资料简介
人教版（2019）高中英语必修第二册Unit1-5全套教案《Unit1CulturalHeritage》单元教案Period1ListeningandSpeaking&ListeningandTalking【教材分析】ListeningandSpeakingintroducesthetopicof“Takepartinayouthproject”.Thelisteningtextisaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Morethan20highschoolstudentsfromsevencountriesparticipatedintheproject.ThereporterinterviewedtwoparticipantsStephanieandLiuBin.Bylisteningtothetext,studentscanunderstandthesignificanceofculturalheritageprotection,andteenagerscanusetheirknowledge,combinetheirowninterestsandadvantages,etc.toparticipateintheactionofculturalheritageprotection.ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture”.ThelisteningtextisadialoguebetweentwotouristsandtourguideswhentheyvisittheKremlin,RedSquareandsurroundingbuildings.Thedialoguefocusesonthefunctionalitemsof“startingaconversation”,whichisusedtopolitelyandappropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversationorstartanewtopic.ThepurposeofthissectionistoguidestudentstounderstandthehistoryandcurrentsituationofChineseandforeignculturalheritageintheirowntourismexperiencesorfromotherpeople’stourismexperiences,explorethehistoricalandculturalvalues,andbeabletoexpressaccuratelyandappropriatelyinoralcommunication.【教学目标】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.第83页共83页\n3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconversationmorepolitelyandappropriately.【教学重难点】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【教学过程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtotalkaboutthemeaningoftheword“Heritage”.Boysandgirls,beforeourlistening,let’sworkinpairsanddiscussthemeaningoftheword“Heritage”.Whatdoestheword“heritage”mean?Shareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.Heritagemeansthetraditionalbeliefs,values,customs,etc.ofafamily,countryorsociety.Forexample,theGreatWallistheheritageofChina.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.第83页共83页\nThelisteningtextisprobablyabouthowtoprotectafamousheritagesitebysomestudents.Step3:SummaryofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.1.Listentotheconversationandsumupthemainidea.YouthsfromsevencountriesareworkingtogethertoprotectculturalrelicsonMountTai.2.Listenagainandhelpthereportertocompletetheinterviewnotes.Internationalyouthproject,23highschoolstudentsfrom7countriesMountTai,oneofthemostfamousmountainsinChinaIthasbeenprotectedformorethan3,000years.22temples,around1,800stoneswithwritingonthemDaiTempleonMountTai;over6,000stepsListeningtip:UsecontexttoguesswordsToguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:GuessingthemeaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguessso.第83页共83页\nPreserve:toprotectReason:thewordmeansthesameofawordIknowPromote:tohelpsthtohappenordevelopReason:ThewordisexplainedbythespeakerStep5:SpeakingProjectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage.Reporter:ItissaidthatyouareoneofthevolunteerstopreservethepinetreesonMountHuang.Whatareyouguysdoing?Volunteer:Wearemakingsomesignswhicharedesignedtoeducatepeopletoprotectthepinetrees.Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanappwhichaimstopromotepeople’sawarenessofprotectingtheprecioustrees.Reporter:Soundsgreatandanythingelse?Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresintheparktocallonmorepeopletoprotectthetrees.Reporter:Doesyourhardworkpayoff?Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnamesonthetreesorclimbingthetrees.Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefollowingtasks.1.Listentotheconversationandanswer(1).Wherearethespeakers?Onastreet.第83页共83页\n(2).Whataretheydoing?Sightseeing.2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainandcompletethefactsheet.Step2:SpeakingProjectActivity3onpage7.Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.Step3HomeworkAccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.第83页共83页\nUnit1CulturalHeritagePeriod2ReadingandThinking:FromProblemstoSolutions【教材分析】1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.【教学目标】1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;2.Motivatestudentstousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;3.Enablestudentstounderstandhowaproblemwassolved;4.Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教学重难点】1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle3.Leadstudentstounderstandthevalueofprotectingculturalheritageby第83页共83页\nteamworkandglobalcommunity;【教学过程】1.PredictionStep1PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalkedabout?Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.•Paragraph1:challenge•Paragraph2:proposalledtoprotests•Paragraph3:committeeestablished•Paragraph4:broughttogether•Paragraph5:success•Paragraph6:spiritTaskofthesecondfastreading:1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?2.Whydidthebuildingofthedamleadtoprotests?3.Howdidthegovernmentsavetheculturalrelics?4.Whichonecandescribetheproject?A.Successful.B.Negative.C.Useless.D.Doubtful.5.WhatcanbelearnedfromtheAswanDamproject?Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.第83页共83页\n1.Whatdo“problems”refertoandwhatdo“solutions”referto?2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany?3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian?6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?Step4:ConsolidationDividethepassageintothreepartsandgetthemainideaofeachpart.Part1(Paragraph1)TheintroductionofthetopicKeepingtherightbalancebetweenprogressandtheprotectionofculturalsitesisabigchallenge.Part2(Paragraphs2-5)Theprocessofsavingculturalrelics•Bigchallengescansometimesleadtogreatsolutions.•TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamagemanyculturalrelics.•ThegovernmentturnedtotheUNforhelp.•Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.•Culturalrelicsweretakendownandmovedtoasafeplace.第83页共83页\n•Countlessculturalrelicswererescued.•Theprojectwasasuccess.Part3(Paragraph6)ThesummaryofthetextTheglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.Step5:Criticalthinking:1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?2.Asstudents,whatshouldwedotoprotectourculturalrelics?Step6:summaryTheoutlineofthepassageIntroducethetopic:Abigchallenge—thebalancebetweenprogressandtheprotectionofculturalsites.Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.In1959,thegovernmentaskedtheUNforhelp.In1960,theprojectstarted/began.In1961thefirsttemplewasmoved.Overthenexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,theprojectwascompleted/ended.ConclusionThespiritoftheAswanDamprojectisstillalivetoday.Step7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.第83页共83页\nUnit1CulturalHeritagePeriod3DiscoveringUsefulStructureRestrictiverelativeclauses【教材分析】Thisteachingperiodmainlydealswithgrammar“restrictiverelativeclauses.”Tobeginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedabouttherelativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmorespecialcasesconcerningthisgrammar,suchasthe“preposition+relativepronounswhichandwhom”andcaseswherewecanomittherelativepronouns.Thisperiodcarriesconsiderablesignificancetothecultivationofstudents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexercises.【教学目标】1.Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsofattributiveclauses.2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Strengthenstudents’greatinterestingrammarlearning.【教学重难点】1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence2.Instructstudentstowriteessaysusingtheproperrelativepronounsand第83页共83页\nadverbsofattributiveclauses.【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。Step1: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;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。Step2:限制性定语从句几种特殊情况。第83页共83页\n一、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。Heisthemanonwhomyoucanrely.他是你可以信赖的人。JackintroducedtomehisfriendwithwhomIwasnotveryfamiliar.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。I’llneverforgetthedayonwhichweworkedtogetherinthecountryside.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。Thecleverboymadeaholeinthewall,throughwhichwecouldseewhatwashappeninginsidethehouse.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。JuliewasgoodatGerman,FrenchandRussian,allofwhichshespokefluently.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lookafter,lookfor等。Thebabieswhomthenursesarelookingafterareveryhealthy.(正确)Thebabiesafterwhomthenursesarelookingareveryhealthy.(错误)二、介词+关系代词常见句型：1.“代词+of+which/whom”引导非限制性定语从句。第83页共83页\n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。Itisreportedthattwoschools,bothofwhicharebeingbuiltinmyhometown,willopennextyear.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+ofwhich/whom”引导非限制性定语从句这个结构中,ofwhich/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。Therearetwobuildings,thelargerofwhichstandsnearlyahundredfeetheight.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。Ihavetakenwithmethetwobooks(that/which)youaskedmetoreturntotheCityLibrary.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/inwhich,why/that,when,where等可以省略。Theway(that/inwhich)youlookattheproblemiswrong.你看待问题的方式是错误的。第83页共83页\n3.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。Thereason(why/that)hewantedtosellhishousewasthatheneededalotofmoneyforhisoperation.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.Heistheman_______________youcanrely.他是你可以信赖的人。2.Jackintroducedtomehisfriend_______________Iwasnotveryfamiliar.杰克向我介绍了我不很熟悉的那个朋友。3.I’llneverforgettheday_______________weworkedtogetherinthecountryside.4.我不会忘记我们一起在乡下工作的日子。Thecleverboymadeaholeinthewall,_______________wecouldseewhatwashappeninginsidethehouse.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。Unit1CULTURALHERITAGEReadingforWriting【教学目的与核心素养】1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsome第83页共83页\nnewlyacquiredwritingskillsinthisperiod.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教学重难点】1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport2.Cultivatestudentstowriteanewsreportproperlyandconcisely.【教学过程】Step1LeadinDoyouthinkitisnecessaryforustocirculateourculturalheritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountries’culturalheritage?Whyorwhynot?Step2ReadtodiscoverdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow.1.Whataretheresearchersandscientiststryingtodo?(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina’sancientculturalheritage.)2.Whatmoderntechnologyaretheyusing?(Theyareusingdigitalphotographytorecordacollectionofimages.)3.WhyaresomanypeopleinterestedintheMogaoCaves?(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)4.Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?(Iagreewiththeresearcher’sopinion.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.)第83页共83页\nHavetheSsdiscussthequestionsingroupsandthensharetheiranswerstotheclass.Step3:Studytheorganizationandlanguagefeatures1.Readthenewsreportagainandfindtheseparts.A.LeadsentenceLanzhou,9August2017.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether...China’sancientculturalheritage.B.Directquote“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.ParaphraseTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.D.BackgroundinformationTheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.E.ReportingverbsF.Wordstoshowcomparisonand/orcontrastToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancient第83页共83页\nhistory.B.peopleAsoneresearcherwhoisworkingontheprojectexplains,“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.Step4Postreadingforfurthersummaryandunderstanding1.Whydoesthewriterusethequoteinthereport?Thewriterusesquotesinordertomakethenewsreportmoreconcise,authenticandpersuasive.2.Explainyourunderstandingofthesentences:“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”Weshouldlearnandunderstandourowncultures,whichisvitalforustoknowourselvesandbeproudofourprofoundandextensiveculturalheritage.Meanwhile,weshouldunderstandandappreciateothercultures,tryingtobeopen-minded.Thisway,wecandeepeneachother’sunderstandingandrespect.Step5HomeworkWriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucanadddetailstomakethenewsreportmoreconciseanddetailed.▪Name:LiHuaPlace:Xi’anProfession:aseniorhighschoolteacher第83页共83页\n▪wantstopreserveculturalheritage:▪protectoldhouses▪takesphotosofoldbuildings▪helpsrepairbuildings▪looksforculturalrelics▪interviewsoldpeople▪showsculturalrelicstothepublic▪writesaboutthebuildings…《Unit2WildlifeProtection》单元教案Unit2WildlifeProtectionListeningandSpeaking&ListeningandTalking【教学目标】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofusingvisualstopredictcontent.2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtosaveendangeredwildlifeandhelpwildlifeintheirneighborhood.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Iamconcernedabout…”“Whatdoyouknowabouttheendangeredanimalsin…”andso第83页共83页\nontotalkaboutoneoftheendangeredanimals.4.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Thisisusedfor…”“Ididitto/inorderto/soasto…”andsoontotalkabouthowtohelpwildlifeinSs’neighborhood.【教学重难点】1.GuideSstousethepredictionstrategyofreadingpicturesaccuratelytounderstandthecontentoflisteningtexts;2.GuideSstoexpresstheiropinionsonhowtoparticipateinwildlifeprotection,andcommunicatewiththeirpeersaboutthelivingconditionsandprotectionmeasuresofwildlifeinsimpleEnglish.【教学过程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtohaveasmalltalkaboutthetopic:Whatmessagesdothesepostersshare?Workinpairsanddiscuss.Andthenshareyourviewafterdiscussing.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Someanimalsareendangeredandwhyandhowwecanprotectthemfrombeingextinct.第83页共83页\nListeningtip:usevisualstopredictcontentBeforelistening,lookatthepictures,videos,chartsandothervisualstohelpyoupredict.Step3:SummaryofthemainideaPlaytheaudiowhichisaboutthedyingwildlifeonearth.Andafterfinishinglisteningtothefirstpartofthetape,thestudentsneedtosolvethefollowingtask.Fillintheblankswhilelistening.Ourplanet’s____________isdyingoutatanalarmingrate.Between150and200speciesarebecoming___________everyday.Thismassextinctioniscausedbyhunting,habitat_________andpollution.Wemustmakepeopleawareoftheproblemandhelp_______theendangeredwildlifebeforeit’stoolate!Afterfinishingthetaskabove,theteacherplaysthesecondpartofthetapeandafterfinishinglistening,thestudentsneedtosolvethefollowingtask.Listenandanswerthefollowingquestions:1.Howmanyelephantsarekilledonaverageeveryday?2.WhatdidPrinceWilliamsayaboutChina?3.Whatdoes“changebeginswithyou”mean?Ifyouwantthingstochange,youmustchangeyourselffirstandnotwaitforotherstobethefirstonetodosomething,youmustbethenumberonetostarttotakethefirstaction.Inthisway,wecanchangetheworldforthebetter.Step4:SpeakingProjectInpairs,discussthequestions,roleplaytheexample,andthentalkaboutoneoftheanimalsinthephotosbelow.第83页共83页\n1.Whatdoyouknowabouttheanimalsinthephotos?2.Whatisbeingdonetohelpthem?A:I’mconcernedaboutthebluewhales.Whatdoyouknowaboutthem?B:Well,Iknowthatthey’rebeinghuntedandtheirnumberisgettingdramaticallysmaller,sothey’reindangerofextinction.Bluewhalesneedlargeandclearwaterhabitats,soit’sdifficultforthemtoadapttothechanges.A:That’sterrible.Whatmeasuresarebeingtakentohelpthem?B:Theauthoritiesareunderpressuretomakelawstobanillegalhuntingwhalesandtellpeoplenottobuywhalesproducts.Part2.ListeningandTalkingStep1:Listentothetape,forthefirsttime,andthenaskthestudentstosolvethefollowingtasks.Choosetherightendingforeachsentence.1.Binoculars___________.2.Buildbirdfeeders___________.3.Useabirdfieldguide___________.4.Putpapercut-outsonwindows___________.A.inordertoidentifybirdsB.sothatbirdsdonotcrashintothemC.tomakesurethatbirdshaveenoughfoodD.areusedforwatchingbirdsfromfaraway第83页共83页\nListenandanswerthequestions.1.Whoaretheteenagers?2.Wherearethey?3Whataretheydoing?4.Whyaretheydoingit?Step2:Listenagainandusethephrasesyouheartofillintheblanks.ExpressingpurposesThisisusedfor.../soasto…/inorderto/Hehasdoneitsothat…/inorderthat…1.Theygotupearly_____________searchforwildbirds.2.I’vebroughtafieldguide___________wecanlookupthebirdswesee.3.Mydadgavemethebinoculars______________wecanseethebirdsbetter.4.Birdwatchingclubscleanuphabitatsbuildbirdfeeders,andputpapercut-outsonwindows________________protectbirds.Step3:SpeakingProjectWorkingroups.AskSstothinkofthewildlifeinneighborhoodandtheirneeds.Whatcantheydotocareforthem?Findoutthesolutions.Roleplayadialoguewiththeirpartners.A:Ioftenseewildcatsanddogsinourneighborhood.Maybeweshoulddosomethingtocareforthem.B:Shouldweputoutbowlsoffoodforthem?C:Sure,andIthinkwecouldalsoputoutboxesorotherthingsforthem,sothattheycanfindshelterwhenit’scoldorwetoutside.D:Whatelsecanwedoforthem?A:Whynotraisemoneyandformapet’shomelessshelterwherehomelesspetscanfindahomeandmaybeadoptedbyothers.第83页共83页\nC:Soundsgreat.Let’smakeaplanandtryit.Unit2WildlifeProtectionReadingandThinking【教材分析】Thethemeofthisunitishumanandnature,focusingonthethemeofwildlifeprotection.Natureisacomplexecosystem,inwhichtherearedelicatebalancebetweenanimalsandplants.Becauseoftheroleofthefoodchain,theextinctionofonespecieswillproduceinfluence,causingaseriesofchainreaction.Largescaleextinctionofspecieswillhaveaseriousandevenirreversibleimpactontheecosystem,resultinginimmeasurablelosses.Therefore,itisofgreatsignificancetoprotectwildspecies.Toprotectwildspeciesistoprotecthumanbeingsthemselves.Themottoofthisunitis“whenthebuyingstops,thekillingcantoo,”whichisapublicserviceadvertisingslogantoprotectwildlife.Ittellspeoplethateveryrhinoceroshorn,everyfur,everybowlofsharkfinsoup,everyivoryproduct,andeverytigerboneproduct,etc.consumedbyhumanbeings,areinnocentwildanimalsslaughteredbehindthem.Themissionofwildaidistobanillegaltradeinendangeredwildlifeandmitigateclimatechange.Itaimstoeducatethepublictoreducetheconsumptiondemandforendangeredwildlifeproductsthroughpublicpublicityandimprovetheawarenessofenvironmentalprotection.【教学目标】1.Improvetheawarenessofwildlifeprotectionbyacquiringtheknowledgeofwildlifeprotection.2.Focusonenvironmentalprotectionandprotectionofalllives.3.Analysethelivingenvironmentofwildanimalswithappropriatethinkingmode.第83页共83页\n4.Skillfullyusethevocabularyandgrammarknowledgeofthisunittocultivateself-studyabilityaccordingtotheunitcontent5.Developcooperativelearningabilitythroughdiscussionandotherways【教学重难点】1.Enablethestudentstotalkaboutthecurrentsituationofwildanimals.2.Guidethestudentstosummarizethemainideaofeachparagraphaswellasthemainideaofthetext.3.Helpstudentslearnwhatefforthasbeenmadetochangetheserioussituationandwhatelseshouldbedone.【教学过程】Step1:Warmingupandprediction1.Let’slookatsomeanimals,anddiscusswhattheyhaveincommon.Theyareendangeredanimals.Theyarebeinghuntedbysomeillegalhuntersformoney.Theyshouldbewellprotectednow.Theyarecuteandbeautiful…2.Guessinggame:whatkindofanimalisit?1)Itisgoodatrunningandjumping.2)ItisoneoftheBeijingOlympicmascots.3)ItsnameiscloselyconnectedwithChangtangNatureReserve.4)ItmainlylivesinQinghaiandTibet.Itisanantelope.3.Watchavideoaboutantelopesandtalkaboutthefeelingsaboutthevideo.Feelsorryandsad.Theyshouldn’tbehuntedandinsteadshouldbewellprotected.第83页共83页\nStep2:FastreadingtasksReadthepassagequicklytosolvethefollowingquestions.(1)WhydidtheauthorcometoTibet?TheauthorcomestoTibetinordertoobserveTibetanantelopes.(2)Whydidthepopulationofantelopesdropsobadlyinthe1980sand1990s?Thepopulationofantelopesdropssobadlybecauseofbeinghuntedandthelossoftheirhabitats.(3)WhatwasdonetoprotecttheTibetanantelopes?HumansprotecttheTibetanantelopesbywatchingoverthemandaddingsomebridgesandgates.(4)Whyshouldwecontinuetheprotectionprogramsoftheantelopes?Thethreattothemhasstillexisted.(5)Whatcanwedotosavetheplanetaccordingtotheauthor?Weoughttoliveinharmonywithnature.Step3:ScanningreadingtasksReadthepassageandfillintheblanks.Title:ADAYINTHECLOUDSParagraph1WecomeheretoobserveTibetan(1)_________.Paragraph2I’m(2)______bytheirbeautyandalsoremindedofthedangertheyarein.Paragraph3Myguideworksatanaturereserve,whichisa(3)______foranimalsandplants.Paragraph4In1980sand1990s,thepopulation(4)________becauseofpeople’sactivity.Paragraphs5&6Thegovernmentplaceditundernational(5)_________anditspopulationrecovered.第83页共83页\nTheprotectionprogramswillcontinue.Paragraph7Wemustchangeourwayof(6)___.Onlywhenwelearnto(7)____inharmonywithnaturecanwestopbeinga(8)______towildlifeandtoourplanet.1.antelopes2.struck3.shelter4.dropped5.protection6.life7.exsit8.threatStep4:Consolidation1.Readquicklyandfigureoutthemainideaofeachparagraph.Paragraph1:ThewritervisitedChangtanginordertoobserveTibetanantelope.Paragraph2:Tibetanantelopesareindanger.Paragraph3:Hisguidethinksthatthelandissacredandprotectingthewildlifeisawayoflife.Paragraph4:BadtimesfortheTibetanantelope.Paragraph5:TheChinesegovernmentandvolunteerstookeffectivemeasurestoprotecttheTibetanantelope.Paragraph6:TheeffectivemeasureshavehelpedthepopulationofTibetananteloperecover.Paragraph7:Humanbeingsmustchangethewayoflifeinordertosavetheplanet.2.Whatdoestheauthorexperienceintheclouds?Thingstheauthorsees:Snow-coveredmountainsdisappearingintocloudsTheantelopesmovingslowlyacrossthegreengrassThingstheauthorhears:ChangtangNationalNatureReserveBadtimesfortheTibetanantelope第83页共83页\nMeasurestoprotecttheTibetanantelopeEffectsachievedafteryearsofprotectionThingstheauthorfeelsorthinks:StruckbytheirbeautyChangingourwayoflife.Existinginharmonywithnature.Step5:Criticalthinking:What’sthepurposeofthisarticle?TheauthorintendstotellusthatalthoughtheTibetanantelopehasbeenremovedfromtheendangeredspecieslist,thethreatstothemhavenotyetdisappeared.Wemustchangeourwayoflifeandlearntoexistinharmonywithnature.Step6:SummaryIntroducethetopic—why—how—resultsStep7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit2WildlifeProtectionDiscoveringUsefulStructure【教材分析】Theactivitytopicofthissectionis“reportanongoingevent”,andthestructureisthepassivevoiceofpresentcontinuoustense.Rarewildanimalsaresufferingfromlarge-scalepoaching,andspeciesareonthebrinkofdanger.Rescueoperationsareunderway.“Being”and“suffering”arethemeaningsofthepresentprogressivepassive第83页共83页\nvoice.Theusageofpresentprogressivepassivevoiceisofgreatimportanceinwritingagooddiscourseandappreciatingsomedifficultlanguageitems,soitisvitaltomasteritanduseitflexiblyinacontext.【教学目标】1.Motivatestudentstodeepentheunderstandingoftheusageofpresentprogressivepassivevoiceinafixedcontext.2.Enablestudentstomastertheusageofpresentprogressivepassivevoiceanduseitflexiblyinacontext.3.Leadstudentstoconstructsentencesorappreciatesentencesusedmasteritanduseitflexiblyinacontext.【教学重难点】1.Helpstudentstoappreciatethefunctionoftheusageofpresentprogressivepassivevoiceinasentence.2.Instructstudentstowriteessaysusingtheproperusageofpresentprogressivepassivevoice.【教学过程】[课前诊断]Lookatthepictureandtellmewhatworkersaredoing.Whatisthehousebeingdone?Theworkersarebuildingahouse.第83页共83页\nAhouseisbeingbuiltbytheworkers.We’rebeingkilledforthewoolbeneathourstomachs.Andourfurisbeingusedtomakesweatersforpeoplelikeyou.Wearebeinghuntedforourivories.Step1:ReadthesentencesandsumupthemeaningsofthePresentContinuousPassiveVoice.1.DoyouknowanyotherendangeredwildlifeinChinathatisnotbeingprotected?2.We’rebeingkilledforthewoolbeneathourstomachs.3.Istheirfurbeingusedtomakesweatersforpeoplelikeyou?4.Whatgoodthingsarebeingdoneheretosavelocalwildlife?肯定式：bebeingdoneSheisbeingtreatedinChinanow.否定式：benotbeingdoneMycomputerisbeingrepairednow.我的电脑正在修理中。一般疑问式:Am/Is/Are+主语+being+done…第83页共83页\ne.g.:ArethesebooksbeingsenttoBeijing?Isthewallbeingpainted?特殊疑问式：WhenHowWhereWhyWhat（Am/Is/Are+主语+being+done…）StepII:WhendoweusethePresentProgressivePassiveVoice?①表示说话时正在进行的被动动作。(now,atthemoment)ActionsarebeingtakentorealizeChinesedream.②示现阶段正在进行的被动动作。(说话时不一定在进行)Theproblemoffoodsafetyisbeingstudiedbyscientistsatpresent.③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。Childrenofourneighborsarealwaysbeingpraisedbyourparents.④与某些情态动词连用表示对正在发生的动作进行推测。Asaresultofstayinguplatetalkinglastnight,Jimmymaybebeingscoldedbyhisheadteacher.Step2.难点.1.像takecareof,lookafter,talkabout,thinkof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。Thewaystostopillegallyhuntingarebeingtalkedabout.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。Manyquestionsareunderdiscussion.=Manyquestionsarebeingdiscussed.许多问题正在被讨论。第83页共83页\n3.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”。Therunawayofthetrafficaccidentiswantedbythepolice.警方正在通缉交通事故的逃逸者。Theplanisbeingdiscussedatthemeetingnow.现在这个计划正在讨论过程中。Anewlawisbeingmadetopreventendangeredanimalsfromextinction.为了阻止濒危动物的灭绝新的法律正在制定中。Workersarecuttingdownsometreesinthepark.→Sometreesarebeingcutdownbyworkersinthepark.(被动语态)→Wherearesometreesbeingcutdownbyworkers?(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)beingdone否定结构be(am/is/are)+not+beingdone一般疑问结构be(am/is/are)+主语+beingdone特殊疑问结构特殊疑问词+be(am/is/are)+主语+beingdone[课后巩固]花式变换句式.Theyarebuildingamodernschoolinhishometown.1.Amodernschool______________inhishometown.(改为被动语态)2.Amodernschool______________inhishometown.(把句①改为否定句)3.__________________________inhishometown?(把句①改为一般疑问句)第83页共83页\n4.________________________________(对句①就inhishometown进行提问)【答案】1.isbeingbuilt2.isn’tbeingbuilt3.Isamodernschoolbeingbuilt?4.Whatisamodernschoolbeingbuilt?Unit2WildlifeProtectionReadingforWriting【教材分析】Theactivitythemeis“makingeffectiveposter”.Theprotectionofwildlifeneedstheparticipationofthewholesociety.Itisimperativetoeducatethepubliconwildlifeprotectionandarousethepublic’sawarenessandenthusiasmforwildlifeprotection.Teenagersarenotonlythemainbodyofeducation,butalsothe“ambassador”ofpublicityandpromotion.Tomakeposters,studentsneedtounderstandandstudythesituationofendangeredanimalsandthinkaboutprotectionmeasures.Intheprocessofreadingandunderstandingthecontentofpostersandmakingposters,studentsshouldbetrainedtomasterandusethestyleofposters,andtheirsocialresponsibilityandsenseofresponsibilityshouldbecultivated.Thereadingtextistwoposters.Thefirstposter,“giveuglyachance!”callsonpeopletoprotectallkindsofwildanimalsandnottreatthemdifferentlybecauseofpersonallikesanddislikes.Nomatterhowbeautifuloruglyanimalsare,theyhavethemeaningandvalueofexistence.Theworldisbeautifulbecauseofthediversityofbiology.Thearticleusesthetoneofstatementtomakepeopleunconsciouslyaccepttheauthor’spointofview.ThesecondPOSTER“don’tmakepaperwithmyhome!”第83页共83页\nadoptsanthropomorphicrhetoricandtakeskoala’sheartcryasthetitle,criticizingthosebehaviorsofdeforestationanddestructionofanimalhomes.Thetextisaprogressiveexplanationofthetitle.Exclamatorysentencesandrhetoricalsentencesareusedinthispaper,whichexpresstheauthor’sattitudeandpointofview.Inaddition,thetitleofthesetwopostersusesexclamationsentenceswithstrongappealandemotionalcolor,coupledwithvividpictures,makingthepostersmorepowerful.【教学目标】1.CultivatestudentstoacquiresomefeaturesaboutanEnglishposterbyreadingthetext.2.HelpstudentstowriteanEnglishposteraboutanimalprotectionproperlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教学重难点】1.StimulatestudentstohaveagoodunderstandingofhowtowriteanEnglishposterproperly.2.CultivatestudentstowriteanEnglishposterproperlyandconcisely.【教学过程】Step1:LeadinDoyouwanttobeavolunteerofapet’sshelter?Why?Yes,Iwanttobeavolunteerofit,becauseIwanttohelpthepets,whicharelovelyandcute.Ilikethemverymuch.Step2:Readtodiscoverdetailsconcerningthemaindetailsofthenewsreport.I.Readthenewsreportandthensolvethequestionsbelow.1.WhostartedtherescuecentrecalledtheSmallFriendsPetShelter?Agroupofhighschoolstudentsandparents.第83页共83页\n2.Whatdidtheyoungpeopledointheshelter?Takecareofanimals.3.Howdotheyoungpeoplethinkoftheirwork?Worthwhile4.Whathelpdoesthecentreneed?Volunteers’timeandlove.II.Readthetextagainandthenchoosethebestanswer.1.Whatshouldwedowhenweprotectthewildlifeanimals?A.Treatallthewildanimalsequally.B.Onlypayattentiontolesscuteanimals.C.Payattentiontocuteanimals.D.Careaboutendangeredwildlifeanimals.2.What’sthebadeffectofcuttingdownbillionsoftreestomakepaperforhumans?A.Makealotofanimalshomeless.B.Makeanumberofwildlifeanimalsdyingout.C.Theanimals’habitatisbeingdestroyed.D.Allofthem.【答案】ADCStep3:Studytheorganizationandlanguagefeatures.1.Readthepassagemorecarefullyandwritedowntheoutlineofthetext.SmallFriendsPetShelterThefounderoftheSmallFriendsPetShelterItwas1.startedbyagroupofhighschoolstudentsandtheirparents.第83页共83页\nThesituationoftheshelterTherearemanyanimalslivingatthe2.shelter.Theyoungpeoplekeepitcleanandtakecareoftheanimals.TheachievementsTheyhavealreadyhelpedtofindhomesfornearly200animals.Theythinkitis3.worthit.AppealWhenfindalostpet,4.calltheshelter.Ifyouwanttohelpout,goand5.volunteeryourtimeandlove.2.Appreciatethecomplexsentences:1.TheSmallFriendsPetShelterwasstartedbyagroupofhighschoolstudentsandtheirparentswhentheystartedtoseemanypets(thatwereleftbehindaftertheirfamiliesmovedaway).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.Theyoungpeople(whoruntheshelter)workhardtokeeptheplaceclean,takecareoftheanimals,andadvertisetheanimalssothattheycanbeadopted.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.Whenitcomesto...当涉及……:___________________________(当涉及野生动物保护时),allspecies—thegood,thebad,andtheugly—shouldbetreatedequally.【答案】wildlifeprotection4.sothat引导目的状语从句：Isitrighttomakeanimalshomeless第83页共83页\n____________(以至于人类就可以有更多的纸)?【答案】sothathumanscanhavemorepaper5.强调句型：_____________________________(正是因为这个原因)theWWFconstantlyputupinformationtostiruppublicinterestinthewelfareoftheplanet.【答案】Itisforthisreasonthat6.Thatiswhat...what引导表语从句：Thatis_____________________(动物们最需要的).【答案】whattheanimalsreallywantmostStep4:AnalysethecharacteristicsofanEnglishposter.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:Savetheearth,savethebirds.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，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。话题句式第83页共83页\n1.Itisatreasureofourcountry.它是我国的国宝。2.Believeitornot,atpresentonlyseveralthousandpandasexistintheworld.信不信由你，目前世界上仅现存几千只熊猫。3.It’sbecauseofhumanactivitiesthattigersareendangered.正是因为人类的活动，老虎处于濒危的状态。4.Manywildanimalsareindangerofdyingout.很多野生动物面临着灭绝的危险。5.Thegovernmenthastakeneffectivemeasurestoprotectthem.政府已采取有效的措施来保护它们。6.Peopleshouldraisetheawarenessoftheprotectionofwildanimals.人们应该提高保护野生动物的意识。7.It’samazingthattherearemerelylessthan1,000finlessporpoiseslivinginChina.非常令人吃惊，目前中国仅有不足1000只江豚。课后巩固Step5:UsewhatyouhavelearnttowriteanEnglishposter: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。谋篇第83页共83页\n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SaveCutePandasNotonlyisthegiantpandaarareanimalinChinabutalsooneoftherarestanimalsontheearth.Asmoreandmorehabitatsarebeingdestroyedandmostofthebamboohasbeencutdown,itisbecomingmoreandmoredifficultforgiantpandastofindfoodforthemselves.Sotheyarebecomingextinct.Tosavegiantpandas,ourgovernmenthassetupsomenaturereserves.Butmorefundsandattentionareneededtocarryoutthisimportantrescueproject.《Unit3TheInternet》单元教案Unit3TheInternetListeningandSpeaking&ListeningandTalking【教学目标】1.Guidestudentstounderstandthecontentoflisteningtextsintermsoflisteningfordefinitions.2.Cultivatestudents’abilitytodefinewordsandunderstandaninvestigation第83页共83页\ninterview.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“howmuchtimedoyouspendonlineeveryday?Whatdoyouusuallydoonline?andsoontomaintaintheconversationappropriately.4.Enablestudentstonaturallyusethefunctionalandnotionalitemsofthisunittoexpresstheirguess,expectationorbelief.【教学重难点】1.Cultivatestudents’listeningstrategiesbylearningwaystodefinenewwords.2.Enablestudentstonaturallyusethefunctionalandnotionalitemsofthisunittoexpresstheirguess,expectationorbelief.【教学过程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtotalkwiththemeaningofthesentenceintheopeningpageBoysandgirls,beforeourlistening,let’sworkinpairsanddiscuss:Theinternetisbecomingthetownsquarefortheglobalvillageoftomorrow.Howdoyouunderstandthesentence?HavetheSsdiscussandsharetheirview.(ItmeanstheInternethasmadetheworldclosertogether;wecaninteractontheInternetjustlikemeetingatthesquare.)Step2:WarmingupAftertheirsmalltalk,theteachercanaskstudentstotalkabouttheironlinehabits:Whatdoyouusuallydowhenyouareonline?•writeablogpost第83页共83页\n•useasearchengine•Chatonline•WatchStreammoviesandmusic•……Step3:Samisdoingasurveyononlinehabits.HeisnowtalkingtohisschoolmatesAnnaPaul,andJoe.Listentotheconversationandcompletethefollowingtasks.Step4:Activity3&41.Then,playthetapeagain.Andafterfinishinglistening,thestudentsneedtosolvethefollowingtasks.Fillintheblankstocompletethesentences.1)Abloganonlinediarywhereyouwriteaboutsomethingyou’reinterested___________,Ilikebasketball,soIwritealotonmyblogaboutmyfavoriteteam.2)Istreamvideosandmusic_________,Iwatchvideosandlistentomusiconline.3)Asearchengine_______________thathelpsyoufindwhatyou’relookingfor.Thenchecktheanswerswithpartners.2.LookatActivity3again.Howarethewordsinitalicsdefined?Writetheminthecorrectbrackets.Payattentionthelisteningtips.A.Usesimplerwords.()第83页共83页\nB.Useanexample.()C.Comparetosomething.()Step5:SpeakingProjectWorkinpairsorgroupsandroleplayaconversation.Taketurnstoaskeachotheraboutyouronlinehabits.A:Howmuchtimedoyouspendonlineeveryday?B:Oh,it’shardtosay.SometimesI’mtoobusytogoonline.SometimesIspendmorethanfourhoursonline.Howaboutyou?A:Itdepends.I’dsayfromhalfanhourtothreehours.B:Whatdoyouusuallydoonline?A:Ilistentomusic,streamvideos,orlookupinformation.Andyou?B:Lotsofthings.Iespeciallyliketochatwithmyfriendsandfamily.Bytheway,what’syourfavoriteapp?A:Well,Englishfundubbing.B:Whydoyoulikeit?A:TherearelotsofstreamsandIcandubinterestingEnglishmovieclipssoIcanlearnEnglishinafunway.B:Soundsamazing.Icertainlywilltryit.A:Ok,letmeteachyouhowtodownloadtheapp.B:Thanksalot.Part2.ListeningandTalkingStep1：Listentothetape,andthenaskthestudentstosolvethefollowingtasks.Choosethebestapp.LauraandXiaoBoaretalkingaboutapps.Listentotheirconversationandfindoutwhatappstheywant.第83页共83页\nXiaoBoislookingfora(n)____________apptohelphimgetinshape.Laurawouldlikeanappforgetting__________andanotherthatwillmakeher_____________better.Step2:Listenagain.ArethesentencestrueTorfalseF?1.BothofXiaoBo’sappskeeptrackofthestepshetakes._____2.XiaoBo’ssecondappcanhelphimmakeafitnessplan._____3.Lauraneedsanappthatwillhelphergetdiscounts.______4.Lauraneedsanappthatwilladdmoneytoherbankaccount._______Step3:GettheSstolistenoncemoreandtickthesentencetheyhear.Underlinethewordsusedtoexpresspredictions,guesses,andbeliefs.Thenchecktheanswers.Predictions,Guesses,andBeliefs________Itmighthelpmewalkmore.________Myguessisthatitwouldn’twork.________Iimaginethisappwouldhelpmegetfitfaster________Isupposethatwouldbegood.________Iguessyoucouldsavealittlewiththisapp.________Isupposetherewouldbesomeproblems,too.________Ibelievethisappcouldhelpmegetthinner.Step4:SpeakingProjectLookatthedescriptionofsomeapps.Thenrole-playtheconversation.Whichappdoyouthinkwouldbemorepopularoruseful?HavetheSsdiscussandsharewiththeclass.HearItFirstThisappkeepsyouupdatedonallyourfavoritetopics.Youcanalsochoosetoreceiveupdatesonthenewsorevenlessonsthatyou’reinterestedin.Yougeta第83页共83页\nmessagewhenevertherehasbeenanupdate.TVMeTVMeletsyoustreamyourfavoriteTVprogrammesandseeyourfaceonthescreentogetherwiththeactors.A:IimaginethatTVMewouldbemorepopular.EveryonewatchesTVandIthinklotsofpeopleimaginethemselvesasactorsintheTVshows,soputtingthetwotogetherwouldbegreat.Whatdoyouthink?B:MyguesswouldbeHearItFirstbecauseit’sbothinterestinganduseful.Youcouldfindoutmoreaboutthestonesyoulikeandmakesurethatyoudon’tmissanythingimportant.Ibelieveboththeyoungandoldwouldlikeit.Unit3TheInternetReadingandThinking【教学目标与核心素养】1.InstructstudentstotalkabouthowtousetheInternetappropriately.2.EncouragestudentstocombinetheirownlifeexperienceofusingtheInternetandlinkthetextwiththeirreallife.3.Stimulatestudentstoenhancereadingskillsbyusingthemindmap.4.Encouragestudentstocontributetheirownstrength,helpthepeoplearoundtoexplorethevirtualworldonline,andexperiencethemagicoftheInternet.【教学重难点】1.EnabletheSstotalkabouttherelatedtopic.2.GuidetheSstosummarizethemainideaofeachparagraphaswellasthemainideaofthetext.第83页共83页\n3.HelpSslearnsomebasicreadingskills,suchasprediction,summaryandsoon.【教学过程】Step1:WarmingupandpredictionReadthetitleandtrytoguesswhatthetextwillbeabout?SomechangescausedbytheInternet.Learningtip:ReadheadlinesHeadlinesusuallyincludenotonlykeyideasorinformationfromthetext.Theyoftendonotfollowstrictgrammarrules,becausewritersuseasfewwordsaspossibletocatchtheattentionofthereaders.Step2:Skimmingforgeneralideas1.What’sthemainideaofthepassage?A.Jandevelopedaseriousillness.B.JandecidedtostartanITclub.C.Janstartedacharitywebsite.D.Jan’slifehasbeenchangedbytheInternet.2.Jan’sattitudetotheInternetis______.A.negativeB.neutralC.gratefulD.notmentioned3.What’sthepurposeoftheauthorbyreferringtothe59-year-oldmanandthe61-year-oldwoman?A.Tointroducetwooldpeople.B.Toexplainhowtoapplyforjobsonline.C.Toprovetheyaresuccessful.D.TogivetwoexampleshelpedbyJan’sclub.Step3:Scanningfordetails第83页共83页\nReadthepassagequicklytosolvethefollowingquestions.Readthetextandanswerthequestions.1.WhydidJanquitherjob?2.Howdidthepeopleintheonlinecommunityhelpher?3.WhydidshestarttheITclub?4.Whatisthe“digitaldivide”?5.What’sJan’snextgoal?6.Whatcanwelearnfromherexperiences?Step4:Carefulreadingformainideasofeachparagraph.Readcarefullyandfigureoutthemainideaofeachparagraph.Paragraph1.People’sliveshavebeenchangedbyonlinecommunitiesandsocialnetworks.Paragraph2.Jandevelopedaseriousillnesswhichmadeherstuckathome,butsurfingtheInternetcanremovethedistancebetweenpeople.Paragraph3.JandecidedtostartanITclubtoteacholdpeoplehowtousecomputersandtheInternet.Paragraph4.JanhasstartedtakingonlineclassestolearnmoreabouthowtousetheInternettomakesocietybetter.Paragraph5.Jan’slifehasbeengreatlyimprovedbytheInternet.Step5:SpeakingProjectCriticalthinking:(1)HowdoyouarrangeyourtimespentonstudyandtheInternet?Isitreasonable?(2)Whatareyouronlineactivities?Aretheysafe?HavetheSsdiscussandpracticespeakingthen.Step6Homework:第83页共83页\nReviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit3TheInternetDiscoveringUsefulStructure【教学目标】1.GuidestudentstoreviewthebasicusagesofthePresentPerfectPassiveVoice.2.LeadstudentstolearntousesomespecialcasesconcerningthePresentPerfectPassiveVoiceflexibly.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Strengthenstudents’greatinterestingrammarlearning.【教学重难点】1.HelpstudentstoappreciatethefunctionofthePresentPerfectPassiveVoiceinasentence.2.InstructstudentstowriteessaysusingtheproperthePresentPerfectPassiveVoice.【教学过程】Step1:Reviewing第83页共83页\n引导学生观察下列句子特点，总结共同点。1．(教材P28)MuchhasbeenwrittenaboutthewondersoftheWorldWideWeb．2．(教材P28)ButtheInternethasdonemuchmoreforpeoplethansimplymakelifemoreconvenient．3．(教材P28)Manypeoplehavebeenhelpedbytheclub．4．(教材P28)Shenolongerfeelslonely,andhercompanyhasbecomequitesuccessful．5．(教材P32)TodayIthoughtI’dblogaboutaquestionthathasbeenaskedmanytimes—howdoyoustaysafeonlineandavoidbadexperiencesontheInternet?Step2: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sincethen从那时起eversince自那以来ever曾经sofar迄今为止bynow到现在为止foralongtime很长一段时间inrecentyears在最近几年里in/during/overthepast/lastyears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。Thedoorhasalreadybeenlocked.门早已经被锁上了。Ihavebeenemployedatthejobsince2019.第83页共83页\n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/havebeendone。Alotofmoneyhasbeenspenttoprotecttheoldtemplebynow.到目前为止已投入了大笔钱来保护这座古庙。Thesetreeshavebeenwateredlately.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。Wehavegivenhimthebook.→Hehasbeengiventhebook.→Thebookhasbeengiventohim.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。◆Themachinehasalreadybeenrepaired．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“Howlong…？”句型中。◆Financialproblemsofthecompanyhavebeendiscussedfornearlytwohours．公司的财务问题已被讨论了近两个小时了。第83页共83页\n3．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。◆Youshouldn’tleaveschoolbeforeyourhomeworkhasbeenfinished．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Themachinehasbeenrepaired.(说明动作发生在过去，对现在有影响，“现在修好了”)Themachineisbeingrepairednow.(说明动作正在进行)Themachinewasrepairedyesterday.(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。Theprojecthasbeenstartedforthreemonths.(F)Theprojecthasbeenonforthreemonths.(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。Thebosshasmadehiscompanyoffermorechancesforpeopletowork.→Hiscompanyhasbeenmadetooffermorechancesforpeopletowork.(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。It'ssaidthattheproblemhasbeenlookedinto.第83页共83页\n据说已经调查了这个问题。总结：现在完成时的被动语态的结构肯定式主语＋have/hasbeendone…否定式主语＋have/hasnotbeendone…一般疑问式Have/Has＋主语＋beendone…？特殊疑问式疑问词＋have/has＋主语＋beendone…？Step3Drill时态填空。1.He_______________________(select)totakepartinthesportsmeeting．2.Theink___________________________________(remove)fromhisovercoat．3.Hasthedateforthenextmeeting____________________________(decide)?4.Howlonghasthebattery________________________________(change)?句型转换：Thechildrenhavealreadybeentoldthegoodnews．1.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Thechildren进行提问。_______________________________________________________Step4Homework:完成课后练习。第83页共83页\nUnit3TheInternetReadingforWriting【教学目标与核心素养】1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutablogpostbyreadingthetext.2.Studytheorganizationandlanguagefeatures.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教学重难点】1.Stimulatestudentstohaveagoodunderstandingofhowtowriteablogpost.2.Cultivatestudentstowriteablogpostproperlyandconcisely.【教学过程】Step1:Skimming1.What’sthemainpurposeoftheblogpost?2.What’sParagraph2mainlyabout?HavetheSsskimtheblogfirstandfindouttheanswerstothesequestions.Getsomevolunteerstosharetheiranswersfinally.Step2:Scanning1.Whattipsdidthebloggerputforward?2.Whoaretheonlinetroublemakerstheblogpostmentions?3.Whatdoesthefollowingtermsmean?•Atroll•Acyberbully第83页共83页\nReadtheblogagainandpracticeaskingandansweringwiththeclass.Step3Studytheorganizationandlanguagefeatures.Readtheblogagainandfindtheseparts.AsktheSstocompletetheblanksimmediately.1.Whatisthetopicoftheblog?A1.___________—howdoyou2.___________safeonlineandavoidbad3.___________ontheInternet?2.Whatarethespecificadvicetostaysafeonline?First,followthe4.___________rule:leavethesite5.___________whenyouseeorreadsomething6.___________.Second,protectyour7.___________.Third,be8.___________.3.鼓励网友留言。Anybadexperiencesonline?Orsomegood9.___________?Postyour10.___________please!Step4HelptheSstousewhattheyhavelearnttowriteablogpost.【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】blogaboutaquestion就某一问题写博客staysafeonline在网上保持安全badexperiencesontheInternet好的上网经历第83页共83页\ngoldenrule黄金法则postcomments帖子评论clickon点击identitytheft身份盗窃chatroom聊天室draftyourblogpost起草博客帖子postembarrassingphotos张贴尴尬照片【话题句式】1.HowdoyoustaysafeonlineandavoidbadexperiencesontheInternet?你如何在网上保持安全,避免在网上的不良经历?2.I’mnotanexpert,butmanyyearsasabloggerhavetaughtmeathingortwo.我不是专家,但作为一个博主,我已经学了好几年了。3.Ifyouseeorreadsomethingthatmakesyoufeeluncomfortable,leavethesiteimmediately.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.Don’tgiveoutyouraddressorphonenumber.别告诉别人你的地址或电话号码。5.Identitytheftisacommonandseriousproblem.身份盗窃是一个常见而严重的问题。6.Beingonlineisnoexcuseforbeingrude,andyoudon’twanttobecomeatargetforatrollorcyberbully.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.Trollsoftenuseseveralfalsenamessothattheycanstayonasite.发挑衅帖子的人经常使用几个假名,这样他们就可以留在一个网站上。第83页共83页\n8.However,themorepoliteyouare,thelesslikelyitisyouwillbeattacked.然而,你越有礼貌,你被攻击的可能性就越小。Step5Homework: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。《Unit4Historyandtraditions》单元教案Unit4HISTORYANDTRADITIONSListeningandSpeaking【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。第83页共83页\n【教学过程】Step1LeadinLookatthephotoonPage37,andthengettheSstoaskandanswerthequestions.1.Whatdoyouknowaboutthebuildingsinthephoto?2.Whattraditionsofthatcity/countrydoyouknowabout?3.Whyisitimportanttoprotecthistoricbuildingsandculturaltraditions?ThenhavesomeSssharetheirviewsonthequestions.Step2Shareviewsonhistoricsites1.Beforelistening,gettheSstolookatsomephotosofQufuinActivity1onPage38.Andask“Whatcanyousayabouttheseplaces?”GettheSstodiscussingroups,andthenaskseveralvolunteerstosharetheirviewswiththeclass.2.ListentoaconversationbetweenaBritishtouristandaChinesestudentinQufu,andthenwritedownwhattheysayaboutConfucius.Facts/OpinionaboutConfuciusWilliamXiaoKongFinallychecktheanswerswiththeclass.第83页共83页\n3.Listenagainanddecidewhetherthesestatementsaretrue(T),false(F),ornotmentioned(NM).(1)Listenandjudge,andchecktheanswers.1)Confuciussaidthatlearningwithoutunderstandingleadstoconfusion.2)XiaoKongisdoingaresearchprojectonConfuciusphilosophy.3)AsoneofConfucius’descendants,XiaoKong’snameisrecordedinthefamilytree.4)DachengHallisthetallestbuildinginQufu.(2)Thengothroughthequestionasbellow,andchoosetherightanswer.·WhydoyouthinkWilliamsaidhishometownwassimilartoQufu?A.Therearefamoushallsinhishometown.B.Therearenotallbuildingsinhishometown.C.Bothplaceshaveafamouspersonwhowasbornthere.D.Hishometowndoesn’tallowotherbuildingstobemorenoticeablethanthehistoricbuildings.4.Activity4(1)Atfirst,gothroughtheUnderstandidiomswiththeSs.Anidiomisanexpressionwhichmeanssomethingdifferentfromthemeaningoftheindividualwords.Someidiomspresentanideaorpaintapicturethatgivesahintastothemeaning.Otheridiomscanonlybeunderstoodfromthecontextinwhichtheyappear.(2)WritedowntheEnglishidiomsthatareusedintheconversation.ExplaintheirmeaningsandthinkaboutsomeChineseequivalents.第83页共83页\n5.Discussthequestionsingroups,andthengetsomeSstosharetheiranswers.(1)WhatdoyouknowaboutConfucius’ideasoneducation?Thinkoftwoorthreeexamples.WhatelsedoyouknowaboutConfuciusandhisphilosophy?(2)Thinkaboutahistoricsitethatyouhavevisited,andgiveanintroductiontoitshistoryandimportance.Step3Pronunciation1.Readthispartofthepoem“If-”writtenbyBritishpoetRudyardKipling.Noticethelinkingsounds.ThenmarkthelinkingsoundsafterthemodelIfyoucanmakeoneheapofallyourwinningsAndriskitononeturnofpitch-and-toss,Andlose,andstartagainatyourbeginningsAndneverbreatheawordaboutyourloss;IfyoucanforceyourheartandnerveandsinewToserveyourturnlongaftertheyaregone,AndsoholdonwhenthereisnothinginyouExcepttheWillwhichsaystothem:"Holdon!"2.Repeatthepoemaftertherecording.Step4Homework课后练习第83页共83页\nUnit4HISTORYANDTRADITIONSReadingandThinking【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；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】Step1LeadinBeforereading(1)Gothroughsomeinformationabouthowtoreadamap.Whenyoulookatamap,thinkfirstaboutwhatthemapshowsandwhatthesymbolsmean.(2)Thendiscussthequestionsinpairs.Lookatthemapbelow.Whatdoesitshow?Whatisitusedfor?AndattheendhavesomeSssharetheirviewsonthequestions.Step2Whilereading1.Readthetextandanswerthequestions.第83页共83页\n(1)WhatarethefourcountriesoftheUnitedKingdom?Whichtwowerethefirsttobejoinedtogether?(2)Accordingtothetext,whataretwochiefadvantagesofstudyingthehistoryofacountry?2.Readagainandpayattentiontoseveralpoints.(1)Theyusethesameflag,knownastheUnionJack,aswellassharethesamecurrencyandmilitarydefence.像拥有同样的货币和国防一样，他们也使用同一面国旗。theUnionJack英国国旗，由英格兰、苏格兰和爱尔兰的旗帜组成。knownastheUnionJack,过去分词短语作后置定语，修饰前面的名词flag，相当于非限制性定语从句whichisknownastheUnionJack。如：YangLiwei,knownasthefirstChineseastronauttogointospace,isregardedasanastronautichero.=YangLiwei,whoisknownasthefirstChineseastronauttogoinspace,isregardedasanastronautichero.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。单个的过去分词一般用作前置定语。如：Hebecameoneofthewell-knownactorsofhisday.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<ERR>。如Youwillneedsomelocalcurrencywhengoingabroad,andofcourseyoucanuseyourcreditcard.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：①如何用英语表达我国的人民币和其他国家的货币单位吗？②想出更多的过去分词前置和后置定语的例子吗？第83页共83页\n(2)theRomans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)theAnglo-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)theVikings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)theNormans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.HavetheSsreadagainandsortouttheinformationaccordingtothetimelineinActivity3.Getthemtocompletethechartbythemselvesandthenchecktheanswerswiththeclass.4.CompletetheconversationabouttheUKusingthephrasesintheircorrectformsinActivity4.AndthengetsomeSstoshowtheiranswers.Finallychecktheanswerswiththeclass.5.Workingroups.Discussthequestionsingroups,thenhavesomeSstosharetheirviewswiththeclass.(1)Whyisitimportanttostudythehistoryandcultureofacountrybeforevisitingit?(2)Whatimportantthingsshouldvisitorsknowaboutbeforetheycometo第83页共83页\nChina?Step3Homework课后练习Unit4HISTORYANDTRADITIONSDiscoveringUsefulStructures【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。【教学过程】Step1LeadinReviewthemainideaofWHAT’SINANAME?byaskingsomestudentstoretellthetext.Step2知识梳理一、过去分词作定语的意义1.第83页共83页\n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。Ourteacherwatchedusdoingtheexperimentandgaveusasatisfiedsmileatlast. 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。Theplanputforwardatthemeetingwillbecarriedoutsoon.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。Manylittlekidslikegatheringfallenleavesintheyard.许多小孩子喜欢在庭院里收集落叶。Therisensunisshiningbrightlyinthemorning.早上已升起的太阳正明亮地闪耀着。EarthDay,____________(mark)on22April,isanannualeventaimingtoraisepublicawarenessaboutenvironmentalprotection.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，EarthDay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。Thepollutedwaterwastoblameforthespreadofcholera.被污染的水造成了霍乱的传播。Weneededmuchmorequalifiedworkers.我们需要更多的合格的工人。第83页共83页\n2.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。Heisateacherlovedbyhisstudents.他是一位受学生爱戴的老师。Thebookpublishedtenyearsagoisstillabestsellertoday.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：Asweallknow,Chinaisadevelopingcountry.众所周知，中国是一个发展中国家。Thevisitorisfromadevelopedcountry.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(beingdone)与动词不定式的被动语态(tobedone)作定语的区别第83页共83页\n例如：Thebuildingbuiltlastyearisourclassroombuilding.去年建造的那栋楼是我们的教学楼。Thebuildingbeingbuiltnowisourclassroombuilding.现在正在建造的那栋楼是我们的教学楼。Thebuildingtobebuiltnextmonthisourclassroombuilding.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。Hepassedaway,leavinghisworksunfinished.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”。Hewantstohave/gethiseyesexaminedtomorrow.他明天想去检查眼睛。JennyhopesthatMr.SmithwillsuggestagoodwaytohaveherwrittenEnglishimprovedinashortperiod.第83页共83页\n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。TheymanagedtomakethemselvesunderstoodbyusingverysimpleEnglish.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,find等后，可用过去分词作宾语补足语。Whenwesawtheroadblockedwithsnow,wedecidedtospendtheholidayathome.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。Themanagerorderedtheworkfinishedattheendofthisweek.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关系。Witheveryproblemsettled,hebegantothinkofajourney.每一个问题解决后，他开始考虑旅行。Step3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第83页共83页\n当什么成分。Step4小试牛刀用括号内单词的适当形式填空。1.Inartcriticism,youmustassumetheartisthasasecretmessage______(hide)withinthework.2.MichaelputupapictureofYaoMingbesidethebedtokeephimself______(remind)ofhisowndreams.3.Clairehadherluggage______(check)anhourbeforeherplaneleft.4.Iwassurprisedtofindmyhometown_______(change)somuch.5.Thosewoodsgaveusallasenseof_______(belong).6.Itcouldbeabitproblematic,_______(legal)speaking.Step5Homework课后练习Unit4HISTORYANDTRADITIONSReadingforWriting【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.第83页共83页\n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趣的地方或任何有趣的事物。【教学过程】Step1Leadin1.Beforereading(1)TrytoaskonestudenttoretellthehistoryofBritain.(2)LookatthepictureinActivity1,andasktheSs:WhatdoyouthinkofIrelandbeforeyoureadingthetext?Whatkindofwordwillyouusetodescribeitfirst?2.AndhavesomeSssharetheirviewsonthequestions.Step2Whilereading1.Readthetextandanswerthequestions.(1)WhatmakestheIrishcountrysideexcitingandinspiring?(2)WhatarethebestwaystoexperiencesomeIrishtraditionsandculture?(3)Whatisthemeaningof“breatheinthesweetscentoffreshflowerswhilebirdsgreetthenewdaywiththeirmorningsong”?(4)WhatarethebestwaystoexperienceChinesetraditionsandcustoms?GettheSstoreadthetextcarefullyandthenhavesomeSsanswerthemandalsocheckwiththeclass.2.Readagainandlearntoappreciatethissentenceasbellow.Trytounderstandhowtodescribegracefully.Thepeacefullandscapeofthe“EmeraldIsle”anditsmanygreencountiesisatruefeastfortheeyes,withitsrollinggreenhillsdottedwithsheepandcattle.第83页共83页\n“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。afeastfortheeyes视觉盛宴，赏心悦目的事物。如：Wewenttoapaintingexhibitionyesterday,whichwasreallyafeastfortheeyes.我们昨天去看画展，那真是一场视觉盛宴。2.AnalysethedescriptiveparagraphinActivity2.(1)Identifyandunderlinetheparagraph’sintroductorysentence(s)andtheendingsentence(s).(2)Theparagraphtalksaboutdifferentsensesindifferentplaces.Writethesensesandplacesintheorderthattheyappear.Senses:1____________Places:1____________2____________2____________3____________3____________4____________4____________(3)HavetheSstoconsideraboutthequestion:“Whatwordsdoesthewriterusetodescribesensorydetails?”Practiceaskingandanswering.3.GothroughActivity3.TelltheSs:“Usewhatyouhavelearntinthisunittodescribeaninteresting,exciting,orsurprisingplace.”(1)Workinpairs.Chooseoneoftheirfavouriteplacesandtellapartnerwhytheythinkitisinteresting,exciting,orsurprising.(2)Usethequestionsbelowtodescribetheplacetheyhavechosen.·Whatcanyousee?·Whatcanyouhear?·Howdoestheplacefeel?·Whatcanyousmell?第83页共83页\n·Whatcanyoutastethere?·Whatdoestheplacemakeyouthinkorfeel?(3).Havethemtousetheiranswerstodraftapassageabouttheplace.4.TelltheSstoexchangedraftswiththeirpartner.(1)Usethechecklisttohelpevaluatehis/herdraft.√Doesthewriterstartwithanimage,quote,orquestion?√Isthedescriptionwell-organisedandeasytoread?√Hasthewriterincludedsensorydetails?√Doesthewriterusespecificwordsandgiveexamples?√Istheendingeffective?√Canyoufindanygrammarorspellingmistakes?(2)Givethecommentstopartnerandaskhim/hertorevisethedraft.5.HavetheSsputuptheirpassageintheclassroomormakeaclassbookaboutfavouriteplaces.Step3Homework课后练习《Unit5Music》单元教案Unit5MusicListeningandSpeaking【教学目标】第83页共83页\n1.Instructstudentstogetmainfactsbylisteningandmotivatethemtotalkaboutthetopicsaboutmusic,thetypesofmusic,andhowthemusicmakesthemfeel.2.Developstudents’senseofcooperativelearningandindividualthinkingcapability.3.Developstudents’differentlisteningskillstosolvedifferentlisteningcomprehensiveproblems.4.Helpstudentstounderstandhowtousethestructures“pastparticipleasadverbial”.【教学重难点】Promptstudentstotalkabouttherelatedtopics,suchastypesofmusictheyknow,theirfavouritetypeofmusic,howmusicmakesthemfeel,andhowtousepastparticipleasadverbial.【教学过程】Step1LeadinTheteacherisadvisedtotalkwiththeirstudentsaboutmusic.Boysandgirls,beforewelisten,let’sworkinpairsanddiscusswhattypeofmusicyouknow.Whichtypeisyourfavorite?Howdoesitmakeyoufeel?Shareyourideaswithpartners.IknowChinesetraditionalmusic/classicalmusic/countrymusic/hip-hop/jazz/popmusic/Latinmusic/rap/rock/punk…Ilikeclassicalmusic.Itmakesmefeelfullofenergyandhappy.Step2:PredictionAftertheirsmalltalk,theteachercanmoveonbyfinishingthefollowingtask:Seethepicturesandgivethecorrectanswers.1.Whatarethepeopledoinginthepicturebelow?2.Matchthepictureswiththecorrecttypesofmusic.第83页共83页\nA.ChinesetraditionalB.classicalC.countrymusicD.hip-hop1_______________2_______________3_______________4_______________Step3:SummaryofthemainideaListeningI.PlaytheradioaboutTheSoundofMusic(音乐之声),andletstudentsfinishthefollowingtasks.Astarhascomeouttotellme1.___________________togoButdeepinthedark-greenshadows第83页共83页\nArevoicesthaturgemetostaySoIpauseandIwaitandIlistenForonemoresoundforonemorelovelything2.___________________mightsay…ThehillsarealivewiththesoundofmusicWithsongstheyhavesung3.__________________ThehillsfillmyheartwiththesoundofmusicMyheart4.__________________everysongithearsMyheartwantstobeatlikethewingsofthebirdsthatrisefromthelaketothetreesMyheartwantstosighlikethechimethatfliesfromachurchonabreezeTolaughlikeabrook5.__________________andfallsoverstonesinitswayTosingthroughthenightlikealarkwhois6._____________IgotothehillswhenmyheartislonelyIknowIwillhearwhatI’veheardbeforeMyheartwill7.______________thesoundofmusicAndI’llsingoncemoreII.Thereporterparaphrasedsomeoftheanswersthestudentsgavehim.Listentotheinterviewsagainandcompletethesentenceswiththewordsyouhear.1.A:Countrymusictouchesmyheart.B:Soyoulikemusicthat’s_______of_______?2.A:WhenIlistentohip-hop,Ijusthavetomove!B:Soitmakesyouwantto_______?3.A:ClassicalmusicmakesmefeellikeI’msittingbesideaquietstreamandenjoyingnature.第83页共83页\nB:Sotoyou,it’s_______and_______?LearningnewwordsListthenewwordsinthelesson,tellstudentsthemeaningofthesewordsandgivesomeexamples.Newswords:classical,energy,soul…TalkingprojectGuidestudentstodospeakingpractice.I.Talkinpairs.Intervieweachotheraboutmusic.Usethepicturebelowforideas.A:Whatkindofmusicdoyoulike?B:Iliketechnomusic.A:Whatmakesitsospecialtoyou?B:Iliketolistentoitwhenlexercise.Itgivesmeenergy.II.Workinpairsorgroupsandroleplayaconversation.lSupposeyouareareporterandinterviewingthestudentswhoaboutmusic.ØIliketo…ØChinesetraditionalsong/classicalmusic/hip-hopmusic/countrymusic…ØListento/play/sing…第83页共83页\nUnit5MusicListeningandTalking【教学目标】1.Instructstudentstogetmainfactsbylisteningandmotivatethemtotalkaboutmusicfestival,andwhatyouwouldliketodointhemusicfestival.2.Developstudents’differentlisteningskillstosolvedifferentlisteningcomprehensiveproblems.3.Helpstudentstounderstandandtalkaboutpreference.【教学重难点】1.Listentopeoplewhodiscusstheirmusicfestival.2.Graspsomelisteningskillsandtherulesofpronunciation.【教学过程】Step1LeadinTheteacherisadvisedtotalkwiththeirstudentsaboutmusicfestival.Boysandgirls,beforeourlisten,let’sworkinpairsanddiscusswhatmusicfestivalis.Whatwouldyouliketodointhemusicfestival?Shareyourideaswithpartner.Step2:SummaryofthemainideaListeningLetstudentslistentheannouncementandanswerthequestions.第83页共83页\nWhatkindofsongswillGraceDavissingatthefestival?Whocantryoutasaperformer?Whatcanthosewhothinktheydonothavemusicaltalentdo?Howcanstudentsvolunteertotakepart?LearningnewwordsListnewswords:equipment,talent,assume,inaddition(tosb./sth.)andgivesomeexamples.Itisgenerally___________(assume)thatstressiscausedbytoomuchwork.Hehadagift___________musicwhenhewasjust6yearsold,soweallconsiderhimtobea___________(talent)musician.Hea________(equip)himselfwithastreetplan.他随身带着一张街道平面图。TalkingprojectI.Talkaboutpreferencesofmusicfestivalinpairs.Wouldyoupreferdoing…?Whatwouldyouprefertodo?Wouldyouratherdo…or…?I'dprefer…to…I'dratherhave…than…II.Workingroups.Role-playtheconversation.(教材P55No.3)Unit5MusicReadingandThinking第83页共83页\n【教学目标】1.ToacquirethebasicusageofthenewwordsandexpressconcerninghowcomputersandtheInternethelpusexperiencemusic.2.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext.3.Enablestudentstounderstandpastparticipleasadverbial.【教学重难点】1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.2.Totalkabouttheadvantagesanddisadvantagesofbeingamemberofvirtualchoir.3.Leadstudentstounderstandpastparticipleasadverbial;【教学过程】Step1PredictionAskstudentsthequestion.HowcancomputersandtheInternethelpusexperiencemusicdifferently?Step2:LearningnewwordsLearnwords:perform,enable,prove,award,andfallinlovewith…NewwordspracticeInordertohaveagood_______________(perform),Ihavemadegoodpreparationsforit．Atpresent,developingthe___________(able)ofthestudentsisanimportanttaskinourdailyteachingactivity．Step3:LearningsentencepatternsIntroducethesentencepatternsinthelessonandgivesomeexamplesand第83页共83页\nexplanation1.as引导定语从句，意为“正如，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：asisknowntoall众所周知asweallknow我们都知道aswecansee正如我们所看到的asisreported正如报道的asisoftenthecase这是常有的事asismentionedabove如上所述Step4:FastreadingtasksGuidestudenttoreadthearticlequickly,teachsomereadingskillsanddosomeexercises.Taskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.•Paragraph1:enable•Paragraph2:award•Paragraph3:performanceTaskofthesecondfastreading:1.Whatismainlydiscussedinthispassage?2.Whichparagraphmentionsbackgroundinformationaboutthevirtualchoir?3.Whichparagraphmentionstheconclusionofthevirtualchoir?Step5:CarefulreadingtasksGuidestudenttoreadthearticlecarefullyanddosomeexercises.第83页共83页\n1.Whatistheattitudetowardsthevirtualchoir?2.Whydoesthevirtualchoirprovetobeagoodinfluenceonthelivesofmanypeople?3.Ifyouwanttotakepartinavirtualchoir,youneed….Step6:StudyreadingtasksAnalyzetwodifficultsentencesinthetext.1.Imaginehavingtheopportunitytosingtogetherwithhundredsofotherpeoplewhileyouareathomealone．2.Avirtualchoirenablesthemtoaddtheirvoicestothoseofotherindividualsandbecomepartoftheglobalcommunity．Step7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit5MusicDiscoveringUsefulStructure【教学目标】1.Getstudentstohaveagoodunderstandingthebasicusageofpastwordsegmentationaspastsegmentationaspredicativeandadverbial.2.Strengthenstudents’greatinterestingrammarlearning.3.Instructstudentstoexpresstheirideaswiththisgrammarcorrectly.【教学重难点】Howtoenablestudentstousethestructureandmeaningofpastword第83页共83页\nsegmentationaspastsegmentationaspredicativeandadverbial.【教学过程】Step1Lead-inGivesomemessagesandaskstudentstoguesswhosheis.英语过去分词的句子。Step2: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:beinterested,besurprised,beastonished,beamazed,bemoved,beexhausted,beworried,bedevoted,bepleased,beinspired,beencouraged,beexcited,bedelighted,besatisfied,bescared,beinspired,beencouraged,beexcited…例如：Tomwasastonishedtoseeasnakemovingacrossthefloor.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：Thelibraryisnowclosed.(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”。第83页共83页\n例如：Wewereamazedatwhathesaidatthemeeting.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：Whenitislookedatfromadistance,thepaintingseemsmuchmorebeautiful.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：BecauseIwasworriedabouttheexam,Iwasunsettledinthesedays.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：Iftheyaregrowninrichsoil,theseseedscangrowfast.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：Thoughhewasencouragedbyhisparents,hestillhasnoconfidenceinovercomingtheteachingdifficultpoints.第83页共83页\n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：Thepatientgotoffthebed,andhewassupportedbythenurse.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。Unit5MusicReadingforwriting【教学目标】1.Getstudentstohaveagoodunderstandingofwhataspeechisandhowtowriteaspeech.2.Enablestudentstousesomewritingskillsflexibly.第83页共83页\n3.Developstudent’swritingandcooperatingabilities.【教学重难点】1.Guidestudentstohowtowriteaspeech.2.Guidestudentstoproperlyuserhetoricinaspeech.【教学过程】Step1Lead-inDiscusswithstudentwhataspeechis.Step2:LearningnewwordsTheteacherlistsnewwordsandexamplesforstudents,andguidestudentstodosomeexercises.Newwords:relief,satisfaction,various,rhetorical,metaphor…NewwordsPracticeFromthe___________smileonherface,wecanseetheperformancewas___________.(satisfy)Itisagreatrelief___________(know)youareoutofdanger.Step3:LearningkeyphasesTheteacherlistskeyphasesandexamplesforstudents,andguidestudentstodosomeexercise.Keyphases:setsth.up,tryout,from(then)on,getthroughStep4:LearningsentencepatternsTheteacherguidesstudentstolearnsomespecialsentencepatterns.1.Itisanhonourtodosth.2.be＋adj.＋todo结构3.havesb.dosth.让某人做某事Step5:Reading第83页共83页\nTheteacherisexpectedtoaskstudentstoreadSarah’sspeechandthenrequeststudentstosolvethetaskbelow.Graspthemainideaofeachparagraph.(1)Paragraph1:Introduceherselfandthetopicofthespeech.(2)Paragraph2:Sara’spersonalexperience.(3)Paragraph3:Howmusichelpshergetthroughdifficulttime(4)Paragraph4:Sara’sadvicetoothersStep6Writing1.Theteachershowsstudentsthestructureofaspeech.2.Listsomeexcellentsentences.3.Guidestudentshowtowriteaspeech.Step7Homework:Goodmorning,everyone,I’mLiHuafromXingguangMiddleSchool.Thetopicofmyspeechis“Let’sRideBicycles”._____________________________________________________________________________________________________________________________________________________________________________________________Thankyou!第83页共83页
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