第1篇：高考复习--人教高二Unit1--unit3(人教版高二英语上册教案教学设计)
1 undertake vt.-took, -taken, -taking
担任（职务）；着手（工作）保证; 从事,
断言(that)
（常与to+ inf连用）答应；同意
I undertook to teach the children English.我答应教孩子们英语。
undertake a post担任一个职位
undertake experiment and calculations从事实验和计算
The lawyer undertook the case without a fee.这律师免费承办那个案件。
I can't undertake that you will make a profit.我不能担保你会获利。
He undertook to be here at five.他答应五点钟到这里来。
Undertaker n.承担人, 承办人; 企业家
2 curious adj.好奇的；有求知欲的
It is good to be curious about the world around you.对你周围的世界感到新奇是件好事。
be curious about sth.对(某事物)感到好奇
be curious to (do)很想(做); 渴望(做)
(be) curious to say说来稀奇
3 debate vt., vi.debated, debating讨论，争论
The government is debating the education laws.政府正在就教育法进行辩论。
考虑；思考
He was debating whether to go for a walk or to visit a friend.他在考虑去散步或者去访友。
n.讨论，辩论； 讨论会，辩论会
a debate about the punishment for criminals关于如何惩治罪犯的争论
Who open the debate?谁先发言？
beyond debate无疑义, 无可争辩
debate upon讨论(问题)
open the debate在辩论时首先发言
argue debate都含“辩论”的意思。
argue 着重“说理”、“论证”和“企图说服”, 如:
I argued with her for a long time, but she refused to listen to reason.
我和她辩论了好久, 但她还是不听。
debate 着重“双方各述己见”, 内含“交锋”的意思, 如:
We have been debating about the issue.我们一直在就这个问题进行辩论。
4 seek vt., vi.sought, seeking
（常与for, after连用）搜寻，寻找，寻觅
seek fame求名
seek help求助
We sought an answer to the question, but couldn't find one.
我们寻求这个问题的答案，可是没能找到。
After seeking out the rude assistant she asked for the same dress.
“她认出那个粗鲁无礼的售货员之后,要他拿那同一件衣服看看。”
请 求，要求
I will seek my doctor's advice.我将请教医生的意见。
尝试；试图；企图
He sought to make peace.他企图讲和。
seek after [for]寻求, 探索; 追求; 寻找
seek out找出, 搜出; 挑出
seek through找遍
5 observe：可用作动词（vi.＆vt.），主要义项有：观察；监视；认识；注意到；遵守；庆祝；说；评论。作及物动词时，主要搭配形式为：（1）+名词；
Eg. An astronomer observes the stars. 天文学家观察星辰。
（2）+从句；Eg. Please observe how I do this. 请注意看我是怎么做的。
（3）+不定式、分词的复合宾语。
Eg. I observed him enter the bank.我看到他进入了那家银行。
（被动式要用不定式：He was observed to enter the bank.）
I observed a stranger entering the house.我看到一个陌生人进入该屋。
注意：observe后跟不带to的不定式作宾补，但把此结构变为被动语态时要跟带to的不定式。
6 patient n.病人, 患者 adj.忍耐的, 耐心的
I know your leg hurts, just be patient until the doctor arrives.
我知道你的腿伤了，耐心点等医生来。
The doctor visited his patients in hospital.医生在医院里看视他的病人。
be patient with sb.对某人有耐心
patient of容忍; 忍耐
7 work on对...起作用, 对...有影响;使人信服, 说服;从事于, 致力于
work at从事, 致力于, 钻研
work off除去；解除to work off one's debt靠工作还清债务
work out作出, 设计出, 制作出;算出, 得出...答案to work out a sum算出总数
带来好结果；有预期的结果Things will work themselves out.事情会有好结果的。
运动；锻炼to work out daily with sparring partner每天和拳击陪练员练习
8 engage vt., vi.雇；聘; (预)定(房间、座位等)
engage a new secretary聘请新秘书
This seat is engaged.此座已定出。
We engage him as technical adviser.我们聘请他担任技术顾问。
[常用被动语态]从事, 着手, 忙于(in)
约束; 约定; 使订婚, 与…订婚(to)
be engaged in正做着, 正忙着
be engaged to同...订婚
9 difference n.不同；差别；差异
Young people must be taught to learn the difference between good and evil.
必须教导年青人学会区分善与恶。
There are many differences between living in a big city and living in the country.
生活在大城市与生活在乡村有许多不同之处。
make a difference有很大差别, 有很大 不同;有很大的关系[影响]
make a great difference有很大差别, 有很大 不同;有很大的关系[影响]
make a great deal of difference有很大差别, 有很大 不同;有很大的关系[影响]
make a difference between区别对待
make some difference to对...有些关系
make no difference to对...没有关系
make all the difference关系重大, 大不相同
10 rather adv.[常与would或had连用]宁愿, 宁可
稍微; 相当；
[可与or连用]更确切, 更恰当; 更接近
相反地, 倒不如说 ... 更... ；
[口] 当然, 确实如此
[与连词 than 配合使用]与其...不如...; 宁可... 也不...
rather too稍微...一点（rather还可和比较级与too连用，但fairly不可）
Which would you rather have, tea or coffee?你喜欢喝茶; 还是咖啡?
He was rather tired.他有些疲倦了。
He went home very late last night, or rather, in the early hours this morning.
他是昨天深夜回家的, 或者更确切地说, 是今天凌晨。
Do you know her ? R-.你认识她吗? 当然。
She was no better, but rather grew worse.她的病情不但没好转, 反而恶化了。
He resigned rather than take part in such a dishonest transaction .
他宁愿辞职也不愿意参加这样一种欺骗的交易。
Unit two
1 face to face（常与with连用）面对面地
“They've often talked to each other on the telephone, but they've never met each other face to face.”“他们常常互相通电话,但从来没有见过面。”
in the face of不顾；面对，在…前面
in sb.'s face正对着某人; 当着某人的面
He succeeded in the face of great difficulties.尽管有巨大的困难，但他成功了。
We are powerless in the face of such forces.面对这样的势力，我们无能为力。
on the face of it从表面上来看
On the face of it, the document seemed genuine.从表面看，这文件像是真的
v朝, 临, 面向;面对; 应付
face up to大胆面向：
be faced with…;面对
She must face upto the fact that she is no longer young.她必须正视她已不再年轻这一事实。
face a fact面对事实
The window faces the sea.窗户对着海。
2 inform v.(～ of/about) 通知, 告诉, 获悉, 告知
The headmistress informed us that the school would be closed for one day next week.
女校长告诉我们下星期学校将停一天课。
The sales manager asked his men to inform him of everything concerning the sales in time.
销售部经理让他手下的人把关于销售量的情况及时报告他。
Inform vi.告发, 告密(against, on)
be well informed about sth.
精通某事; 对某事消息灵通
be informed of听说; 接到...的通知
keep ... informed随时向...报告情况
inform against sb.告发某人, 检举某人
3 relate vt., vi.讲；叙述
I related my adventure to my family.我向家人讲述了我的奇遇。
To him we related our troubles, asking his advice.我们向他讲述了我们的困难,请他指导。
（常与to, with连用）把…联系起来
I can't relate what he does with [to]what he says.我没法把他做的和说的联系起来。
They are related to each other.他们彼此之间有亲戚关系。
vi.有关,涉及[(+to)]I don't know to what this relates.我不知道这与什么有关。
符合[(+with)]Your statement does not relate well with the facts.
你的说法与事实不太符合。
相处[(+to)]She doesn't relate well to her peers.她和同辈处不来。
She doesn't relate well to her mother.她与她母亲相处不很和睦。
4 addict t.使沉溺; 嗜好;...成瘾, 热中于
addict oneself to沉溺于, 醉心于
be addicted to嗜好, 热中
5 tolerate vt.容忍; 忍受; 容许; 默许; 有耐药性[力]
I can't tolerate your bad manners any longer.我再也不能容忍你无礼的行为。
He can't tolerate penicilin.他对盘尼西林无耐药力。
6 concern vt.关于；对…有关系;影响；关系
This concerns us deeply.这事对我们关系极大。
担心；担忧；挂念We're rather concerned about father's health.我们相当担心父亲的健康。
（常与with, about, in连用）关心；关照to concern oneself with public work关心公众事务
We're rather concerned about father's health.我们相当担心父亲的健康。
n.(利害)关系, 关心, 关注, 关注, 所关心的是
as concerns关于
as far as... be concerned关于； 至于； 就...而言
be concerned about关心
be concerned over sth.为某事忧虑
be concerned at sth.为某事忧虑
be concerned in sth.和某事有牵连
be concerned with牵涉到， 与...有关， 参与
feel concern about忧虑， 挂念
give oneself no concern (about)不关切， 对...冷淡
have a concern in和...有利害关系
have no concern with和...毫无关系
of much concern很重要， 很有关系
of no concern无关紧要， 没有意义
with concern关切地
7 bore vt.令人厌烦
I'm bored with this job.我对这件工作厌烦了。
bear with容忍；忍耐
We have to bear with his bad temper because he is a bit frustrated these days.
我们不得不容忍他的坏脾气因为这些日子他有点灰心丧气。
8 go up 上升；上涨；爆炸；焚毁； 攀登
Eg. The temperature is going up.温度上升。
go up in flames 燃烧起来；毁于大火
She went up the ladder.她登上扶梯
相关归纳：（1）go down 下降，下跌；沉没
Eg. She went down by elevator.她乘电梯下去。
Prices are going down.物价正在下跌。
The ship went down into the sea. 那艘船沉到海中。
（2）go off 发射；爆炸；变坏；入寝；进展；聚会；熄灭；中断。go off（with a）bang. 砰一声爆炸了。
Eg. The gun went off by accident. 那支枪意外走火了。
This food has gone off.这食物坏掉了。
The child has gone off（to sleep）. 那个孩子睡着了。
The party went off well. 聚会进行得很顺利。
The power has gone off. 电力中断了。
（3）go on 继续；发生Eg. What’s going on?发生什么事了？
(4) go by：(从...旁)走过, 依照, 顺便走访
9 for once：只有一次相关归纳：
（1）for this/that once只这/那一次，就这/那一回
Eg. I’ll forgive you for this once.我只原谅你这一次。
2）at once 马上；立刻；同时
Eg. Tell her to come at once.叫她马上来。
I can’t do two things at once.我不能同时做两件事。
（3）all at once 突然，忽然；同时；一同
Eg. All at once the door opened.门突然开了。
They spoke all at once.他们同时说话。
10 switch n.[C]开关,电闸,电键You pressed the wrong switch.你按错了开关。
变更,转换,更改There's been a switch in our plans.我们的计划改变了。
【口】调换,交换I asked him why he'd made the switch.我问他为什么要调换。
vt.打开(或关掉)...的开关[(+on/off)]He switched the light on.他打开电灯。
使转换;为...转接(电话)[(+to/over)]
Hang on, please. I'll switch you to the manager.请不要挂断电话。我给你转接到经理那儿去。
改变;转移;调动They switched the talk to a more interesting subject.
他们把谈话转到比较有趣的题目上去了。
vi.改变;转移[(+to)]He studied chemistry and then switched to biology.他原来学化学,后来改学生物。
【口】调换;交换I am on duty tomorrow. I've to switch with someone to go to your party.
我明天值班。我得和谁换一下班才能去参加你们的聚会。
switch from (to)变换, 转移
switch off [on to]切断[接上](电流); 不收听[收听](某一广播); (使)兴味索然[兴致勃勃]
switch over (from one to another)(从某方面)转变(到另一方面)
switch to转(换)到
11 contact n.接触,触碰[U][(+with)]
交往;联系,联络[U][(+with)]
He tried in vain to get into contact with the local branch.
他试图与当地分部取得联络,但没有成功。
be in contact with和...接触， 有联系［脱离接触， 失去联系］
be out of contact with和...接触， 有联系［脱离接触， 失去联系］
bring into contact with使接触， 使与...联系
come into (in) contact with接触， 碰上
have contact with接触到， 和...有联系
lose contact with和...失去联系， 离开
make contact with和...接触［联系］
12 adapt vt.使适应；使适合
He adapted himself to the cold weather.他适应了寒冷的天气。
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很能适应变化。
改编；改装
The movie was adapted from a novel.这部电影是由小说改编的。
adapt for使适合于; 为...改编[改写]
adapt from根据...改写[改编]
adapt oneself to使自己适应或习惯于某事
adapt sth. to使某事物适应或适合
adopt vt.收养；采取；采用
They adopted our methods.他们采用了我们的办法。
adopt a child收为养子
13 focus one's attention on把注意力集中在...
give (one's)attention to注意; 关心
pay attention to注意, 重视, 倾听
pay one's attentions to殷勤款待某人, 向(女人)献殷勤
attract attention引起注意
catch sb.'s attention 引起某人的注意
with attention留心地, 注意地
devote one's attention to 专心于, 对...注意
14 beat vt., vi. beat, beaten 或 beat, beating
连打The rain was beating against/on the deck.雨打在甲板上。
The rain beat against the windows.雨水拍打在窗户上。
规律性地拍击to beat a drum击鼓
The heart beats.心脏跳动。
搅拌to beat eggs打鸡蛋
击败；胜过We played the top class at football but we couldn't beat them.
我们踢足球是一流水平, 但是我们不能战胜他们。
Unit 3
1 design n.设计, 图案, 花样, 企图, 图谋, (小说等的)构思, 纲要
v.设计, 计划, 谋划, 构思
My brother designs to be an engineer.我弟弟立志要当工程师。
My parents designed me for the navy.我的父母打算要我去当海军。
This room was originally designed to be my study.这间屋子原预定做我的书房。
This machine is of bad design.这部机器设计很差。
This dictionary is designed for college students.这本辞典是供大学生使用的。
The laws were designed to protect children.那些法律是为了保护儿童而制定的。
This book is designed as an introduction to literature.这本书是要用作文学入门读物的。
She designs for a dressmaking company.她替一家服装店设计图样。
by design故意地, 蓄意地
have designs on对...抱不良企图; 图谋加害于; 企图盗窃(某物)
design sb. for打算让某人从事(某种职业);
design sth. for预定某物作(某种用途)
design sb. to be打算让某人从事(某种职业); 预定某物作(某种用途)
2 convenient adj.便利的， 方便的;合宜的
When would it be convenient for you to go?你什么时候去方便？
We must arrange a convenient time and place for the meeting.
我们必须安排一个合适的时间和地点开会。
注意：convenient主语不能是人。例如：如果你方便的话，英语应表达为：if it is convenient to/for you,而不应表达为：if you are convenient。
3 taste：taste可用作动词（vi.＆vt.）和名词。主要义项有：尝（味），尝起来，有……味道，品尝；体验，领略；味觉；风味；爱好；审美力，鉴赏力。
Eg. Can you taste anything strange in this soup?你尝得出这汤里有什么怪味吗？
The young man has only begun to taste life.那个年轻人才开始体验人生。
This food tastes nice. 这食物味道很好。
This food has little taste. 这食物没有什么味道。
She has developed a taste for Chinese art. 她爱上了中国艺术。
She has excellent taste in jewelry. 她对珠宝有很好的鉴赏力。
注意：taste作连系动词时，不能用于被动语态。
4 set aside：留出, 不顾, 取消, 驳回
相关归纳：（1）set about着手，开始；散布
Eg. We set about cleaning the house.我们着手打扫房子。
Who has set this rumor about?谁散布的这种谣言？
（2）set back 拨慢；阻碍
Eg. He set back his watch three minutes.他将表拨慢了三分钟。
Their plans were set back by the storm.他们的计划被暴风雨所延误。
（3）set off 使爆发；燃放（焰火等）；发射
Eg. set off fireworks 燃放焰火
The joke set us off laughing.那个笑话引得我们大笑。
（4）set out 陈述；陈列；踏上旅途；出发；开始，着手
Eg. set out one’s arguments陈述自己的论点
set out goods on a stall将货品摆在摊子上
We set out for home.我们踏上归途。
He set out to paint the house.他着手粉刷房子。
（5）set up 竖立；设立；开办；使康复
Eg. set up a pole 竖立木柱
set up a sign 竖起招牌
set up a tent 搭帐篷
set up a school 创校
A few weeks’ stay in the countryside will set her up.在乡下住几个星期将使她康复。
注意：set about和set out都有“开始，着手”之意，但前者接名词或动名词，而后者常接不定式。
5 A is to B what C is to D：这是一个比喻句，通常用于“A对B而言正如C对D一样”这个句型。
Eg. We are to them what fish is to water.我们和他们的关系就像鱼儿和水一样。
Smell is to the nose what taste is to the tongue.嗅觉与鼻子的关系如同味觉和舌头的关系。
6 impress：可用作动词（vt.）和名词。主要义项有：使铭记，给……以印象；盖印,压印；印记；铭刻；印象,痕迹,特征。
注意：用作动词时，和介词的主要搭配形式为：impress sth. on sb.； impress sb.with sth.
Eg. The accident impressed on me the necessity of observing regulations.
那次事故使我深感遵守规则的必要性。
He impressed me with the need to work hard.他使我深知努力工作的必要性。
Time has left its impress upon him.时代给他留下了痕迹。
（常与with连用）使（人）印象深刻；使铭记
His words are strongly impressed on my memory.他的话使我深深铭记心头。
（常与on连用）使印象深刻
I impressed on him the importance of his work.我使他注意他的工作的重要性。
（常与on连用）盖（印）；盖（印）于
impress a mark on [upon] a surface=impress a surface with a mark在表面上打记号
be impressed by [at, with]被深深打动[感动]
impress sth. in [on] one's memory使...铭记在心
be favourably [unfavourably] impressed得到好[不好]的印象
7 choice n.挑选；选择；抉择
She had to make a choice between the two dresses.她得在两件衣服中选择一件。
She is the people's choice for Prime Minister.她是人民选出来的首相。
选举权；选举能力
入选者；被选中的人或物
Which is your choice?你选哪一个?
a great large choice of大量可供选择的 (物品等)
a poor choice无从选择; 备货少
at one's own choice随意挑选, 自由选择
have no choice but[后跟动词不定式]非...不可, 除...之外别无他法
without choice无选择地, 不分好歹地
8 despite, in spite of, though
三者都有“尽管”之意，但词性不同。前两者为介词，后跟名词，通常情况下可换用。而though 是连词，后跟句子。
Exercises:
（1）He’s very active ______ his age.
（2）______ all their hard work, the project ended in failure.
（3）______ it was very late, the child would not go to bed.
4）Young ______ he was he knew a lot.
答案：（1）despite/in spite of （2）In spite of/Despite （3）Though （4）though
9 be out of use不通用; 不时行; 作废
bring sth. into use开始使用(某物)
come into use开始被使用
in use正在用; 通用
make use of利用; 使用
no earthly use[口]完全没有用
of no use没有用, 无益
of use有用
put to use利用, 使用
use up用完, 耗尽;[口]使精疲力尽
第2篇：人教高二新教材第七单元完整教案(人教版高二英语上册教案教学设计)
LIVING WITH DISEASE
I. Brief statements Based on the Unit
This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar-the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc.
2. Practise talking about imaginary situations.
3. Practise supporting and challenging an opinion.
4. Learn to use the Subjunctive Mood (1): If I were you, … I wish I could …
5. Write a personal narrative.
III. Teaching Plan: (Six Periods)
1st period: Warming-up, Listening (WB) & Talking (Optional)
2nd period: Speaking
3rd period: Reading-Born Dying
4th period: Integrating Skills (SB)
5th period: Language Study-Word Study
6th period: Language Study-Grammar
The First Period
GOALS:
To focus on talking about deadly diseases (esp. AIDS) as warming up and listening practice.
To learn some basic knowledge about AIDS.
To help students build the right attitudes towards AIDS.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
1) Show a picture of AIDS logo to lead in the subject-AIDS
Are you familiar with this red ribbon?
What’s it related to?
What doesn’t it mean? Do you know?
(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)
2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem.
Do you know them?
What is their job besides acting?
Is it just the problem in China?
(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)
2. Brainstorming
Q1: While talking about AIDS, what other diseases can you think of?
Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhoea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.
(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)
3. How much do you know about AIDS?
1) Pair work-questions for discussion
What’s the full name of AIDS?
Can AIDS be transmitted?
In what ways can it be transmitted?
What kinds of people are likely to get AIDS?
Do people with AIDS look healthy at first?
Is it safe or dangerous to stay or to be friends with them? Why?
(Students don’t have to give the exact answers. These questions will help them think about this disease-AIDS.)
2) AIDS QUIZ (individual work)
1) AIDS quiz (p.49)-check students’ knowledge about AIDS.
2) Picture quiz -Can the AIDS virus transmitted via the following routes?
Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it’s safe to be friends with AIDS patients.
II. Listening (WB)
1. Pre-listening: Go through EX1&2 in Part1 and guess “What do the letters HIV and AIDS stand for?”
2. While-listening: Listen to the tape and finish exercises in Part1&2.
(Make good use of some pictures and a flash “HIV-cycle” in the PowerPoint)
3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.
III. Talking (Optional)
Role play: Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do.
(Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)
IV. Homework
1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.
2. Learn the new words of this unit by heart.
The Second Period
GOALS:
To practise supporting and challenging an opinion.
To practise listening comprehension.
TEACHING PROCEDURES
I. Revision
Do you still remember this logo? What can you learn from it?
Q1: Do you remember what it means?
Q2: In what ways is AIDS transmitted?
II. Speaking
1. Pre-speaking
1) Do you agree that getting AIDS is a personal problem? Why or why not?
(Through these questions-
Raise the idea of social problem and come to Speaking part.
Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.
2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems?
(Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)
3) Information input
Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious.
(Refer to the PowerPoint Proper explanation is needed).
About AIDS
1. How many AIDS patients all over the world? Where are they? And are they young or old?
2. What kinds of social problems can AIDS cause?
3. How about the situation in China?
About drugs
1. Is the use of drugs such as heroin, serious? Why do you think so?
2. What should we do with it?
About Smoking
1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?
2. What kinds of danger can it cause to our body?
3. Can you think of the other dangers of smoking?
About drinking
1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.
2. Can drinking cause some problem to our body? What are they?
3. Will drinking cause some social problems? Give some example.
T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.
2. While-speaking
If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking?
Role play
Group of four
Each acts as the expert on AIDS, drug, smoking and drinking.
Use the expressions to support your opinion or challenging other’s opinions. (p.50)
Language input (Useful expressions)
--Repeat it to strengthen students’ ability of use it.
Supporting an opinion Challenging an opinion
I think that …, because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
For example, … Could you please explain …?
If we / they were to …, we / they could … If I were you, I would …
3. Post-speaking
Conclusion-Class discussion
Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them?
(Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.)
IV. Homework
1. Finish Listening (P.50) exercises
2. Read the passage “FIGHTING THE VIRUS: HIV/AIDS IN AFRICA” (P127) and finish the Pre-reading exercises (p. 51).
The Third Period
GOALS:
To learn more knowledge about AIDS.
To help students understand the attitudes and spirits of living with disease
To learn some useful language point
TEACHING PROCEDURES
I. Pre-reading
1) Q1: What do they look?
Show the picture of a father and his son.
(The father looks caring, gentle and energetic and the son gives us an impression of being lovely and cute. They appear so healthy that you would never guess that they are living and dying with AIDS.)
2) Q2: Have you ever seen an AIDS patient? How do they look?
Show the students some pictures of AIDS patients.
(If nothing is done, there is no doubt that all the people infected with AIDS will be like them, no matter how healthy they are now.)
3) Q3: Are they bad people? Do they deserve it?
Show more pictures of people infected with HIV or AIDS.
(I’m afraid not. Like any father, “Jeremy is my whole life. Every dad dreams of watching his kid grow up and graduate from high school. I never thought that would happen for us because Jeremy and I are both HIV positive. But thanks to our new family clinic, we both have access to the treatments we need. Now maybe I will see Jeremy walk down the aisle with the class of 2017”.[Here give the students several minutes to chew and digest these words.] Like any 12-year-old child, Xiaohua is a happy girl who smiles a lot and likes to talk to her friends after school. However, she has lost her mother and will lose her father and she herself was born dying with AIDS.)
4) Q4: Do you want to know more about their life?
Our text is about Xiaohua’s life.
What questions do you think will be answered in the text?
1._______________
2._______________
3._______________
4._______________
II. While-reading
1) Skimming:
Q: What’s Xiaohua’s attitude towards her disease?
2) Scanning:
Q1: In what ways does AIDS spread?
Q2: How many children were infected in 2002?
3) Summary：
1. Xiaohua is a 12 -year-old girl living and dying with AIDS. (para1)
2. What is AIDS? (para2)
3. How was Xiaohua infected? (para3)
4. Thousands of children become infected with HIV every day. (para4)
5. Xiaohua devotes much of her left time to helping others. (para5, 6, 7)
III. Post-reading
1) Questions
(Much of the answers to these questions can be referred to the reading material on P127.)
Q1: Why is AIDS a deadly disease?
(Break down/ defenceless/treatment/not available/incurable)
Q2: Why do the young suffer the most?
(As with many diseases, children seem to suffer the most from AIDS, mainly because of a lack of proper health care, prevention and education. Even if they themselves are not infected, the disease can ruin their lives. They may have to care for sick relatives and are often unable to go to school. Living with a parent or parents who have AIDS is painful and difficult. Because the parents cannot work, the children may not have enough food and must help take care of the family.)
Q3: What do they suffer from?
(Not only the disease itself and inevitable death, but also people’s not knowing, misunderstanding and fear of the disease.)
Q4: What can be done to improve the situation?
(By the government:
By specialist and doctors:
By other people:
By the patients themselves: )
Q5: As an AIDS patient, what does Xiaohua do?
(not discouraged/ encourage/ visit, support, cheer up/create a network, persuade/talk to people)
Q6: What are her wishes?
(I wish I could remember
If I were to live long …
I wish people could…
If I were you …
Q7: How do you find her?
Q8: Next time if you meet an AIDS patient, will you regard him or her as a bad and dangerous person? What would you do?
2) Creation
AIDS Day is approaching, our school is planning some theme activities and it is collecting ideas from the students.
Is it a good idea to invite Xiaohua to give us a lecture? If you were Xiaohua, what would you say to us? Please prepare a speech.
IV. Homework
1. Preview Integrating Skills-DIAGNOSED WITH CANCER: THE DAY MY LIFE ENDED … AND BEGAN! (p. 54)
2. Learn the whole text by heart.
The Forth Period
GOALS:
To learn some information of cancer and the attitude towards it.
To write a personal narrative.
TEACHING PROCEDURES
I. Pre-reading
Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question.
Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change?
-- Born dying with AIDS, Xiaohua says, “My life may have to be short, but there’s no reason why it can’t be beautiful.”
-- Diagnosed with cancer, ‘I’ also have something to say to you. Now let’s see what ‘I’ will say to you.
II. While-reading
Questions:
Q1: How did cancer change the writer’s life?
Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?
Q3: Do their experiences strike you?
Q4: What have you learnt from them?
(Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g.
I remember having an empty feeling in my stomach and thinking that my life was going to end.
There were days when I wished that I were dead so that I would not have to feel so sick.)
III. Writing
Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance…
Steps to follow
Step one: think about your past days: what were some events that made you very happy? What made you very sad?
Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).
Step three: talk about the happy and sad things to your partner, with reference to the timeline.
Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.
Step five: work out an outline of what you are going to write.
Step six: read an example.
Step seven: begin to write.
IV. Homework
1. Write an essay about an important event in your life.
The Fifth Period
GOALS:
To learn about some antonyms
To practice using some useful words and phrases in the text
TEACHING PROCEDURES
I. Lead-in
Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way
Q1. Do you still remember Xiaohua?
Q2. What has happened to her?
Q3. What is her attitude towards the disease?
(She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)
II. Learn and practice using some antonyms
1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.
2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly.
defenceless -- defensive
infect with -- immune to
protected -- unprotected
incurable -- curable
discourage -- encourage
visible -- invisible
3) Practice using these antonyms through exercises.
(Complete the sentences using the antonyms)
1. In February 2003 some people got ____ a strange disease and died within a month.
2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.
3. People think it a serious crime to attack _______ children.
4. AIDS can be transmitted by having ______ sex.
5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.
III. Practice using some useful words and phrases in the text.
(Translate the following sentences with the help of Chinese or italic words.)
1. The doctor ______ (诊断)my illness as a rare skin disease.
2. He has _______ （恢复）from his bad cold and can go out tomorrow.
3. The disease makes her realize how _______ （宝贵）life is.
4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.
5. They are certain taht this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）
6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）
7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.
8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）
IV. Complete the short summary of the text with the proper forms of the following words and phrases.
break down the immune system leave defenceless
infect with live with
live life to the fullest die of
available deadly
a lack of on the contrary
AIDS is a disease that breaks down the body's immune system and leaves a person defenceless against infections and illnesses. People get AIDS after having been infected with HIV, the virus that causes the disease. There are millions of people who die of AIDS every year.
So far, there is no treatment available for the disease and AIDS patients have to deal with the fact that they might die young. Unfortunately, a deadly disease such as AIDS also frightens others. Because of a lack of knowledge about how it gets transmitted, people often treat AIDS patients as if they were bad or dangerous.
Xiaohua is a 12-year-old girl. Though she has been living with AIDS for 12 years, she is not discouraged by the disease. On the contrary, it makes her realize how precious life is and how important it is to live life to the fullest.
V. Set a new situation, asking students to write down a short dialogue. In this way, they can review and use the words and phrases gagin.
Situation: Two women are talking with an AIDS patient. Write a dialogue, using your imagination as well as the useful words and expressions taht have been mentioned above.
VI. Homework
1. Preview grammar
2. Finish word study exercises on SB and WB
The Sixth Period
GOALS:
To learn the Subjunctive Mood
To make students get familiar with the Subjunctive Mood and master it by using it in different situations
TEACHING PROCEDURES
I. Lead-in
1) Show students the picture of Xiaohua and ask them two questions:
Q1. You must be quite familiar with this girl now, right?
(Right. She is a Xiaohua, a girl who has been infected with AIDS.)
Q2. How was she infected with AIDS?
(She was infected by birth.)
2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.
1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.
2. Based on the above talking, teacher raise the following questions:
If they go on doing this, what would happen?
If you were Xiaohua, what would you like to tell them?
If you were a doctor, what would you do?
If you were one of them, what would you do?
3. Some people do not take Xiaohua or doctor's advices. Finally, they die.
If they had not drunk so much wine, he would not have died at such an early age.
If he had (not)..., he would (not) have...
Ask students to make more similar sentences, using the Subjunctive Mood.
II. More Situations
1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?
2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?
3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?
III. Homework
1. Finish all the grammar exercises on SB and WB
2. Review the whole unit
IV. Background Information
What is AIDS?
--http://www.aids.org/factSheets/index.html#Preventing
WHAT DO “AIDS” MEAN?
AIDS stands for Acquired Immune Deficiency Syndrome:
Acquired means you can get infected with it;
Immune Deficiency means a weakness in the body's system that fights diseases.
Syndrome means a group of health problems that make up a disease.
AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make “antibodies”, special molecules that are supposed to fight HIV.
When you get a blood test for HIV, the test looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called “HIV-Positive”. Fact Sheet 102 has more information on HIV testing. Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called “opportunistic infections” (see Fact Sheet 500).
HOW DO YOU GET AIDS?
You don't actually “get” AIDS. You might get infected with HIV, and later you might develop AIDS.
You can get infected with HIV from anyone who's infected, even if they don't look sick, and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:
Having sex with an infected person.
Sharing a needle (shooting drugs) with someone who's infected
Being born when the mother is infected, or drinking the breast milk of an infected woman.
Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.
There are no documented cases of HIV being transmitted by tears or saliva, but it is possible to be infected with HIV through oral sex or in rare cases through deep kissing, especially if you have open sores in your mouth or bleeding gums.
In the United States, there are about 800,000 to 900,000 people who are HIV-positive. Over 300,000 people are living with AIDS. Each year, there are about 40,000 new infections. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly.
IS THERE A CURE FOR AIDS?
There is no cure for AIDS. There are drugs that can slow down the HIV virus, and slow down the damage to your immune system. But there is no way to get all the HIV out of your body.
There are other drugs that you can take to prevent or to treat opportunistic infections (OIs). In most cases, these drugs work very well. The newer, stronger anti-HIV drugs have also helped reduce the rates of most OIs. A few OIs, however, are still very difficult to treat.
HOW CAN YOU PROTECT YOURSELF AND OTHERS?
Unless you are 100% sure that you and the people you are with do not have HIV infection, you should take steps to prevent getting infected. This fact sheet provides an overview of HIV prevention, and refers you to other fact sheets for more details on specific topics.
Sexual Activity
You can avoid any risk of HIV if you practice abstinence (not having sex). You also won't get infected if your penis, mouth, vagina or rectum doesn't touch anyone else's penis, mouth, vagina, or rectum. Safe activities include kissing, erotic massage, masturbation or hand jobs (mutual masturbation).
Drug Use
If you're high on drugs, you might forget to use protection during sex. If you use someone else's equipment (needles, syringes, cookers, cotton or rinse water) you can get infected by tiny amounts of blood. The best way to avoid infection is to not use drugs.
Vertical Transmission
With no treatment, about 25% of the babies of HIV-infected women would be born infected. The risk drops to about 4% if a woman takes AZT during pregnancy and delivery, and her newborn is given AZT. The risk is 2% or less if the mother is taking combination antiviral therapy. Caesarean section deliveries probably don't reduce transmission risk if the mother's viral load is below 1000.
Contact with Blood
HIV is one of many diseases that can be transmitted by blood. Be careful if you are helping someone who is bleeding. If your work exposes you to blood, be sure to protect any cuts or open sores on your skin, as well as your eyes and mouth. Your employer should provide gloves, facemasks and other protective equipment, plus training about how to avoid diseases that are spread by blood.
THE BOTTOM LINE
HIV does not spread easily from person to person. To get infected with HIV, infected blood, sexual fluid, or mother's milk has to get into your body. HIV-infected pregnant women can pass the infection to their new babies.
To decrease the risk of spreading HIV:
Use condoms during sexual activity
Do not share drug injection equipment
If you are HIV-infected and pregnant, talk with your doctor about taking anti-HIV drugs
If you are an HIV-infected woman, don't breast feed any baby
Protect cuts, open sores, and your eyes and mouth from contact with blood.
If you think you've been exposed to HIV, get tested and ask your doctor about taking anti-HIV medications.
(浙江省黄岩中学英语组 赵丽红 洪峰 张卫)
第3篇：人教PEP三年级英语上册优秀教学设计
人教PEP三年级英语上册优秀教学设计
一、教材分析：
B Let’s tal部分是在学习了A部分Gd rning.This is….的基础上，学习Gd afternn!及答语，以及Nice t eet u.及其答语Nice t eet u, t.等会话用语并进行简单的师生交流。Let’s pla部分主要是通过做活泼有趣的布袋木偶游戏活动，来巩固练习和运用Let’s tal部分的内容。
二、教学目标：
1.能力目标：
能在实际情景中运用会话Gd afternn!及答语，以及Nice t eet u.及其答语Nice t eet u, t.与他人之间进行简单的`交流。
2.知识目标：
听懂、会说句型Gd afternn. Nice t eet u ,Nice t eet u, t.
3.情感目标：
情感态度：培养学
第4篇：虚拟语气(人教版高二英语上册教案教学设计)
1）虚拟语气用来表示说话人的主观愿望或假想，所说的是一个条件，不一定是事实，或与事实相反。虚拟语气在条件句中应用比较多。
2）条件句可分为两类，一类为真实条件句，一类为非真实条件句。非真实条件句表示的是假设的或实际可能性不大的情况，故采用虚拟语气。
1 真实条件句用于陈述语气，假设的情况有可能发生。各种结构参见下表：
句型 条件从句 主句
一般现在时 shall/will + 动词原形
祈使句
情态动词一般现在时
例如：If he comes, he will bring his violin. 如果他来，会带小提琴来的。
典型例题:
The volleyball match will be put off if it ___.
A. will rain B. rains C. rained D
第5篇：雨点儿 教案教学设计(人教新课标一年级上册)
尊敬的各位领导、老师：
今天我说课的内容是人教版小学语文第一册第五单元的一篇课文《雨点儿》。下面我将从教学理念、教材及学情、教学目标及重难点、教法学法和教学过程，板书设计，教学反思这八个方面进行说课。
一、说设计理念：
根据学生的年龄特点，在教学中我创设情境，引导学生在情境中活动，在情境中合作，在情境中学习。《语文课程标准》强调：“阅读是学生的个性化行为，不应以教师的分析代替学生的阅读实践；阅读教学是学生、教师、文本之间的对话的过程。”因此，教师要引导学生入情入境地读好课文、有所感悟，让学生走进文本，并进行拓展和积累，进而培养学生的思维能力和审美情趣。
二、说教材及学情
教材分析：《雨点儿》是一篇科学童话，课文采用拟人化的手法，通过大雨点和小雨点的对话，告诉学生雨点是从云彩里飘落下来的，有了雨水的滋润，
第6篇：三年级上册估计 教案教学设计(人教新课标三年级上册)
一、 教学内容
人教版《义务教育课程标准实验教科书数学》三年级上册P45--46估计。
二、教学准备
教具：1米长的丝带、米尺
学具：直尺、学具盒（盒内装有小棒、丝带、长方形和正方形纸片等；盒外用一条50厘米长的丝带系着，并打个蝴蝶结。）
三、教学目标与策略选择
1、教学目标：
（1）经历用眼看、用脑想、用心估，动手量等实践活动过程，逐渐清晰常用长度单位的概念，发展空间观念；重点会较准确地估计以厘米作单位的物体的长度或周长。
（2）在估计和测量周围熟悉物体的长度时，初步培养实践探究、合作交流的意识，养成估计的习惯。
（3）通过实践活动激发热爱数学的情感，感受估计与日常生活的密切练习，体验学习成功的喜悦。
2、教学策略：
本课要解决的主要问题是进一步清晰长度单位概念，发展空间观念，清晰长度单位概念以厘米为重点。为解决
第7篇：数一数 教案教学设计(人教新课标一年级上册)
第一单元准备课
第一课时:数一数总课时数:
教学内容：p2~p5数一数
教学目标：
生学习数学的兴趣，滲透思想品德教育。
1、通过数数活动，初步了解学生的数数情况，使学生初步学会数学的方法。
2、帮助学生了解学校，激发学
教具、学具
教学过程：
一、导入：
小朋友们，你们已经是小学生了。从今天开始，我们要在学校里学习很多有用的知识。这节课是数学课，我们要学习数学知识。
今天我们就来学习第一课：数一数（板书课题）
二、新课
1、出示彩色挂图，教学数数。
（1）质疑：教师：“这幅图画画的是什么地方？学校开学的第一天，小朋友们高高兴兴地来到学校。大家一起来看这幅图里都画了些什么？”
（2）小组学习：先让学生观察，在小组内和小朋友们说一说。
（3）汇报学习情况：指名让学生说一说。教师在学生随意说的基础上，引导学生按数目从小到大的顺序
第8篇：长城 教案教学设计(人教新课标四年级上册)
教学目标：
1、有感情地朗读课文。通过朗读表达出长城的雄伟气魄。
2、了解长城高大坚固、气魄雄伟等特点，感受作者对祖国的热爱之情以及对劳动人民的赞叹之情。
3、激起民族自豪感，产生了解中国的“世界遗产”的兴趣。
教学重难点：2、了解长城高大坚固、气魄雄伟等特点，感受作者对祖国的热爱之情以及对劳动人民的赞叹之情。
教学过程：
一、激趣导入，整体感知
1、板题：今天我们继续来学习《长城》一课。
2、欣赏图片：学习课文前，我们先来欣赏长城的景观。（师出示长城的图片）
3、谈感受：欣赏了图片，你有什么感想呢？
4、激趣：长城--中华民族的象征，是中华儿女的骄傲。你能用课文中的一句话来评价一下长城吗？（学生说）
二、精读课文，加深认识
（一）齐读句子
1、读（“这样气魄雄伟的工程，在世界历史上是一个伟大的奇迹。”）
2、质疑：从哪
