Unit 9 Saving the earth(新课标版高二英语上册教案教学设计)

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第1篇：高二新课标的教案 (新课标版高二英语上册教案教学设计)

I. Teaching Aims

1. Talk about science and scientists;

2. Talk about people;

3. Practise describing people and debating;

4. Learn more about the infinitive;

5. Write a descriptive paragraph;

II. Teaching time: four periods

III. Background Information

The Beginning of Time and a Remarkable Man Called Stephen Hawking

If you have even thought about how the universe began and whether time has a beginning or an ending, then you should know about a 55-year-old Englishman called Stephen Hawking.

Why? Because he is considered to be one of the brainiest men in the world and to be the modern successor of Albert Einstein.

Stephen has spent his life studying and thinking about the origins f the universe and how it can be explained by using the modern theories of physics such as relativity and quantum mechanics. His discoveries and his scientific proposals have been revolutionary. People call him a genius.

Just as amazing is the fast that since his early twenties, he has been suffering from an incurable disease of the nervous system which has affected his movements and his speech. But, fortunately, although he must use a wheelchair and other technical aids to do things, his brain functions perfectly. Indeed, it functions better than the vast majority of people’s. So, in sprite of a severe disability, he has made tremendous contributions to our understanding of our universe.

So what does Stephen think about the beginning of our world? Well, he thinks that it began around fifteen billion years ago. He also thinks that our universe was probably created by an enormous explosion, a “Big Bang”. This is a view held by many cosmologists (scientists who study the universe).

But scientists hold different view about what the universe was like before the Big Bang. Some people think that there is no way that modern physics can explain or predict anything before the Big Bang. Many other people think that the Big Bang must have been the work of God.

Stephen Hawking has his own view on what the universe was like before the big bang. He has suggested that, yes, we can say that the universe began at one particular point (a big bang). But, this one point was just an ordinary point in time like, say, the North Pole is a point on the smooth surface of the earth. It was not a point of real beginning, just a point.

Stephen believes that if we can use our present knowledge of the laws of physics to understand how the universe bean, then we will not have to believe that a “God” or a spiritual force made the Big Bang.

What do you think about our beginnings? If you would like to read more about Stephen’s ideas on the origins of the universe, then you should read his best seller A Brief History of Time.

In sprite of his difficult illness and his confinement to a wheelchair, Stephen Hawking works as a professor of mathematics at Cambridge, holding the same position held by another famous scientist, Isaac Newton, in 1663. It may be that the name Hawking just as well known in history as that of his famous predecessor.

The First Period

I. Teaching Aims:

1. Learn and master the following words:

analysis, agriculture, branch, curious, debate, undertake, within, genius, inspiration, perspiration, obvious, quote, gravity, radioactivity, biologist;

phrases:

be known for, no doubt that….

2. Talk about science and scientists;

3. Listen to the description of some scientists;

4. Do some speaking, describing people and debating.

II. Teaching Important Points:

1. Train the students’ listening ability by listening practice.

2. Train the students’ speaking ability by talking about science and scientists, describing people and debating.

III. Teaching Difficult Points:

1. How to improve the students’ listening ability;

2. How to help the students finish the task of speaking.

IV. Teaching Methods:

1. Warming up to arouse the students’ interest in science;

2. Listening and answering activity to help the students go through the listening material;

3. Individual, pair, or group work to make every student work in class.

V. Teaching Aids:

1. A tape recorder; 2. The blackboard;

VI. Teaching Procedures

Step 1 Greetings

T: Good morning.

Ss: Good morning, Miss Wang.

Step2 Warming Up

T: There are many outstanding scientists in the world, who made great contributions to society and science. Now please make a list of the names of some scientists and their contributions. Write them down on a piece of paper. After a while, I’ll collect your answers.

(Teacher goes among the students. After a while, collect your answers.)

Ss: What great scientists do you know? And what are they famous for? ….

S: Maria Curie is famous for her discoveries of radium and polonium and Zhang Heng is famous for his seismograph. ……

……….

T: Well done, I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion and make a list of what you have already known and what you would like to know. Discuss it in pairs or in groups of four. After a while, I will ask some of you to report the results of your discussion.

(Three minutes later, teacher begins to collect the results of their discussion.)

T: Who would like to tell me what makes a successful scientist? Any volunteer?

S: I think a successful scientist must have much imagination and intelligence and he must be creative and hard working.

…..

T: Now open your books on page1, there are some photos of some famous scientists. Look at these pictures and you should try to tell me who they are.

T: Look at the photos now. Who is the person in picture1?

S: Albert Einstein.

T: Look at the sentence under the picture, can you translate it into Chinese and tell me?

S: 想象比知识更重要。天才就是百分之一的灵感加百分之九十九的汗水。你不能教一个人什么东西，你只能帮助他去发现他内在的东西。

T: Good. Do you agree with him?

S: Yes…

T: Now look at the picture under pictuer1. Do you know who he is?

S: He is Alfred North Whitehead. I don’t know him that much.

T: Alfred North Whitehead (1861-1947) was a British philosopher and mathematician. What does this sentence mean?

S: 分析明显的事物需要非凡的头脑。

T: This sentence means most people don’t question the things we take granted, but great scientists will be curious and tend to ask questions that others never think of. Who is in the next picture?

S: She is Marie Curie.

T: Do you understand the sentence she said? Can you tell me the sentence in Chinese?

S: 生活中没有什么可怕的，只是要去理解他们。

T: Look at the photos now. Who is the person in picture4?

S: Thomas Alva Edison.

T: Look at the sentence under the picture, can you translate it into Chinese and tell me?

S: 天才就是百分之一的灵感加百分之九十九的汗水。

T: Good. Do you agree with him?

S: Yes…

T: Look at the photos now. Who is the person in picture5?

S: Galileo Galilei.

T: Look at the sentence under the picture, can you translate it into Chinese and tell me?

S: 你不能教一个人什么东西，你只能帮助他去发现他内在的东西。

T: Good. Do you agree with him?

S: Yes…

T: Now we have learnt some quotes, do you know any other quotes?

S: Knowledge is power. – Francis Bacon.

T: Good, so much for warming up. Now let’s move on to listening.

Step2 Listening

T: Ok, now let’s do some listening practice on Page2. Today we are going to listen to some descriptions of some famous scientists. Before we start to listen to the material, let’s read the requirement together and go through some new words.

(Read the requirement and questions as well as put some new words on the blackboard-agriculture, gravity, radioactivity, curious.)

T: Ok. Let’s begin. Please listen carefully.

(Teacher plays the tape for the students to listen and pauses the tape for the students to write down answers when necessary. In the end, check the answers with the whole class and give some explanations or play the tape again if necessary.)

Step4 Speaking

T: From the warming up and listening part, we have already known a lot of famous scientists in different field of science, or you can say in different branch of science. What science do you know?

S: Physics, chemistry, biology, maths…

T: Yes, the science we usually mean is physics, chemistry, biology, maths and computer science nowadays. Now I have a question for you: which branch of science do you think is the most important one?

S: (Various answers.)

T: On this question you may have different ideas. I want all of you to work in the group of five students and each of you can have your own idea to represent one of the following branches of the science: physics, chemistry, biology, maths and computer science. Find reasons to support your view and debate with other students to prove that you are right. Are you clear?

S: Yes.

T: You can use the expressions at the bottom of page2. They are very useful. Ok, I will give you five minutes to debate. Now begin.

(Teacher checks the students’ work five minutes later.)

Sample debate:

S1: I think biology is the most important and useful science because it is essential to protecting nature, environment and ecological balance. People don’t live with good environment. So to the root biology is a science to protect human beings. What’s more, no biology means no medicine. So I think biology is the most important science.

S2: Well, maybe, but I think that chemistry is the most important and useful, because chemistry id the key to the progress of the human being. Besides, it is chemical reaction that produces many new things.

S3: That is hard to say. There are many physical products. And physics id widely used in many fields, such as medicine, industry and agriculture. There would be no life without physics. So I think physics is the most important and useful.

S4: That’s true, but maths is the basic science. You can learn physics or chemistry well without a good knowledge of maths. Maths is a tool on science and engineering. Therefore, maths is the most important and useful science.

S5: My idea is that computer science is the most important and useful science nowadays. As you can see anywhere you go, there is computer. The computer is an indispensable tool in our modern life. It can settle many problems at a high speed and help people work easily.

Step5 Language Points

T: There are some useful phrases I want you to understand in this part:

1. on fire= be crazy at

2. be know for / be known as

Eg: He is known for his first book, which was the best seller for a year.

He is known as a children’s book writer.

3. have … in common

4. doubt + if/ whether/ when….; no doubt that

Eg: If he keeps missing school, I doubt if he is going to pass his exams.

There is no doubt that the plane is going to be canceled because of the bas weather.

Step6 Summary and Homework

T: today we have done a lot of listening and speaking. We also have learned and talked about some science and famous scientists. After class, please search more about science or scientists you are interested in on the Internet or in the library. Please preview the reading on page3: “No Boundaries”. So much for today.

Step7 The Design of the Writing on the Blackboard

Step8 Record after Teaching

The Second Period

I. Teaching Aims:

1. Learn and master the following words:

scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict, engage, exploration, promising, incurable, PhD;

phrases:

work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out;

2. Train the students’ reading ability;

3. Make the students learn more about Stephen Hawking;

4. Make the usage of some phrases clear: go on, go on with, go on doing and go on to do;

II. Teaching Important Points:

1. Learn the phrases in the reading and the following sentence pattern:

There is no point (in) doing sth.

2. Enable the students understand the reading better.

3. Improve the students reading ability.

III. Teaching Difficult Points:

1. How to make the students understand the reading text better;

2. How to make the students understand the following sentence:

There did not seem much point in working on the PhD.

IV. Teaching Methods:

1. Scanning the reading material and get some information about Hawking;

2. Reading and answering some detailed questions to help the students go through the reading material;

3. Individual, pair, or group work to make every student work in class.

V. Teaching Aids:

1. A tape recorder; 2. The blackboard;

VI. Teaching Procedures

Step 1 Greetings

T: Good morning.

Ss: Good morning, Miss Wang.

Step 2 Lead-in and Pre-reading

T: Yesterday we learned some quotes from some famous scientists. We got to know these famous scientists as well. Do you know a famous scientist called Stephen Hawking?

S: Yes, / no.

T: Maybe some students don’t know the name. But you must know there is a scientist who speaks through computer.

S: Yes, we do.

T: Well, that scientist is called Stephen Hawking. Today we are going to learn a reading about him, Stephen Hawking. Before we take a look at the reading, let’s learn some new words. (Teacher writes the new words in this reading on the blackboard and deals with them with all the students.)

T: Open your books on Page3, please. Look at the three questions in Pre-reading and then scan the text as quickly as possible and find the answers to these questions. I will ask some students to answer them.

T: (Three minutes later) have you finished scanning?

S: Yes.

T: Who can answer these three questions? Any volunteers?

T: Why did Stephen Hawking need a PhD?

S1: Because he needed a job.

T: Good, next question, when did Hawking become famous?

S2: Hawking became famous in the early 1970s, when he and American Roger Penrose made new discoveries about the Big Bang and black holes.

T: Very well, the third question, when did Hawking visit Beijing?

S3: In 2002, Hawking visited Beijing.

T: Excellent. I see you all did a good job on scanning.

Step 3 Reading

T: Now please read the passage again. This time I want you to read it as carefully as possible and then I will ask you some detailed questions about this reading.

T: (five minutes later) have you finished reading?

S: Yes.

T: Ok, listen to my questions carefully and try to find answers in the passage to answer them.

Q1: When was Stephen told to have the incurable disease?

When he was 21 year old.

Q2: What did Stephen do when he got to know the news that he had the incurable disease?

Hawking went on with his research, got his PhD and married Jane.

Q3: How does Hawking speak?

He speaks through computer.

Q4: Which book did he write in 1988?

He wrote the book: A Brief History of Time.

Q5: What does Hawking write about in his book?

Hawking explains both what it means both a scientist and how science works.

Q6: Is his speech computer a problem for Hawking?

No, it isn’t.

Q7: What doesn’t Hawking like about the speech computer?

The computer gives him an American accent.

Step 4 Language Points

T: Now you have understood the detailed information about this reading. But there are some phrases or sentences in this reading you don’t understand. Now I am going to explain some language points in this passage.

1. give up 放弃

give in 屈服，投降, 上交

give away 赠送，分发，泄密，暴露

Eg: He gave up smoking two years ago.

Tom always gives in to his brother.

Please give in your papers now.

He gave away most of his money to the poor.

She gave away the state secrets to the enemy.

2. There is no point (in) doing sth. 做某事没有用

Eg: There is no point in telling the about this as she does not care.

There is no point in wasting time on this.

3. work on + n. / ving. 继续工作，从事

Eg: He is working on a new machine for office work.

4. go by = pass

Eg: Time goes by fast so you have to work hard.

5. be/get engaged to sb.

Eg: Tom is engaged to Mary.

6. in order to do

7. go on with sth., go on, go on doing sth., go on to do sth

go on 继续，进行，进展

Eg: I thought everything was going on well.

go on doing sth. 继续不停的做某事，一件事没做完停一段时间再接着做

Eg: He went on working throughout the night.

go on to do sth. 做完一件事接着做另一件事

Eg: After they had read the text, the students went on to do exercises.

go on with sth. 与时间点连用= go on to do sth

与时间段连用= go on doing sth

Eg: After a while, he went on with the work.

He went on with work for hours.

8. Nor did he let the disease stop him from living the kind of life he had always dreamt of. 倒装句

Eg: He is a student. So am I.

She did not know who did that, nor did I.

stop sb from doing sth.

Eg: Nothing can stop him from going there.

dream of / about

Eg: He dreams of becoming a famous musician some day.

I dreamed about flying last night.

9. in a way+ attributive clause 以某种方式

Eg: He spoke English in a way every student could understand him very easily.

10. on the other hand

11. turn out: prove (to be) + a./ to be

Eg: Everything turned out satisfactory.

It looked like rain this morning, but it has turned out to be a fine day.

Step 5 Listening and Post-reading

T: Now I will play the tape. You can follow it in a low voice. Pay attention to your pronunciation and intonation.

(After that, teacher asks the students to do Exercise1 in post-reading.)

T: Ok, now look at Ex1 in post-reading. Choose the best answer for each of the questions. If you have some difficulty, you may discuss it with your partner. After a while, I will ask some of you to do it.

(The students begin to prepare this exercise and teacher asks three students to answer the three questions in the exercise1.)

(Suggested answers: 1. C 2.B 3. B)

T: Now, I will give you three more minutes for you to go over the passage again and try to answer the questions in Exercise2.

(After a while, ask the student to answer the three questions in exercise2.)

(Suggested answers:

1. People often think that science is a number of facts that never change. According to Hawking, science is always changing and many theories are eventually proven wrong.

2. First, the scientists observe the thing or process they are interested in. second, they make a theory to explain what they have observed. Third, they test the theory to se if it matches what they have seen and if it can predict future events.

3. Hawking, who is British, does not like it because the speech computer gives him an American accent. )

Step 6 Summary and Homework

T: in this class, we have read a passage about a famous scientist-Stephen Hawking. We have known that Hawking is disabled person with a strong will. We should learn form him.

We have also learnt some words and expressions in this reading. After class, you should learn all of them and remember them by heart.

Homework: 1. Read the reading again and review the language points in this passage.

2. Finish Word Study and Ex1&2 on page82.

3. Preview the grammar-the Infinitive on page 5.

Step 7 The Design of the Writing on the Blackboard

The Third Period

I. Teaching Aims:

1. Learn and master the following words:

Seek, obvious, gravity, predict, observe, match;

phrases:

use up

2. Review the words and expressions learned in the last two periods:

scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict; analysis, agriculture, branch, curious, debate, undertake, within;

work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out; be known for, no doubt that….

3. Learn how to explain words in English;

4. Use and master the usages of the Infinitive.

II. Teaching Important Points:

1. Master the phrase: use up;

2. Master the usages of the Infinitive;

III. Teaching Difficult Points:

1. How to help the students to learn to explain words in English;

2. How to help the students master the usages of the Infinitive.

IV. Teaching Methods:

1. Reviewing method to help the students remember what they have learned before;

2. Explanation and inductive methods help the students master the usages of the Infinitive;

3. Individual, pair, or group work to make every student work in class.

V. Teaching Aids:

1. A tape recorder; 2. The blackboard;

VI. Teaching Procedures

Step 1 Greetings

T: Good morning.

Ss: Good morning, Miss Wang.

Step 2 Revision

T: In the past two periods, we learned some important words and expressions. Now let’s do a revision on them.

T: First, please look at the words on the blackboard. I will ask some students to read them and explain their meanings.

scan, boundary, graduate, research, wheelchair, disabled, theory, seek, misunderstand, scientific, observe, match, predict; analysis, agriculture, branch, curious, debate, undertake, within;

T: Good. Now, let’s review some important phrases. I will speak them in Chinese and then you tell me in English. Ok?

S: Ok.

(The teacher says the Chinese meanings of the following phrases:

work on, go by, be/ get engaged to sb., go on with, stop … from doing, dream of, in a way, turn out; be known for, no doubt that….)

T: Good. I see you have mastered what you have learned in the past two periods. Please remember these words and expressions after class and I will give you a dictation tomorrow.

Step 3 Word study

T: Please look at the five words on the blackboard. Can you tell me what they mean?

seek, obvious, gravity, predict, observe, match;

T: Now you have known the Chinese meaning of each word. Let’s do an exercise to see how to explain some words in English, according to the meanings of the sentences. Please turn to page5. Let’s do the exercise in Word Study. Choose the closest meaning to the underlined word in each sentence. Before we do it, we will learn a new phrase: use up.

(Write in on the blackboard. And give some explanations and two examples.)

use up: use some material or something until nothing left.

Eg: He has used up all his money for the girl, but he did not know she would leave him.

T: Are you clear about the use of “use up”?

S: Yes.

T: Ok, do the exercise by yourself. And also translate the sentences into Chinese. You can discuss it with your partner if necessary. I will check your answers in a few minutes.

T: (A few minutes later) now I will ask some of you to give me your answers. And when you answer the questions, tell the choice first and then translate the sentence into Chinese.

(Teacher asks the students to answer the six questions one by one.)

Suggested answers:

1. A 这对夫妇花光了所有的钱去找他们六个月前失踪的五岁儿子。

2. C 大家很容易看出她不高兴。

3. B 牛顿自言自语， “为什么苹果会落到地上，而不会飘向空中？” 后来他发现了万有引力定律。

4. A 科学家预言在未来的十年里，环境污染还会更严重。他们告诫人们如果我们不采取措施解决这个问题，我们将会毁灭我们的星球。

5. B 哈利观察那颗星球的运动已有多年了，并且发现每76年他就轮回一圈。

6. A 警察发现这个人的DNA和在犯罪现场提取的不一样后，就放他走了。

Step 4 Grammar

(Teacher writes some sentences on the blackboard.)

1. He hoped to visit China again.

2. It took a lot of time to finish the report.

3. Please give the boy something to play with.

4. He went home to see his sick mother.

5. Her wish is to become a pop singer.

T: Now look at the sentences on the blackboard. And tell me what these underlined parts are and what function of them in each sentence.

S: All the underlined parts are used as the Infinitive.

S1: In the sentence one, the Infinitive part is used as the object.

S2: In the second sentence, I think “to finish the report” is used as the attributive modifying “time”.

T: Do you think he answer is right or wrong?

S5: He is wrong. It is used as the subject. It refers “to finish the report”.

T: Very well. Now let’s take a look at the third sentence.

S3: In the third sentence, I think “to play with” is used as the attributive modifying “something”.

T: Is he right or wrong?

Ss: Right.

T: Great. Let’s see the next sentence.

S4: In the fourth sentence, I think “to see his sick mother” is used as the adverbial for purpose.

T: Good. Let’s move on to the last sentence.

S6: In this sentence, “to become a pop singer” is used as the predicative.

T: Now you have known some usages f the infinitive. Let’s do an exercise to practise the usage of the infinitive.

Step 5 Practice

T: As you can see, the infinitive can not only be used as object and subject but also as attributive, predicative and adverbial. Now please open your books on page 5 and do exercise 1. Group the infinitive according to how they are used.

Suggested answers:

1. Subject: (8)

2. Attribute: (3)

3. Predicative: (1), (2)

4. Object: (9)

5. Adverbial: (4)(5)(6)(7)(10)

T: Very well. Now turn to page6 and do exercise2. I will give you one minute for this one. And then I will ask some students to read the answers and translate the sentences into Chinese as well.

(One minute later, check their answers.)

Suggested answers:

1. to be invited;

2. to pass;

3. to consider;

4. to be sent;

T: Ok, look at Ex3. Rewrite the following sentences using the infinitive. The example will help you. First do it by yourself. Then discuss it in pairs. Finally I will show you the right answers.

Suggested answers:

1. Is there anything to eat?

2. I need a pen to write with.

3. Do you have anything to add?

4. He is looking got a box to put the two rabbits in.

5. It would be a comfortable house to live in.

(If the students do not understand the answers, teacher will give more explanation.)

T: I think you have understood how to change the sentences into the sentences with the infinitive. Now let’s see more exercises. Turn your books to page 83. And take a look at exercise1 on this page. Rewrite the following sentences with infinitive as subjects. This exercise is very easy. I give you one minute to finish this one and then I will ask some students to give me the answers one by one.

(See the answers on page83 of the book.)

T: Do you remember before we have learned a phrase: find it …a. to do sth?

S: Yes.

T: In this phrase, to do sth. is the object of “find”. Now turn over your books and see Ex2. Answer the following questions with find it … to …. Two minutes for you to finish this exercise.

(Two minutes later check the answers to these questions. See suggested answers on page 83.)

Step 6 Consolidation

T: Now look at the picture. Who can tell me what Hawking’s dream is from the picture?

S: He wants to get married.

T: Right. Do you know how Hawking made his dream come true according to the passage we learnt in the second period?

S: Hawking said, “In order to get married, I need a job, I need a job and in order to get a job, I need a PhD.”

T: Very good. Now let’s look at another picture. And tell me what the girl’s dream is and how she makes it realized.

T: Who can tell us the girl’s dream and how she can realize it?

S: I would like to. Her dream is to get a doctor’s degree. In order to get a doctor’s degree, she needs to go to university; she needs to study hard now.

T: Very good. Now please tell your partner what your dream is and how to realize it. You can use “in order to” to express it.

(Teacher gives the students two minutes to talk freely.)

Step 6 Summary and Homework

T: Ok. Today we have reviewed some words we learned in the second period and gave some explanations in English. After class, you should try to explain the new words in English. We have also learned the usages of the infinitive. You should do more exercises to master them. After class, you should finish all the exercises in Grammar in your workbook to consolidate what we have learned. At the same time, don not forget to preview the content in Integrating skills.

Homework: 1. Remember the words and phrases we have learned in this unit.

2. Finish Ex3 on page83 and Ex3&4 on page84.

3. Preview Integrating skills-Making a Difference.

Step 7 The Design of the Writing on the Blackboard

The Fourth Period

I. Teaching Aims:

1. Learn and master the following words:

astronomer, heaven, microscope, telescope, geographer, observation;

phrases:

learn from, be satisfied with, the other way around, take a look at, what if, be known as;

2. Review the language points and grammar-the Infinitive in this unit;

3. Do some reading and writing practice to improve the students’ integrating skills;

4. Learn how to write a descriptive paragraph;

II. Teaching Important Points:

1. Improve the students’ integrating skills;

2. Help the students write a descriptive paragraph;

III. Teaching Difficult Points:

1. How to help the students understand the passage better;

How to help the students learn to write a descriptive paragraph.

IV. Teaching Methods:

1. Doing exercises to revise what we have learnt before;

2. Asking-and-answering activity to go through the reading material;

3. Discussion to help the students understand the passage better;

4. Individual, pair, or group work to make every student work in class.

V. Teaching Aids:

1. A tape recorder; 2. The blackboard;

VI. Teaching Procedures

Step 1 Greetings

T: Good morning.

Ss: Good morning, Miss Wang.

Step 2 Revision and Check homework

T: Yesterday we learned the grammar-the Infinitive. We know that the infinitive can be used as the subject, object, adverbial and so on. I gave you some homework about the infinitive yesterday. Now let me check your homework to see if you have mastered the infinitive.

T: Open your books on page84. Let’s take a look at Ex3 first. Answer the following questions with infinitives. You may think of more than one answer. I want to ask you to answer these questions one by one.

(See suggested answers on page 84 of the book.)

T: You have done a good job. Now let’s move to Ex4. Choose the best answers to fill in the blanks. I will also ask some students to read these two passages. When you are doing the exercise, please read the sentence, and don’t read the numbers to fill the blanks.

(See suggested answers on page 84 of the book.)

T: Good. You all did an excellent job.

Step 3 Practice

T: Now we will do more exercises to enhance what you have learned. Look at the screen please.

Tell the function of the underlined part in each sentence.

1. (1) To learn more about the universe, you need (2) to have a telescope (3) to observe the stars with.

2. It takes time (4) to know a man.

3. Please remember (5) to bring me a book.

4. I have got a lot of work (6) to do.

5. (7) In order to catch the first bus, she got up early.

6. It is important for us (8) to learn English.

(Teacher asks the students to do them one by one. Of there is any question, teacher can explain it to them. )

Suggested answers:

Subject: (4) (8)

Object: (2) (5)

Attributive: (3) (6)

Adverbial: (1) (7)

T: Let’s do another exercise. Choose the best answers to fill in the blanks.

(Show the following on the screen.)

1. to live; 2. to discover nature of the universe; 3. to eat. 4. to be wrong; 5. to pass the exams; 6. to find the train had gone;

7. to catch the train; 8. to get married; 9. to miss the train;

1. The goal of Stephen Hawking’s research is ______ and ______ is his biggest dream.

2. The doctor thought he only had three more years _____, which turned out _____.

3. We took a taxi _____. We hurried there, only _____. We were unhappy to _____.

4. He studied hard _____.

5. Lunch is ready. Let’s stop _____.

Suggested answers:

1. to discover nature of the universe; to get married;

2. to live; to be wrong;

3. to catch the train; to find the train had gone; to miss the train;

4. to pass the exams;

5. to eat.

T: Well done. So much for grammar. Now let’s revise the useful expressions in this unit together.

(Show the expressions on the screen.)

Tell me their Chinese meanings one by one.

work on, be engaged to sb, go by, turn out, dream of, go on with, use up

T: Now let’s do some exercises to see whether you have mastered them well. Complete the sentences by filling in the blanks with the right phrases we have revised just now.

(Show the expressions on the screen.)

1. He ____ one day becoming a famous scientist.

2. Tom ____ Ann.

3. Two weeks slowly _____.

4. He ____ his ink.

5. If we don’t finish painting the room today, we can ____ it tomorrow.

6. His suggestion ______ to be a good one.

7. He _______ a novel.

(A moment later, check the answers with the whole class.)

Suggested answers:

1. dreams of; 2. is engaged to 3. went by 4. has used up 5. go on with 6. turned out 7. is working on

T: Great. I see you can manage these phrases in sentences. Now turn your books on page 83. Let’s do another exercise to see if you can master them in passage. Ex3 in page83. Replace the underlined parts with the phrases below. You may change the forms if necessary.

(See suggested answers on page 83 of the book.)

T: You all have done a good job. Now let’s move to the next part: Integrating Skills.

Step 4 Reading

T: There were many scientists in the world in the past, whose discoveries and inventions can help us understand the world better. Can you say out the neames of some scientists and their discoveries?

Ss: Yes. Elbert Einstein (the Theory of Relativity); Marie Curie (radium and polonium…)

(Teacher collects the names and discoveries or inventions of the scientists and says the following.)

T: Do you know why and how they made these important discoveries or inventions?

Ss: No.

T: Ok, today we are going to read a passage. It will tell us what makes the scientists make their discoveries. Before we red it, we will learn more new words in this period.

(Teacher deals with the new words.)

T: Open your books and turn to page7. I will give you four minutes to read the passage quickly and then answer some questions.

(Four minutes later, ask the students the following questions:)

1. Who said the sentence “Knowledge is power.”?

Sir Francis Bacon.

2. Who are the two scientists in this passage as examples?

Galileo Galilei and Zhang Heng.

3. Where was Galileo Galilei from?

He was from Italy.

4. What invention did Zhang Heng make?

He invented seismograph.

5. What made Galileo and Zhang Heng become famous scientists?

They were curious and creative. They always asked why, how and what if.

Step 5 Language Points

1. Learn from

Eg: We should learn from Lei Feng to help others all the time.

2. be satisfied with

Eg: The teacher is always satisfied with the homework this student does.

satisfy make sth/sb satisfied

Eg: Nothing satisfies him.

3. take a look at = have a look at = look at

Eg: Let’s take a look at your new car. .

4. what if = what would happen if…? 要是。。。又怎么样？

Eg: What if it rains when we are at the park?

5． all the time =always

Eg: He is a teacher all the time.

6. believe in

believe

Eg: We have to believe in ourselves when we meet problems.

Do you believe what he said?

I don’t.

7. the other way around

Eg: She told people that I stole the necklace, but in fact it is the other way around.

8. be knows as

be known for

Eg: He is known for his first novel.

He is known as a famous writer.

Step 6 Writing

T: Who is your favorite scientist?

(The students may have different answers.)

T: Now we are going to write a paragraph to describe your favorite scientist. Before you write, you should think about what you want to write. What does the reader need to know about the scientist? How can you best describe him or her? What is the most important or interesting fact about the scientist? Why do you like him or her? You can first discuss these questions in groups. Use your answers to write your paragraph. If you want to know more about him or her, you can use a library or the Internet to find more information after class. In class you should list an outline of the passage. When you write your passage, the ideas, words, and expressions on the blackboard may help you to describe a great scientist.

Step 7 Summary and Homework

T: In this class, we have reviewed the useful expressions and the important grammar – the infinitive in this unit. And we have also learned a passage about some scientist we have practised how to write a descriptive paragraph. After class go over all the important points learned in this unit and finish your writing. Class is over.

Homework: 1. Read the reading again and review the language points in this passage.

2. Finish the writing about a great scientist.

Step 8 The Design of the Writing on the Blackboard

The Fifth Period

The Infinitive

I. Teaching Aims:

Summarize the usages of the Infinitive

IV. Teaching Important Points:

1. Let the students master the verbs followed directly by the infinitive and the verbs followed by the object and the Infinitive as the object complement without “to”;

2. Let the students master the Infinitive as Adverbial and Attributive;

V. Teaching Difficult Points:

1. How to help the students understand the following sentence patterns:

It is + adj./n. + for sb./ of sb. to do sth.

Sub. + V. +it + adj./n. + to do sth.

2. The perfect Infinitive and the Passive Infinitive.

3. The Negative form of the Infinitive.

IV. Teaching Methods:

Review, explanation and inductive methods

V. Teaching Aids:

1. The blackboard;

VI. Teaching Procedures

Step 1 Greetings

T: Good morning.

Ss: Good morning, Miss Wang.

Step 2 Revision

T: Yesterday we learned some useful expressions. Now let’s do a revision on them.

1. Learn from

Eg: We should learn from Lei Feng to help others all the time.

2. be satisfied with

Eg: The teacher is always satisfied with the homework this student does.

satisfy make sth/sb satisfied

Eg: Nothing satisfies him.

3. take a look at = have a look at = look at

Eg: Let’s take a look at your new car. .

4. what if = what would happen if…? 要是。。。又怎么样？

Eg: What if it rains when we are at the park?

5． all the time =always

Eg: He is a teacher all the time.

6.believe in

believe

Eg: We have to believe in ourselves when we meet problems.

Do you believe what he said?

I don’t.

7. the other way around

Eg: She told people that I stole the necklace, but in fact it is the other way around.

8. be knows as

be known for

Eg: He is known for his first novel.

He is known as a famous writer.

T: Good. Today we will review the Infinitive. First let’s do an exercise. Fill in the blanks with the best answer.

(Show the exercise on the screen.)

Choose the best answers:

1. We agreed _____ here bit so fat she has not turned up yet.

A. having meet B. meeting C. to meet D. to have met

2. The boy wanted to ride his bicycle in the street, but his mother told him _____.

A. not to B. not to do C. not do it D. do not to

3. When I handed the report to john, he said that George was the person _____.

A. send to B. for sending it

C. to send it to D. for sending it to

T: Now look at the screen. I’ll ask three of you to tell the answers one by one. Any volunteers?

S1: The first answer is C.

S2: The second answer is A.

S3: The third answer is C.

T: Well done! Sit down please. Who can tell me the function of each infinitive in the three sentences?

S4: I can. …

Suggested answers:

1. Object

2. Object complement

3. Attributive

Step 3 Explanation and summary

T: As we all know, the infinitive is used as the object of the verb “agree” in the first sentence. Now can you think of any other verbs followed by the infinitive as their objects?

Ss: Afford, arrange, ask, beg, choose, decide, expect, fail, hope, manage, offer, pretend, promise, refuse, want, wish and so on.

(Write them on the blackboard.)

T: very good. there are some verbs followed by either the infinitive or the doing. Do you know what they are?

Ss: like begin, continue, forget, regret, remember, start, stop, try…

T: Right. But attention please. The verbs “begin, continue, start, like, love” can be followed by either the infinitive or the doing form. And they have ht same meaning. While the verbs “forget, regret, remember, stop, try” can also be followed by the infinitive or the doing form. There are some differences between them. Now look at the examples on the screen.

(Show the screen.)

1. I like playing football, but I don’t like to play it now.

2. I remember seeing her once somewhere.

3. I must remember to take my notebooks with me.

T: From the first sentence, we know the doing form is an action in general while the infinitive is an action on a certain occasion. In the second and the third sentences, the doing form is used for a past event while the infinitive is used for a future action. Are you clear?

Ss: Yes.

T: Please translate the sentences into Chinese, one student, one sentence.

S1: 我喜欢踢足球，但是现在不愿意。

S2: 我记得在哪里见过她。

S3: 我必须记住带上笔记本。

T: Good. When the infinitive is used as object and is followed by object complement, we often use this structure:

S. + V. + it + adj./n. + infinitive. Now please make some sentences with the structure.

S4: I thought it unnecessary to argue with him about it.

S5: He confiders it his duty to help others.

T: Very good. Which verbs do you think can be followed by the infinitive as object complement?

Ss: advise, allow, ask, want, wish, order, tell, have, make, feel, hear, watch, see…

T: Yes. Some verbs, like “advise, allow, ask, want, wish…” must be followed by the infinitive with “to”, while the verbs “have, let, make, feel, hear, watch, see…” must be followed by the infinitive without “to”. But you must not forget “to” in the passive voice. Look at the examples on the screen.

(Show the screen.)

1. We often hear her ding the folk song.

=She is often heard to sing the folk song.

2. The girl wanted to go dancing, but her mother told her not to.

T: In the second sentence, “not” is put before the infinitive. To avoid repetition, the verb after the sign “to” is often omitted. But “to” can not be left out. This is done after such verbs as: want, wish, like, love, hope, plan, try, hate etc. now look at the examples on the screen.

(Show the screen.)

1. –Would you like to come to a party?

-- I d like to.

2. –Have you listened to the music?

-- No, but I plan to.

3. You don’t have to eat it if you don’t want to.

T: When the infinitive or the infinitive phrase is used as subject, the formal subject “it” is often used, that is, “it is +n./adj.+ infinitive”. If we need to tell who performs the action of the infinitive, we cab put “for sb.” before the infinitive. Some adjectives, such as, kind, good, wise, stupid, foolish, careless, clever…, must be followed by “of sb. to do sth”. In this case, the sentences emphasizes “person”. If we use “for sb to do sth”, it emphasizes thing. Please look at the sentences on the screen and compare them, then fill in the blanks with “of” or “for”.

(Show the exercise on the screen.)

1. It is silly ____ us to believe her.

2. It is impossible ____ her to finish the task so soon.

3. It is nice _____ you to help me.

4. It is necessary ______ us to take exercise.

(Teacher asks four students to give the answers.)

Suggested answers:

1. of 2. for 3. of 4. for

T: Now look at the sentences on the screen. Pay attention to the forms of the infinitive in the sentences.

1. She asked to be sent to work in Tibet.

2. I am glad to have seen your mother.

3. We did not expect you to be waiting for us here.

T: In the first sentence, the passive infinitive is used, which expresses a passive action. In the second sentence, we use the perfect infinitive. When do you think the perfect infinitive is used?

Ss: When the action expressed by the infinitive happens before the predicate, the perfect infinitive should be used.

T: Quite right, now look at the third sentence. The continous form of the infinitive is used. When the action is happening, we use theh continous form of the infinitive.

(to be done, to have done, to be doing)

Now let’s do an exercise:

(Show ht eexercise on the screen.)

1. I have two letters ______ today.

2. I have no letters ______ today, thank you.

A. to type B. to be typed

3. I would like to ______ to the cinema tonight.

4. I would like to ______ to the cinema last night.

A. go B. have gone

5. When his mother cane in, the little boy just pretended ______.

A. to read B. to have read

C. to be read D. to be reading

Suggested answers:

1. A 2. B 3. A 4. B 5. D

T: Besides, the infinitive can also be used as predicate, attribute, adverbial for purpose and for a disappointing sequel. Now look at the sentences on the screen. Pay attention to the usages of the infinitive.

1. He does not seem to like the idea.

2. The boy uses a computer to play games.

3. She hurried to the station only to find the train had gone.

4. There are letters to be typed.

5. I have nothing to do.

6. Please pass me a pen to write with.

T: In the last two sentences, the meaning is passive, but the active infinitive is used. You must pay attention to it.

Step 4 Practice and Consolidation

T: Now you have known all about the infinitive. Let’s do some exercises to have a consolidation so that we can use it correctly. Please look at the screen.

Fill in the blanks with the proper forms of verbs:

1. He hopes _____ (invite) to the party.

2. My wish is ______ (become) an engineer.

3. I have something important ______ (tell) you.

4. The old man made it a rule ______ (take) a walk after supper.

5. I regret ______ (tell) you that my sister regretted ______ (miss) the lecture given by Professor Li.

6. The book is said ______ (translate) into several languages.

7. The question is easy ____ (answer).

8. Let’s hurry. There is no time _____ (lose).

Suggested answers:

1. to be invited 2. to become

3. to tell 4. to take

5. to tell; telling 6. to have been translated

7. to answer 8. to lose

T: Let’s do another exercise on the screen.

Correct the following sentences:

1. English is not easy to be learned.

2. For making sure about the meaning, I looked up the word in a dictionary.

3. Please give the child something to play.

4. She does not like to praise.

5. He did everything he could save the old man.

Suggested answers:

1. to be learned → to learn

2. For making →to make

3. to play → to play with

4. to praise → to be praised

5. save → to save

Step 5 Summary and Homework

T: In this class, we have reviewed the infinitive. After class, you must remember the important points, especially the verbs and in what condition the passive infinitive and the perfect infinitive should be used. Are you clear?

Homework: 1. Finish the exercises on page 3 of the exercise book.

Step 7 The Design of the Writing on the Blackboard

第2篇：高二英语第三单元教案 (新课标版高二英语上册教案教学设计)

Contents 目录

教学内容分析 (Analysis of the teaching materials)

一、教学目标和要求 (Teaching aims and demands)

二、教学重点与难点 (Teaching difficult and important points)

三、教学课时安排 (Teaching arrangements)

四、教学设计步骤 (Teaching procedures)

五、评估与反馈 (Assessing)

浙江省台州中学高二备课组教师

周萍、朱伟军、林丹红、杨霞、杨素莲、张亚伟等

浙江省台州中学高二备课组

本单元的中心话题是艺术和建筑。围绕这一话题，学生将由此接触和领略古今中外的一些建筑艺术风格，了解一些著名的建筑艺术家及其典型的建筑特点，从而扩大他们在这一方面知识的理解和掌握，拓宽他们的文化视野，增长见识。通过学习，可以帮助学生了解建筑的文化特色，使他们从建筑中看到世界各地绚丽多彩的传统艺术风格和魅力，并可在一定程度上激发他们的审美能力，鉴赏能力和创造力。单元语言素材涉及传统建筑、现代建筑、建筑艺术家高迪、赖特，典型建筑如北京的故宫、奥运会场以及由废弃军工厂转变而成的７９８工厂等等。本单元的教学对教师本身的文化修养、知识面等方面有较高要求，需要我们在教与学的过程中不断更新知识结构，积累语言素材，拓宽学生学习和运用英语的渠道。

“热身”部分首先提供了两幅图片，一幅高楼和一幅乡村民居的图片，从引导学生讨论喜欢居住的处所入手，通过对于各种不同建筑的谈论，让学生说出自己的偏爱，谈一谈你所喜欢的建筑风格，是喜欢传统风格的建筑还是现代风格的建筑，从而对于建筑这一话题有一个初步的印象。

“听力”部分是讲述Amy 和Danny为布置新家在商场买家具的对话，主要涉及对不同家具的品味和喜好的谈论，为进一步 “谈论不同喜好”这个功能项目作好语言铺垫基础。听后课本中设计了选择、对错题及填空题三种形式对听的效果进行检测。

“说话”部分承接了热身部分的话题，提供了一个喜欢住现代式公寓还是住传统四合院的对话范例，在听录音熟悉对话的基础上让学生自由讨论对不同事物的喜好，进一步熟练如何表达喜好的对话并归纳了一些常用句型。

“读前”部分提供了四幅现代建筑的图片，让学生对阅读材料的话题先有个感性认识；并对阅读篇章的内容进行预测。阅读文章通过对现代建筑的不同特点的描述，将古今建筑、中外建筑、纯现代建筑与体现自然风格的建筑之间进行了对比，特别是介绍了世界著名建筑师高迪和赖特及他们的建筑风格，使我们更进一步了解建筑的无穷魅力。“读后”部分要求学生回答问题，检测对文章的理解程度，同时培养学生的思辩能力。

“语言学习”分词汇和语法两部分，学习一个重要句型：A is to B what C is to D. ( A nest is to a bird what a house is to a man.) 以及过去分词作宾补的用法。教材在这一部分中还设计了一个很好的情景：通过讨论房间装饰的话题来让学生熟练运用have something done 的句型。

“综合技能”包括读、写两部分。阅读部分是一篇介绍７９８工厂由昔日的军工厂转变为今日的文化艺术中心的材料，从古建筑如何重新再利用的角度向学生进一步渗透艺术和建筑的主题。写作练习要求选择一个建筑物的平面图，然后对其进行详细描述，特别是设想当该建筑物已不再作为原来的用途而转作其它之用时，应该如何对它充分地加以利用的问题，让学生展开想象，写出再利用的计划，并谈谈相关的利弊，从而训练学生在这一方面的写作能力。

“学习建议”部分指导学生通过报纸、杂志等媒体查找有关艺术和建筑话题的素材，如剪切图片，列表单，查找艺术展览的信息等等，提示学生从日常生活中收集信息，做生活的有心人的意识，明确的指导使得该任务具有可操作性。

“复习要点”部分简要地总结了本单元的语法重点--过去分词作宾补的用法并且涉及了一些基本的句型帮助学生理解和归纳。同时通过两个问题引导学生对本单元所学的词汇做一次回顾和小结。

Teaching goals:

Talk about art and architecture.

Practise expressing preference.

Learn about the Past Participle used as Object Complement.

Write about advantages and disadvantages.

本单元基于艺术与建筑这一话题开展一系列的听说读写活动，要求学生掌握如何表达喜好的一些常用句型，学习过去分词作宾语补足语的语法，并学会写一篇论述利弊观点的小作文。

另根据《英语新课程标准》关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度、文化意识五个方面。

1．语言知识（Knowledge）

词汇（Vocabulary）：能理解、内化、运用以下生词 --- architecture, architect, preference, design, furniture, taste, modern, convenient, apartment, style, stand, ugly, construction, impress, fantastic, create, aside, rent, development

短语（Phrases）: act as, fill up with, belong to, set aside

语言功能（Functions）：学习掌握一些用于表达喜好的句型，如：

I’d rather …

I’m much more interested…

I really prefer…

I wouldn’t feel happy if…

I don’t get very excited about…

I prefer something that…

What I like is…

I can’t stand…

语法(Grammar): 掌握和运用动词过去分词作宾语补足语的用法。

They wanted their buildings constructed in a way to look unnatural.

Frank Lloyd Wright found himself inspired by Japanese seashells.

I think I will have the walls painted yellow.

2. 语言技能（Skills）

听：通过听一个关于布置新居买家具的对话，训练学生听力理解能力及技能，如捕捉特定信息的能力，准确听写相关词语的能力，从说话人的语气表情判断信息正误的能力等等。

说：能熟练运用所学表达法来表明自己的观点，谈论不同喜好；能就本单元相关话题表达看法；能较好地完成一些开放性的话题，以提高在真实语境中的英语交际能力。

读：能运用各种阅读微技能进行有效的阅读，在阅读中培养语篇意识，以及分析文章结构的能力，快速捕捉特定信息的能力，猜测单词词义的能力，同时掌握文中出现的单词和短语的使用。

写：写一篇论述利弊观点的小作文。展开想象，自己动手设计对家乡，对身边的古建筑进行再利用的计划，并谈谈相关的利弊。

3. 学习策略（Strategy）:

认知策略：在学习过程中，善于抓住重点，做好笔记，并能对所学内容进行整理和归纳。

调控策略：能够根据个人的特点和需要安排自己的学习，主动拓宽学习英语的渠道，总结有效的学习方法，能在一定程度上形成自主学习的能力。

交际策略：能够在课内外活动中积极用英语和他人交流，利用各种机会用英语进行真实的有效的交际的能力。

资源策略：能够有效地使用图书馆、网络等方式查阅有关艺术与建筑的资料进行信息处理的能力，获得更广泛的英语信息，扩展所学知识。

4. 情感态度（Affect）：能在多种英语学习情境中感受、分享用英语交流的成功与喜悦；积极参与多种形式的合作学习，有较强的合作精神和互助精神，在交流中理解并尊重他人的情感。

5. 文化意识（Cultural awareness）:通过学习，了解一些中外著名的建筑艺术家以及建筑艺术风格，从而拓宽他们的文化视野，加深对艺术和建筑的理解和掌握。

（一）重点

1．重点词汇：architecture, architect, preference, design, convenient, apartment, style, stand, ugly, construction, impress, create, rent, act as, fill up with, belong to, set aside

2．重点句型：学习掌握一些用于表达喜好的句型。

A is to B what C is to D.

3．语法：动词过去分词作宾语补足语的用法。

（二）难点:

1. 运用所学知识表达自己的想法。

2. 较长句子成分的划分及意义的理解。

3. 如何能就课文内容完成一些开放性的话题讨论，能把课文的内容得以延伸与拓展。

4. 指导学生通过各种渠道如报纸、杂志、图书馆和网络等资源查找有关素材，培养信息社会收集查找资料的能力。

Period 1: Warming-up, Listening & Speaking

Period 2: Pre-reading & Reading

Period 3: Reading & Post-reading

Period 4: Language study

Period 5: Integrating skills

本教学安排根据LARA教学原则，对教材进行大胆的删除（L - leave out）、修补（A - Amending）、替换（R – Replace）、增添（A – Add）处理，灵活的将教材为我所用。我们根据单元实际情况对教材的编排顺序作了一些调整，如“热身”部分呈现了一些不同风格的建筑图片后，在学生充分发挥想象的基础上先引导学生思考用于描绘建筑物的词汇，导入本单元的词汇学习，即先处理问题3，再处理问题2。另由于第三部分“speaking” 的对话范例提供的一个喜欢住现代式公寓还是住传统四合院的话题刚好承接了热身部分的话题，所以我们在处理的时候把“speaking”和第二部分“Listening”也作了调整，先讨论喜欢住哪里，再转至第二部分喜欢布置什么家具，这样在内容安排上有更好的承接关系。热身部分的最后一个问题是查找建筑历史、著名建筑艺术家、建筑物的任务。我们认为这个任务可以作为课前预习任务或课后作业来布置会更好。

本单元以艺术建筑话题为核心，基于这一话题组织和安排了一系列的听、说、读、写活动，使学生在学习英语的过程中培养综合地运用所学语言的能力。因此，我们在采用话题、功能、结构相结合的基础上，设计了一系列的“任务型”活动。如让学生设计自己的“梦之家”，设计自己居室的家具布置，模拟开展“最佳寝室”的活动；并结合我们学校即将搬迁新校园的契机，让学生开动脑筋，人人参与，设计你所希望的新校园的蓝图，还可增强学生爱校爱家的主人翁精神；结合课文最后一部分旧建筑被重新再利用，并要求写作的任务，我们设计了让学生讨论如何重新再利用老校园的话题，体会做一个建筑师的感觉。我们觉得这些是培养学生的思维能力，创造能力和动手能力的很好的任务。在设计的过程中运用所学的知识，学生必定学得积极主动并学有所获。

分课时教学设计教案如下：

Period 1：Warming up, Speaking & Listening

Step 1. Greetings and warming-up

Greet the students as usual.

Ask the Ss to talk about their hometown and their houses.

Qs: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

Show students two pictures, a tall building and a traditional yard.

T: what can you see in the two pictures?

What is the difference between them?

(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)

Suggested answers:

Block of flats Traditional house

Modern.Convenient.The rooms are big.Every flat has a toilet and bathroom.Not much contact with their neighbors.People often feel lonely.Flat roof.… Old-style.The rooms are small.Sometimes no toilet or bathroom.Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.The roof is sloping.(why?)…

In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

Show the students some different kinds of houses , ask them to describe them.

Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

Architect: one who designs the construction of buildings or other large structures.

Give the students enough time to discuss the question. Collect their answers.

Step 2 Speaking

Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences.

Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.

Two tasks: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room.

T: In your dream houses, are there any chairs?

(Show some chairs) which one do you like? Why?

When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue.

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

A:…

Step 3 : Preparation for listening

T: You have already designed your own dream house , it is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.

Step 4. Listening.

Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do.

Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs.

Then play it a third time for the students to check their answers. Check them with the whole class in the end.

Step 5.Homework

1.Decorate your bedroom and classroom. And talk about your decoration.

2.Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.

Period 2&3: Reading

Step1: Pre-reading

----Enjoy pictures of both modern architecture and classical architecture

1. Greetings

T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.

2.Brainstorming or guessing game

---Name the pictures: Sydney House; the Eiffel Tower; the Temple of Heaven…

Q: Among all of these pictures, which ones are different from others? Or you may say which ones belong to modern architecture.

SS: …

Q: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical (ancient) architecture?

SS: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.

Step2: While-reading

1. Fast- reading

----Find the difference between modern architecture and classical architecture in the text.

Q: what’s the difference between modern architecture and classical architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

Q: What kind of materials is used? What other materials do you know?

Q: What’s the characteristic? How do people feel towards modern architecture?

2. Careful-reading

----Find out the information according to the key words

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: Where were they from? ----Spanish/ American architect

Q4: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q5: What inspired Wright? ----Japanese seashells

Q6: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q7: How do they look like? ----Seashell/ nest

Q8: Why do we call the 2008 Olympic Stadium in Beijing” the Bird’s nest”?

Q9: What do they (two architects / two examples) have in common? ---Nature

3. Listening

----While listening, pay attention to the key points in the text.

Step3. Post-reading

1. Task 1: Interview (group work)

2. Task2: Design (group work)

--- Design the architecture of a new school.

---Report four elements: what kind of materials is used? / Why do you design in this way? / How do the architecture look like? / What’s the style?

Step4. Homework

1. Exchange designs with your classmates and exhibit them.

2. Report what you have learned about modern architecture next time.

Period 4: Language study

Step 1, Lead-in

T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.

Step 2, Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

van area with a wall or bars around it, joined to the outside wall of a building ________________.

vA strong construction material which is a mixture of stone, and sand and water _________________

va shelter made by a bird to hold its eggs and young ____________

vthe structure on the top of a building to keep the rain out_________

Step 3, Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

→A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

u Fur is to a fox what the_____is to a banana.

u ____are to a house what words are to a text.

u An architect is to____________what a painter is to art.

u A___is to a boat what an engine is to a car.

u A____is to a fisherman what a gun is to a hunter.

u Arms are to the body what_______are to a tree.

Step 4, Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

show the Ss the picture and ask them to describe it.

--What can you see in the market?

--Let’s see what can we do here?

Give examples: I can have my hair cut here.

I can have my bike mended.

Ask the Ss to make similar sentences.

T: in all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

Watch more sentences on page 22.

Examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.

→ passive voice: -ed

active voice: -ing

Look at the pictures, can you find out another difference between –ing form and –ed form.

Let’s do some exercises.

Matching

wDid you find the city wdone?

wWhen will he ever get the work wgreatly changed?

wShe can’t make herself wcalled.

wNext week I’ll have my bedroom wunderstood.

wYou’ve got to keep the door wlocked.

wI got the watch wrepaired.

wShe heard her name wdecorated

Completing

wI don’t want any bad words____(say) about him behind his back.

wPlease get the work____(do) as soon as possible.

wI’ll have the materials_____(send) to you next Monday morning.

wShe won’t have her long and beautiful hair____ (cut) short.

wYou should make your voice______(hear).

wI want you to keep me_________(inform) of how things are going with you.

wThe rent sounds reasonable. How would you like it________(pay).

wAt last I succeeded in making myself__________(understand).

We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report. Here are some phrases to help you:

Step 5, Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period 5: Integrating skills

Step 1. Revision:

( Talk about new house decoration to revise the grammar: have… done)

--- Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

--- You should have your walls painted white.

--- You had better have … done.

A few minutes later, call out some pairs to report their design. >

--- Ok, which group will give me good suggestions?

--- Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

( Talk about how to deal with the old house.)

--- Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

< Ss discuss and give advice. >

--- Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

--- Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ”

< Ss fast reading for a few minutes. >

--- Who has found out the answer?

→ an old army factory ; an arts centre;

Step 4. Careful reading

--- Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

--- What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

More questions on the screen to guide the reading:

1. When was Factory 798 built? Who designed it? Who built it?

2. Why is it very different from Chinese architecture?

--- We’ve known that Factory 798 was built in 1950s. As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

--- What has happened to it now?

→ turned into an arts center