Unit 2 Great People
Lesson 12 Guess My Hero!
同步教案
Navigation of the course(课程导航)
Teaching aims（教学目标）
1. 掌握本课四会单词和短语：whom, anybody, chemistry, crossword puzzle, based on
2. 了解谜语的常识
Teaching important points(教学重点)
New words and phrases of the section.
Teaching difficult points(教学难点)
Learn to make a word puzzle.
Guiding teaching scene(教学情景导入)
We have learnt lots of great people in this unit. In everyone’s heart, there may be a hero. Can you introduce him/her to us? There is a hero in Li Ming’s heart, too. Guess who he is.
Teaching steps(教学过程设计)
Step1. Warming up. Asking the students who are your heroes. You can offer some photos to them.
Step2. Listening tasks: Listen to the tape twice and then tell the sentences are true or false.
Li Ming talked about his favorite hero that week.
Li Ming did a lot of word puzzles in Canada.
Danny liked the words puzzle from Li Ming.
Step3. Reading tasks. Read the text with these questions.
Li Ming wrote to Danny to send him a ________word puzzle
Whom was Li Ming’s word puzzle for? Danny
How long did it take Jenny and Brain to finished the puzzle? Five minutes.
Step4. Explain the text and remember the language notes.
1. On Monday, Ms. Liu asked us to make crossword puzzles based on facts about our heroes. 周一，刘老师让我们做一个填词游戏，这个游戏要以我们心中英语的一些事迹为基础。
based on以……为基础，基于。
I hear this song is based on a real story. 我听说这首诗是以一个真实的故事为基础的。
2. But whom should my puzzle be about? 但我的这人个谜语应该是关于谁的呢？
whom为who 的宾格，口语中可用who代替whom。但紧接在介词之后时，不能用who，必须用whom。
To whom did you give the book? 你把那本书给谁了？
3. I said that this person was the same age as them. 我说这个人和他们同龄。
the same…as…和……一样，same必须与the连用。其反义短语为be different from。
He has the same bag as me. 他有和我一样的包。
Step5. Come to the project.
Ask students to finish the puzzles on the book. Then ask students to make puzzles of their own. Encourage someone to share his or her puzzle.
Step6. Evaluation standards:
I. 改错
１. This is a textbook about African history. ______.
２. Some of her paintings are on shows in London this month _____.
３. There’s going to have a sport meeting next week._____
（1. on 2. show 3. be）
II. 用所给词的适当形式填空
1. We talked about favourite ________ (hero).
2. She asked me _______ (turn) off the light.
3. With ______ (who) did you just talk to?
II. 1.heroes 2.to turn 3.whom
Homework(作业)
1. Finish the remaining exercises in the activity book.
2. Preview the next reading in the student book.
3. Write an e-mail to your pen pal.
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Unit 2 Great People
Lesson 7 What is the Meaning of Life?
Navigation of the course(课程导航)
Teaching aims（教学目标）
1. 掌握本课四会单词和短语the meaning of, deep in thought, succeed in, try one’s best
2. 思考生活的意义
Teaching important points(教学重点)
New words and new phrases of the text.
Teaching difficult points(教学难点)
The difference between success, successful, successfully, succeed
Guiding teaching scene(教学情景导入)
We live in the world. Have you ever think about the meaning of life?
教学过程设计
Step1. Come to Think About It.
Do you know any successful people? What does success mean to you?
What are your dreams for the future?
Encourage students to talk about them, and then answer as individual.
Step2. Learning new words of the text.
meaning n. 意义dialogue n. 对话successful adj. 成功的
missing adj. 丢失的survey v.&v. 调查neighbour n. 邻居
Step3. Listen and write T or F.
1. The students just had the history class.
2. Li Ming was thinking about the meaning of life?
3. Wang Mei came up with an idea of surveying their parents.
Listen twice. Then check answers individually. If it is false, tell the reason.
Step 4. Read and finish Exercise 1 on Page 19.
Ask students to talk about in groups. Then check answers as a class.
Step 5 Read after the tape. Pay attention to their pronunciation.
If time is possible, ask students to read in roles.
Step 6 Explain the text and learn the language notes
1. What’s the meaning of life? 生活的意义是什么？
What’s the meaning of…?=What does…mean?=What do you mean by…?……是什么意思？其中mean为动词，意为“意思是”meaning为名词，意为“意义”。
2. And how can we succeed in life? 我们在生活中如何才能成功。
辨析：succeed/success/successful/successfully
succeed，动词，常用于结构succeed in，后跟名词、代词或动名词，表示在某方面成功
success，一般作不可数名词，做表语时可在前面加a
successful，形容词，用在系动词后或名词之前
successfully，副词，主要修饰动词
Step 6. Homework
Finish the rest exercises on Page 19.
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Unit 2 Great People
Lesson 8 A Universe of Thought
Navigation of the course(课程导航)
Teaching aims（教学目标）
1. 掌握本课单词和短语
2. 了解伟大的科学家爱因斯坦的生命历程
3. 学习科学家对事业的执着精神
Teaching important points(教学重点)
New words and phrases of the section.
Teaching difficult points(教学难点)
Enable to say something about Eninstein
Guiding teaching scene(教学情景导入)
Everything has no a hundred of good or a hundred of bad. Do you know about the theory? It’s Einstein’s Theory of Relativity. He is famous for it. He thought about the universe and solved lots of problems in physics. Let’s know about him.
Teaching steps(教学过程设计)
Step1. Show a picture of Albert Einstein with two questions, and then let the students discuss.
1. Who is he?
2. Do you know anything about him?
Step2. Ask the students to listen to the tape, and then read the text, and last complete the sentences.
1897 Einstein was born in Germany.
1905 He began to write articles about physics.
1921 He received the Nobel Prize for one of those articles.
1933 He taught at Princeton University.
1955 He died.
Step 3. Explain the text and know about the language notes.
1. Einstein is most famous for his Theory of Relativity.
be famous for 指 “以……而著称, 以……而闻名”多用于指好的方面,for 表示原因。
be famous as “作为……而出名” 例: Jordan is famous as a basketball player.
2. After he finished school, he went on to study physics in Switzerland.
go on doing sth.继续做相同的事，可以指不停地做，也可指间断后继续做。
go on to do sth.接着做另一件事，即接下去做与原来不同的一件事
They went on talking all the way. 一路上他们一直在说话。
After he read the book, he went on to write the report. 看完书后，他继续写报告。
3. 辨析：die, dead, dying和death
1）die作动词，强调动作，为短暂性动词，不能和表示时间段连用。例如：
Li Lei’s grandfather died in 2000.李磊的爷爷死于2000年。
2）dead意为“死的”，为形容词，作表语和定语，强调状态。当有时间段时，用be dead，不能用die。例如：
There is a dead dog lying on the road.有一只死狗躺在大道上。
3）dying为die的现在分词，也可作形容词，意为“垂死的”，常用作定语或表语。例如：
The cat is dying.这猫正垂死挣扎。
4）death是die的名词形式。如：
The death of his pet dog made him sad.
Step4. Come to “Let’s Do It”. Let some students give a report in front of the class. If the others have the same opinion with him, he can stand up and add the necessary content.
Step5. Evaluation standards:
1. Einstein has been _______ (die) for many years .（dead）
2. The ______ (die) of this little dog made Kate quite sad. （death）
3. They ________ (solve) the problem at last.（solved）
4. Albert Einstein had one of the great _______ (mind) of the 20th century. （minds）
5. Einstein was _______ (bear) in 1879 in Germany .（born）
Homework(作业)
1. Finish the remaining exercises in the activity book.
2. Preview the next reading in the student book.
3. Sum what you learn from the text.
Teaching reflection (教学反思)
学过这一课之后，学生们懂得了短语be famous for与短语be famous as的区别。建
立良好的师生关系,经常和学生一起反思学习过程中的不足,并加以改正.
教和学是一对矛盾，作为矛盾双方的教师和学生如何和谐融洽师生关系，对完成教学至关紧要。如果他们对某个老师有好感，他们就对老师的这门课感兴趣并分外重视，肯下大气力学这门课。如果他们不喜欢某一位老师，由于逆反心理，他们也就不愿学或不学这位老师的课。所以，教师要深入学生，和学生打成一片，了解学生的兴趣，爱好，喜怒哀乐情绪的变化，时时处关心学生，爱护学生，尊重学生，帮助学生。这样，师生才能关系和谐，感情融洽，兴趣盎然地进行学习。
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Unit 2 Great People
Lesson 9 China’s Most Famous “Farmer”
同步教案
Navigation of the course(课程导航)
Teaching aims（教学目标）
1. 掌握本课四会单词和短语
2. 能够用英语介绍袁隆平和他的杂交水稻
Teaching important points(教学重点)
New words and phrases
Teaching difficult points(教学难点)
Enable to say something about Dr. Yuan.
Guiding teaching scene(教学情景导入)
In the south of China, all of the people like eating rice. In some other places, there are lots of people like eating it. What about you? Who is “Father” of Hybrid Rice? Let’s know about the man named Yuan Longping-China’s Most Famous “Farmer”.
Teaching steps(教学过程设计)
Step 1. Show a picture of Yuan Longping with two questions, and then let the students discuss.
1. Who is he?
2. Do you know anything about him?
Step 2. Listening tasks: Listen to the tape with the following questions, and then answer them.
1. When and where did Yuan Longping graduate?
He graduated from the Southwest Agricultural University in 1953.
2. What does he love doing in his spare time?
He loves playing the violin and listening to music.
3. What is he doing now?
He is working on developing super hybrid rice.
Step 3. Read and Do Exercise 1 on Page 23.
Let students do it independently. Then check answers as a class. Tell why it is true or false.
Step 4 Explain the text and remember the language notes.
1. He came up with an idea for a hybrid rice in the1960s.
come up with 意为 “想出,提出” ，相当于think of。in the 1960s 意思是 “20世纪60年代, 也可写成in the1960’s，其构成为: in the+年代+s.
2. Since then, he has devoted himself to research and to the development of new varieties.
since then意为“自那以后”，常用于现在完成时。
Since then, he has developed many good habits.从那以后,他养成许多好坏习惯。
3.辨析：because of和because
两者都有“因为”的意思，because of后跟名词、名词短语或代词；而because后跟从句。
例如：He didn’t go to work because of his illness.他因病没有去上班。
All of us can work out the question, because it’s too easy.因为这道题太容易了，所以我们都能算出来。
Step 5. Evaluation standards:
I. 根据句意及首字母提示补全单词
1. They g________ from high school last year.
2. The factory p______ about ten thousand cars every year.
3. This lesson is a(n) i______ of Yuan Longping and his hybrid rice.
4. He believes that sports can d______ mind and body.
5. I’m very busy these days. I have little s_____ time.
II. 单项选择
1. I didn’t go to school ____ the heavy rain.
A. because B. with C. because of D. to
2. She worked hard ________ everything would be ready by 6 o’clock.
A. because B. before C. so that D. or
3. She came _____ a good way to study English.
A. up at B. up with C. to up D. to with
4. In _____, Coca Cola began to enter China’s market.
A. 1970’s B. 1970s C. the 1970s’ D. the 1970s
Homework(作业)
1. Finish the remaining exercises in the activity book.
2. Preview the next reading in the student book.
3. Search for more information about the great people on the internet.
Teaching reflection (教学反思)
学过这一节课之后，学生们弄明白了介词besides, except, but，之间的区别。英语是一门外语，对学生而言，既生疏又困难，在这样一种大环境之下，要教好英语，就要让学生喜爱英语，让他们对英语产生兴趣。否则学生对这门学科产生畏难情绪，不愿学，也无法学下去。为此，我采取了一些方法，就是尽量多讲一些关于英美国家的文化，生活故事，让他们更了解英语，更喜欢学习英语。因为只有英语水平提高，他们才能达到交异国笔友的目的，同时也可以提高同学们的英语写作能力，对成绩优秀的同学很有好处。因为英语的特殊情况，学生在不断学习中，会出现好差分化现象，差生面扩大，会严重影响班内的学习风气。因此，绝对不能忽视。为此，我制定了具体的计划和目标。对这部分同学进行有计划的辅导。
答案：
Step 5
Ⅰ.1.（graduated）2. produces 3. introduction 4. （develop）5. （spare）
Ⅱ. 1. C 2. C 3. B 4. D
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Unit 2 Great People
Lesson 10 Touch the World
同步教案
Navigation of the course(课程导航)
Teaching aims（教学目标）
1. 掌握本课四会单词和短语writer, blind, deaf, illness, ability, progress, community, make a lot of progress
2. 能用英语简单介绍海伦?凯勒
Teaching important points(教学重点)
Master new words and phrases of the section.
Teaching difficult points(教学难点)
Enable to talk about Helen Keller.
Guiding teaching scene(教学情景导入)
Good morning, children. Right now close your eyes and ears. Can you do something, such as reading books, writing booking, communicating with other, and helping other people who are deaf or blind? (S: No, we can’t.) But Helen Keller did.
Teaching steps(教学过程设计)
Step 1. Warming up. Discuss the following questions in groups.
What would your life be like if you are blind?
How do deaf people communicate with others?
How do blind people read and write?
If you were deaf and blind, can you understand other people? How?
Step2. Learning new words and phrases of the text.
Helen Keller 海伦 凯勒 Anne Sullivan 安妮 沙利文
well-known adj. 众所周知的 writer n. 作家
educator n. 教育 blind adj. 失明的
deaf adj. 聋的 planetary adj. 行星的
greatly adv. 非常；很 illness n. 疾病
ability n. 能力 progress n. 进步
community n. 社区
Step3. Listening tasks. Listen to the tape twice and then tell that these sentences are true or false.
Helen Keller was a famous writer.___________________
Helen Keller became deaf when she was born. ___________________
Sullivan can hear clearly. ___________________
Step4. Reading tasks. Read the text with the following questions and then answer them.
1. How did Helen Keller become deaf and blind?
She had a high fever when she was 18 months old.
2. How did her teacher help her?
She spelled words on her hand with her finger.
3. How did she learn to read?
She had special books with letters she could touch.
Step5. Explain the text and learn about the language notes.
1. Helen Keller, the well-known writer and educator, died yesterday at the age of 88. 海伦?凯勒，著名的作家和教育家，于昨天去世，享年88岁.
at the age of…在……岁时，of后接数字，表示年龄，常与when引导的时间状语从句互换。
My grandpa began to work at the age of 12.= My grandpa began to work when he was 12. 我爷爷在12岁时开始工作。
2. When she was nineteen months old, Helen fell ill. 海伦在19个月大的时候生病了。
fall ill/sick生病，表示短暂动作。跟表示一段时间的状语连用时，应用be ill/sick.
The boy has been ill for a week. 这个男孩病了一周了。
3. As Helen grew older, she made a lot of progress and learned to read. 随着年龄的增长，海伦进步很大，并学会了阅读。
make progress取得进步，progress为不可数名词。
I hope all of you can make progress this new term. 我希望这个新学期你们都取得进步。
Homework(作业)
1. Finish the remaining exercises in the activity book.
2. Preview the next reading in the student book.
3. Write a short passage about the spirit of Helen Keller.
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Unit 2 Great People
Lesson 11 To China, with Love
Navigation of the course(课程导航)
Teaching aims（教学目标）
1. 掌握本课四会单词和短语：remain, decision, worst, condition, government, medical， remain in use, be well known for, Anti-Japanese War, make a decision, first aid, day after day, set up
了解我的我国的历史：抗日战争
2. 认识我国的国际友人诺尔曼?白求恩，在抗日战争时期，为我国人民做出了巨大的贡献
3. 培养学生的国际主义精神
Teaching important points(教学重点)
New words and phrases of the section.
Teaching difficult points(教学难点)
Enable to tell something about Bethune.
Guiding teaching scene(教学情景导入)
Do you know about the history of our country —Anti-Japanese War? In the Anti-Japanese War, there were many Chinese dying, at that time, a doctor named Norman Bethune from Canada came to northern China to save lots of lives. He is a hero of China.
Teaching steps(教学过程设计)
Step1. Warming up. Show many pictures of famous people and then ask the students to give the key to the question.
Who do you most admire? Why?
Step2. Learn the new words and phrases of the text.
Norman Bethune 诺尔曼 白求恩 condition n. 条件
remain v. 保持不变 anti 反对
aid n. 援助 operate v. 操作；手术
decision n. 决定 worst adj. 最坏的
medical adj. 医疗的 Toronto 多伦多
government n. 政府 operate v. 动手术
graduate v. 毕业
Step3. Listening tasks. Listen to the tape twice and then tell that these sentences are true or false.
Norman Bethune was a famous doctor.
He went to china in 1939.
The Bethune Medical School is in Tang County, Hebei province.
Step4. Reading tasks. Read the text with the two questions and then answer them, please.
Why did Bethune come to China?
He knew many people were dying n the Anti-Japanese war.
What did he do in China?
He organized hospitals, taught doctors and nurses, and showed people how to give first aid.
Step5. Explain the text and remember the language notes.
1. In 1938, he made a decision to go to northern China because he knew many people were dying in the war. 1938年，他决定去中国华北，因为他知道战争中有很多人正濒临死亡。
make a decision=decide决定，make a decision to do决定做某事。
He made a decision to go back to his hometown. 他决定回他的家乡。
2. He once operated for sixty-nine hours straight without stopping. 他曾连续69个小时不停地做手术。
operate为不及物动词，意为“动手术”。operate on +名词/代词，给……做手术。
The doctor will operate on his eyes. 医生得给他的眼睛动手术。
Step6. Come to “Let’s Do It”.
1) Finish Exercises 2 and 3. Divide the class into groups to finish the task. If they are in trouble, they can look up the new words in the dictionary. They can ask the teacher for help. After a while, let some students give a talk in front of the class.
2) After finishing Exercise 2, give students some time to retell the passage.
Step7. Evaluation standards:
1. My cousin graduated from a _____ (医学的) school.
2. The bedroom still ________ (保持不变) the same after so many years.
3. The doctor gave first a__ to her sister.
4. Norman Bethune is w__________ for helping Chinese people in the Anti-Japanese War.
5. The doctors decided to o________ on his mother at once.
（1. medical 2. remained 3. aid 4. well-known 5. operate）
Homework(作业)
1. Finish the remaining exercises in the activity book.
2. Preview the next reading in the student book.
3. Write a short passage about the spirit of Norman Bethune.
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