教案的撰写过程需要教师对教学目标进行明确和具体化，提高教学目标管理能力，优秀的教案必然是教师结合实际的教学进度所写的，360好工作网小编今天就为您带来了高中教案6篇，相信一定会对你有所帮助。
高中教案篇1
教学内容：
人教版《义务教育课程标准实验教科书数学》一年级上册第47页。
教学目标：
1、通过让学生亲身经历观察画面，理解画面内容，选择有用条件和恰当的方法计算的过程，使学生学会用数学知识解决简单的实际问题。
2、初步培养学生的符号感。
3、使学生体验到学数学、用数学的乐趣，激发他们学习数学的兴趣。
教学重难点：
让学生亲身经历观察画面，理解画面内容，选择有用条件和恰当的方法计算。
教学过程：
一、创设情境，激发兴趣。
1、师：小朋友，你们知道现在是什么季节吗?
2、今天老师带来一幅秋天的图画，你们看，秋天美吗?和你的同桌说一说，你都看到了什么?
3、这幅图里还有很多数学问题，你们愿意用数学解决秋天里的实际问题吗?(提示课题：用数学)
二、发现问题，解决问题。
1、教学主题图1
(1)、师出示图1：我们先来看第一个画面，你们看到了什么?(左边有4个小朋友在捉蝴蝶，右边有两个小朋友在捉虫子)
(2)、师：你还发现了什么?(大括号，问号)
(3)师：你知道这个符号叫什么吗?对，它叫大括号，想一想，它表示什么意思?它就能表示把这两部分的小朋友合起来。大括号下还有一个问号，它表示这里有一个问题。你能想到什么数学问题吗?
(4)、师：要想知道一共有几个小朋友，我们就应该把这两部分的小朋友怎么样?(合起来)
(5)师：谁愿意把你看到的和刚才那个问题连起来说一说?指名几个学生说。同桌互说。全班齐说。
(6)师：谁能列一个算式?4+2=6(师板书算式)
为什么用加法计算?
指名学生说说4、2、6分别表示什么?
还可以怎么列?
2+4=6你是怎么想的?
(7)师：小朋友们真聪明，不但认识了二个新朋友“大括号”和“问号”还解决了一个实际问题。现在，有一位叔叔想请小朋友帮他解决一个问题，你们愿意吗?
2、教学主题图2
(1)、出示图2，师：请小朋友仔细观察一下，说说这幅图画了什么?
(2)、你能想到一个数学问题吗?(一共有7个向日葵，摘下了3个，还剩几个?)
(4)、这个数学问题，你觉得应该用什么方法解决?把算式写在纸上，写得快的小朋友轻轻地告诉你的同桌，并说说你的算式表示的`是什么意思。
(5)、反馈：7-3=47表示什么?为什么要减去3，4表示什么意思?
三、巩固新知，拓展深化。
1、p47做一做
(1)师：李叔叔很感谢小朋友为他解决了实际问题，请大家到他家里去玩，他家院子里有一棵石榴树，小朋友你想到了什么数学问题吗?
(2)用手势表示1：6-3=32：3+3=6为什么?
(3)看懂蝴蝶图，说图意，1：5+2=77-2=52+5=77-5=2
2、小结：今天我们看到了美丽的秋天的景色，也想到了很多数学问题，并且都用数学知识解决了，现在，你有什么想说的?(如果不知道，老师引导：我发现了这些数学问题有两类，有些是用加法计算的，有些是用减法计算，我们应该看清楚图画的意思来列算式。)
四、拓展练习：
五、全课总结：
这节课，你有什么收获?其实我们生活中也有很多的数学问题，你能说一说吗?
高中教案篇2
第三节新加坡教学目的
1．了解新加坡的位置特点，领土组成及居民构成。掌握新加坡经济特点及发展原因。
2．通过对新加坡发展经济的基本条件分析，培养学生分析与综合地理事物的能力。
3．通过新加坡经济迅速发展的事实，联系我国国情对学生进行教育，增强学生的责任感。
教学重点新加坡的经济特点及发展原因。
教学方法谈话法与讲述法结合。
教学用具《东南亚地形图》、《新加坡图》、热带经济作物及新加坡城市风光景观图。
教学提纲
第三节新加坡
一、位置、领土和居民
1．位于马六甲海峡东口
2．东南亚面积最小的岛国
3．世界上人口稠密国家
二、东南亚新兴的工业国
1．发展经济的有利条件
2．主要经济
三、花园城市
教学过程
引入新课前面通过第一二节的学习，我们对东南亚的位置、居民特点，自然环境及经济状况有了一个整体了解，但各国之间又有什么区别呢？今天我们讲东南亚的国家地理。
学习新教材
[指导阅读]教师指导学生阅读课本第138页《东南亚国家概况》表，使学生对东南亚国家有一概括的认识。
[教师讲授]在上述国家中各国都有自己的特色，尤以新加坡更为突出，本节我们重点分析新加坡。
第三节新加坡（板书）
一、位置、领土和居民（板书）
读《东南亚地形图》
[提问]新加坡的位置最突出的特点是什么？（位于马来半岛南面，把守着马六甲海峡东口，处在太平洋与印度洋的航运要道上。处在赤道附近。）位置特点非常突出。
1．位于马六甲海峡东口
[读新加坡地图]
[提问]新加坡领土、人口有什么特点？（新加坡是由新加坡岛及附近一些小岛组成。属世界人口稠密区。）
[教师补充]新加坡为一城市岛国，面积狭小，约600多平方千米，但人口达到260万，平均每平方千米4000人以上，属人口高度密集区。居民以华人为主，约占四分之三。
2．东南亚面积最小的岛国
3．世界上人口稠密国家
上述地理特征对新加坡的经济发展会产生什么样的影响呢？我们一起来分析一下新加坡发展经济的条件。
二、东南亚新兴的工业国（板书）
1．发展经济的有利条件。
[提问]新加坡发展经济有哪些有利条件和不利条件？
提示从所在位置、领土、自然资源等方面考虑。
[教师讲授]新加坡国土狭小，自然资源贫乏，境内几乎没有矿藏，又无重要的经济作物。但新加坡的地理位置优越，地处东南亚中心，扼守马六甲海峡咽喉，还是太平洋、印度洋以及亚欧非和澳大利亚之间海、空航线交汇处。加上新加坡沿海水深浪静，暗礁较少，拥有天然良港。新加坡正是从本国具体情况出发，充分利用这一优势，迅速发展了本国经济，成为东南亚新兴的工业国。
2．主要经济
新加坡是怎样利用这一优势，因地制宜发展经济的？
[阅读思考]新加坡的经济以哪些方面为主？
[教师讲授]新加坡利用位置的优势发展对外贸易和航运业。利用引进的资金、技术及进口原料，发展了许多新兴工业，如炼油、海上钻井平台制造、电子电器等。还积极利用有利的地理位置，便利的交通，优美的城市环境发展了旅游业。
对外贸易、航运、新兴工业、旅游业（板书）
新加坡在发展经济的同时，很注意环境保护和城市的美化，并在城市建设中进行合理规划布局。
[阅读课文]第137页“花园城市”。
[提问]新加坡市政建设如何布局的？（可按课本归纳，并配合新加坡城市风光景观图，做简单介绍。故新加坡有“花园城市”之称。）
三、花园城市
[读一读]指定学生朗读第137页“读一读”。
[提问]从上述新加坡经济发展特点中，可以吸取哪些对我们有益的经验？
[教师讲授]只有结合本国具体情况，因地制宜，扬长避短，才是发展经济的正确方向。我们在发展经济时，一方面要借鉴外国的经验，同时还要根据各地具体情况，充分发挥其优势，促进经济的发展。
读书破万卷下笔如有神，以上就是一秘范文为大家整理的5篇《高中地理教案》，您可以复制其中的精彩段落、语句，也可以下载doc格式的文档以便编辑使用。
高中教案篇3
一、时间：
二、地点：
三、班会主题：新的起点
四、班会背景：
开学两个月以来，学生们初步感受到了高中生活的紧张和快节奏，大部分学生们对高中生活表现出不适应，但每一个学生们都不愿意在这样一个新的开始就掉队，同学们都很努力，班级已经形成积极向上的气氛，可是考到我校的学生们普遍基础薄弱，他们身上的习惯非常不好，所以特别需要老师的指导。
五、班会目的：
通过“新的起点”主题班会，让学生们明确高中第一步要迈在严守规范、高效率学习、融入集体这三点上，同时使学生们能初步认识自身的问题，从而不断改进，为高中生活奠定良好的基础。
通过让所有的学生们积极参与，让学生们深刻理解高中生活“开头难”，而解决开头难的金钥匙是“开头严”无论是在规范做人、学习、还是在融入集体等方面都要严格要求自己。
通过主题班会使学生们理解高中生活的新起点同时也是人生的新起点，要好好把握;
六、班会准备：
组织学生们学习《教育管理手册》、《中学生们道德操行手册》，据此由全班制定班规，讨论通过。
第一次月考之后每一个学生们与家长一起对试卷进行了分析;组织班中本次考试成绩较好的学生们总结自己两月来的学习方法。
请全班学生们参与，每人以“新的起点”为题，完成一件作品与全班同学共勉。
通过竞选产生新的班委会，由新班委通过与全班同学讨论通过新的规章制度;由团支部准备向全班同学寄语。
七、班会过程：
主持人致词，班会开始
班委会发言(生活委员、科代表、团支部、体育委员)
学习方法、经验、教训交流
学生们代表发言，展示“新的起点”作品，与全班共勉
值日班主任发??
班主任发??
宣誓
高中教案篇4
教学内容：始业教育。
教学目标：1、教育学生心怀理想。
2、教育学生规划学期、规划学年、规划人生。
教学重点：学期目标计划
教学难点：让目标意思形成一种习惯
课时安排：班会课(1课时)
教学过程：
现实生活中，我们无论做甚么事情都要有一个负责的态度。有了责任感别人才会信任你，你才有可能取得成功。责任是一种敢于承担，有所作为，勇于负责的精神。使我们每一个人立足社会，开创未来的基石。在这个世界上责任是一种弥足珍贵的东西，取得它来自一个人的灵魂深处，它可以拯救灵魂，让心灵充满纯洁和自由。拥有责任心就拥有了善良，它需要觉悟，就像泥土中的种子需要阳光雨露的滋润一般。拥有责任心前途一片光明。是一种发自内心的，敢于面对生活的勇气和行为。它会指引你去做你认为重要的事，并且一定会竭尽全力，做到尽善尽美。
有这样一则故事，“小王和小张来自同一个偏远的山区，同一年考上了同一所大学，父母也都是农民。然而，他们的人生轨迹有了天壤之别。小王上了大学后，学习不但名列前茅，而且，还利用课余时间和假期勤工俭学，上学三年来，问父母没有要过一分钱，而且还把自己勤工俭学挣来的钱用做资助弟弟上学。而小张学习不求上进，攀比心理极强，为了满足虚荣心，小偷小摸，蒙混拐骗，一年不到就被学校开除，成天游走于大街小巷和娱乐场所。父母东凑西借按时每月邮寄着生活费和学杂费，三年负债达两万余元。有一天小张因盗窃被公安拘留，通知其家属领人时才真像大白于天下。”不同的行为体现了不同的责任感，不同的责任感导致了不同的命运。人生在世“责任”二字。责任就是一个人为自己的承诺负责，为自己行为的后果负责。有责任感，是一个人在社会上立足，获得成功最关键的、最重要的一种道德品质。人生在世，最重要的就是要体现自己的生命价值。要为自己的生命创造一种信誉，这种信誉就是由责任感来保证的。
然而，现实生活中，有的人缺乏责任感，不求上进，好吃懒做，游手好闲。社会上现在流行这样的说法：“饭来才张口，衣来就伸手;走路要打的，喝水要绿的(绿茶);本事没有的，脾气挺大的;出门就要钱，回家惹人气;一说就斗嘴，再说耍脾气;出门不回家，住在网吧里;敢怒不敢言，由我摆布你;”这是人们对年轻人行为的描述。极个别的人，经受不住艰苦环境的磨练，抵制不住都市繁华的诱惑，弃自己的信誉和前途而不顾，成了人见人烦的社会混混。肚子里没有一点墨水，却在街头和游乐场所耀武扬威，方不知他们正在演绎着自己的人生悲剧，等有朝一日混不动了，才知悔不该当初。象这种人，绝不可能有什么前途，充其量也只能当一个啃老族，因为在他们的心里不知何为责任。一个没有责任感、不讲信誉的人怎么能委以重任，只能当社会和家庭得累赘，做自己的奴隶。
一个有了责任感的人，他就会有明确的人生目标，有对自己、家庭、社会勇于负责的精神。能遵守社会规范，有承担责任和履行义务的自觉态度。当代人最缺乏的就是责任心，托尔斯泰说：“一个人若没有热情，他将一事无成，而热情的基点正是责任心。”人要有爱心、信心、进取心等，而最重要的是责任心。因为责任心是一个人能否立足社会、成就事业最基本的人格品质，在某种程度上讲，责任心有多大，我们的人生舞台就有多大。因此,每个人要有所作为就得有责任心，只有这样才能对得起自己的良心。
在现实中，责任心是衡量一个人成熟与否的重要标准。责任心也是一种习惯性行为，一种很重要的素质，是做一个优秀的人所必需的。人们相互交往，能否够承担某项职务，判断的标准就是看这个人是否有责任感。任何事情的发生都是由责任心所致，我们仔细的想一想，有些人一事无成不是没有能力而是没有责任心，好吃懒做，玩世不恭，贪图享受，当遇到困难和挫折时，不是迎难而上而是“急流勇退”，这样的人何来责任感，怎能有美好的人生?
责任心是晶莹的露珠，折射出人的精神光芒，责任心是炙热的岩浆，喷发出无穷的潜能;责任心是凝重的法码，真实地称量出人生的价值，责任心是坚硬的磐石，为你铺好面向理想的光明大道。一个有责任心的人，他能体会到学习和工作的乐趣，他能发挥自己的最大潜能，体现自己的人生价值，生命不断的得到升华。从某种意义上说，人生最大的差别不是一个人的能力而是责任心。常言说的好：人生最大的遗憾就是荒废光阴的遗憾。光阴流逝不光是你没有完成学业，没有做好事情，而是浪费了青春年华，让你永远追悔莫及。
太阳有照耀大地的责任，雨露有滋润万物的责任。人有履行义务的责任，一个人只有不辱使命，才能做一个有责任感的人。朋友们，行动于今天，别感叹于明天。既然来到这个世界，我们就应该负担其作为这个世界的人所应该的担负的责任。勇敢的做一个对自己、对家庭、对社会有责任感的人，才能无愧于自己的人生。
一位日本的心理学大师说过一句话：心理变，态度亦变;态度变，行为亦变;行为变，习惯亦变;习惯变，人格亦变;人格变，命运亦变。换句话说，一个人要想运势好，他的性格首先要好。你不能总是让别人跟你在一起不舒服，这样做人就缺少亲和力，所以人在有自知之明之后能够像古人说得那样每日三省吾身很重要，不能总是自我感觉太好。自我感觉好的这种人其实很吃亏。
有一位朋友开车去上班，
突然，马路上杀出一个醉汉拦住了他的车，非说撞了他并让下车道歉。这在以前，他会上去给醉汉两拳，这一次他却没有。想了想就下了车，和颜悦色地对醉汉说：“对不起，请你原谅我。”那位醉汉拍了拍他肩膀说：“哥们儿，冲你这句话，走人”。他回到车上，一点也没觉得受了委屈，反而有一种战胜自我的愉悦感。
其实,懒惰是人的一个本性.也就是说懒惰是与生俱来的.人人都知道懒惰是勤劳的对应词,有了懒惰才表现出来的勤劳.
说到这里,并不是让楼主继续懒惰,而是让楼主认识到,懒惰并不是自己的坏毛病,如果是坏毛病,这个毛病也一定能改掉!
上面我说道,懒惰是人人都有的,但是为什么在实际的生活中,还是有勤劳的人呢?因为这些勤劳的人,在心里,都有一条准则,是这条准则让自己不要懒惰的~
这个准则就象一个目标一样~
我想楼主能明白了吧?
懒惰是一种心理上的厌倦情绪。它的表现形式多种多样，包括极端的懒散状态和轻微的忧郁不决。生气、羞怯、嫉妒、嫌恶等都会引起懒惰，使人无法按照自己的愿望进行活动。同学们当中有些人的懒惰突出表现在日常学习、日常生活方面。下面列举一些懒惰的具体表现：
(1)不能愉快地同亲人或他人交谈，尽管你很希望这样做。
(2)不能从事自己喜爱做的事，不爱从事体育活动，心情也总是不愉快。
(3)整天苦思冥想而对周围漠不关心。
(4)由于焦虑而不能入睡，睡眠不好。
(5)日常起居极无秩序，无要求，不讲卫生。
(6)常常迟到、逃学且不以为然。
(7)不能专心听讲、按要求完成作业，文具常不配齐。
(8)不知道学习的目的，不能主动地思考问题。
面对惰性行为，有的人混混噩噩，意识不到这是懒惰;有的人寄希望于明日，总是幻想美好的未来;而更多的人虽极想克服这种行为，但往往不知道如何下手，因而得过且过，日复一日。
具体应该怎样同懒惰性做斗争呢?
(1)要学会微笑。当你不再用冷漠、生气的面孔与亲人交谈时，你会发现
他们其实都很喜欢你，重视你。
(2)做一些难度很小的事或是你最爱干的事，也可以做写你想了很久的事。不要只看结果如何，只要这段时间过得充实就该愉快。
(3)要保持乐观的情绪，不要动不动就生气。遇到挫折时，生气是无能的表现。正确的做法应该是冷静地查找问题出在哪里，或是自我解脱，或是与别人商量，哪怕争论一番对扫除障碍都有益处。这个过程带来的喜悦能使你更加好学。
(4)学会肯定自己，勇敢地把不足变为勤奋的动力。学习、劳动时都要全身心投入争取最满意的结果。无论结果如何，都要看到自己努力的一面。如果改变方法也不能很好地完成，说明或是技术不熟，或是还需完善其中某方面的学习。你的扎实的学习最终会让你成功的。
这样努力一段时间，你将发现自己很少为因做了某件事而感到遗憾。你还将发现，以坚强的毅力、乐观的情绪，脚踏实地地实践着由易到难不断更换目标，是我们每一个人都可以做到的。
克服懒惰，正如克服任何一种坏毛病一样，是件很困难的事情。但是只要你决心与懒惰分手，在实际的生活学习中持之以恒，那么。灿烂的未来就是属于你的!
高中教案篇5
一、单元教学内容
运算定律p——p
二、单元教学目标
1、探索和理解加法交换律、结合律，乘法交换律、结合律和分配律，能运用运算定律进行一些简便计算。
2、理解和掌握减法和除法的运算性质，并能应用这些运算性质进行简便计算。
3、会应用运算律进行一些简便运算，掌握运算技巧，提高计算能力。
4、在经历运算定律和运算性质的发现过程中，体验归纳、总结和抽象的数学思维方法。
5、在经历运算定律的字母公式形成过程中，能进行有条理地思考，并表达自己的思考结果。
6、经历简便计算过程，感受数的运算与日常生活的密切联系，并在活动中学会与他人合作。
7、在经历解决问题的过程中，体验运算律的`价值，增强应用数学的意识。
三、单元教学重、难点
1、理解加法交换律、结合律，乘法交换律、结合律和分配律，能运用运算定律进行一些简便计算。
2、理解和掌握减法和除法的运算性质，并能应用这些运算性质进行简便计算。
四、单元教学安排
运算定律10课时
第1课时 加法交换律和结合律
一、教学内容：加法交换律和结合律p17——p18
二、教学目标：
1、在解决实际问题的过程中，发现并掌握加法交换律和结合律，学会用字母表示加法交换律和结合律。
2、在探索运算律的过程中，发展分析、比较、抽象、概括能力，培养学生的符号感。
3、培养学生的观察能力和概括能力。
三、教学重难点
重点：发现并掌握加法交换律、结合律。
难点：由具体上升到抽象，概括出加法交换律和加法结合律。
四、教学准备
多媒体课件
五、教学过程
(一)导入新授
1、出示教材第17页情境图。
师：在我们班里，有多少同学会骑自行车?你最远骑到什么地方? 师生交流后，课件出示李叔叔骑车旅行的场景：骑车是一项有益健康的运动，你看，这位李叔叔正在骑车旅行呢!
2、获取信息。
师：从中你知道了哪些数学信息?(学生回答)
3、师小结信息，引出课题：加法交换律和结合律。
(二)探索发现
第一环节 探索加法交换律
1、课件继续出示：“李叔叔今天上午骑了40km，下午骑了56km，一共骑了多少千米?”
学生口头列式，教师板书出示： 40+56=96(千米) 56+40=96(千米) 你能用等号把这两道算式写成一个等式吗? 40+56=56+40 你还能再写出几个这样的等式吗?
学生独自写出几个这样的等式，并在小组内交流各自写出的等式，互相检验
写出的等式是否符合要求。
2、观察写出的这些算式，你有什么发现?并用自己喜欢的方式表示出来。 全班交流。从这些算式可以发现：两个数相加，交换加数的位置，和不变。可以用符号来表示：?+☆=☆+?;
可以用文字来表示：甲数十乙数=乙数十甲数。
3、如果用字母a、b分别表示两个加数，又可以怎样来表示发现的这个规律呢? a+b=b+a
教师指出：这就是加法交换律。
4、初步应用：在( )里填上合适的数。
37+36=36+( )305+49=( )+305b+100=( )+b 47+( )=126+( ) m+( )=n+( ) 13+24=( )+( )第二环节 探索加法结合律
1、课件出示教材第18页例2情境图。
师：从例2的情境图中，你获得了哪些信息?
师生交流后提出问题：要求“李叔叔三天一共骑了多少千米”可以怎样列式? 学生独立列式，指名汇报。 汇报预设：
方法一：先算出“第一天和第二天共骑了多少千米”： (88+104)+96=192+96 =288(千米)
方法二：先算出“第二天和第三天共骑了多少千米”： 88+(104+96)=88+200=288(千米)
把这两道算式写成一道等式：
(88+104)+96=88+(104+96)
2、算一算，下面的○里能填上等号吗?
(45+25)+13○45+(25+13)(36+18)+22○36+(18+22)
小组讨论。先比较每组的两个算式，再比较这三组算式，在小组里说说你有
什么发现。
集体交流，使学生明确：三个算式加数没变，加数的位置也没变，运算的顺序变了，它们的和不变。也就是：三个数相加，先把前两个数相加，或者先把后两个数相加，和不变。
3、如果用字母a、b、c分别表示三个加数，可以怎样用字母来表示这个规律呢? (a+b)+c=a+(b+c)
教师指出：这就是加法结合律。
4、初步应用。
在横线上填上合适的数。 (45+36)+64=45+(36+) (560+)+ =560+(140+70) (360+)+108=360+(92+) (57+c)+d=57+(+)
(三)巩固发散
1、完成教材第18页“做一做”。
学生独立填写，组织汇报时，让学生说说是根据什么运算律填写的。
2、下面各等式哪些符合加法交换律，哪些符合加法结合律?
(1)470+320=320+470
(2)a+55+45=55+45+a
(3)(27+65)+35=27+(65+35)
(4)70+80+40=70+40+80
(5)60+(a+50)=(60+a)+50
(6)b+900=900+b
(四)评价反馈
通过今天这节课的学习，你有哪些收获?
师生交流后总结：学习了加法交换律和结合律，并知道了如何用符号和字母来表示发现的规律。
(五)板书设计
加法交换律和结合律
加法交换律加法结合律
例1：李叔叔今天一共骑了多少千米? 例2：李叔叔三天一共骑了多少千米? 40+56=96(千米) (88+104) +96 88+(104+96) 56+40=96(千米)=192+96 =88+200=288(千米) =288(千米) 40+56=56+40 (88+104)+96=88+(104+96) a+b=b+a (a+b)+c=a+(b+c)
两个数相加，交换加数的位置，和不变。
六、教学后记
三个数相加，先把前两个数相加，或者先把后两个数相加，和不变。
高中教案篇6
teaching plans of unit one--- getting along with others
period one welcome to the unit
teaching aims:
to deepen ss’ understanding of friendship
to practice ss’ oral english by getting them involved in the discussion of friends and friendship
to learn the way to describe the characteristics of a true friend
teaching procedures:
Ⅰ.lead-in
1. listen to the song called auld lang syne(友谊地久天长)
2. show students some pictures about friends
3. brainstorming questions:
1) have you enjoyed the song? can someone name the song ?
2) can you guess the relationship between the ones in the pictures?
3) do you have any good friends? how many are they?
4) do you think it is important to have a good relationship with others? why?
5) do you know the concept of “friendship”? try to explain.
6) in your opinion, what does a real friendship consist of ?
Ⅱ. picture talking:
talk about the pictures and proverbs with your partner. try to discuss the following questions:
picture 1,
1) where are the two girls?
2) what are they doing ?
3) how long they spend speaking to each other?
4) do you think they enjoy each other’s company?
5) what do you think ‘friends are thieves of time.’ mean?
picture 2,
1) what do you use a mirror for?
2) what are the two girls doing?
3) do you think the girl on the right is a good friend? why?
4) do you have a good friend? does he/she often give you advice?
5) what do you think the proverb ‘the best mirror is an old friend’ mean?
picture 3,
1) what is the taller boy doing ?
2) why does he do so?
3) do you think it possible for a person to buy friendship?
4) in your opinion, what is the base of a good friendship?
picture 4,
1) do you think friends should be the same age and share the same hobbies and interests?
2) what does the proverb ‘true friends have hearts that beat as one.’
Ⅲ. story-telling
tell a story happened between you and your best friend.
Ⅳ. discussion
1) what a true friend should be like?
a friend is someone who
---you respect and who respects you
---shares your happiness and sorrow
---is trustworthy
---is honest, loving
---is devoted and loyal to you
---is selfless
2) try to think of more proverbs related to friendship.
for example,
a life without a friend is a life without a sun.
a man who has friends must show himself friendly.
Ⅴ. extending
more proverbs about friendship
Ⅵ. conclusion
what else can be our friends besides human beings?
there are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a tv set…
as long as we have love
Ⅷ. homework
1. smile to your friends.
2. finish the passage in part b.
3. on page 95 in workbook..
4. preview the reading part.
period two reading (one)
teaching aims:
to deepen ss’ insight into problems between friends
to practice ss’ reading comprehension skill
to identify feelings and emotions in a text
teaching procedures:
Ⅰ.lead-in
1. show students a picture about a gang of friends.
it’s a picture of me. can you find me out and guess who are the others. (my friends)
2. brainstorming questions:
1) do you have a friend? how do you get along with your friends?
2) have you ever fallen out with a very good friend?
3) if you had a quarrel with a friend, how would you deal with it?
4) how would you mend a broken friendship?
3. before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.
---having little in common
---lacking trust
---there being conflict of interest
---being jealous of each other
---being indifferent to each other
Ⅱ. fast-reading
ask the students to go through the two letters quickly and answer questions in part a
1. are the writers of the two letters feeling happy or sad?
2. what did sarah get for the surprise maths test?
3. is matthew usually a quiet boy?
Ⅲ. detailed-reading
1. ask the students to read the first letter carefully and answer the following questions and an analysis diagram .
1) why other children say we are no fun?
2) what did sarah think about the surprise maths test?
3) what did hannah sense?
4) what did sarah tell hannah in the girls’ toilets?
5) why did sarah tell hannah that they weren’t going to be friends any more?
6) the analysis diagram:
she felt betrayed because … she thought her best friend hannah didn’t keep her secret.
shamed she scored the lowest score in her class.
upset she found a piece of paper on her desk that said ‘stupid sarah got a d’
angry she thought sarah didn’t keep her word.
2. ask the students to read the second letter carefully and answer the following questions and fill in a table.
1) why did andrew shout at mathew after the match?
2) what did matthew think about losing the match?
3) how did andrew think of football?
4) what kind boy is matthew?
5) how is matthew recently?
6) fill in the table:
how andrew felt why she felt so?
he had a dilemma. his best friend matthew has stopped talking to him.
he felt really guilty. he said some really cruel things to matthew.
he was angry with matthew. they lost the game because of matthew’s carelessness.
Ⅳ. summarize the reading strategy according to the emotion analysis and tale above: read to understand emotion
Ⅴ. consolidation
complete two letters written by agony aunt back to the two students with the proper words.
Ⅵ. role play
divide the students into groups of three. each group is formed with agony aunt annie, sarah and hannah or agony aunt annie, andrew and matthew. just suppose they are having a face-to-face talk. students are expected to act it out after a few minutes’ preparation.
Ⅶ. discussion
what is a friendship?
read a poem--- the abc’s of friendship
Ⅷ. homework
1. retell the two letters.
2. write an article about the friendship in your mind.
period three reading (two)--- language points
teaching aims:
to deepen ss’ understanding of the two letters.
to help ss master the important words and phrases in the text.
to introduce a few sentence structures to ss.
teaching procedures:
Ⅰ.lead-in
1. revision
retell the main idea of the two letters.
discussion: will they be good friends again?
Ⅱ.words
1. match the words with the correct definitions
academic make jokes and laugh at someone
deliberately a situation where one can’t decide what to do
tease shout or say loudly
dilemma feeling shamed of something done wrong
brilliant good at studying and getting high marks
yell be kind and like to meet new people
outgoing extremely good, clever and excellent
guilty done in a planed way, on purpose
2. complete the sentences with the words on the left
though he is a popular student, he is not very academic.
i don’t know what to do. actually i am in a dilemma .
after saying sorry to her, i didn’t feel guilty any longer.
he is quite outgoing and has lots of friends.
don’t get upset i was only teasing .
he is so brilliant that he can always think of new ideas.
it is impolite to yell at the old.
i don’t think the young boy run into the old woman deliberately.
Ⅲ. phrases
explain the underlined words and make a sentence according to the picture given.
1. i was determined to be cheerful…(line 14)
do something with a firm desire
eg. though she loved him, she was determined to leave him.
2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(line 24)
do what one has promised
eg.
she is a good girl and can always keep her word.
3. … , and as a result of his careless playing, we lost the game.(line 38)
because of
eg. as a result of his careless study, he failed the maths test.
4. … i cannot help wondering if she wants peter to be his best friend instead of me.(line 53)
cannot take control of oneself and do…
eg. when thinking to the jokes, i can’t help laughing.
5 … i must have sounded very proud of myself after the test.(line 8)
must have done means guessing that something has happened because there seems to be no other possibility.
more sentences in the text:
… hannah must have deliberately told everyone about my mark...(line 21)
how they must have laughed behind my back!
she said that someone must have heard us in the toilets, but i don’t believe her.
eg.it must have snowed yesterday.
Ⅴ. sentences
what does the word mean in different sentences?
1. hannah sensed something was wrong. (line 14)
he doesn’t seem to have any sense of humor.
there is no sense in getting upset about it now.
one day he will come to his senses and see what a fool he has been.
this article does not make sense to me.
2. he kept on saying really mean things to hurt me. (line 44)
watch him. he can be really mean.
don’t be so mean about money.
this word means a kind of meat in english.
i didn’t mean to hurt you.
3. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose. (line 46)
all the audience stood and clapped.
he is too weak to stand.
stand the bedroom against the door.
there is a fruit stand in the street.
Ⅵ.sturctures
1.he said it wasn’t his fault if he couldn’t play as well as me and that i shouldn’t yell at him.
if there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.
eg.
she said (that) she would fly to paris and that she would bring me a present.
2.since the mach, he hasn’t spoken to me even though we sit next to each other in class.
they decided to leave each other even though they loved each other.
3. various forms of a verb
… how i was sure to get a good mark. (line 9)
i was determined to be cheerful. (line 14) to infinitive
i made her promise not to tell anyone. (line 16)---- bare infinitive
i was so upset that i felt like crying. (line 20)
my best friend matthew has stopped talking to me. (line 34)
… as a result of his careless playing, we lost the game. (line 39) v-ing form as a noun
Ⅶ. homework
1. review the useful phrases and important words in this text.
2. review the two sentence structures learnt above.
3. finish parts a1 and a2 on page 90 in workbook.
period four word power
teaching aims:
to enlarge ss’s vocabulary about personality.
to help ss recognize positive and negative adjectives about personality.
to introduce synonyms and antonyms to ss.
teaching procedures:
Ⅰ.lead-in
questions:
1. think of one of your friends and make a description.
2. what kind of person is easy to make friends with?
3. what kind of person is hard to make friends with?
write down the adjectives on the blackboard.
Ⅱ.read the dialogue
ask ss to pair work the dialogue and try to get the meaning of the adjectives.
go through the first table and figure out positive adjectives and negative adjectives to describe personality.
Ⅲ. competition
encourage ss to come up with more adjectives to describe personality.
divide the ss into two groups, the group which comes up with more groups will be the winner.
Ⅳ. synonyms and antonyms
introduce the definition of synonyms and antonyms to the ss.
go through the second table and do some more exercises.
Ⅴ. consolidation
1. figure out the adjectives according to the meaning on the left.
2. finish the exercises on page 7
Ⅵ. game --- describe and guess
one student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. the one who guess it out can have a chance to go to the front.
Ⅶ. have a thinking
have a summary of what we have learnt in this period of class.
ask ss to think about two questions:
do you want to be popular?
do you want to make true friends?
so we should build a positive personality.
Ⅷ. homework
finish the relevant exercises in the unit revision.
period five grammar (1)
teaching aims:
to recognize the basic forms of the to-infinitive and the bare infinitive.
to learn how to use to-infinitives and bare infinitives in different situations.
teaching procedures:
Ⅰ.lead-in
look at some proverbs about friendship and pay attention to the words in red.
1) a faithful friend is hard to find.
2) the only way to have a friend is to be one.
3) it is better to be alone than in bad company.
Ⅱ.functions of to-infinitive
1) subject of a sentence
2) object
3) object complement
4) attribute
5) predicative
6) adverbial
Ⅲ. functions of bare infinitive
1) we use the bare infinitive after:
* let and make and sometimes have
* verbs of perception: feel, hear, see and watch
* would rather, had better and why not
2) when two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.
Ⅵ. consolidation
1. turn to page 9 and complete the letter.
2. retell the letter to your partner using your own language.
Ⅶ. homework
finish c1 on page 100 in workbook and relevant exercises in unit revision
some more exercises are prepared if time permits.
period six grammar (2)
teaching aims:
to recognize the basic form of the verb-ing.
to learn how to use the verb-ing form as a noun in different situations.
teaching procedures:
Ⅰ.lead-in
show ss some proverbs and ask them to pay attention to the words in red.
saying is one thing and doing another.
seeing is believing.
constant dripping wears away a stone.
reading enriches the mind.
Ⅱ.1. functions of verb-ing
1) subject
2) predicative
3) object
4) after possessive pronouns
5) in compound nouns
2. we use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.
3. we can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love
4. some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go on
forget + to-infinitive (an activity that has not been done)
forget + verb-ing form (an action that has been done)
5. some common phrases are used with verb-ing forms.
would you mind …
…cannot help…
…look forward to…
…feel like…
…cannot stand…
…it is no use/ good…
…put off…
…keep on…
Ⅲ. consolidation
complete the letter on page 11
Ⅵ.discussion:
state your opinion on visiting internet chat rooms.
Ⅶ. more exercises
Ⅶ. homework
period seven task (1)
teaching aims:
to practice ss’ listening ability by taking notes.
to practice ss’ oral ability by express agreement and disagreement
teaching procedures:
1. lead-in
1) interview
one or two of our classmates has been abroad in this summer. now you have a chance to interview him/her. write down his/her answers.
give some hint about how to take notes.
2) watch a video about an interview, and try to take notes about the answers.
Ⅱ.skills building1: writing down the answers
think about what questions to ask and write them down in advance.
write brief notes only, not whole sentences.
make meaningful notes.
use contractions and abbreviations whenever possible.
if you don’t hear or understand an answer, ask the other person to repeat it. you can use expressions such as:
could you say that again?
could you repeat that, please?
did you say… or…?
Ⅲ.listen to the tape and answer the questions on page 12.
first read the instruction in the box and try to answer two easy questions
then listen to the tape and answer the questions.
Ⅵ.step1 calling teen talk for advice
read the leaflet about teen talk.then complete the notes.
listen to the tape and finish part b
Ⅶ. discussion
1.interview the classmates and fill in the chart.
2.according to the result of the interview, try to discuss some statements on friendship with classmates.
3.expressions of agreeing or disagreeing.
Ⅶ. homework
review what we have learnt today and write a letter to your friend about what his/her friendship means to you.
keep the ideas on page 17 in mind when you write.
your feelings about friendship
your feelings about best friends
the quantities of a good friend
what makes a good friendship last
period eight task (2)
teaching aims:
to practice ss’ listening ability by listening to others’ composition.
to practice ss’ proofreading ability by checking each other’s composition.
teaching procedures:
1. lead-in
review what we have learnt in skills building 1 and skills building 2
listen to the composition of one student and the others try to find out his mistakes.
Ⅱ.skills building 3 : proofreading
what careless mistakes do we often make in our compositions
facts
grammar
handwriting
punctuation
vocabulary
spelling
style
tip: instruct students of how to make corrections.
Ⅲ.practice
proofread the article on page 16
Ⅵ.further practice
proofread a few sentences and one more piece of writing.
Ⅶ.consolidation
proofread your composition by yourself.
exchange your composition with your deskmate, proofread his/her composition.
Ⅶ. presentation
present the article you have proofread to the class.
Ⅷ. homework
proofread the composition you have written recently.
finish the relevant exercises in unit revision.
period nine project (1)
teaching aims:
to practice ss’ reading ability by reading the article from the school magazine.
to get ss’ know the differences between teenage boys’ and girls’ friendship.
to instruct ss on how to design and conduct a survey.
teaching procedures:
1. lead-in
1. ask ss to finish a questionnaire on friendship.
2. analyze the result of the questionnaire and find out the difference between boys’ and girls’ friendship.
3. what’s your definition of friendship? (ask boys and girls to answer separately)
do you think boys and girls have different attitudes towards friendship?
Ⅱ. reading
read the school magazine article carefully and try to answer the following questions.
what puzzles robert?
what’s the difference between boys and girls in their attitudes towards friendship?
what are boys’ and girls’ friendships each based on?
Ⅲ. language points
1. they’re still sitting on the sofa, absorbed in conversation! (line, 6)
be lost in
2. what in the world do they have to talk about? (line, 6)
on earth, used to emphasize a statement
3. girls who have been asked can usually answer the question without hesitation. (line 18)
without pausing before doing something
4. on the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (line 24)
used when comparing different facts or ideas
在另一方面，从另一方面来说
5. regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (line 28)
without being affected by different situations, problems, etc. 不管，不顾
Ⅵ. assignment of the project
1. planning
form a group of 6
choose your topic
get the topic approved by your teacher
2. preparing
discuss the purpose and design of the survey
clear assignments
design the survey ______
conduct the survey ______
calculate the result ______
write the report ______
present the oral report ______
3. producing
make a questionnaire
give out and collect the questionnaires
record and analyze the statistics
write the report
4. presenting
present your findings to the class in an oral report
answer any questions raised by your classmates
Ⅶ. homework
finish the project
period ten project (2)
teaching aims:
to practice ss’ oral ability by anticipating in the oral report.
to improve ss’ team work spirit by finishing and presenting the project..
to improve ss’ emotional sense of friendship.
teaching procedures:
Ⅰ. lead-in
revision
retell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.
Ⅱ. presentation on how attitudes between boys and girls differ on a certain topic.
Ⅲ. presentation.
Ⅵ. summary
we should cherish our friendship
Ⅶ. homework
b1,b2 on page 91 in workbook
d1,d2on page 93 in workbook
relevant exercises in unit revision
period eleven self-assessment
teaching aims:
to check ss’ understanding of the two letters and the reading strategy of the two letters
to check ss’ master of the adjectives to describe personality.
to consulate ss’ understanding of the infinitives and verb-ings.
teaching procedures:
Ⅰ.revision
ask students to retell the two letters in the reading part. share what he/she has learnt with the others.
Ⅱ. exercises.
1. fill in the blanks with correct words
though he is a popular student, he is not very academic .
i don’t know what to do. actually i am in a dilemma .
after saying sorry to her, i didn’t feel guilty any longer.
he is quite outgoing and has lots of friends.
don’t get upset i was only teasing .
he is so brilliant that he can always think of new ideas.
it is impolite to yell at the old.
i don’t think the young boy run into the old woman deliberately .
i was determined to be cheerful, but hannah sensed something was wrong.
he kept on saying really mean things to hurt me.
i cannot help wondering if he wants peter to be his best friend instead of me.
but i can’t stand seeing out team lose.
when asked they usually hesitate before responding.
girls who have been asked can usually answer the question without hesitation .
friendships between girls are usually based on shared feelings and support
there are some things about amanda and her friends that puzzle robert.
2. write down the synonyms and antonyms.
synonyms
brave---courageous
loyal---faithful
passionate---enthusiastic
smart---clever
diligent---hardworking
antonyms
open-minded---narrow-minded
introvert---extrovert
selfish---selfless
generous---mean
talkative---quite
3. fill in he blanks with correct words, the first letter is given to you.
in china, most people think that the student who can get high marks in exams is a good student. however, will this kind of thought bring benefit to our chinese education? this mark-oriented education system even worrys some educators. they have a different attitude. it is true that a student should be absorbed in his studies. but besides in-class study, he has to develop in an all-round way. sport and after-school activities also play an important role in the development of a student. most teenagers are suffering from the pressure of exams.
in addition, a good adolescent should be honest and kind to others. in other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.
to sum up, a student should be brilliant in his study and have a good personality.
4. 根据中文补全句子。
1) 想找到一个最好的朋友是困难的。
it is difficult to find a best friend.
2) 我每天需要8小时睡眠。
i need to sleep for eight hours every day.
3) 我有一个重要的会议要参加
i have a very important meeting to attend.
4) 他的目的是使我开心起来
his intention was to cheer me up.
5） 爸给我安排了一些游泳课以给我一个惊喜。
my dad arranged some swimming lessons to surprise me.
6） 让我承诺每天写作。
he make me promise to write every day.
7） 最好打扫一下你的房间。
you had better tidy your bedroom.
8） 游泳池里有一只鞋。
there is a shoe in the swimming pool.
9） 我通过每天早上跑步来保健。
i keep fit by running every morning.
10) 我将永远不会忘记我赢得的第一枚金牌。
i will never forget winning my first gold medal.
11）我那样说不是故意想伤害你的。
i didn’t mean to hurt you by saying that.
12) 在中国摇手表示说再见。
in china waving hands means saying goodbye.
5. multiple choices
1.＿＿＿＿＿sunday, the students are at home.
a.being b.to be c.it is d.it being
2.the boy lay on his back, his teeth ＿＿and his glaring eyes ＿＿＿.
a.set； looked b.set； looking
c.setting； looked d.setting； looking
3.all the thing＿＿＿＿，his proposal is of greater value than yours.
a.considered b.considering c.to consider d.consider
4.＿＿＿＿who she was, she said she was mr.johnson’s friend.
a.asking b.asked c.to be asked d.when asking
5.he hurried to the station,＿＿＿the 9：30 train had already left.
a.to find b.found c.only to find d.only finding
6.which do you enjoy ＿＿＿your weekends, fishing or watching tv?
a.spending b.to spend c.being spent d.spend
7.＿＿＿all my letters, i had a drink and went out.
a.finished b.having finished c.finishing d.to finish
8.she had no money ＿＿＿a birthday present for her children.
a.to buy with b.buying c.bought d.with which to buy
9.from the dates＿＿＿on the gold coin, it is conformed that it was made five hundred years ago.
a.marking b.marked c.to be marked d.having been marked
10.＿＿＿＿time and labour, cartoonists generally draw the hands of their characters with only 3 fingers and a thumb.
a.to save b.saved c.saving d.having saved
11.o’neal works hard.he is often seen ＿＿＿heavily before his teammates start.
a.sweated b.to be sweated c.sweating d.being sweated
12.i can hardly imagine peter＿＿＿across the atlantic ocean in 15 days.
a.sail b.to sail c.sailing d.to have sailed
13.such＿＿＿the case, i couldn’t help but ＿＿＿＿＿ him.
a.being； support b.is； to support c.has been； supporting d.be； supported
14.does the way you thought of＿＿＿the water clean make any sense?
a.making b.to make c.how to make d.having made
15.in order not to be disturbed, i spent three hours＿＿in my study.
a.locking b.locked c.to lock d.being locked
16.you will find the word “psychology” ＿＿＿＿under “p” in your dictionary.
a.have listed b.list c.listed d.listing
17.sandy could do nothing but ＿＿＿to his mother that he was wrong.
a.admitting b.admits c.admit d.to admit
18.when i caught him cheating me, i stopped ＿＿things in his shop.
a.buying b.buy c.to buy d.bought
19.a doctor can expect＿＿＿at any hour of the day or night.
a.calling b.to call c.being called d.to be called
20.nearly every great building in beijing was built＿ south.
a.to face b.facing c.to have faced d.being facing
21.with his son＿＿＿, the old man felt unhappy.
a.to be disappointed b.disappointing c.being disappointed d.to disappoint
22.it was＿＿＿＿computer games that cost the boy a lot of time that he ought to have spent on his lessons.
a.to have played b.playing c.played d.having played
23.and there, almost＿＿＿in the big chair, sat her little brother, who never had to be told to keep quiet.
a.having lost b.losing c.to be lost d.lost
24.as i will be away for at least a year, i’d appreciate＿＿＿from you now and then＿＿me how everyone is getting along.
a.hearing； tell b.to hear； tell c.hearing； telling d.to hear； to tell
25.the students are forbidden, unless they have special passes, ＿＿＿ after 11 pm.
a.to stay out b.from staying out c.staying out d.not to stay out
26.i worked so late in the office last night that i hardly had time＿＿＿ the last bus.
a.catching b.to catch c.having caught d.to have caught
27.＿＿to sunlight for too much time will do harm to one’s skin.
a.exposed b.having exposed c.being exposed d.after being exposed
28.mike didn’t start＿＿＿＿the importance of a foreign language till he graduated from school.
a.knowing b.to know c.know d.to have known
29.-- why was a special meeting called?
-- ＿＿＿a new chairman.
a.to elect b.electing c.our electing d.elected
30.-- why did bob weep?
-- he couldn’t bear＿＿＿like that before the whole class.
a.making fun of b.being made fun of c.to be laughed at d.being made fun
31.the students expected there＿＿＿more reviewing classes before the final exams.
a.is b.to be c.being d.have been
32.i don’t mind＿＿＿by bus, but i hate＿＿in queues.
a.traveling； stand b.to travel； to stand
c.traveling； to stand d.traveling； to standing
33.we are looking forward to＿＿＿the film＿＿＿＿at the grand cinema.
a.seeing； to show b.see； shown c.seeing； shown d.see； to show
34.at the shopping-centre,he didn’t know what＿＿and＿＿with an empty bag.
a.to buy； leave b.to be bought； left c.to buy； left d.was to buy； leave
35.the policeman put down the phone, ＿＿＿with a smile on his face.
a.satisfied b.satisfying c.to be satisfied d.having satisfied
36.＿＿＿, your composition is full of mistakes.
a.writing carelessly b.written carelessly
c.having written carelessly
d.being written carelessly
37.she made a candle＿＿＿us light.
a.give b.gave c.to give d.given
38.-- what do you suppose made her worried?
-- ＿＿＿a gold ring.
a.lose b.lost c.losing d.because of losing
39.i know it’s not important, but i can’t help ＿＿about it.
a.to think b.and think c.thinking d.being thought
40.＿＿several times, the young scientist still kept on making his experiments.
a.having been failed b.having failed c.though failed d.because of failure
41.＿＿＿all over the hill and around the lake are wild flowers of different kinds.
a.to grow b.growing c.grown d.grow
42.--who are you going to have＿＿this letter for you?
-- my secretary.
a.type b.typed c.been typed d.been typing
43.the food＿＿＿at the moment is for the dinner party.
a.cooked b.to be cooked c.is being cooked d.being cooked
44.a kind old gentleman offered＿＿＿my bags to the taxi stand.
a.his help carried b.carrying c.me to carry d.to help me to carry
45.you can hardly imagine the difficulty the woman had＿＿＿her children.
a.brought up b.to bring up c.bringing up d.to have brought up
46.he was＿＿＿today, but was asked to stay for＿＿＿week.
a.to have returned； another b.returning； one more
c.returned； another d.to return； other
47.-- where should i send my form?
-- the personnel office is the place＿＿＿.
a.for sending it b.to send it to c.to send d.to send it
48.i could feel the wind＿＿on my face from an open window.
a.to blow b.blowing c.to be blowing d.blown
49.-- lucy, why didn’t you come last sunday?
-- i＿＿＿, but my father was in hospital.
a.would b.had c.was going to d.did
50.--what terrible weather! i simply can’t get the car＿＿＿.
- - why not try＿＿＿＿the engine with some hot water?
a.starting； filling b.start； filling c.started; to fill d.to start; fill
参考答案及简析
1.d。本题考查独立主格结构,因为前后主语不一致,所以前面分词的逻辑主语不可以省略。it being sunday相当于as it is sunday。
2.b。独立主格结构在句中作伴随状语, teeth 与set两个词之间含有逻辑上的被动关系,所以用过去分词；look这一动作是eyes所发出,所以用looking。
3.a。独立主格结构在句中作状语,因为things与consider之间含有被动关系,所以用过去分词。
4.b。分词短语作状语,因为ask与句子的主语（she）之间有被动关系,所以用过去分词。5.c。本题考查“（only）＋不定式”与“-ing形式”作结果状语的区别。“only＋不定式”表示该结果在主语的预料之外；接“-ing”形式表示由主句所产生的逻辑上的结果。
6.b。本题考查不定式作目的状语,本题极易误选a。其实 enjoy的宾语为fishing or watching tv。
7.b。因finish这一动作发生在i had a drink and went out之前,所以必须用现在分词的完成式。
8.d。介词＋关系代词＋不定式的结构可以在句中用作定语，其作用相当于一个定语从句。9.b。本题考查非谓语动词作定语。不定式作定语时,表示将来的动作；现在分词作定语,表示主动、进行；过去分词作定语,表示被动、完成。因为dates是被标在gold coin上,所以用过去分词表示被动。
10.a。不定式作目的状语。
11.c。分词在句中作主语补足语。因sweat这一动作是he所发出,所以为主动。
12.c。peter为逻辑主语，与sailing构成复合结构，作imagine的宾语。
13.a。can’t help but为固定短语, but后面接不带to的不定式；such being the case为独立主格结构，the case为逻辑主语。
14.b。
15.b。lock与其逻辑主语应含有动宾关系,即 “被锁在书房里”。
16.c。单词psychology被列在 “p”之下,有被动关系。
17.c。but表示 “除了”,为介词,当其前面有动词do的各种形式时,but后接不带to的不定式。18.a。当stop后面接不定式时,表示“停下来去做某事”；如果接-ing形式,则表示“停止正在做的事”。
19.d。expect后面接不定式。由题意可知,doctor与call之间是被动关系。
20.b。现在分词在句中表示状态。
21.b。with复合结构在句中作状语,表示原因,意为“由于儿子很是令人失望。”
22.b。本题为强调句型，被强调的部分是句子的主语，所以采用-ing形式。
23.d。be lost in是固定短语，意为“陷入……之中”。变为分词短语作状语时，仍用过去分词lost。
24.c。appreciate后直接接-ing形式作宾语。
25.a。本题考查forbid 的用法。当forbid用作被动形式时,构成be forbidden to do结构。
26.b。
27.c。由题意“暴露在阳光下太久,会伤害人的皮肤”可知应采用-ing形式的被动式作主语。28.b。start后可以接-ing形式或to do,但如果start后面的动词表示心理活动的词时,必须用不定式。
29.a。回答why引导的问句，一般用不定式；回答what问句，一般用-ing形式。
30.b。bear意为“容忍”, 后面接-ing形式；make fun of与其逻辑主语有被动关系,所以用being done形式。
31.b。expected there to be的形式相当于expected there would be...。
32.c。mind意为“介意”, 后面接-ing形式； hate后可以接-ing形式或to do两种形式。33.c。look forward to（to为介词）后面接-ing形式；film与show之间含有被动关系,所以用过去分词作定语。
34.c。“特殊疑问词＋不定式”结构在句中作宾语；left与didn’t know并列。
35.a。be satisfied with“对……满意”,即satisfy与with紧紧相连时,必须用其过去分词。
36.b。write所表示的动作与其逻辑主语有被动关系。being written为现在分词进行时的被动,表示该动作正在进行,与题意不符,所以选b。
37.c。不定式作目的状语, 意为“她制了一些蜡烛用来照明”。
38.c。参见注29。
39.c。can’t help表示“忍不住”后面接-ing形式；表示“不能帮助”时,后面接不定式。40.b。fail这一动作发生在主句谓语动词之前,所以用现在分词的完成时,并且为主动概念。41.b。all over the hill and around the lake为地点状语提前。wild flowers是长在“山上及湖的周围”的。
42.a。who为have的宾语。
43.d。根据句子意思可知该动作正在进行,所以用being done形式。
44.d。本题考查offer与help的用法, 即offer to do sth.与help sb.(to) do sth。45.c。本题考查have difficulty(in) doing sth.这一结构。本句中 the woman had为定语从句,修饰difficulty。
46.a。be to＋have done结构,表示本应该做某事,但事实上却没有做。
47.b。本题考查不定式作定语的用法。根据send的用法，send sth.to some place，故选择答案b。
48.b。blow这一动作是wind发出的,所以为主动,因此选择blowing。
49.c。该题考查了动词不定式的省略现象。由题意可知是表示过去的一种打算或计划，在“was going to”后省略了前面的内容或动作，故应选c。
50.a。get the car starting意为“使汽车发动起来”；try doing 意为“试着做某事”。
Ⅲ. homework
review what we have learnt in this unit.
高二牛津版（5）unit one getting along with others
高考链接：
1. i must have sounded very proud of myself after the test, saying loudly how easy it was and how i was sure to get a good mark.（p2,line8）
[考点] must + have done( p.p) 意思是：一定已经做了某事，表示对过去发生的事情的肯定猜测。
[考例] ----the woman biologist stayed in africa studying wild animals for 13 years before she returned. （nmet 05， 江苏）
-----oh, dear! she ______ a lot of difficulties!
a. may go through b. might go through
c. ought to have gone through d. must have gone through
[点拨] 根据题干中“studying wild animals for 13 years”可判断出一定遇到了许多困难。故选d。
2. we went to wash our hands in the girls’ toilets before lunch and i admitted how badly i had done…( p2, line 16)
[考点] admit 表示承认,接纳。常用以下搭配：admit sb. into/ to sth. /admit doing sth./.
that- clause
[考例] they were clearly long-standing customers, and i suppose they must have stayed faithful to him because he had promised to sell good quality fruit. he had a way with them----i had to ____that. （nmet 05，江西完型填空第44空）
a. admit b. expect c. announce d. promise
[点拨] 根据上下文，表示“我不得不承认那点-------他有…”故选a。
3. he seemed absent-minded and as a result of his careless playing, we lost the game.( p3 ,line38)
[考点] as a result of 表示由于,后常接名词代词，或动名词及其名词从句，而as a result 表示结果，后常接表示结果的句子。
[考例] my friend martin was very sick with a strange fever; _____, he could neither eat nor sleep.(nmet 05, 江西)
a. as a result b. after all
c. any way d. otherwise
[点拨]after all 毕竟， any way 无论如何， otherwise否则。上句说“马丁患了奇怪的发烧，病得很厉害。”下句说“他不能吃也不能睡。”一词连接词应意为“结果”。故选a。
4. i feel really guilty because i said some really cruel things too, but i can’t stand seeing our team lose.( p3, line 46)
[考点] stand vt.承受；经受；承担，常用以下搭配can't stand sth /doing sth 例如：
he wants to marry me but i can't stand the sight of him. 他要娶我，但我一见他就受不了。
i can’t stand being treated like this.我受不了别人这样对我。
[考例]modern plastics can ____ very high and very low temperatures. ( nmet 05, 山东)
a. stand b. hold c. carry d. support
[点拨] hold 持有，拥有，carry携带，传送，support 支撑，支援，而stand 的意思是“经受”。本句意思是：现代的塑料可以经受非常高和低得温度。
5. each player should play to their strengths. (p5, line 22) （nmet 05，天津）
[考点] strength 名词，表示力量， 力气， 实力。
[考例] bill was doing a lot of physical exercise to build up his________.
a. ability b. force c. strength d. mind
[点拨]这儿考名词的搭配。ability 能力，force 武力，势力， mind 头脑，智力。build up one’s strength 表示“使自己强壮”，故选c。
6. don’t let a small disagreement ruin your friendship. do not delay. （p5, line27）
[考点] delay及物动词表示“耽搁， 拖延， 推迟”。可以用于被动语态。
[考例]john was late for the business meeting because his flight had been ____ by a heavy storm. ( nmet 04, 辽宁)
a. kept b. stopped c. slowed d. delayed
[点拨]这儿考动词delay的用法。 题干中be late for 意思是迟到，因此根据句意， 航班应该是受到“耽搁， 延误”， 故选d。
7. i have a very important meeting to attend. ( p8, line14)
[考点] 不定式做后置定语的用法。 通常我们有些特殊的句式。例如 have something to do。
[考例] the professor could hardly find sufficient grounds _____ his arguments in favor of the new theory.(.6)
a. to be based on b. to base on c. which to base on d. on which to base
[点拨] 该句是不定式坐后置定语的一种用法。意思是：这位教授难以找到能够有利于新理论的充足理由来支持他的观点。故选d.
8. we had nothing to do but watch tv. (p8, line 39)
[考点] 非谓语的一种用法。 but其后要接带to不定式，但有三个结构例外。 do nothing but， can't but， can not help (choose) but， 它们后面要接不带to的不定式。
[考例] there was nothing they could do______.
a. but wait b. except waiting
c. only to wait d. unless they waited
[点拨] do nothing but do sth. , nothing前有do，后面的to要省略,故选a。
9. i’m glad i persuaded you to talk to rachel. (p9, line 7)
[考点] persuade 是及物动词，表示说服，劝说，可用于被动语态。通常用以下搭配 persuade sb. to do sth/ into doing sth.
[考例]the number of deaths from heart disease will be reduced greatly if people ____ to eat more fruit and vegetables. ( nmet 04, 上海)
a. persuade b. will persuade c. be persuaded d. are persuaded
[点拨] 根据句意应该用被动语态，排出a、b两项。而且用if 引导的条件从句中用“一般现在时”表示将来的概念。故选d。
10. i’ve met some nice people here in london and i think we might become close friends.（p9,line10）
[考点] 情态动词might表示说话者对所说的事情不太肯定的推测，通常表示“不确定，拿不准”。
[考例] ---- excuse me. is this the right way to the summer palace? ( nmet 04, 湖北)
-----sorry, i am not sure. but it____.
a. might b. will c. must d. can
[点拨]can 通常表示肯定推测，查功能用于疑问句或否定句中。本题由下句“i am not sure.”推知，发话人对此事拿不准。故选a。
11. these things can make you feel anxious. （p12，line20）
[考点] anxious做形容词使用，表示“焦急的，焦虑的，渴望的”。
[考例] my mother always gets a bit ___if we don’t arrive when we say we will. ( nmet 05, 浙江) a. anxious b. ashamed c weak d. patient
[点拨] ashamed 羞耻的， weak虚弱的，无力的， patient耐心的，忍耐的
anxious表示担忧的。根据所提供的情景，“if we don’t arrive when we say we will” 可以判断出 由于说将要回来，但没有回来，所以母亲会感到担忧。故选a。
12. do you feel sad and lonely? do you have no one to talk to? don’t suffer in silence.
（p13，line6）
[考点]suffer既可用作及物动词，表示遭受，经历，忍受。又可用作步及物动词，表示受痛苦，受损害。
[考例] _____ such heavy pollution already, it may now be too late to clean up the river.
(nmet 01)
a. having suffered b. suffering c. to suffer d. suffered
[点拨] 由already 一词可知， 要用现代分词的完成式。全句意思是：由于已经受到如此严重的污染， 现在清理河道可能太晚了。故选a。
13. we will listen to your problems and offer you practical advice. (p13, line8)
[考点] 形容词practical表示实用的，实际的。
[考例] when we plan our vacation, mother often offers ____suggestions. ( nmet 04, iii)
a. careful b. practical c. effective d. acceptable
[点拨] 据句意应为“提供实用的建议“，而careful仔细的， effective有效的，acceptable可以接受的”。故选b。
14. our lines can get very busy but please keep trying and you will eventually
get through.( p13, line12)
[考点]get through 表示电话等接通，常用于动词搭配使用。
[考例]i couldn’t ____. the line was busy. (nmet 05 , 浙江)
a. go by b. go around c. get in d. get through
[点拨] go by 依照， go round 四处走动， get in 收获， 而get through 指打通电话。根据所提供的情景“the line was busy.”可以判断出“i”一直没有打通电话。故选d。
15. i agree with you on/ that…..(p14,line 4)
[考点] 日常交际用语中考点之一，表态性用语，表示同意。或者用否定用法，不同意。
[考例]----go for a picnic this weekend, ok?
---- ______. i love getting close to nature. ( nmet 04, 福建)
a. i couldn’t agree more b.i afraid not.
c. i believe not d. i don’t think so.
[点拨] 此题考查交际用语，根据下文的回答可知，回答的人非常同意第一个提议的人的建议。其他选项部各题意。
i couldn’t agree more 表示“我非常同意。”故选a。
unit 1
Ⅰ.单词拼写
1. he a_______ to his teacher for not having finished his homework.
2. when asked what he wanted to be, he answered without h_____.
3. his mother said that if he couldn’t pass the exam, she would sell the computer as p______.
4. he was too s_______ to admit that he was wrong and refused to say sorry to his girl friend.
5. you have put me in a very a_______position and now i don’t know how to deal with the matter.
6. she said she was sorry, but her eyes b______ her secret delight.
7. tobby is always looking forward to being f______ by his parents after he does something wrong.
8. peter is popular with his classmates for we always find him w_____ to help others.
9. we are much c______ about the present situation and hope that the government will take effective measures to preserve the environment.
10.you are already grown-ups; you are required to take r_______ for what you do.
11．in order to avoid the p______________ for the wrong that he had done, he went to a european country in 1981.
12．he was too s_______________ to admit that he was wrong and refused to say sorry to his girl friend.
13．i am sorry that i was a____________ just now and didn’t quite catch what you said.
14. although the b________ scientist has made his mark in the field of physics, he is sometimes
absent-minded in his daily life.
15. she _______( 发誓) that she hadn’t told anyone , but her friend still didn’t forgive her.
16. people are trying to make the once ____________ (污染) river clean again.
17. nearly all children are c about new fantastic things.
18.he always b her by telling the same story.
19．the curtain m the wall well .do you like the color ?
20．in the a of the teacher , fang lan will be in charge .
21.what do you think i should do to (解决) this problem?
22.many （志愿者）are needed to help in beijing olympic games.
23. i wrote a letter to the manager of that company and wanted to a___________ for the job.
24. he gets along well with his classmates because he is an______________（外向的）boy.
25. ordinary people could ___________(假装) to be rich and important.
26. many crimes went ___________________(未受惩罚的).
27. at school she founded a close f___________ with several other girls.
28. i don’t d_______ he’ll come. i’m sure he will come.
29. your invention is ingenious, but not p__________.
30. the woman shows a very passive a__________ towards her work.
31. they p___________ about what to do next.
32. it’s ___________(荒唐) of you to suggest such a thing.
33. she ____________(答复) to my letter with a phone call.
34. everyone should be ____________(忠诚) to their friends.
35. a m__________ person is someone who has moods that change quickly.
36. she is so t________ that she doesn’t dare to speak in public.
对话填空。
a: can you tell me something about the earth summit?
b: yes. it’s a meeting held by the un to discuss e (37) issues. a: when and where was the l (38 ) earth summit held?
b: in johnnesburg in .
a: what main subject of the summit was r (39)?
b: sustainable and s (40) development.
a: what did e (41) from all over the world discuss in johnnesburg?
b: they discussed the three biggest e (42)or killers in the world: polluted drinking water, poor sanitation（公共卫生设施）and air p (43)
a: what else did many speakers speak about at the meeting?
b: they also showed great c (44) about poverty, war and violence.
a: why are conferences like the earth summit of i (45)?
b: because they help us understand that there exist serious s (46) the earth faces and that only by changing the way we live can we save the earth.
answers :
1. apologized 2. hesitation 3. punishment 4. stubborn 5. awkward
6. betrayed 7. forgiven 8. willing 9. concerned 10. responsibility
11. punishment 12. stubborn 13. absent-minded 14. brilliant 15. swore
16. polluted 17.curious 18.bores 19．matches 20．absence
21. solve 22. volunteers 23. apply 24. outgoing 25.pretend
26.unpunished 27. friendship 28. doubt 29 . practical 30. attitude
31.puzzled 32. absurd 33. replied 34. loyal 35. moody 36.timid
37. environmental 38. latest 39. raised 40. stable 41. experts /environmentalists 42. enemies 43. pollution 44. concern 45. importance 46. situations
unit 2 the environment
reading: the economy or the environment----must we choose?
reading 1
the general idea of this period
the main purpose of this lesson is to make ss fully understand the text and master the reading strategy.
teaching aims:
check and enhance students’ reading abilities.
2.train students to gain an overall understanding of the article and learn to read a debate.
teaching important points:
1.how to make the students fully understand the text.
2.how to get students to read a debate.
teaching aids: multimedia and a blackboard
procedures for teaching:
step 1 lead-in
1.ask students the title of the text and ask students which one to choose: the economy or the environment.
step 2 comprehension of the text
ask ss to skim the article and answer the following questions.
who are the three speakers?
what side does mr lin shuiqing and mr qian liwei each represent?
by how many times has the world’s population increased since 1800?
according to mr qian liwei,what should be done to factories that pollute the environment?ask ss to read lin shuiqing’s debate and answer the following questions.
what society does lin shuiqing belong to?
what does lin shuiqing start his speech by talking about?
what is happening to large amounts of fish?what does lin shuiqing think we should teach people about?
ask ss to read qian liwei’s debate and answer the following questions.
why does qian liwei think production should not be cut back?
what does qian liwei say we should produce more of?
what does qian liwei say we need more of?
what does qian liwei say many people are willing to do?
ask students to fill in a table on the screen according to the text.
ask students how to read a debate by asking them to answer the following questions.
what is the order of a debate?
what is the order of the debate?
what is important in a debate?
what should we pay attention to when we read or listen to a debate?
ste3 role play
three groups represent lin shuiqing and the other three groups represent qian liwei.each of you speaks one or two points.you can make some changes to the debate and add your opinions to the debate.
step 4 homework
1.read the text.
2. preview the language points in the debate.
period 2 reading 2: language focus
the general idea of this period
the main purpose of this lesson is to make ss better understand the text and master some important language points.
teaching aims:
review the reading by filling in the form with the words in the reading..2.get the students to grasp the usage of some important words and expressions.
3.get the students to practice mastering the language points.
teaching important points:
1.how to make the students have a better comprehension of the text.
2.how to help the students be familiar with the language points.
how to help ss apply these points into practice.
teaching aids: multimedia and a blackboard
procedures for teaching:
step one revision and lead-in
do the blank-filling .
step two language points
ask the students to read the debate and find the right words or phrases according to the meanings.
1.tell,express
2.something that cannot be used any more and is thrown away
3.terrible ,shocking
4.besides
5.destroy completely6.(birds,insects,fish,etc)produce eggs from their bodies
7.come near to,get close to
8.make less,reduce
9.be helpful,useful,favourable to
10.be involved in or be affected by11.a constant,steady economy
12.speak freely
explain important language points to ss .
1.in addition, many sea creatures are being wiped out by fishing boats.(line16)
2.these boats catch large numbers of fish without giving them time to lay eggs.(line16)
3.the world’s population has grown to more than six times what it was in 1800.(line20)
4.my suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)
5.mr lin suggested we should cut back on the amount of things we produce in order to save the environment.
6.the amount of rubbish we produce is turning into a big problem; we need to think more about recycling.
7.but i do agree that recycling may be the key to helping both sides.(line45)8.it is obvious that you are very concerned about the present situation of our environment.(line29)
step three practice for consolidation
ask students to fill in the blanks with the following words or phrases.
step four homework
1.finish a1 and a2 on page 90.
2. read the text.
module 5 unit 2 the environment
word power
teaching aims 1. enlarge ss’ vocabulary related to the environment.
2. help ss use the words about the environment as possible.
teaching important points how to learn the new words effectively.
2. how to use the new words freely.
teaching difficult points
1. how to make ss describe environmental problem briefly.
how to solve the environmental problems rapidly.
teaching methods
1.students-centered. (discussion to make every student work in class.)
2.teacher & students’ interaction. (talking to improve the students’ speaking ability.)
3.multimedia way. ( practice to get the students to master what they’ve learnt.)
teaching aids the multimedia.
2. the blackboard.
teaching procedures:
step 1 lead-in
tell ss that they will go traveling in shangri la. what would they like to do?
let ss make a discussion.
questions:
what are we interested in?
what type of hotel will we stay in?
what kind of energy does the hotel ecoville use?
how does the hotel wash the sheets?
what other characteristics does the environmentally hotel have? 3. ask several ss to report their idea to the class.
step2 vocabulary learning
read this brochure about a new, environmentally friendly hotel which is opening. (help ss to learn the new words.)
doing exercise.(help ss to consolidate them.)
ask ss to label the pictures in part b and try to describe them in a few simple words if possible. (help ss improve their speaking abilities)
step 3 vocabulary extension
ask ss to focus on part c on page 27. (help ss strengthen understand the new words. )
ask ss several questions. (check ss’ understanding of the passage. )
who thought of the idea to build in environmentally friendly hotel?
where did he get his inspiration (idea) ?
what are the differences between ecoville and other hotels?
ask ss to work in groups & have a competition on words that include the prefix ‘eco-’. use dictionary if necessary.
ask ss to first complete the note in part a on page 104 in wb, and then to complete the article in part c on the same age.
step 4 homework
1. try to write an article on some environmental pollution and how to solve the problems.
2. write a guide on how to be an ecotourist.
task:
ge weimei, no. 66 high school , nanjing
teaching plan:
teaching aim and demands : 1 help the students to listen and draw conclusions
2 train the students’ listening
3 help the students to read for information
4 help the students to read a scientific article
5 help the students to present your point of view
6 design a poster
teaching procedures
sep1 skills building 1 :
in this part , students will learn how to draw conclusions from listening to something .explain to students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .
1 ask the students to read the guidelines and the dialogues in skills building on page 32 , ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.
2 ask students to read the instructions in part a . then play the recording once and ask students to draw a conclusion about what kind of natural disaster occurred in each situation . ask them why they have drawn this conclusion . then play the recording once more and check the answers as a class .
3 tell the students to listen to the tape and complete part b . ask them to choose which of the conclusions are logical and to state their reasons .
step 1 : listening to a lecture
1. ask students to listen to the tape
2. encourage the students to fully participate in the situation and express their opinions freely .
3. play the tape once .
4. ask several students to read one answer each .
5. ask students to finish part b . ask them to consider what conclusions can be drawn from the statements .
skills building 2 :reading for information
1 ask students to read the guidelines on page 34 .
2 organize students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in part a .
ask students to read the newspaper article in part b and answer the four questions listed below it .
step 2 : reading a scientific article
1 help students to review what they have learnt about desertification in step 1 on page 33 . encourage them to list the things they know about desertification.
2 ask students to read the scientific article about desertification . make sure that they understand the article .
3 organize students into groups of four and tell them to study the scientific article together.
4 ask students to list their solutions on page 35.
skills building 3 : presenting your point of view
1 ask students to read the guidelines in this part . make sure that they understand each point.
2 ask students to read the instructions for pat a on page 36 and help them give explanation for their decisions. ask several groups to explain their decisions to the class.
step 3 : designing a poster
1 organize students into small groups , and ask them to read the viewpoints from some experts on desertification in part a on page 37 . they need to discuss which viewpoint they agree with and which one they will focus on.
2. ask different groups to consider the questions in part b and ask them to present their answers to the class.
3. tell students that a good poster includes good content and a good layout . ask students to read the instructions on part c on page 37 .
4. ask each group to create their own poster . remind them to refer back to step1 and 2 .
homework: ask students to read the article in part a on page 105 in workbook. then let them do part b on the same page .
-9-12
module 5 unit 2 the environment
project
teaching aims 1.help ss learn and use english by doing a project.
2. encourage ss to use they have learnt to complete a project.
teaching important points help ss how to plan and do research for the report.
teaching difficult points
help ss how to cooperate each part of work together.
teaching methods
1.students-centered.
2.teacher & students’ interaction.
3.multimedia way.
teaching aids 1. the multimedia.
2. the blackboard.
teaching procedures:
step 1 lead-in
show some pictures of the yangtze river and tell ss the purpose of the class.
step 2 learning the text
1) divide ss into groups and ask them to read their assigned paragraph and report the main idea of the if to the class.
p1 the environmental problems of the yangtze river have raised concern.
p2 many people have recognized the importance of protecting the yangtze river and many environmental organizations and projects have been set up.
p3 two special government projects are under way to protect the river. one is the water and soil preservation project.
p4 the second project is a nature reserve for white-flag dolphins.
p5 the environmental situation of the yangtze river is improving.
2) encourage ss in other groups to raise as many questions as possible.
3) ask ss to read the report carefully and answer the questions.
4) ask ss to form into groups and discuss the following questions.
a.why have the environmental problems of the yangtze river raised concern both nationally and internationally?
b.what does the green river organization do?
c.what problems do the two government projects focus on?
d.what did farmers have to do under the water and soil preservation project?
e. what does the second project concern?
extension questions:
f. do you think the environmental situation of the yangtze river is getting better? why?
g. what else can we do to protect the yangtze river?
5) ask ss to read the article again and analyse the structure of it.
6) ask ss to do close test.
7) have ss do part b1 & b2, d1 & d2.
step 3 writing a report
planning
● work in small groups. discuss what you read on the previous page, briefly discuss the questions below and then decide on a topic for your report. have it approved by your teacher.
what do you think are the biggest environmental problems in china?
the topic for your report will be ___________________________.
● discuss the tasks listed below and decide which group members will be responsible for each task. write the names beside the work each member is going to do. (remember, two or three people can work on the same task!)
research __________________________________________________
write the outline ____________________________________________
write the report ____________________________________________
preparing
● members responsible for doing research need to find information from various sources on the topic you have chosen. the group should discuss the information found, and decide what to increase include in the report and what to leave out.
● those responsible for writing the outline should organize the information the group has decided to use and write an outline for the report using that information. the outline should be approved by the whole group.
producing
● group members who are writing the report will have to write it based on the outline.
● all group members should edit the report before it is passed on to another group for editing. your group will be editing another group’s report at the same time.
● while editing, you should read the report closely and look for the following:
sentence structure organization punctuation
vocabulary grammar spelling
● during the editing stage, correct any mistakes you find and offer suggestions to the group on how they can improve their report. ask for comments on your report as well.
presenting
● the report should be written and checked once more for mistakes.
● present your report to the class.
● put your rep
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