informal
English
English
is
widely
u
( http: / / www.21cnjy.com )sed
nowadays.
And
it
can
also
be
divided
into
formal
and
informal
English.
Ask
the
students
to
read
the
paragraphs
on
page
26.
(task-based
reading)
Task:
Read
and
fill
the
form.
(The
form
is
designed
( http: / / www.21cnjy.com )
to
help
the
students
tell
the
differences
between
formal
and
informal
English.
The
students
are
supposed
to
summarize
the
differences.)
Ask
the
students
to
( http: / / www.21cnjy.com )read
the
examples
on
the
textbook
and
finish
the
exercise
after
class.
Rewrite
the
letter
according
to
what
has
learned.
【设计说明】正式与非正式英语，只是一个相
( http: / / www.21cnjy.com )对且较模糊的概念。就高中学生英语语料的积累来看，学生很大程度上还不可能达到很好地体会与掌握两者间差异的水平。所以在处理这部分教材时，只作了简单的介绍，主要是让学生了解差异的存在，在以后学习和使用的过程中能有意识地注意两者的差别，并选择合适的语言进行表达。
Step
4
Discussion:
Step1:
English
is
th
( http: / / www.21cnjy.com )e
most
commonly
used
language
in
the
world.
Ask
the
students
to
think
of
other
things
that
also
help
to
achieve
better
understanding
between
people
from
different
countries
or
different
cultures.
(This
question
i
( http: / / www.21cnjy.com )s
not
easy
to
answer.
So
before
the
discussion,
an
example
is
given.)
Step2:
Show
the
students
a
picture.
(A
little
girl
is
enjoying
an
ice-cream
with
her
pet
dog.)
Ask
the
students
to
answer
why
the
girl
still
wants
to
share
the
ice-cream
with
her
dog
though
it
is
supposed
to
be
dirty
to
do
so.
(Because
the
girl
loves
her
dog.)
Have
a
discus
( http: / / www.21cnjy.com )sion
with
the
students
why
people
from
different
countries
will
feel
the
same
when
they
see
the
same
picture.
(Because
we
all
can
understand
the
love
between
the
pretty
girl
and
her
lovely
dog.)
Get
a
conclusion:
Love
is
universally
appreciated.
So
besides
Englis
( http: / / www.21cnjy.com )h,
the
language
of
love
also
can
be
understood
across
the
world.
Step3:
Group
work
(Ask
the
students
to
discuss
it
in
groups.)
Allow
the
students
to
express
their
ideas
freely.
Step4:
Give
the
students
some
possible
answers:
Art,
food,
music
and
smile
are
possible
answers.
Summary：
Sometimes
it’s
very
difficult
for
us
to
communicate
with
each
other
by
using
one
language.
However,
the
people
across
the
world
have
one
thing
in
common.
That
is:
we
all
value
truth,
kindness
and
beauty.
We
all
value
quiet
and
peace.
We
all
value
happiness
and
harmony.
Whatever
language
we
speak,
we
are
sure
to
live
in
this
world,
our
happy
family.
Show
the
summary
on
the
screen
and
ask
the
students
to
read
together.
【设计说明】语言的教学应当兼具其工具性与人文性的统一，英语语言教学是教育有机整体的组成部分，所以在传授知识的同时也应具备教育的功能。基于这些基本理念，在本课的最后，请学生就世界通用的种种沟通、交流、传递信息的方式加以探讨，旨在宣扬不管使用何种语言，何种交流的方式，世界珍爱真、善、美；我们乐享和谐与和平。
Step
5
Homework:
①
Read
more
about
formal
and
informal
English.
②
Practice
smi
( http: / / www.21cnjy.com )ling
every
day
as
smile
is
also
an
international
language.
【设计说明】鼓励学生增加课外阅读，通过多种渠道增加语言输入的同时，提高学生利用网络等资源自主学习的能力。单 元：Unit
3
Back
to
the
past
板 块：Reading
课堂设计指导思想：
通过听写、翻译、造句、替换、填空、完句、情景、故事（用所操练的语言点编故事）等活动操练语言点。
Teaching
aims:
Master
some
language
items.
Teaching
procedures:
Step
1
Practice
of
language
items
1.
similar:
be
similar
to
…
the
same
…as/that
…
be
different
from
…
the
similarity
of
a
cat
to
a
tiger
Mary
is
similar
to
Rose
in
many
ways.
The
two
cats
are
similar
but
not
the
same.
Although
______
in
app
( http: / / www.21cnjy.com )earance,
the
two
plants
have
some
basic
differences.
The
song
____________
the
one
I
heard
yesterday.
A
second
study
produced
______
results.
2.
take
over
1)
After
his
father
retired,
he
took
over
the
company.
2)
I
took
over
her
job
while
she
was
in
New
York.
3)
Our
company
was
recently
taken
over
by
a
larger
one.
3.
so
was
the
city
1)
I
felt
excited,
______
did
the
others.
2)
I
didn’t
feel
excited,
_________
did
the
others.
3)
I’ve
never
been
to
London,
neither/
nor
have
my
parents.
4.
with
1)
With
so
many
trees
around,
our
school
…
2)
With
so
much
homework
to
do
…
3)
With
everything
finished
…
4)
With
the
old
man
showing
the
way
…
5)
With
a
book
in
his
hand
…
5.
as
as引导状语从句，表示按照，依照,
正如的意思。
1)
You
look
great
as
you
are.
2)
When
at
Rome,
do
as
the
Romans
do.
3)
Leave
it
as
it
is.
4)
You
must
take
things
as
they
are.
6.
turn
out
1)
turn
out
to
be
…
We
worked
hard
to
prepare
for
the
coming
exam,
but
it
turned
out
to
be
rather
easy.
2)It
turns
out
that
…
It
turned
that
she
was
a
friend
of
my
sister.
7.
imagine
1)
+n.
Try
to
imagine
the
desert
on
a
very
hot
day.
2)
+
clause
She
could
not
imagine
what
would
happen
after
that.
3)
+
doing
Try
to
imagine
being
on
the
moon.
4)
sb.
to
be
Imagine
yourself
(to
be)
in
his
place.
Can
you
imagine
life
without
water
Can
you
imagine
______
without
water
Jack
always
imagines
that
he
is
a
successful
lawyer.
Jack
always
imagines
himself
______
a
successful
lawyer.
8.
remains/ruins
1)
Most
of
the
build
( http: / / www.21cnjy.com )ings
have
been
destroyed.
What
we
can
see
today
are
only
the
remains
of
them.
2)
remain:
v.
to
continue
to
exist/
to
stay
in
the
state
of
3)
After
20
years,
they
remained
best
friends.
3)
After
the
great
fire,
nothing
remained.
9.
together
with:
including,
as
well
as,
along
with
1)
200
school
bags,
together
with
5000
books,
were
donated
to
Project
Hope.
2)
We
bought
fruits,
together
with
some
vegetables.
3)
The
teacher,
together
with
his
students,
is
going
to
the
museum.
【设计说明】通过通过听写、翻译、造句、替换、填空、完句、情景活动操练语言点。
Step
2
Making
up
a
story
with
some
of
the
language
items
Ask
students
to
make
up
a
story
with
some
language
items.
【设计说明】以此检查学生对所学内容的掌握程度。
Step
3
Homework
Ask
students
to
write
a
short
story
containing
some
language
items.
【设计说明】通过家庭作业再次巩固所学内容。单 元：Unit
1
The
world
of
our
senses
板 块：Welcome
to
the
unit
课堂设计指导思想：
本节课是听说教学课。在本课中，教师
( http: / / www.21cnjy.com )设计各种听说活动，鼓励学生就“五种感觉在自己学习生活中的重要性“展开广泛地讨论并大胆发表自己的观点。丰富多彩的图片展示，使学生从视觉上产生差异，从而促使他们讨论：“To
see
is
to
believe”是否绝对正确。最后通过残疾艺术家身残志坚，做出巨大成就的事例，使学生明白应该以积极热情的态度面对生活和学习。
Teaching
aims:
Encourage
students
speak
out
to
practice
their
oral
English.
Arose
their
interest
in
learning
this
unit
through
activities.
Let
them
know
the
importance
of
senses
in
daily
life.
Teaching
Procedures:
Step1.
Brainstorming
（ppt
5-6）
Ask
students
the
following
questions:-
With
what
do
we
see
and
hear
How
do
we
know
whether
a
dish
is
delicious
How
do
we
know
that
a
flower
has
a
pleasant
smell
What
do
we
do
( http: / / www.21cnjy.com )when
we
want
to
know
whether
the
water
in
the
basin
is
hot
or
cold
How
do
we
know
about
the
world
around
us
As
we
all
know,
almost
everyone
has
five
senses,
which
are
used
everywhere
and
all
the
time.
We
learn
about
the
world
through
the
five
senses.
We
use
the
five
senses
to
study,
work
and
relax,
but
there
are
some
people
who
have
lost
one
or
more
of
their
senses.
【设计说明】通过头脑风暴活动，引出话题，用浅显易懂的问题，激发学生的兴趣，激活课堂气氛。问题后教师的陈述目的是导入下一步的讨论。
Step2
Presentation
（ppt
7-8）
1.What
would
happen
if
you
lost
one
or
two
of
your
senses
A
person
who
cannot
see
is
blind
and
someone
who
cannot
hear
is
deaf.
2.
Do
you
know
how
blind
people
can
read
(They
can
read
b
( http: / / www.21cnjy.com )y
touching
raised
dots
which
represent
numbers
and
letters.
This
system
is
called
Braille.)
3.
How
do
the
deaf
communicate
with
each
other
(They
use
body
language
or
sign
language.)
【设计说明】阅读短文“Five
senses”,
通过三个问题检测学生对其的理解。
Step3
Discussion
---Group
Activity（ppt
9）
Look
at
the
four
pictures
and
answer
the
question
below
each
picture.
1.What
can
you
see
in
this
picture
2.How
would
you
judge
the
length
of
the
two
lines
3.How
can
you
prove
that
the
two
lines
are
straight
4.Can
the
symbols
be
read
in
only
one
way
5.Why
are
people
misled
by
their
own
eyes
【设计说明】要求学生对四副图画进行仔细观察，展开小组活动，讨论看到什么图案。每小组一人向全班汇报。让学生明白，有些背景和线条误导了人的大脑，从而使人做出不全面的判断。
Step4
Language
study
(ppt10-11)
1.Fill
in
the
blan
( http: / / www.21cnjy.com )ks
with
words
that
have
something
to
do
with
“senses”:
When
he
got
there,
he
_________
that
there
was
a
dark
hole.
He
________
into
it,
but
could
________
nothing.
He
________
with
his
ears,
he
could
_______
nothing,
either.
He
_________
it
for
a
long
time.
He
_______
something
strange.
He
___________
the
side
of
the
hole.
It
______
hot.
Suddenly
some
noises
were
________
from
the
hole.
It
________
like
someone
was
cooking
inside.
2.
Let’s
talk
about
the
importance
of
each
sense.
e.g.
We
see
the
wo
( http: / / www.21cnjy.com )rld
with
our
eyes.
Without
the
sense
of
sight,
we
would
live
in
total
darkness.
We
____
with
__________.
Without
_________,
we
would___________________.
【设计说明】设计两个练习，目的是用说的方法，让学生复习掌握表示感官类的动词名词的使用。拓展学生的思维，让他们明白这五种感觉在我们的生活学习中的重要性。
Step5
Discussion
---
Group
activity
(ppt
12-20)
1.
There
is
a
saying:
To
see
is
to
believe,
is
that
always
true
2.
Read
the
three
( http: / / www.21cnjy.com )
questions
in
the
short
passage
and
discuss
them
in
groups
of
four.
3.
Report
your
answers
to
the
whole
class.
【设计说明】呈现四副图画，展开讨论：There
is
a
saying:
To
see
is
to
believe,
is
that
always
true 结论是：In
most
cases,
the
saying
is
true.
However,
sometimes
our
senses
will
cheat
us.
To
see
the
world
clearly,
we
should
also
be
armed
with
scientific
knowledge
and
think
twice
before
action.
对教材上的三个问题进行讨论，列举一些身残志坚的成功者的事例，激励学生要做对生活充满热情的人，给这节听说课加入了德育教育的元素。
Step6
Assignments
(ppt
21)
1.
Preview
the
reading
part,
do
exercise
C1
and
C2.
2.
Preview
the
reading
strategy.
【设计说明】本节课的目的之一即给下面的阅读课做铺垫，要求学生预习课文，是为了下一阅读课的进行扫清一些障碍，同时培养学生的预习习惯。单 元：Unit
2
Language
板 块：Project
课堂设计指导思想：
如果Welcome是一个单元的序曲，Project则是单元的尾声。就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。
Project的设计通常有两部分构成：一篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的，这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；老师方面，则要有统筹、策划和全盘掌控、指导的能力。在很多学校，由于受到时间的限制或是应试的影响，Project往往予以忽略，或者干脆作为Reading来教，这与Project设计的本源初衷是相违背的，对于学生终身发展也是错过了很好的锻炼机会。所以Project还是要还其本来面目，当然我们不能否认从中国国情的实际出发，我们在具体操作上应该因时因地制宜，作出适当调整和取舍，这是符合客观规律的。本课时的设计为Project的第二课时，主要是在前期大量课后准备的基础上，进一步明确图册设计的要求，在课堂上完成对于汉字研究图册的设计、制作和润色修饰，最后进行展示的过程。
Teaching
aims:
Get
to
know
how
to
design
a
booklet.
Search
the
Internet
to
find
related
information.
Cooperate
with
the
g
( http: / / www.21cnjy.com )roup
members
and
finish
the
design
of
the
booklet.
Teaching
procedures:
Step
1
Instruction
Start
the
project
by
introducing
the
steps
to
follow:
planning,
preparing,
producing
and
presenting.
【设计说明】帮助学生复习Project的四步常规。
Step
2
Explanation
of
the
four
steps
Further
explanation
of
the
four
steps:
Planning:
Work
in
small
groups
and
discuss
and
choose
what
characters
the
group
would
like
to
research.
Discuss
the
layout
of
the
booklet.
Divide
the
work
each
group
member
will
do.
Collect
the
information
needed.
Preparing:
Look
for
information
as
many
sources
as
you
can
find.
Tips
(organizing
information)
1.
Introduction
2.
Method
3.
Findings
4.
Conclusion
Producing:
Everyone
writes
a
section
of
the
booklet.
Then
put
what
has
been
written
together.
Add
photos
or
illustrations
where
necessary.
Proofread
the
draft
to
correct
mistakes
if
there
are
any.
New
ideas
can
be
added.
Now
the
booklet
is
finished.
Presenting:
Present
the
booklet
to
the
whole
class
by
taking
turns
to
talk
about
each
section
of
their
booklet.
【设计说明】根据此次的具体实践内容，进一步明确四步走的相关内涵。
Step
3
Useful
expressions
Pick
out
some
useful
expressions
in
the
text
for
students’
reference:
over
time
according
to
differ
from
in
that
this
way
turn…into
as
a
whole
develop
…
into
1.
Old
English
differ
( http: / / www.21cnjy.com )s
greatly
from_
the
modern
English
we
use
today.
2.
Life
on
the
island
has
changed
_over
time_
because
of
the
growing
number
of
tourists
who
visit
it
every
year.
3.
_According
to_
the
( http: / / www.21cnjy.com )
tickets,
the
train
will
leave
at
8:30.
We’d
better
hurry
to
get
to
the
station
on
time!
4.
She
said
i
( http: / / www.21cnjy.com )t
was
the
teacher’s
praise
and
encouragement
that
_turned_
her
_into_
a
good
student.
5.
Install
this
spell
check
software
on
your
computer.
You
will
avoid
making
spelling
mistakes
_this
way_.
6.
Considering
your
id
( http: / / www.21cnjy.com )ea
_as
a
whole_,
I
think
it
will
contribute
significantly
to
the
development
of
the
company.
However,
it
may
cause
some
problems
as
well.
7.
I
was
lucky
_in
that_
I
was
able
to
find
what
I
wanted.
【设计说明】充分利用文本中的相关信息，在文字才组织上给予学生必要的帮助。
Step
4
Group
work
Cooperate
with
your
group
members
and
finish
your
booklet.
【设计说明】以小组的组织形式完成图册的制作。
Step
5
Show
time
Ask
each
group
to
present
their
work.
【设计说明】展示集体智慧的结晶，提供彼此交流学台。
Step
6
Home
work
Please
modify
your
booklet.
Get
your
final
draft
ready
in
three
days.
【设计说明】鼓励学生相互学习，完善图册，可以在三天后进行最佳评选活动。单 元：Unit
1
The
world
of
our
senses
板 块：Grammar
and
usage
课堂设计指导思想：
本课语法为名词性从句。教学目的为帮助学生
( http: / / www.21cnjy.com )了解什么是名词性从句；学会连词that，if，whether的正确使用。语法课的设计应摒弃教师一讲到底，罗列语法规则的陈旧教学方式，把语法的运用放置于情景中。这样学生就会身临其境学习语法，生动、有趣，教学效果好。
Teaching
aims:
1.
Make
sure
the
students
understand
what
the
noun
clauses
are.
Students
should
know
the
different
use
of
noun
clauses.
Learn
to
use
conjunctions:
that,
if/whether.
Teaching
procedures:
Step1.
Introduction
to
noun
clauses
(ppt
4-5)
What
is
noun
What
is
the
use
of
noun
What
is
noun
clause (by
reading
some
sentences):
At
lunch,
the
weather
( http: / / www.21cnjy.com )man
reported
that
the
mist
would
become
a
thick
fog
in
the
afternoon.
She
wondered
if
the
buses
would
still
be
running.
The
truth
is
that
the
fog
is
too
thick
for
the
bus
to
run
that
far.
What
surprised
me
most
was
that
the
old
man
couldn’t
see
anything.
【设计说明】从课文中挑选出四句名词性从句，
( http: / / www.21cnjy.com )经过两课时的课文阅读及语言点教学，学生对这些句型结构已有清晰的理解，以此导入名词性从句的教学显得比较自然。
Step2.
Presentation
(ppt
6-9)
1.
Ask
students
to
read
Part
1
on
page8
so
that
they
will
know
that
a
noun
clause
can
be
used
as
the
subject
of
a
sentence.
More
sentences
can
be
given
to
the
students.
1)
That
he
will
succeed
is
certain
.
2)
Whether
he
will
go
there
is
not
known
.
3)
What
he
said
is
not
true
.
4)
Where
he
hid
the
money
is
to
be
found
out
.
Have
students
( http: / / www.21cnjy.com )
read
the
sentence
in
which
it
is
used
as
an
preparatory
subject:
Who will go makes no difference.
=
It makes no difference who will go.
That she was able to come made us very happy.
=
It made us happy that she was able to come.
2.
Ask
students
to
( http: / / www.21cnjy.com )read
Parts
2
so
that
they
will
know
that
a
noun
clause
can
be
used
either
as
the
object
of
a
verb
or
a
preposition
in
a
sentence.
1)
They
know
that
the
habit
will
kill
them.
2)
He
asked
how
much
I
paid
for
the
violin.
3)
He
made
it
cle
( http: / / www.21cnjy.com )ar
to
the
public
that
he
did
an
important
and
necessary
job.
4)
I
find
it
necessary
that
we
should
do
the
homework.
Ask
students
to
r
( http: / / www.21cnjy.com )ead
the
two
sentences
in
which
it
is
used
as
an
preparatory
object.
3.
Ask
students
to
read
Part
3
so
that
they
will
know
that
a
noun
clause
can
be
used
as
the
predicative
after
the
link
verb
be.
1)
The
question
is
whether
we
can
rely
on
him.
2)
That’s
because
we
were
in
need
of
money
at
that
time.
3)
He
looked
as
if
he
was
going
to
cry.
4)
That’s
why
I
was
late.
4.
Explain
to
students
( http: / / www.21cnjy.com )
what
apposition
means.
Then
have
the
students
read
Part
4.
1)
The
news
that
he
failed
in
the
exam
surprised
his
parents.
2)
Word
came
that
we
would
have
two
days
off
next
week.
3)
There
is
no
possibility
that
our
team
will
lose
the
game.
4)
I’ll
keep
( http: / / www.21cnjy.com )the
promise
that
I
will
help
you
out
when
you
are
in
trouble.
【设计说明】充分利用教材的英语讲解，帮助学生对名词性从句的结构有进一步的了解。同时通过翻译句子，补全句子等练习，强化学生对名词性从句的感性认识。
Step3.
Practice
Ask
the
students
to
read
the
article
on
page
9
and
to
describe
the
main
idea
in
their
own
words.
Make
sure
that
they
know
what
they
need
to
do
and
that
they
can
identify
all
the
noun
clauses.
【设计说明】通过阅读Pl
( http: / / www.21cnjy.com )easant
smells
reduce
pain，指导学生在理解文本的基础上，找出该文中所含的11句名词性从句，并要求说出名词性从句的类型。
Step4.
Presentation
(ppt
10-13)
Noun
clauses
beginning
with
that
or
if/whether.
1.
Ask
the
students
to
read
Part
1,
which
is
about
using
that
to
introduce
a
noun
clause.
2.
Have
students
re
( http: / / www.21cnjy.com )ad
Part
2,
which
is
about
using
if
or
whether
to
introduce
a
noun
clause.
When
do
we
use
if/whether
to
introduce
a
noun
clause
When
can
we
only
use
whether
bet
not
it
【设计说明】通过阅读教材归纳的规则，加之教师中文释义，学生对that,
if,
whether的用法进行操练。
Step5.
Practice
(ppt
14-24)
1.
Ask
students
to
finish
exercises
on
page11.
2.
Do
some
exercises.
【设计说明】在以上“明理”的基础上，设置操练，让学生学会运用。
Step6.
Assignment
(ppt
25)
Finish
C2
on
page
92
of
the
workbook.
【设计说明】课后的复习巩固，是语法教学必不可少的环节。单 元：Unit
1
The
world
of
our
senses
板 块：Task
课堂设计指导思想：
本节课是task教学课。本板块的教学围绕如何
( http: / / www.21cnjy.com )讲故事开展了以听、说、读、写为主的一系列教学活动。以听力练习为铺垫把学生带入特定的语言情境中，辅以与故事讲述相关的技巧训练，并通过小组讨论和口、笔头表达等一系列的课堂学习活动，使学生学会熟练自由地运用英语。因此合理安排任务和紧密联系主题对最后的成果呈现是否成功有至关重要的作用。本板块第一教时主要解决故事情节排布和插图的运用问题；第二课时主要解决如何使故事增色问题和语言点的处理。
Teaching
aims:
Make
students
know
the
chain
of
a
story.
Train
students’
ability
of
telling
a
story
effectively
by
using
pictures
with
speech
bubbles.
Improve
students’
ability
of
writing
a
story
by
using
adjectives
and
adverbs.
Teaching
procedures:
Period
One
Step
1
Introduction
(ppt
4-6)
Do
you
like
reading
stories
(Ask)
Most
of
you
like
reading
stories.
Can
you
tell
me
what
kind
of
stories
you
like
reading
Why
(Ask)
You
like
different
kind
of
stories.
Have
you
tried
telling
a
story
to
your
classmates
or
friends
Today
we
will
learn
some
skills
of
telling
a
story.
After
class,
you
can
make
up
a
story
and
tell
it
to
your
friends.
Maybe,
they
will
like
it.
【设计说明】
通过师生问答引出本板块的主题——学讲故事。
Step
2
Plotting
a
story
(ppt
7-16)
1.
Ask
students
to
read
the
story
on
page
12
and
finish
the
exercise
of
part
A
and
B.
【设计说明】通过练习，让学生对如何安排故事情节有初步的认识。
2.
Ask
students
to
do
exercise
of
step
1.
【设计说明】通过学习所听材料和段落写作，让学生学会如何写故事的开头部分。
Step
3
Recognizing
different
elements
of
a
comic
strip
(ppt
17-28)
1.
Listen
to
the
tape
and
work
out
the
main
information
in
each
part.
2.
In
pairs,
ask
students
to
work
out
a
surprise
ending
from
the
five
pictures
given
in
Part
A.
They
should
draw
a
picture,
write
a
caption
and
add
thought,
speech
or
sound
bubbles
where
necessary.
【设计说明】通过讲解范例和完成练习，让学生学会如何在故事中绘制插图。
Step
4
Homework
(ppt
29)
1.
Review
what
we
have
learnt
today.
2.
Preview
Skill
building
3.
【设计说明】通过家庭作业再次巩固所学内容。单 元：Unit
3
Back
to
the
past
板 块：Task
课堂设计指导思想：
通过进一步操练学习描述历史事件并展示成果。
Teaching
aims:（用英文撰写）
具体陈述本课时要做的事及其目的，要从学生学习的角度陈述，如：
Aid
students
to
choose
and
organize
the
information
they
have
got
and
help
them
complete
their
products.
Enhance
students’
overall
abilities
and
improve
their
integrated
skills.
Make
students
learn
how
to
write
an
outline
of
a
speech
and
how
to
host
a
talk
about
a
historical
event.
Teaching
procedures:
Step
1
Lead
in
Introduce
the
topic
of
Pearl
Harbour.
【设计说明】通过导入检查学生对珍珠港背景知识的了解程度。
Step
2
Writing
descriptions
for
your
illustrations
Follow
the
steps
on
pages
55-56.
Step
3
Giving
your
talk
1.
Organize
students
into
small
groups
and
choose
some
sets
of
illustrations.
2.
Plan
an
outline
according
to
a
set
of
illustrations.
3.
Give
the
talk
( http: / / www.21cnjy.com )in
groups
and
pay
attention
to
the
points
given
on
P57.
Step
4
Homework
Ask
students
to
write
their
speech.
【设计说明】通过家庭作业再次巩固所学内容。单 元：Unit
1
The
world
of
our
senses
板 块：Reading
课堂设计指导思想：
本课旨在帮助学生了解课文内容，指
( http: / / www.21cnjy.com )导学生掌握更好阅读这类故事的一些阅读策略。通过听、说、读、写等技能的综合训练，提高学生对文章的理解能力和语言用活能力。
Teaching
aims:
Improve
students’
reading
ability.
Enable
students
to
ma
( http: / / www.21cnjy.com )ster
reading
strategy
of
this
kind
of
reading
material.
Retell
a
story
with
a
surprise
ending.
Teaching
procedures
Step1:
Lead-in
(ppt4-6)
Ask
students
to
tal
( http: / / www.21cnjy.com )k
about
the
climate
or
the
weather
in
the
place
where
they
live:
1.
Do
we
sometimes
have
foggy
days
here
When
2.
How
do
you
feel
on
a
foggy
day
3.
What
can
you
t
( http: / / www.21cnjy.com )hink
of
when
the
word
“fog”
is
mentioned
(Brainstorming)
4.
Have
you
ever
( http: / / www.21cnjy.com )
lost
your
way
in
the
fog
What
would
you
do
if
you
got
lost
in
the
fog
5.
Which
city
has
the
name
of
“foggy
city”
【设计说明】从课堂开始时的自由会话入手
( http: / / www.21cnjy.com )，自然地由天气导入“雾”这个关键词。展开头脑风暴活动，让学生充分发挥其想象力，有“雾”联想到什么？再引出雾都伦敦---本文故事发生的地点，自然地导入课文。
Step
2:
Reading
Strategy
(ppt7)
1.
Guide
students
to
read
the
Reading
strategy
for
the
article
and
teach
them
the
elements
of
a
story.
【设计说明】在阅读课文前，先介绍此类阅读文体的“Reading
strategy”,
会使学生对阅读技巧的理解及把握更有效。
Step
3:
First-reading
(ppt8-10)
1.
Ask
students
to
go
through
the
passage
as
quickly
as
they
can
and
try
to
find
the
elements
according
to
the
reading
strategy.
2.
Ask
students
to
find
answers
to
the
three
questions
in
part
A.
3.
Ask
students
to
finish
D.
【设计说明】承接上面Reading
strategy的介绍，第一遍阅读就把寻找本文reading
strategy的几个要素作为阅读要求，有利于学生对故事情节的了解。同时设计简单问题和词汇练习，为更深入地理解课文做铺垫。
Step
4:
Listening
&
Second
reading
(ppt
11-15)
Listening
to
the
text
and
read
together
with
it.
Questions
and
answers.
Put
these
events
in
the
correct
order.
【设计说明】听读结合，再读课文，深入理解课文细节。
Step
5:
Deep
understanding
(ppt
16-17)
Ask
students
to
r
( http: / / www.21cnjy.com )ead
the
story
again,
and
try
to
further
understand
the
text.
【设计说明】选择课文内两句句子，挖掘其深层含义，帮助学生学会透过文字表象理解其丰富内涵，提升他们的理解能力。
Step
6:
Post-reading
activities
(ppt
18-22)
1.
Retell
the
story
Fog
with
the
help
of
the
following
chart.
2.
Discussion:
1)What
is
the
personality(性格特点)
of
the
old
man
2)What
can
we
do
to
help
those
disabled
like
the
old
blind
man
3.
Role
play:
Suppose
you
are
the
editor
of
a
newspaper,
try
to
interview
Polly
to
know
more
about
what
happened
to
her.
【设计说明】设计三个类型练习，由浅入
( http: / / www.21cnjy.com )深的训练学生的口头表达能力。以故事发展顺序的路线图作提示，复述课文，此乃第一层面的练习；分析人物个性，转而引出我们应该怎样帮助残疾人士为第二层面的练习；角色表演为最高层面的口语练习形式。
Step
7:
Assignments
(ppt
23)
1.
Write
an
interview
between
an
editor
and
Polly.
2.
Read
the
article
in
Part
B
in
Reading
on
Page
95
of
the
workbook.
【设计说明】为弥补课堂时间有限，把课堂上角色表演的口头表达形式转化为书面形式，把写这一能力培养放到课后。单 元：Unit
2
Language
板 块：Task
课堂设计指导思想：
Task是牛津教材区别以往及其它教材很有
( http: / / www.21cnjy.com )特色的版块。Task的设计总体上是围绕本单元的主题，要求学生最终完成一个与主题相关的写作任务。该版块的设计思路是由输入至输出，对于高中学生而言，写作的输出是有一定的难度的，这种难度主要体现在：一、写作的素材的不足，学生由于阅历有限，对于问题的观点及支撑观点的相关论据相对薄弱，往往无法满足写作的需求；二、写作结构、写作能力有待进一步提高。译林版牛津教材Task在设计上充分考虑到了这两个问题，有梯度地为学生铺平道路，扫除障碍，主要通过以下途径加以实现：一、通过听、读、说的训练，为学生最后的写作提供相对充足的素材积累，使学生最后的写作能够言之有物，内容充实；二、通过对学生写作结构和写作技巧的指导，帮助学生顺利完成单元的写作任务。本节课设计的是Task的第一课时，以听、说以及少量的阅读活动为主，通过阅读了解及帮助预测听力内容；通过听力材料帮助学生获取美国身势语的相关信息，为进一步地进行比较，完成写作打好基础；通过讨论提问，为下一课时完成问卷做好铺垫。
Teaching
aims:
Get
to
know
what
to
expect
in
the
listening
materials.
Listen
and
get
the
( http: / / www.21cnjy.com )information
about
the
meaning
of
common
gestures
in
America.
Learn
how
to
write
questions
for
the
questionnaire.
Teaching
procedures:
Step
1
Anticipating
a
response
Start
the
lesson
with
the
topic
about
what
the
students
often
do
in
the
listening
tests.
Mention
the
importance
of
prediction
in
listening.
Ask
the
students
to
give
some
tips
if
possible.
The
teacher
presents
some
questions
on
the
screen
for
the
students
to
practice
prediction.
【设计说明】学会预测，对于提高听力能力是很有效且必须的听的策略。在日常的教学中，从学生能力发展的角度出发，我们不仅仅要传授知识、操练技能，也要帮助学生掌握一定的学习策略，这是新课标的客观要求，高效教学的要求，更是为学生终身学习、发展奠定基础的要求。
Step
2
Pair-work
Ask
the
studen
( http: / / www.21cnjy.com )ts
to
read
the
9
statements
in
the
textbook.
Discuss
the
statements
between
the
partners,
predict
what
is
expected
to
be
heard
and
guess
the
possible
answers
to
the
statements.
【设计说明】两人一组讨论9组陈述
( http: / / www.21cnjy.com )的真伪，在知识层面，促进学生巩固和应用预测的策略；在能力方面，锻炼了学生的听与说；在情感方面，促进了学生间的交流与小组合作。
Step
3
Listening
Play
the
tape.
Decide
if
the
statements
are
true
or
false
according
to
the
interview.
Check
answers
and
correct
them
if
the
statements
are
false.
【设计说明】听力技能的训练，一方面是对预测的及时检验，另一方面也为下一课时的写作积累了一部分的素材。
Step
4
Filling
in
a
chart
Tell
students
that
they
are
going
to
listen
to
the
recording
of
an
American
university
professor
teaching
her
class
about
common
gestures
(in
the
pictures).
Ask
them
to
focus
on
what
those
gestures
mean
in
America.
【设计说明】对学生听力能容进行简述，目的在
( http: / / www.21cnjy.com )于激活学生已有学习框架。对于学生听力重点的指导，有助于学生有目的地听，为提高听的能力与效果提供保障。
Play
the
tape.
A
( http: / / www.21cnjy.com )fter
listening,
suggest
the
students
check
the
answers
in
pairs.
Ask
some
stude
( http: / / www.21cnjy.com )nts
to
give
their
answers
to
the
class.
Check
the
answers
together.
【设计说明】这组听力训练，可帮助教师成功实现以下的目标：操练听的技能、为最终写作任务积累素材，以及增进学生间的合作学习。
Step
5
Formulating
written
questions
Instruction:
The
students
are
( http: / / www.21cnjy.com )
allowed
3-4
minutes
to
go
through
the
tips
on
formulating
written
questions.
Ask
them
to
pay
attention
to
the
examples
after
each
tip.
And
if
time
permits,
let
the
students
give
more
examples.
【设计说明】帮助学生了解编写书面问题的
( http: / / www.21cnjy.com )要点，为他们的实际操作做了理论上的准备。让学生关注例子是为了帮助他们更直观、更感性地理解要点。如果时间允许，可以让学生讨论给出更多的例子，用于检验学生的理解。
Practice
writing
questions
Present
the
three
situations
on
page
34.
Ask
the
students
to
discuss
the
questions
in
groups
and
recommend
their
best
questions
after
their
discussion.
Ask
one
student
from
( http: / / www.21cnjy.com )
each
group
to
present
their
questions.
Choose
the
best
ones
to
share
with
the
whole
class.
If
necessary
show
them
the
teacher’s
suggested
answers.
【设计说明】根据给定情景，通过
( http: / / www.21cnjy.com )小组讨论，编写相关调查问卷的书面问题。小组通过讨论，推荐最优答案供全班分享，在练习提问的同时，更有助于学生发展合作能力，增进集体荣誉意识。
Step
6
Homework
Write
a
short
summary
of
what
the
common
gestures
mean
in
America.
【设计说明】写作小结是对所学内
( http: / / www.21cnjy.com )容的梳理和总结，有利于帮助学生及时巩固所学内容，从而为下一步的比较写作做好物质上的准备。同时这样的作业有利于学生对教师形成及时的回馈，帮助教师了解教学效果，在必要情况下，可以做适当的调整。单 元：Unit
3
Back
to
the
past
板 块：Project
课堂设计指导思想：
本课是节成果展示课，学生通过前期的分工合作，开展调查，收集资料，交流讨论及物化成果在课堂展示交流成果，并互相评判以提升学生的成果。
Teaching
aims:
Help
students
learn
how
to
make
a
poster.
Ask
students
to
present
their
project.
By
grading
students’
project
help
students
understand
how
to
make
a
good
poster.
Teaching
procedures:
Step
1
Lead-in
By
asking
questions
and
showing
the
steps
of
making
a
project
help
students
go
over
their
homework
and
prepare
for
their
presentation.
Ask
students
to
proofread
their
poster
and
prepare
for
presentation.
【设计说明】通过回顾学生前期工作步骤，为下一步Presentation的作准备。
Step
2
Presentation
Ask
students
to
present
their
work
and
give
comments
on
their
work.
【设计说明】通过展示评判，提升学生的成果。
Step
3
Homework
Ask
students
to
proof
read
their
time
chart
and
put
their
poster
up
in
the
display
corner
of
their
classroom.
【设计说明】让学生通过修改作业来进行反思。单 元：Unit
1
The
world
of
our
senses
板 块：Project
课堂设计指导思想：
本节课是以听、说、读、写为主的project教学课。本板块的教学以文章阅读为铺垫，重在完成计划、准备、写作，呈现的任务。而素材的搜集范围，文章的结构，呈现的方式都可以参考阅读的内容。因此做好阅读疏导和任务安排对最后的成果呈现是否成功有至关重要的作用。本板块第一教时主要解决文章的理解和疏通，和任务的安排；第二课时需在几天之后进行成果汇报，提倡学生用多种方式，如海报，模拟电视播报，角色扮演小品，记者招待会等。
Teaching
aims:
Get
to
know
something
about
sharks
and
pigeons.
Learn
to
follow
the
structure
of
each
passage.
Group
work:
Four
students
a
group.
Choose
an
animal
and
write
a
passage
about
it
then
produce
a
TV
show.
Teaching
procedures:
Period
One
Step
1.
Introduction
(ppt
4-9)
Many
animals
are
of
great
help
to
our
daily
lives
or
make
great
contributions
to
the
development
of
science
and
technology.
Can
you
list
some
of
them
Animals
are
friends
of
( http: / / www.21cnjy.com )
human
beings.
However,
some
animals
will
cause
trouble
or
danger
to
us
in
some
situations.
For
example,
when
they
are
hungry
or
when
they
feel
themselves
in
danger.
Do
you
know
some
dangerous
animals
on
the
land
(Some
pictures
are
shown.)
There
are
also
some
dangerous
animals
in
the
water.
(Some
pictures
are
shown.)
【设计说明】教师通过两段动物和人的关系的语言和相关图片分别引出本文主角鸽子和鲨鱼。
Step
2.
A
small
quiz
(ppt
10)
Ask
students
to
fi
( http: / / www.21cnjy.com )ll
in
blanks
related
to
some
information
about
sharks.
【设计说明】让学生对鲨鱼的知识猜测产生兴趣，有关鲨鱼感官的知识能帮助学生理解文章中的一些内容。
Step
3.
Read
and
understand
(ppt
11)
Allow
Students
1
mi
( http: / / www.21cnjy.com )nute
to
read
the
text
and
complete
questions
in
“Fast
reading”.
【设计说明】带着问题去快速阅读课文，进一步加强阅读技巧的训练，同时对文章有个初步的了解。
Step
4.
Listen
and
understand
some
details
(ppt12-14)
Listen
to
the
tape
and
work
out
the
main
information
in
each
part.
【设计说明】通过详细阅读完成对文章细节的把握。
Step
5.
Reading
about
pigeons
(ppt15-19)
Read
the
passage
about
pigeons
and
hold
a
discussion.
Why
did
the
officer
write
a
message
in
the
story
By
what
means
was
the
message
sent
How
do
pigeons
find
their
way
【设计说明】通过阅读完成对文章结构以及细节的把握。
Step
6.
Assignments
about
“producing
a
TV
show”
(ppt20-24)
Planning:
Ask
Students
to
form
groups
of
four.
They
should
discuss
and
choose
an
animal
to
focus
on
Preparing.
Search
for
information
in
different
ways:
search
the
internet;
go
to
a
zoo;
watch
an
animal
documentary
or
read
some
books.
Producing:
Write
and
rewrite.
Presenting:
Present
( http: / / www.21cnjy.com )the
TV
show
to
all
the
classmates
and
have
a
competition.
【设计说明】从布置分组到学生的分工、课后的搜集整理资料、重组资料并定稿、呈现电视秀是一个比较繁琐和长期的工作。老师可在课后给与适当的帮助。
Step
7.
Language
points
(ppt
25-29)
【设计说明】通过对语言点的学习，加深对文章难句理解，提高语言运用能力。
Step
8.
Homework
(ppt
30)
Do
Parts
part
A,
B
and
C
on
page
90
in
Workbook.
Review
words
and
phrases
in
this
unit.
【设计说明】通过家庭作业再次巩固所学内容。同时，鼓励学生利用网络等有效学习资源了解更多有关动物的知识。
Period
Two
Step
1.
Presenting
(ppt
20)
Each
group
takes
turns
presenting
their
TV
show.
【设计说明】学生呈现电视秀，从成果中反映对上一课时的理解和课后工作的完成情况。
Step
2.
Discussion
(ppt
20)
Have
a
discussion
( http: / / www.21cnjy.com )
on
which
group’s
TV
show
is
the
best
and
who
is
the
best
storyteller.
【设计说明】以投票或讨论形式决出最佳电视秀和最佳叙述者。给学生以肯定的反馈和鼓励。单 元：Unit
3
Back
to
the
past
板 块：Project
课堂设计指导思想：
Project的主要内容是学习如何介绍历史人物。本课要解决的是理解两篇文章，并以此为范本了解学习如何介绍人物生平。
Teaching
aims:
Read
and
understand
the
text.
Get
to
know
how
to
introduce
someone
important
in
history.
Teaching
procedures:
Step
1
Lead
in
The
teacher
starts
the
lesson
by
showing
a
picture
of
the
film
Alexander,
and
thus
introduce
the
article
students
are
going
to
read.
【设计说明】通过电影引入话题，并以此补充接下来要读的文章的背景知识，以方便学生理解文章。
Step
2
Read
and
understand
Ask
students
to
listen
to
the
tape
recording
of
the
text
and
read
the
text.
Help
students
get
the
main
idea
of
each
paragraph.
Ask
students
to
read
the
text
again
and
answer
the
questions
to
make
sure
they
understand
the
text.
Ask
students
to
read
the
article
and
answer
the
questions.
【设计说明】通过简单的练习设置帮助学生理解课文内容，把握文章的脉络和结构，并且了解时间表的内容。
Step
3
Discussion
and
retelling
Ask
students
to
compare
the
two
figures
according
to
the
article.
【设计说明】通过讨论，比较让学生进一步理解所学内容。
Step
4
Preparations
for
homework
Ask
students
what
important
people
in
history
they
are
interested
in
and
ask
them
to
form
groups
to
research
what
they’re
interested
in.
【设计说明】通过交流鼓励学生根据兴趣组成小组，为完成作业准备。
Step
5
Homework
Work
in
small
groups
( http: / / www.21cnjy.com ),
discuss
and
research
time
periods
in
history
you
are
interested
in.单 元：Unit
2
Language
板 块：Grammar
and
usage
课堂设计指导思想：
万事皆有规律，规律是事物必然的、内在的、稳
( http: / / www.21cnjy.com )定的、固有的联系。语言学习中的规律则是语法。语法是枯燥的规律，但在这些规律指导下的语言是丰富多彩、生动活泼的。语法的教学既要讲透规律，更要帮助学生通过多种途径，加深对于规律的感性认识，从而帮助学生将规律内化为语言使用的范式，进而成为自觉的语言综合运用的能力。本节语法课从学生已有认知开始，带领学生温故知新，体验新的学习，并通过多种途径推动学生对语法规律的感性认识。
Teaching
aims:
To
learn
all
( http: / / www.21cnjy.com )
noun
clauses
and
help
students
judge
different
noun
clauses.
To
learn
question
words
in
noun
clause.
To
learn
how
to
use
it
as
an
empty
subject.
Teaching
procedures:
Step
1
Lead-in
I.
Go
over
the
differe
( http: / / www.21cnjy.com )nt
noun
clauses
such
as
subject
clause,
object
clause,
predictive
clause,
and
appositive
clause.
1.
You
know
that
I
am
a
teacher
of
English.
(object
clause)
2.
That
I
am
a
( http: / / www.21cnjy.com )teacher
of
English
is
known
to
you
all.
(subject
clause)
3.
It
is
known
to
yo
( http: / / www.21cnjy.com )u
all
that
I
am
a
teacher
of
English.
(subject
clause)
4.
The
fact
that
( http: / / www.21cnjy.com )
I
am
a
teacher
of
English
is
known
to
you
all.
(appositive
clause)
5.
I
am
worri
( http: / / www.21cnjy.com )ed
about
whether
you
can
do
well
in
the
exam.
(object
clause)
6.
What
I
am
worried
about
is
whether
you
can
do
well
in
the
exam.
(subject
clause)
(predictive
clause)
II.
Introduce
all
question
words
in
noun
clauses,
such
as
what,
which,
who,
whom,
where,
when,
how,
why,
and
whose.
Tell
students
to
pay
attention
to
the
order
of
noun
clauses
and
don’t
leave
out
question
words.
Conjunctions
of
Noun
Clauses:
连接词：that,
whether,
if,
as
if
(as
though)
连接代词：what,
whatever,
who,
whoever,
whom,
whose,
which
（作主语/宾语）
连接副词：when,
where,
how,
why（作状语）
【设计说明】
因为这是语法名词性从句
( http: / / www.21cnjy.com )的second
period，所以一开始先对上一单元语法的first
period进行简单复习与回顾：名词性从句的种类及语法成分，然后对名词性从句的连词进行归类，过渡到本课内容：由疑问词引导的名词性从句。
The
teacher
st
( http: / / www.21cnjy.com )arts
the
lesson
with
a
short
introduction
of
herself.
A
competition
is
held
to
guess
different
careers.
And
the
topic
of
‘director’
is
introduced.
Step
2
Noun
clauses
introduced
by
question
words：
1）What
was
he
doing
His
father
was
surprised.
What
he
was
doing
surprised
his
father.
subject
clause
主语从句
2）What’s
your
first
impression
of
him
I
want
to
know.
I
want
to
know
what
your
first
impression
of
him
is.
object
clause
宾语从句
3）How
can
I
make
a
grammar
lesson
interesting
That
is
my
question.
My
question
is
how
I
can
make
a
grammar
lesson
interesting.
predicative
clause
表语从句
4）How
did
Peter
respond
to
that
question
I
have
no
idea.
I
have
no
idea
how
Peter
responded
to
that
question.
appositive
clause
同位语从句
Attention:
We
change
the
word
or
( http: / / www.21cnjy.com )der
in
a
clause
after
a
question
word
into
that
of
a
statement.
2.
We
cannot
leave
out
the
question
words
in
noun
clauses
in
any
cases.
Check
whether
the
sentences
are
true
or
false:
(1)
他是怎么成功的仍然是
( http: / / www.21cnjy.com )个谜。
How
was
he
successful
is
still
a
puzzle.
(
F
)
How
he
was
successful
is
still
a
puzzle.
(
T
)
(2)
你能告诉我他住在什么地方吗？
Could
you
tell
me
what
was
the
matter
with
me.
(
T
)
Could
you
tell
me
what
the
matter
was
with
me.
(
F
)
Fill
in
the
blanks
using
“that/
whether
/
where/
how/when”.
1.
I
have
no
idea
_
_where_______
he
comes
from.
2.
How
_______
he
got
the
money
is
still
uncertain.
3.
He
gave
us
many
suggestions
__
that
______
we
should
get
up
earlier
and
take
more
exercise.
4.
I
have
no
doubt
____
that
____
he
will
win.
5.
I
have
some
doubt
_
whether
_______
he
will
win.
6.
The
thing
that
troubles
me
is
_
_
when
____
to
head
for
Europe.
【设计说明】通过把2个简单的句子合并
( http: / / www.21cnjy.com )成一个名词性从句，练习疑问词引导的名词性从句。并提出注意点：1）疑问词后的名词性从句语序要用陈述句的语序2）任何连接名词性从句的wh-连词都不能省。再通过判断和填空的练习巩固这部分内容。
Step
3
“It”
as
empty
subject
and
object:
I.
Review
the
function
of
“it”:
1.
It’s
a
book.
(指代)
2.
It’s
ten
o’clock.
(时间)
3.
It’s
raining
outside.
(天气)
4.
It’s
a
long
way
to
the
museum.
(距离)
II.
Empty
subject
“it”:
1.
We
can
use
it
as
an
empty
subject
A
.When
we
use
a
noun
clause
as
the
subject
of
a
sentence.
a.
(preferable)
( http: / / www.21cnjy.com )It
is
certain
that
we
would
not
be
able
to
understand
Old
English
today.
(correct)
=That
( http: / / www.21cnjy.com )we
would
not
be
able
to
understand
Old
English
today
is
certain.
b.
(preferable)
I
( http: / / www.21cnjy.com )t
is
easy
to
answer
whether
English
will
continue
changing
in
the
future.
(correct)
=Whet
( http: / / www.21cnjy.com )her
English
will
continue
changing
in
the
future
is
easy
to
answer.
c.
(preferable)
( http: / / www.21cnjy.com )It
depends
on
the
style
of
writing
when
we
use
certain
words.
(correct)
=Whe
( http: / / www.21cnjy.com )n
we
use
certain
words
depends
on
the
style
of
writing.
B.
When
the
subject
is
a
to-infinitive.
a.
(preferable)
It
is
hard
to
master
a
foreign
language.
(correct)
=To
master
a
foreign
language
is
hard.
b.
(preferable)
It
is
important
to
know
how
to
use
a
computer.
(correct)
=To
know
how
to
use
a
computer
is
important.
C.
When
the
subject
is
a
v-ing
form.
a.
(
preferable)
Smoking
is
difficult
to
stop.
(correct)
=It
is
difficult
to
stop
smoking.
b.
(preferable)
Travelling
to
Beijing
takes
up
a
lot
of
my
time.
(correct)
=It
takes
a
lot
of
my
time
travelling
to
Beijing.
Tip:
We
usually
us
( http: / / www.21cnjy.com )e
the
empty
subject
it
with
a
clause
or
to-infinitive
(preferable),
but
with
the
v-ing
form
we
prefer
the
real
subject
at
the
beginning.
2.
It
can
also
be
used
( http: / / www.21cnjy.com )
before
seem,
appear,
happen,
chance,
turn
out
and
prove
as
the
empty
subject
of
a
sentence.
It
seems
that
he
speaks
two
languages.
=
He
seems
to
speak
two
languages.
b.
It
happens
that
my
new
neighbour
comes
from
my
home
town.
=
My
new
neighbour
happens
to
come
from
my
home
town.
【设计说明】设计说明：先简单复习
“i
( http: / / www.21cnjy.com )t”
的功能。在英语中为了避免头重脚轻，我们经常把主要信息放在句子后面部分，而用it作形式主语。然后讲解it的用途：当真正主语为从句或不定式时，最好用it作形式主语，当真正主语为v-ing时，还是把v-ing主语放句首。之后配上一定练习和造句进行巩固。
Step
4
Other
important
cases
of
noun
clauses:
I.
同位语从句和定语从句的区别:
1.
定语从句是先行词的修饰语，它不涉及先
( http: / / www.21cnjy.com )行词的具体内容。定语从句中that不但起连接作用，而且在定语从句中充当一个句子成分，充当从句的宾语成分时可省略。
2.
同位语从句对中心词的内容作进一步的解释
( http: / / www.21cnjy.com )和说明，表明中心词的具体内容。引导同位语从句的that在同位语从句中不做任何成分,只起连接作用,无具体含义,且不可省略.
Attributive
or
Appositive
1.
We
expressed
the
hope
that
they
had
expressed.
(AT)
2.
We
expressed
the
hope
that
they
would
come
to
China
again.
(AP)
3.
The
information
( http: / / www.21cnjy.com )has
been
announced
that
more
middle
school
graduates
will
be
admitted
into
university.
(AP)
4.
The
infor
( http: / / www.21cnjy.com )mation
that
he
revealed
at
the
meeting
is
of
great
value.
(AT)
II.
疑问词 + ever和no matter + 疑问词的区别：
①
疑问词 + ever可引导名词性从
( http: / / www.21cnjy.com )句，在主从句中要充当一定的部分。
Whoever breaks the rule must be punished.
You can choose whatever you like in the shop.
②
疑问词 + ever还可
( http: / / www.21cnjy.com )引导让步状语从句。
Whoever breaks the rule, he must be punished,
Whatever you do, you must do it well.
③
no matter
( http: / / www.21cnjy.com )+ 疑问词只能引导让步状语从句。
No matter what you do, you must do it well.
No matter who breaks the rule, he must be punished.
Exercises:
1.
Someone
i
( http: / / www.21cnjy.com )s
ringing
the
doorbell.
Go
and
see
_D___.
A.
who
is
he
B.
who
he
is
C.
who
is
it
D.
who
it
is
2.
The
photographs
wil
( http: / / www.21cnjy.com )l
show
you
__B__.
A.
what
does
our
village
look
like
B.
what
our
vil
( http: / / www.21cnjy.com )lage
looks
like
C.
how
does
our
village
look
like
D.
how
our
village
looks
like
3.
What
the
doctors
re
( http: / / www.21cnjy.com )ally
doubt
is
__B___
my
mother
will
recover
from
the
serious
disease
soon.
A.
when
B.
if
C.
whether
D.
why
4.
Great
chan
( http: / / www.21cnjy.com )ges
have
taken
place
in
that
school.
It
is
no
longer
___A___
it
was
20
years
ago,
_____
it
was
so
poorly
equipped.
A.
what;
when
B.
that;
which
C.
what;
which
D.
which;
that
5.
__C___
leaves
the
room
last
ought
to
turn
off
the
lights.
A.
Anyone
B.
The
person
C.
Whoever
D.
Who
6.
I
was
surp
( http: / / www.21cnjy.com )rised
by
her
words,
which
made
me
recognize
__A_
silly
mistakes
I
had
made.
A.
what
B.
that
C.
how
D.
which
7.
Parents
are
taught
( http: / / www.21cnjy.com )to
understand
____B__
important
education
is
to
their
children’s
future.
A.
that
B.
how
C.
such
D.
so
8.
Scientists
think
t
( http: / / www.21cnjy.com )hat
the
continents
___C___
always
where
they
_____
today.
A.
aren’t;
are
B.
aren’t;
were
C.
weren’t;
are
D.
weren’t;
were
【设计说明】通过讲解和训练，补充完善名词性从句难点，做到讲练结合。如同位语从句与定语从句的比较区别，引导词
that
与
what；that
if
与
whether的区别；名词性从句的时态和语序问题等。
Step
5
Finish
the
following
dialogue
by
filling
in
the
proper
words:
Jerry:
I’m
a
journali
( http: / / www.21cnjy.com )st
from
China,
congratulations
on
winning
the
election
of
President.
Obama:
Thank
you!
J:
I
often
wonder
_why_
you
have
so
many
fans
and
supporters.
O:
I
am
really
grate
( http: / / www.21cnjy.com )ful.
It
is
their
support
and
faith
in
me
___that_
make
me
successful.
J:
The
fact
_that
( http: / / www.21cnjy.com )__
you
are
the
first
black
President
brings
hope
to
many
people
all
over
the
world.
O:
I
can
imagine.
I
will
try
my
best
regardless
of
the
result
__whether_
I
will
make
it
or
not.
J:
We
all
know
yo
( http: / / www.21cnjy.com )u
have
a
quite
happy
family
and
your
two
daughters
are
so
lovely.
O:
Oh,
you
b
( http: / / www.21cnjy.com )et
(当然).
I
enjoy
the
moment
_when__
I’m
with
my
family.
_It__
is
relaxing
and
pleasant
to
play
with
my
daughters.
J:
And
your
wife
also
plays
an
important
part
in
your
whole
life,
right
O:
That’s
__what_
I
feel
and
she’
also
a
good
mother.
J:
My
last
question
is
_when_
you
will
take
the
post
(上任)
O:
In
January,
2009.
J:
Thank
you
for
sparing
me
so
much
time.
O:
You
are
welcome.
【设计说明】这是语法教学上升到语篇层面的运用,
也是把枯燥的语法知识运用到实际生活中，通过完成对话再次复习本节课所授知识。
Step
6
Homework
Finish
the
exercise
( http: / / www.21cnjy.com )s
on
page
100.
And
preview
the
instructions
in
the
Task.
【设计说明】通过书后练习巩固本课学习内容，通过预习为下一课时做准备。单 元：Unit
2
Language
板 块：Task
课堂设计指导思想：
Task是牛津教材区别以往及其它教材很有特色的版块。Task的设计总体上是围绕本单元的主题，要求学生最终完成一个与主题相关的写作任务。该版块的设计思路是由输入至输出，对于高中学生而言，写作的输出是有一定的难度的，这种难度主要体现在：一、写作的素材的不足，学生由于阅历有限，对于问题的观点及支撑观点的相关论据相对薄弱，往往无法满足写作的需求；二、写作结构、写作能力有待进一步提高。译林版牛津教材Task在设计上充分考虑到了这两个问题，有梯度地为学生铺平道路，扫除障碍，主要通过以下途径加以实现：一、通过听、读、说的训练，为学生最后的写作提供相对充足的素材积累，使学生最后的写作能够言之有物，内容充实；二、通过对学生写作结构和写作技巧的指导，帮助学生顺利完成单元的写作任务。本节课设计的是Task的第二课时，活动设计侧重于说、读、写等技能的操练。学生通过调查问卷了解中国常用身势语的特点，同时课本还对于写作报告的文本结构进行了指导，并设计了相关的辅助练习，帮助学生水到渠成完成写作任务。
Teaching
aims:
Survey
the
classmat
( http: / / www.21cnjy.com )es
and
get
to
know
the
meaning
of
common
gestures
in
China.
Learn
to
organize
information
properly.
Organize
the
( http: / / www.21cnjy.com )
information
collected
in
the
listening
and
survey
into
a
report
on
body
language.
Teaching
procedures:
Step
1
Revision
Revise
the
ti
( http: / / www.21cnjy.com )ps
on
formulating
written
questions
learned
in
the
last
lesson.
【设计说明】复习上节课所学内容
( http: / / www.21cnjy.com )，一方面，可以督促学生复习巩固，及时检验教学效果；另一方面，也是“温故而知新”的要求，复习内容有助于自然过渡到新授课的内容。
Step
2
Survey
your
classmates
Students
are
encouraged
to
conduct
the
survey
in
groups.
Each
student
is
to
answer
some
questions
in
the
discussion
so
that
everyone
will
get
the
chance
to
talk.
【设计说明】学生通过小组讨论的形
( http: / / www.21cnjy.com )式了解中国常用身势语的内涵，为写作中比较中美差异收集必要素材。小组讨论的组织方式有以下优点：有助于全员的参与；有助于学生自信表达；有助于提高合作意识。
Step
3
Check
the
answers
Ask
students
from
ea
( http: / / www.21cnjy.com )ch
group
to
make
a
presentation
of
the
findings
from
their
survey.
The
teacher
makes
a
summary
of
the
meaning
of
common
gestures
in
China.
【设计说明】学生汇报调查结果，教师汇总共识，为写作的开展提供进一步的信息支持。
Step
4
Organizing
a
report
The
teacher
gives
instructions
on
organization
of
a
report.
Give
explanations
to
the
main
elements.
Tips
are
also
offered.
Practice
Organize
the
sentences
into
the
proper
sections.
【设计说明】本环节的设计，为学生进行
( http: / / www.21cnjy.com )报告写作，清除了最后的一道障碍。通过对报告主要结构的解读，帮助学生构建合理的报告文本写作结构。通过适应性练习，加深学生对报告文本语篇结构的感性认识。
Step
5
Compare
notes
“Compare
your
( http: / / www.21cnjy.com )notes
on
your
summaries
and
surveys
and
the
passage
on
page
37.
Organize
a
report
within
your
group.
Pay
attention
to
your
organization
of
your
report.”
【设计说明】最后整理信息为之后的report补充必要的信息。
Step
6
First
draft
Students
compare
notes
on
the
summaries
of
what
common
gestures
mean
in
both
America
and
China.
Students
are
asked
to
finish
their
first
draft
of
the
report
in
class.
【设计说明】教师可以请前一课时作业优秀的同学总结美国体势语的涵义，让学生比较一下异同，进一步明确写作素材。学生可以在课上完成全部或部分初稿。教师需要提醒学生注意运用所学文本写作结构。
Step
7
Presentation
Ask
some
students
to
read
their
first
draft
to
the
class.
【设计说明】在课时结束前，教师可以有意识地请写得快，尤其是写得好的同学分享他们初稿的成果，这既是一种给予学生的展示机会，可以鼓励优秀学生的积极性；同时也提供了很好的范本，可以激励更多同龄学生的效仿，毕竟榜样的力量是巨大的。
Step
8
Homework
Organize
your
first
draft
of
report
on
body
language
into
the
final
version.
【设计说明】作为课后作业，让学生进一步润色完成写作任务。单 元：Unit
2
Language
板 块：Project
课堂设计指导思想：
如果Welcome是一个单元的序曲，Project则是单元的尾声。就像一首动听感人的乐曲，需要每个章节都有恰到好处的表现一样，单元的处理也要采取各种适当的方式来进行演绎。
Project的设计通常有两部分构成：一篇阅读文本和学生的合作项目，要处理得得当，真正操作起来是有很高的要求的，这种要求体现在：学生方面，需要投入大量的时间、精力以及超出语言学习本身的各种社会交往、协调、工作能力；老师方面，则要有统筹、策划和全盘掌控、指导的能力。在很多学校，由于受到时间的限制或是应试的影响，Project往往予以忽略，或者干脆作为Reading来教，这与Project设计的本源初衷是相违背的，对于学生终身发展也是错过了很好的锻炼机会。所以Project还是要还其本来面目，当然我们不能否认从中国国情的实际出发，我们在具体操作上应该因时因地制宜，作出适当调整和取舍，这是符合客观规律的。本课时的设计为Project的第一课时，主要是侧重于文本的处理。对于Project的文本，我们在实际操作中达成了这样的认识：文本是用以阅读的，但是不同于Reading的阅读，Project的文本阅读不是单单以获取信息、了解文本为目的的，它的存在是以阅读为基础，为下一课时的图册文本设计提供信息与蓝本。
Teaching
aims:
Get
to
know
the
development
of
Chinese
characters.
Get
informed
of
the
formation
of
Chinese
characters.
Learn
to
explain
the
Chinese
character
by
the
way
it
forms.
Teaching
procedures:
Step
1
Lead-in
Show
the
students
a
picture
of
a
running
horse.
Simplify
the
image
using
lines.
And
explain
how
it
became
the
origin
of
the
character
“马”.
Introduce
the
topic
“The
development
of
Chinese
characters”.
【设计说明】作为文本阅读的导入，主要实现：挑动学生的学习兴趣，激发学生的学习热情，自然而然地引至主题。
Step
2
Skimming
Skim
the
text
( http: / / www.21cnjy.com )and
discuss
the
structure
of
the
text
between
partners.
Think
about
how
many
parts
we
can
divide
the
whole
text
into.
【设计说明】通过快速阅读掌握文本的结构划分，对于文本实现整体性的粗线条把握。
Step
3
Listening
Listen
to
the
text
and
summarize
the
main
idea
for
each
part.
【设计说明】在文本划分基础上概括每部分的总体大意。
Step
4
Intensive
reading
Part１
What
makes
the
Chinese
language
differ
from
many
Western
languages
The
Chinese
language
( http: / / www.21cnjy.com )differs
from
many
Western
languages
in
that
it
uses
characters
which
stand
for
ideas,
objects
or
deeds
instead
of
an
alphabet.
And
Chinese
words
are
formed
by
combining
different
characters.
Part
2
Who
is
said
to
have
invented
Chinese
writing
Cang
Jie.
Give
a
short
introduction
of
Cang
Jie.
仓颉也称苍颉，是传说为黄帝的史官，汉字的创
( http: / / www.21cnjy.com )造者。传说中仓颉生有“双瞳四目”。目有重瞳者，中国史书上记载只有三个人，虞舜、仓颉、项羽。虞舜是禅让的圣人，孝顺的圣人，而仓颉是文圣人，项羽则是武圣人。
What
fired
his
idea
of
inventing
Chinese
characters
Tracks
of
animals
in
the
snow.
Part
3
How
are
Chinese
characters
formed
1.
drawings
of
physical
objects－pictographs
(象形)
(Show
students
a
picture
of
examples
of
development
of
pictographs.)
(More
pictographs
are
given
for
students
to
match
with
their
simplified
characters.)
2.
combine
two
or
more
elements
together
to
express
ideas
or
directions
and
numbers
(会意)
The
teacher
explains
some
characters.
examples:
家（有房有猪）采（手采摘草本植物）尖（上小下大）旦(地平线上的太阳)
More
characters
are
( http: / / www.21cnjy.com )given
to
the
students.
They
are
encouraged
to
use
their
imagination
to
explain
them.
囚——人困于门中，伐——人持
( http: / / www.21cnjy.com )刀戈，仙——山中人，众——多人，男——田里的劳力，休——人倚木而息，明——日与月，鸣——鸟口之声，孬——不好，森——众木，炎——多火，本——木之根，末——木之梢，歪——不正
3.
combine
meaning
and
pronunciation－pictophonetic
characters(形声)
The
teacher
gives
examples:
砖
编
聆
骂
Ask
the
students
to
have
a
discussion
with
the
partner
and
try
to
find
some
more
examples
of
pictophonetic
characters.
Part
4
When
were
si
( http: / / www.21cnjy.com )mplified
Chinese
characters
introduced
by
the
Chinese
government
In
the
1950s.
Where
are
simplified
Chinese
characters
used
In
China’s
mainland.
【设计说明】在掌握文本结构，主体大意的基础上，进行文本的精细阅读，目的是在理解文本细节的基础上，为Project的图册设计进行素材的收集，写作结构的梳理。
Step
5
Reading
Read
the
second
passage
and
answer
the
questions:
Who
is
Braille
What
happened
to
him
when
he
was
three
years
old
How
did
he
create
his
system
What
do
you
think
of
Braille
and
his
system
【设计说明】泛读更多关于文字发展的相关材料。
Step
6
Homework
Find
more
in
( http: / / www.21cnjy.com )formation
on
the
Internet
about
the
development
of
Chinese
characters.
【设计说明】通过网络阅读，提高学生搜寻、定位、整合信息的能力，为下一课时的图册制作实现素材的积累。单 元：Unit
3
Back
to
the
past
板 块：Reading
课堂设计指导思想：
本节课是以听、说、读为主的课文理解
( http: / / www.21cnjy.com )教学课。通过听课文，阅读课文和问答对文章进行初步理解。再通过列表比较和复述课文进一步理解课文，最后通过讨论深化主题。
Teaching
aims:
Make
sure
that
student
understand
the
text.
Help
the
students
develop
the
ability
of
reading
diary
entries.
Make
sure
that
students
grasp
the
main
idea
of
the
text
by
retelling
the
text.
Enable
the
students
to
talk
about
the
topic
of
civilization
in
English.
Teaching
procedures:
Step
1
Lead-in
The
teacher
begins
the
lesson
by
showing
the
picture
of
Pavarotti
and
Beijing
Opera
to
compare
China
with
Italy.
The
teacher
introduce
the
topic:
Pomprii
vs.
Loulan—Lost
civilizations.
【设计说明】通过有关中国和意大利的话题引入主题，调动学生的学习热情和兴趣，寓教于乐，水到渠成导入本课主题。
Step
2
Listening
Ask
students
to
listen
to
the
tape
recording
and
answer
the
question:
What
is
one
main
similarity
between
Pompeii
and
Loulan
【设计说明】通过听课文录音和回答问题完成对课文的初步理解。
Step
3
Reading
Ask
the
students
( http: / / www.21cnjy.com )
to
read
the
text,
answer
the
questions
and
complete
the
form.
【设计说明】通过阅读课文，回答问题和完成表格对文章进行进一步的理解。
Step
4
Retelling
Let
the
students
retell
the
text
according
to
the
form.
【设计说明】通过复述课文确保学生理解掌握课文。
Step
5
Discussion
Make
students
discuss
the
topic:
What
would
you
like
to
show
to
the
aliens
about
our
human
civilizations
if
they
came
to
our
earth
Why
【设计说明】从课文主题展开讨论，深化文章内涵，促使学生真正运用语言进行思想交流，提升学生的精神。
Step
6
Assignments
From
the
topic
of
the
discussion
ask
students
to
think
of
the
civilization
of
their
class.
【设计说明】通过讨论的话题引申出班级文化，启发学生思考，从课文内容向人文层面的提升，同时也激励学生树立正确积极的人生观与价值观。单 元：Unit
3
Back
to
the
past
板 块：Grammar
and
usage
课堂设计指导思想：
通过设计的活动和练习学习三个语法项目：宾语补足语，either…or
…
and
neither
…
nor
…和主谓一致。
Teaching
aims:
Help
students
to
grasp
the
rules
of
subject-verb
agreement
and
the
object
complement.
Use
the
compound
sentences
introduced
by
neither…nor…,
either…or…,
not
only
…but
also
…
Develop
the
students’
ability
of
using
the
grammar
rules
to
make
correct
sentences.
Teaching
procedures:
Step
1
Lead
in
Ask
questions
and
introduce
the
topic.
【设计说明】通过问答引入主题。
Step
2
Learn
and
understand
Make
sure
students
know
the
definition
and
basic
grammatical
rules
of
object
complement.
【设计说明】明确宾语补足语的规则，为下面的操练作准备。
Step
3
Practice
Give
more
examples
and
follow
the
steps
on
page
48.
Step
4
Learn
more
about
either…or
and
neither…nor
…
1.
Fill
in
the
bl
( http: / / www.21cnjy.com )anks
with
the
missing
words
and
introduce
the
topic
of
either
…or
…
and
neither
…nor
…
2.
Make
sure
( http: / / www.21cnjy.com )students
know
the
definition
and
basic
grammatical
rules
of
either
…or
…
and
neither
…
nor
...
【设计说明】简单的语境设置，检测学生对所学内容的掌握。
Step
5
Learn
more
about
subject
–verb
agreement
Follow
the
steps
on
pages
50-51.
Do
multiple
choice.
【设计说明】通过练习检测学生对所学内容的掌握。单 元：Unit
2
Language
板 块：Welcome
to
the
unit
课堂设计指导思想：
本课时是单元的第一课时，课型
( http: / / www.21cnjy.com )为听说课。Welcome
to
the
unit作为一个单元的起始，主要起到“预热”的功能，其具体作用体现在：一、激活学生现有知识体系，为新知识的输入铺设台阶，铺平道路；二、导入本单元的main
topic，为整个单元的话题的讨论提供引子；三、输入相关背景知识，为学生了解单元话题内容，进行进一步讨论、探究提供信息和依据；四、围绕单元主题，提供学生一个友善的同龄人间的听说训练的平台，从而帮助学生学得更加自信，将思维真正变成鲜活的可以使用的语言。本课的设计从日常可以言说的语言谈起，逐步讨论了语言的多种形式——有声的、无声的、人类间的、动物间的等等，扩大学生对语言外延的认识，进而探讨了信息得以传递的各种途径，最后话题缩小到英语语言的学习，为Reading的导入做了一定的铺垫。
Teaching
aims:
Get
to
know
more
about
different
forms
of
languages.
Learn
different
ways
in
which
information
can
be
transmitted.
Get
fully
involv
( http: / / www.21cnjy.com )ed
in
the
discussion
and
share
the
experiences
of
learning
English.
Teaching
procedures:
Step
1
Warming
up
The
teacher
starts
the
lesson
with
a
small
guessing
game.
Students
are
divided
into
several
groups.
A
question
“How
many
languages
are
there
in
the
world ”
is
presented
on
the
screen.
Answers
varying
from
“more
than
2000”
to
“more
than
7000”
are
also
presented
on
the
screen.
Students
are
encouraged
to
guess
the
answers.
And
students
who
guess
it
right
can
gain
points
for
their
groups.
And
the
answer
is
more
than
6000.
【设计说明】从简单的竞猜游戏过度进入课堂教学，生动活泼，从最大限度上激发学生的热情和积极融入课堂的参与意识。可以按小组实施，对每组选择不同答案的人数加以分别统计，最后以每组猜对正确答案的人数记入分数。由于设计的是竞猜，最大的好处是使学生无论基础如何，都能参与进来，而且都可能为本组获得成绩贡献自己的一份力量，对于将英语语言学习上后进的同学卷入课堂能起到较好的作用。
Step
2
Presentation
of
a
card
Present
a
new
year’s
card
to
the
students.
Ask
them
to
recognize
the
languages
printed
on
the
card.
If
some
students
could
read
some
of
the
languages,
encourage
them
do
it
in
the
class.
【设计说明】印有多种新年祝福语(中、英、法、
( http: / / www.21cnjy.com )俄、日)的卡片是书本图片的第一张。部分学生可能可以辨认出其中两至三种语言，甚至更多。如果学生愿意在班里朗读这些祝福语，也可以为他们的组获得分数。这样的设计一方面，为部分学生铺设了展示的舞台，可以增加这些学生学习语言的自豪感和为团队争光的荣誉感；另一方面，可以激发其他学生学习语言的动力和兴趣。如果教师自身条件允许，可以教学生这些语言的读法，不失为一次既有亲和力，又能激发课堂生动与活力的活动。
Step
3
Discussion
of
emoticons
An
emoticon
is
presented
on
the
screen.
Two
questions
“We
often
see
this
while
chatting
on
line
or
in
our
text
messages,
what
does
it
stand
for
Could
you
give
some
other
examples
of
emoticons ”
are
raised
on
the
screen
as
well.
Students
are
encouraged
to
utter
their
ideas
freely.
And
the
teacher
really
should
appreciate
their
answers
and
the
opportunity
to
learn
from
the
students.
More
emoticons
( http: / / www.21cnjy.com )are
presented
on
the
screen
to
let
students
guess
or
tell
the
meaning
of
them.
This
can
also
be
involved
in
the
competition
if
the
teacher
wants
it
to
be
interesting.
【设计说明】网络及手机短
( http: / / www.21cnjy.com )信中的表情符号是学生们生活中较为流行的一种语言形式，对这一学生熟知的语言现象的讨论，有助于拉近语言与学生间的距离，更有助于充分调动学生的学习积极性。
Step
4
Discussion
on
other
forms
of
languages
Tell
students
that
a
language
is
not
only
something
that
can
be
spoken
or
typed.
Show
them
a
picture
of
sign
language
on
the
book.
Give
a
short
introduction
of
the
meaning
of
the
gesture.
Present
more
pictures
of
sign
language
and
get
students
to
guess
their
meaning.
【设计说明】介绍语言不仅仅包含可书写和可言说的形式，还有手势等形式。简单介绍同一手势在不同国家和文化中蕴含的不同意义，在激发学生学习热情的同时，加强了文化的输入，和跨文化交际意识的培养。
Step
5
Introduction
of
Braille
Deaf
people
( http: / / www.21cnjy.com )can
use
sign
language
to
communicate.
Ask
students
“How
can
blind
people
read
the
language
in
the
books ”
Present
a
picture
of
Braille
alphabet
on
the
screen.
Ask
students
to
feel
the
dots
on
their
cash
if
possible.
【设计说明】与学生讨论盲文。简单介绍盲文的字
( http: / / www.21cnjy.com )母表。如果条件允许，可以让学生通过感觉人民币上的盲文标识对盲文有一个感性的认识。帮助学生体会残疾人学习生活的不便，鼓励他们要努力学习。
Step
6
Discussion
on
communication
between
animals
Raise
the
ques
( http: / / www.21cnjy.com )tion
“Do
you
believe
animals
can
also
speak
languages ”
Let
students
express
their
idea
about
communication
between
animals.
【设计说明】人类只是这颗蔚蓝色星球居民的一份子，人类用语言交流，那么动物呢？让学生从已有的实际知识出发，加以适当的想象，阐述他们的观点。人类发展的步伐永远需要想象力这对翅膀的推动，在这里让我们的学生畅所欲言吧。
Step
7
Discussion
of
other
ways
of
changing
information
Present
a
few
pictures
of
some
beautiful
dancers
in
the
silent
world.
Ask
the
students
“Have
you
ever
been
shocked
by
the
magnificent
performance ”
Raise
the
topic
of
other
ways
in
which
people
can
exchange
their
messages.
For
example
“smoke
signals
and
fire
signals
and
etc.”
Students
are
allowed
to
discuss
the
topic
in
groups
and
present
their
ideas
according
to
the
brainchild
of
their
discussion.
Based
on
the
( http: / / www.21cnjy.com )
discussion,
students
are
encouraged
to
think
over
what
should
be
included
as
language.
【设计说明】残疾舞者的美带给学生震撼和感动，同时激发学生思考讨论其它传递信息和表达思想的途径，从而拓宽他们对语言的理解。语言是思维的载体，是传递思想，文化，知识，美等非物质的途径。通过对语言外延的探讨，加深学生对语言的理解和认识。
Step
8
Discussion
on
learning
of
English
English
is
the
most
widely
used
language
in
the
world.
Ask
students
to
share
their
effective
methods
for
studying
the
English
language
with
each
other.
【设计说明】从语言的理解我们
( http: / / www.21cnjy.com )将话题缩小到英语课堂。同龄人间的彼此学习是一种比老师苦口婆心的说教有用得多的榜样的力量。老师在这里可以提前邀约英语学习有想法、有特点、有方法的同学在这一环节做陈述，相信会有意想不到的收获。
Step
9
Homework
Like
Chinese,
Engl
( http: / / www.21cnjy.com )ish
also
has
a
long
history.
After
class,
please
do
some
research
to
find
out
how
the
English
language
has
been
developing.
【设计说明】通过家庭作业让学生接触更多关于语言的知识，同时水到渠成地为Reading的预习做好铺垫。单 元：Unit
2
Language
板 块：Reading
课堂设计指导思想：
本节课是以理解文本为主，侧重听、说、读技
( http: / / www.21cnjy.com )能训练的阅读课。英语的阅读是学生发展英语技能的主阵地，在整个单元的教学程序中具有极为重要的作用。本教学设计涉及课文阅读的第一课时，以文本为依托，围绕文本理解展开了一系列的活动，主要目的就是要帮助学生多层次地理解文本内容，同时操练多项语言技能，拓展知识，提高能力。在活动的设计上，依照了Top-down,
Bottom-up,
top-down交替螺旋式上升的模式，以文本为基础实现阅读的深入理解。
Teaching
aims:
Get
to
know
more
about
the
development
of
the
English
language.
Get
further
und
( http: / / www.21cnjy.com )erstanding
of
the
text
and
be
able
to
retell
some
important
elements
in
the
development
of
English.
Practice
more
skills
in
reading
a
history
article.
Teaching
procedures:
Step
1
Warm-up
The
teacher
start
( http: / / www.21cnjy.com )s
the
lesson
with
a
free
talk.
Ask
the
students
“How
long
have
you
been
learning
English
What
have
you
learned ”
Tell
students
that
( http: / / www.21cnjy.com )they
will
learn
a
passage
dealing
with
English
and
its
history.
【设计说明】通过看似随意的对话，教师对学生已有知识加以激活，同时，为阅读文章主题的导入和进一步的阅读做好铺垫。
Step
2
Skimming
Students
are
allowed
several
minutes
to
skim
the
text.
Their
skimming
is
based
on
the
task
of
questions
on
page
22
concerning
the
general
idea
of
the
text.
【设计说明】通过基于问题任务的快速文本浏览，掌握文本的主体大意，为进一步阅读建立框架。
Step
3
Listening
for
the
details
Present
the
questions
on
page
24.
Let
the
students
bear
them
in
mind
and
listen
to
the
text
carefully
to
find
the
answers.
Check
the
answers.
1.
Why
does
the
Englis
( http: / / www.21cnjy.com )h
language
have
so
many
rules
that
confuse
people
Because
it
is
( http: / / www.21cnjy.com )made
up
of
the
grammar
and
vocabulary
that
people
from
different
countries
and
cultures
brought
with
them
to
Britain.
2.
Where
did
the
word
English
come
from
It
came
from
the
word
Engle,
as
it
was
spelt
in
Old
English.
3.
Why
can
word
( http: / / www.21cnjy.com )s
with
similar
meanings
be
found
in
the
English
language
These
words
( http: / / www.21cnjy.com )
with
similar
meanings
developed
because
each
word
came
from
a
different
language.
4.
Who
made
the
greate
( http: / / www.21cnjy.com )st
contribution
to
the
development
from
Old
English
to
Middle
English
The
French-speaking
Normans,
who
took
control
of
England
in
1066.
5.
Why
are
many
of
th
( http: / / www.21cnjy.com )e
words
for
animals
different
from
those
for
meat
in
English
The
words
fo
( http: / / www.21cnjy.com )r
the
animals
came
from
Old
English,
while
the
words
for
the
meat
came
from
Old
French.
【设计说明】让学生带着问题听，避免了盲目，同时也对个别细节更为关注。
Step
4
Intensive
comprehension
Ask
the
students
to
pa
( http: / / www.21cnjy.com )y
attention
to
the
subtitles
and
divide
the
text
into
several
parts.
The
text
can
be
easily
divided
into
4
parts
considering
the
subtitles,
namely,
Introduction,
Old
English,
Middle
English
and
Modern
English.
【设计说明】快速浏览课文的小标题，实际是一种
( http: / / www.21cnjy.com )阅读策略的输入。“授人以鱼不如授人以渔”，因此让学生掌握方法、技能、策略也是教学应当关注的课题。在阅读过程中，教师有意识地加入策略培训，有助于学生实现更为有效的阅读。
Part1
Introduction
Read
part
1
a
( http: / / www.21cnjy.com )nd
find
answer
to
the
question
“Why
English
has
so
many
difficult
rules ”
Because
people
from
ma
( http: / / www.21cnjy.com )ny
different
countries
have
lived
together
in
Britain
and
they
brought
with
them
the
rules
and
vocabulary
into
the
English
language.
Part2
Old
English
Present
a
flow
chart
according
to
the
development
of
Old
English.
The
teacher
can
choose
to
tell
the
students
some
basic
facts
as
well
as
to
ask
some
detailed
questions
with
reference
to
the
chart.
And
after
complet
( http: / / www.21cnjy.com )ing
the
chart,
students
will
be
encouraged
to
give
a
short
summary
of
Old
English.
If
necessary,
the
teacher
can
give
an
example
as
follows:
“Today
we
have
learned
the
development
of
Old
English.
And
let
me
tell
you
something
about
it.
Before
the
middle
of
the
5th
century,
people
spoke
Celtic.
Then
2
Germanic
tribes
the
Angles,
the
Saxons
occupied
Britain.
Their
language
mixed
with
Celtic
and
became
the
base
of
Old
English.
At
the
end
of
the
9th
century,
the
Vikings,
people
from
countries
including
Denmark
and
Norway
moved
to
Britain.
And
their
language
mixed
with
Anglo-Saxon
and
became
what
we
now
call
Old
English.
By
the
10th
century,
Old
English
was
the
official
language
of
England.”
Ask
Ss
to
think
abo
( http: / / www.21cnjy.com )ut
“Why
we
feel
puzzled
about
which
words
or
phrases
to
use ”
Part3
Middle
English
Read
part
3
and
discus
( http: / / www.21cnjy.com )s
the
answer
to
the
question
“What
are
the
factors
that
contributed
to
the
development
of
Middle
English ”
French
and
Henry
IV.
Have
a
further
discussion
within
groups
about
the
influence
resulting
from
the
factors
and
make
a
summary
of
the
factors
and
the
effects.
Part4
Modern
English
Students
are
asked
( http: / / www.21cnjy.com )to
finish
reading
the
last
part
and
find
answers
to
the
following
two
questions:
When
did
Modern
English
appear
During
the
Rena
( http: / / www.21cnjy.com )issance
in
the
16th
century.
(If
possible,
the
teacher
could
also
inform
students
of
some
basic
information
of
Renaissance.)
What
new
factors
are
included
in
modern
English
Latin
and
Gree
( http: / / www.21cnjy.com )k
words,
pronunciations
and
new
words
and
new
ways
being
invented.
【设计说明】细致的精读，帮助学生扫除阅读障碍，理清文章脉络，进一步理解文本细节。
Step
6
Retelling
The
key
words
are
pre
( http: / / www.21cnjy.com )sented
on
the
screen.
Students
are
allowed
5
minutes
to
prepare
retelling
the
text
in
pairs.
Presentation
Students
are
encouraged
to
come
to
the
front
and
retell
the
text.
The
teacher
could
also
ask
students
to
do
the
retelling
one
after
another,
each
student
one
sentence.
【设计说明】复述课文是对文本理解的很好的检验，要求学生对全文有整体的把握。有屏幕上的关键词做提示，可以帮助学生解除紧张心理。两人一组进行操练，可以建立学生彼此学台，同时，由于有过两人间的预演，之后的presentation同学可以更有信心。
Step
7
Post-reading
consolidation
Students
are
asked
t
( http: / / www.21cnjy.com )o
fill
in
the
blanks
of
a
short
passage
related
to
the
text.
【设计说明】阅读后的巩固练习。如果时间允许可以在课上完成，如果时间不够可以转为课后的作业。
Step
8
Homework
Write
a
short
s
( http: / / www.21cnjy.com )ummary
of
English
and
its
history
according
to
what
we
have
learned
today.
【设计说明】通过课后的写作，一方面巩固所学知识，另一方面弥补写的技能训练。单 元：Unit
1
The
world
of
our
senses
板 块：Word
Power
课堂设计指导思想：
本节课是以听、说、读为主的词汇教学课。词汇教学应当“有层次”并兼顾“知、情、意”。首先，“有层次”是指词汇教学应努力遵循认知规律，按照学生温故知新—探索新知识—使用新知识—巩固新知识的客观规律进行教学。其次，兼顾“知、情、意”是指词汇教学要有：知——词汇知识、学习策略以及词汇所蕴含的文化知识的输入；情——师生间的情感互动、学生的情感融入与兴趣的激发、以及情感体验的过程；意——人文精神和人生意义的体悟与提升。
Teaching
aims:
Get
to
know
different
parts
of
speech
of
words.
Learn
words
and
expressions
related
to
weather.
Encourage
students
to
learn
to
remember
and
practise
what
they
learn
by
listening
and
translation.
Teaching
procedures:
Step
1
Introduction
(ppt
3)
The
teacher
starts
the
lesson
by
asking
a
student
to
retell
the
reading
passage
in
this
unit
“fog”
and
write
down
those
words
in
the
passage
and
show
another
two
words
on
the
screen
which
have
different
parts
of
speech
so
that
students
can
understand
the
meaning
of
“part
of
speech”
and
further
understand
those
words.
【设计说明】在学习词汇之前，刚
( http: / / www.21cnjy.com )好完成了Reading的教学，通过复述课文既起到了复习巩固作用又通过某些词的重现让学生了解了本节课要学习的内容：同一个词可能有不同的词性和含义。整个导入过程自然流畅。
Step
2
Grasp
and
practice
(ppt
4)
Ask
students
to
( http: / / www.21cnjy.com )
fill
in
the
blanks
of
part
B
on
page
6
to
grasp
the
words
given
in
the
box.
【设计说明】通过简单的练习设置帮助检测学生对新学词汇的理解。
Step
3
Review,
look
and
understand
(ppt
5)
Remind
students
o
( http: / / www.21cnjy.com )f
the
trouble
Polly
met
and
ask
them
to
conclude:
It
is
the
fog
that
causes
her
so
much
trouble.
Look
at
some
pictures
about
bad
weather
which
causes
trouble
and
let
students
understand
them.
【设计说明】通过对文章的再次温习引入到话题“坏天气会给人们造成麻烦，天气预报可以有效减少损失。”因此，从情感上，学生能更积极地参与学习有关天气词汇的学习。
Step
4
Show
and
learn
(ppt
6-8)
Symbols
of
weather
are
introduced
to
students.
The
students
can
learn
and
remember
better
with
the
help
of
vivid
pictures
and
the
teacher
will
also
introduce
a
way
that
some
adjectives
are
formed.
That
is,
we
add
“y”
to
some
of
the
noun
forms.
【设计说明】通过图片和词汇的相结合双重刺
( http: / / www.21cnjy.com )激学生的记忆，让学生轻松而形象地学习词汇以及构词法的一些知识。同时可选些词让学生造句，以巩固所学词汇。
Step
5
Translation
(ppt
9-10)
Ask
Students
to
( http: / / www.21cnjy.com )translate
a
weather
report
by
using
the
sentence
patterns
and
words
shown
in
the
previous
step.
【设计说明】通过翻译对前面几个部分学过的词汇，词组和句型的掌握进一步加深。
Step
6
Practise
(ppt
11-13)
Ask
students
to
finish
part
B
on
page
7
to
know
clearly
how
to
read
and
express
information
about
weather
forecast.
【设计说明】语言的功能在使用在交流，这
( http: / / www.21cnjy.com )部分的练习设计以天气预报员的预报为背景，情景真实，表达词句地道，是一个很好的将学习和真实交流结合的机会，学生在操练过程中感觉真实而有趣，有利于对知识的掌握。
Step
7
Homework
(ppt
14)
Listen
to
the
weathe
( http: / / www.21cnjy.com )r
report
for
tomorrow
in
Wuxi
and
write
a
short
passage
in
English.
【设计说明】通过家庭作业再次巩固所学内容。同时，鼓励学生利用网络等有效学习资源了解更多有关天气的知识。单 元：Unit
3
Back
to
the
past
板 块：Word
power
课堂设计指导思想：
通过情景，竞赛等活动学习，扩充与考古和其他科目有关的词汇。
Teaching
aims:
Develop
the
stu
( http: / / www.21cnjy.com )dents’
ability
of
using
the
target
language
in
real
situation.
Enlarge
the
students’
vocabulary
by
learning
some
words
about
archaeology
and
other
subject.
Teaching
procedures:
Step
1
Words
related
to
UNESCO
world
heritage
Make
sure
students
understand
the
definition
and
function
of
UNESCO
Step
2
Presentation
Arouse
students’
interests
in
world
heritage
and
exchange
more
information
about
it.
【设计说明】通过活动让学生了解UNESCO，扩充相关词汇，并让学生在活动中试用相关词汇。
Words
related
to
archaeology
Step
1
Make
sure
students
understand
some
words
related
to
archaeology..
Step
2
1.
Fill
in
the
blanks
using
the
words
in
Part
A.
2.
Ask
students
to
form
groups
and
each
group
choose
one
subject
as
your
topic
and
then
list
as
many
words
as
possible
related
to
the
subject
(at
least
ten).
【设计说明】通过活动扩充学生词汇量
Homework
Make
up
a
short
passage
with
pair
nouns
and
group
nouns
or
words
related
to
archaeology.
【设计说明】通过家庭作业再次巩固所学内容。单 元：Unit
3
Back
to
the
past
板 块：Task
课堂设计指导思想：
本课主要通过听、说、写的活动让学生了解如何讲述历史事件，为下一课的活动作准备。
Teaching
aims:
Teach
and
instruct
students
some
specific
procedures
when
trying
to
achieve
a
goal.
Make
sure
student
( http: / / www.21cnjy.com )s
have
opportunities
to
combine
the
skills
they
have
learned
with
reality.
Prepare
students
for
the
next
step:
giving
a
talk.
Teaching
procedures:
Step
1
Lead
in
Ask
students
whether
they’ve
seen
films
about
historic
events
and
introduce
the
topic.
【设计说明】通过热门电影引入本课主题。
Step
2
Skills
building
1:
listening
for
the
gist
Follow
the
steps
on
pages
52-53.
Step
3
Skills
building
2:
describing
illustrations
1.
Ask
students
to
describe
the
picture
of
the
launch
of
Shenzhou
VII.
2.
Show
the
picture
o
( http: / / www.21cnjy.com )f
Mogao
Caves
and
ask
students
what
they
want
to
know
about
the
picture.
Then
give
the
description
of
the
picture.
Ask
students
to
think
of
how
to
describe
illustrations.
Tell
students
how
to
describe
illustrations.
【设计说明】通过让学生先实践，再思考，然后从实践中上升到理论高度。
Step
4
Practice
Ask
students
to
describe
the
picture
of
Tiananmen
Square.
【设计说明】再从理论落实到实践。
Step
5
Homework
Prepare
some
illustrations
about
historic
events单 元：Unit
3
Back
to
the
past
板 块：Welcome
to
the
unit
课堂设计指导思想：
本课通过了解世界文化遗产，拓展学生的人文知
( http: / / www.21cnjy.com )识，培养学生人文素养。通过一系列课堂活动，激发学生用英语了解，描述，表达世界文化遗产，同时为下一课作好铺垫。
Teaching
aims:
Students
will
be
asked
to
talk
about
some
magnificent
structures,
including
the
Statue
of
Zeus,
the
Taj
Mahal,
the
Hanging
Gardens
and
the
Pltala
Palace.
Students
are
required
to
get
involved
in
the
discussion,
practise
their
spoken
English
and
participated
in
all
the
designed
activities.
Students
are
expected
to
be
able
to
describe
one
of
the
ancient
civilizations
and
develop
their
sense
of
culture
protection.
Teaching
procedures:
Step
1
Introduction
The
teacher
sta
( http: / / www.21cnjy.com )rts
the
lesson
with
the
song
Rivers
of
Babylon
and
introduce
the
topic.
Arouse
students
interests
by
introducing
the
seven
wonders
of
the
world
and
introduce
the
topic
by
asking
questions
“Why
are
they
called
the
seven
wonders
of
the
world ”
and“
What
other
ancient
civilizations
do
you
know
about ”
【设计说明】通过学生感兴趣的音乐话题引入主题。
Step
2
Look
and
understand
Ask
students
to
look
at
the
pictures
and
ask
them
what
they
know
about
the
pictures.
【设计说明】通过问答了解学生对四幅图片的了解程度。
Step
3
Read
and
understand
Introduce
the
Statue
of
Zeus,
the
Taj
Mahal,
the
Hanging
Gardens
and
the
Potala
Palace.
Ask
students
to
go
through
the
descriptions
for
detailed
information,
and
then
fill
in
the
form.
【设计说明】通过介绍背景知识，填空确保学生掌握所需知识，并以此作为示范，为下面学生要做的Presentation作铺垫。
Step
4
Discussion
Ask
students
to
talk
( http: / / www.21cnjy.com )about
ancient
civilizations
they
are
interested
in
.
【设计说明】鼓励学生用刚接触的有关古代文化建筑的语汇来谈论自己感兴趣的话题。
Step
5
Presentation
Ask
students
to
introduce
one
of
the
ancient
civilizations.
【设计说明】让学生模仿老师前面的图片表述，介绍一个古代文化建筑，以操练巩固所学知识。
Step
6
Homework
Ask
students
to
( http: / / www.21cnjy.com )write
a
composition
introducing
one
of
the
ancient
civilizations
【设计说明】通过家庭作业再次巩固所学内容。同时，鼓励学生利用网络等有效学习资源了解更多有关知识。单 元：Unit
1
The
world
of
our
senses
板 块：Task
课堂设计指导思想：
本节课是task教学课。本板块的教学围绕如何讲故事开展了以听、说、读、写为主的一系列教学活动。以听力练习为铺垫把学生带入特定的语言情境中，辅以与故事讲述相关的技巧训练，并通过小组讨论和口、笔头表达等一系列的课堂学习活动，使学生学会熟练自由地运用英语。因此合理安排任务和紧密联系主题对最后的成果呈现是否成功有至关重要的作用。本板块第一教时主要解决故事情节排布和插图的运用问题；第二课时主要解决如何使故事增色问题和语言点的处理。
Teaching
aims:
Improve
students’
ability
of
writing
a
story
by
using
adjectives
and
adverbs.
2.
Telling
a
story
after
learning
the
three
skills.
Teaching
procedures:
Period
Two
Step
1
Leading
in
(ppt
5)
Review
two
skills
of
telling
a
story
Step
2
Using
adjectives
and
adverbs
in
stories
(ppt
6-10)
Have
students
do
exercise
on
page
16.
Ask
them
to
first
fill
in
the
blanks
with
the
words
in
the
box,
and
then
write
the
last
paragraph
of
the
story
using
the
sixth
picture
they
drew
in
Step
2.
【设计说明】通过讲解范例和完成练习，让学生学会如何在故事中插入形容词和副词使故事增色
Step
3
Telling
a
story
(ppt
11-12)
Have
them
work
in
pairs
to
practise
telling
the
story
they
have
just
finished.
Then
ask
some
students
to
present
their
stories
in
class.
The
whole
class
should
decide
who
is
the
best
storyteller.
【设计说明】学生运用本板块所学技巧讲述自己所编写的故事，及时反馈学生的掌握程度并锻炼学生的口头表达能力。
Step
4
Useful
expressions
and
difficult
sentences
(ppt
13-15)
Ask
Ss
to
translate
so
( http: / / www.21cnjy.com )me
phrases
and
help
Ss
understand
some
difficult
sentences.
【设计说明】通过汉译英练习和难句讲解，疏通了阅读中的障碍，有助于学生更好地掌握讲故事的技巧，提高语言运用能力。
Step
5
Homework
(ppt
16)
1.
Ask
students
( http: / / www.21cnjy.com )
to
read
the
story
of
Part
A
in
Writing
on
page
97
of
the
Workbook.
2.
Find
out
the
difficult
points
in
Project.
【设计说明】通过家庭作业再次巩固所学内容。单 元：Unit
2
Language
板 块：Reading
课堂设计指导思想：
本课时为Reading理解过后的第
( http: / / www.21cnjy.com )二课时，着重于语言知识的讲授，即我们常说的语言点课。语言点的讲解容易陷入枯燥的泥淖，要上得生动需要艺术。而且，语言点的讲解宜精不宜多，宜多练优于多讲，因为了一旦内容过多，学生就会生吞活剥、囫囵吞枣无法消化；如果讲得过多，学生没有机会操练、体会、巩固，就不可能真正地理解掌握；因此，不如精选精练，扎扎实实。本着这样的设想，本节课的设计为语言点课安排了一个课时，选择了课文中出现的十二个语言点，逐一讲解，在句子层面进行多方位练习，并在此基础上要求学生在课后将所学知识运用到语篇的写作中。
Teaching
aims:
Do
some
revision
of
what
have
been
learned
in
the
last
lesson.
Acquire
the
usage
of
the
language
items
in
the
text.
Apply
the
language
items
into
practical
use.
Teaching
procedures:
Step
1
Revision
The
teacher
starts
the
lesson
with
a
short
revision
of
what
have
been
learned
in
the
previous
lessons.
This
part
consists
of
two
activities—to
match
the
words
and
their
definitions
and
to
fill
in
the
blanks.
【设计说明】在课的一开始，设计了复习环节，优势有二：第一，帮助教师检查学生对之前学习内容的掌握，有利于教师及时了解教学对象的学习情况，了解教学的效果，在必要情况下，及时调整教学内容和进度，从而更好地为教学对象服务，以实现教学效果的提高；第二，传递有效学习策略的相关信息：复习是学习过程的一个重要环节，教师如果能常常有意设计复习活动，提高学生及时复习的意识，培养他们良好的学习习惯，这将会让学生终身受益。
Step
2
Presentation
Present
all
the
language
items
that
should
be
coved
in
the
following
lesson.
Ask
the
students
to
find
them
out
in
the
text.
【设计说明】语言点的学习，要避免一味灌输。在讲述语言点时，首先应该让学生明确学习目标，因此，在此处，教师将精选的词汇率先呈现给学生，使学生的学习有计划、有目的。
Step
3
Discussion
of
the
language
items
1.
be
made
up
of
make
up
化妆，编造，弥补
be
made
up
of
…
由……构成
be
made
of
…
由……制造
be
made
from
...
由……制造
She
quickly
made
herself
up
and
went
out
for
the
party.
Don’t
believe
him.
He
made
the
whole
story
up.
I
must
make
up
the
lost
time
by
extra
work.
My
favorite
salad
is
made
of
lettuce,
tomatoes
and
cucumber.
She
made
up
a
story
to
comfort
her
little
daughter.
Nylon
is
made
from
air,
coal
and
water.
The
audience
is
made
up
of
very
young
children.
The
toy
cost
a
dol
( http: / / www.21cnjy.com )lar
and
Ted
only
had
fifty
cents,
so
Father
made
up
the
difference.
Society
is
made
up
of
people
with
widely
differing
abilities.
2.
consist
1)
组成，构成
+of:
A
university
consists
of
teachers,
administrators
and
students.
大学由教师,行政人员和学生组成。
Our
book
consists
of
3
units.
我们的书有3单元。
2)
主要是，主要在于
+in
Happiness
consists
in
appreciating
what
you
have.
快乐就在于满足所拥有的。
3.
contribute
to
1)
to
help
to
lead
to
the
result导致;
Drink
contributed
to
his
death.
酒造成了他的死亡。
2)
捐(款);捐献,捐助
(donate
to)
他将积蓄的一半捐献给红十字会。
He
contributed
half
of
his
savings
to
the
Red
Cross.
3)
投(稿)[(+to)]
他给杂志投稿他的诗。
He
contributed
his
poems
to
the
magazine.
3.
control
1)
V.
控制；支配；管理；克制；抑制
She
is
skillful
enough
to
control
the
machine.
她已有了足够的技术可以操纵这台机器了。
The
British
government
at
that
time
controlled
the
island.
当时英国政府控制该岛。
You
must
learn
to
control
your
temper.
你必须学会克制着不发脾气。
2)
n.
支配；控制；调节；抑制
[(+of/over)]
They
have
no
control
over
him.
他们控制不了他。
There
must
be
someone
who
can
take
control
of
these
naughty
children.
应该有人能管住这些淘气的孩子。
Some
more
phrases:
in
control
of
( http: / / www.21cnjy.com )…
in
the
control
of
…
be/
come/
bring/get
under
control
under
the
control
of
…
be/get
out
of
control
lose
control
of
…
The
boy
is
no
longer
_in/under
the
control
of_
his
parents.
Police
at
present
lost
control
of
the
crowd.
They
asked
for
help.
With
the
help
of
firefighters,
they
got
the
fire
_under
control_.
Mum
was
angry
to
see
her
children
out
of
control.
Who
do
you
let
be
in
control
of_
your
class
while
you’re
out
4.
replace
vt.1)
取代；以……代替
[(+with/by)]
The
brakes
have
to
be
replaced.
刹车需要更换。
Electric
lights
have
replaced
candles.
电灯已经取代了蜡烛。
2)
把...放回(原处)
She
replaced
the
receiver.
她将听筒放了回去。
3)
归还;偿还
I
will
replace
the
cup
I
broke.
我愿用一个新杯子赔还我打碎的一只。
5.
result
in
V.
1)
结果;导致
(lead
to)
Carelessness
resulted
in
lots
of
accidents.
粗心造成大量交通事故。
2)
result
from
(because
of,
due
to)
His
failure
resulted
largely
from
his
laziness.
他的失败主要是懒惰所致。
His
success
C
working
hard.
Too
much
cigarettes
A
hisdeaths.
He
had
to
take
a
taxi
to
work
B
the
bad
weather.
result
in
B.
as
a
result
of
C.
results
from
D.
as
a
result
6.
raise
vt./
n
1)
The
baby
was
raised
on
soybean
milk.
这孩子是用豆浆喂养大的。
2)
The
landlord
raised
my
rent
to
$200.
房东把租金提高到$
200。
3)
They
are
going
to
raise
money
for
the
school
buildings.
他们将为盖校舍筹集资金。
4)
He
raised
his
glass
and
said:
"Your
health,
Carl."
他举起了杯子说道:"祝你健康,卡尔。"
5)
None
of
them
raised
any
objection.
他们谁也没提出反对意见。
True
or
false:
Prices
have
been
risen
up.
F
raised
The
sun
raises
in
the
east
and
sets
in
the
west.
F
rises
Jack
was
raised
by
his
aunt
after
his
parents
passed
away.
T
【设计说明】逐一讲解语言点，通过中英互译、完成句子、改错、单选等多种形式进行操练，增进学生对这些语言点的理解掌握。
Step
5
Homework
Make
up
a
story
using
the
expressions
we
have
learned
today.
【设计说明】课间的讲解、
( http: / / www.21cnjy.com )操练仍然停留在句的层面，运用所学表达至语篇虽是较高的要求，也是合理的要求。语言本身的存在就是在一定的Discourse中的，因此，语言点的教学也不应该割裂与语篇的自然联系。单 元：Unit
1
The
world
of
our
senses
板 块：Reading-language
study
课堂设计指导思想：
本课旨在操练阅读文章中的主要语言点。语言点操练的过程既是学生学习语言知识的过程，更是学生训练听说读写技能的过程。在本课中，教师注重操练形式的多样化，创设情景让学生充分练习重点语言点，课上以听说为主要训练手段，课后把语言点的掌握落实到书面。
Teaching
aims:
Help
students
understand
fully
of
the
text.
Deal
with
some
difficult
sentences
and
useful
language
points.
Teaching
procedures
Step1
Revision
(ppt
4-5)
Retell
the
story:
Help
the
students
retell
the
story
Fog
in
their
own
words.
Use
the
chart
to
help
them:
Outside
Polly’s
working
place—at
the
bus
stop
on
the
street—in
the
Underground
train—at
Green
Park
station—in
Park
Street—at
the
corner
of
the
street—in
the
street
near
King
Street—
at
86
King
Street
【设计说明】利用上节课故事发生的路线图，进一步要求学生对课文进行复述，检查学生对课文的理解，培养学生口语表达的流利度。
Step2
Difficult
sentences
(ppt
6-16)
Read
and
understand
the
following
sentences,
then
remember
in
mind:
Once
out
in
the
street,
she
walked
quickly
towards
her
usual
bus
stop.
The
tall
man
was
nowhere
to
be
seen.
She
could
feel
her
heart
beating
with
fear.
A
minute
before,
she
had
wished
for
someone
to
come
along.
Polly
found
hersel
( http: / / www.21cnjy.com )f
staring
up
at
the
face
of
an
old
man
with
a
beard.
It
gives
me
( http: / / www.21cnjy.com )the
chance
to
pay
back
the
help
that
people
give
me
when
it’s
sunny.
【设计说明】摒弃传统的逐字逐句讲解语言点的方法，理性地把语言点分为重点句型和重点词汇来进行讲解和操练。帮助学生明确重点，便于记忆。
Step3
Useful
words
and
phrases
(ppt17-29)
beat;
strike;
hit
way,
method,
means
calm,
quiet,
still,
silent
except,
besides
rest
observe
sight
glance
at
/
stare
at
/
glare
at
/gaze
at
【设计说明】通过近义词辨析，重点词汇的用法归纳，采用多种操练形式，使学生掌握与熟练运用知识点。
Step
4
Practice
(ppt
30)
Ask
students
to
make
up
a
story,
using
at
least
8
words
,phrases
or
sentence
structures
they
learn
in
this
period
of
class.
【设计说明】运用所学语言点编故事，做到真正的语言运用和思想交流，提升学生的精神，活用所学语言。
Step
4
Assignment
(ppt
31)
Write
down
the
story
you
make
up,
using
the
language
points
in
this
class.
【设计说明】设计写的作业，把知识点的掌握落实到书面。
