section是什么意思高一英语必修教案全部

2021年1月26日发(作者：1600)
Unit 1 Festivals around the world
Ｉ．

单元教学目标

技能目标
Goals
▲ Talk about festivals and celebrations

▲ Talk about the ways to express request and thanks

▲ Learn to use Modal verbs

▲ Write a similar story with a different ending

II
．

目标语言

功

能

句

式

Talk about festivals:
*Festivals are meant to celebrate important events.
*What’s your favorite holiday of the year?

*What festivals or celebrations do you enjoy in your city
or town?
*Do
you
like
spending
festivals
with
your
family
or
with
your
friends?
*What part of a festival do you like best
——
the music, the
things to see, the visit or the food?
*Festivals and celebrations of all kinds are held
everywhere.
*They lit fires and made music because they thought these
festivals would bring a year of plenty.
*Some festivals are held to honor the dead or satisfy and
please the ancestors.
*Festivals can be held as an honor to famous people or the
gods.
*The
most
energetic
and
important
festivals
are
the
ones
that
look
forward
to
the
end
of
winter
and
to
the
coming
of
spring.
*Festivals let us enjoy life, be proud of our customs and
forget our daily life for a little while.
Request:
Could/Would you please...?
Could I have ...?
Could we look at...?
I look forward to ....

May I see...?
Thanks
It’s very kind of you
...
Thank you very much/Thanks a lot.
I’d love to.


It was a pleasure...
Don’t mention it.


You are most welcome.
词

汇

1.
四会词汇

Beauty harvest celebration starve origin religious ancestor
Mexico
feast
bone
belief
trick
poet
arrival
gain
independence
gather agriculture award rooster admire energetic Easter
clothing Christian custom worldwide fool permission parking
apologize drown sadness obvious wipe weep remind forgive

2.
认读词汇

Obon, incense, skull, Halloween, carnival, lunar, parade,
Jesus, Trinidad, Valentine, weave, herd, the Milky Way,
magpie
3.
固定词组

take
place,
in
memory
of,
dress
up,
play
a
trick,
look
forward
to, day and night, as though, have fun with, turn up, keep
one’s word, hold one’s breath
, set off , remind
…
of
4.
重点词汇

starve, satisfy, lead, gather, admire, apologize, drown,
wipe, weep, forgive
语

法

Modal verbs: may/ might, can/ could, will/ would,
shall/should, must/ can
▲
They lit fires and made music because they thought these
festivals would bring a year of plenty. P1
▲ Some festivals are held to honor the dead, or satisfy and
please the ancestors, who could return either to help or to
do harm. P2
▲ Festivals can be held as an honor to famous people or the
gods.

III.
教材分析与教材重组



1.
教材分析
本单元以节日为话题，介绍古今中外节日的种类、由来、意义以及人们的活动和
习俗，
旨在 通过本单元的学习使学生不但了解我国的节日，
而且对外国的节日也有所
了解，进而拓展社会文 化背景、
增加跨国文化知识；
使学生复习和巩固运用请求和感
谢的表达法，
掌 握情态动词的用法；并尝试根据阅读的文章写一个不同的结局，
能表
达自己的观点和想法。

1.1 Warming Up
旨在通过表格引导学生讨论并列举出五个 我国节日的日期、庆
祝内容和民俗。
可以刚刚过去的春节为话题导入对节日的讨论；
使 他们由自己的经历
谈起，扩展到别的节日以及外国的重要节日，
激发学生的兴趣，
激活 他们关于节日的
背景知识，为本单元的学习做准备。


1.2 Pre- reading
是
Reading
的热身活动。
主要通过两个问题引导学生 思考并讨
论自己最喜欢的节日及欢度方式，
进而了解学生对节日的认识，
以便为阅读作 好铺垫。


1.3 Reading
的五篇小短文分别介绍古代节日、
亡灵节、
纪念名人的节日、
丰收
节、春天的节日等，使学生了解各种节日的由 来及其存在的意义。此部分载有
Festivals
的重要信息，还呈现了大量的词汇和主要的 语法
---
情态动词的用法。处
理时应作为重点、整体处理，通过上下文来教词汇、语 法，并引导学生分析长句、难
句和复杂句。



1.4 Comprehending
是考察对阅读内容的进一步理解。

练习一：六个问题让 学生对文章内容有浅层理解并考察课文细节，但又不能仅仅
拘泥于课文，要引导学生理解课文内容的基础 上联系现实生活。


练习二：要求学生讨论哪些节日是最重要的，哪些是最有趣的， 以表格的形式检
查学生对所读节日的理解，并训练他们举一反三的归纳和推理能力。


练习三：要求学生找出各种节日共有的三件事，然后讨论为什么这些事对各地的
人们都很重要。
这就要求学生不仅要温习文章内容而且要结合实际，
阐述自己的想法，
挖掘学生的思维 能力和语言表达能力。


1.5 Learning
about
Language
分词汇和语法两部分。其中
Discovering
useful
words and expressions
是本单元单词的英文释 义练习和用文章中的词汇的适当形式
填空；
Discovering
useful
structures
是以文章内容为载体在语境中练习语法，掌
握情态动词。由此可以看出本教材已明显地由结构为特征的传统语法训练转变到以交
际功能为特征的功能语法训练 ，充分体现了新教材话题、功能、结构相结合的特点。



1.6 Using Language
是英语听说读写的全面运用的练习。

1.6
①
Listening
是课文的延伸，通过听几位学生参加
Trinidad Carnival
节
日游行的两段对话，
使学生体会参加节日游行的真实情景，
既训练听力一通过问题训
练了他们的分析能力。


1.6
②
Speaking 分为两部分。第一部分通过电话突出交际用语功能的训练；
第
一部分让学生编对话，可以按 自己的想象、经历为内容，训练思维和表达能力。


1.6
③
Reading
是发生在情人节的一个令人伤心的爱情故事，其中又插入了一
个“七巧节”的 故事。
阅读后的讨论不仅帮助学生理解文章主旨大意，
更重要的是让
学生学会寻求解决 问题的方法。


1.6
④

Writing
的任务是写一个与文章结尾不同的结局。旨在让学生通过思考写
出自己的想法，尝试自己解决问题。

总之，通过本单元的系统学习，让学生了解世界各国的节日及民俗，学习有关节
日的词汇，并能够丰富语言知识，提升用英语表达观点的能力。



2.
教材重组

2.1
口语

从话题内容和功能上分析
Warming
Up
与
Workboo k
中的
Listening
和
Talking
相一致，旨在启发学生 讨论、思考并引出本单元关于节日的话题，可以整和
成一节任务型“口语课”。


2.2
精读

可将
Pre-reading
、
Re ading
、
Comprehending
三个活动整和成一节“阅
读课”。


2.3
语言学习

将
Learning about Language
与
Workbook
中的
Using words &&
expressions Using structures
结合在一起，上一节“语言学习课”。


2.4
听力

可将
Using language
中的
Listening
与
Workbook
中
Listening
和
Listening task
放在同一节课中处理，上一堂

听力课

。（
Using language
中的

Speaking
可视听力时间而定，可课上处理亦可留做课下作业下堂课提问。）


2.5.
泛读

可将
Using Language
中的
Reading &&Writing
和
Workbook
中的
Reading Task
上成一节

泛读课

。

2.6
复习、写作

可将
Workbook
中的
Speaking
Task
和
Writing
Task
上成一节复习
写作课。（
Workbook
中的
Project && checking yourself,
可视学生水平安排在本
堂课或留做作业。）


3.
课型设计与课时分配
(
经分析教材
,
本单元可以用
5
课时教完。
)

1st period Speaking

2nd period Reading

3rd period
Learning about Language

4th period Listening

5th period Extensive Reading
The 1st period Speaking
教学目标

1). knowledge & skills
Vocabulary: take place, lunar, festival, Army Day, Christmas, dress up
Phrases: Would you like …

Could I have…?

Might I offer help…?

May I see…?

You should try…

Could we like at…

Can you suggest…?

We might take…

2). process & method
3). emotion, attitude & value
ng?emphasis on the difficulties
：

ng preparation:
ng Procedures;
Step I Leading in

T: Hello, everybody! Welcome back to school! Did you have a good
time in
your winter holidays?

Ss. Yes. Of course!
T: When did you feel most happy and excited?
Ss: At the Spring Festival.
T: Who can tell us why? Any volunteers?
S1: Because it is the most important festival in our country.
S2: Because I got a lot of lucky money from my parents.
S3: Because I needn’t study at festivals and there was a lot of
delicious food
to eat. How great.
S4: Because I met my cousins and friends who I hadn’t seen for a
long time.
T:Very
food!
I
am
glad
to
hear
that.
Today
we
will
talk
about
festivals, which are meant to celebrate important events. Please think
about some other festivals. Can you name just a few?
Ss: New year, Yuan xiao festival…

T:
Quite
right.
That’s
called
the
Lantern’s Festival.
How about
some other festivals?
Ss: The Army Day, International Labour’s Day, National Day, Tomb
Sweeping Festival, Dragon Boat Festival, Mid- au
tumn Day…

T: You have done a good job, boys and girls! .
Step
Ⅱ
Warming
–
up

Festivals
are
meant
to
celebrate
important
events.
Different
countries
have
different
festivals.
Work
in
groups
and
lost
five
Chinese
festivals
that
you
know.
Discuss
when
they
take
place,
what
they
celebrate and one thing that people do at that time. The first one is
given to you as an example.
Festivals
Time
year/date
Mid-Autumn
Festival
Autumn/Fall
of
What
does
it
What do people do
celebrate
The
beauty
of
the
Give/Eat
mooncakes
full
harvest,
moon,
and
watch
the
full
time
moon
with family and
with
family
and
friends
friends












Step
Ⅲ
Pre- reading

Discuss in groups of four
1.
What’s your favourite holiday of the year? Why?


festivals
or
celebrations
do
you
enjoy
in
your
city
or
town?
Do you like spending festivals with your family or with friends? What
part of a festival do you like best---the music, the things to see, the
visits or the food?
Step
Ⅳ
Assignment

idation
ing to the material again after class to be familiar with
it.
rk:
Collect
as
much
information
about
festivals
as
possible.
Step
Ⅴ
Reflection after teaching

The 2nd period Reading

教学目标

lary:
starve,
starvation,
plenty,
satisfy
ancestors,lamps,lead,feast,bone,origin,



in
memory
of,dress
up,trick,poet,arrival,national,gain
independence,gather
agricultural,European, custom,awards,watermelon,handsome,rooster,
admire, look forward to, religious, as though, have fun with, daily

enable
the
students
to
know
the
earliest
festivals
with
reasons
for
them and four different kinds of festivals that occur in most parts of
the world

enable
the
students
to
master
some
English
expressions
and
phrases
about festivals.
Teach the basic reading skills: skimming and scanning.
Try to compare and make conclusion s of different festivals.
Step
Ⅰ
Revision

ngs.
the new words of this part.
3.
Check the students’ homework
---festivals
Step
Ⅱ
Reading

ng

T: Open your books and turn to page one. I’d like you to do the
scanning.
Read the
text quickly
and
accurately to
get
the
main idea
and
answer the 6 questions on Page3.
( Ask the student to look through the questions and then read the text
silently.)
( Four minutes later, check the answers with the whole class. Show the
suggested answers on the screen.)
ive reading

(
Allow
the
students
to
read
aloud
and
carefully
this
time
to
understand
the main ideas of each paragraph and the important details)
T: Read the text loudly for a second time and them try to tell if these
sentences are True or False.
1.
The
ancient
people
needn’t
worry
about
their
food. (
F )

een used to be a festival intended to honor the dead.
( T )
Yuan was a great poet who people honor a lot in China.
( T )
-autumn
Festival
is
held
to
celebrate
the
end
ot
autumn( F )
celebrates the birth of Jesus. ( F )
g and discussion

T: Read the text a third time and then work impairs to do Exercise
2 on Page 3.( Let the students have enough time to read the passage
carefully and discuss the chart with their partners. Encourage them to
expand their answers according to their own experiences.)
ation

(In this part try to help the students analyse the difficult, long
and complex sentences and guess the meaning of the new words; ask them
to deal with the language points in the context.)
T: Now I will discuss some important sentences and phrases in the
passage.
festivals are held to honor the dead, or satisfy and please
the ancestors, who could return either to help or to do harm.
memory of

India
there
is
a
national
festival
on
October
2
to
honor
Mahatma
Gandhi, the leader who helped gain India’s independence from Britain.


are
grateful
because
their
food
is
gathered
for
the
winter,
and because a season of agricultural work is over.

most
energetic
and
important
festivals
are
the
ones
that
look
forward to the end of winter and to the coming of spring.
country is covered with cherry flowers so that it looks as
though it might be covered with pink snow.
The suggested explanation:

attributive clause.
The
sentence
means
people
hold
some
festivals
either
to
show
respect
to
the
dead
or
to
make
their
ancestors
happy
in
case
they
might
come
back
to do harm.
b.
in
memory
of
…
serving
to
recall
sb,
to
keep
him
fresh
in
people’
minds.
He wrote a poem in memory of his dearest wife, who died in an accident.
in honor of ( showing great respect or high public regard)
in hopes/the hope of (hoping)
in defence of (defending)
c.a
noun
phrase
followed
by
an
attributive
clause
as
the
appositive
clauses for reason

→
energetic adj. ( full of or done with energy)
look forward to ( to is a preposition here.)
devote to, be/get used to, get down to , stick to
e.g. I’m looking f
orward to hearing from you.
Step
Ⅲ
Listening

T: Now I will play the tape for you. You can just listen with your
books closed or look at your books or read in a low voice together with
the
tape.
It’s
up
to
you.
After
listening,
please
write
down
three
thing
s
that
most
festivals
seem
to
have
in
common.(
Comprehending
Ex.3
on
Page
3).
Step
Ⅳ
Reflection after teaching

The 3rd period Learning about language

教学目标

1.

Let the students know the usage of modal verbs.
2.

Enable the students to recognize the words and expressions in the
reading
passage according to what mean the same as them.
Step
Ⅰ
Greeting and Revision

Ask some students to retell the text we learned .
Step
Ⅱ
. Practicing the useful words and expressions

T: As we know, there are two important kinds of verbs--- transitive
verbs and intransitive verbs. But many intransitive verbs have the
structure “verb+preposition+objects
” Can you give
me
some
examples?

Ss: Sure. Such as look at the picture, hear from my friends, listen to
the radio and so on.
T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of
your own, using the words given.
S1. I’m looking forward to hearing form my friend

S2: We are talking about verbs.
S3: Would you like to talk with me?
S4: Who can think of an effective solution to the problem?
S5: Please think about my proposal.
Step
Ⅲ
Useful Structures

T:
Let’s
come
to
the
next
part.
This
part
is
about
modal
verbs.
You
are to read the sentences in Ex. 1 and then to find out and write down
different sentences with modal verbs form the reading passage and try
to explain their meanings. If you have any difficulty in understanding
them you can refer to Grammar in Pages 92---94
Step
Ⅳ
Summing up and home work

T:
Boys
and
girls,
today
we
have
practiced
useful
words
and
phrases
of this unit and the usage of modal verbs. I think it is not easy for
you to master them, after class you should review them.
Homework

1.

2.

Practice of WBP42EX.1,2,3.
Please find out10 sentences with modal verbs, and try to get
their meanings.
Step
Ⅴ
Reflection after teaching

The 4th period Listening

教学目标

lary: go with, the big bands, musicians, over and over again,
for sale, get used to, the winners of this year’s awards for the best
costumes

the
students
to
know
how
to
get
the
key
words
to
understand
the
conversation about the carnival parade, to talk about sth happened and
express request and thanks.
Step
Ⅰ
Revision

After
checking
the
WB
Ex.
1,2,3
the
teacher
ask
the
students
to
give
examples about modal verbs and try to explain them.

Step
Ⅱ
Warming up

T: By the way, what’s the topic of this unit?

Ss: Festivals around the world.
T:
Would
you
like
to
know
something
more
about
festivals
around
the
world?
Ss: Of course.
T:
Now
I
will
show
you
several
pictures.
What’s
the
festival
called?

Step
Ⅲ
Listening

T:
I will
play
the tape
for
you twice.
Please
listen carefully
and
pay
much attention to the important points. For the first time you are to
make notes beside the questions. For the second time, you should write
down the answers and then check them with your partners.
( It’s important to encourage the students to adapt their present
knowledge any
skill to a variety of situations wherever they can. Make sure to allow
various
expressions
of
the
answers.
Do
not
demand
the
same
words
form
all
students.)

Step
Ⅳ
Speaking

This part is intended to give the students the opportunity to
practice a
telephone
conversation
using
the
functional
items
for
requests
and
thanks.
The
polite
form
of
English
are
important
and
should
be
practiced
in a variety of situations.

Step
Ⅴ
Listening task

T:
There
are
about
10
minutes
left.
Let’s
come
to
listening
task.
Turn to
page
43
and
look
at
the
pictures.
They
have
something
in
common.
Can
you
find it out?
Ss: They are all about festivals bout the dead.
T: That’s right. I will play
the tape for you. For the first time
you should try
to write down the name of the country where the festival are held. For
the next two times you should do Ex2. You can make a brief note first
and then complete the chart, according to which you can make a report.
Step
Ⅵ
Reflection after teaching

The 5th period Extensive reading

教学目标

lary:
heart-
broken,
turn
up,
keep
one’s
word,
hold
one’s
breath,
drown
one’s
sadness
in
coffee,
set
off
for,
remind
somebody
of
something,
to compare the festivals in China and in western countries.
Step
Ⅰ
Revision

Check homework
Step
Ⅱ
Reading (1)

T: As we know, there are all kinds of festivals around the world.
We have talked about two Chinese festivals for the dead. Today we are
going ti read a sad story, which is to introduce a cross cultural view
of lovers’ festival—Qi Qiao and Valentine’s Day. Now please read it
quickly and find out the sentence below are true or false.
The
girl
Li
Fang
loved
and
waited
but
she
didn’t
turn
up. But he didn’t lose heart.(F….)

Because her most lovely daughter got married to a
human
secretly,
the
Goddess
got
very
angry. .(…T.)

Zhinv
was
made
to
return
to
Heaven
without
her
husband.
They
were
allowed
to
meet
once
a
year
on
the
seventh day of the tenth lunar month, .(F….)

Hu Jin had been waiting for Li Fang for a long time
with a gift for him. .(…T.)

T: I think you have got the general idea of the passage. Now please
read the passage once more and answer the questions on Page 8.
Some language points:
1. turn up: appear
her word: keep her promise
his breath: wait without much hope

one’s
sadness/sorrow
in
coffee:
drink
coffee in order to forget the sadness/ sorrow
sb of sth: make sb think of sth
Step
Ⅲ
Discussion and writing

T: That’s for the reading part of the passage. Please think about
the ending
of the story. Are you satisfied with the ending? Different people have
different opinions to a matter. Now any one of you have an opportunity
to make up an ending to the story. Please engage imaginatively in the
story and use your own
ideas.
Try
to
use
the
vocabulary and
structures you have
learned
of
you
like.
Step
Ⅳ
Reading(2)

T:
Let’s
come
to
another
passage
about
carnival
in
Quebec.
Please
turn
to Page 44, read it quickly and answer the questions in Page 45. Five
minutes for you.
单元教学反思：

Unit 2 Healthy eating
Ｉ．

单元教学目标

技能目标
Skill Goals
Talk about healthy diet
Make suggestions or giving advice on diet
Distinguish the meanings of Modal verbs
Make a balanced menu
II
．

目标语言

功


能


句


式

Practice talking about your ideas
Yes, I think so.

I don’t think so.

I agree.




I don’t agree.

That’s correct. Exactly.

That’s exactly my opinion.

You’re quite right.

I don’t think you are right.



I quite agree with you.
I’m afraid I don’t agree / disagree with you.

Of course not.
词

汇

1.
四会词汇

diet, nut, bean, pea, cucumber, eggplant, pepper, mushroom,
peach, lemon, balance, barbecue, mutton, roast, fry, stir-fry,
ought, bacon, slim, curiosity, hostess, raw, vinegar, lie,
customer, discount, weakness, strength, consult, fiber, digest,
carrot, debt, glare, spy, limit, benefit, breast, garlic, sigh,
combine
2.
认读词汇

protective, spaghetti, protein, crisp, kebab, sugary, muscle,
calmly, cooperation
3.
词组

get away from, balanced diet, ought to, lose weight, tell a lie,
win
…

back,
earn
one
’
s
living,
in
debt,
spy
on,
cut
down,
before
long, put on weight
语

法

The use of ought to
1. Statements
You ought to cook fresh vegetables and meat without too much fat
if you want to stay slim.
You ought not to eat the same kind of food at every meal.
2. Difficulty
Distinguish and summarize the usage of ought to and should.
Ⅲ
.
教材分析与教材重组



1.
教材分析

本单元以“健康饮食”为中心话题，通过单元教学让学生了解各种食物对人 体的
作用，引导学生关注平衡膳食，
促使学生养成健康饮食的习惯。
针对现实中遇到的 实
际问题发表自己的看法。最后让学生运用所学知识，两人一组研究中餐，设计食谱。


1.1
WARMING UP
是本单元一个重要的组成部分。让学生看 图讨论不同食物对人体
的作用，
了解饮食与人体健康的关系。
通过几个设问激发学生思 考自己的饮食习惯是
否合理，运用已有的知识经验思考什么是
Healthy Eating.

1.2
PRE-READING
通过一个表格和一个排序题引导学生对 比不同食物中哪些食物
富含脂肪、纤维素、维生素和糖份。可添加讨论如何在烹饪中保持食物营养，从而 有
利于健康。


1.3
READING
讲述王鹏伟和 咏慧开饭店的不同风格和顾客对不同食品的反应，反
映了现代人对饮食的关注和对时尚的追求。但王鹏伟 和咏慧都没有提供平衡的膳食，
经过一段时间的磨合，
他们决定合作，提供既有能量又有纤维的 食品。戏剧性的结尾
增添了故事的趣味性。通过阅读丰富学生的饮食文化，教会他们如何改善饮食习惯；
在现实生活中碰到麻烦时，如何正确处理矛盾，解决问题。


1.4
COMPREHENING
利用判断和回答问题的形式考查学生对课文细节的理解，对比两家饭店所提供膳食的优缺点。


1.5
LEARNING ABOUT LANGUAGE
是继
Comprehending
之后的又一指导性 练习。注
重考查词性的变化，
课文中重点词汇在语篇中的熟练运用及情态动词的不同功能，并
设计连线和情景对话两个题型予以巩固。


1.6
USING
LANGUAGE
体现了学以致用的目的，从
Listening,
Reading,
Speaking,
Writing
四方面训练学生，
完成语言的输入性 学习和输出性训练的过程，
结合生活实
际，让学生两人一组研究中餐设计食谱。



2
．

教材重组

2.1
精读

把
Warming
up
作为
Reading
的导入部分，
把
Pre- reading
、
Reading
和
Comprehending
整合在一起作为一堂“精读课”。


2.2
语言学习

把
Learning About Language
和
Workbook
中的
Using words and
expressions, Using Structures
结合在一起上一节“语法课”。


2.3
听力

把
Using Language
中的
Listening
和
Workbook
中的
Listening
，

Listening Task
放

在一起上一堂“听力课”。


2.4
泛读
Using Language
中的
Reading
与
Workbook
中的Reading Task
放在一
起上一堂“泛读课”。


2.5
语言运用

将
Speaking
and
Writing
和
Workbook
中的
Writing
Task,
Project
整合在一起上一堂“写作课”。







3
．

课型设计与课时分配

1st period Warming up and Reading
2nd period Language study
3rd period Listening
4th period Extensive reading
5th period Writing
The 1st period Warming up and reading
Step
Ⅰ
Warming up
Review the words of foods by showing their pictures. First, ask
students to list the foods they like best. Then tick off 3 of them they
eat
most
often.
Second,
show
the
three
groups
of
foods
and
see
which
group
their foods belong to. Third, ask the students to tell us in what ways
their foods help them grow.
Step
Ⅱ
Pre-reading

Get
the
students
to
discuss
the
questions
with
their
partners
in
this
part.
Then
ask
them
to
report
their
work.
This
part
will
help
the
students
understand the text.
T: Please look at the slide show and discuss the questions with your
partners. Then
I’
ll ask you to report your work. Are you clear?
Which food contains
Examples of foods
more
…

Sugar
Chocolate or grapes
Chocolate
Cakes or bananas
Fat
Cream or rice
Chocolate
chicken
Fiber
Peas or nuts
Pork or cabbage
protein
Nuts
Cabbage
Cakes
Cream
or
Chocolate
Answer
Potato
crisps
or
ham
Ham
Eggs or cream
eggs
Step
Ⅲ
Reading

Get the students to comprehend the passage quickly and accurately
and meanwhile help the students to form a good habit of reading. Give
the
students
a
couple
o
f
minutes
to
look
through
the
whole
passage.
Tell
the students to read the text silently and then ask for the main idea
of
the
text
on
the
slide
show
with
their
partners.
Encourage
the
students
to express their ideas.
Fast reading
In
this
part
ask
the
students
to
read
the
text
quickly
for
the
first
time and find out the main idea of the text. Then ask them to read the
text again carefully to obtain some details. Before reading show the
tasks
and
let
the
students
read
the
tasks
first.
This
text
will
help
them
have a good understanding of the text.
The two restaurants supplied the healthy diet.
The
reason
why
Yong
Hui
’
s
restaurant
was
so
popular
with
customers.
Wang Pengwei
found
out
why
he had lost
his
customers
and
decided
to
win them back
Careful reading
T:
Now
it
is
time
for
us
to
read
the
text
carefully
and
decide
which
sentences
are
true.
Then
correct
the
false
ones.
First
read
the
sentences.
Usually Wang Pengwei
’
s restaurant was full of people. (T )
Yong Hui served a balanced diet. ( F)
Yong Hui could make people thin in two weeks by giving them a good
diet. (F)
Wang Pengwei
’
s customers often became fat after eating in his
restaurant. (T)
Yong Hui
’
s menu gives them energy foods. (F )
Wang Pengwei
’
s menu gives them foods containing fiber. (F )
Wang Pengwei admired Yong Hui
’
s restaurant when he saw the menu.
(F )
Wang Pengwei decided to copy Yong Hui
’
s menu. (F )
Step
Ⅳ
Comprehending

By now, the students have had a further understanding of the text.
Let
the
students
read
the
text
again
and
find
out
the
differences
between
the two restaurant.
T: Now please read the text again and fill in the chart together
with your partner.

disadvantages
advantages
Pengwei
’
s
restaurant
Not
giving
enough
Provide
plenty
of
energy
foods
fiber
containing
foods
YongHui
’
s
restaurant
Not
giving
enough
Providing plenty of fiber
energy foods
foods
T:
Until
now
we
have
known
what
’
s
wrong
with
both
restaurant.
What
does it matter if you only eat at one of the restaurant?
T: You all have a point here. But what will they do? We will see it
next
period.
Facing
the
serious
competition
Wang
wasn
’
t
lost
in
sadness
and
he didn
’
t quarrel with his competitor either. He went to the library
to learn more about healthy eating and made his menu better than Yong
Hui
’
s menu. Do you think we should follow his example?
Ss: Yes.
T:
Now
let
’
s
deal
with
some
language
points.
Turn
to
page
10,
let
’
s
look at
the sentences:

Pengwei
sat
in
his
empty
restaurant
feeling
very
frustrated.
This
sentence
means
that
the
second
action
“

feeling
very
frustrated
”

happened
together
with
the
main
action
“
sat
”
.
Pay
attention
to
the
form
(v-ing) of the second action.
b. Nothing could have been better.
This
sentence
tells
us
that
everything
has
worked
out
the
way
you
would
like. It
’
s a sentence that we can use in any situation.
c.
He
couldn
’
t
have
Yong
Hui
getting
away
with
telling
people
lies!
This
sentence
means
that
he
will
punish
Yong
Hui
for
her
telling
lies.
Step
Ⅴ
Homework

Try to retell the text.
Prepare
for
the
language
learning
and
do
Using
words
and
Expressions
on WB (Page 49-50)
Step
Ⅵ
Reflection after teaching

The 2nd period Language study

Step
Ⅰ
Revision

Check the students
’
homework.
Ask some of the students to retell the text.
Step
Ⅱ
Word study

This part is a consolidation of the words in the text. Ask the
students to do
the exercise individually.
T:
Now
please
open
your
books
and
turn
to
page
11.
Fill
in
the
chart
using
the correct forms of the words which have the same root. Next activity
is
to
match
the
definitions
with
the
words
we
have
learnt
form
the
text.
I necessary, you can discuss with your partners.
…

Step
Ⅲ
Grammar

The
students
will
learn
the
usage of
modal
verbs.
First try to
make
the
students
clear
the
functions
of
modal
verbs,
with
the
help
of
the
practice
1on page 12. Then give them some examples.
T: Please pick out all the sentences containing modal verbs in the
text.
By lunchtime they would have all be sold---It indicates possibility.
His restaurant ought to be full of people.---It indicates possibility.
What could have happened?--- It indicates possibility.
Nothing could have been better.--- It indicates possibility.
Something
terrible
must
have
happened
if
Maochang
was
not
coming
to
eat with him as he always did.---It indicates guessing.
He could not believe his eyes. ---It indicates intension.
a.

He wonder if he should go to the library to find out ---It
indicates duty.

wouldn
’
t
have
Yong
Hui
getting
away
with
telling
people
lies!---It indicates intension.
…

Step
Ⅳ
Homework


the
rules
of
word
formation
and
the
meanings
of
modal
verbs.
e the Using Structure on page 50 by making a dialogue in
pairs.
Step
Ⅴ
Reflection after teaching

The 3rd period Listening

Step
Ⅰ
Revision

Check the using structure on page 50.
Ask the students to make a short dialogue in pairs.
Step
Ⅱ
Listening( using language)

The students will hear what Wang Pengwei did after leaving Yong
Hui
’
s restaurant. Ask the students to finish the chart and answer the
questions.
T: OK. We have studied the text and know neither of the restaurant
supplied
a
balanced
diet.
Let
’
s
listen
to
the
tape
and
see
how
the
story
went on. Go through the text quickly on page 14.
(
Play
the
tape.
Students
write
down
the
answers
and
check
the
answers
with their partners.)
T:
Now
listen
to
it
again
and
try
to
make
sure
your
answers
are
right.
Energy-giving
Rice
Noodles
Nuts
butter

Body-building
Meat
Fish
Tofu


Protective
Fruit
vegetables
Step
Ⅲ
Listening (WB P48)

The
students
will
heat
a
conversation
between
Hong
Mei
and
the
doctor.
They are asked to do exercise according to the tape.
T: Doctor know that there are illnesses you may get if you do not
eat
properly.
In
the
following
part,
we
are
going
to
listen
to
a
dialogue.
Hong
Mei
is
going
to
see
the
doctor.
Let
’
s
see
how
the
doctor
gives
her
some advice. Listen carefully and do the exercises.
Red foods:
Orange foods:
Green
foods:
stop
(Only
a
be
little)
go(
more
every
careful(
some
day)
every day)
Butter,
cream,
Bread, noodles,
All
nuts,
cakes,
rice,
neat,
vegetables( pot
egg,
ato,
cabbage,
foods
fried
in
cheese,
fat
Step
Ⅳ
Homework

tofu
carrots..)
Pre-view
the
reading(2)
and
reading
task
on
Page
52.
See
how
the
story
ended.
Find some information about healthy eating on the Internet.
Step
Ⅴ
Reflection after teaching

The 4th period Extensive reading

Step
Ⅰ
Revision
Check the homework
Share the information the students have got form the Internet.
Step
Ⅱ
Pre-reading

Ask the students to read some proverbs and translate
them into
Chinese.
T:
Today
we
are
going
to
see
the
end
of
the
story.
First,
please
look
at the blackboard and try to translate the proverbs into Chinese.
You are what you eat.
An apple a day keeps the doctor away.
First wealth is health.
The students discuss with their partners.
人如其食
.
一天一个苹果
,
医生不来找我
.
健康是人生的第一财富
.
Step
Ⅲ
Reading

The
purpose
of
this
reading
is
to
complete
the
story
of
Wang
Pengwei
and Yong Hui and show the students that it is never too late to change
bad eating habits and begin afresh. After the fast reading, let the
students
do
the
exercises
on
page
15.
Then
let
them
match
the
words
with
their definitions.
T: Eating healthily means that no food in itself is good or bad.
Eating
properly
depends
on
eating
the
right
variety
of
foods
in
the
right
amount.
Let
’
s
read
the
passage
quickly
and
say
what
they
did
with
their
menu.
Ask the students to report their work.
What did they do?
Result
Combine their menu and provide a balanced
cut down the fat
one
raw vegetables with hamburgers
the boiled potatoes, not fried
fresh fruit with ice cream
Then find the words from the text to match the definitions.
Definitions
words
increase the fibre
a big success
Stare angrily or fiercely
Take a long deep breath
Keep alive in a certain style
Advantage or profit
Join or mix together to form a whole
Owe a lot of money
Step
Ⅳ
Homework

Glare
Sigh
Earn one
’
s living
Benefit
Combine
In debt
Collect eating attitudes from the Internet
Practice presenting reasons to support your ideas.
Step
Ⅴ
Reflection after teaching

The 5th period Writing and re-viewing
Step
Ⅰ
Revision
Check the homework and take a dictation.
Step
Ⅱ
Writing

This is an opportunity for students to practice their persuasive
writing
skills
and
try
to
encourage
others
to
support
their
point
of
view.
The idea of a new library is chosen because it would be very useful in
a town.
T:
You
know,
we
have
mad
ea
decision
that
we
won
’
t
build
a
Mcdonal
’
s. But what do you think should be built on the land? Can you write an
article
to
support
your
idea?
Give
you
20
minutes
and
finish
your
articles.
Pay attention to the orders.
Describe the new design
Draw a plan
explain the advantages of your ideas
单元教学反思：

Unit 3 The Million Pound Bank-Note
Ｉ．

单元教学目标

技能目标
Skill Goals
Talk about short stories and dramas.
Learn how to act out a play.
Learn how to request and order food.
Learn Noun clauses as the object and predicative.
Write a play or drama.
II
．

目标语言

功

能

句

式

Request
（请求）

Would you please come in?
Would you mind waiting just a few minutes?
May I ask you how much money you have?
—
Well, to be honest, I have none.
Could you offer me some kind of work?
I wonder, Mr. Adams, if you mind us asking a few questions?
—
Go right ahead.
Ordering food (
点餐
)
I’d like some ham and eggs and a nice big steak.

I’ll have a nice long glass
of beer.
词

汇

1.
四会词汇

Birthplace, novel, adventure phrase author scene wander
pavement businessman permit ahead bay stare fault spot
passage account embassy seek patience contrary envelope
unbelievable steak pineapple dessert amount rude manner
scream genuine rag indeed bow barber
2.
认读词汇

narrator, incredible, Roderick, Oliver, nightfall, unpaid,
charity,
willingness,
simply,
Clemens,
issue,
fake,
boyhood,
Hannibal, Missouri, Mississippi, fathom, contest, Yale,
loneliness, playwright, script
3.
固定词组

Bring up, go ahead, by accident, stare at, account for, on
the contrary, take a chance, in rags, as for
4.
重点词汇

bet,
make
a
bet,
permit,
go
ahead,
by
accident,
stare,
account
for,
to
be
honest,
jealous,
in
rags,
indeed,
even
if,
get
into
trouble
语

法

Noun clauses as the object (
宾语从句
)
I can’t say that I have any plans.

...and he does not know what he should do.
I did not know whether I could survive until morning.
Noun clauses as the predicative (
表语从句
)
That’s why we’ve given you the letter.

The 1st period Reading(1)

Step I Warming up

Twain is probably one of the few American writers with whom
students
are
already
familiar.
This
exercise
makes
the
teacher
find
out
how much the students know about this writer and decide how much they
need to know about the author before they read the play.
T: Do you know something about the American writer Mark Twain?
Ss: A little.
T: Today we will learn something about this great writer in the
American
history.
Now
please
read
“
About
Mark
Twain
”
on
page
23
so
that
you can know more about him.
Students
read
the
passage
about
Mark
Twain
and
answer
the
questions
given in the form on page 23.
What
’
s the real name of Mark Twain?
When was he born and when did he die?
Do you know all the places where he lived?
Can you name three of his famous stories?
T: As we know, Mark Twain is known as a humorist during his life.
And
this is
reflected
in
THE
MILLION
POUND
BANK-NOTE.
So,
today
we will
learn some parts of this famous play.
Step
Ⅱ
Pre-reading

Get
the
students
to
discuss
the
question
with
their
partners
and
then
ask them to report their work. Encourage to express their opinions
freely.
T: If a rich person gives you a large amount of money to use as you
like, for example, one million pound, what will you do? Why?
( Students have a discussion on this question. Whatever choice
students
make
here,
they
should
be
ready
to
offer
their
classmates
a
good
reason for it.)
…

T: I think all of you have a good idea. Do you want to know what
happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark
Twain?
Have
you
ever
read
the
story?
So
this
class
we
will
learn
the
story
together.
Step
Ⅲ
While reading

Scanning
Get
the
students
to
comprehend
the
whole
scene
quickly
and
accurately
and
meanwhile
help
them form
a
good
habit
of reading.
Give the students
some time to read through the scenes and then answer some questions
How did Henry Adams come to England?
Where did Henry work before? How much did he have?
What did the two gentlemen give Henry?
When can Henry open the letter.
After
the
students
discuss
the
questions
and
then
check
the
answers
with the whole class.
T:
Listen
to
the
tape
and
try
to
find
out
the
characteristics
of
the
whole passage.
Ss:
This
is
part
of
a
play.
So,
the
narration
is
written
in
the
present
tense.
T: OK. All of you have done a good job. Next, let
’
s read the scene
again and do some exercises.
Step
Ⅳ
Post- reading

Do comprehending exercises and explain :
a large amount of: a large quantity of; a great deal of
e.g.
They
bought
a
large
amount
of
furniture
before
they
moved
their
new house.
make a bet: make an arrangement to risk money, etc. on an event of
which the result is doubtful.
e.g. We made a bet on the result of the match.
permit sb to do something: allow somebody to do something
e.g. My mother doesn
’
t permit me to ride in the street after it
rained.
by accident: as a result of chance
e.g. I only found it by accident.
stare at: look at somebody or something with the eyes wide open in
a fixed gaze( in astonishment, wonder, fear, etc)
to be honest: to tell you the truth; to be frank
e.g. To be honest, I don
’
t think we have a chance of winning.
Step
Ⅴ
Homework

Review the key sentences in this part
Preview the words in the second period.
Act out the play in groups
Step
Ⅵ
Reflection after teaching

The 2nd period Reading(2)
Teaching goals
bet,
make
a
bet,
permit,
go
ahead,
by
accident,
stare,
account
for,
to be honest, jealous
Expressions on request:
Would you step inside a moment, please?
Would you please come in?
May we ask what you
’
re doing in this country and what your plans
are?
Well, why don
’
t you explain what this is all about?
Sentence patterns
2. Ability goals
a. Enable students to read and hear natural language in a dramatic
context
and
increase
their
self-confidence
in
using
English,
which
will
increase their overall motivation to learn English.
b. Enable students to sum up the main idea of ACT ONE Scene 3.
c.
Enable
students
to
understand
the
details
about
the
whole
scene.
d. Retell the scene using the key words of the whole scene.
e. Express their opinions by answering the following questions:
1) Do you think money is everything? Why?
2) Do you agree that only money can bring people happiness?
3. Learning ability goals
a. Help students to understand natural language in the dramatic
context and increase their self- confidence in using English.
b. Help students to sum up the main idea of ACT ONE Scene3.
c. Help students to understand the details of the whole scene.
d. Get students to retell the whole scene.
e. Help them to answer the following questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching important points
a.
How
to
interpret
language
through
tone
of
voice
and
body
language,
gaining
a
greater
appreciation
of
the
various
verbal
and
non-verbal
ways
in which language works.
b. Discuss the questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching difficult points
Discuss the questions:
1) Do you think money is everything?
2) Do you agree that only money can bring people happiness?
Teaching methods
Elicitation, discussion, listening, reading and pair work.
Teaching aids
A computer, a projector and a tape recorder.
Step I Warming up
What do you know about Mark Twain? Do you know any of his works?
Read the short passage quickly and fill in the chart.
Real name


Meaning of his pen name
Birth date
Birthplace


Place where he grew up

His famous stories

Then give an introduction of Mark Twain(1835
—
1910): The greatest
humorist of the 19th century American literature.
Novels:
The Adventures of Tom Sawyer (1876)(
汤姆·索亚历险记）

The Prince and the Pauper (1882)(
皇子与贫儿
)
The Adventures of Huckleberry Finn (1894)(
哈克贝利·费恩历险记
)

Step
Ⅱ
Discussion
Suppose
a
rich
person
gives
you
a
million
pound
bank-note,
what
will
you do with it ? Give the reasons.
Introduce some new words to the students:
incredible: difficult to believe (unbelievable)
stare at: look at sb. / sth. for a long time
nightfall: the time in the evening when it becomes dark
survive: continue to live or exist
spot: see or notice a person or thing
account for: to be the explanation or cause of sth.
charity:
施舍

by accident: by chance

Step
Ⅲ
Pre-reading
1. First, give students a brief introduction of the story
Two rich gentlemen made a bet on what would happen to a person if
he was given a million pound note.
Henry,
the
hero
of
the
story,
an
American
young
man,
sailed
too
far,
drifted
out
to
the
ocean.
A
British
ship,
for
London,
passing
by,
fortunately saved him.
2. Prediction :
What would happen to Henry?

Step
Ⅳ
Reading
Scan the passage and find out :
What happened to Henry?
What does the brothers choose Henry for?
What happened to Henry?
He was given a letter by the two brothers and was asked not to open
it until two o
’
clock.
What does the brothers choose Henry for?
They wanted to make a bet on Henry.
Skimming: answer the following questions:
1.
Where
does
Henry
Adams
come
from?
Does
he
know
much
about
London?
2. What did he do in America?
3. Why did he land in Britain?
Put the following events in correct order.
(1) Henry wandered in London streets.
(2) About a month ago Henry Adams was sailing out of the bay.
(3) The next morning he was spotted by a ship.
(4)
Towards
nightfall
he
found
himself
carried
out
to
sea
by
a
strong
wind.
(5) On the ship he earned his passage by working as an unpaid hand.
Keys;
(2) (4) (3) (5) (1)
Step
Ⅴ
After-reading
What kind of persons you think the characters are? (Henry Adams,
Oliver Roderick)

Step
Ⅵ
Reflection after teaching

The 3rd period Language study
Step1 Introduce some new words:
Steak eat like a wolf genuine reserve scream fake bow

Step 2 Cultural note:
Henry
asks
for
a
steak
“
extra
thick
”
for
his
meal.
In
China,
steak
is generally cut thinly but in America it is appreciated if it is cut
thickly and grilled or fried. The advantage of having a steak
“
extra
thick
”
is that it can be well cooked on the outside but still raw or
half raw in the center.

Step3 Read and answer these questions:
1. What was it in the letter?
2. Before Henry took the note out of the envelope, did the waiter
serve him politely? Why?
3. Did the owner believe that the note was genuine or not? Why?
4. Whose behavior changes the most during this scene?
5. What kind of person is the owner of the restaurant?
6. Why do you think the owner of the restaurant gave Henry a free
meal?

Step4 Detailed reading

1. What does
“
it
’
ll cost a large amount of money
”
exactly mean?
2. At the sight of the customer
’
s note, the owner and his waiter
got very D .
A. frightened B. angry C. worried D. excited
3.
When
did
the
hostess
and
the waiter
change
their attitude
to
the
customer? D
A. At the beginning of the story.
B. Before they saw the large note.
C. At the end of the story.
D. After they saw the large note.
Step 5 In group of four, play the parts of
“
Henry, waiter, owner and
hostess
”
.
Step 6 Reflection after teaching
The 4th period Grammar
Teaching goals
1. Target language
win
the
bet,
make
the
bet,
be
worried
about,
stay
out
of
jail,
a
poorly-dressed gentleman, eat like a wolf, be a big puzzle to sb
May we ask what you are doing in this country?
Well, why don
’
t you explain what this is all about?
That
’
s why we
’
ve given you the letter.
We were very surprised that he finished two orders of food in a very
limited time.
We doubted whether the man was able to pay for the food.
y goals
a. Enable the students to use the words and expressions in this part.
b.
Enable
students
to
understand
and
use
noun
clauses
as
the
object
and
predicative.
3. Learning ability goals
a. Get the students to guess the meaning of the words or expressions
according to the context.
b.
Get
the
students
to
use
the
noun
clauses
as
the
object
and
predicative.
Teaching important points
a. How to make students understand and use noun clauses as object and
predicative.
b. Get the students to master the usage of the important words of this
unit.
Teaching difficult points
How to make students understand and use noun clauses as object and
predicative.
Teaching methods
Task- based method
Teaching aids
A computer and a projector
1.
名词性从句是由
if, whether, that
和各种疑问句词
where, when
等充
当连接词所引导的从句
,
其功能同名词一样。

2. what
与
that
在引导名词性从句时的区别
:
what
引导名词性从句时在从句中充当句子成分
,
如主语
,
宾语< br>,
表语
,
而
that
则不然
,
它在句子中只 起连接作用。例如：

(1) What you said yesterday is right.
(2) That she is still alive is a puzzle.
3.
宾语从句就是在复合句中作宾语的名词性从句
,
通常放在主句谓语动词
(
及物动词
)
或介词之后。

(1)
由
that
引导的宾语从句
(that
通常可以省略
),
例如：

I heard that he joined the army.
(2)
由
what, whether (if)
引导的宾语从句
,
例如：

①
She did not know what had happened.
②
I wonder whether you can change this note for me.
4.
否定的转移
:
若主语谓语动词为
think, consider, suppose, believe,
expect,
guess,
imagine
等
,
其后的宾语从句若含有否定意义
,
一般 要把否定词
转移到主句谓语上
,
从句谓语用肯定式。

I don
’
t think this dress fits you well. (
我认为这件衣服不适合
你穿。
)

常可以放在动词
think, find, consider, believe, feel, make
等
后作为形式宾语
:it
不仅可以作为形式主语，还可 以作为形式宾语而真正的宾
语
-that
从句则放在句尾
,
特别是在 带复合宾语的句子中。
We
heard
it
that
she would get married next month.
6.
表语从句是在复合句中作表语的名词性从句
,
放在系动词之后
,
一 般结
构是
“主语
+
系动词
+
表语从句”
。
可以接表语从句的系动词有
be,
look,
remain,
seem
等。
引导表语从句的
that
常可省略。
另外
,
常 用的还有
the
reason
why
…

is that
…

和
It is because
…等结构。例如：

1). The question is whether we can make good preparation in such a
short time.
2). This is why we can
’
t get the support of the people.
3). But the fact remains that we are behind the other classes.
4). The reason he is late for school is that he missed the bus.
The 5th period Speaking
Step1


Make
a
dialogue
for
Act
Two,
Scene
2
using
all
of
the
following information:
Henry
tells
a
clerk
that
he
wants
a
coat
for
a
suit.
The
clerk
shows
him
a
cheap
coat
downstairs.
Henry
doubts
if
he
should
take
it.
The
clerk
persuades him to buy it. Henry agrees, but explains that he can
’
t pay
him right now, as he has no small change. In your dialogue, include
expressions on shopping. Practice your dialogue and then share it with
another
pair.
And
we
’
ll
see
which
is
the
most
appropriate
for
the
play.
Step 2 Suggested scene
The dialogue takes place at a tailor
’
s shop. (O=Owner; C=Clerk;
H=Henry)
O: There
’
s a customer, Todd. Will you serve him?
C: I don
’
t know why he
’
s in a tailor
’
s shop. Just look at his
clothes!
O: No matter what he
’
s wearing, Todd, just show him the cheapest.
C: Do you want anything?
H: Yes, please. I want to buy a suit.
C: Of course. You may find these rather expensive. We
’
ve got some
cheaper
ones
in
the
back
room.
Will
you
come
through
to
the
back,
please?...Why don
’
t you try this one on?
H: Mmm, it doesn
’
t seem to fit very well.
C: I
’
m afraid it
’
s the cheapest one we
’
ve got.
H:
Very
well,
I
’
ll
take
it.
Could
you
wait
a
few
days
for
the
money?
I don
’
t have any small notes on me.
C:
Oh,
you
haven
’
t?
Well,
of
course,
I
know
that
gentlemen
like
you
carry only large notes.
H: My friend, you shouldn
’
t judge strangers always by the clothes
they wear. I
’
m quite able to pay for this suit. I just didn
’
t wish to
put you to the trouble of changing a large note.
C: Why do you think we can
’
t change your note? Of course we can.
H:
Oh,
very
well.
Then
there
is
nothing
to
worry
about.
I
apologize.
(Hands him the note.)

单元教学反思：

Unit4 Astronomy: the science of the stars
I
单元教学目标

技能目
标
Goals
Talk
about
the
science
of
the
stars,
the
development
of
life
and
space travel and gravity
Practise giving instructions
Practise talking abut problems in study or life
Learn to use Noun Clauses as the subject
Learn to write an essay to show your problems and the way to
overcome them.

II.
目标语言

功

Talk
about
the
science
of
the
stars,
the
development
of
life
能

and space travel and gravity
句

Where do we come from?
式

How did the universe begin?
Why is the universe the way it was?
How will it end?
How much do you know about universe?
Do you want to have a space travel?
Do you know something about gravity?
Do you know something about black holes?
Practise giving instructions
Please look at/ listen to
…

Please check that
…

You need
…

Please pay attention to
…

Don
’
t forget to
…

You
’
d better
…

Make sure you
…

Watch out for
…

You mustn
’
t
…

Practice talking about problems in study or life
My problem is
…

The difficulty is
…

My trouble is
…

The question is
…

My advice is
…

What I think about it is
…

The fact is
…

My suggestion is
…

词

1
四会词汇

汇

astronomy,
atmosphere,
system,
violent,
solid,
explode,
carbon,
dioxide,
oxygen,
surface,
planet,
harmful,
development,
spread,
method,
depend,
exist,
presence,
telescope, disappoint, disappointed, publish, publishing,
gravity, force, gradually, cheer, float, mass
2
认读词汇

astronomer,
biochemistry,
geophysics,
solar,
Big
Bang,
vapour,
nitrogen,
dissolve,
amphibian,
reptile,
generally,
mammal,
global,
comet,
Issac
Newton,
Albert
Einstein,
Stephen
Hawking,
lessen,
weightlessly,
cabin,
exhaust,
exclaim
3
词组

solar system, in time, prevent
…
from, depend on, cheer up,
now that, get the hang of, break out
语

Noun Clauses as the subject
法

Noun
Clauses
as
the
subject
is
also
called
the
Subject
Clause. That means a Noun Clause serves as Subject in the
sentence. The words which are used in this Noun Clause are:
that,
whether,
who,
what,
which,
when,
where,
how,
why,
etc..
Example
1.

What it was to become was a mystery.
2.

It was not clear whether the solid shape was to last or
not.
重

1.

What it was to become was a mystery until the dust began
点

to slowly combine into a ball moving around the sun. P25
句

2.

It
’
s exploded loudly with fire and rock, which were in
子

time
to
produce
the
water
vapour,
carbon
dioxide,
oxygen,
nitrogen
and
other
gases,
which
were
to
make
the
earth
’
s
atmosphere. P25
3.

It
allowed
the
earth
to
dissolve
harmful
gases,
which
had
become part of the earth
’
s atmosphere, into the oceans
and seas. P25
4.

Whether life will continue on the earth for millions of
years to come will depend on whether this problem can be
solved. P26
5.

When
we
get
closer
to
the
moon,
we
shall
feel
its
gravity
pulling us but it will not be as strong a pull as the
earth’
s. P30
6.

Walking does need a bit of practice now that gravity has
changed. P31
7.

We
watched,
amazed
as
fire
broke
out
on
the
outside
of
the
spaceship the earth
’
s gravity increased. P31
8.

Seen from space, the earth appears to be a water ball.
9.

But
the
answers
have
always
seemed
well
beyond
our
reach,
until now.
10.

Huge
questions
remain
to
be
answered,
before
we
can
hope
to have a complete picture of the universe we live in.
III.
教材分析和教材重组：

1.
教材分析：

本单元以
astronomy:
the
science
of
the
stars,
the
development
of
life,
space travel and gravity
为话题，通过本单元的几篇阅读材料使学生对以
上问题有所了解，并通 过文章中的一些探讨性的问题，比如，
The earth may
become too hot for the lives on it. Then what will our future be?
使
学生更好地了解我们的地球和我们的生活环境，并引发对“地球的将来如何”
的热烈讨论，
通过这些讨论会激发学生对天文学了解和探究的强烈兴趣。
通过
讨论登 月球需要的物品和可能遇到的困难学会提出问题和解决问题的表达方
法，并能就此写出一篇表达合理清晰 的短文。

1.1

WARMING UP
以讨论的形式通过三组问 题引导学生讨论边缘科学，讨论科学研
究的方法以及要成为真正的科学家所必须掌握的技能。

1.2

PRE-READING

主要让学生弄清楚什么是科学思 想，什么是宗教信仰或文化传
统。在探讨生命的起源的科学道理之前，让学生以听故事或讲故事的方式，
交
流一下有关宇宙的起源的种种传说，既有趣味性，又能调动学生的相关知识，
激活学 生的思维。

1.3

READING
讲述了地球上生命的起源。 水的形成使得地球有别于其他星球，它
使得地球上生命的诞生成为可能。
科学家认为，
地球上的生命首先诞生于水中，
上百万年后，陆地上才长出绿色植物，随后出现了陆栖动物和水陆两栖动 物。
最初的动物靠孵化繁衍后代，后来出现了哺乳动物，
人类也随之诞生了。
文章最后讲了令人深省的问题：
The earth may become too hot for the lives on
it.
1.4

COMPREHENDING
通过四个选择填空题检测学生对本文核心问题的理解：
地球上
生命的起源和延续需要那 些条件？随后通过排序的方式帮助学生弄清本文的
行文线索，也就是地球上生命的起源和发展历程。最后 提出两个问题，考察学
生的深层理解和推断能力。

1.5

LEARNING
ABOUT
LANGUAGE
分词汇和语法两部分。其中，
Discovering
useful
words and expressions
是通过英文释意，短文 填空，词语分类和单项选择等
练习在语境中掌握和运用词汇。
Grammar
是采用先 发现后应用的学习方法。先
通过到课文中找句子，
让学生认识主语从句，
然后，设置一 个用一手机发短信
息的情景，
让学生进行简单句与主语从句之间的转换练习。
最后设置 情景来复
习表语从句。

1.6

USING LANGUAGE< br>由
Listening
、
Reading
和
Speaking and Writing
三部分交
互组合而成。
指导学生在听和读的输入性学习之后，
完成说和写的输出性应用
练习。
Listening
的内容介绍三位科学巨匠 。不仅通过听力填表的形式训练学
生捕捉细节的能力，
还通过四选一的方式帮助学生找主题思想 。
在解释对与错
的过程中，教师可以适当的介绍一下概括主题的方法。
Reading
是一个科幻小
故事，通过我和我的朋友乘宇宙飞船登月球的经历，
介绍了重量、
失重和地球