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高一上学期英语讲义
language
Reading
章节分析（
Reading section
）综述
本章节通过
< br>Debbie
和
Simon
接
人待物时的成功与失败，来说明肢体语言的重要性。在引导学生对文章进
行整体理解同时
，培养学生良好的礼仪。
本课的任务有两个：
1
对课文进行整体阅读。培养学生略读（获取大意）
、扫读（整理有关信息）
、细读（分析篇章结构，慨
括中心）等阅读能力。
2
与时俱进。结合课文以及上海迎世博倡导学礼
仪的活动，引导学生畅谈作为东道主该用何种
Body
Language
来迎接四方宾客。
（二）阅读目标
1
知识目标：学习课文中重点词、词组、句型和语法。
2
能力目标：提高学生的阅读理解能力和培养学生的阅读技巧
。阅读准备（收集相关资料）
、略读（获取
大意）
、扫读（整理有关信息）
、细读（分析篇章结构，慨括中心）等是高中学生必
须具备的阅读技能，教
师对高一新生可以以本课为例作仔细介绍。
3
情感目标：帮助学生对
“body language”
有更深入的思考，学会礼貌接人待物。
（三）重点和难点
词汇学习
1)
核心词汇
?
senior
?
appearance
?
express/expression
?
impress/impression
?
middle-aged,
well-dressed, part-time
?
communicate/communication
?
opposite
?
greet
?
cheerful
?
employ
(employer, employee)
?
colleague
?
customer
?
gesture
2)
拓展词汇
?
sigh
?
fax
?
headline
(
练习
D
中
)
?
heading
3)
词组和短语
?
glance at,
?
get
down to,
?
give sb. a good impressi
on,
make a good impression on…,
?
without
hesitation,
?
hold up,
?
prefer…to,
would rather do…
2
句型学习
1
）
look ( sound,
smell, taste, feel) + adj.
1
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2
）
make
sb. +v.
原形
教学内容
Pre-reading
教学实施建议
介绍高中课本的结构特点
;
课文所涉及的内容
;
以及阅读时
skimming
和
scanning
技巧
.
根
据课文主题，向学生展示一些生动形象并表示不同含义
的肢体语言图片并与讨论它们所起
的作用，
While-reading
这是本课的主体部分，学习重点词汇和句型，提高学生的阅读
理解能力，培
养学生的阅读技巧。
?
Skimming
要求学生快速略读，获得课文的大概轮廓，能在有限的
时间内运用
skimming
技巧，找到最基
本的信息。
?
Scanning
由于课本上
sca
nning
全词填空太难，不符合由易到难
的教学规律，故把课本第
4
页
E Read and think
部分稍作修改变
scanning
的内容。要求学生运用
scanning
技巧，搜索需要的信息。
?
Further
understanding
经过以上两个基础环节后，进入课文深层
次的理解，
要求学生能找出文中描写
Debbie
和
Simon
身体语言的词语，
通
过比较总结出两人接人待物的成功与失败的原因。
?
Consolidation and conclusion
把课本第
2
页
C Scanning
部分进
行适当修改，巩固刚学过的内容。
Post-reading
Dis
cussion
这是课文的拓展部分，
也是进行情感教育部分。
结合课文以及上
海迎世博倡导学礼仪的活动，引导学生畅谈作为
东道主该用何种
body
Language
来迎接四方宾客。
1
介绍高中教材的特点，介绍阅读中
skimming
和
scanning
的含义与技巧
.
1)
What is skimming?
Skimming is a reading strategy. When we
skim a piece of reading, we read it very quickly
in
order to get the general
idea of the reading. When we skim, we skip the
unimportant parts. Therefore, when
we
skim, we usually only look at titles and headings,
pictures and diagrams, and important sentences
(usually
the first and last sentences
of a paragraph) in the reading. Skimming takes
only a minute or two, and it helps
us
get the general outline of the reading and follow
the writer’s idea more easily. It is a way to
prepare us for a
better and detailed
understanding of the writer’s ideas.
略读是一种阅读方式。当我们进行阅读时，我们是在非常快速地阅读，目的是获地阅读材料的
大概轮廓或
意义。在略读时，我们跳过不重要的部分。因此，我们通常只看题目和段落标
题、附图和图表以及重要的句子
（一般是每个段落的第一句和最后一句）
。
略读只需一二分钟，
它帮助我们获得阅读材料的大概
轮廓并使我们更
好地跟上作者的思路，它为我们更准确、更仔细的理解作者的思想做好了
准备。
2)
What is
scanning?
Scanning is a reading
strategy. When we scan a piece of reading, we read
it very quickly in order to get
specific or single pieces of
information. So we scan to get information about
time, names, places and
numbers, etc.
When we scan, we always skip the irrelevant parts
and we only focus on what we need to find
< br>out.
跳读是一种阅读方法。当我们在扫读一篇阅读材料时，我们是在非常快速
地阅读，目的是获得有关时间、
姓名、地点和数据等的信息。在跳读时，我们总是跳过不
相关的部分，而只是集中注意我们需要发现的信息。
3
）
Practice (
老师们可以用以下材料说明介绍
skimming
和
scanning
的阅读技巧。
)
English Manners
When we meet
someone we know, the simplest thing to say in
English is
“
Good
morning
”
,
“
Good
afternoon
”
, or
“
Good
evening
”
.
“
Hello
”
and
“
Hi
”
are forms of informal greeting. We avoid using
them with
《牛津英<
/p>
语教学参
考》
Page 1
A
seniors or in
a very formal situation.
“
How are
you?
”
and
“
How are you
doing?
”
are often used to
greet
friends. They are used either
during the day or in the evening.
“
How do you
do?
”
seems to be used less
2
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often
than before.
Some forms of greeting which are good
manners in China are not considered so in Britain
or some
other English-speaking
countries. For example, usually we should avoid
greeting a foreign friend by
B
saying
“
Where
are you going?
”
or
“
Where have you
been?
”
, which are quite
common among friends in
China. If we
did ask either of these questions, the foreign
friend would think that we were asking about
his private affairs. Neither should we
greet a foreigner by saying
“
Have you had your
dinner?
”
. He might
think you were inviting him to
dinner
！
These forms of
greeting are only acceptable when they are used
with close friends.
In most English-speaking countries
shaking hands is also a form of greeting, and the
best kind of
C
handshake is
gentle and firm. Close friends or relatives, on
the other hand, usually do not shake hands
with each other; they often exchange a
quick kiss on the cheek when they meet or part.
Men, however,
don
’
t often kiss
or embrace when greeting each other.
Men
still tend to open doors for women in public.
However, some young girls cannot stand that.
Nowadays more and more women are
opening doors for men!
Good manners
are made up of many small things. Foreign friends
or colleagues can get very upset
if we
forget to say or do something properly. This can
be clearly shown through the following example.
One day, on the desk of a department
office in a college, lay a letter for a visiting
American
professor. Her Chinese
colleague happened to pass by. She saw it, picked
it up, and later gave it to the
American professor, saying,
“
Mrs Willis, a letter for
you from your hometown.
”
To
her surprise, the
visiting professor
immediately put on a stiff face. She
didn
’
t know the reason why
the Chinese colleague
was interested in
her private affairs. At the same time, the Chinese
teacher didn
’
t know the
reason why
Mrs Willis took offence.
Thus, we have a lot to learn about
English manners. The native speakers around us
offer very good
D
E
F
G
examples when
talking and acting. English books, TV programmes
and the Internet provide lessons as
well. Some dictionaries also present
lists of common polite expressions. So, we must
try our best to learn
more about
English manners and people
’
s
ways of life so that we can communicate with
foreigners more
properly.
Exercises:
A)
Skimming: Read the first and last
sentences of each paragraph and match the
summaries
in Column
Ⅰ
with the paragraphs in
Column
Ⅱ
. The first one has
been done for you as an example.
Column
Ⅰ
Column
Ⅱ
Paragraph A
Paragraph
B
Paragraph C
Paragraph D
Paragraph E
Paragraph F
Paragraph G
a)
Things that make up good manners
b)
A
good
example
to
show
cultural
differences
in
manners
c)
Shaking hands,
kissing and embracing
d)
Opening doors and good manners
e)
Different
forms of greeting
f)
Manners in China and English-speaking
countries
( ans
wer: a)---E,
b)---F,
c)---C,
d)---D,
e)---A,
f)---B )
（虽然这篇文章很长，但经过
skimming
环节，同学们基本能在较短的时间内，通过看每一段
落的第一句和最后一句，找到每段的段落大意，理清作者的写作思路，为下一步寻找细节奠定基础
。
）
B. Scanning:
Scan the text and answer the following questions.
In what situation(s) is each of the
following used?
3
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?
“Good
morning.”, “Good afternoon.”, “Good
evening.”
?
“Hello.”, “Hi.”
?
“How are you?”
, “How are you doing?”
?
“How do you
do?”
?
“Where are you going?”, “Where have you
been?”, “
Have you had your
dinner?
”
(
经过
skimming
环节后，同学们知道以上问题的
答案应在第
A
段和
B
< br>段去找。
)
When and with
whom do people exchange a quick kiss on the cheek?
(
在第
C
段找
。答案：
relatives or close friends when
meeting)
How many ways has the
writer suggested to help us learn more about
English manners?
(
在
< br>G
段找。答案：
3 )
（同学
们往往畏惧阅读长文章，
从头到尾读下来，
却不知文章到底讲什
么。
通过学习理解文章的大意，
知道在什么段落去寻找需要的信
息，并为下一步深层理解奠定基础。
）
[
链接
2]The many
meanings of body
language(
见课件：
body language
2
)
[
链接
3]
说明：本部分建议采用任务型阅读教学方法。通过略读、扫读、细读等不同手段来提高学
生的阅读理解能力，从而培养学生的阅读技巧。
Step
One
Warming-up
Look at the pictures on ppt. Different
body language (facial language) shows some
different feelings.
( Students use
different words esp. adj. to describe them).
（具体处理见课件
“body language2
ppt.)
Step Two
Task cycle---reading
1
Skimming
Skim
the story and look at the photo on the next page,
and then try to answer the following questions.
Where does the story take place?
( in the
Sunbeam Travel Company)
Who are the
people sitting down?
(Debbie and Simon)
When did
the story take place?
(on a Saturday morning)
Which person looks the most
friendly?
(Debbie)
1
Scanning
Scan
the passage and find the answer to the following
questions.
Who sat down opposite
Debbie? ( A middle-aged, well-dressed woman)
How did Debbie greet her? (cheerfully)
Who was ? (a senior employee in the
company)
Can you find two examples of
Mr Yang’s body
language ? Why did he do
the things?
(put his hand on Simon’s
shoulders; gave an encouraging smile; to tell him
why the customer didn’t prefer to
deal
with him in a friendly way.)
Why did
the customer prefer to deal with Debbie?(
进入下一环节的细读。
)
3
Further underst
anding
（通过比较两人不同的身体语言，得出文章的主题）
1)
Find the different body
language of Debbie and Simon.
Debbie
greet cheerfully
hold her
head up
hook at the
customer’s eyes
smile
turn her head or body
towards the customer
2)
Question
4
Simon
sigh
rest his head on his
hand
look downwards
not
smile
not turn his head or body towards
the customer
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Why
did customers prefer to deal with Debbie instead
of Simon?
(Because her body language
makes customers feel welcome, while Simon’s tells
customers to go away. )
(
书上原句
)
3)
Conclusion:(main idea of the passage)
Communicating is more than speaking and
listening. Your body language is important, too.(
书上
)
Step Three
Consolidation
Simon is phoning a friend about his
experience. Fill in the blanks. The first letters
have been given. (Deal with
some words
and expressions that students have just learned in
the previous steps.)
I spoke to Mr Yang
today. He’s one of Sunbeam Travel’s s_____
employees. I told him that our
customers always p______ to deal with
Debbie. He told me the problem might be the way I
c_________. He
explained to me about
b____ language. He said
that I was not giving customers a good
i________.
My body language was telling
customers to go a_____, instead of making them
feel w________. So
now I’m
trying to i_________
my body language.
(reference : senior, prefer,
communicate, body, impression, away, welcome,
improve)
Step Four
Reflection --- Post-reading
Discussion
The
World Expo will be held in Shanghai in 2010. Our
government is advocating excellent
etiquette(
礼仪
).
As
a native, what do you think you will do to greet
friends both at home and abroad?
Step
Five
Homework
Read the text after the tape recorder.
Do Ex.D1&D2 on
P4.
（见课件
body
language 2
）
language
Eyes and language (More Language Input
)
章节分析（一）综述
本章节是补
充阅读材料，
通过介绍在人际交往中眼神交流所起的重要作用，
来进一步说明肢体语言的重要性，
同时也帮助学生明确在不同文化背景中所表达的不同含
义。
本课的任务有两个：
1
对课文进行整体阅读，培养学生略读、扫读、细读等阅读能力。
2
培养学生的文化意识。结合课文和学生的实际情况，帮助学
生明确同样的肢体动作在不同文化背景中
表达的意义差异，从而培养学生的跨文化交际意
识和能力。
（二）阅读目标
1
知识目标
学习课文中重点词、词组、句型和语法。
2
能力目标
提高学
生的阅读理解能力和培养学生的阅读技巧。阅读准备、略读、扫读、细读等是高
中学生必
须具备的阅读技能。
3
情感目标
启发学生对语言和文化之间关系的
思考
,
进一步明确
When you
are in Rome, do as
Romans do
的重要性。
（三）重点和难点
词汇学习
1)
核心词汇
?
communicate
?
situation
?
contact
?
signal
?
maintain
?
lack
?
consider
5
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?
frequent
2)
拓展词汇
?
hostility
?
subtle
?
boredom
3)
词组和短语
?
the key to
?
as
a matter of fact
?
lead to
?
stare at
1
句型学习
consider sb/
sth as…
教学内容
Pre-reading
教学实施建议
这部分是主阅读的延伸
，
故在引入环节可以采用复习手段，
既能加深学生对本
章节主题的理解，又能很自然过渡到对课文的阅读。要求学生完成两份任务
:
介绍
Debbie and
Simon
接人待物的成功与失败，说明
body
language
重要性。
While-reading
这是
本课的主体部分，
，既要学习重点词汇和句型，又要提高阅读理解能力，
培养学生的阅读技巧。
?
要求学生带着问题快速通读全文，了解文章大意。
?
要求学生分段阅读，针对各段采用
提问，完成表格等不同手段进一步
理解课文，然后总结段落大意，掌握文章的篇章结构。
完成
A2
中的练习。
?
培养学生猜词能力。在阅读的过程
中，要求学生根句上下文，推测新
单词的词意。完成课本第
18
页
A1
中的练习。
Post-reading
这是课文的拓展部分，根据自己生活经验来猜测它们表达的含义，并完成课本
第
19
页
A3
中的练习，
同时提问是否这些手势在不同的国家具有不同的含义，
提醒他们
注意文化背景和肢体语言之间的关系。
[cultural difference ]
1
情景是顾客进门时他们是如何问候顾客的。
要求：
只能使用肢体语言。
一位
Simon ,
一位扮演
Debbie,
要求根据自己的理解来表演。
2
在
Simon
表演后，
请班级其他同学描述
Simon
的肢体动作，
说明他的肢体动作传达的含义。
对
Debbi
e
肢体动作的复习同上。
3
教师请学生总结：
Communication is
more than speaking and listening . Body language
is also very
important .
4
教师在帮助学生再次明确肢体语言重要性后，要求学生思考
：
which plays the most important role in
communication, eye, nose or mouth ?
从而引出在与人交往中，
eye contact
是必不可少的。
5
请一些学生用眼神来表达不同的情感，请其他学生来判断他们的表演是否恰当，同时补充一些关于情
感方面的词汇，如：
angry,
sad, embarrassed ,depressed, excited, happy,
disappointed, surprised, guilty
等
.
说明：提高学生阅读理解能力，
培养学生的阅读技巧，同时增强学生跨文化交流的意识。
Step One
Skimming --- to get the general idea of
the passage
Skim the
passage to get the general idea of the passage.
Answer the following Wh- questions
In what ways do people
communicate with each other ?
What is the key to communication ?
What is considered
necessary in conversation in Western cultures
?
Do
you agree the saying that the more eye contact you
have , the more polite you will be ?
6
《牛津英
语教学参
考》
Page18
参考
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Step Two Scanning --- to get
certain facts
Scan the
passage to find facts to complete these sentences.
Put one word in each space.
The _____ you say something is far more
than the thing you say.
_______ contact is the key to
communication .
__________ eye contact
in conversation is necessary in Western culture.
Eye contact is
a ________ thing.
( way;
Eye; Maintaining; subtle )
Step Three Reading ---to have a deep
understanding of the passage.
1
Read the passage one
paragraph after another.
2
Ask students to raise questions about
each paragraph to test their understanding of the
paragraph .
3
Summarize each
paragraph of the passage.
Para 1. The importance of body language
Para 2. Eye contact ---the
key to communication
Para
3. The importance of eye contact in Western
culture
Para 4. The subtlety of eye
contact
4
Do Ex
A 2.
Directions:
1)
Students work
in group of two .
2)
One asks and the other answers and then
change the role.
3)
Discuss 1 and 4 in class, asking
students to give some examples to illustrate their
point of view.
Step Four
Production ---to enlarge
students
’
knowledge and
deepen their understanding of cultural
differences .
1
Look at the pictures of some gestures
and hand shapes. Match them with the descriptions
. Page
19.
2
Ask
students to think of some gestures whose meanings
may change under different cultural
backgrounds.
3
From the examples given by students the
teacher help students understand the importance of
the
proverb ---When you are in Rome, do
as Romans do.
Step Five Assignment
---to do some research work on the effect of
cultural differences on body language.
Directions:
1
Divide the students into groups of four
.
2
Choose one research
aspect
3
Collect
some information on it.
4
Analyze the information and form your
own opinion.
5
Report it to the class in PPT
（
cultural
difference
）
[
链接
3]
说明：这是知识和能力的拓展部分，要求在对课文的理解和掌握的基础上，进行拓展活动，不仅能增强运用语
言的能力，而且培养自习自研的精神和文化意识，在将来与人交往中有更好的沟通能力。
(cultural difference )
language +Listening, Speaking, Using
English, Writing
章节分析
（
Section Analysis
）
本章节
是语言运用部分。通过听，说，写方面的训练，提高语言词汇方面的能力，加强运用语言知识来表达
思想感情的能力。针对高一新生情况
using language
的任务是培养学生如何正确有效的使用字典。
（二）目标
7
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Listening
帮助学生通过抓关键词培养其听力理解能力。听说结合，提高
听力教学效果。
Speaking
帮助学生运用本课关于肢体语言信息，培养他们良好的礼议。
鼓励学生在此过程中动脑动口，学会推荐自己及如何评价他人。
Using English
帮助学生如何有效的使用字典。
培养学生自习自研能力。
Writing
1
2
3
了解书信式“提醒单（
reminder
）
”和邀请信的写作思路。
掌握写作方法。
根据简要提示写出符合要求的
reminder as
well as
邀请信。
（三）重点和难点
Listening
培养学生抓关键词汇：
adj
/adv
attentively; politely;
serious ,nervous
n
art; steps; movements;
sages; points messages
v
dance
Speaking
通过表演掌握如何推荐自己以及如
何评价他人，同时能运用
Do
’
s
和
Don
’
s
句型。
Using English
了解字典中不同符号的含义以及如何能有效地运用字典，培养自学能力。
Writing
根据提示写出符合要求的
short
messages
并能采用生生互评。
二、教学设计（
Teaching
Designs
）
教学内容
Listening
教学实施建议
Pre-listening
在听之前，创设环境，要求学生
明确听力任务（
recognize key
words
）
，扫清在听力材料中出现的困难词汇
(r
ush in, sideways, attentively,
stretch
,movements,
entertainment)
，提高听的效果。
While-
listening
诱发兴趣，增强听的动力。
Post-listening
要求结合自己的生活实际讨论
肢体语言在人们生活中，尤其是
面试中的重要性。学会
Do
’
s
和
Don<
/p>
’
ts
句型。
Speaking
课本中的
Speak up
(Everybody
’
s friend
)
熟系。
设计情景
< br>:
面试
使用
should
和
shouldn
’
t
句型表达在面试中面试人应该有的
和不因该有的肢体动作
.
参加一个出国交流学生选拔面试，要求学生在面试中注意自己的肢体语
言。
Using
English
Writing
要求学生每人带一本英汉双解字典到课堂上，利用书上的
Scale
这个单词来具
体介绍如何有效的使用字典。在字典中查核心词汇
hesitate
来检测掌握的程度。
这是典型的控制写作。
首先教师应该帮助学生了解书信式
“提醒单
（
reminder
< br>）
”
《牛津英语
和邀请信的写作
思路；要求学生掌握该文体的写作方法；并能够根据简要的提示
写出符合要求的
reminder as well as
邀请信。
Listening
and speaking
说明：
建议听说结合：在说的基础上，引入听的内容，在听的同时，要求学生掌握表达建议的基
本句型。
建议材料的整合：将
pag
e5
和
page 20
上的听力材料整
合。两份材料都是培养学生抓关键词汇的能力。
Step
One Speaking
1
Pre-speaking
---Warming up
A short
competition :Divide the class into two. Students
are asked to answer the question: How
should a person do during the interview
? Each side should follow the different patterns:
Side A is required to
begin with “He
should…” , while Side B is required to begin with
“ He shouldn’t …”
Students
take turns to answer the question. The side which
goes to the last is the winner. (The content
cannot be repeated )
Example:
Side A
S1 : He should be polite .
8
教学参考》
Page15
参考
《牛津英语
教学参考》
Page 5,
Page20
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Side B S2 : He shouldn’t enter without
knocking at the door.
Side
A S2: He should sit straight .
Side B S2: He shouldn’t brush his hair
while answering the questions.
教师先请两位学生示范，然后全班分两方进行比赛。这样可以调动学生学习积极性，鼓励学生多动脑动口
。
2
Speaking-up
1)
Dos & Don’ts
: After the competition, the students from each
side pick out five tips on interviews
which they think the most important .
Ask them to list them on the blackboard in the
following
form.
Interview Tips (
面试需知
)
Dos
Sit straight
Talk honestly
…
2)
Have an interview
Two students will be chosen from your
school to be exchange students . So two
interviewers are
interviewing them to see whether they
are qualified or not.
Useful
expressions for interviewers
why do you want to be an exchange
student ?
What do you
usually do in your spare time ?
What do you think is the most important
quality for an exchange student ?
Useful expressions for
applicants
I’d like to
…
I usually do… in my spare
time.
An exchange student
must be polite /helpful/ adaptable.
3)
Make some comments on
their performance especially their body language.
Step Two Listening
Task One
Listening on page 20
1
Pre-listening
1)
Get familiar with the form of Do’s and
Don’ts after speaking .
2)
Introduce the task to the students,
that is , to recognize the key words especially
some
adjectives and adverbs .
3)
Study some new words .Ask
students to read the definition of each word and
then guess
the meaning of it. New
words: rush in sideways; attentively; stretch .
2
While listening
Listen to the passage and
write down as many notes as possible with books
closed. Ask students to
focus on some
descriptive words such as adjective and adverbs.
Open books and listen to the passage
again, checking the key words.
3
Post-listening
After the listening , help students
understand body language sometimes communicate
more than words.
Body language is quite
common in our daily life . Meanwhile , even some
artists
turn to body
language
to communicate their ideas and
opinions to the public .
Introduce the
second listening on page 5
Task Two
Listening on Page 5
1
Pre-reading
1)
What do you know about
Ballet ?
9
Don’ts
Don’t get two nervous
Don’t rest your head on
your hand
…
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教师请学生就他们所知的有关
Ballet
的情况谈谈。教师也可以根据情况作简单的介绍。
2)
Introduce the task to
students : recognize key words.
教师帮助学生明确在对事物进行描述时，
名词和动词往往起很大的作用，
因此在听的过程中对这些词
汇要多加注意，学会辨别关键词汇。
2
While-listening
1)
Listen to the
first paragraph with books closed and then repeat
the sentences after the tape.
Ask students to pick out the key words
in it.
2)
Listen
to the second paragraph and supply the missing
words .Ask students to tell the main idea
of this paragraph .
3)
Listen to the last two paragraphs and
supply the missing words.
3
Post
–
listening
听后活动
---
说的训练。
假设在你班级有一位同学从四岁开始练习
Ballet
，在全国和上海的各种比赛中获得很好的成绩
. Make a
dialogue between you and your
classmates about Ballet and her experience of
practicing it.
通过听的练习，
学生对该内容有了一定的了解，
便可以在听的基础上围绕听的材料进行说的
训练以巩固听
的效果。
[
链接
2]
说明：这是典型的控制写作。了解写作思路，掌握该文体的写作方法；然后能够根据简要提示写出符合要
求的
reminder as well as
邀请信。
Writing
Step One
Pre-
writing --- to introduce the rules of writing
short messages.
1
Students
are required to read the directions on page 15 and
answer the following questions .
Who do
we often write short messages to ?
Why do we write short messages ?
In what way should we give
the messages?
In what way
should we end the messages ?
Do you have to sign your name as well
as the date at the end of the message ?
In what style are the
message written ?
2
Students are required to know the names
of the six parts in the message.
Greeting: start with a greeting
Topic: mention the purpose of writing
(usually in the first sentence )
Message: give the rest of the message
Regards: end with a
friendly word or phrase.
Signature: sign your name
Date : give the exact time
3
Students are required to
read the reminder on page 16 and name the
different parts of the message.
4
Students are required to
summarize the rules of writing the short messages
.
在
Short messages
中往往要首先由问候语，在正文要写明目的，如果涉及时间，地点的话，要有明确的
信
息。在最后要有结束语，签名和时间。语言简洁明快，重点突出。
Step Two
While-
writing
1
Students are required to read the
invitation on page16 and find out the six parts of
the message and
also the conversation
between Debbie and Simon.
2
Students are divided into two groups
and required to complete the outline of Debbie’s
note of accept
the invitation or
Simon’s note of rejecting the invitation.
Step Three
Post-writing
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1
Two
students are required to project their writings to
the screen .(
使用实物投影仪
)
2
Other students are
required to make some comments on these articles
and then teacher may make
some comments
on their writing .
Step Four
Production
Give students two tasks and they may
choose the one that they are interested in .
1
Write a reminder to a
friend about a first-aid class on Sunday. It is at
the Pinewood Youth
Centre.
You will you meet your friend at the main gate at
half past ten in the morning . Remind your friend
to
wear the school uniform.
2
Write a n invitation based
on the following information
Directions: Liu Yi writes to his
English teacher ’ : to have an English Evening
to invite him
to make a speech.
Time: 7:30 PM October 15
Place : the Students’ Club
Step Five
Assignment
Directions: Write two short messages on
the following pieces of information
1
Remind your friend to take
part in a charity activity at the weekend.
2
You have
received an invitation to go to visit The Shanghai
Museum with your friend but
you happen
to be busy in preparing for the examination. So
you will write a note to reject the invitation.
language Language
一、章节分析
综述
本章节主要语法
---
动名词在牛津英语中出现两次
:
本课和高二（下）第一课。本课主要介绍动名词作主语、动
词宾语、介词宾语
；高二（下）第一课主要介绍一些动词后接动名词和不定式的区别。故本课不仅要介绍课本
上动名词的基本用法，还应扩展动名词作真正主语用法，总结后接动名词作宾语的动词，归纳带介词
to
的动词
短语
（二）目标
学习动名词作主语、动词宾语、介词宾语和表语的基本用法。
（四）重点和难点
A
部分简单总结一些不含冠词的介词短语
B
部分要细讲
C
部分省略不讲
教学内容
Lead
–
in
Practice
教学实施建议
<
/p>
找出课文中含有动词
-ing
的句子，分
析比较它们的不同点，引
出正题：动名词。介绍动名词的特点。
介绍动名词作主语用法。动名词作动词宾语，介词宾语等讲法
《牛津英语教学
?
< br>拓展动名词作真正主语用法，总结带动名词作宾语的动
词，归纳带介词
to
的动词短语。
Exercises and
homework
Step One
lead-in
1
Ask students to find the
sentences which have the form of v.+ing in the
text .
(possible answers):
He gave an encouraging smile.
Communicating is more than speaking and
listening.
She is holding her head up.
2
Explain the meaning and
features of gerunds.
Gerunds are
–
ing nouns. It is a kind of
nouns. So in the above sentences, only
“
communicating, speaking,
and listening
”
are gerunds. As a noun, gerunds can be used as
subject, verb object, preposition object,
11
?
学生写一段话，尽量多用刚学的动名词；
?
学生做一些教师精选的单项选择，以便巩固所学语法。
参考》
Page5-10
教学资源参考
page 4
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predicative and
attributive.
Step Two
Presentation
1
Gerunds as subjects
1)
Example:
T: What does shaking hands
mean?
S1: Shaking hands is a sign of
friendship.
S2: Shaking hands means
that you are friendly.
（动名词作主语时，位于动词用单数）
2)
Practice
Students practise according to the
example. They work in pairs. S1 makes questions
using the
pictures and
turning the verbs in brackets into
–
ing nouns. S2 chooses
answers from the box.
Shaking your fist
is a sign of anger.
Sighing is a sign
of sadness.
Yawning means that you are
sleepy.
Closing your eyes means that
you are thinking.
Whistling means that
you are happy.
Scratching your head
means that you are thinking.
Bowing is
a sign of respect.
(
补充讲解句型
It is
(was) no use/good doing something.)
2
Gerund as verb objects
1
）
Example:
T: I didn’t know you could
swim.
S: Didn’t you? I love/
like swimming.
T: So do I. I
really enjoy swimming.
I don’t. I hate
/ dislike swimming.
I
prefer walking.
2
）
Practice:
Students work in pairs to make similar dialogues
about the pictures. Follow the example.
3
）
Tell students
some other verbs which have such , appreciate,
avoid, be worth, complete,
finish,
deny, delay,
postpone,
escape, practice, suggest, miss, allow, permit,
forbid, consider, imagine
3
Gerunds after prepositions
On her first day at work, Debbie saw
the things. She didn
’
t know
what they were for, so she asked Mr Yang.
Work in pairs to complete
their conversation. S2 should answer S1, using
–
ing nouns made from the
verbs in the box along with
“
for
”
.
1
）
Example:
T: Excuse me, but what are these
_
keys_
____ for?
S: They
’
re
_
for_
___
__
locking_
____ the drawers
of the desk.
2
）
Pr
actice:Students work in pairs to make similar
dialogues about the pictures. Follow the example.
S1: And this _______?
S2:
It
’
s _______ ________
letters.
S1: What about these _______
________?
S2:
They
’
re _______ ________
your paper together.
S1: This ________.
What
’
s it for?
S2: It
’
s _______
_______ the dates on documents.
S1: And
these ________?
S2:
They
’
re _______ ________.
They
’
re a present for your
first day at work.
12
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(
补充总结含介词
to
的动词短语：
be (get)used to, get down
to, look forward to,
lead to, pay
attention to, be devoted to, object to
例如：
Let’s get down to talking about your
future.
I’m look forward to hearing from
you.)
说明
：
这部
分拓展了动名词句型、接动名词做宾语的一些动词、接动名词做宾语的含介词
to
的一些动词短语等
1
下列句型后用动名词
1)
It
’
s no use /
good doing
…
2)
There is no point (in) doing
…
3)
It
’
s worth
doing
…
4)
…
can
’
t
help doing
…
〖典型例句〗
1)
It
’
s no use
crying over the spilt milk.
2)
The place is well worth visiting again.
3)
There is no point
cheating in the exam.
4)
We
can
’
t help laughing at the
joke.
5)
It
’
s no good
copying others
’
homework.
2
下列动词后常接动名词做宾语
1)
admit, appreciate, avoid
2)
complete, consider
3)
delay, deny
4)
endure/stand, enjoy, escape, excuse
5)
finish
6)
imagine
7)
keep
8)
mind, miss
9)
postpone, practice
10)
r
esist, risk
11)
s
uggest
巧记这些动词的诀窍：
继续坚持勿停止；盼望完成莫推迟
错过成功会后悔；惯于冒险须放弃
避免原谅不逃脱；忙于欣赏禁不住
介意练习很值得；考虑建议末延迟
想象无用已无益；记得做过勿忘记
禁止使用不定式
〖典型例句〗
1)
I enjoy reading books in bed though it
is not a good habit.
2)
I
can
’
t imagine going to any
place without you.
3)
Would
you mind opening the door for me?
4)
He suggests reading English every day.
5)
The bird missed being
shot.
6)
He escaped being
punished by running away.
3
下列动词短语种
to
为介词
1)
be (get)used to
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2)
get down to
3)
look forward to
4)
pay attention to
5)
be devoted to
6)
object to
7)
lead
to
〖典型例句〗
1)
I used to get up late, but now
I
’
m used to getting up
early.
2)
After discussing
with his deskmate, he got down to writing his
composition.
3)
I
’
m looking
forward to hearing from you.
以下几点可以在以后单元里讲解：
1)
need/ want / require
句型
2)
love, like, hate
后接
to do
与
doing
作宾语的区别
3)
stop, remember, regret, try, mean, go
on, forget
后接
to
do
与
doing
作宾语的区別
4)
allow, permit, consider,
advise
后接
to do
与
doing
作宾语和宾补的区别
5)
动名词的时态和语态
6)
动名词的复合结构
动名词练习Ⅰ
单选：
1.
Do keeping _____, will you?
A. to try
B. try
C
. having tried
D. trying
2.
We are all looking
forward ______ Mr. Smith next week.
A. to see
B. of seeing
C. at seeing
D. to seeing
A.
to prepare
B.
of preparing
C. in preparing
D. to preparing
3.
He spent all his time
______ for the final examination.
4.
The boy is only five years old, but he
is quite used _____ the telephone.
A. to answer
B. to answering
C. of answering
D. by answering
５
. ______soundly is better
for your illness than taking medicine.
A. To sleep
B. Sleeping
C. Sleep
D. Having slept
６
. Sometimes when I look
into the sky, I feel like ______ a trip somewhere.
A.
to make
B.
making
C. make
D. to go for
７
. I consider _____ of every
fish is a kind of murder.
A. taking
B. a taking
C. the taking
D. to take
８
. My grandfather is a rich
man, but ______ money does not solve all his
problems.
A. has
B. to have
C. having
D. having had
９
. It is no good ______ him
to see you off.
A. to expect
B. expecting
C. of expecting
D. for him to expect
１０
.There is one more book
worth ______.
A. read
B. of reading
C. being read
D. reading
１１
.He
liked ______ many questions at the press
conference.
A.
being asked
B.
asking
C. of
asking
D. ask
１２
.We had no trouble ______
the path through the forest.
A. to find
B. for finding
C. finding
D. with finding
II.
用括号里的动词的正确形式填空：
1.
He insisted on
_______
（
do
）
the work in some other way.
2.
The windows want / need /
require to be cleaned. That is, they need / want /
require _____ (clean).
14
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3.
He practiced
_______(play) the piano every day.
4.
She doesn’t mind ______(
work ) overtime.
5.
It will mean ______(
benefit ) your company and mine.
6.
Have you decided to put off ______( go
) to the seaside?
7.
Peter
kept (on) ______ (ask) questions.
8.
It’s a waste of time
______( argue) about it.
9.
_____ ( talk ) is easier than doing.
10.
Have you finished
_______ (do) your homework?
III
．翻译：
1.
______
（每天晨读一刻钟）
is very
important in learning English.
2. It’s
no use _______
（叹气）
.
3. Debbie enjoys
_______
（微笑着与客户交流）
.
4. John has just given up
______
（吸烟）
.
5. I
______
（一直盼望着访问）
China again.
6. He run off to avoid
______
（看见）
by his class
teacher.
7. This machine is for
______
（切纸）
.
8.
This book is well worth
______
（读）
.
9.
______
（挥动拳头）
is a sign of
anger.
10. Mr. Yang suggested/advised
______
（看着顾客的眼睛）
to make a
good impression on him.
IV
．拓展题：
１．
---You were brave enough
to raise objections at the meeting.
---Well, now I regret
_____that.
A.
to do
B. to be doing
C. to have done
D. having done
2
．
The patient was
warned _____ oily food after the operation.
A.
to eat not
B. eating not
C. not to eat
D. not eating
3
．
She looks
forward every spring to _____ the flower-lined
garden.
A. visit
B. paying a visit
C. walk in
D. walking in
4
．
The little time
we have together we try _____ wisely.
A. spending it
B. to spend it
C. to spend
D. spending
that
5
．
While
shopping, people sometimes can’t help ______ into
buying something they don’t really need.
A.
to persuade
B.
persuading
D. being persuaded
D. be persuaded
6
．
What worried
the child most was ______ to visit his mother in
the hospital.
A. his not allowing B. his
not being allowed
C. his
being not allowed
D. having
not been allowed
7
．
Tony was very
unhappy for _____ to the party.
A.
having not been invited B. not having invited
C. having not invited
D. not having been invited
8
．
_____ to
sunlight for too much time will do harm to one’s
skin.
A. Exposed
B. Having exposed
C. Being
exposed
D.
After being exposed
9
．
The discovery
of new evidence led to _____.
A. the thief
having caught
B. catch the
thief
C. the thief being
caught
D. the
thief to be caught
10
．
One learns a
language by making mistakes and _____ them.
A.
correct
B.
correcting
C.
corrects
D. to
correct
11
．
---You
should have thanked her before you left.
---
I meant _____, but when I
was leaving I couldn’t find her
anywhere.
A. to do
B. to
C. doing
D. doing
12
．
In some parts
of London, missing a bus means_____ for another
hour.
A. waiting
B. to wait
C. wait
D. to be waiting
15
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13
．
---
What’s made John
so angry?
---______ the tickets for the
concert.
A. Lose
B. To lose
C. Because of
losing
D.
Losing
14. The day we are looking
forward to _______ at last.
A. arriving
B.
arrive
C.
arrived
Ｄ
. arrives
15.
Mr. Reed made up his mind to devote all he had to
____ some schools for poor children.
A.
set up
B.
setting up
C.
have set up
D. having set up
附答案：
Ⅰ
．单选：ＤＤＣＢＢＢＣＣＢＤＢＣ
Ⅱ
．用括动词式填空：
doing, cleaning, playing,
working,
benefiting, going, asking,
arguing, Talking, doing
Ⅲ
．翻译：
1
，
Reading for a
quarter of an hour every morning
2
，
sighing
4
，
smoking3
，
communicat
ing with customers with a smile
5
，
am looking
forward to visiting
6
，
being seen
7
，
cutting up
paper
8
，
reading
9
，
Shaking one’s
fist
10
，
looking at
customers’ eyes
Ⅳ
．拓展题：
DCDBD
BDCCB
BADCB
Chapter2. Care for
your hair
Reading
章节分析
综述
本篇阅读内容是以发廊的宣传小
册子的形式呈现出来。通过这一新颖的文章载体，向学生介绍了
头发护理方面的知识，
并给出怎样选择适合自己的发型的建议。
让学生在学会如何护理头发的同时，
也能够使
他们意识到怎样的发型才是得体的，不但适合自己的外形，同时也应符合最为高中生的形象标准。
本课的任务有
四个学会
< br>：
⑴
能够阅读宣传小册子上的信息，并
且
学会
根据需要快速筛选信息。
(2)
学会
根据不同人的性格、职业
和身份，为自己和别人选择合适的发型。
(3)
学会
护理头发，保持拥有健康的头发。
(4)
结合实际，从规范高中生形象的角度出发，开展高中生
仪容（主要是头发）标准的讨论，
学会
规范自
< br>我形象。
（二）知识目标：学习和掌握课文中出现的生
词、词组、句型和语法等。学会有关脸型、发型及头发护理方面
相关词汇的表达和使用。
能够背记好的词句，并且对于构词法有简要的了解。
能力目标
：
能够从使用信息文章当中筛选自己所需的信息。
能够对于护发
用品的说明部分做适当的翻译。
能够根据不同人的性格、职业和身份，为他人选择合适的
发型。
情感目标：结合实际，从规范高中生形象的角度出发，
开展高中生仪容（主要是头发）标准的讨论，学
会规范自我形象。
（四）阅读重点和难点
词汇学习
核心词汇
?
Suit
?
Excite
?
Active
?
Sociable
?
Apply /applicant
?
Garage
?
Manage
?
Heart-shaped
?
Frequently
?
Leaflet
拓展词汇
?
Depend
/dependent/independent
?
Guarantee
?
Loosen
?
Set
16
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?
Excel
?
Urge
?
Compete
?
Obtain
词组和短语
?
Care for
?
Drop in
?
On top of the
world
?
Depend on
?
A balanced diet
?
Tie up
?
Work on
?
Squeeze out
?
At a low
temperature
?
At
least
句型学习
1)
That depends on sth.
2)
Guarantee
sb. sth=
guarantee sth. To sb.
to do sth.
that + clause
教学内容
pre-reading
教学实施建议
根据课文主题，设计与发型选择与护发相关的活动。
脸型决定发型，从事的工作不同，身份不同对于发型的要求也不同。
综合
各种因素，使学生学会合理的为他人选择合适的发型。使用网络测试
游戏：
Face Shape Wizard.
（要求老师的电脑能够上网，每位学
生能有一
部电脑则更好）这一游戏可以很针对性的为与不同脸型的人设计发型。加
入练习
P22-A
，对护发产品上中英文的对
照学习，掌握护发相关表达方式。
while-
reading
先要求学生对于课文内容有大概了
解，再作详细分析。并进行重点词
汇句法教学。课文根据内容，文章可大致分成三部分：
有关新开业发廊的
信息，怎样选择适合自己的发型？如何有效护发？本课的语法重点是形
容
词的用法及形容词构词法。这一点也将在课文讲解中融会贯通进去。课文
讲解主要采用概括段落大意，经典段落翻译，及造句等形式。最后通过课
后练
习和翻译作业巩固知识。大致步骤如下：
?
Skimming P22-B,
P26-F2
?
Scanning
P22-C
?
Deep-reading and vocabulary learning
?
Consolidation and conclusion
post-reading
说明：展示词汇和句法的用法。
Step 1 : Pre-task preparation --- Pre-
reading
1.
Activity one---Shape of the face
determines the hair-style
?
Do match exercise on P22-A, to know how
to name different shapes of face.
?
Do
“
FACE SHAPE
WIZARD
”
exercise on line, to
see what kind of hair-style suits you.
17
这部分将提供更多的相关网站供学生阅读，扩展学生的阅
读量，并使学生
更多的了解不同的护发产品和护发知识。
教学参考
/
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?
Fill in the
form, to know besides shape of face, what else
factors will be considered when
choosing a suitable hair-style.
[
说明：
用表格的形式帮助学生理解人们在发型选择时，除了脸型之外所考虑的多种因素
]
Name
Ann
Pam
Keith
Keys:
Name
Ann
Pam
Keith
Step 2:
While-task procedure:---While-reading
1.
Skimming
Do exercise
P22-B, P26-F2
?
What is the writer’s main topic? (
Hairdressing/hair
care)
?
What are her
sub-topics? ( Hair-styles and hair health)
?
Which of these
best describes the type of the passage?
(A. A story
B. An
advertisement
C. A newspaper article)
?
Who is it
mainly written for?
(
A. Younger
people
B. Older people
C. Children)
?
Which one of these is the main aim of
the leaflet?
A. To persuade us to visit
Connie’s salon.
B. To show
us how to look after our hair.
C. To
help us choose a suitable hair-style.
D. To give us free advice about hair
care.
2.
Scanning
Do
exercise P22-C
3.
Deep-reading and vocabulary learning
4)
Revise exercise P24-D2,
to have a general idea of the new words.
Choose the correct word from the box
below according to its corresponding English
definition in each
sentence.
Salon, shampoo, gently, balanced diet,
leaflet, oval, drop in, apply, guarantee
?
Which word
describes the place where hairdressers work?
(salon)
?
Which
word describes the piece of paper that was in
Debbie
’
s letter-box?
(leaflet)
?
Which
two words invite us to visit without an
appointment? (drop in)
?
Which word tells us that Connie and her
staff definitely promise us something? (guarantee)
?
Which word
tells us that a face is the shape of an egg?
(oval)
?
Which
two words tell us that we should eat food that has
the right quantity and variety of
vitamins, etc. to make us healthy?
(balanced diet)
?
Which word describes a soapy liquid
used for washing hair? (shampoo)
?
Which word
means put something on to your hair? (apply)
?
Which word
tells us we should dry our hair a little with a
towel? (gently)
2
）
For more
details about uses and usages of the vocabulary
and phrase patterns, please connect
4.
Consolidation and
conclusion
?
Ask
the students to fill derivation form of the adj.
by adding suffix as many as possible.
?
Let the
students do the exercise: complete these sentences
with the correct form of the
18
Profession/Personality
Dancer
Busy, sociable person
Mechanic
Hair-style
Long
Short
Short
Reason
Can be tied up when dancing
Easy to manage
To keep tidy
Profession/Personality
Hair-style
Reason
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words
from the box.
[
链接
]
构成形容词的常用后缀如下：
Suffix
-ful
-less
-ish
-ive
-ous
-able
-ible
-ic
-ant
-ly
-al
-y
-ent
-ary
-some
-like
-en
-ed
-ate
-an
[
链接
5]
excel, like, compete,
obtain, urge, act, suit, protect, depend, elect,
etc.
?
Tony is an ______ student; first in the
class. (excellent)
?
Ellen is very ______ on teachers and
students; unable to do things on her own.
(dependent)
?
Frankie is very ______; a member of
many different clubs. (active)
?
Ann is very
______; hates to lose at games. (competitive)
?
Sally is a very
______ student; popular with students and
teachers. (likeable)
?
Take this message to the principal, and
hurry. It
’
s very ______.
(urgent)
?
This
experiment might be dangerous, so please wear
______ glasses when you do it. (protective)
?
This mild
shampoo is ______ for babies. (suitable)
?
The books you
need for your project are all ______ from the
library. (obtainable)
[
链接
6]
有些形容词有
-ic
和
-ical
两种词尾，意义不尽相同，例如：
A
classic performance
难忘的演出
A comic
masterpiece
喜剧杰作
An economic miracle
经济上的奇迹
A historic
building
有历史意义的建筑
An electric fan
电扇，
An electric razor
电动剃须
刀
Step3: Post-task activities---Post-
reading
1.
Provide more web
sites for students to gain more information about
hair-style and hair care.
19
Classical music
古典音乐
Comical
behaviour
滑稽的举动
Economical arrangement
节约的安排
Historical
research
史学研究
Electrical energy
电能
, An electrical engineer
电机工程师
Examples
cheerful, useful,
grateful, faithful
careless, homeless,
fearless, motherless
childish, reddish,
Swedish, selfish
active, collective,
decisive, destructive, competitive, protective,
passive, creative,talkative,native
courageous, famous, continuous,
erroneous
acceptable, agreeable,
applicable, comfortable, likeable, obtainable,
suitable, fashionable,
knowleageable
contemptible, sensible, responsible,
permissible
realistic, poetic,
historic, energetic, electronic
ignorant, significant, applicable,
comfortable
friendly, leisurely,
lively, daily
critical, accidental,
continual, exceptional, personal, historical,
principal
rainy, handy, thirsty, dirty
different, dependent, consistent,
obedient, excellent
imaginary,
revolutionary, honorary, secondary
troublesome, burdensome, lonesome,
tiresome
childlike, womanlike, warlike,
manlike
golden, wooden, earthen, woolen
landed, moneyed, cultured, talented
fortunate, affectionate, passionate
European, Indian, American, Canadian
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Enlarge
their vocabulary and broaden their vision.
[
链接
6]
Hair Related Links....
- We are the
leading and the largest manufacturer and exporters
of quality
hairdressing scissors,
barber scissors, manicure implements, beauty
products, embroidery scissors, and pet
grooming products.
- Beauty supply house
featuring hair care, skin care, nail care and spa
beauty products.
- Advanced
anti aging skin care and acne products.
Hair Straighteners
Information about ceramic hair straighteners
Hairstyles Women Pictures - Hairstyle
pictures for women from old fashioned to modern.
Hairstyles Watch
-
Hairstyles Watch is an ever growing gallery of
popular hairstyles.
1001
hairstyles. A huge gallery of hair styles
pictures.
Pick a hair style to try.
- affiliate
programs directory.
Hot
Tools Professional Hair Products
-
Offering Hot Tools flat irons, Hot Tools curling
irons, Hot Tools hair
dryers, Hot Tools
hot air brushes, Hot Tools diffusers…
2.
Based on what they
learned, have a discussion about the hair criteria
for senior students.
Chapter2. Care for your hair
Listening, speaking, writing
一章节分析
综述
这是语言运用部分，通过听，说
，写方面的训练，听力部分强调的是听力过程中记录相关信息的能力，听
前分析材料，预
测所听内容，听的过程中学会筛选所需信息，并迅速准确的记录下所需内容。会话部分指导学
生如何进行问卷调查。通过指导学生在调查前设计，调查过程中注意方式，并筛选信息做好记录，调查后进行
信息汇总成文汇报。写作部分为应用文请假条的写法，应强调其格式。
< br>
（二）目标（
Target
）
Listening
1
．
帮助学生学会在听之前学会分析材料
2
．
听的过程中学会抓住相关信息并进行信息的筛选。
3
．
指导学生学会对听力材料信息的记录。
Speaking
1
．
学会如何进行问卷调查的问卷的设计。
2
．
问卷调查过程中常用句型的掌握，记录相关信息的能力。
3
．
对调查结果汇总和整理成为问卷报告的能力。
Writing
1
．了解请假条的格
式，功能和基本组成部分。
2
．根据
简要的提示写出符合要求的请假条。
（三）重点和难点（
Important and
Difficult Points
）
Listening
记录相关信息一向是听力中的一个难点和要点。
其中牵涉到信息的接收筛选
和输出。
其中的难点
是对信息的筛选。在本章节的这个部分中，
要求学生在预约的对话过程中抓住最终确定的发型师和对应时间。
其中会出现一些扰乱的
信息，比如顾客和发型师的时间冲突等。要能够筛选出所需要的信息，并做记录。
Speaking
难点为问卷问题的设计，
调查开展的一些常用句型，
以及信息汇总后的问卷报告。
设计问题可根
据所给情景，结合教
材上所给的样本，设计适当的问题。调查中要注意一些常用的句型：
Excuse
me. I
’
m doing
a
survey about
…
for
…
. Would you please
…
?
最后信息汇总做问卷报告的时候
，要学会运用一些典型的结
构：
I interviewed
…
in the survey
about …
. On average,
…
Most people think
…
.
Writing
重点为请假条的格式。请假条是应用文的一种，不追求文笔如何，重要的是其功能性。
< br>学生需要掌
握日期，称呼和署名的位置。以及请假条相对固定的内容：请求准假，
请假理由，请假时间，表示感谢。
20
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教学内容
Listening
教学实施建议
建议以电影《罗马假日
》中的经典片段（公主将长发剪成短发）做为
warming
预
约，自然引出听力内容。在进行听力练习之前，先要将所给情景稍做解释。
其中的关键词
：
receptionist
，
mak
e an appointment
。
这个听力练习训练的是学生在听的过程中筛选相关信息并做记录的能力，通
过读这张表
格，初步明确所期待听到的以及需要记录的内容。
Speaking
（
page
29
－
31
）
A
部分是关于如何使对话顺利进行的小技巧，
< br>由于和之前的听力练习没有很相
关的联系，所以不作为教学内容来讲解。但是教师
可以根据自己的情况，灵活
穿插在平时的授课之中。主要使用教材的
B
部分
a survey about your
hair
。
如何进行问卷的调查，<
/p>
如何和别人进行问卷调查，
如何对得到的数据结果进行
分析汇总，最终进行调查汇报。
Writing
（
p
32
－
33
）
说明：
本章节听说练习关联度比较大
，听力重点是学会记录相关信息。之前要给充分的时间来了解要听的内
容充分运用这部分
说的练习。会话部分如何进行
survey
。
< br>
1
、
可以使用电影《罗马假日》中公主理发的经典片段作为
warming
－
up
，吸引学生的注意力，
也同时自然的引出本节课的话题。教师提问：
What
will you do if you want to have your hair cut?
2
、
引导学生回答到美发院，找发型师。教师可以发问：如果人太多，该怎么办呢？自然过渡
听力的内容“预约发型师”
。
3
、
给学生
就听力的情景稍做解释，可对“
receptionist
”和
“
make an
appointment
”做一定的
解释。让学生明确他们的任务。
4
、
给一分
钟时间阅读
26
页上的表格。熟悉发型师的名字和他们相对应的
时间段。
5
、
听录音，完成听力练习，并校对答案。
6
、
通过问题“
Do you often go to the
hairdressing salon?
”
“
Where do you
have your hair
cut?
”
“
How often do you have your
hair cut?
”
等一系列问题自然过渡到接下来的会话练习。
7
、
教师可
以引出
survey
在调查研究课题中的重要作用。
“
How can you conduct
a survey?
”
学
生讨论得出三个步骤：设计问卷，进行调查，最终汇总。
8
、
按步骤
指导学生进行这三部分内容，可参考教材上的内容，适当做补充。根据需要设计问卷，
比如
“
where, how often, who, what
”
等一系列问题。给学生
3
－
5
分钟以小组为单位设计有关美发的问卷。
9
、
指导学生进行问卷，注意使用礼貌用语。
比如
“
Excuse me. I
am doing a survey about
…
for
…
. Would you mind answering
a few questions? Would you please spare me a few
minutes to answer
some questions?
…”
等句型的使用。
10
、
11
、
12
、
[
链接
2]
I
．
Warming-up
1.
Play a film
clip from
“
Rome
Holiday
”
(about the princess
having her hair cut) to arouse the
students
’
interest and indicate the topic of the
lesson.
2.
Ask
students to think about the question: What will
you do if you want to
have
your hair cut?
Expected
answers: to go to the hairdressing salon ---- to
communicate with your
21
给学生
5
分钟对自己的同学进行问卷调查。
而后以小组为单位汇总整个小组的调查结果。
指导学生学会汇总数据，并进行汇报。运用句型“
We
interviewed
…
in the survey
布置家庭作业，可设计为小组一周的作业。建议学生以小组为
单位，确定一个课题进行
不按照平时的上法即先讲后写，
而改用先写后改正的方法，
在课本的帮助和老
师的指点下，一步步自己发现其中的重点难点，并加以掌握。
教参
T32
－
T33
教参第
T29
～
T31
教学参考
第
T26
页，
电影
《罗
马
假日》片
段
（
page
26
）
－
u
p
开始这节听说课。
可以让学生就影片稍做讨论，
引导学生讲出要和发型师
about …”
.
“
On average,
…”
“
There are
…
people
…
.
”
“
Most people think
…
.
”
调查。完成作业时间为一周。在下一周的课堂中可以进行交流
汇报。
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.
stylists
――
to have your hair cut
Then comes the question
“
If there are too many
customers, what will you
do?
”
Expected answer: to make an appointment
with the stylists.
Lead to
the listening exercise natually
II.
Listening exercise
1. Introduce the situation to the
students to make sure that they know what to do
next, especially the word
“
r
eceptionist
”
and the phrase
“
make an appointment with
sb.
”
, which are probably new
to students.
2. Give them a
minute to read the chart on page 26 to get
familiar with the names of the stylists and their
spare time.
3. Play the
recorder and fill in the chart.
III.
Speak up
1.
Teacher asks
the question “ Do you often go to the hairdressing
salon to have your hair cut? And how
often?”
Let some
students to answer the question.
2.
Then comes the question “
If you want to have a general idea about
hairdressing and people’s opinion
towards hairdressing, what should you
do?”
Expected answer: to
conduct a survey about hairdressing
3.
“ Do you know how to
conduct a survey?”
Instruct
the students to arrive at the conclusion that
firstly, we need to design a
questionnaire; and then to ask some
specific group of people to answer the questions
and take notes of
their answers;
lastly, we need to study the result of the survey
and make a report.
1
）
Ask students to
work in group. Give them about 3 ~ 5 minutes to
design a questionnaire with the help of
the text book, page 29-31.
Possible questions:
Where do you go to have your hair cut?
How often do you go to the hairdressing
salon?
Do you have your
stylist?
How do you think of the
hairdressing salon? …
2
）
Before the
survey, make sure that the students know some
polite sentences and structures, and take
notes related to the questions.
e.g.
Excuse me.
I am doing a survey about … for …
Would you please spare me a few minutes
to answer some questions?
Would you mind
answering some questions?
I’m sorry I
didn’t catch your words. Would you please
…
I beg your pardon? …
3
）
Give
stu
dents about 5 minutes to conduct
their group’s survey.
4
）
After that,
work together to work out their report with the
help of the sentence structures.
e.g. We/ I interviewed … people. On
average, …
There are … on
average. Some people think …
while
other
think… We can conclude
that
…
5
）
Invite some
groups to share their reports with the class.
[
链接
3]
说明：
在学习了第一课的便条的写法
的基础上，本章的写作部分并不算难，建议改变先讲后写的方法
1
、
可以复
习第一课所学的如何写
reminders&invitations
< br>。明了便条的格式。
2
、
给出情景，让学生尝试写请假条。
3
、
完成<
/p>
page32
上的练习，让学生讨论，自主分析得出请假条的格式
要求，组成部分，和常用句型结构。
22
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.
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/p>
.
4
、
给出另一个情景，完整的写出假条。
5
、
可以用
同样的方式完成
page33
上的练习。
Chapter2. Care for your hair
language
一章节分析
综述
本章语法的重点为形容词，
尽管形容词主要的作用是修饰名词和代词
，
表示它们的属性或状态，
看似一个
修
饰词、陪衬词，但事实上形容词在用法上很有讲究。它不仅在句中可做定语，表语，宾语补足语，主语补足
语，还可作状语，甚至可和定冠词连用作句子的主语，宾语等。另外，形容词的位置，比较级，
最高级等都是
英语学习的重点和难点。
（二）目标
1
、主要帮助学生了解表示客观情况
的形容词、表示主观感情或态度的形容词。
2
、
enough
的形容词功能和副词功能，以及其他相
似结构的用法。
3
、以
-ing
和
-ed
结尾的形
容词。
（三）重点和难点
1. ADJECTIVES + FOR + NOUN/PRONOUN + TO
+ VERB (
此句型通常使用表示客观情况的形容词
)
2
．
ADJECTIVES + OF
+ NOUN/PRONOUN + TO + VERB
(
此句型通常使用表示主观感情或态度的形容词
)
。
3
．
ADJECTIVES +
ENOUGH+ TO + VERB; TOO + ADJECTIVE + TO + VERB; SO
+ ADJECTIVE + AS TO
+ VERB
4.
–
ing
和
–
ed
形容词的区别和用法。
教学内容
Lead
–
in
教学实施建议
结合课文，提出问题：
1
。
Why does Pam
need this style?
(Expected
answer: It is easy for me to manage it. )
does Keith have to wear such short
hair?
(Expected answer: His hair should
be short enough to keep tidy. )
3.
What does Connie’s assure
the customer of their hair style?
(Expected answer: You will
be as excited by our exciting hair-styles as we
are.)
practice
1.
完成课文语法
A
部分练习。熟悉
It is … for sb.
to do sth.
的结构。
例
句：
（
1
）
I
t is difficult for me to work out the problem in
ten minutes.
(2)
It was honest of little Tom to tell the truth to
his father.
3
．完成课文语法
< br>C
部分练习。
4
．自主发现两者的区别，加深对该语法的理解，结合课文内容，用这两个句型
造句。比如：
It is impossible for Pam to wear
long hair.
It is __________ for Ann to tie up her
hair.
It is __________ for ______ to
___________.
It is silly of you to choose unsuitable
hair style.
It is ____ of you to shampoo your hair
every day.
It is _____ of ______ to __________.
6.
灵活运用句型转换自然过渡到
enough
to
的结构。
You are clever enough
to
shampoo your hair everyday.
< br>同样运用句型转换的方式，
导出相关句型
so as
to,
too … to.
做一些句型转换的练习，巩固对这一知识点的进一步理解。
7.
句型：
You are confused by the
confusing structures of
adjectives.
过渡到
–
ed
和
–
ing
。此为易错的重点。
Production
翻译相关练习
[
链接
1] Activity 1:
Debbie and Connie are
chatting. Make sentences from the table below to
complete the dialogues. Use the
23
教材
P27
教材
P28
教学参考
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.
parts of the sentences only
once. The first one is done for you.
1.
DEBBIE
It is difficult for me to choose the
right style.
CONNIE
Then look at these photos.
They might help you.
2.
DEBBIE
_________
___________________________________.
CONNIE
No, I’m
afraid you’ll have to wait a few
minutes.
3.
DEBBIE
_________
___________________________________.
CONNIE
If you
want your hair to look healthy, it is.
4.
DEBBIE
____________________________________________.
CONNIE
Then can
she come on Thursday ?
5.
DEBBIE
_________
___________________________________.
CONNIE
Yes, if
you’re sure it’s
still too long.
6.
DEBBIE
_____________________________________________
_.
CONNIE
No.
You can just drop in any time.
7.
DEBBIE
_________
______________________________________.
CONNIE I’m afraid not. You haven’t any
experience.
Keys: (2). Is it
convenient for you to do my hair now?
(3). Would it be important
for me to eat a balanced diet?
(4). It is impossible for
her to come on Wednesday.
(5). Is it possible for you to cut it
shorter?
(6). Would it be necessary for me to
make an appointment?
(7). Is it easy for me to get a job
with you?
Activity 2
Simon
and Debbie are at work. Read their conversation
and complete it with enough and suitable
adjectives
and verbs. The first one is
done for you.
SIMON
Let me carry those books for you.
DEBBIE
They’re
heavy. Are you (1)
strong enough to
carry
them ?
SIMON
No problem. Where do you
want them ?
DEBBIE
Up on the shelf. Are you (2) _______ it
?
SIMON
No
problem. I’ll stand on this chair.
DEBBIE
Thanks.
Now what about some lunch ?
SIMON
Good idea. Let’s get a bus
to Sammy’s.
DEBBIE
No. Let’s go to a place
that’s (3) ______ to. I don’t want to get caught
in a traffic jam. And I want to
shop
after lunch for a small camera.
SIMON
How small?
DEBBIE
(4)
_______ in your pocket. It’s for my
younger brother.
SIMON
Is he (5) _______ how to
use a camera ?
DEBBIE
Yes, he’s thirteen and he’s already an
expert.
Keys: (2). tall
enough to reach
(3). near enough to walk
(4). small enough to put
(5). old enough
to know
[
链接
2]
Language : Using adjectives
Sentence
structure:
A. Adjectives with for +
noun/ pronoun + to
verb
此句型通常使用表示客观情况的形容词如：
easy; difficult; hard; important;
unimportant; possible; impossible; necessary;
unnecessary; convenient;
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.
inconvenient; fine; usual;
essential; safe; dangerous; complicated; exciting;
interesting
等
.
典型例句
It is difficult
for me to work out the problem in ten minutes.
It is easy for that kind of horses to
climb the mountain.
It was
unnecessary for them to take a taxi there, for it
was within a walking distance.
It
will be dangerous for you to meet the criminal
without taking a gun.
B.
Adjectives with of + noun/ pronoun + to
verb
此句型通常使用表示主观感情或态度的形容词，如：
bad; good; clever; wise; polite;
impolite; rude; silly; foolish; honest; right;
unwise; intelligent; stupid; sensible;
nice; mean; thoughtful; wrong;
generous
等
.
典型例句
It is
careless of you to make such a mistake.
It is kind of Sally to help me with my
English.
It was honest of little
Washington to tell the truth to his father.
It’s silly of you to a
sk him
such an embarrassing question.
It is
clever of the 6-year-old girl to guess the riddle.
C. Adjectives with enough
+to+ verb
Sentence Structure: Sb. is
(adj.) enough + to do sth
Sth. is (adj.)
enough for sb. + to do sth.
典型例句
He strong
enough to move the rock away.
Is she
honest enough to tell the truth?
I am
not rich enough to buy that house.
The
cake is soft enough for the granny to eat.
The shelf is low enough for that boy to
reach.
The film is not interesting
enough to see again.
D.
Adjectives ending in
–
ing
and
–
ed
-ing
分词有主动的意义，表示的动作与谓语动词同时发生。
–
ing
分词作形容词修饰名词时，含义为“
使人觉得”
，
“让人感到”
–
ed
分词有被动的意义，表示已经做过的事。
-ed
分词作形容词修饰名词时，含
义为“自己觉得”
，
“自己感到”
Pairs of adjectives:
Annoying/annoyed
令人厌恶的
/
感到厌恶的
amazing/ amazed
令人吃惊的
< br>/
感到吃惊的
amusing
/ amused
令人好笑的
/
感到好
笑的
boring/ bored
令
人厌烦的
/
感到厌烦的
confusing /confused
令人困或的
/
感到困或的
disappointing / disappointed
令人失望的
/
感到失望的
embarrassing / embarrassed
令
人尴尬的
/
感到尴尬的
exciting / excited
令人激动的
/
感到激动的
;
interesting / interested
使人觉得
有趣的
/
对。
。
。感到有趣的
moving / moved
令人感动的
/
被。
。
。感动的
puzzling / puz
zled
令人困或的
/
感到困或的
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.
surprising /surprised
令人吃惊的
/
感到吃惊的
t
iring/tired
令人疲倦的
/
感到疲倦的
relaxing/relaxed
令人放松的
/
感到放松的
worrying/worried
令人忧虑的
/
感到忧虑的
典型例句
The football
match we watched yesterday was very exciting.
America and Japan are both developed
countries.
The street is covered with
fallen leaves.
The worried look on the
teacher’s face surprised all his
students.
The puzzled look
on Simon’s face has caught Mr. Yang’s
attention.
E.
其他
常作表语的形容词
afraid, alive,
alone, ashamed, asleep, awake, aware, conscious,
fond, ill,
unable, well
等形容词在句中常作表语。但以
a-
开头的形容
词如有状语修饰，可以作前置定语。
典型例句：
The man was
alive after having been trapped in the collapsed
mine for 4 days.
She is a very ashamed
girl, and she is very afraid of speaking before a
crowd.
The half-asleep man will take at
any little sound.
Tom was alone living
in the house left by his late uncle.
常作定语的形容词有
chief, elder,
eldest, electric, exact, former, main, medical,
mere, only, particular, social,
spoken,
total, woolen.
典型例句：
The beggar’s only possessions are his
clothes and a broken bowl.
The total number of the victims in the
flood has reached 231.
My elder brother
is a former world champion in badminton.
Do you have any particular reasons for
your absence from the meeting?
可跟
that
从句的形容词
annoyed,
astonished, disappointed, glad, happy, pleased,
proud, sad, sorry,
sure, surprised
等形容词可跟
that
从句，
that
在从句中可省略。
典型例句：
I was
disappointed that many students failed to hand in
their homework on time.
I am sure you
can achieve what you want if you make great
efforts.
Della felt sad that she didn’t
have enough mone
y to buy Jim a nice
present.
His teacher was very proud
that he got the first prize in the National
Olympic Maths Contest.
他犯这样的错误真是太粗心了。
我认为这件外套的颜色不适合那位顾客。
他们明天是否外出野炊取决于天气。
这房间给我住太小了。
这道数学题还不至于容易得使他们能马上解得出。
【链接
3
】
I.
Lead-in:
Answer the
following questions according to the text:
1.
Why does Pam
need this style?
(Expected
answer: It is easy for me to manage it. )
2.
Why does Keith have to
wear such short hair?
(Expected answer:
His hair should be short enough to keep tidy. )
3.
What does
Connie’s assure t
he customer of their
hair style?
(Expected answer: You will be as
excited by our exciting hair-styles as we are.)
26
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.
It is easy for me to manage it.
His hair should be short
enough to keep tidy.
You
will be as excited by our exciting hair-styles as
we are.
II. It is … for /
of sb. to do sth.
1.
Finish the exercise on
P27.
(get familiar with
this sentence structure. )
2.
Give examples:
（
1
）
It
is difficult for me to work out the problem in ten
minutes.
(2)
It was honest of little Tom to tell the truth to
his father.
Remind the students of the
difference between this two structures.
3
．
Finish the
exercise on P28.
4
．
Students
conclude the difference by themselves. If
necessary, give them some help.
5
．
Make sentences
according to the content of the text.
E.g.
It is impossible for Pam to wear long
hair.
It is __________ for Ann to tie up her
hair.
It is __________ for ______ to
___________.
It is silly of you to choose unsuitable
hair style.
It is ____ of you to shampoo your hair
every day.
It is _____ of ______ to __________.
III. enough to …
1. e.g. You are clever
enough to make so many sentences.
Pay attention to the structure:
… enough to … (similar structure) so as
to, too
…
to.
2. Exercise: rewrite the
sentence with different structures.
He is clever enough to find out the
solution to the problem.
He
is not tall enough to reach the book on the
bookshelf. …
Pair work:
Make sentences in pair just
as what is done previously.
Difficult Point:
I am just too glad to see you again.
IV.
–
ing & - ed.
1. e.g. You are confused by the
confusing structures of adjectives.
2. Ask students to give similar pairs
of adj.
(possible
answers
：
excited, exciting;
interested, interesting; touched, touching; moved,
moving; amazed,
amazing; surprised,
surprising; shocked, shocking; amused, amusing;
annoyed, annoying; tired, tiring,
puzzled, puzzling; worried, worrying …)
3. falling, fallen;
developing, developed, burning, burned …
5. Fill in the blanks:
He
was given away by the _______ (shock) look on his
face.
The ground was covered with the
________ (fall) leaves.
Look! How beautiful is the
_______ (fall) snow.
America and Japan are both ________
(develop) countries.
He was deeply _______ by the _______
novel. (move)
The ______ (light) candle lit up the
room. …
Translation:
1.
他犯这样的错误真是太粗心了。
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.
2.
这房间给我住太小了。
3.
这道数学题还不至于容易得使他们能马上解得出。
4.
这牛奶太冷了，婴儿不能喝。
5
．他真
是太好了在我有困难的时候给了我帮助。
< br>6
．我们在上课之前预习是非常重要的。
7
．他一脸茫然的表情暗示着这是个
很令人困惑的问题。
8
．落地的雪花很快变成了水。
9
．他很聪明，很快便把题目做出来
了。
10
．
我真是太高兴了看到你安全的回家了。
Chapter2. Care for hair
Reading (More language
input)
章节分析（
Reading
section
）
（一）阅读地位（
Reading
Position
）
1
）
more language i
nput
同样围绕着头发这个主题，导致发质问题的几大要素。
2
）在这个章节的学习中，学生可以通过课文上的一些信息得出要保持头发健康应该注意什么。
3
）
虽然文章中只是就头发问题展开讨论，
但我们要让学生明白保养要比出现问题后再去修复要更好的道理，
不仅仅是头发，身体其他部分也一样。老师应在这部分多训练学生的发散思维能力。
（二）阅读目标（
Reading
Targets
）
1)
知识目标
通过课后练习，使学生能理解和运用所学的单词词组和句型。
2)
能力目标
提高学生的阅读理解能力和培养学生的阅读技巧。略读（获取
文章大意）
、扫读（根据图片获取
部分简单单词的意思）
、细读（找到一些具体信息并能通过理解上下文和词性得出单词意思）
。
3)
情感目标
明白保养要比出现问题后再去修复要更好的道理。通过引导，让学生明白不仅仅是头发，
身体
其他部位的健康，甚至是美好的生活都是这样。
（三）阅读重点和难点（
Important and
Difficult Points
）
关键词汇
5)
与美发有关的名称：
perm, colour, hair-
dryer
6)
影响发质的因素：
diet, lack of
protein and iron, way of life, stress, pressure,
way of treating hair,
overuse of
appliances, sensible mind
7)
其他：
maintenance, worry, rob,
deal, the key to
重要句型
8)
The most important thing
to do is to do
…
9)
the way sb do sth
10)
…
as well
11) A sensible mind is the
key to
…
教学内容
pre-reading
教学实施建议
先让同学欣赏一则洗发水的广告，
一来可以吸引同学们的注意力，
< br>二来也可以
直接切入主题，为后面的课堂进行铺垫。围绕广告提出问题
,
借助一些图片，
帮助学生复习所学过的与头发
有关的单词，同时也拓展他们的词汇量。
while-
reading
post-reading
先对整篇文章有个把握。通过听课文录音，完成课后的练习<
/p>
A2
和
A3
。在
讲
解练习和回答问题的同时对一些重要单词和词组的用法要掌握。
获得知识之后应该及时的操练和运用，
在这部分中不仅仅是
指单词和句型的用
法，而更应该是学生运用知识来表达自己观点和交流的能力。通过设计
的讨论
问题
How can you keep your
hair healthy?
让学生不仅运用课文中的单词和句
型，还能做出一些补充。最后让学生悟出
maintenance is better
than repair
这
28
参见
课
文
35
页
参见课
文
36
页
教学参考
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.
个道理。这时应该及时地上升到
Further
thinking
部分的
C1.
[
链接
1]
说明：本部分的处理是用了一则有一定剧情的洗发水的广告来导入，做一个简单的关于发质问题的调查。
1
．欣赏一段广告
)
。广告后让学生思考并回答两个问题。
①
What is
advertised in the advertisement?
②
Use an adj. to
describe the hair of the actress.
2
人人都想拥有这么美丽的头发
,
但生活中很多人都会有这样或那样的
hair problems.
接着让学生在班级中对发
质问题进行一项调查
.
可以围绕两个问题
:
①
Do you have any hair
problems?
②
If
you do, what are they?
这
部分时间不
要过长
,
可以让一两个同学来阐述他们的调查结果
.
通过刚才的调查我们发现了很多同学都有困扰的发质问题
,
提出
“
What factors affect the
quality of hair
”
,
从
而进入课文的学习
.]
说明
:
本部分提高学生阅读理解能力，
培养学生的
阅读技巧和归纳信息和知识的能力。
单词和词组的讲解应该
及时
有翻译或者其他形式的操练练习
Teaching
Procedure:
A. Skim and scan the passage and finish
the exercises.
1
．
Skim the passage and answer the
question
“
What
’
s the main idea of the
text?
”
.
2
．
Show some pictures and match the words
with the pictures.
3
．
Listen to the tape-recording and finish
the Ex--- match the words and expressions. (smooth
away some new words)
建议：
①
②
课文
P3
5
页
A2
的练习如果让学生在课堂上做
有一定的难度，而且会耗去很多时间。建议
在这部分练习中可
以讲解和拓展单词的用法。建议单词的讲解和操练应该形式多样化。比如
这部分
match
的形式，
还可以增加一些单词。
或者如果用书上的练习，
最好告诉学生要
找出的单词的所在段落。
有的单词一次多意，可以多挪列一些
句子让学生猜意思；有的单词着中讲不同的词性变化，就可以通过一些填
空题来操练；最
常见且比较有效的办法当然还有翻译，等。
4. Read
the passage again with desk-mates and finish A3. (
smooth away some sentence structures)
B. Answer the question
“
How can we maintain our
hair before it has some
problems?
”
补充比如：
lack of
protein and
iron
导致发质问题，那么
having enough
iron and protein
就能解决这些问题
或者就能
维持头发健康。再比如压力，
reducing the work stress
and living a happy life
就是解决的办法
……
C.
总结
A
sensible mind is the key to healthy hair.
< br>说明
:
这是知识和能力的拓展部分，要求在对课文的理解
和掌握的基础上，进行拓展活动，不仅能增强学
生运用语言的能力，而且培养学生的发散
思维能力
,
让学生懂得怎样去维持身体各方面的健康
.
讨论
How
should we take care of some other body parts, eg.
eyes, teeth, hands, skin, stomach?
建议
:<
/p>
引导学生像课文中一样
,
先找出导致问题
的因素
,
再想办法解决
.
每个小组可以选择不同的对象讨论
,
比如眼
睛或者胃
.
在学生讨论的过程中
,
老师应要求他们列出自己的想法
(
< br>写在纸上
).
Teaching plan
Topic:
Chapter 2
（
Oxford English
SA1
）
More Language Input
Maintenance is better than repair
Teacher:
Huang Lin (Cao Yang No.2 High School)
Students:
Senior One
I.
Teaching Aims
1. To instruct students to make sense
of the supplementary reading material concerning
the topic of hair care.
2.
To develop students’ proper and
productive study skills and
help the
students to grasp the usages of the
new
words and phrases.
3. To help the
students to understand maintenance is better than
repair for one
’
s hair as
well as one
’
s health,
29
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< br>.
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.
and
realize the true value of
one
’
s life.
III.
Teaching Content
Read and
u
nderstand the passage
.
A.
Key points
a)
Words related to
hair
：
perm, colour, hair-
dryer
b)
Factors that cause
hair problems
：
diet, lack of
protein and iron, way of life, stress, pressure,
way
of treating hair, overuse of
appliances, sensible mind
c)
Other
words
：
maintenance, worry,
rob, deal, the key to
B.
Patterns
a)
The
most important thing to do is to
do
…
b)
the way sb do sth
c)
…
as well
d)
A sensible mind is the
key to
…
Activities Design:
1.
A survey
2.
Finishing the A2,A3 in
pairs
Ⅳ
. Teaching Procedure:
1
．
Pre-teaching
①
.Watch an advertisement of
shampoo
Q:
Please describe the advertisement briefly in your
own words.
②
.
“
Do you have any hair
problems? If you do, what are
they?
”
2.
While-teaching
A. Skim and scan the passage and finish
the exercises.
Skim the passage and
answer the question
“
What
’
s the main idea of the
text?
”
.
Show some
pictures and match the words with the pictures.
Listen to the tape-recording and finish
the Ex--- match the words and expressions. (smooth
away some
new words)
Read
the passage again with desk-mates and finish A3. (
smooth away some sentence structures)
B. Answer the question
“
How can we maintain our
hair before it has some
problems?
”
3.
Post-teaching :
Ⅴ
. Home Assignments
A. Do Listening Exercise on
F36.
B. Further thinking C2
on P36 and get ready to give a talk in the next
period.
C. Read the passage
and learn it by heart.
Group
discussion:
How should we
take care of some other body parts, eg. Eyes,
teeth, hands, skin?
Chapter3. Places of
interest
Reading
章节分析（
Reading section
）综述
本章节通过介绍了四个旅游景
点，向学生展示了祖国的大好河山和悠久的文化历史，向学生提供了介绍
一个地点可展开的角度（如地理、历史、文化、景致的描述等）
，为培养学生
的文物保护和环境保护意识提供了
一个教育平台。
本课的任务有两个：
1
对课文进行整体阅读，培养学生略读（获取大意）
、扫读（整理有关信息）
、细读（分析篇章结构，概
括中心）等阅读能力，掌握描述用语。
2
通过阅读培养民族自尊心和自豪
感，激发对祖国的热爱，及保护文物和环境的意识。
（二）阅读目标（
Reading
Target
）
30
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持
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教学目标：
知识目标
了解文中介绍的景点的人文、地理；学习课文中重点词、词组
、句型和语法。
能力目标：提高学
生的阅读理解能力和培养学生的阅读技巧。阅读准备（收集相关资料）
、略读（获取大意
）
、
扫读（整理有关信息）
、细读（分析篇章结构，概括中心）等是高中学生必须具备的阅读技能。
情感目标：激发学生对祖国大好河山的热爱和对悠久文化历史
的自豪感。
（三）阅读重点和难点（
Language Focus
and Difficult Points
）
1
词汇学习
核心词汇
?
arrange
?
chain
?
structure
?
construction
?
preserve
?
historic
?
monument
?
magnificent
?
peak
?
view
?
scenery
?
landscape
12)
拓
展词汇
?
urgent
?
collection
?
reflection
13)
词
组和短语
?
a group of 20
tourists
?
rise and fall
?
twist and turn
?
take shape
?
be fascinated
by
2.
句型学习
祈使句
+ and will
教学内容
pre-reading
教学实施建议
这是课文的导入部分，激发学生参与、学习的兴趣。
理解课文内容
post-
reading
通过读后活动，让学生熟练应用语言知识和
结构，变输入为输出
;
通过列举出旅游时
不文明的行为
（划刻、
乱扔垃圾等）
，
引发学生的深层思考和保护文物及环境的意识。
[
链接
1]
说明：交流、采访，对旅游给人的益处有一个全面的认识
;
通过
Reading A
的选择题，
对中国目前的
旅游现状有粗略的了解；
Reading B
（
Scanni
ng
）的阅读练习能很快进入本单元的学习。
Step One An interview
The
students can move around the classroom and
interview several classmates and see who has been
to
the most places, and the person who
has been to the most places will list all the
places he has been to.
Step Two A
discussion.
The advantages
and disadvantages of travel (broaden
one
’
s experience, expand
one
’
s horizons, create
jobs, stimulate economic; cause
pollution, do manage to the relics, etc)
31
while-reading
<
/p>
通过扫读和针对每个部分的提问
（事实性问题、
< br>推想性问题、
延伸性问题等）使学生
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Step Three
Reading A P38
[
链接
2]
说明：通过扫读获取有关信息；以问答的形式，帮助理解语句语段，提高阅读理解能力和培养阅读技巧。
Step One. Scanning Reading B.
Step Two.
Reading Comprehension
仔细阅读每个部分，提问与回答
Great Wall
Questions:
Why do people
describe the Great Wall as a dragon? (Because it
rises and falls, twists and
turns along
the hill-tops of mountain chains.
How
long did it take to build the Great Wall? ( About
200 years)
If you visit Beijing, will
you pay a special visit to the Great Wall? (Yes, a
famous section called Badaling
is 85
kilometres north of Beijing.)
Is it
necessary to preserve the Great Wall? (Yes, it is
a historic monument.)
Are you proud of
the Great Wall? What do you think of it? (It is
said that it is the only man-made structure
which can be seen from space. Although
Yang Liwei, the first Chinese astronaut circling
the earth said that he
didn’t
see it, it should be
considered as the sign of China, a proof of
Chinese people
’
s hard work
and wisdom.
Shanghai Museum
Does the structure of Shanghai Museum
have any special meaning? (Yes, it has a square
base and a
circular top. And according
to Chinese legend, that is the structure of the
universe Chinese.)
What is the Shanghai
Museum famous for? (It
’
s
famous for its collections of ancient Chinese
bronze,
ceramics, paintings and
calligraphy.)
Look at Picture A, a
picture of the Shanghai Museum taken at night,
what do you think of the building?
(It
’
s
magnificent.)
The Peak in Hong Kong
How can tourists get to the Peak? (By
taking a peak tram.)
When was the Peak
Tram open to the public? (In 1888.)
How
long does it take to get to the Peak if you take
Peak Tram? (About 7 minutes).
Where can
you find the terminus if you want to visit the
Peak? (Walk for about five minutes from the Bank
of
China Building, and you will find
the lower terminus.)
Standing on the
Peak, what will you see? (Enjoy a superb view of
HongKong).
The Lijiang River in Guilin
What is the usual means of
transportation when visiting Lijiang River? (By
boat)
What
’
s the
feature of Lijiang River? (Oddly-shaped hills and
peaks along the river and their reflections in the
clear water.)
What can be
scenery along the Lijiang River compared to? (It
can be compared to a beautiful landscape
painting.)
[
链接
3]
说明：熟练应用语言知识和结构，变输入为输出
;
通过列举出旅
游时不文明的行为（划刻、乱扔垃圾等）
，
引发学生的深层思考
和保护文物及环境的意识。
Step One
If you are given a chance
to have a look at one of the four places of
interest, which one would you like to see?
Why?
Step Two
Have you ever been to the four places?
Can you give an account of your experience or your
feeling while
seeing the wonderful
structure and beautiful scenery?
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.
Step Three
While visiting those four places of
interest, have you noticed some
people
’
s behaviour which are
not quite
good? So can you list some
Do
’
s and
Don
’
ts while you go on a
trip?
of interest Listening, speaking,
using English, writing
章节分析
（
Section Analysis
）
综述
本章节是语言运用部分，通过听，说，写方面的训练，提高学
生语言词汇方面的能力，加强他们运用语言知识
来表达思想感情的能力。
针对高一新生情况
using language
的
任务是培养学生如何正确有效的使用字典，
为以
后的学习打下基
础。
（二）目标
Listening :
1
．
帮助学生通过抓关键词培养其听力理解能力
2
．
听说结合，提高听力教学效果。
Using English
帮助学生如何有效的使用电话号簿。
培养学生自习自研能力。
Writing
模仿课文写作
My
Favourite Place of Interest
Speaking
帮助学生学会做陈述，培养他们的交际习惯。
鼓励学生在陈述中动脑，动口，学会如何评价他人。
（三）重点和难点
Listening
培养学生抓关键词汇：
by plane/car/bus
根据内容判断情感：
liked/disliked
Using English
了解电话号簿的功能，学会如何能有效地运用查找信息。
Writing
根据课文的题材、结合自己的亲身经历写出
Places of
interest
。
.
Speaking
通过陈述介绍
Places of
interest
，学会、习惯做陈述和听陈述及如何评价。
教学内容
Listening
教学实施建议
一．将课本第
42
页和第
56
页的听
力材料整合，培养抓关键词汇的能力。
二．建议把听和说相结
合。通过教师与学生或学生与学生的对话，表演，引入
要听的新的单词，强化学生可理解
性输入。
?
Pre-listening
在听之前，
扫清在听力材料中出现的困难词汇
(
这里主要是
地图中出现的地名
)
，创设环境，明确听力任务，
提高听的效果
.
?
While-
listening
诱发兴趣，增强听的动力。
?
Post-listening
通过延伸性问题，培养想象、评价的能力。
Using English
Writing
Speaking
[
链接
1]
Listening
将课本第
42<
/p>
页和第
56
页上的两个听力材料整合。
1
听说结合，在交际的基础上，引
入听的内容，在听的同时，要求掌握表达旅行方式和表达喜好的基本句型。
２
建议材料的整合：将课本第
42
页和第
56<
/p>
页的听力材料整合。两份材料都是培养学生抓关键词汇的能力。
Pre-listening
(1)
There are a lot of
beautiful cities to see in Europe. But do you know
how to pronounce the cities correctly?
And do you know which country each city
belongs to?
(2)
Hong Kong is a metropolis, receiving
tourists from all over the world. What do they
think of the city?
33
要求利用书上
的第
49
页至
51
页的电话号簿的信息处理生活中的实际问题。
My
favourite place of interest
的任务产生了学生写作的需
求，对
Reading
的掌
Speak
up (Giving a short talk),
与主题有关联，建议结合写作，以
My favourite
place of
interest
为主题做陈述，
T49
见网
同上
参考
握使
学生具备了一定的写作水平，
并结合自己的亲身经历，
学生能完
成写作任务。
页
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.
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/p>
.
What is their likes and
dislikes?
Post-listening
(3)
If you were the woman, how
would you feel after the tour? (tired, exhausted,
worn-out)
(4)
Ask the students to repeat in complete
sentences about each
tourist
’
s likes and
dislikes, and state the
reasons if
possible.
[
链接
2]
Writing and Speaking
建议根据课文的阅读主题，将写作和说两项技能整和：
1
学生任务：
1)
明确结合自身旅游经历，模仿课文写作
My
favourite place of interest
2)
同伴互相批改，从内容和语法的角度批改
3)
做陈述
4)
认真听陈述，发表意见和点评。
of interest
Language
一、章节分析（
language section
）
综述
<
/p>
本章节主要语法
----
过去完成时。在
初中阶段是曾接触了过去完成时，但只要求理解。本课要求在此基础上巩
固掌握和运用过
去完成时。可适当接触将来完成时。
（二）语法目标
学习过去完成时的结构、语法含义。
（三）重点和难点
过去完成时的语法含义
教学内容
Revision and
Presentation
Practice
Production
[
链接
1]
说明：以听说问答的形式从现在完成时引入过去完成时，引出过去完成时的结构和含义，呈现将来完成时。
Step One
T: When did you begin to
learn English?
S: I began
to learn English when I was in Grade 3/ about 7
years ago.
T: So you have learned
English since you were in Grade 3/ 7 years ago.
Or you have
learned English for about 7 years.
That is to say, you
had learned
English for 6
years
by the end of last year.
And by the time
you graduate
from senior
high school, you
will have
learned
English for 9 years.
Step Two
T: Ever since you came into senior high
school, you have mastered a lot of new words,
about 80 in Chapter
One, about 50 in
Chapter Two, and you will master another 50 in
Chapter Three.
We
had learned
about 130 new
words before we began to learn Chapter Three last
week.
And we
will have
learned
180 new words
by the
time
we finish Chapter Three
next
week.
[
链接
2]
说明：
第一部分以听说问答的形式进行过去完成时的操练，
刺激关注时态的结构形式和意义
（
awar
eness
）
；
第二部分完成课本第<
/p>
43
至
45
页<
/p>
的练习
A
和<
/p>
B
，在
meaningful
drills
中强化语言结构和对语法意义的理
解
,
做到从
accuracy
到
fluency
的转化。
Step One
Awareness
Questions for Oral
Practice
Write the following questions
on sheets of paper, give them to half of the
students and let them work with
other
students in pairs.
34
教学实施建议
以现在完成时引出过去完成时的结构和含义。
根据情景编对话。
参考
<
/p>
口头听说操练句型课本第
43
页练习
A
和第
44
页练习
B
T43
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Examples:
Student
A: What did Tom tell you about John? (catch a bad
cold)
Student B: He told me that John
had caught a bad cold.
1. What did
Linda tell you a moment ago? (buy a bicycle)
2. What did they say just now? (finish
their homework)
3. What did Susan tell
Rebecca in the letter? (be in London for five
days)
4. What else did you learn from
the letter? (already visit many old buildings)
5. What did David tell you yesterday?
(lose his dictionary)
Step Two
Meaningful drills
Language Exercise A &B on
textbook P43-45
[
链接
3]
说明：这是关于过去完成时的应用。在若干情景提示下，形成应答，正确、熟练应用过去完成时的语言结
构和语法含义。
Situational
Dialogue
Topics:
1.
If one of your classmates didn’t go to
see the film with you, talk about it with your
partner.
2.
Talk
with your partner about one of your friends whose
English is very good.
3.
If
you receive a letter from your friend in Beijing,
talk about it with your partner.
of
interest
More places to
visit
(More Language Input
)
章节分析（
Reading section
）综述
本章节通过介绍一些有代表性
的旅游景点，
拓宽学生的知识面，
增加描述性语言的输入，
激发学生的人文意识
和民族自豪感。
本课的任务有两个：
1
对课文进行整体阅读，提供文章结构的框架，培养学生略读（
获取大意）
、扫读（整理有关信息、分析篇章
结构）等阅读能力
，提高阅读效率和阅读理解能力。
2
通过了解在文化、历史、宗教等方面有代表性的旅游名胜，提
高培养文化素养，培养民族自尊和自豪感。
（二）阅读目标
1
知识目标
对景点的大致了解，学习课文中重点词、词组、句型和语法。
2
能力目标
培养阅读技巧和提高学生的阅读理
解能力：略读（获取大意）
、跳读（整理有关信息分
析篇章结构
）
、猜测词义等是高中学生必须具备的阅读技能。
3
情感目标
激发学生对祖国悠久文化历史和和大好河山的自豪感，
（三）
阅读重点和难点
词汇学习
核心词汇
?
guard
?
figure
?
style
?
seat
?
audience
?
single
?
vegetarian
?
overnight
?
mercy
1)
拓展词汇
?
warrior
35
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.
?
pottery
?
statue
?
goddess
2)
词组和短语
?
be located
?
in memory of
?
be famous for
3
）句型学习
?
It
’
s believed
that
…
?
In front of the
Hall stands
…
4
）语法学习
完全倒装
教学内容
Pre-task
Task
cycle
教学实施建议
通过形式多样的交际活动，激活相关背景知识，突出主题。
<
/p>
通过培养阅读技巧、获取信息的能力达到提高阅读理解能力的目的。
Skimming
要求学生带着问题快速通读全文，了解文
章的大意。
Scanning
分段阅
读，针对各段内容，寻找相关信息完成表格，达到理解课文的目的。
Planning
准备将相关信息以正确的结构和清晰的语言向全班展示。
Report
对相关信息进行比较，接触更多的口头和书面语。
language
猜测词义
完成练习
A1
，掌握重点搭配、词汇和句型<
/p>
( sth. be available to sb, in
focus
[
链接
1]
说明：应用学过的语言结构，达到复习的目的。分享旅游经历，加强沟通能力，拓宽沟通渠道
。
Step One
结合学生的写作，介绍一次旅游经历或一个旅游景点。
Step Two
展示更多景点图片引出任务主题。
[
链接
2]
说明：
skills-based
和
text-based
结合的教学策略，
以任务驱动贯穿阅读的全过程，
提高学生阅读理解能力，
培养阅读技巧。
Step One
Skimming ---to get the general idea of
the material
Skim the
passage to get the general idea of the passage.
More places to
visit
Terracotta
warriors
Sun Yat-sen
Memorial Hall
Po Lin
Monastery
Kuan Im Temple
Macau
600 years
Hong
Kong
/
5 kilometres east of
Xi
’
an,
LintongCounty
Guangzhou
2,000 years
Location
History
Function or
Significance
Guarded the Qin
Shihuang Tomb
About 80 years
built in memory
of
34-metre-high
giant Buddha
most popular
temple,
Step Two
Scanning --- to get certain facts
Scan the passage to find
facts to fill in the table.
Step Three
Planning---to have a deep understanding
of the material.
Ask
students to piece up the information and get
prepared to give report about a particular place
of interest
36
Unique
characteristics or
features
thousands of, on-site
museum
in the style of,
not a
single pillar
Vegetarian meals and
overnight stay, watch sun rise
Italian explorer Marco Polo
among the 18 Luohan statues
memory of, In front of the hall stands,
It is believed that)
课本
P55
见网页
Question:
How
many places of interest are included in the
text
？
And what are
they
？
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.
in oral English. The students
are encouraged to use sentence structures
different from those in the text.
Step
four
Report ---to deepen
their understanding of material by listening and
speaking.
Ask some students to present
their report about one particular place of
interest to the whole class, the rest
are encourage to complete some missing
information
[
链接
3]
说明：
这是词汇知识和阅读能力的拓展部分，
要求在对课文的理
解和掌握的基础上，
学会从上下文中猜测词义；
分析重点句型、
词组搭配和词汇。
Step One Exercise
A1: Find the meanings of words according to
context
Step Two Analysis and practice
Brief explanation and analysis on some
key structures, give some specific situations, and
the students shall
put these structures
into practical use by paraphrasing.
1
in memory of
do sth in memory of sb
do
sth to be in memory of sb
1)
Abraham Lincoln
is a great president in American history because
he prevented the southern states
from
breaking away from the Untied States. So the
Americans built a memorial after he died.
→
The Americans
built a memorial in memory of Abraham Lincoln.
2)
Lei Feng was
a PLA man. He served people heart and soul and did
a lot of good deeds. So we set
aside a
special day, March 5 to do good deeds.
→
We set aside March 5 in
memory of Lei Feng.
2
sth be available to sb: sth can be got
or used
1)
We can get all kinds of information on
the Internet.
→
All
kinds of information are available on the
Internet.
2)
Students can borrow any of the books on
the shelves in our school library.
→
All the books
on the shelves are available in our school
library.
3)
You call on
Mr. Smith, the general manager of a large company
only to be told that he is attending an
important meeting. What will his
secretary say to you?
→
Sorry, but Mr Smith is not
available now.
4) When I needed help
that day, there was nobody around to whom I can
turn.
→
When I
needed help that day, nobody was available.
3
People believe that
It
’
s
believed that
1) People in
the 17
th
century believed
that the earth was flat, but now they know it is
round.
→
It
was believed that the earth was flat in the
17
th
century but now
it
’
s believed that it is
round.
2) People all over the
world believe that music is a common language for
all.
→
It
’
s believed
that music is a common language for all.
4
In
front of the Hall stands a statue.
用简笔画的方法呈现画面，请同学造句
1).In the center of
Ti
’
Anmen Square stands a
monument to heroes in war.
2) On the top
of the hill stands a tall tree
3)
At the bottom of the hill lies a small village.
4) In the middle of the lake exists an
island.
Chapter 4 What Should I Do?
Reading
章节分析（
Chapter Two
Reading section
）
阅读地位（
Reading Position
）
：本篇阅读是节选自三封学生写给学校咨询师的三封信。主要表达了学生对于
37
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.
由于生活中
常见的三件琐事而引发的关于个人和社会道德标准的困惑。通过对本课文的学习和讨论来提升学生
的道德水准。
1
．通过对本课课文的学习，
扩大学生的词汇量，拓展阅读范围，提高阅读的能力。
通过对本课文的学习，使学生能更好地掌握现在分词这一重要语法点。
2.
阅读章节结束后，
可以通过
Speaking-up, listening
and More language Input
等部分的学习，来巩
固和加强学生所学到的知识。
（二）阅读目标（
Reading
Target
）
知识
通过对本课课文的学习，
扩大学生的
词汇量，拓展学生的阅读范围，提高学生阅读的能力。
通过对
本课文的学习，使学生能更好地掌握现在分词这一重要语法点。
能力：
通过对课文三个故事的阅读理
解，能更好的面对日常生活中一些道德问题，从而提升个人道德水准
情感：使在宽松愉悦的学习气氛中
，释放情感，主动学习，从而激发起对英语学习的兴趣和爱好。
（三）阅读重点和难点（
Important and
Difficult Points
）
词汇学习
（
1
）核心词汇
accidentally
present
tough
close,
closely
narrowly
question(v.)
(2)
拓展词汇
tease
bully
carriage
grumble
（
3
）词组和短语
by chance
make fun of
guilty conscience,
at this
point
a five-hundred-dollar note
a clear conscience
4
）句型学习
Returning home later that
night
…
.
Frightened of losing her job in the
civil service,
…
Sitting down beside a young boy who was
traveling alone , they began to tease and bully
him.
At this point, I got off at my
station and walked home, feeling sorry for the
boy.
On discovering the error I want
back to tell her about it.
教学内容
pre-reading
while-reading
教学实施建议
在这篇课文中所提出的问题很贴近学生的生活
由于本篇课文来自
于三封不同的学生
来信，所以内容相对独立。建议先分段的听课
文录音，然后可以用
P60
上，
READ AND THINK
和
P58SKIMMING
部分的问题提问，
以确定对于课文内容的掌握程度。其次，可以分段阅读课文，然后完成
P60
页上
B
项
< br>练习。这篇课文的主要语法为现在分词，在三封信中都有涉及
post-reading
[
链接
1]
充分利用课本
57
页上的那幅图。
38
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3)
就图片内容进行描述。
This cartoon introduces the chapter
topic indirectly, by showing a man getting up to
allow two old
women to sit
down. This is a small moral question many of us
face every day : should we give up our seat on
the underground or bus to allow an
older person to sit down. The humor
is in the fact that the uncle is so gat
that two thin people can sit down when
he stands up.
4)
提出相应问题：
Will you
give up your seat to someone old ,disabled or
carrying a baby, when you are on a bus? Why?
3.
如果时间允许，还可以进行以下的
Pre-chapter Activities;
Ask
the students what sort of problems people might
take to the school social worker. What are the
moral problems that many
students may face? The answers may include the
following situations:
Family problem
Boy-girl relationships
Pressures of work
Failing
exams
Bullying in school
Trouble-makers from outside the school
threatening the students for money
Knowing about friends who have done
something wrong or dangerous
Tell the students this chapter is going
to look at some of these problems
[
链接
2] 1.
Listen to the tape record
of story answer the following questions
a.
Why did you say nothing
before you left for the movies with your friend?
b.
Why did your friend say
nothing to the police?
c.
Why did the police take a
tenant
’
s son away and
question him?
d.
Why did you
write to me?
2.
Read story
one and find words in the story that can replace
these words
a.
with many
storeys
b.
almost hitting
c.
the part of your mind
that tells the difference between right and wrong
3.
New words and useful
phases in story one
Close: v.
adj.
adv.
Close the door please.
They try to close the gap Between rich
and poor
Our school is close to a
new cinema.
She is close to her father.
They live quite
close.
The shy girl stood close by her
Daughter.
They close up to each other.
Closely: in a close manner
Listen closely/carefully
These two events are closely connected.
The police are
watching a
Spy closely.
accidentally: without deliberate
purpose
On my way home I met with a
friend accidentally.
We are shocked at
the news of his accident death.
39
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.
A woman was killed in a
road accident yesterday.
I only found
out the truth by accident.
He shot at the bird and missed It.
The house is on the corner
and you can’t
miss it.
She missed the point of my joke.
When did you first miss your bag?
I miss you that much while
you are away.
smash: smash
sth (up), smash sth open
Smash a window
Smash (up) the glass to pieces
Smash the door to open
She smashed up her new car
in the fog.
I will smash you in the
face.
smash the ball
[
链接
3]Honesty-----
Best Policy
We
say that honesty is the virtues much greater than
all the others. First, honesty is a must , with
which
we can successfully live in the
society. As a famous Chinese saying goes
well.
”
If one is dishonest,
all the
people , including his beloved
friends will surely cheat
him.
”
It is true that the
farther one stays away from
honesty m
the more he will suffer . Second, honesty is the
very quality that one needs in almost all his
circles.
If one does cheat, how can her
achieve true progress? How can he have access to
real success? Finally,
honesty serves
as a way of handling both domestic and
international relations. If one keeps tell lies to
his
friends, they will feel cheated. It
is believed that honesty eventually leads to the
true friendship. The same
policy is
also applied to the relations between the
countries as well. Diplomacy requires honesty. If
one
country is dishonest with others no
county whatsoever will get along will with her,
and surely enough, her
reputation will
crash completely. For the friends , Honesty is the
best policy to survive relations.
Topic
for discussion:
诚实在人的一生中很重要，
世界上没有绝对的诚实，谈谈你对诚实的看法。
Chapter 4 What should I do?
Listening, speaking, writing
一章节分析
地位（
Position
）
1
本模块中出现了
较多的表达询问他人建议，
寻求帮助的句子。
如
I
’
d like to speak/talk
to
…
on/about
…
;
I’
d like some advice/ideas
on/about
…
; I have a question
about/on
…
;
I’
m wondering
if
…
; Can you give me
some advice
about
…
/ Can you tell
me
…
?
并且介绍了大量表达感谢和
遗憾的语句，
表感谢的语句，
如：
Th
ank
you (very much); Thanks a lot (very
much/a million); Thank you for your help;
You
’
ve been most helpful,
thank
you.
表遗憾的语句，如：
I’
m
afraid
…
;
I’
m sorry,
but
…
; I really
don
’
t think/fear
that
’
s possible; I hate to
cause
trouble/difficult,
but
…
; Oh dear,
…<
/p>
等。作为功能性语言，有必要进行一定的整理归纳。如
Readi
ng
模块中：第
二个故事的最后，主人公寻求建议时：
”
What could I do? Should I
…
?
2
在
初中阶段，学生已学习过询问建议，寻求帮助和表示感激遗憾的表达方式。本模块中增加了一些更
正式，更复杂的说法，希望能够以旧带新，以复现已掌握知识的方式来带动新
知识的学习和掌握。
3
本模块中的这些重要句型和表达方法在本单元的其他模块中反
复出现，对这些模块的学习极为有用，
同时，这些知识点在日
常生活的交流中也相当实用，因此本单元听说写这个模块相当重要，应认真学习。
（二）目标（
Target
）
(
三方面分别要达到什么目标
)
listening
：要求学生能够听懂他人有待解决的问题
，并分析哪方面专家可以提供帮助，进行归类。
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speaking
：<
/p>
要求学生掌握表达感谢和遗憾的常用句型结构；
并在复习课文内容
的基础上，
让学生进一步思考如
何解
决文中出现的问题，从而掌握如何给出建议和提供帮助的表达方式。
writing
：
要求学生在听和说这两个环节的练习后，能够在提示的帮助下，进行描述问题，寻求帮助，给出建
议的写作练习。
（三）重点和难点（
Important and
Difficult
Points
）
（同上）
listening
：在听力练习中要注意不仅完成书本上的
听力练习，还要能对问题的描述，和寻求建议帮助的功能句
型有初步的注意，如果能够及
时进行归纳就更好。
speaking
：共两个练习，起到不同作用，练习一：让学生操练表示寻求帮助，表示感谢或遗憾的表达方式
;
练习二：让学生操练对解决问题提出建议或忠告的表达方式。
writing
：
写作部分是整个单元学习效果的综合展现，是阅读部分，听和说练习的深入，充分运用已学知识完
成此练习。
补充：
1
．关键词：
Listening:
legal
合法的；法律的
financial
财政上的，金融的
scratch
抓，挠
share
股票
Speaking:
available
有空的，不忙的
appointment
约会，预约
appreciate
欣赏；感激
Writing:
shoplift
在商店中偷窃
2
．功能句型
1
）
Asking for
advice:
I
’
d like to
speak/talk to
…
on/about
…
I’
d like some advice/ideas
on/about
…
I have
a question about/on
…
I’
m wondering
if
…
Can you give
me some advice about
…
Can you tell me
…
?
2
）
Expressing
gratitude/thanks:
Thank you (very much)
Thanks a lot (very much/a million)
Thank you for (all) your help
You
’
ve been most
helpful, thank you.
That
’
s perfect.
That would suit me fine.
3
）
Expressing
regret:
I’
m
afraid
…
I’
m sorry,
but
…
I really
don
’
t think/fear
that
’
s possible
I
hate to cause/be trouble,
but
…
I’
m sorry to be difficult,
but
…
Oh
dear,
…
教学内容
Listening
教学实施建议
此部分重点的单词有
legal
合法的；法律的
financial
财政上的，金融的
以及
tapescript
中的
scratch
抓，挠
share
股票；
< br>此听力练习主要是训练学生学会区分生活中出现的问题，将问题正确分类，希望能让
学生通过此练习提高听力理解能力，
并在理解的基础上进行问题的分析，
体现了听力练
习的实际交际功能，
也是对
reading
部分主题的延伸和具体应用。
在练
习过程中要注意
留意描述问题，
寻求建议的各种句型用法，
在此练习后，
可以根据听力练习内容，
思考
，
“当遇到这些问题时，该怎么办呢？又该如何表达呢？”从而过渡到
< br>speaking
练习。
参考
教参
第
61
页
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Speaking
此部分需处理的重点单词有
available
有空的，不忙的
appointment
约会，预约
appreciate
欣赏；感激
此练习包括两部分：
A
部分学会如何表达感激感谢和遗憾抱
歉
B
部分针对不同问题，提出建议和解决方法。
A<
/p>
部分由于属于初中阶段已掌握语言
技能，
因此大部分不需要着重操练，
可以根据具体情况加以处理，
建议
将表达感激和抱
歉的功能性语句进行整理归纳。
B
部分属于在
reading
和
listening
练习的基础上进行的
深入拓展练习，
是本模块的重点内容，
可以结合
readi
ng
部分、
listening
部分所
学内容，
以解决问题为任务，
Writing
此部分需重点处理的单词有
shoplift
在商店中偷窃
本章节的写作是以信的形式，
应将写信的格式讲解清晰；
接着有效的以书面的形式
表达自己的观点；
练习如
何描述问题，
并提出反馈评价
,
针对问
题提出建议或解决方法。
本练习在
More Language
Input
部分之后进行
辅助听力练习：
Listen to
the tape on different types of problems and match
the statements in Column A with Column B
according to what you hear:
1. Personal Problems
a. the problems
of the sick who need treating,
2.
Financial problems
b. the problems of looking
after your pets
3. Food
problems
c. the problems about the law
4. Housing problems
d. the problems
of looking for some place to live in
5.
Animal care problems
e. the problems
of a particular person usually private
6. Medical problems
f.
the problems of how to educate children
7. Education problems
g. the problems dealing
with money management skills
8. Legal
problems
h. the problems of
one
’
s diet
Tapescript
：
Nowadays, in our daily life, we always
have to face different problems, which can usually
be classified
into several specific
groups.
When we talk about personal
problems, we refer to the problems of a particular
person usually private and
financial
problems are those dealing with money management
skills. Food problems refer to the problems of
one
’
s diet, i.e.,
what he eats. When you are looking for some place
to live in, for example, you are facing
housing problems and when you have
trouble in looking after your pets, you come
across animal care
problems. Medical
problems, education problems and legal problems
are common to see in our everyday life.
When the sick need treating, they might
have medical problems. When you have some
questions on how to
educate your
children, then you need to solve your education
problems, and if you need some help from a
lawyer for advice about the law, you
have legal problems.
Keys:1---- e
2----- g
3------ h
4 ----- d
5 ----- b
6 ----- a
7----- f
8 ----- c
[
链接
2]
说明：此类针对语言功能进行的口头操练，应该进行功能句型的整理归纳，这样能够更好地开展之后的练习。
功能句型的整理归纳：
1
）
Asking for
advice:
I
’
d like to
speak/talk to
…
on/about
…
I’
d like some advice/ideas
on/about
…
I have
a question about/on
…
I’
m wondering
if
…
Can you give
me some advice about
…
Can you tell me
…
?
2
）
Expressing
gratitude/thanks:
42
社会
上相
关题
材的
发言
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Thank you (very much)
Thanks
a lot (very much/a million)
Thank you
for (all) your help
You
’
ve been most
helpful, thank you.
That
’
s perfect.
That would suit me fine.
3
）
Expressing
regret:
I’
m
afraid
…
I’
m sorry,
but
…
I really
don
’
t think/fear
that
’
s possible
I
hate to cause/be trouble,
but
…
I’
m sorry to be difficult,
but
…
Oh
dear,
…
[
链接
3]
说明：为了能更好地巩固已学语言功能，因此开展这个补充练习，能更自然地过渡到
wr
iting
练习。
补充<
/p>
speaking
练习：
Turn to page 61 and have a quick review
of the problems mentioned in Listening Exercise.
Could you please
act as the experts on
the phone and give advice on some problems? Have a
discussion in your group, make
reference to the structure given and
report your conclusion to the class when you
finish.
Caller A:
He has lost his job. He
doesn
’
t know what to do and
he
’
s unhappy.
Caller B:
Her
cat seems to be losing fur.
Caller C:
He
doesn
’
t know what to do with
his savings.
Caller D:
She is worried about her headache.
Caller E:
He
needs advice about law because his newly-bought
car doesn
’
t work.
Caller F:
She
needs advice on whether to send her son to
kindergarten or not.
Caller G:
He needs advice about
renting or buying a flat.
Caller H:
She needs advice about her
badly-behaved son.
Caller I:
He needs help
to stop his hair from falling out.
Caller J:
She needs advice about losing weight.
Caller K:
He
needs to know something about tax system in Hong
Kong.
Caller L:
She needs advice about getting her
daughter a tutor.
Possible answers (for
reference only)
Here are our
conclusions and advice about the problems:
Caller A : We advise that he should
search newspapers for job vacancies and go to a
job center to try his luck.
Caller B:
We advise she take her cat to a professional
vet(
兽医
).
Caller
C: We advise that he should invest 30 percent of
his savings on shares and save the rest.
Caller D: We advise her to go to the
hospital and have a thorough examination.
Caller E: We advise that he should
employ a lawyer at once.
Caller F: We
advise her not to send her son to kindergarten
because he
’
s too young.
Caller G: We advise that he start by
renting a flat, which is more economical.
Caller H: We advise that she should
have a serious talk with her son first.
Caller I: We advise the man
to try Zhang Guang 101, which is definitely an
effective product to stop his hair
from
falling out.
Caller J: We advise that
the girl eat more fruit and vegetables instead of
meat and rice.
Caller K: We advise that
he should go to the local bank for detailed
information.
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Caller L: We advise that she should
communicate with her daughter first to find out
her problems in study.
Useful
expressions of the description of the problems:
The kind of problem is that
…
That
…
is
a huge problem for me
because…
Useful expressions
of asking for advice:
I
’
d like to
speak/talk to
…
on/about
…
I’
d like some advice/ideas
on/about
…
I have
a question about/on
…
I’
m wondering
if
…
Can you give
me some advice about
…
Can you tell me
…
?
I actually need help
C
an anybody tell
me how…
I
f anyone
has any tips on how to …
,
please
…
I'v no idea how to
…
Useful
expressions of giving advice:
Personally, I would suggest
that
…
(because
…
)
Firstly you should talk to
the school counselor/teachers/parents
about …
The
counselor recommends that
…
(should)
…
I
f you …, the
outcome for you may be a lot better.
You might as well/had
better do
…
教案：
说明：本课是在学习了课文内
容后，进行描述问题，寻求忠告建议，表示感谢或遗憾等功能型语句的操练。
Pre-task preparation
1
Warming-up: Questions on the contents
of the text
[Questions for reference]
How many problems are mentioned in the
text? (Three)
What does story 1 tell
us? (An accident.)
Can you
tell us the story briefly?
教师提示：
When, where, who,
what
…
(
参考：
P
T58
页，
the synopsis of the
story 1)
What is story 2 about? (Bad
behavior)
What has the rude supermarket
assistant done to the writer?
(She has given the writer extra change
by accident.)
Have you ever met similar
problems in your daily life?
Can you
tell us something about it?
Whom would you
turn to for help?
提示：
You need to know how to
classify the problems before you turn to the right
person for help.
2 Guide the students
to carry out the preparatory listening exercise to
get them ready for the listening
exercise
Listen to the tape
on different types of problems and match the
statements in Column A with Column B
according to what you hear:
1. Personal Problems
a.
the problems of the sick who need treating,
2. Financial problems
b.
the problems of looking after your pets
3. Food problems
c.
the problems about the law
4. Housing
problems
d. the problems of looking
for some place to live in
5. Animal
care problems
e. the problems
of a particular person usually private
6. Medical problems
f. the problems of how to educate
children
7. Education problems
g.
the problems dealing with money management skills
8.
Legal problems
h. the problems of
one
’
s diet
Tapescript
：
Nowadays, in our daily life, we always
have to face different problems, which can usually
be classified
44
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.
into several specific groups.
When we talk about personal problems,
we refer to the problems of a particular person
usually private and
financial problems
are those dealing with money management skills.
Food problems refer to the problems of
one
’
s diet, i.e.,
what he eats. When you are looking for some place
to live in, for example, you are facing
housing problems and when you have
trouble in looking after your pets, you come
across animal care
problems. Medical
problems, education problems and legal problems
are common to see in our everyday life.
When the sick need treating, they might
have medical problems. When you have some
questions on how to
educate your
children, then you need to solve your education
problems, and if you need some help from a
lawyer for advice about the law, you
have legal problems.
Keys:1---- e
2----- g
3------ h
4 ----- d
5 ----- b
6 ------ a
7------ f
8 ------ c
While-task procedure:
Listening:
1
Ask
students to listen to the tape and finish the
listening exercise B
2
(If
necessary listen to the tape again and) list the
problems mentioned as well as the useful
expressions with which to ask for
advice
(Reference answers)
Caller A:
He has
lost his job. He doesn
’
t
know what to do and he
’
s
unhappy.
Caller B:
Her cat seems to be losing fur.
Caller C:
He
doesn
’
t know what to do with
his savings.
Caller D:
She is worried about her headache.
Caller E:
He
needs advice about law because his newly-bought
car doesn
’
t work.
Caller F:
She
needs advice on whether to send her son to
kindergarten or not.
Caller G:
He needs advice about
renting or buying a flat.
Caller H:
She needs advice about her
badly-behaved son.
Caller I:
He needs help
to stop his hair from falling out.
Caller J:
She needs advice about losing weight.
Caller K:
He
needs to know something about tax system in Hong
Kong.
Caller L:
She needs advice about getting her
daughter a tutor.
Useful expressions of
asking for advice:
I
’
d like to
speak/talk to
…
on/about
…
I’
d like some advice/ideas
on/about
…
I have
a question about/on
…
I’
m wondering
if
…
Can you give
me some advice about
…
Can you tell me
…
?
Post-task activities:
Speaking:
1. Finish Exercise A and guide students
to group the useful expressions of the language
function:
Expressing gratitude and
regret
1
）
Expressing
gratitude/thanks:
Thank you (very much)
Thanks a lot (very much/a million)
Thank you for (all) your help
You
’
ve been most
helpful, thank you.
That
’
s perfect.
That would suit me fine.
2
）
Expressing
regret:
I’
m
afraid
…
I’
m sorry,
but
…
45
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.
I really
don
’
t think/fear
that
’
s possible
I hate to cause/be trouble,
but
…
I’
m sorry to be difficult,
but
…
Oh
dear,
…
3.
Supplementary spoken exercise:
Divide the students into
groups of 4 , ask them to act as the experts on
the hotline and require them to
have a
discussion on what advice they can offer about
those problems mentioned in listening exercise:
Turn to page 61 and have a quick review
of the problems mentioned in Listening Exercise.
Could you
please act as the experts on
the phone and give advice on some problems? Have a
discussion in your
group, make
reference to the structure given and report your
conclusion to the class when you finish.
Possible answers (for reference only)
Here are our conclusions and advice
about the problems:
Caller A : We
advise that he should search newspapers for job
vacancies and go to a job center to try his
luck.
Caller B:
We advise she take her cat to a
professional vet(
兽医
).
Caller C:
We
advise that he should invest 30 percent of his
savings on shares and save the rest.
Caller D:
We
advise her to go to the hospital and have a
thorough examination.
Caller E:
We advise that he should
employ a lawyer at once.
Caller F:
We advise her not to send
her son to kindergarten because
he
’
s too young.
Caller G:
We
advise that he start by renting a flat, which is
more economical.
Caller H:
We advise that she should have a
serious talk with her son first.
Caller I:
We
advise the man to try Zhang Guang 101, which is
definitely an effective product to stop his
hair from falling out.
Caller J:
We
advise that the girl eat more fruit and vegetables
instead of meat and rice.
Caller K:
We advise that he should go
to the local bank for detailed information.
Caller L: We advise that she should
communicate with her daughter first to find out
her problems in study.
Chapter4
What should I do?
Grammar
章节分析（
Chapter 4
Grammar section
）
（一）语法地位（
Grammar
Position
）
1.
动词非谓语形式是高中英语语法的重要组成部分，也是高考语法部分的考查重点，而在牛津英语高
中
第一册第四章节就出现现在分词、过去分词，对高一学生来
说有一定难度
2.
对
let / make
的意义和用法
有初步了解，注意
let
和
make<
/p>
的意义差异，在翻译、写作时准确使用。
3.
必须讲清动词
let/make
在主动语态和被动语态中表达时的不同。
（二）语法目标（
Grammar
Target
）
1
）知识目标
运用动词的现在分词、过去分词来表达时间和原因；动词
let/make
在被动语态中的用法。
2
）能力目标
熟练地运用状语从句和分词短语表达时间、原因。
3
）情感目标
追求语句表达的多样性和完美度。
（三）语法重点和难点（
Important and
Difficult Points
）
1
）
．关键知识点
现在分词和过去分词作状语的区别，即何时用现在分词，何时
用过去分词。
2
）
< br>。主要语法点
1)
现在分词作时间状语，表示主、次动作几乎同时发生。
2)
on/ while / after /
before + v-ing
，作时间状语。
3)
现在分词作原因状语。
4)
过去分词作原因状语。
5)
let /
make
在被动语态中的用法
）
46
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< br>.
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.
教学内容
introductory
teaching
main part
follow-up
[
链接
1]
说明：根据学生原有的理解，去寻找教师要求的信息（
V-ing /
V-ed
）
1
．教师找两句课文中的原句，对动词的非谓语形式进行说明。
例句
1
：
One evening
night last month, I was visiting a close friend in
her new high-rise flat when she
accidentally knocked a flower pot from
her window.
?
visiting
，
V-ing
形式，在句子中作
be<
/p>
动词的表语，帮助构成进行时态。
?
knocked
< br>，
V-ed
形式，在句子中作谓语动词，表示一般过去时
态。
例句
2
：
Returning home later that evening, my
friend learned that the police had been to the
flats.
?
returning,
V-ing
形式，在句子中不作谓语，称为动词非谓语形式。
例句
3
：
Late last night, while
traveling home by train, I saw three tough guys
enter my almost empty
carriage.
?
traveling, V-in
g
形式，跟在
while
之后，不作句
子谓语，称为动词非谓语形式。
2
．
教师要求学生回到课文中，找出象例句中一样不作句子谓语的动词形式
: V-ing
/ V-ed
。
（原因）
Frightened of losing her
job in the civil service, my friend has said
nothing.
（时间）
Sitting down
beside a young boy who was traveling alone, they
began to tease and bully him.
（原因）
I wanted to help him,
but not being Superman and hating violence, what
could I do?
（时间）
On
discovering the error, I went back to tell her
about it.
（时间）
I had done my
best, before leaving, to correct the error.
3
．教师要求学生把这些动词非谓语形式进行分类，学生很快可以分出时间和
原因两类。
4
．
教师要求学生把这些动词非谓语形式改成相应的状语从句，
让学生更好地理解状语从
句到状语短语的转变，
从而学会使句式多样化。
原因状语从句
：
Because my friend is frightened of
losing her job in the civil service, he has said
nothing.
I wanted to help him, but
because I was not superman and I hated violence,
what could I do?
时间状语从句：
When they sat down beside a young boy
who was traveling alone, they began to tease and
bully him.
As soon as I
discovered the error, I went back to tell her
about it.
Before I left, I had done my
best to correct the error.
5.
教师需要让学生分清何时用现在分词，何时用过去分词。说明：当非谓语动词与其逻辑主语是主动关系，
则用现在分词；当非谓语动词与其逻辑主语是被动关系、或表示状态，则用过去分词。教师再
次借用上面的从
句，进行举例分析。
补充：用动词
see
填空。
Seeing
from the
peak, we can enjoy a superb night view of Victoria
Bay.
Seen
from
the peak, Victoria Bay has a superb night view.
[
链接
2]
1
．用现在分词翻译短语，以完成句子。
Seeing her fall
(
看见她摔倒
)
，
he
rushed to help.
Falling
asleep
(
入睡了
)
，
he dreamed that he was at sea.
Screaming excitedly
(
兴奋地叫喊着
)
，
she
ran towards the rock star.
47
教学实施建议
要求在课文中找出带有
v-ing
短语和
v-ed
短语的语句，识别动词的非谓语形式。
2
．掌握动词
let/make
在被动语态中的
用法，完成书本上练习。
这是对语法的拓展部分活动，能运用刚学的分词短语状语，
语法学习：
1.
可以按语法部分的罗列顺序
进行理解，
并完成随附的练
Ex.A2,B,C,D
。
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.
Winning the prize
(
赢得了这个奖
)
，
she
felt very proud.
Ringing the
bell
(
按了门铃后
)
，
he waited at the door.
Seeing the snake
(
看见了蛇
)
，
I froze in
fear.
2.
用
adverb
+V-ing
的形式翻译句子。
1
）做完功课，我去了趟书店。
After finishing
my homework, I went to the bookstore.
2)
坐在公交车上，我考虑了一下我的计划。
While
sitting on the bus, I thought about my
plan.
3)
一看见她，我就冲了过去。
On seeing her, I
rushed over to her.
4)
一摔下来，女孩就开始哭。
On falling down,
the girl started to cry.
5)
去购物之前，我列了一张购物清单。
Before going
shopping, I made a shopping list.
3.
用分词改写句子。
1
）
I felt hungry,
so I went to Pizza Hut.
Feeling hungry,
I went to Pizza Hut.
2)
Because I have no money, I
didn
’
t buy the nice
dress.
Having no money, I
didn
’
t buy the nice
dress.
3) I saw a tough guy,
so I ran away.
Seeing a tough guy, I
ran away.
4) I heard a joke,
so I laughed.
Hearing a joke, I
laughed.
4.
把表格中的信息连成完整的、符合逻辑的句子。
1
．
Hurt
2. Loved
3. Dropped
4. Seen
5.
Caught
6. Lost
7. Thrown
8. Bought
Key:
1.
Hurt by his
fall, he could not walk.
2.
Loved by his wife, he lived happily.
3.
Dropped in water, iron sinks.
by
the witness, the thief was soon caught.
by the rain, he got very wet.
in the desert,
he died slowly.
into fire, paper burns
quickly.
cheaply, the
watch was no good.
[
链接
3]
1.
讲解：
make sb./sth. do
→
sb./sth. is made
to
do
let sb./ sth. do
→
sb.
/sth. is let
(
to
)
do
sb./sth. is allowed to
do
比
sb. /sth. is
let
(
to
)
do
更常用。
2
< br>．用英语讲解班规、校规，要用到动词
let/make
。
[
链接
4]
1
。对人物所作的事情进行描述，以动作为主。学可以先用状语从句描述人物，再改成分
词。慢慢直接用分
词短语进行描述。
2.
完成一次采访任务，主要用到动词非谓语形式。先对课文
文章中出现的非谓语形式设计问题，然后整理，
为采访做准备。
by the witness,
cheaply,
by his wife,
into fire,
in the desert,
in water,
by the rain,
by his fall,
iron sinks.
he died slowly.
the thief was soon caught.
the watch was no good.
he
could not walk.
paper burns quickly.
he lived happily.
he got
very wet.
Chapter5
Surprises at the studio
Reading
章节分析（
Chapter Five
Reading section
）
（一）综述
该章节的主阅读部分以电视节目为话题，文章题材为叙事性，以生动、形象的语言来描述故事的情节和人
物的心理。本章节侧重学生阅读能力的培养和语言知识的学习。
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