1、人教版（2019）高中英语必修第二册Unit 1-5 全套教案Unit 1 Cultural Heritage单元教案Period 1 Listening and Speaking & Listening and Talking【教材分析】Listening and Speaking introduces the topic of “Take part in a youth project”. The listening text is an interview about an international youth cultural heritage protection project.
2、 More than 20 high school students from seven countries participated in the project. The reporter interviewed two participants Stephanie and Liu Bin. By listening to the text, students can understand the significance of cultural heritage protection, and teenagers can use their knowledge, combine the
3、ir own interests and advantages, etc. to participate in the action of cultural heritage protection. Listening and Talking introduces the theme of “Talk about history and culture”. The listening text is a dialogue between two tourists and tour guides when they visit the Kremlin, Red Square and surrou
4、nding buildings. The dialogue focuses on the functional items of “starting a conversation”, which is used to politely and appropriately attract the attention of the others, so as to smoothly start a conversation or start a new topic. The purpose of this section is to guide students to understand the
5、 history and current situation of Chinese and foreign cultural heritage in their own tourism experiences or from other peoples tourism experiences, explore the historical and cultural values, and be able to express accurately and appropriately in oral communication.【教学目标】1. Guide students to underst
6、and the content of listening texts in terms of the whole and key details; 2. Cultivate students ability to guess the meaning of words in listening; discuss with their peers how to participate in cultural heritage protection activities.3. Instruct students to use functional sentences of the dialogue
7、such as “I beg your pardon, but” “Forgive me for asking, but” and so on to start the conversation more politely and appropriately.【教学重难点】1. Guide students to understand the content of listening texts in terms of the whole and key details; 2. Cultivate students ability to guess the meaning of words i
8、n listening; discuss with their peers how to participate in cultural heritage protection activities.3. Enable students to use the functional items of “starting a conversation”, which is used to smoothly start a conversation or start a new topic.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe
9、teacher is advised to talk about the meaning of the word “Heritage”.Boys and girls, before our listening, lets work in pairs and discuss the meaning of the word “Heritage”.What does the word “heritage” mean? Share your ideas about your understanding of it and you can use examples to illustrate your
10、meaning.Heritage means the traditional beliefs, values, customs, etc. of a family, country or society. For example, the Great Wall is the heritage of China. Step 2: PredictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.T
11、he listening text is probably about how to protect a famous heritage site by some students.Step 3: Summary of the main ideaThen play the radio which is about an interview about an international youth cultural heritage protection project. And after finishing listening for the first time, the students
12、 need to solve the following tasks.1. Listen to the conversation and sum up the main idea.Youths from seven countries are working together to protect cultural relics on Mount Tai.2. Listen again and help the reporter to complete the interview notes.International youth project, 23 high school student
13、s from 7 countriesMount Tai, one of the most famous mountains in ChinaIt has been protected for more than 3,000 years.22 temples, around 1,800 stones with writing on themDai Temple on Mount Tai; over 6,000 stepsListening tip:Use context to guess wordsTo guess the meaning of new words, look at the ot
14、her words and use what you know about the topic.Step 4: Guessing the meaning of the unknown wordsListen to the conversation again and use the context to guess the meaning of the words below. Tell the reasons why you guess so.Preserve: to protect Reason: the word means the same of a word I knowPromot
15、e: to help sth to happen or develop Reason: The word is explained by the speakerStep 5: Speaking ProjectWork in pairs or groups and role play a conversation.Suppose you are a reporter and interviewing the students who devote their time to protecting the heritage. Reporter: It is said that you are on
16、e of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?Volunteer: We are making some signs which are designed to educate people to protect the pine trees.Volunteer: Besides, we took a lot of pictures of pine trees and create an app which aims to promote peoples awaren
17、ess of protecting the precious trees.Reporter: Sounds great and anything else?Volunteer: We often wear volunteer clothes and send some brochures in the park to call on more people to protect the trees.Reporter: Does your hard work pay off?Volunteer: Definitely. More and more tourists are now stoppin
18、g carving names on the trees or climbing the trees.Part 2: Listening and TalkingStep1: Listen to the tape, which is about a dialogue between two tourists and a tour guide when they visit the Kremlin, Red Square and surrounding buildings for the first time, and then ask the students to solve the foll
19、owing tasks.1. Listen to the conversation and answer(1).Where are the speakers? On a street.(2).What are they doing?Sightseeing.2. What do you know about the Kremlin and Red Square? Listen again and complete the fact sheet.Step 2: Speaking ProjectActivity 3 on page 7.Work in groups. Choose a cultura
20、l site that you like and role-play a conversation between some tourists and their tour guide. Take turns to play the different roles.Step 3 HomeworkAccording to Activity 3, write down a conversation between the tourist and his/her guide.Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Prob
21、lems to Solutions【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of unders
22、tanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at coo
23、peration, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. E
24、nable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort o
25、ut the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the
26、 passage Look at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph. Paragraph 1: challenge Paragraph 2: proposal led to protests
27、 Paragraph 3: committee established Paragraph 4: brought together Paragraph 5: success Paragraph 6: spirit Task of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to protests? 3. How did the government save the
28、cultural relics? 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful.5. What can be learned from the Aswan Dam project? Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” re
29、fer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”? 4. What can you infer from “Fifty
30、countries donated nearly 80 million to the project”? The project cost a lot of money. 5. Before the building of the dam, what problems did the Nile River bring to the Egyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into t
31、hree parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topic Keeping the right balance between progress and the protection of cultural sites is a big challenge. Part 2 (Paragraphs 2-5)The process of saving cultural relics Big challenges can sometimes lead to great
32、solutions.The Egyptian government wanted to build a new dam, which would damage many cultural relics. The government turned to the UN for help. Experts made a proposal for how to save cultural relics after a lot of efforts and the work began. Cultural relics were taken down and moved to a safe place
33、. Countless cultural relics were rescued. The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem for a single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultura
34、l relics? 2. As students, what should we do to protect our cultural relics? Step 6: summary The outline of the passageIntroduce the topic: A big challengethe balance between progress and the protection of cultural sites.List the evidence: In the 1950s the government wanted to build a new dam.In 1959
35、, the government asked the UN for help.In 1960, the project started/began.In 1961 the first temple was moved.Over the next twenty years, the temples and cultural relics were being rescued.In 1980, the project was completed/ended.ConclusionThe spirit of the Aswan Dam project is still alive today.Step
36、 7 Homework:Review what we have learned and find out the key language points in the text.Unit 1 Cultural HeritagePeriod 3 Discovering Useful StructureRestrictive relative clauses【教材分析】This teaching period mainly deals with grammar “restrictive relative clauses.” To begin with, teachers should lead s
37、tudents to revise what they have learned about the relative pronouns and relative adverbs. And then, teachers move on to stress more special cases concerning this grammar, such as the “preposition+relative pronouns which and whom” and cases where we can omit the relative pronouns. This period carrie
38、s considerable significance to the cultivation of students writing competence and lays a solid foundation for the basic appreciation of language beauty. The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercises. 【教学目标】1. Guide s
39、tudents to review the basic usages of relative pronouns and adverbs of attributive clauses.2. Lead students to learn to use some special cases concerning restrictive relative clauses flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students great interest in gra
40、mmar learning.【教学重难点】1. Help students to appreciate the function of relative pronouns and adverbs of attributive clauses in a sentence2. Instruct students to write essays using the proper relative pronouns and adverbs of attributive clauses.【教学过程】本节语法思考：定语从句在复合句中的作用是什么？关系词有哪些？定语从句在复合句中的作用相当于形容词，它在句中
41、作定语修饰名词或代词。他们在先行词和定语从句之间起到联系作用，同时在意义上代表先行词并在定语从句中担任一个成分。被定语从句所修饰的词称先行词，定语从句一般放在先行词的后面。引导定语从句的关联词称为关系代词和关系副词。关系代词有who，whom，whose，that，which和as，关系副词有when，where和 why。Step 1:巩固复习限定性定语从句基本用法。一、定语从句关系代词用法：1.定语从句中关系代词的选用主要由先行词决定。2.当先行词是表示人的名词或代词时，关系代词一般用who; that; whom; that；3.当先行词是表示事物的名词或代词时，关系代词一般用which
42、; that; whose; as；4.当先行词既有表示事物的名词或代词，又有表示人的名词或代词时，关系代词一般用that. 5. whose用作关系代词时，它表示“的; 事物（包括动物）”，whose引导定语从句时，其先行词可以是指人的名词，其实也可以是指物的名词。二、关系副词的用法：如果先行词是指代“时间的名词”，还原到定语从句中作时间状语，则用关系副词when；如果先行词是指代“地点的名词”，还原到定语从句中作地点状语，则用关系副词where；如果先行词是指代“原因的名词（reason）”，还原到定语从句中用作原因状语，则用关系副词why。Step 2: 限制性定语从句几种特殊情况。一、
43、定语从句中介词+关系代词用法当关系代词在定语从句中作介词的宾语时，我们通常用“介词+关系代词”引导定语从句。关系代词只能用which或whom。先行词指物时，用which; 先行词指人时，用whom。在这个结构中，介词的确定的原则是：1.依据定语从句中动词或形容词等所需要的某种习惯搭配来确定。He is the man on whom you can rely. 他是你可以信赖的人。Jack introduced to me his friend with whom I was not very familiar. 杰克向我介绍了我不很熟悉的那个朋友。2.依据与先行词搭配的具体意义而定。Ill
44、 never forget the day on which we worked together in the countryside. 我不会忘记我们一起在乡下工作的日子。3.根据所表达的意思来确定。The clever boy made a hole in the wall, through which we could see what was happening inside the house. 这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到屋里发生的事情。4.表示“所有”关系或“整体中的一部分”时，通常用介词of。Julie was good at German, Frenc
45、h and Russian, all of which she spoke fluently. 朱丽亚擅长德语、法语和俄语，这三样她都说得流利。5.在定语从句中，有一些含介词的动词短语不可拆开使用，如look after, look for等。The babies whom the nurses are looking after are very healthy. (正确)The babies after whom the nurses are looking are very healthy. (错误)二、介词+关系代词常见句型：1.“代词+ of + which/whom”引导非限制性定
46、语从句。这个结构中，代词常常为all, each, one, many, much, most, some, none, both等, “代词+ of + which/whom”通常在定语从句中用作主语，说明整体中的一部分。有时候也可把“of+ which /whom”置于代词前。It is reported that two schools, both of which are being built in my hometown, will open next year. 据报道，在我的家乡两所学校都正在建设中，将于明年投入使用。2.“数词+of + which /whom”引导定语从句这
47、种结构常用来引导非限制性定语从句，有时候也可以把“of + which /whom”置于数词前。3.“the+名词+ of which/whom”引导非限制性定语从句这个结构中, of which/whom充当定语，修饰前面的名词，整个结构相当于“whose+名词”引导的定语从句。4.“the+形容词比较级(最高级)+ of + which/whom”引导非限制性定语从句。There are two buildings, the larger of which stands nearly a hundred feet height. 这儿有两座建筑物，较大的那一座几乎有100英尺高。三、限制性
48、定语从句中，关系词可以省略的几种情况。1.定语从句的先行词在定语从句中作宾语时，关系词通常省略。I have taken with me the two books (that/which) you asked me to return to the City Library. 我把你要我送还给市图书馆的那两本书带走了。2.先行词是way, reason, time, place等且它们在定语从句中分别作方式、原因、时间和地点状语时，其后定语从句的相应关系词that/in which, why/that, when, where等可以省略。The way (that/in which) you
49、 look at the problem is wrong. 你看待问题的方式是错误的。3.由and, but, or等并列连词连接两个或两个以上的定语从句修饰同一个先行词时，第一个关系词可以省略，但第二、三个一般不可以省略。The reason (why/that) he wanted to sell his house was that he needed a lot of money for his operation. 他想卖掉房子的原因是他的手术需要很多钱。【作业布置】填入适当的“介词+关系代词”使句意完整。1. He is the man _ _ you can rely. 他是你
50、可以信赖的人。2. Jack introduced to me his friend _ _ I was not very familiar. 杰克向我介绍了我不很熟悉的那个朋友。3. Ill never forget the day _ _ we worked together in the countryside. 4.我不会忘记我们一起在乡下工作的日子。The clever boy made a hole in the wall, _ _ we could see what was happening inside the house. 这个聪明的孩子在墙上挖了一个洞，透过它我们可以看到
51、屋里发生的事情。Unit 1 CULTURAL HERITAGE Reading for Writing【教学目的与核心素养】1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop
52、 students writing and cooperating abilities.4. Strengthen students great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to a summary about a news report 2. Cultivate students to write a news report properly and concisely.【教学过程】Step 1 Lead in Do you th
53、ink it is necessary for us to circulate our cultural heritage to the world? Why or why not?Do we need to learn more about other countries cultural heritage? Why or why not?Step 2 Read to discover details concerning the main body of the news reportRead the news report and then solve the questions bel
54、ow.1. What are the researchers and scientists trying to do?(The researchers and scientists are trying to increase knowledge and appreciation of Chinas ancient cultural heritage.)2. What modern technology are they using?(They are using digital photography to record a collection of images.)3. Why are
55、so many people interested in the Mogao Caves?(People are interested in the Mogao Caves because they have long been a meeting point for different cultures and are part of the history of many countries.)4. What do you think of the researchers opinion in the last paragraph?(I agree with the researchers
56、 opinion. Understanding our own and other cultures is a great way to understand ourselves and others.)Have the Ss discuss the questions in groups and then share their answers to the class. Step 3: Study the organization and language features1. Read the news report again and find these parts.A. Lead
57、sentenceLanzhou, 9 August 2017. A group of researchers and scientists from China and other countries are working together . Chinas ancient cultural heritage.B. Direct quote“Appreciating ones own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of ot
58、her countries is very important for international communication and understanding.”C. Paraphrase They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout Chinas ancient history. Nearly 500,000 high-quality digital
59、photographs have been produced since the international project started in 1994.D. Background informationThe Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.E. Reporting verbs F. Words to show comparison and/or contrastToday, the caves a
60、re just as interactional as they were at the time when people travelled the Silk Road.2. Underline the relative clauses that the writer uses to identify the following.A. thingsThey are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Si
61、lk Road throughout Chinas ancient history. B. people As one researcher who is working on the project explains, “Appreciating ones own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communicati
62、on and understanding. ”C. timeToday, the caves are just as interactional as they were at the time when people travelled the Silk Road.Step 4 Post reading for further summary and understanding1. Why does the writer use the quote in the report?The writer uses quotes in order to make the news report mo
63、re concise, authentic and persuasive.2. Explain your understanding of the sentences: “Appreciating ones own cultural heritage is very important for understanding ourselves. Appreciating the cultural heritage of other countries is very important for international communication and understanding.”We s
64、hould learn and understand our own cultures, which is vital for us to know ourselves and be proud of our profound and extensive cultural heritage. Meanwhile, we should understand and appreciate other cultures, trying to be open-minded. This way, we can deepen each others understanding and respect.St
65、ep 5 HomeworkWrite a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.Name: Li HuaPlace: XianProfession: a senior high school teacherwants to preserve cultural heritage:protect old
66、housestakes photos of old buildingshelps repair buildingslooks for cultural relics interviews old people shows cultural relics to the public writes about the buildings Unit 2 Wildlife Protection单元教案Unit 2 Wildlife Protection Listening and Speaking & Listening and Talking【教学目标】1. Guide students to un
67、derstand the content of listening texts in terms of using visuals to predict content.2. Cultivate students ability to guess the meaning of words in listening; discuss with their peers how to save endangered wildlife and help wildlife in their neighborhood.3. Instruct students to use functional sente
68、nces of the dialogue such as “I am concerned about” “What do you know about the endangered animals in” and so on to talk about one of the endangered animals.4. Instruct students to use functional sentences of the dialogue such as “This is used for” “I did it to/in order to/so as to” and so on to tal
69、k about how to help wildlife in Ss neighborhood.【教学重难点】1. Guide Ss to use the prediction strategy of reading pictures accurately to understand the content of listening texts;2. Guide Ss to express their opinions on how to participate in wildlife protection, and communicate with their peers about the
70、 living conditions and protection measures of wildlife in simple English.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to have a small talk about the topic:What messages do these posters share? Work in pairs and discuss. And then share your view after discussing.Step 2: P
71、redictionAfter their small talk, the teacher can ask students to predict what the listening text is about by looking at the pictures.Some animals are endangered and why and how we can protect them from being extinct. Listening tip: use visuals to predict contentBefore listening, look at the pictures
72、, videos, charts and other visuals to help you predict.Step 3: Summary of the main ideaPlay the audio which is about the dying wildlife on earth. And after finishing listening to the first part of the tape, the students need to solve the following task.Fill in the blanks while listening.Our planets
73、_is dying out at an alarming rate. Between 150 and 200 species are becoming _ every day. This mass extinction is caused by hunting, habitat _and pollution. We must make people aware of the problem and help_ the endangered wildlife before its too late!After finishing the task above, the teacher plays
74、 the second part of the tape and after finishing listening, the students need to solve the following task.Listen and answer the following questions:1. How many elephants are killed on average every day?2. What did Prince William say about China?3. What does “change begins with you” mean?If you want
75、things to change, you must change yourself first and not wait for others to be the first one to do something, you must be the number one to start to take the first action. In this way, we can change the world for the better.Step 4: Speaking ProjectIn pairs, discuss the questions, role play the examp
76、le, and then talk about one of the animals in the photos below.1. What do you know about the animals in the photos?2. What is being done to help them?A: Im concerned about the blue whales. What do you know about them?B: Well, I know that theyre being hunted and their number is getting dramatically s
77、maller, so theyre in danger of extinction. Blue whales need large and clear water habitats, so its difficult for them to adapt to the changes.A: Thats terrible. What measures are being taken to help them?B: The authorities are under pressure to make laws to ban illegal hunting whales and tell people
78、 not to buy whales products.Part 2. Listening and TalkingStep1: Listen to the tape, for the first time, and then ask the students to solve the following tasks.Choose the right ending for each sentence.1. Binoculars _.2. Build bird feeders _.3. Use a bird field guide _.4. Put paper cut-outs on window
79、s _.A.in order to identify birds B. so that birds do not crash into them C. to make sure that birds have enough foodD. are used for watching birds from far awayListen and answer the questions.1. Who are the teenagers?2. Where are they?3 What are they doing?4. Why are they doing it?Step 2: Listen aga
80、in and use the phrases you hear to fill in the blanks.Expressing purposesThis is used for./so as to/in order to/He has done it so that /in order that1. They got up early _search for wild birds.2. Ive brought a field guide _we can look up the birds we see.3. My dad gave me the binoculars _we can see
81、the birds better.4. Bird watching clubs clean up habitats build bird feeders, and put paper cut-outs on windows _protect birds.Step 3: Speaking ProjectWork in groups. Ask Ss to think of the wildlife in neighborhood and their needs. What can they do to care for them? Find out the solutions. Role play
82、 a dialogue with their partners.A: I often see wild cats and dogs in our neighborhood. Maybe we should do something to care for them.B: Should we put out bowls of food for them?C: Sure, and I think we could also put out boxes or other things for them, so that they can find shelter when its cold or w
83、et outside.D: What else can we do for them?A: Why not raise money and form a pets homeless shelter where homeless pets can find a home and may be adopted by others.C: Sounds great. Lets make a plan and try it.Unit 2 Wildlife ProtectionReading and Thinking【教材分析】The theme of this unit is human and nat
84、ure, focusing on the theme of wildlife protection. Nature is a complex ecosystem, in which there are delicate balance between animals and plants. Because of the role of the food chain, the extinction of one species will produce influence, causing a series of chain reaction. Large scale extinction of
85、 species will have a serious and even irreversible impact on the ecosystem, resulting in immeasurable losses. Therefore, it is of great significance to protect wild species. To protect wild species is to protect human beings themselves. The motto of this unit is “when the buying stops, the killing c
86、an too,” which is a public service advertising slogan to protect wildlife. It tells people that every rhinoceros horn, every fur, every bowl of shark fin soup, every ivory product, and every tiger bone product, etc. consumed by human beings, are innocent wild animals slaughtered behind them. The mis
87、sion of wild aid is to ban illegal trade in endangered wildlife and mitigate climate change. It aims to educate the public to reduce the consumption demand for endangered wildlife products through public publicity and improve the awareness of environmental protection.【教学目标】1. Improve the awareness o
88、f wildlife protection by acquiring the knowledge of wildlife protection.2. Focus on environmental protection and protection of all lives.3. Analyse the living environment of wild animals with appropriate thinking mode.4. Skillfully use the vocabulary and grammar knowledge of this unit to cultivate s
89、elf-study ability according to the unit content5. Develop cooperative learning ability through discussion and other ways【教学重难点】1. Enable the students to talk about the current situation of wild animals.2. Guide the students to summarize the main idea of each paragraph as well as the main idea of the
90、 text.3. Help students learn what effort has been made to change the serious situation and what else should be done.【教学过程】Step 1: Warming up and prediction1. Lets look at some animals, and discuss what they have in common.They are endangered animals.They are being hunted by some illegal hunters for
91、money.They should be well protected now.They are cute and beautiful2. Guessing game: what kind of animal is it?1) It is good at running and jumping.2) It is one of the Beijing Olympic mascots. 3) Its name is closely connected with Changtang Nature Reserve.4) It mainly lives in Qinghai and Tibet.It i
92、s an antelope.3. Watch a video about antelopes and talk about the feelings about the video.Feel sorry and sad. They shouldnt be hunted and instead should be well protected.Step2: Fast reading tasksRead the passage quickly to solve the following questions.(1)Why did the author come to Tibet? The auth
93、or comes to Tibet in order to observe Tibetan antelopes. (2)Why did the population of antelopes drop so badly in the 1980s and 1990s? The population of antelopes drops so badly because of being hunted and the loss of their habitats. (3)What was done to protect the Tibetan antelopes? Humans protect t
94、he Tibetan antelopes by watching over them and adding some bridges and gates. (4)Why should we continue the protection programs of the antelopes? The threat to them has still existed. (5)What can we do to save the planet according to the author? We ought to live in harmony with nature. Step3: Scanni
95、ng reading tasksRead the passage and fill in the blanks. Title: A DAY IN THE CLOUDS Paragraph 1 We come here to observe Tibetan (1) _. Paragraph 2 Im (2) _by their beauty and also reminded of the danger they are in.Paragraph 3 My guide works at a nature reserve, which is a (3) _for animals and plant
96、s. Paragraph 4 In 1980s and 1990s, the population (4) _because of peoples activity.Paragraphs 5&6 The government placed it under national (5) _and its population recovered. The protection programs will continue. Paragraph 7 We must change our way of (6) _. Only when we learn to (7) _in harmony with
97、nature can we stop being a (8) _to wildlife and to our planet.1. antelopes 2. struck 3.shelter 4. dropped 5.protection 6.life 7.exsit 8.threatStep4: Consolidation1. Read quickly and figure out the main idea of each paragraph.Paragraph 1: The writer visited Changtang in order to observe Tibetan antel
98、ope.Paragraph 2: Tibetan antelopes are in danger.Paragraph 3: His guide thinks that the land is sacred and protecting the wildlife is a way of life.Paragraph 4: Bad times for the Tibetan antelope.Paragraph 5: The Chinese government and volunteers took effective measures to protect the Tibetan antelo
99、pe.Paragraph 6: The effective measures have helped the population of Tibetan antelope recover.Paragraph 7: Human beings must change the way of life in order to save the planet.2. What does the author experience in the clouds?Things the author sees:Snow-covered mountains disappearing into clouds The
100、antelopes moving slowly across the green grassThings the author hears:Changtang National Nature ReserveBad times for the Tibetan antelopeMeasures to protect the Tibetan antelopeEffects achieved after years of protectionThings the author feels or thinks:Struck by their beautyChanging our way of life.
101、Existing in harmony with nature.Step 5: Critical thinking:Whats the purpose of this article? The author intends to tell us that although the Tibetan antelope has been removed from the endangered species list, the threats to them have not yet disappeared. We must change our way of life and learn to e
102、xist in harmony with nature.Step 6: Summary Introduce the topicwhyhowresultsStep7 Homework:Review what we have learned and find out the key language points in the text.Unit 2 Wildlife ProtectionDiscovering Useful Structure【教材分析】The activity topic of this section is “report an ongoing event”, and the
103、 structure is the passive voice of present continuous tense. Rare wild animals are suffering from large-scale poaching, and species are on the brink of danger. Rescue operations are underway. “Being” and “suffering” are the meanings of the present progressive passive voice.The usage of present progr
104、essive passive voice is of great importance in writing a good discourse and appreciating some difficult language items, so it is vital to master it and use it flexibly in a context.【教学目标】1. Motivate students to deepen the understanding of the usage of present progressive passive voice in a fixed con
105、text.2. Enable students to master the usage of present progressive passive voice and use it flexibly in a context.3. Lead students to construct sentences or appreciate sentences used master it and use it flexibly in a context.【教学重难点】1. Help students to appreciate the function of the usage of present
106、 progressive passive voice in a sentence.2. Instruct students to write essays using the proper usage of present progressive passive voice.【教学过程】课前诊断Look at the picture and tell me what workers are doing. What is the house being done?The workers are building a house.A house is being built by the work
107、ers.Were being killed for the wool beneath our stomachs. And our fur is being used to make sweaters for people like you.We are being hunted for our ivories.Step 1: Read the sentences and sum up the meanings of the Present Continuous Passive Voice.1. Do you know any other endangered wildlife in China
108、 that is not being protected?2. Were being killed for the wool beneath our stomachs.3. Is their fur being used to make sweaters for people like you?4. What good things are being done here to save local wildlife?肯定式：be being doneShe is being treated in China now.否定式：be not being doneMy computer is be
109、ing repaired now.我的电脑正在修理中。一般疑问式:Am/Is /Are+主语+ being + donee.g.: Are these books being sent to Beijing?Is the wall being painted?特殊疑问式：When How Where Why What （Am/Is /Are+主语+ being + done）Step II: When do we use the Present Progressive Passive Voice? 表示说话时正在进行的被动动作。(now, at the moment)Actions are b
110、eing taken to realize Chinese dream.示现阶段正在进行的被动动作。 (说话时不一定在进行)The problem of food safety is being studied by scientists at present.表示一种习惯的被动行为(always, constantly )，带有赞扬、羡慕、讨厌等感情色彩。Children of our neighbors are always being praised by our parents.与某些情态动词连用表示对正在发生的动作进行推测。As a result of staying up late
111、 talking last night, Jimmy may be being scolded by his head teacher.Step 2. 难点.1.像take care of, look after, talk about, think of等动词与介词构成的短语用于现在进行时的被动语态时, 其中的介词不可省略。The ways to stop illegally hunting are being talked about. 阻止非法捕猎的方法正在研讨中。2. “be (am/is/are)+under/in+n.” 有时可相当于现在进行时的被动语态。Many question
112、s are under discussion. =Many questions are being discussed. 许多问题正在被讨论。3. 有时表“状态,心理活动,情感”等的动词,常用在一般现在时的被动语态表示“正在进行”。The runaway of the traffic accident is wanted by the police. 警方正在通缉交通事故的逃逸者。The plan is being discussed at the meeting now. 现在这个计划正在讨论过程中。A new law is being made to prevent endangered
113、animals from extinction. 为了阻止濒危动物的灭绝新的法律正在制定中。Workers are cutting down some trees in the park. Some trees are being cut down by workers in the park. (被动语态)Where are some trees being cut down by workers? (特殊疑问句)用现在进行时态的被动语态改动句子.现在进行时的被动语态的基本结构肯定结构be(am/is/are)being done否定结构be(am/is/are)+not+being don
114、e一般疑问结构be(am/is/are)+主语+being done特殊疑问结构特殊疑问词+be(am/is/are)+主语+being done课后巩固花式变换句式.They are building a modern school in his hometown.1. A modern school _ in his hometown. (改为被动语态)2. A modern school _ in his hometown. (把句改为否定句) 3._ in his hometown? (把句改为一般疑问句)4._ (对句就in his hometown进行提问)【答案】1. is be
115、ing built 2.isnt being built 3.Is a modern school being built ? 4. What is a modern school being built?Unit 2 Wildlife ProtectionReading for Writing【教材分析】The activity theme is “making effective poster”. The protection of wildlife needs the participation of the whole society. It is imperative to educ
116、ate the public on wildlife protection and arouse the publics awareness and enthusiasm for wildlife protection. Teenagers are not only the main body of education, but also the “ambassador” of publicity and promotion. To make posters, students need to understand and study the situation of endangered a
117、nimals and think about protection measures. In the process of reading and understanding the content of posters and making posters, students should be trained to master and use the style of posters, and their social responsibility and sense of responsibility should be cultivated.The reading text is t
118、wo posters. The first poster, “give ugly a chance!” calls on people to protect all kinds of wild animals and not treat them differently because of personal likes and dislikes. No matter how beautiful or ugly animals are, they have the meaning and value of existence. The world is beautiful because of
119、 the diversity of biology. The article uses the tone of statement to make people unconsciously accept the authors point of view. The second POSTER “dont make paper with my home!” adopts anthropomorphic rhetoric and takes koalas heart cry as the title, criticizing those behaviors of deforestation and
120、 destruction of animal homes. The text is a progressive explanation of the title. Exclamatory sentences and rhetorical sentences are used in this paper, which express the authors attitude and point of view. In addition, the title of these two posters uses exclamation sentences with strong appeal and
121、 emotional color, coupled with vivid pictures, making the posters more powerful.【教学目标】1. Cultivate students to acquire some features about an English poster by reading the text.2. Help students to write an English poster about animal protection properly using some newly acquired writing skills in th
122、is period.3. Develop students writing and cooperating abilities.4. Strengthen students great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to write an English poster properly.2. Cultivate students to write an English poster properly and concisely.【教学
123、过程】Step 1: Lead in Do you want to be a volunteer of a pets shelter? Why? Yes, I want to be a volunteer of it, because I want to help the pets, which are lovely and cute. I like them very much. Step 2: Read to discover details concerning the main details of the news report.I. Read the news report and
124、 then solve the questions below.1. Who started the rescue centre called the Small Friends Pet Shelter? A group of high school students and parents. 2. What did the young people do in the shelter? Take care of animals. 3. How do the young people think of their work? Worthwhile4. What help does the ce
125、ntre need? Volunteers time and love. II. Read the text again and then choose the best answer.1. What should we do when we protect the wildlife animals?A. Treat all the wild animals equally.B. Only pay attention to less cute animals.C. Pay attention to cute animals.D. Care about endangered wildlife a
126、nimals.2. Whats the bad effect of cutting down billions of trees to make paper for humans?A. Make a lot of animals homeless.B. Make a number of wildlife animals dying out.C. The animals habitat is being destroyed.D. All of them.【答案】ADCStep 3: Study the organization and language features.1. Read the
127、passage more carefully and write down the outline of the text.Small Friends Pet ShelterThe founder of the Small Friends Pet ShelterIt was 1. started by a group of high school students and their parents.The situation of the shelterThere are many animals living at the 2. shelter.The young people keep
128、it clean and take care of the animals.The achievementsThey have already helped to find homes for nearly 200 animals. They think it is 3. worth it.AppealWhen find a lost pet, 4. call the shelter. If you want to help out, go and 5. volunteer your time and love.2. Appreciate the complex sentences:1. Th
129、e Small Friends Pet Shelter was started by a group of high school students and their parents when they started to see many pets (that were left behind after their families moved away).译文:当一些高中生和他们的父母看到在主人搬走后,_ _时,们建立了小朋友宠物收容所。【答案】很多宠物被遗留下来2. The young people (who run the shelter) work hard to keep t
130、he place clean, take care of the animals, and advertise the animals so that they can be adopted.译文：负责收容所的年轻人努力保持收容所的清洁、照顾这些动物、_。【答案】登广告以便让人收养这些宠物3.When it comes to.当涉及:_ (当涉及野生动物保护时), all speciesthe good, the bad, and the uglyshould be treated equally. 【答案】wildlife protection4. so that 引导目的状语从句：Is i
131、t right to make animals homeless _ (以至于人类就可以有更多的纸)?【答案】so that humans can have more paper5.强调句型：_ (正是因为这个原因) the WWF constantly put up information to stir up public interest in the welfare of the planet. 【答案】It is for this reason that6.That is what.what引导表语从句：That is _ (动物们最需要的). 【答案】what the animal
132、s really want mostStep 4: Analyse the characteristics of an English poster.英文海报的特点：英文海报通常含有通知性、宣传性，所以主题要明确，一目了然.它还包含广告的特点，要求内容简明扼要，形式丰富。基本框架：1.标题首先根据海报的特点、格式写明标题.海报中往往把内容作为大标题.例如: Save the earth, save the birds.2.正文部分不同的海报其正文部分的侧重点不同。对于介绍性的海报，首先要引出话题，其次列出原因，最后是总结。对于宣传类的海报，要写明具体内容，活动内容，地点以及参加活动的注意事项，
133、主持或举办单位等。3.图片：要选择引人注目的图片，与主题要相关，色彩明亮。话题句式1. It is a treasure of our country. 它是我国的国宝。2. Believe it or not, at present only several thousand pandas exist in the world. 信不信由你，目前世界上仅现存几千只熊猫。3. Its because of human activities that tigers are endangered. 正是因为人类的活动，老虎处于濒危的状态。4. Many wild animals are in da
134、nger of dying out. 很多野生动物面临着灭绝的危险。5. The government has taken effective measures to protect them. 政府已采取有效的措施来保护它们。6. People should raise the awareness of the protection of wild animals. 人们应该提高保护野生动物的意识。7. Its amazing that there are merely less than 1, 000 finless porpoises living in China. 非常令人吃惊，目前
135、中国仅有不足1 000只江豚。课后巩固Step 5: Use what you have learnt to write an English poster:请设计一个海报，号召人们加入到保护大熊猫的行动中来。1.大熊猫是中国乃至世界的稀有动物；2.由于栖息地遭到破坏，竹子被砍伐，大熊猫觅食越来越困难，正濒临灭绝；3.政府已建立数个自然保护区来保护大熊猫；4.拯救熊猫的项目需要更多的关注和资金。谋篇明确体裁话题：海报确定时态人称：一般现在时，第三人称布局文章架构：图片 标题 主要内容列出要点：1.个人信息 2.教育经历 Save Cute PandasNot only is the giant
136、 panda a rare animal in China but also one of the rarest animals on the earth. As more and more habitats are being destroyed and most of the bamboo has been cut down, it is becoming more and more difficult for giant pandas to find food for themselves. So they are becoming extinct. To save giant pand
137、as, our government has set up some nature reserves. But more funds and attention are needed to carry out this important rescue project. Unit 3 The Internet单元教案Unit 3 The Internet Listening and Speaking & Listening and Talking【教学目标】1. Guide students to understand the content of listening texts in ter
138、ms of listening for definitions.2. Cultivate students ability to define words and understand an investigation interview.3. Instruct students to use functional sentences of the dialogue such as “how much time do you spend online every day? What do you usually do online? and so on to maintain the conv
139、ersation appropriately.4. Enable students to naturally use the functional and notional items of this unit to express their guess, expectation or belief.【教学重难点】1. Cultivate students listening strategies by learning ways to define new words.2. Enable students to naturally use the functional and notion
140、al items of this unit to express their guess, expectation or belief.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk with the meaning of the sentence in the opening pageBoys and girls, before our listening, lets work in pairs and discuss:The internet is becoming the
141、town square for the global village of tomorrow.How do you understand the sentence? Have the Ss discuss and share their view.(It means the Internet has made the world closer together; we can interact on the Internet just like meeting at the square.)Step 2: Warming upAfter their small talk, the teache
142、r can ask students to talk about their online habits:What do you usually do when you are online?write a blog postuse a search engine Chat online Watch Stream movies and musicStep 3: Sam is doing a survey on online habits. He is now talking to his schoolmates Anna Paul, and Joe. Listen to the convers
143、ation and complete the following tasks.Step 4: Activity 3 & 41. Then, play the tape again. And after finishing listening, the students need to solve the following tasks.Fill in the blanks to complete the sentences.1) A blog an online diary where you write about something youre interested _, I like b
144、asketball, so I write a lot on my blog about my favorite team.2) I stream videos and music_, I watch videos and listen to music online.3) A search engine _ that helps you find what youre looking for.Then check the answers with partners.2. Look at Activity 3 again. How are the words in italics define
145、d? Write them in the correct brackets. Pay attention the listening tips.A. Use simpler words. ( )B. Use an example. ( )C. Compare to something.( )Step 5: Speaking ProjectWork in pairs or groups and role play a conversation.Take turns to ask each other about your online habits.A: How much time do you
146、 spend online every day?B: Oh, its hard to say. Sometimes Im too busy to go online. Sometimes I spend more than four hours online. How about you?A: It depends. Id say from half an hour to three hours.B: What do you usually do online?A: I listen to music, stream videos, or look up information. And yo
147、u?B: Lots of things. I especially like to chat with my friends and family. By the way, whats your favorite app?A: Well, English fun dubbing.B: Why do you like it?A: There are lots of streams and I can dub interesting English movie clips so I can learn English in a fun way.B: Sounds amazing. I certai
148、nly will try it.A: Ok, let me teach you how to download the app.B: Thanks a lot.Part 2. Listening and TalkingStep1：Listen to the tape, and then ask the students to solve the following tasks.Choose the best app.Laura and Xiao Bo are talking about apps. Listen to their conversation and find out what a
149、pps they want.Xiao Bo is looking for a(n) _app to help him get in shape.Laura would like an app for getting_ and another that will make her _better.Step2: Listen again. Are the sentences true T or false F?1. Both of Xiao Bos apps keep track of the steps he takes._2. Xiao Bos second app can help him
150、make a fitness plan._3. Laura needs an app that will help her get discounts._4. Laura needs an app that will add money to her bank account._Step 3: Get the Ss to listen once more and tick the sentence they hear. Underline the words used to express predictions, guesses, and beliefs. Then check the an
151、swers.Predictions, Guesses, and Beliefs_It might help me walk more._My guess is that it wouldnt work._I imagine this app would help me get fit faster_I suppose that would be good._I guess you could save a little with this app._I suppose there would be some problems, too._I believe this app could hel
152、p me get thinner.Step 4: Speaking ProjectLook at the description of some apps. Then role-play the conversation. Which app do you think would be more popular or useful? Have the Ss discuss and share with the class.Hear It FirstThis app keeps you updated on all your favorite topics. You can also choos
153、e to receive updates on the news or even lessons that youre interested in. You get a message whenever there has been an update.TV MeTV Me lets you stream your favorite TV programmes and see your face on the screen together with the actors.A: I imagine that TV Me would be more popular. Everyone watch
154、es TV and I think lots of people imagine themselves as actors in the TV shows, so putting the two together would be great. What do you think?B: My guess would be Hear It First because its both interesting and useful. You could find out more about the stones you like and make sure that you dont miss
155、anything important. I believe both the young and old would like it.Unit 3 The Internet Reading and Thinking【教学目标与核心素养】1. Instruct students to talk about how to use the Internet appropriately.2. Encourage students to combine their own life experience of using the Internet and link the text with their
156、 real life.3. Stimulate students to enhance reading skills by using the mind map. 4. Encourage students to contribute their own strength, help the people around to explore the virtual world online, and experience the magic of the Internet.【教学重难点】1. Enable the Ss to talk about the related topic.2. Gu
157、ide the Ss to summarize the main idea of each paragraph as well as the main idea of the text.3. Help Ss learn some basic reading skills, such as prediction, summary and so on.【教学过程】Step 1: Warming up and predictionRead the title and try to guess what the text will be about?Some changes caused by the
158、 Internet.Learning tip:Read headlinesHeadlines usually include not only key ideas or information from the text. They often do not follow strict grammar rules, because writers use as few words as possible to catch the attention of the readers.Step 2: Skimming for general ideas1. Whats the main idea o
159、f the passage? A. Jan developed a serious illness. B. Jan decided to start an IT club. C. Jan started a charity website. D. Jans life has been changed by the Internet.2. Jans attitude to the Internet is _. A. negative B. neutral C. gratefulD. not mentioned3. Whats the purpose of the author by referr
160、ing to the 59-year-old man and the 61-year-old woman? A. To introduce two old people. B. To explain how to apply for jobs online. C. To prove they are successful. D. To give two examples helped by Jans club. Step 3: Scanning for details Read the passage quickly to solve the following questions.Read
161、the text and answer the questions.1 .Why did Jan quit her job?2 .How did the people in the online community help her?3. Why did she start the IT club?4. What is the “digital divide”?5 .Whats Jans next goal?6 .What can we learn from her experiences?Step4: Careful reading for main ideas of each paragr
162、aph.Read carefully and figure out the main idea of each paragraph.Paragraph 1. Peoples lives have been changed by online communities and social networks. Paragraph 2. Jan developed a serious illness which made her stuck at home, but surfing the Internet can remove the distance between people. Paragr
163、aph 3. Jan decided to start an IT club to teach old people how to use computers and the Internet. Paragraph 4. Jan has started taking online classes to learn more about how to use the Internet to make society better. Paragraph 5. Jans life has been greatly improved by the Internet.Step 5: Speaking P
164、rojectCritical thinking:(1)How do you arrange your time spent on study and the Internet? Is it reasonable? (2)What are your online activities? Are they safe? Have the Ss discuss and practice speaking then.Step 6 Homework:Review what we have learned and find out the key language points in the text.Un
165、it 3 The Internet Discovering Useful Structure【教学目标】1. Guide students to review the basic usages of the Present Perfect Passive Voice.2. Lead students to learn to use some special cases concerning the Present Perfect Passive Voice flexibly.2. Enable students to use the basic phrases structures flexi
166、bly.3. Strengthen students great interest in grammar learning.【教学重难点】1. Help students to appreciate the function of the Present Perfect Passive Voice in a sentence.2. Instruct students to write essays using the proper the Present Perfect Passive Voice.【教学过程】Step 1: Reviewing引导学生观察下列句子特点，总结共同点。1(教材P2
167、8) Much has been written about the wonders of the World Wide Web2(教材P28) But the Internet has done much more for people than simply make life more convenient3(教材P28) Many people have been helped by the club4(教材P28) She no longer feels lonely, and her company has become quite successful5(教材P32) Today
168、 I thought Id blog about a question that has been asked many timeshow do you stay safe online and avoid bad experiences on the Internet?Step 2: Presentation一、常与现在完成时连用的时间状语有：already已经yet 已经recently/lately 最近since then 从那时起ever since 自那以来ever 曾经so far迄今为止by now到现在为止for a long time 很长一段时间in recent yea
169、rs 在最近几年里in/during/over the past/last years在过去的几年里二、现在完成时态的意义。1现在完成时的被动语态强调一个发生在过去的被动性的动作，动作已完成并强调对现在造成的影响或结果，主语和谓语之间为被动关系。The door has already been locked.门早已经被锁上了。I have been employed at the job since 2019.自从2019年，我就做这份工作。2基本构成现在完成时的被动语态的结构为has/have been done。A lot of money has been spent to prote
170、ct the old temple by now.到目前为止已投入了大笔钱来保护这座古庙。These trees have been watered lately.那些树最近已浇水。2)带有双宾语的动词，如give, send, bring, take, teach, show, tell, make, sing, write, read, sell, buy, pay, lend, pass, promise等，变为被动语态时，一般将间接宾语变为被动语态的主语，若将直接宾语变为被动语态的主语时，间接宾语前面要用相应的介词。We have given him the book.He has b
171、een given the book.The book has been given to him.现在完成时的被动语态的用法1现在完成时的被动语态同它的主动语态一样，强调过去的动作对现在造成的影响或结果，通常与already, yet, just, never, recently等副词连用。The machine has already been repaired机器已经修好了。2表示一个被动的动作或状态开始于过去，持续到现在，并可能持续下去，常与for或since引导的时间状语连用，或用于“How long？”句型中。Financial problems of the company ha
172、ve been discussed for nearly two hours公司的财务问题已被讨论了近两个小时了。3用在时间或条件状语从句中，表示将来某时已完成的动作，即用现在完成时的被动语态代替将来完成时的被动语态。You shouldnt leave school before your homework has been finished在你的作业没完成之前你不应该离开学校。使用现在完成时的被动语态要注意的问题1现在完成时的被动语态、现在进行时的被动语态及一般过去时的被动语态的区别The machine has been repaired. (说明动作发生在过去，对现在有影响，“现在修好
173、了”) The machine is being repaired now. (说明动作正在进行)The machine was repaired yesterday. (只说明动作发生在 过去)2非延续性动词，如borrow, finish, begin, start, buy, marry, open, join等构成的现在完成时的被动语态不能与表示一段时间的状语连用。若要表达相应的意思，则要改换动词或时态，例如：工程已开始三个月了。The project has been started for three months. (F)The project has been on for t
174、hree months. (T)3.带有复合宾语的动词变为被动语态时，若宾语补足语为省略to的不定式充当时，在被动语态中需将省掉的to加上。The boss has made his company offer more chances for people to work.His company has been made to offer more chances for people to work.(4)动词短语是一个不可分割的整体，在被动语态中要保持其完整性，其中的介词或副词不可省略。Its said that the problem has been looked into.据说已
175、经调查了这个问题。总结：现在完成时的被动语态的结构肯定式主语have/has been done否定式主语have/has not been done一般疑问式Have/Has主语been done？特殊疑问式疑问词have/has主语been done？Step 3 Drill时态填空。1.He _ (select) to take part in the sports meeting2.The ink_ (remove) from his overcoat3. Has the date for the next meeting_ (decide)?4. How long has the b
176、attery_ (change)?句型转换：The children have already been told the good news1.上面的句子变为否定句。_2.将上面的句子变为一般疑问句。_3.对上面句子中的The children进行提问。_Step 4 Homework:完成课后练习。Unit 3 The Internet Reading for Writing【教学目标与核心素养】1. Get students to have a good understanding of some features about a blog post by reading the tex
177、t.2. Study the organization and language features.3. Develop students writing and cooperating abilities.4. Strengthen students great interest in writing discourses.【教学重难点】1. Stimulate students to have a good understanding of how to write a blog post. 2. Cultivate students to write a blog post proper
178、ly and concisely.【教学过程】Step 1: Skimming1. Whats the main purpose of the blog post?2. Whats Paragraph 2 mainly about?Have the Ss skim the blog first and find out the answers to these questions. Get some volunteers to share their answers finally.Step 2: Scanning1. What tips did the blogger put forward
179、?2. Who are the online troublemakers the blog post mentions? 3. What does the following terms mean? A trollA cyberbullyRead the blog again and practice asking and answering with the class.Step 3 Study the organization and language features.Read the blog again and find these parts. Ask the Ss to comp
180、lete the blanks immediately.1. What is the topic of the blog? A 1. _how do you 2. _ safe online and avoid bad 3. _ on the Internet? 2. What are the specific advice to stay safe online? First, follow the 4. _ rule: leave the site 5. _ when you see or read something 6. _.Second, protect your 7. _.Thir
181、d, be 8. _. 3.鼓励网友留言。Any bad experiences online? Or some good 9. _? Post your 10. _ please! Step 4 Help the Ss to use what they have learnt to write a blog post.【写作指导】【文体剖析】 网络博客文体是包含了网友评论、相关新闻链接在内的一种新兴的新闻文体。它通常就某一问题发表自己的观点, 体现了个性化的交流。文章通常以陈述句居多, 也较多地采用疑问句和感叹句, 用来表达强烈的情感。【话题词汇】 blog about a question
182、 就某一问题写博客stay safe online在网上保持安全bad experiences on the Internet好的上网经历golden rule黄金法则 post comments帖子评论click on点击identity theft身份盗窃chat room聊天室draft your blog post起草博客帖子post embarrassing photos张贴尴尬照片 【话题句式】 1. How do you stay safe online and avoid bad experiences on the Internet?你如何在网上保持安全, 避免在网上的不良经
183、历?2. Im not an expert, but many years as a blogger have taught me a thing or two.我不是专家, 但作为一个博主, 我已经学了好几年了。3. If you see or read something that makes you feel uncomfortable, leave the site immediately.如果你看到或读到一些让你觉得不舒服的东西, 立即离开这个网站。4. Dont give out your address or phone number.别告诉别人你的地址或电话号码。5. Iden
184、tity theft is a common and serious problem.身份盗窃是一个常见而严重的问题。6. Being online is no excuse for being rude, and you dont want to become a target for a troll or cyberbully. 上网并不是无礼的借口, 你也不想成为发挑衅帖子的人或网络恶霸的目标。7. Trolls often use several false names so that they can stay on a site.发挑衅帖子的人经常使用几个假名, 这样他们就可以留在
185、一个网站上。8. However, the more polite you are, the less likely it is you will be attacked.然而, 你越有礼貌, 你被攻击的可能性就越小。Step 5 Homework:假设你是李华, 请用英文发帖, 内容应包括:1. 赞同Susan的看法；2. 你收到或送出的最好礼物是什么； 3. 该礼物的意义； 4. 期待大家的回复。注意: 1. 词数100左右； 2. 符合语言规范。Unit 4 History and traditions单元教案Unit 4 HISTORY AND TRADITIONSListening
186、and Speaking【教学目标】1. 掌握本课的重要词汇与句式；2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。【教学重难点】1. 本课时的重要词汇与句式；2. 引导学生通过课内听力训练，提高听力技巧，锻炼听力水平。【教学过程】Step 1 Lead inLook at the photo on Page 37, and then get the Ss to ask and answer the questions.1. What do you know about the buildings in the photo?2. What traditions of that ci
187、ty/country do you know about?3. Why is it important to protect historic buildings and cultural traditions?Then have some Ss share their views on the questions.Step 2 Share views on historic sites1. Before listening, get the Ss to look at some photos of Qufu in Activity 1 on Page 38. And ask “What ca
188、n you say about these places?” Get the Ss to discuss in groups, and then ask several volunteers to share their views with the class.2. Listen to a conversation between a British tourist and a Chinese student in Qufu, and then write down what they say about Confucius. Facts/Opinion about ConfuciusWil
189、liamXiao KongFinally check the answers with the class.3. Listen again and decide whether these statements are true (T), false (F), or not mentioned (NM). (1) Listen and judge, and check the answers.1) Confucius said that learning without understanding leads to confusion. 2) Xiao Kong is doing a rese
190、arch project on Confucius philosophy.3) As one of Confucius descendants, Xiao Kongs name is recorded in the family tree.4) Dacheng Hall is the tallest building in Qufu.(2) Then go through the question as bellow, and choose the right answer.Why do you think William said his hometown was similar to Qu
191、fu?A. There are famous halls in his hometown.B. There are no tall buildings in his hometown.C. Both places have a famous person who was born there.D. His hometown doesnt allow other buildings to be more noticeable than the historic buildings.4. Activity 4(1) At first, go through the Understand idiom
192、s with the Ss.An idiom is an expression which means something different from the meaning of the individual words. Some idioms present an idea or paint a picture that gives a hint as to the meaning. Other idioms can only be understood from the context in which they appear. (2) Write down the English
193、idioms that are used in the conversation. Explain their meanings and think about some Chinese equivalents.5. Discuss the questions in groups, and then get some Ss to share their answers.(1) What do you know about Confucius ideas on education? Think of two or three examples. What else do you know abo
194、ut Confucius and his philosophy?(2) Think about a historic site that you have visited, and give an introduction to its history and importance.Step 3 Pronunciation1. Read this part of the poem “If-” written by British poet Rudyard Kipling.Notice the linking sounds. Then mark the linking sounds after
195、the modelIf you can make one heap of all your winningsAnd risk it on one turn of pitch-and-toss,And lose, and start again at your beginningsAnd never breathe a word about your loss;If you can force your heart and nerve and sinewTo serve your turn long after they are gone,And so hold on when there is
196、 nothing in youExcept the Will which says to them: Hold on!2. Repeat the poem after the recording.Step 4 Homework课后练习Unit 4 HISTORY AND TRADITIONSReading and Thinking【教学目标】1. 理解并熟练掌握本课的重要词汇与句式；2. 引导学生通过课内阅读，了解英国的历史，全面培养学生的阅读能力和技巧。3. 指导学生按照识记领会应用交际的学习规律，由浅入深、有步骤、有次序地掌握词汇知识。【教学重难点】1. 理解并熟练掌握本课的重要词汇与句式
197、；2. 指导学生按照识记领会应用交际的学习规律，由浅入深、有步骤、有次序地掌握词汇知识。【教学过程】Step 1 Lead inBefore reading(1) Go through some information about how to read a map.When you look at a map, think first about what the map shows and what the symbols mean.(2) Then discuss the questions in pairs.Look at the map below. What does it sho
198、w? What is it used for?And at the end have some Ss share their views on the questions.Step 2 While reading1. Read the text and answer the questions.(1) What are the four countries of the United Kingdom?Which two were the first to be joined together?(2) According to the text, what are two chief advan
199、tages of studying the history of a country?2. Read again and pay attention to several points.(1) They use the same flag, known as the Union Jack, as well as share the same currency and military defence. 像拥有同样的货币和国防一样，他们也使用同一面国旗。the Union Jack英国国旗，由英格兰、苏格兰和爱尔兰的旗帜组成。known as the Union Jack,过去分词短语作后置定语
200、，修饰前面的名词flag，相当于非限制性定语从句which is known as the Union Jack。如：Yang Liwei, known as the first Chinese astronaut to go into space, is regarded as an astronautic hero.= Yang Liwei, who is known as the first Chinese astronaut to go in space, is regarded as an astronautic hero.作为第一个进入太空的中国宇航员，杨利伟被称为航天英雄。单个的
201、过去分词一般用作前置定语。如：He became one of the well-known actors of his day.他成为那个时代著名的演员之一。currency货币。英国的货币是英镑（pound)，符号是。如You will need some local currency when going abroad, and of course you can use your credit card. 出国时你需要准备一些当地的货币，当然你也可以使用信用卡。【思考】启发学生思考：如何用英语表达我国的人民币和其他国家的货币单位吗？想出更多的过去分词前置和后置定语的例子吗？(2) th
202、e Romans 古罗马人公元前8世纪，古罗马人建立了强大的中央集权国家。公元前58年以后的几年间，罗马统帅恺撒率领大军征服了外高卢（今法国、比利时等）后，又占领了不列颠岛北部。此后，古罗马的文明传入了不列颠。(3) the Anglo-Saxons 盎格鲁撒克逊人欧洲古代日耳曼人的一支。由盎格鲁和撒克逊人融合而成。公元9世纪，西撒克逊国打败诸国，建立统一的英格兰王国。此后，不列颠岛上的部落逐渐发生融合，形成盎格鲁一撒克逊人，成为后来英格兰人的主要部族。(4) the Vikings 北欧海盗维京人，斯堪的纳维亚人的一支。大约8世纪入侵不列颠，来自北欧的挪威和丹麦。(5) the Norman
203、s 诺曼人诺曼人来自欧洲西北部，1066年诺曼底公爵威廉入侵英国并实现了诺曼王朝对英国的统治。3. Have the Ss read again and sort out the information according to the timeline in Activity 3. Get them to complete the chart by themselves and then check the answers with the class.4. Complete the conversation about the UK using the phrases in their c
204、orrect forms in Activity 4. And then get some Ss to show their answers. Finally check the answers with the class.5. Work in groups. Discuss the questions in groups, then have some Ss to share their views with the class.(1) Why is it important to study the history and culture of a country before visi
205、ting it?(2) What important things should visitors know about before they come to China?Step 3 Homework课后练习Unit 4 HISTORY AND TRADITIONSDiscovering Useful Structures【教学目标】1. 理解并熟练掌握本课的重要词汇与句式；2. 使学生能够了解并掌握过去分词作定语和宾语补足语的用法，并在真实语境中运用。【教学重难点】1. 理解并熟练掌握本课的重要词汇与句式；2. 使学生能够了解并掌握过去分词作定语和宾语补足语的用法，并在真实语境中运用。【
206、教学过程】Step 1 Lead inReview the main idea of WHATS IN A NAME? by asking some students to retell the text.Step 2 知识梳理一、过去分词作定语的意义1. 及物动词的过去分词作定语，在语态上表示被动；在时间上，常表示动作已经发生或完成，有时也不表示时间性。Our teacher watched us doing the experiment and gave us a satisfied smile at last.我们的老师看着我们做实验，最后给了我们一个满意的微笑。The plan put
207、 forward at the meeting will be carried out soon.会上提出的计划将很快被执行。2. 不及物动词的过去分词作定语，它不表示被动意义，只强调动作完成。Many little kids like gathering fallen leaves in the yard.许多小孩子喜欢在庭院里收集落叶。The risen sun is shining brightly in the morning.早上已升起的太阳正明亮地闪耀着。Earth Day, _(mark) on 22 April, is an annual event aiming to rai
208、se public awareness about environmental protection.解析：句意：地球日在4月22日举行，是一项旨在提高公众环保意识的年度事件。mark在这里是“庆祝，纪念(重要事件)”之意，是及物动词，Earth Day与之是被动关系，此处的字面意思是“地球日在4月22日被庆祝”，故用过去分词短语作定语。二、过去分词作定语的位置1. 前置定语一般情况下，单个过去分词作前置定语，即放在所修饰词之前。The polluted water was to blame for the spread of cholera.被污染的水造成了霍乱的传播。We needed m
209、uch more qualified workers.我们需要更多的合格的工人。2. 后置定语过去分词短语作定语时往往作后置定语，即放在所修饰词之后，它的作用相当于一个定语从句。He is a teacher loved by his students.他是一位受学生爱戴的老师。The book published ten years ago is still a bestseller today.十年前出版的这本书现在仍然是一本畅销书。3. 过去分词与现在分词作定语的区别例如：As we all know, China is a developing country.众所周知，中国是一个发展
210、中国家。The visitor is from a developed country.这位游客来自一个发达国家。4. 过去分词(done)、现在分词的被动语态(being done)与动词不定式的被动语态(to be done)作定语的区别例如：The building built last year is our classroom building.去年建造的那栋楼是我们的教学楼。The building being built now is our classroom building.现在正在建造的那栋楼是我们的教学楼。The building to be built next mo
211、nth is our classroom building.下个月将要建造的那栋楼是我们的教学楼。三、常见的过去分词作宾语补足语的情况1. 过去分词用在表状态的动词keep, leave等词的后面作宾语补足语。He passed away, leaving his works unfinished.他去世了，留下他的著作还未完成。2. 过去分词用在使役动词have/get和make的后面作宾语补足语。(1)“have/get宾语过去分词”表示“让别人做某事”。He wants to have/get his eyes examined tomorrow.他明天想去检查眼睛。Jenny hope
212、s that Mr. Smith will suggest a good way to have her written English improved in a short period.珍妮希望史密斯先生会建议一个好的方法以使她的英语写作在短期内得到提升。(2)在“make宾语过去分词”这种结构中，过去分词表示结果。They managed to make themselves understood by using very simple English.他们用很浅易的英语来设法使自己被理解。3. 感官动词see, hear, notice, observe, watch, feel,
213、 find等后，可用过去分词作宾语补足语。When we saw the road blocked with snow, we decided to spend the holiday at home.当我们看到道路被雪封住后，我们决定在家过假期。4. 表示“意愿；命令”的动词，如like, want, wish, expect, order等可用过去分词作宾语补足语。The manager ordered the work finished at the end of this week.经理要求在本周末完成这项工作。5. 过去分词用在“with宾语宾补”这一结构中，过去分词与宾语之间是动宾
214、关系。With every problem settled, he began to think of a journey.每一个问题解决后，他开始考虑旅行。Step 3 知识答疑1. 核查同学们的自学情况，收集问题逐步答疑。2. 根据课前自学内容，对过去分词作定语和宾补的相关知识进行更详细的补充说明。3. 让学生把从课文中找到带有过去分词的句子写出来，并分析过去分词在句子中充当什么成分。Step 4 小试牛刀用括号内单词的适当形式填空。1. In art criticism, you must assume the artist has a secret message _ (hide) w
215、ithin the work. 2. Michael put up a picture of Yao Ming beside the bed to keep himself _ (remind) of his own dreams.3. Claire had her luggage _ (check) an hour before her plane left.4. I was surprised to find my hometown _ (change) so much.5. Those woods gave us all a sense of _ (belong).6. It could
216、 be a bit problematic, _ (legal) speaking.Step 5 Homework课后练习Unit 4 HISTORY AND TRADITIONSReading for Writing【教学目标】1. 理解并熟练掌握本课的重要词汇与句式；2. 引导学生通过课内阅读，了解爱尔兰的历史传统和美丽风光，引导学生在情境中体会单词的词性、构成方法、用法，提高学生的美文欣赏能力和词汇运用能力。3. 锻炼学生灵活使用学过的词汇或句式描述一个感兴趣的地方或任何有趣的事物。【教学重难点】1. 理解并熟练掌握本课的重要词汇与句式；2. 锻炼学生灵活使用学过的词汇或句式描述一个感兴
217、趣的地方或任何有趣的事物。【教学过程】Step 1 Lead in1. Before reading(1) Try to ask one student to retell the history of Britain.(2) Look at the picture in Activity 1, and ask the Ss: What do you think of Ireland before you reading the text? What kind of word will you use to describe it first?2. And have some Ss share
218、 their views on the questions.Step 2 While reading1. Read the text and answer the questions.(1) What makes the Irish countryside exciting and inspiring?(2) What are the best ways to experience some Irish traditions and culture?(3) What is the meaning of “breathe in the sweet scent of fresh flowers w
219、hile birds greet the new day with their morning song”?(4) What are the best ways to experience Chinese traditions and customs?Get the Ss to read the text carefully and then have some Ss answer them and also check with the class.2. Read again and learn to appreciate this sentence as bellow. Try to un
220、derstand how to describe gracefully.The peaceful landscape of the “Emerald Isle” and its many green counties is a true feast for the eyes, with its rolling green hills dotted with sheep and cattle.“绿宝石（爱尔兰）岛”风光宁静秀美，郡县草木葱茏，青山连绵起伏，牛羊点缀其中，堪称一场名副其实的视觉盛宴。a feast for the eyes 视觉盛宴，赏心悦目的事物。如：We went to a p
221、ainting exhibition yesterday, which was really a feast for the eyes. 我们昨天去看画展，那真是一场视觉盛宴。2. Analyse the descriptive paragraph in Activity 2.(1) Identify and underline the paragraphs introductory sentence(s) and the ending sentence(s).(2) The paragraph talks about different senses in different places.
222、 Write the senses and places in the order that they appear.Senses:1_Places:1_2_2_3_3_4_4_(3) Have the Ss to consider about the question: “What words does the writer use to describe sensory details?” Practice asking and answering.3. Go through Activity 3.Tell the Ss: “Use what you have learnt in this
223、 unit to describe an interesting, exciting, or surprising place.”(1) Work in pairs. Choose one of their favourite places and tell a partner why they think it is interesting, exciting, or surprising.(2) Use the questions below to describe the place they have chosen.What can you see?What can you hear?
224、How does the place feel?What can you smell? What can you taste there? What does the place make you think or feel?(3). Have them to use their answers to draft a passage about the place. 4. Tell the Ss to exchange drafts with their partner.(1) Use the checklist to help evaluate his/her draft. Does the
225、 writer start with an image, quote, or question? Is the description well-organised and easy to read? Has the writer included sensory details? Does the writer use specific words and give examples? Is the ending effective? Can you find any grammar or spelling mistakes?(2) Give the comments to partner
226、and ask him/her to revise the draft.5. Have the Ss put up their passage in the classroom or make a class book about favourite places.Step 3 Homework课后练习Unit 5 Music单元教案Unit 5 MusicListening and Speaking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about the topi
227、cs about music, the types of music, and how the music makes them feel.2. Develop students sense of cooperative learning and individual thinking capability. 3. Develop students different listening skills to solve different listening comprehensive problems.4. Help students to understand how to use the
228、 structures “past participle as adverbial”.【教学重难点】Prompt students to talk about the related topics, such as types of music they know, their favourite type of music, how music makes them feel, and how to use past participle as adverbial.【教学过程】Step 1 Lead inThe teacher is advised to talk with their st
229、udents about music.Boys and girls, before we listen, lets work in pairs and discuss what type of music you know.Which type is your favorite? How does it make you feel? Share your ideas with partners. I know Chinese traditional music/classical music/country music/hip-hop/jazz/pop music/Latin music/ra
230、p/rock/punkI like classical music. It makes me feel full of energy and happy.Step 2: PredictionAfter their small talk, the teacher can move on by finishing the following task:See the pictures and give the correct answers.1. What are the people doing in the picture below?2. Match the pictures with th
231、e correct types of music.A. Chinese traditionalB. classicalC. country musicD. hip-hop1_2_3_4_Step 3: Summary of the main ideaListeningI. Play the radio about The Sound of Music (音乐之声), and let students finish the following tasks.A star has come out to tell me1._ to goBut deep in the dark-green shado
232、wsAre voices that urge me to staySo I pause and I wait and I listenFor one more sound for one more lovely thing2._ might sayThe hills are alive with the sound of musicWith songs they have sung 3._The hills fill my heart with the sound of musicMy heart 4._ every song it hearsMy heart wants to beat li
233、ke the wings of the birds that rise from the lake to the treesMy heart wants to sigh like the chime that flies from a church on a breezeTo laugh like a brook 5._ and falls over stones in its wayTo sing through the night like a lark who is 6._ I go to the hills when my heart is lonelyI know I will he
234、ar what Ive heard beforeMy heart will 7._ the sound of musicAnd Ill sing once moreII. The reporter paraphrased some of the answers the students gave him. Listen to the interviews again and complete the sentences with the words you hear.1. A: Country music touches my heart. B: So you like music thats
235、 _of _?2. A: When I listen to hip-hop, I just have to move! B: So it makes you want to _?3. A: Classical music makes me feel like Im sitting beside a quiet stream and enjoying nature. B: So to you, its _ and _?Learning new wordsList the new words in the lesson, tell students the meaning of these wor
236、ds and give some examples.News words: classical, energy, soulTalking projectGuide students to do speaking practice.I. Talk in pairs. Interview each other about music. Use the picture below for ideas.A: What kind of music do you like?B: I like techno music.A: What makes it so special to you?B: I like
237、 to listen to it when l exercise. It gives me energy.II. Work in pairs or groups and role play a conversation.l Suppose you are a reporter and interviewing the students who about music. I like to Chinese traditional song/classical music/hip-hop music/country music Listen to/play/singUnit 5 MusicList
238、ening and Talking【教学目标】1. Instruct students to get main facts by listening and motivate them to talk about music festival, and what you would like to do in the music festival.2. Develop students different listening skills to solve different listening comprehensive problems.3. Help students to unders
239、tand and talk about preference.【教学重难点】1. Listen to people who discuss their music festival.2. Grasp some listening skills and the rules of pronunciation.【教学过程】Step 1 Lead inThe teacher is advised to talk with their students about music festival.Boys and girls, before our listen, lets work in pairs a
240、nd discuss what music festival is. What would you like to do in the music festival? Share your ideas with partner. Step 2: Summary of the main ideaListeningLet students listen the announcement and answer the questions. What kind of songs will Grace Davis sing at the festival?Who can try out as a per
241、former?What can those who think they do not have musical talent do?How can students volunteer to take part?Learning new wordsList news words: equipment, talent, assume, in addition (to sb./sth.) and give some examples.It is generally _ (assume) that stress is caused by too much work.He had a gift _
242、music when he was just 6 years old, so we all consider him to be a _ (talent) musician.He a _ (equip) himself with a street plan.他随身带着一张街道平面图。Talking projectI. Talk about preferences of music festival in pairs.Would you prefer doing?What would you prefer to do?Would you rather do or ?Id prefer to Id
243、 rather have than II. Work in groups. Role-play the conversation. (教材P55 No.3)Unit 5 MusicReading and Thinking【教学目标】1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and
244、text structure of the reading text.3. Enable students to understand past participle as adverbial.【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. To talk about the advantages and disadvantages of being a member of virtual choir.3.
245、Lead students to understand past participle as adverbial;【教学过程】Step 1 PredictionAsk students the question.How can computers and the Internet help us experience music differently?Step 2: Learning new wordsLearn words: perform, enable, prove, award, and fall in love withNew words practiceIn order to h
246、ave a good _ (perform), I have made good preparations for itAt present, developing the _ (able) of the students is an important task in our daily teaching activityStep 3: Learning sentence patternsIntroduce the sentence patterns in the lesson and give some examples and explanation1. as 引导定语从句，意为“正如，
247、正像”2. 过去分词(短语)作状语as引导定语从句的常用句式有：as is known to all 众所周知as we all know 我们都知道as we can see 正如我们所看到的as is reported 正如报道的as is often the case 这是常有的事as is mentioned above 如上所述Step 4: Fast reading tasksGuide student to read the article quickly, teach some reading skills and do some exercises.Task of the f
248、irst fast reading:Read quickly and figure out the key words of each paragraph. Paragraph 1: enable Paragraph 2: award Paragraph 3: performance Task of the second fast reading:1. What is mainly discussed in this passage?2. Which paragraph mentions background information about the virtual choir?3. Whi
249、ch paragraph mentions the conclusion of the virtual choir?Step 5: Careful reading tasksGuide student to read the article carefully and do some exercises.1. What is the attitude towards the virtual choir?2. Why does the virtual choir prove to be a good influence on the lives of many people?3. If you
250、want to take part in a virtual choir, you need.Step 6: Study reading tasksAnalyze two difficult sentences in the text.1. Imagine having the opportunity to sing together with hundreds of other people while you are at home alone2. A virtual choir enables them to add their voices to those of other indi
251、viduals and become part of the global communityStep 7 Homework:Review what we have learned and find out the key language points in the text.Unit 5 MusicDiscovering Useful Structure【教学目标】1. Get students to have a good understanding the basic usage of past word segmentation as past segmentation as pre
252、dicative and adverbial.2. Strengthen students great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.【教学重难点】How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.【教学过程】St
253、ep 1 Lead-inGive some messages and ask students to guess who she is.英语过去分词的句子。Step 2: Presentation过去分词作表语介绍过去分词在做表语的几种形式以及应用。1过去分词可放在连系动词be, get, feel, remain, seem, look, become等之后作表语，表示主语所处的状态常见的这种过去分词有:be interested, be surprised, be astonished, be amazed, be moved, be exhausted, be worried, be d
254、evoted, be pleased, be inspired, be encouraged, be excited, be delighted, be satisfied, be scared, be inspired, be encouraged, be excited例如：Tom was astonished to see a snake moving across the floor.汤姆很惊讶地看到一条蛇正爬过地板。2过去分词作表语时与被动语态的区别过去分词作表语时，强调主语所处的状态；而动词的被动语态表示主语是动作的承受者，强调动作。例如：The library is now cl
255、osed. (状态)图书馆现在关闭了。3感觉类及物动词的现在分词与过去分词作表语的区别过去分词作表语多表示人自身的感受或事物自身的状态，常译作“感到的”；现在分词多表示事物具有的特性，常译作“令人的”。例如：We were amazed at what he said at the meeting.我们对他在会上讲的话很是惊讶。过去分词作状语介绍过去分词在做状语的几种形式以及应用。1过去分词作时间状语过去分词作时间状语时，相当于时间状语从句。可在过去分词前加上连词“when, while, until”等，使其时间意义更明确。例如：When it is looked at from a dis
256、tance, the painting seems much more beautiful.当从远处看时，这幅画似乎更美了。2过去分词作原因状语过去分词作原因状语时，可转换为由since, because或as引导的原因状语从句，这类状语多放在句子的前半部分。例如：Because I was worried about the exam, I was unsettled in these days.由于担心考试，我这几天感到不安。3过去分词作条件状语过去分词作条件状语时，可转换为if, once或unless等引导的条件状语从句。例如：If they are grown in rich soi
257、l, these seeds can grow fast.如果种在肥沃的土壤里，这些种子能长得很快。4过去分词作让步状语过去分词作让步状语时，相当于一个以though/although引导的让步状语从句。例如：Though he was encouraged by his parents, he still has no confidence in overcoming the teaching difficult points.尽管受到了父母的鼓励，他仍然没有信心克服困难。5过去分词作方式/伴随状语过去分词作方式或伴随状语时，通常不能转换为状语从句，但可用并列分句代替。例如：The pati
258、ent got off the bed, and he was supported by the nurse.那个病人在护士的搀扶下下了床。过去分词与现在分词作状语的区别，给出口诀。过去分词与句子的主语之间存在逻辑上的动宾关系，即表示被动；现在分词与句子的主语之间存在逻辑上的主谓关系，即表示主动。分词作状语记忆口诀分词作状语，主语是问题。前后两动作，共用一主语。主语找出后，再来判关系。主动用-ing，被动用-ed。Unit 5 MusicReading for writing【教学目标】1. Get students to have a good understanding of what a
259、 speech is and how to write a speech.2. Enable students to use some writing skills flexibly.3. Develop students writing and cooperating abilities.【教学重难点】1. Guide students to how to write a speech.2. Guide students to properly use rhetoric in a speech.【教学过程】Step 1 Lead-inDiscuss with student what a s
260、peech is.Step 2: Learning new wordsThe teacher lists new words and examples for students, and guide students to do some exercises.New words: relief, satisfaction, various, rhetorical, metaphorNew words PracticeFrom the _ smile on her face, we can see the performance was _. (satisfy)It is a great rel
261、ief _ (know) you are out of danger.Step 3: Learning key phasesThe teacher lists key phases and examples for students, and guide students to do some exercise.Key phases: set sth. up, try out, from (then) on , get through Step 4: Learning sentence patternsThe teacher guides students to learn some spec
262、ial sentence patterns.1. It is an honour to do sth. 2. beadj.to do 结构3. have sb. do sth.让某人做某事Step 5: ReadingThe teacher is expected to ask students to read Sarahs speech and then request students to solve the task below.Grasp the main idea of each paragraph.(1)Paragraph 1: Introduce herself and the
263、 topic of the speech.(2)Paragraph 2: Saras personal experience.(3)Paragraph 3: How music helps her get through difficult time(4)Paragraph 4: Saras advice to othersStep 6 Writing1. The teacher shows students the structure of a speech.2. List some excellent sentences.3. Guide students how to write a speech.Step 7 Homework:Good morning, everyone,Im Li Hua from Xingguang Middle School. The topic of my speech is “Lets Ride Bicycles”._Thank you!第 83 页 共 83 页
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