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章节分析（Reading section ）综述 本章节通过 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 impression, 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.
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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 scanning 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 Discussion 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 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 语教学参 考》Page 1
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
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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
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
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
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 Ⅰwith the paragraphs in ColumnⅡ. The first one has been done for you as an example.
a) b) c) d) e) f) g) b)---F, Things that make up good manners A good example to show cultural differences in manners Shaking hands, kissing and embracing Opening doors and good manners Different forms of greeting Manners in China and English-speaking countries Getting to know more about English manners c)---C, d)---D, e)---A, f)---B )
Paragraph A Paragraph B Paragraph C Paragraph D Paragraph E Paragraph F Paragraph G wer: a)---E,
（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?
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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 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 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? When did the story take place? 1 Scanning ( in the Sunbeam Travel Company) (on a Saturday morning) Who are the people sitting down? (Debbie and Simon) Which person looks the most friendly? (Debbie) 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 Mr.Yang? (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 understanding（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
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 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） Reflection --- Post-reading
Eyes and language (More Language Input )
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 2 能力目标 3 情感目标 （三）重点和难点 学习课文中重点词、词组、句型和语法。 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 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 词汇学习
中学生必须具备的阅读技能。 Romans do 的重要性。 1) 核心词汇 ? communicate ? situation ? contact ? signal ? maintain ? lack ? consider
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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 Debbie 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 ?
《牛津英 语教学参 考》 Page18
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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 )
Chapter1.Body 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
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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。 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。 帮助学生如何有效的使用字典。 培养学生自习自研能力。
Using English 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。 培养学生抓关键词汇：adj /adv attentively; politely; serious ,nervous
（三）重点和难点 Listening n v art; steps; movements; sages; points messages dance 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。 根据提示写出符合要求的 short messages 并能采用生生互评。
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。
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(rush 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‘ts 句型。 Speaking 课本中的 Speak up (Everybody‘s friend )熟系。 设计情景: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 ） ” 《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 page5 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 . 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 Don‘ts Don‘t get two nervous Don‘t rest your head on your hand …
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 1) 2) 3) 2 Pre-listening Get familiar with the form of Do‘s and Don‘ts after speaking . Introduce the task to the students, that is , to recognize the key words especially some adjectives and adverbs . 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 . 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 1) Pre-reading What do you know about Ballet ?
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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 Mr.Smith‘ : 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.
Chapter1.Body 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 教学内容 Lead –in Practice 学习动名词作主语、动词宾语、介词宾语和表语的基本用法。 B 部分要细讲 C 部分省略不讲 教学资源参考 page 4 教学实施建议 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 ? 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,
（四）重点和难点 A 部分简单总结一些不含冠词的介词短语
? 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。
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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 usages.admit, 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）Practice: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. ( 补充总结含介词 to 的动词短语：be (get)used to, get down to, look forward to,
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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 用法。 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) resist, risk 11) suggest 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) 2) 3) 4) 5) 6) I enjoy reading books in bed though it is not a good habit. I can‘t imagine going to any place without you. Would you mind opening the door for me? He suggests reading English every day. The bird missed being shot. He escaped being punished by running away.
3 下列动词短语种 to 为介词 1) be (get)used to 2) get down to 3) look forward to
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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 A. to see B. try C. having tried C. at seeing D. trying D. to seeing D. to preparing D. by answering 2. We are all looking forward ______ Mr. Smith next week. B. of seeing 3. He spent all his time ______ for the final examination. A. to prepare A. to answer A. To sleep A. to make A. taking A. has B. of preparing B. to answering B. Sleeping B. making B. a taking B. to have C. in preparing C. of answering 4. The boy is only five years old, but he is quite used _____ the telephone. ５. ______soundly is better for your illness than taking medicine. C. Sleep C. make C. the taking C. having D. Having slept D. to go for D. to take ６. Sometimes when I look into the sky, I feel like ______ a trip somewhere. ７. I consider _____ of every fish is a kind of murder. ８. My grandfather is a rich man, but ______ money does not solve all his problems. D. having had D. for him to expect ９. It is no good ______ him to see you off. A. to expect A. read B. expecting C. of expecting １０.There is one more book worth ______. B. of reading C. being read C. of asking C. finding D. reading D. ask D. with finding １１.He liked ______ many questions at the press conference. A. being asked A. to find B. asking １２.We had no trouble ______ the path through the forest. B. for 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. 3. 4. 5. The windows want / need / require to be cleaned. That is, they need / want / require _____ (clean). He practiced _______(play) the piano every day. She doesn‘t mind ______( work ) overtime. It will mean ______( benefit ) your company and mine.
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6. 7. 8. 9.
Have you decided to put off ______( go ) to the seaside? Peter kept (on) ______ (ask) questions. It‘s a waste of time ______( argue) about it. _____ ( 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. A. to do B. to be doing C. to have done A. to eat not B. eating not A. visit B. paying a visit C. not to eat C. walk in D. having done D. not eating 2．The patient was warned _____ oily food after the operation. 3．She looks forward every spring to _____ the flower-lined garden. D. walking in D. spending that D. be persuaded 4．The little time we have together we try _____ wisely. A. spending it A. to persuade B. to spend it C. to spend 5．While shopping, people sometimes can‘t help ______ into buying something they don‘t really need. B. persuading D. being 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 D. the thief to be caught 9．The discovery of new evidence led to _____. A. the thief having caught B. catch the thief C. the thief being 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 D. to be waiting D. Losing 12．In some parts of London, missing a bus means_____ for another hour. A. waiting A. Lose A. arriving B. to wait B. To lose B. arrive C. wait 13．---What‘s made John so angry?---______ the tickets for the concert. C. Because of losing C. arrived 14. The day we are looking forward to _______ at last. Ｄ. arrives
---Well, now I regret _____that.
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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：ＤＤＣＢＢＢＣＣＢＤＢＣⅡ．用括动词式填空：doing, cleaning, playing, working, benefiting, going, asking, arguing, Talking, doingⅢ．翻译：1，Reading for a quarter of an hour every morning 2，sighing 4，smoking3，communicating with customers with a smile 7，cutting up paper 8，reading 5，am looking forward to visiting 6，being seen 9，Shaking one‘s fist 10，looking at customers‘ eyes
Ⅳ．拓展题：DCDBD BDCCB BADCB
Chapter2. Care for your hair
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： 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 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 ? Excel ? Urge ? Compete ? Obtain
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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 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。 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. ? 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 Profession/Personality Hair-style
教学参考 http://stellur e.com/hairst yle/
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Ann Pam Keith Keys: Name Ann Pam Keith 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
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) B. Older people C. Children) ? Who is it mainly written for? (A. Younger people ? 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 words from the box. [链接] 构成形容词的常用后缀如下： Suffix -ful Examples cheerful, useful, grateful, faithful
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-less -ish -ive -ous -able -ible -ic -ant -ly -al -y -ent -ary -some -like -en -ed -ate -an [链接 5]
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 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. Enlarge their vocabulary and broaden their vision. [链接 6] Hair Related Links.... venusworldwide.com - We are the leading and the largest manufacturer and exporters of quality hairdressing scissors, barber scissors, manicure implements, beauty products, embroidery scissors, and pet
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
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grooming products. Folica.com - Beauty supply house featuring hair care, skin care, nail care and spa beauty products. http://www.BeyondSkinScience.com - 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. Earnfind.com - 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
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。 （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 教学内容 Listening 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。学生需要掌 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。
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。 教学参考 第 T26 页， 电影 《罗 马假日》片
（page 26） －up 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
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其中的关键词：receptionist，make 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， 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，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） 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
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。 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 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
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
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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1. Introduce the situation to the students to make sure that they know what to do next, especially the word ―receptionist‖ 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 students 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。明了便条的格式。 2、 给出情景，让学生尝试写请假条。 3、 完成 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。 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
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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. ) 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 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）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. 3．完成课文语法 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. 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 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 ____________________________________________. 教材 P28 教材 P27 教学参考
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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; 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.
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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 ask 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/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 / puzzled 令人困或的/感到困或的 surprising /surprised 令人吃惊的/感到吃惊的 tiring/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.
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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 money 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 the customer of their hair style? (Expected answer: You will be as excited by our exciting hair-styles as we are.) 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.
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(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。 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。 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。
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Chapter2. Care for hair
章节分析（Reading section） （一）阅读地位（Reading Position）
Reading (More language input)
1）more language input 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，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 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 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: ①Do you have any hair problems? ② If you do, what are they?这
参见课 文 35 页 参见课 文 36 页
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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． 2． 3． 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) 建议： ① ② 课文 P35 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. 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: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(写在纸上). Teaching plan Topic: Teacher: Students: Chapter 2 （Oxford English SA1） More Language Input Maintenance is better than repair Huang Lin (Cao Yang No.2 High School) 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, and realize the true value of one‘s life. III. Teaching Content Read and understand the passage "Maintenance is better than repair‖. 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
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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 : Group discussion: How should we take care of some other body parts, eg. Eyes, teeth, hands, skin? 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.
Chapter3. Places of interest
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） 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
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? 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 while-reading post-reading [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 （Scanning）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) 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
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。 通过扫读和针对每个部分的提问（事实性问题、推想性问题、延伸性问题等）使学生 理解课文内容 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。
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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? 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?
Chapter3.Places 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
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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 Writing Speaking 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。 模仿课文写作 My Favourite Place of Interest 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 Using English Writing Speaking 教学内容 Listening 培养学生抓关键词汇：by plane/car/bus 根据内容判断情感： liked/disliked 了解电话号簿的功能，学会如何能有效地运用查找信息。 根据课文的题材、结合自己的亲身经历写出 Places of interest。. 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 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 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? 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] 1 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： 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 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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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。
Chapter3.Places of interest
一、章节分析（language section ） 综述
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 （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 （awareness） ； 第二部分完成课本第 43 至 45 页 的练习 A 和 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. 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)
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。 口头听说操练句型课本第 43 页练习 A 和第 44 页练习 B 根据情景编对话。
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Step Two Meaningful drills [链接 3]
Language Exercise A &B on textbook P43-45
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.
Chapter3.Places 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 2 3 知识目标 能力目标 情感目标 ? guard ? figure ? style ? seat ? audience ? single ? vegetarian ? overnight ? mercy 1) 拓展词汇 ? warrior ? pottery ? statue ? goddess 2) 词组和短语 ? be located ? in memory of ? be famous for 3）句型学习
对景点的大致了解，学习课文中重点词、词组、句型和语法。 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 激发学生对祖国悠久文化历史和和大好河山的自豪感， 词汇学习 核心词汇
析篇章结构） 、猜测词义等是高中学生必须具备的阅读技能。 （三） 阅读重点和难点
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? It‘s believed that… ? In front of the Hall stands … 4）语法学习 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。 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 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 About 80 years 2,000 years Location History Function or Significance Guarded the Qin Shihuang Tomb 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 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
猜测词义 完成练习 A1，掌握重点搭配、词汇和句型( sth. be available to sb, in memory of, In front of the hall stands, It is believed that)
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
Question: How many places of interest are included in the text？And what are they？
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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 → 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) 2) We can get all kinds of information on the Internet. → All kinds of information are available on the Internet. 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
from breaking away from the Untied States. So the Americans built a memorial after he died.
It‘s believed that
1) People in the 17 century believed that the earth was flat, but now they know it is round. →It was believed that the earth was flat in the 17th 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?
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 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。
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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 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。 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; 、
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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 one.then 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. 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. 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. the part of your mind that tells the difference between right and wrong 3. New words and useful phases in story one
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smash: smash sth (up), smash sth open Smash a window Smash (up) the glass to pieces Smash the door to open I will smash you in the face. [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。 She smashed up her new car in the fog. smash the ball
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：Thank 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, …等。作为功能性语言，有必要进行一定的整理归纳。如 Reading 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。 speaking ：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。
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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 Writing: shoplift 在商店中偷窃 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 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； 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 speaking 练习。 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 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 reading 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 社会 上相 关题 材的 发言 参考 教参 第 61 页
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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 2. Financial problems 3. Food problems 4. Housing problems 5. Animal care problems 6. Medical problems 7. Education problems 8. Legal problems 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 [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: 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…
a. the problems of the sick who need treating, b. the problems of looking after your pets c. the problems about the law d. the problems of looking for some place to live in e. the problems of a particular person usually private f. the problems of how to educate children g. the problems dealing with money management skills h. the problems of one‘s diet
4 ----- d
5 ----- b
6 ----- a
8 ----- c
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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,… [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 writing 练习。 补充 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: Caller J: Caller L: He needs help to stop his hair from falling out. She needs advice about losing weight. She needs advice about getting her daughter a tutor.
Caller K: He needs to know something about tax system in Hong Kong. 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. 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…
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Can you give me some advice about… I actually need help If anyone has any tips on how to …, please… Useful expressions of giving advice: Personally, I would suggest that …(because…)
Can you tell me…? Can anybody tell me how… I'v no idea how to …
Firstly you should talk to the school counselor/teachers/parents about … The counselor recommends that …(should) …If 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 2. Financial problems 3. Food problems 4. Housing problems 5. Animal care problems 6. Medical problems 7. Education problems 8. Legal problems 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. a. the problems of the sick who need treating, b. the problems of looking after your pets c. the problems about the law d. the problems of looking for some place to live in e. the problems of a particular person usually private f. the problems of how to educate children g. the problems dealing with money management skills h. the problems of one‘s diet
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Keys:1---- e Listening:
4 ----- d
5 ----- b
6 ------ a
8 ------ c
While-task procedure: 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: Caller J: Caller L: He needs help to stop his hair from falling out. She needs advice about losing weight. She needs advice about getting her daughter a tutor.
Caller K: He needs to know something about tax system in Hong Kong. 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) Thank you for (all) your help That‘s perfect. 2）Expressing regret: I‘m afraid… I really don‘t think/fear that‘s possible I‘m sorry to be difficult, but… 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:
Thanks a lot (very much/a million) You‘ve been most helpful, thank you. That would suit me fine. I‘m sorry, but… I hate to cause/be trouble, but… Oh dear,…
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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?
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 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） 。主要语法点 1) 2) 3) 4) 5) 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.
现在分词作时间状语，表示主、次动作几乎同时发生。 on/ while / after / before + v-ing，作时间状语。 现在分词作原因状语。 过去分词作原因状语。 let / make 在被动语态中的用法） 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。 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。 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，
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? visiting， V-ing 形式，在句子中作 be 动词的表语，帮助构成进行时态。 ? knocked，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-ing 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. 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.
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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. 3. Dropped in water, iron sinks. 5.Caught by the rain, he got very wet. 7.Thrown into fire, paper burns quickly. [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．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。 2. Loved by his wife, he lived happily. 4.Seen by the witness, the thief was soon caught. 6.Lost in the desert, he died slowly. 8.Bought cheaply, the watch was no good. 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.
Surprises at the studio
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。 （二）阅读目标 1 知识目标 ：学生能理解文章的大意，故事情节的脉络—开端、发展、高潮和结局。 掌握一些重点词汇、短语和句型的用法；理解一些较复杂的语法现象。 2 能力目标 ：学生能从上下文理解词义。能从细节的描写来理解人物的心理。能够表达自己的观点和看法。 3 情感目标 ：对电视节目有正确的认识、观点和评价。 （三）阅读重点和难点 核心词汇 ? surprise ? gasp ? faint ? demand
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? beat ? applaud ? real ? relaxed 拓展词汇 ? contestant ? director ? make-up ? studio ? desperately 词组和短语 ? ahead of ? on one‘s own ? figure out ? stand for ? belong to ? would love to do ? hold up(one‘s hands) ? keep doing ? boom out ? a bag of nerves 句型学习 6) It‘s (high) time for sth/ sb to do sth. 7) Debbie was so excited (that) she could hardly keep still. 教学内容 Pre-reading 教学实施建议 以 Free talk 的形式引入话题 TV Programs,然后以多媒体的形式播放了各种 电视节目的节选，设置各种活动，对于话题—电视节目的背景知识，引入相 While-reading 这是阅读课的主体部分，处理这篇文章的建议如下： ? 课文的类型是叙事题材的故事，所以采用整体教学总--分--总的教学 策略，先从整体理解文章的框架: 故事的开头—发展—高潮—结尾，然 后微观理解故事的细节描写，最后从整体上理解文章的主旨，加深对文 章的理解。 ? 通过 skimming 和 scanning 图片，标题，文章的开头和结尾来获取 故事的六要素： 时间、地点、人物、事件、起因、经过、结果。 ? 概括出文章故事情节的脉络，加深对课文的理解，进一步理解掌握 文章的篇章结构。 ? 在提问的过程中，遇到生词和句型，注重从上下文的语境中来猜测 意思 ? 课文后第 73 页,第 75--76 页所附练习 B Skimming, C Scanning, Read and think E1 可以经过修改、提炼和完善放到阅读教学中去，Find the meanings D, E2 也可以课上解决或作为课后的作业。 Post-reading [链接 1] 课文的拓展部分活动，开展围绕电视为话题的小组讨论和辩论。发表自己的 观点和看法，正确地看待电视对人们生活的影响。 无 参考 教师教参 的相关页 教师教参 的相关页 码P T73--76
关的词汇。同时可以完成课本中第 73 页 A what do you know about…练习。 码 P T72；
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说明：以生动有趣的多媒体的形式，创设情景，导入话题，旨在激起学生对该话题的兴趣和背景知识。 1 以 Free-talk 的形式引入话题 TV Programs。 2 播放了一系列网上录制的各种电视节目的节选 (东方台 www.shotv.com; 上海卫视 www.stv.sh.cn; 上海文 化广播影视集团 www.smeg.com.cn; CCTVwww.cctv.com) ，有动画、新闻、广告、体育节目、天气预报、 历史节目、纪录片、音乐 MTV 、科学与探索、空中英语教室等， ( 见课件：演示文稿 chapter5 About TV programmes ) 让学生判断节目的类型，并引导学生针对不同类型的电视节目的特点，用形容词简要描述感受， 并鼓励学生说出更多类型的电视节目。 3 组织学生进行 Survey 活动， 调查最喜爱的电视节目类型是什么？提问―愿不愿意成为现场录制节目的观众， 或者报名参加现场直播的有奖竞猜的比赛选手” ，并阐述理由。 4 提供学生当前的流行和热门电视节目英语翻译名称让学生发表看法
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Cartoon World‘s Report Soap Opera Game show Sports News [链接 2]
CCTV news Weather Report Sports Shows Talk show Healthy Living
Evening News Sitcom (situation comedy) English Today Culture China
说明：训练学生的 Skimming 和 Scanning 的阅读技巧，使学生从宏观--微观--宏观层面来把握文章。 1 对课文内容进行预测，知道故事的人物、时间、地点、事件。 2 让学生快速浏览文章，带着问题阅读文章，对文章有个大致的了解。 3 让学生概括出故事的脉络，开端—发展—高潮—结局。 4 引导学生进一步的思考深层次的问题，分析细节描写，揣摩人物的思想感情。 5 模拟现场记者招待会， 分角色扮演， 各大报社和新闻社和电视台的记者采访赢得大奖的外国留学生 Angela， 提出一些问题。鼓励学生发挥想象多提问。 6 讲解词汇、短语操练和句型，语法难点。 [链接 3] 说明：以开放性的话题使学生投入到英语语言思维训练和语言实践活动中去。 1 组织学生小组讨论，人们喜爱看电视的原因，电视给人们究竟带来了什么，该如何的看待和对待电视？电 视在广告，家庭生活，政治，教育和暴力等方面的影响。 2 让学生对某些观点谈谈自己的看法， 如 ―电视就好比适合眼睛的口香糖‖； ―电视有造就英雄和名人的力量‖。 3 组织学生参加辩论，正方:生活中没有电视,生活会更好. For: Some people think we would be better off without television in our lives. Against: Others think it is one of the most important means of communication we have today. 4 布置课外的实践作业：假设你是 CCTV 或 STV 某栏目的记者,现在你要采访一下你的家人和朋友、同学对 于 CCTV 或 STV 电视节目的意见，并写出一份采访报告。 教案 Step One Pre-Reading Activities 1 Free talk Q: Do you often watch TV at the weekend or during the holidays? Do you like watching TV? What‘s your favorite channel? TV is often called the machine that brings the world into your home. Why do we say so? 2 Quiz Students are going to watch a series of recordings of different types of TV Programs. Guess what type of TV program is being shown on? (sports program, music videos, documentary, cartoon, historical drama, news, weather forecast, popular science) Express the opinions of the TV program that has been seen. 3 Survey Questions: What type of TV program is your favourite? Would you like to take part in the recording of a TV program? Why? If you were at the studio, would you like to be the contestant or to be the audience? Why? 4 Let students have a look at the English TV guide with the popular and current TV programs on and then talk about the following questions: What kind of TV program do you like best? Why? What kind of TV program don‘t you like? Why not? Step Two While-reading activities 1 Eliciting the new words in the text and predicting the main idea of the text by asking questions with a
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picture Where were the people in the picture? What type of TV program was being made in the television studio? What was the name of the program? What were the people sitting under the banner with the words ―Travel Quiz‖ on? How many contestants took part in the quiz? What were the people sitting on the side doing? What were they? What were the rest people in the picture? Can you define the characters in the story? makeup artist cameraman director host contestants 2 Let students scan the passage with these questions in mind. Questions for thought What happened to one of the woman contestants? How come? What did the director do to solve the problem? Who was chosen? What was the result of the quiz? What was the mystery prize? 3 Ask students to work out the brief outline based on their understanding of the passage: I Beginning:__________________________________________________________ II Development:______________________________________________________ III Climax:__________________________________________________________ IV Ending:___________________________________________________________ 4 Further thinking Why could Angela be chosen? How did Mandy feel when watching the quiz? How do you know it? Did Angela do a good job in the contest? Why could she do so well? What did Angela do to win the mystery prize? What are the surprise things? 5 Role-play---the press conference Angela was interviewed later by reporters from some newspaper agencies and TV stations. 6 Explaining the key words or phrases or language points Step Three Post-reading 1 Group Discussion: Why do people like watching TV? What can TV bring us? What TV programs do you think are harmful to us and what TV programs are good for us? How can we make good use of TV programs? What are the effects of TV on education, politics, advertising, violence and family life? 2 Expressing opinions TV is chewing gun for the eyes TV has the power to make heroes and celebrity. 3 Debate : Can you imagine a world without television? For: Some people think we would be better off without television in our lives.
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Against: Others think it is one of the most important means of communication we have today. Step Four Homework1 Read the text and try to retell the text 2 Prepare a role-play based on the text 3 Interview task: Suppose you are a reporter from CCTV or STV, you interview your family members, friends or classmates about their views on TV programmes. And then write a report.
Chapter5. Surprises at the studio Listening, speaking, using English, writing
一章节分析（一）综述 该章节涉及听,说,写,以及实用英语方面的内容,侧重学生的语言技能的培养。 （二）目标 Listening Speaking Using English Writing （三）重点和难点 Listening Speaking Using English Writing 教学内容 Listening 分辨方向,识别地图上的标示符, 听懂地图的标志。 学会用一些征求意见,观点,表达意见和观点的句型。 制定表格时学会提炼一些简洁扼要的题干,题项。 描述过程中恰当的选用动词,名词来清楚的表达含义。 教学实施建议 该听力达到训练读懂和听懂地图的技巧策略。有些陌生的单词要在听前处理, 如: cemetery, tram, ferry, route, pond, 扫清听力的障碍。 识别地图标示符和分辨方 向.熟悉方位,方向和地图标示符的语言,运用标示符和方向标来看懂地图。 找到所在学校附近的地图, 提问.学习问路,指路,熟悉地图的标示符。 Speaking Using English Writing 课本中听力部分的材料，重点放在 Speak up Teenagers‘ TV night. 以任务性教 学来处理材料， 以分步的具体的情景性的活泼的形式来操练 该部分的教学目的是使学生认识到表格的实用性,简明和高效性,让学生学会使用 表格来归纳和提炼文章的内容。提供给学生不同的文体,比如调查报告,实验报告,通知 等,要求学生以表格的形式来提炼主要内容。 该部分是属于说明文体的写作学习。要求学会描述一个过程。先把过程的步骤思路 理清楚,根据每步的实际需要,罗列出相关的动词和名词术语.然后组成句子, 最后通读 全文,检查描述的过程是否清晰,语言是否简洁，扼要，准确。 [链接 1] 说明：在听力练习中，可以听和写，听和说相结合的练习。 1 交待听力的任务, 听前,处理一些生词.提问熟悉地图上的标示符.根据方向,标示符来读懂地图。 2 播放录音,要求学生一边听懂问题并且记住问题,快速作出反应。 3 在完成听力练习后，学习表达指明方向的一些常用短语，句子。例如 The road goes over the railway. A is to the east of B
1 识别地图上的各种标示符。 2 能分辨方向,听懂地名,方向,方位,地理环境。 1 通过问卷调查, 学会采访，作小结报告。 2 发表自己的观点和看法。 1 学习在理解文字的基础上,通过表格归纳主要信息。 2 学会使用不同的表格来传递信息。 学习描述一个操作过程的说明文的写作。
参考 《牛津 英语教 学参考》 P T 77 P T 85 P T 86
P T 88
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A is to the north-west of B A is in the south-west corner of the map.让学生互相提问,熟悉听懂方位的表达。 4 让学生自己设置场景， 编对话： Suppose you have just come out of Horse Hill. You want to visit Seaton. You ask someone working there for help. [链接 2] 说明：设计成具有真实语境的学习任务。 从网上， 或者上海的英语报上搜集最新的主要频道的一周节目，挑选一些电视节目，涉及各个类型，制作一 张英语版的一周电视节目单（TV Guide） 。 [链接 3] 说明：在学习如何制作表格之后，设计一些拓展练习。 通过英语报纸杂志和网络， 寻找一些适合将短文改编成报告形式的文章，并把它们改编成报告。根据报告 内容设计成表格，以表格的形式来呈现报告的内容。 [链接 4] 说明：写作的活动可设计成具有实用性和趣味性的活动，并拓展成与生活实际相关的交际性任务。 1 搬一台 DVD 进教室，安装好，教师一边使用，一边提问，并且引出相关的新词汇，一边讲解。 1) Push the ?Power‘ button to switch on the DVD. 2) Press the ?Open/Close‘ button to open the DVD tray. 3) Put the DVD into the tray, and close the door. 4) Push ?Play‘ button. 5) End the film by pressing the ?Stop‘ button. 2 使用一样东西或做一个食品。可以自己事先画过程图，边呈现，边讲解，遇到新的词汇通过手势，图示，英 语释义等方法教会大家，尽量避免讲中文。自主选择感兴趣的话题。 e.g. how to use mp4 how to use a video camera to make a short film. how to use automatic washing machine…. how to use break-making machine to make bread how to use juice extractor to make milk shake. How to make 卡布吉诺 How to make a pizza. … 提供一份教案。Step One Pre-writing 1 Let students compare a report of a survey and a table of the survey and ask students some questions: Does the table give the same information as the two paragraphs? Which one is shorter and clearer? Why? What is the title of the table? How many columns has it got? What are the titles of the columns? What do you think of using tables to give information? When do we need to use tables to give information? Step Two While-writing 1 Let students learn how to design a table. 1) Let students read B on P 86 of the textbook. 2) Give students an example 3) Read the repot given by Simon on P 87 carefully and change it into a table. 4) Ask students to design a survey about their TV viewing habits or evening activities and then carry it
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out, and eventually change it into table. Step Three Consolidation1 Do C on P87. 2 Situations: Christmas and New Year ‘s Day are approaching. Ask students to design a table to advertise the New Year ‘s evening.
Chapter5.Surprises at the studio
一、章节分析（Reading section） （一）综述
Reading (More language input)
该章节是补充阅读材料，本文通过介绍娱乐科技的新进展—从以电视为主流的娱乐设备发展到以影碟机为 潮流的娱乐产品，通过对比，阐明 DVD 的含义、优势和特点。本章节的阅读设计旨在扩大学生的词汇量和增 进学生的阅读的知识面。 （二）阅读目标） 1 2 3 知识目标 理解文章的大意和结构层次。 能力目标训练归纳段落大意和寻找关键信息和归纳成表格的能力，培养学生的阅读技巧。 情感目标感受到科技的高速发展。
（三）阅读重点和难点。 1.词汇学习核心词汇 1）insert 2）advantage 8) viewing 9) compare 拓展词汇 ? various ? function ? pastime ? versatile ? crisp ? smart ? menu ? therefore 词组和短语 ? a big step forward ? figure out ? no more… ? wear and tear ? sharp and crisp ? because of ? stand for ? compared with… ? as much as… 句型学习 10) One advantage of the DVD is that being digital, the picture quality is excellent. … Another advantage of is that some DVDs can store as much as four hours of programmes. 11) You can choose full screen or wide screen as you like. 教学内容 教学实施建议
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通过头脑风暴，激发学生的兴趣和激活学生的背景知识，导入话题。 这是阅读课的主体部分，处理这篇文章包括 通过段落标题的配对，初步理解课文内容，掌握文章的篇章结构。 通过把主要内容提炼归纳成表格，培养归纳的思维能力，帮助加深理解，对课文进 一步理解。上下文中猜词汇，通过英语释义和，例句还有造句，学习词汇。完成课文 第 91--92 页中 A1, A2 练习。 PT91 -92
Post-reading [链接 1]
课文的拓展部分， 补充与文章话题相关的听力材料， 完成教科书第 92 页上听力 B, 。 同上
说明：通过头脑风暴引入相关词汇，激活背景知识。 1 让学生列举各种娱乐活动 [链接 2] 说明：使学生整体上大致理解文章的篇章结构和主要的信息，以训练阅读技巧为主。 1 快速浏览文章，把段落和相关标题配对。2 阅读文章，查找关键信息 [链接 3] 说明：拓展到学生实际生活背景相关的话题，来设计语言实践活动。 1 让学生完成听力 B 2 让学生做些收集资料的工作，介绍他们熟知的娱乐上的新的科技产品。 学生作品：MP3 Nowadays, music lovers prefer to enjoy music played by MP3 player instead of by walkman or CD player. An MP3 player uses digital technology to record and play music. MP3 players are much smaller and less heavier than walkmans or CD players. What‘s more, they can record many hours of music. With MP3 players, music fans can listen to high-quality music anywhere while they are doing nearly anything. 一份教案 Step One Pre-reading Singing songs Watching TV 1 Brainstorming Ask students to think of entertainments. A variety of entertainments Seeing a film 2 让学生列举相对应的娱乐设备和新发明。
Entertainments Listening to music
Playing video games Surfing the Internet Dancing
1) What equipment or electrical appliances do you use to do these activities ? Seeing a film: cinema, video cassette player, VCD, DVD… Listening to music: radio, tape cassette player, CD player, MD, MP3, MP4… Surfing the Internet: computer, PC pocket, mobile phone Dancing: dance carpet Playing video games: SP, virtual reality Reading books: computer, PC pocket, and mobile phone Singing songs: KTV, home entertainment system Watching TV: high- resolution flat-screen TV
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While - reading
1 Introduce the new topic—new invention in entertainment technology 2 Ask students to match each paragraph with the suitable headline P1 _____________________ P2 _____________________ P3 _____________________ P4 _____________________ P5 _____________________ Key for reference P1 The meaning of TV P2 DVD—a new pastime P3 The meaning of DVD P4 The advantages of DVD P5 The new understanding of DVD 4 Ask students to scan the passage and create a table to give information of the passage. Entertainment technology TV DVD Key for reference Entertainment technology TV Television Tele—far Videre—seeing Watching TV programmes A major pastime Meaning Function Features Others Meaning Television Digital Video Disc Function Features Others The new understanding of DVD The advantages of DVD The meaning of DVD The meaning of TV DVD—a new pastime
Digital Video Disc Digital Versatile Disc
*Being digital *Excellent picture quality *No more wear and tear *A sharp and crisp picture all the time *Every good viewing *Able to store as much as four hours of programmes *A menu to allow you to enjoy various chapters *Able to choose full screen or wide screen
A big step forward
5 Questions and answers A2 on P 82 Step Three Post-reading1 Do B on P 92 2 Can you think of any other wonderful inventions in the world of entertainment? ask Ss to introduce other new entertainments they have experienced. 3 Can you make a presentation on the topics that are, in some way , similar to ?From watching TV to using DVD‘? (From cassette player to mp3)
Chapter Six Food for thought
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章节分析（一）综述 本课以谈话的形式，在两个年轻人 Simon 和 Debbie 之间展开了有关食品，饮食习惯的讨论。通过本模块 的学习，使学生：1．了解有关素食主义的理念，学会相关词语的表达方式。 2．能掌握如何准确表达自己的感情，以及如何提出自己的想法或意见。 3．通过学习，了解中西文化的差异，学会善于倾听他人的意见。 （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，例如：influence, grow, space, contain, what‘s more, be dangerous to , carry on, put sb off，have （its different meanings） 1) 能力目标：提高阅读理解能力，培养阅读技巧，通过学习，能够用所学的句型表达自己的思想。 2) 情感目标：帮助学生了解中西方文化的差异，学会尊重他人的信仰，善于倾听他人的想法。 （三）阅读重点和难点 词汇学习 核心词汇 ? horrible ? occasionally ? influence ? instead ? disease ? contain ? argue 拓展词汇 ? grill ? pork ? chop ? vegetarian ? religion ? famine ? pesticide 词组和短语 ? plenty of ? think about ? what‘s more ? be dangerous to ? carry on ? put sb. off 句型学习 1）sound ( look, smell, taste, feel, go, grow, turn…) + adj. 2）I think ( believe, know…) that… 教学内容 pre-reading while-reading 教学实施建议 根据课文主题，可以从两方面入手：先问前一晚吃了些什么，并提供给有关 food 的常用词，然后利用书上的图片展开适当的讨论。ppt food for thought-leading] 这部分是本课的关键，一方面引导学生掌握阅读的技巧，领会文章的主要内容， 同时又要指导学生理解、掌握本课的重点词汇和主要语言现象。要求学生边听录 音，边看文章，了解大意。并完成 B 和 C 的练习。分段阅读，教师可以就每段 主要内容，进行提问，并归纳主题句。文章的重点词汇和主要句型进行操练，达 到理解、巩固的目的。完成书上 D 部分的练习：ppt food for thought -reading. ]。 post-reading 复习巩固的部分，可以用复述，讨论的形式进行拓展
参考 p93 的图片 p94, p96
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教学步骤： Step 1: Lead in 1. ask the students one by one what they had for dinner the night before. 2. list some of the names of food 3. answer the questions [链接 1] 这部分，首先问学生昨天晚上吃了些什么 vegetables 西兰花 broccoli 菠菜 spinach 黄瓜 cucumber 胡萝卜 carrot food 牛肉 beef 猪肉 pork 鸡肉 chicken 羊肉 mutton [链接 2] 这部分是提出的一些问题， 帮助学生对 food 以及 vegetarian 有所了解。 课件 ppt food forthought-leading Step 2: Task cycle---While-reading 1. Skimming (p94) 1) The article is probably about_________________. 2) During lunch, Simon and Debbie had ________. Perhaps it was about ______________. 3) When we say a topic is food for thought, we mean that topic is worth ___________ about. 2. Scanning (p94) Scan the story for information to tell you if the sentences below are true or false. 1) Simon and Debbie do not have to hurry with lunch. 2) Simon is a vegetarian. 3) Simon was once a monk. 4) Simon believes that not enough land is used for feeding cattle. 5) Debbie says that vegetables can be dangerous to eat. 3. Reading Comprehension（通过填表格，清楚列出两人不同的饮食习惯， Step3: Key points (语言要点) 这部分应该对文章中的重要语言点和句型进行细致讲解，具体如下： 1. …a mixed grill – steak, pork chops, chicken and sausages…一份什锦烤肉—牛排，猪排，鸡肉和香肠。 grill n. roasted meat 烤肉 grill v. roast 烤 其他一些关于做食物的动词： fry 炒, boil 煮, bake 烘, stew 焖，炖, deep-fry 油炸, steam 蒸
白菜 Chinese cabbage 蒜 garlic 蘑菇 mushroom 芹菜 celery
生菜 romaine lettuce 韭菜 chives 姜 ginger 葱 spring onion
茄子 eggplant 辣椒 pepper
汉堡 hamburger 方便面 instant noodles 肉包子 meat-stuffed bun 麦片 oatmeal
饺子 dumpling 面条 noodle 粥 porridge 汤 soup
酸奶 yogurt 豆浆 soya bean milk 炸油条 fried dough 煎鱼 fried fish
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pork chop n. cuts of pig meat containing some rib bone 猪排 sausage n. long rolls of minced meat in a thin skin 香肠 2. Sound good to you? 听上去好吗？Sounds horrible to me? 听上去真糟糕。 此处是两句省略句。原句为 Does it sound good to you? 和 It sounds horrible to me. horrible adj. very unpleasant, disgusting 糟糕的，令人讨厌的 e.g. It was a horrible experience to see so much blood on the floor. 看到地板上这么多的血真是一段可怕的经历。 horror n. a feeling or quality of causing fear 害怕，糟糕（的感情） e.g. I cried out in horror as I saw the man killed. 当我看到这个男人被杀，我害怕地叫了出来。 e.g. horror film 恐怖片 horrify v. to shock 使……害怕 be horrified at/ by 因……而害怕。 3. occasionally adv. sometimes 偶然地 e.g. I occasionally go to concerts. 我偶尔去看音乐会。 occasional adj. happening from time to time 偶尔的 occasion n. a time or event when something happens 时刻，场合 词组：on this occasion 在这个场合 on occasion = occasionally 不时地 e.g. He reads detective stories on occasion.他不时地看些侦探小说。 take occasion to do 乘机做… 4. vegetarian n. someone who will not eat animal flesh 素食者 e.g. She became a vegetarian when she saw the cruel way animals are killed. 当她看到动物被杀时的残酷时，她立志成为一名素食者。 vegetarianism n. 素食主义 vegetable n. 蔬菜 5. weekend n. Saturday and Sunday 周末 e.g. Let‘s go to the Island Park at the weekend.这个周末让我们去小岛公园。 at weekend 在周末 on weekdays 工作日 influence somebody to do 影响某人做… 6. influence v. affect, sway 影响，起作用 have occasion to do / for something 有机会（做…）
e.g. I was influenced by my mum to become a nurse.我受我的妈妈的影响，想成为一名护士。 e.g. What influenced you to do it?是什么影响你这么做的？ influence n. 影响，作用 have an influence on(upon) effect e.g. Environment is a great influence on character. 环境对性格有很大的影响。 under the influence of 受…的影响 influential adj. 有影响力的 e.g. an influential politician 一个有影响力的政治家 7. religion n. ① belief in one or more gods, a particular system of belief and worship 宗教 e.g. Ursula is in her 20th year of religion.邬秀拉修女修道已经有二十年了。 ② something that one takes very seriously 非常认真（的人） e.g. Chris makes a religion of the Cricket. 克里丝打棒球很认真。 religious adj. 宗教的，认真的 n. 修道士（女） ，僧侣，尼姑
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8. nun & monk nun n. woman who has taken religious vows and who lives a simple life apart from society with other nuns 修女，尼姑 e.g. Mother Teresa is a very famous nun.特里莎麽麽是一个很有名的修女。 monk n. man who has taken religious vows and who lives a simple life apart from society with other monks 修士，僧侣 e.g. The monk lives in the mountains.和尚们住在山里。 9. famine n. ① period of starvation 饥荒 e.g. Africa has suffered many famines recently.非洲近来遭受了很多饥荒。 ② lack of something 缺乏，物质不足 e.g. a water famine 缺水 famish v. 挨饿 e.g. They were famishing for food. 他们没东西吃。 famished adj. 挨饿的 10. instead of 代替，取代 e.g. Our teacher usually teaches us how to learn things instead of knowledge. 我们的老师通常教我们如何学习东西而不是知识。 Instead adv. 通常放在句末，或者以逗号隔开放在句中。 e.g. Nowadays many tools are not made of metals, but plastic instead. 现代很多工具都以塑料制造，而不是金属。 11. crowded adj. having large numbers of people 拥挤的 e.g. crowded city / train / bus 拥挤的城市/火车/公车 crowd n. a large number of people gathered together 人群，群众 e.g. There were large crowds of people in the streets on New Year ‘s Eve.除夕夜街上有大群的人。 follow/ come with the crowd = to do what most people to do 随大流 crowd v. of people to fill 拥挤 e.g. Don‘t all crowd together.不要都挤在一起。 词组：crowd through 挤过 crowd into 挤进 e.g. They crowded through the gates into the stadium.他们挤过大门进去运动场。 12. disease n. illness, disorder of body or mind or plants 疾病 e.g. mental disease / heart disease 精神/心脏病 diseased adj. 有病的 13. in their flesh 在它们的肉里 flesh n. soft muscle between skin and bones of animals 肌肉，肉 词组：one‘s own flesh and blood 亲人 put on flesh = become fat 变胖 lose flesh = lose weight 减轻体重 14. carry on 继续（做）… e.g. Despite all the noise, he carried on reading.即使全是噪音，他还是继续看书。 拓展词组： carry everything before one 势如破竹 carry something forward 使事业进展 carry off 带走，运走 carry out 实施计划，履行义务 e.g. The plan should be carried out immediately. 这个计划需要立刻被执行。 carry through 贯彻（从头至尾） e.g. carry a plan through to the end 把一个计划贯彻到底
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15. soul n. spirit (of someone) 灵魂 e.g. He believes that his soul will return to God when he dies. 他相信他死后他的灵魂会回到上帝那里去。 词组：keep one‘s soul and body together 糊口 soulful adj. 充满感情的 16. put off ① put a person off 使人打消念头，使人丧失兴趣 e.g. Don‘t talk about food poisoning at the table, and you put me off the dinner. 吃饭的时候不要谈论关于食物中毒的事，你让我没胃口。 ② delay, postpone 耽搁，延期 e.g. Never put off till tomorrow what you can do today.今日事，今日毕。 17. contain v. ① include 包括 e.g. The jar contains sugar.这个罐子里有糖。 e.g. This book contains a lot of illustrations. 这本书里有很多的插图。 ② hold, seat 能容纳 e.g. The auditorium will contain 3000 people. 这个礼堂能容纳 3000 个人。 ③ hold back (one‘s feeling) 抑制自己的感情，控制 e.g. contain one‘s passion / anger / laughter 抑制某人的感情 / 怒气 / 笑声 container n. 容器 18. pesticide n. poison that kill insects and other pest 杀虫剂 e.g. Be careful where you spray the pesticides. 当你撒杀虫剂的时候小心点。 -cide 是一个后缀，有 kill 的意思。 e.g. homicide 杀人，杀人犯 suicide 自杀 insecticide 杀虫剂 19. argue v. ① debate, dispute, discuss about 辩论，讨论 主要句型: ? argue about something e.g. We‘ll argue about these points once again next time. 我们下次会再讨论这些问题的。 ? argue for/ against e.g. He argued for / against the five-day-week holiday. 他辩论赞同/反对五天的假期。 ? argue + that 从句 e.g. He argued that the experiment could be done in another way. 他辩论说这项实验可以换一种方法做. ② argue with somebody about something 争论 e.g. Do as you are told, and don‘t argue with me. 告诉你怎么做就怎么做，不要和我争论。 ③ argue somebody into doing 说服某人做 …… e.g. I argued her into buying a new car.
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我说服她买辆新车。 argument n. 争论 the argument with somebody about something 同某人讨论关于…… argumentation n. 论据，议论文 Difficult Sentences ―Sound good to you?‖ ―Sounds horrible to me.‖ = ―Does it sound good to you?‖ ―It sounds horrible to me.‖ * No more bits of dead animals for me. =I want no more bits of dead animals. * There are experts who think that we need to eat meat because it contains vitamins and minerals not found in vegetables. 由专家认为我们需要食肉，因为肉里包含了蔬菜中找不到的维他命和矿物质。 划线部分为定语从句修饰 experts；that 引导的从句作 think 的宾语； not found in vegetables 过去分词短语作后置定语，修饰 vitamins and minerals * And vegetables can also be dangerous to eat, you know. =And you know that it can also be dangerous (for people) to eat vegetables. Step 4: Reflection --- Post-reading Discussion: Students are expected to have a discussion on what is healthy food. Step5: Homework：Read the text after the tape recorder；Try to write an essay on how to eat healthily.
Chapter6. Food for Thought
章节分析( 一 ) 综述
Listening, speaking, writing
这是语言运用部分，通过听，说，写方面的训练，进一步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，同时，高一学生还可以通过这一部分的训练熟悉议论性观点的表达和事实的陈 述，为今后的写作学习打好基础。 本环节的 listening 部分中涉及到听数字的内容，而此部分内容又是以本文的主题为载体。它的内容反映的 是办公室的职员向附近的一家快餐店叫外卖。听数字是在听力练习中比较重要的一部分。在高考听力的 short conversation 和 longer conversation 中，也有听辨数字的题目。要做好此类练习，听者需要高度的集中和对数 字灵敏的反应。 本环节的 speaking 部分包括如何用准确的短语表达自己的感情和对他人的话做出反应以及如何用合适的用 语表达 argumentative opinions 两部分。第一部分是非常贴近日常生活的，而这一部分在学生的日常英语交流 中却经常被他们忽视，他们常常找不到合适的短语来表达自己的感情和对他人的话做出反应，因此，这部分的 操练是很重要的。Speaking 的教学要培养学生的口头交际能力，帮助学生养成良好的口头交际的习惯，培养学 生用英语思维的习惯， 要学生意识到母语表达出来的东西是不可能地道的， 大多数是 Chinglish。 在第二部分中， 学生要通过对特殊疑问句和一般疑问句的使用，利用提问形式进行素食主义的调查，然后，根据一篇关于素食 主义的文章， 利用已给出的词和句型表达自己的 arguments。 这将对英语的逻辑思维和议论文的写作都有帮助。 3． 本环节的 writing 部分是写一份关于饮食习惯的报告。这种文体是高一的学生以前没有接触过的，而他们 对写作部分经常是非常头疼的，对于它，经常无从下手。而新颁布的《英语课程标准》对高中学生“写”的要 求在原高中英语教学大纲的基础上又有所提高，其中有一点就是能独立起草简单的报告；能比较详细和生动地 用英语描述态度和感情；能阐述自己的观点、评述他人的观点，文体得当、用词准确。 （二）目标 Listening1. 锻炼学生对英语数字的敏感度。2. 拓展有关的背景知识和有关食物的名词。 Speaking1. 培养学生实际运用英语的能力和口头表达和交际能力。 2. 使学生学会用地道的英语表达自己。 3. 正确使用特殊疑问句和一般疑问句。 4. Argumentative opinions 的正确表达。 Writing 1. 对本课主题有关知识的进一步拓展。2. report 的写作结构和用语。
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（三）重点和难点 Listening. 关键词： veggie burger 2．地址的听写。 Speaking . 语言功能：用准确的短语表达自己的感情和对他人的话做出反应: Nice day! You are kidding! I‘ll tell you the details later. That‘s a pity! It‘s a fact. I must fly! 2. 表达 argumentative opinions： I agree /disagree with this idea because… … I don‘t think that is true. I‘m not sure about this idea. If our city became vegetarian,……would…… There would be problems for…… ……our health would (not ) improve ……many people would (not) lose their jobs. Yes, I agree with you. I cannot agree with you any more! What do you think about this? Writing 关键词：moderately lean meat fatty pork soya sauce recommend 1. 写作功能和技巧：report 的写作格式。(以第 105 页的范文为例) Introduction. Description of your own eating habits. Comparison with expert‘s diet. Conclusion. Future action. 2. report 的写作用语。 教学内容 Listening 教学实施建议 Pre-listening, Listen attentively and Re-listening. ―Pre-listening‖即―预听‖， ―Listen attentively‖即―倾听‖，学生要集中精力，全神贯注的去听，同时完成书中 所设置的相应练习， ―Re-listening‖为―复听‖，是在前两个阶段的基础上，将全部 内容复听一遍，以巩固前面所学方方面面的知识，同时核对答案是否正确，是一 个巩固阶段，这一过程体现了对所学知识的再认知和回忆。通过此项练习，训练 学生对数字的听力能力，主要训练准确性和速度。做完书上的练习后，还可以做 一些其他的数字听力练习和相关与本课主题 food 的听力练习。 Speaking 用准确的短语表达自己的感情和对他人的话做出反应部分时，设置一个两个 老朋友在街上偶遇的情景，两人互相进行近况的寒暄，但是其中一个人有急事要 做，不能将对话进行的很久，然后两人互相告别。之后，可以让学生 pracitse, 完 成书上第 103 页的练习。最后，确信已经彻底领会了所学内容后 在第二部分中，学生要通过对特殊疑问句和一般疑问句的使用，利用提问形 式进行素食主义的调查，然后，根据一篇关于素食主义的文章，利用已给出的词 和句型表达自己的 arguments。
jumbo hotdog biscuits tuna salad mineral water iced tea
That‘s terrific! Tell me more! Some other time. I don‘t believe it! What‘s the story then? See you!
No, I don‘t really agree with you. Perhaps it is true. But we must also remember that… …
参考 数字听力练习。 相关与本课主题 food 的听力练 习。
短语表达自己的 感情和对他人的 话做出反应的相 关用语。 表达 arguments 的相关练习。
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第一阶段：任务前——根据书中的内容作有关调查，比较，然后构思。第二阶段： 相关范文 任务中——执行阶段，学生撰写初稿，自改初稿和互评初稿。第三阶段：任务后— —展示评价阶段，修改完成初稿后，通过各种表达方式来展示任务完成情况 教案
补充练习 1. (A) $115 2. (A) 3:40 3. (A) $100 4. (A) 4:00 5. (A) 1983 (B) $105 (B) 3:00 (B) $ 20 (B) 4:30 (B) 1986 (C) $155 (C) 4:30 (C) $ 80 (C) 5:00 (C) 1987 (D) $150 (D) 3:10 (D) $ 200 (D) 5:30 (D) 1988
6. (A) At 9 p.m. (C) After 6 p.m. 7. (A) 7:15 8. (A) 10:30 9. (A) In April. (C) In June. 10. (A) One hour and a half. (C) 45 minutes. 11. (A) 50 dollars. (C) 100 dollars. 12. (A) 90 (B) 30 (B) 7:35 (B) 10:45
(B) After 9 p.m. (D) From 6 to 9 p.m. (C) 7:50 (C) 11:20 (B) In May. (D)In July. (B) Half an hour. (D) 40 minutes. (B) 60 dollars. (D) 120 dollars. (C) 120 (D) 60 (D) 8:10 (D) 10:50
13. (A) Bob must leave his house at 7:00. (B) Bob must be at school at 7:00. (C) Bob must spend 30 minutes to school by bicycle. (D) Bob must spend 60 minutes to school by bicycle. 14. (A) Black's daughter Julia was five when he was 32. (B)Julia is 30 years old now. (C) Black is 43 now. (D) Julia is 13 years younger than his father. 15. (A) The teacher's number is 67952134. (B) The teacher's number is 61285476. (C) The teacher's number is 66219527. (D) The teacher's number is 68125743. Typescript: 1. M: Can I borrow 150 dollars? W: Sorry I only have l 15 dollars. Q: How much does the man want to borrow? 2. W: What time is it now? M: It's ten past three. In another half hour we'll be home. Q: When will the speaker get home? 3. W: l bought this $100 washing machine at a 20% discount. M: It's a very good washer. I think that's a real bargain. Q: How much did the woman pay for the washing machine? 4. W: Oh, no, it's five o'clock already and I haven't finished typing these letters. M: Don't worry. That clock is half an hour fast, you still have time to do them. Q: When does this conversation take place?
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5. W: Could you please tell me something about your university life? M: I was admitted by Oxford University in 1983.Then graduated from this university in 1987, and then in 1988 I became a lawyer. Q: When did the man graduate from the Oxford University? 6. M: Will you be free sometime today? W: I have an appointment with Dr. Blake from 6 to 9 this evening. But I'm free after that. Q: When is the woman free? 7. W: Did you go to the volleyball match yesterday? M: Oh, yes. It was supposed to start at 7:15 but it was delayed 20 minutes. Q: When did the match start? 8. W: When is Eric coming? M: Well, it's 10:30 now. I think he'll come in 50 minutes. Q: When will Eric arrive? 9. M: I thought Nancy and Mike were getting married in June. W: No, that's when his cousin's wedding is. They are getting married the following month. Q: When are Nancy and Mike getting married? 10. W: How long did you have for the English exam? M: We were allowed one hour and a half, but I finished in less than half the time. Q: How much time did the students probably spend on the exam? 11. W: I like these chairs. How much are they? M: They are $ 60 each or $100 for a pair. Q: How much does one chair cost? 12. W: How many students took the English test yesterday? M: About 90, but one-third failed. Q: How many students passed the test? 13. Bob has to leave his house at 7:00 in order to get to school by 7:15. 14. Black's daughter Julia was born when he was 30. Now Julia is 13 years old. 15. The teacher asked you to phone her back; her phone number is (010) 68125743. Key:1. D 2. A 3. C [链接 2] 说明：这段听力练习与本课主题 food 相关，可对本课的主题相关的知识有进一步的拓展。 1. Listen to the following passage and fill in the blanks. Today people pay more attention to ___1_______. Perhaps in the future, our food may be quite different from what it is ____2_____ today. Vitamins and other food elements may be taken in the __3______ of tablets or pills. And there will be more food suitable for _______4______. The _____5______ in food will bring us much ______6_______ and save us much time. But that also means we have to eat these_7______ artificial food elements instead of _____8________ the delicious food that we have today. It is really a little depressing, but it may be a great step in the _____9______ of mankind and is a ____10____of modernism. Typescript: Today people pay more attention to quality. Perhaps in the future, our food may be quite different from what it is like today. Vitamins and other food elements may be taken in the form of tablets or pills. And there will be more food suitable for children. The improvement in food will bring us much convenience and save us much time. But that also means we have to eat these highly artificial food elements instead of enjoying the delicious food that we have today. It is really a little depressing, but it may be a great step in the history of mankind and is a symbol of modernism.
5. C 6. B
9. D 10. D 11. B
12. D 13. A 14. C 15. D
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Key1 quality 2. like 3. form 4. children 5. improvement6. convenience7. highly 8. enjoying 9. history10.symbol 2. Listen to the following passage and answer the questions Almost no one wants to die. No one wants to be fat. Nobody wants to feel tired all day. And yet, every day, the majority of us eat whatever looks good, whatever we feel like eating right then, or whatever we have time for. Clearly some things are bad for us, and some things are good for us, but it doesn‘t really make a difference, does it? We eat what we want. Your diet is the biggest health risk factor . With it you control how long you will live, how you look, how you feel, how well you perform, even how smart you are. Clearly, nutrition is something that we should pay close attention to in our lives. Two-thirds of Americans think changing their diet would make them healthier, but they refuse to do anything because they lack the will to change. Do you think you have the will to change? On the whole, we have to change. No change, no improvement. Only by adjusting your improper eating habit can you make yourself healthy and happy. Questions: 1. Who wants to be fat? 2. What is the biggest health risk factor ? 3. What should we pay close attention to? 4. How many people in America think changing their diet would make them healthier? 5. Why do the Americans refuse to do anything to change the diet? 6. In what way can we make ourselves healthy and happy according to the passage? Key: 1. No one wants to be fat. 2. Your diet is the biggest health risk factor . 3. We should pay close attention to nutrition in our lives. 4. Two-thirds of Americans think changing their diet would make them healthier. 5. They refuse to do anything because they lack the will to change. 6. By adjusting our improper eating habit. [链接 3] 说明： 下面提供了表达自己的感情和对他人的话做出反应的常用短语， 这些短句都是能够表达各种感情的纯正， 地道的英语，可以供学生朗读和背诵。 1． How are you doing? （你好吗？） 2． I'm doing great. （我过得很好。 ） 3． What's up? （出什么事了/你在忙些什么/怎么了？） 4． Nothing special. （没什么特别的。 ） 5． Hi. Long time no see. （嗨，好久不见了。 ） 6． So far so good. （到目前为止，一切都好。 ） 7． Things couldn't be better. （一切顺利。 ） 8． How about yourself? （你自己呢？） 9． Today is a great day. （今天是个好日子。 ） 10． Are you making progress?（有进展吗？） 11． May I have your name, please? （请问尊姓大名？） 12． I've heard so much about you. （久仰大名。 ） 13． I hope you're enjoying your staying here. （希望你在这里过得愉快。 ） 14． Let's get together again. （改天再聚聚。 ） 15． That's a great idea! （好主意！ ）
16． Please say hello to your mother for me.（请代我向你母亲问好。 ）
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17． I'm glad to have met you. （很高兴遇到你。 ） 18． Don't forget us. （别忘了我们。 ） 19． Keep in touch. （保持联系。 ） 20． I had a wonderful time here. （我在这里度过了难忘的时光。 ） 21． Have a nice weekend. （周末愉快。 ） 22． Same to you. （彼此彼此。 ） 23． Nice talking to you. （很高兴与你聊天。 ） 24． Take care of yourself. （自己当心/照顾好你自己。 ） 25． Thank you for everything. （谢谢你的多方关照/你为我所做的一切。 ） 26． Thank you all for coming. （谢谢光临。 ） 27． I appreciate your help. （我感谢你的帮助。 ） 28． You're always welcome.（别客气/不用谢） 29． Forget it.（算了吧） 30． It was my pleasure.（不用谢。 ） 31． I made a mistake.（我弄错了。 ） 32． I'm terribly sorry.（实在抱歉。 ） 33． I must apologize! （我必须道歉！ ） 34． I feel terrible.（我感觉糟透了。 ） 35． It's not your fault. （那不是你的错。 ） 36． Sorry to bother /have bothered you.（抱歉，打扰一下/打扰你了。 ） 37． What do you do?（你做什么工作？） 38． How do you like your new job?（你觉得你的新工作怎样？） 39． I like it a lot.（我很喜欢。 ） 40． I like reading and listening to music.（我喜欢阅读和欣赏音乐。 ） 41． What's wrong?（怎么回事？） 42． What happened?（发生什么事了？） 43． I hope nothing is wrong.（我希望一切顺利。 ） 44． I know how you feel.（我知道你的感受。 ） 45． Sorry to hear that.（听到这个消息我很难受。 ） 46． Come on, you can do that.（来吧，你能做到的。 ） 47． Use your head.（动动脑筋。 ） 48． You did a great job.（你赶得很好。 ） 49． That's very nice of you.（你真好。 ） 50． I'm very proud of you.（我为你感到自豪。 ） 51． I like your style.（我喜欢你的风格。 ） 52． I love you guys.（我爱你们。 ） 53． How do I look?（我看起来怎么样？） 54． You look great! （你看上去棒极了！ ） 55． That's fantastic!（那真是棒极了！ ） 56． That's really something.（那真是了不起！ ） 57． It's a pleasure working with you.（与您合作很愉快。 ） 58． Congratulations on you success.（祝贺你的成功。 ） 59． I'd like to propose a toast.（我提议干杯！ ） 60． Are you married or single?（你结婚了吗？） 61． I've been dying to see you.（我非常想见到你。 ）
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62． I'm crazy about you.（我为你疯狂/痴迷/神魂颠倒。 ） 63． I love you with all my heart.（我全心全意爱你！ ） 64． You're everything to me.（你是我的一切！ ） 65． You're in love! （你恋爱了！ ） 66． I'm tired of working all day.（整日工作使我厌烦。 ） 67． You work too much.（你做得太多了。 ） 68． Money will come and go.（钱乃身外之物。 ） 69． Are you crazy?（你疯了吗？） 70． Have you got it?（明白了吗？） 71． I've got it.（我懂了。 ） 72． I can't afford that.（我承担/买不起。 ） 73． I did it, I'm so happy now.（我做到了，现在我很满意。 ） 74． I don't care.（不关我的事/我不管。 ） 75． I don't think so.（我不这么想/我看不会/不行/不用。 ） 76． I guess so.（我想是吧。 ） 77． I have no other choice.（我别无选择。 ） 78． I will do my best! （我会尽力的！ ） 79． I mean it.（我是认真的。 ） 80． I'm so scared.（我怕极了。 ） 81． It's hard to say.（难说。 ） 82． It's a long story.（说来话长/一言难尽。 ） 83． It's a small world.（世界真小。 ） 84． It's against the law! （那是违法的！ ） 85． It's a good opportunity! （好机会！ ） 86． It's dangerous! （危险！ ） 87． May I help you?（我能帮忙吗？） 88． No doubt about it.（毫无疑问。 ） 89． That's bullshit! （废话！ ） 90． Think it over.（仔细考虑一下。 ） 91． Time will tell.（时间会证明的。 ） 92． What a surprise! （太令人惊讶了！ ） 93． Whatever you say! （随便你！ ） 94． You are the boss! （听你的！你说了算！ ） 95． You have my word! （我保证！ ） 96． Tough job, tough day, tough world. Life is not always sweet. That's life! （艰苦的工作，艰难的日子，不幸的世界。生活并不总是甜蜜的。这就是生活！ ） 97． I need some sleep.（我需要睡眠。 ） 98． Take it easy.（别紧张。 ） 99． Just relax.（放松一下。 ） 100． Zip your fly! （闭嘴！ ） [链接 4] 说明： 这是一个 simulation 口语练习， 学生将在此练习中被分成四人一组， 分别扮演家庭中的四个不同的角色， 就家庭开支预算问题展开 argument. 这是 speaking 第二部分的拓展练习。 Type of activity: Small group Role play
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Function practised: Argument: stating and justifying opinion, stating needs and wants, agreeing and disagreeing. Problem vocabulary: Lawnmower rocking horse greenhouse drill video recorder How to use this game Divide the class into groups of three or four. Copy one set of role cards and one set of picture cards for each group. For groups of three, leave out Tim or Samantha. Give out a role card to each member of the groups. The picture cards should be placed face down in a pile in the middle. Tell the students that they belong to a family of four (or three) and that they have a total of 2500 pounds to spend. They may spend this money as they like, but they must come to an agreement as to how it is to be spent. Each member of the family has a role card showing how he/she would like to spend all or part of the money: they should think of good reasons for buying these things and argue the case with the rest of the family. They should begin the game by turning up the first picture card and arguing the case for buying or not buying it. If the family do agree to buy it, the member of the family who wanted it should keep the card. If they decide not to buy it, the card should be discarded.
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[链接 5] 说明：本环节可以使用任务性教学（task-based learning） 。这样做有助于帮助学生在较完整的教学中得到有 关报告写作的知识，教授本环节时，还可以利用第 107 页上面的听力内容进行整合。教案如下： Teaching plan Eating for Health I. Teaching aims: 1. 2. Help the students to understand the structure of writing a report on a certain subject. Through the classroom activities and investigation, develop the students‘ comprehensive
Oxford English , S1A
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communication ability. 3. Warming up : Questions: What do you like eating most ? Do you have any idea about what should we eat to keep healthy? A. Pair work: Most moderately least B. Listen to the recording on page 107 to get to know the nutritional values of some foods. 1. What are the calories of the foods mentioned on the tape? 2. Look at the table in Part B on page 105, compare your table, the information you get from the tape and the table in Part B, What conclusion will you get? Do you have a healthy diet? D. Show the structure of the report and the key points for writing it. Give a title. Write sentences about the types of food you ate most, moderately and least. Also mention the amount of salt/ soya sauce you ate. ? ? ? ? Describe the foods you eat. Say if you think your diet is very healthy, healthy or not healthy. Say if you plan to continue with your present diet and the reason, or say if you plan to Sign you report at the end and put the date on it. Work in pairs, do exercise A on page 105 quickly and fill in the blanks. Types of food eaten Encourage the students to know some new words in this part and use proper words and phrases when writing a report.
change you diet and give details of the changes. E. Students are supposed to finish their first draft in class. F. Students‘ works will be corrected by themselves first and then they will be divided into groups to give comment on others works, every group should choose a best one after that. G. Show the best articles to the while class through reading them aloud in class. H. Assignment ? Dos Sports Reading Do some house work Moderate Internet surfing Homework Eating a balanced diet [链接 6] 说明：下面提供的是书上第 105 页上作文的范文和链接 5 中 home work 中的范文。 Sample one: My eating habits
Write a similar report on a certain subject . Don‘ts Too much video games Staying up late Oversleeping Eating too much or too little Be a couch potato No homework and hours work
Here is the teacher ‘s recommendation on what you should do and should not do in winter vacation.
Read the table, compare your winter holiday with the teacher ‘s recommendation and write a report.
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1.Introduction This report will: a. Describe the types of food I ate the three days from 1st March to 3rd March. b. Compare my diet with the one recommended by food experts. 2.Types of food eaten. The types of food I ate most were fatty pork, butter and sweet things. 3.Comparison with experts‘ diet a. cereals, etc: I ate less than the amount recommended. b. lean meat, etc: I ate less than the amount recommended. c. fat, etc: I ate more than the amount recommended. d. salt/soya sauce: I ate moderate amount of these. 4. Conclusion: My diet is not very healthy. I ate plenty of fat and sugar and not eat enough fruit and vegetables. 5. Future action: I plan to improve my eating habit , eat less fat and sugar and eat more fruits and vegetables. Sample two: 1.Introduction This report will: a. Describe how I spend my winter holiday from 25 January to 10 February. b. Compare what I did during the winter holiday with teacher ‘s recommendation. 2.Description of my winter holiday: What I did most during the winter holiday was doing my homework and watching TV. Sometimes, I will play video games till late into the night. Meanwhile, I went to my relatives everyday during the Spring Festival and had big meals. The types of food I ate most were fatty pork, butter and sweet things. 3.Comparison with teacher ‘s recommendation: a. I do my homework everyday, which is good. b. I watched TV too much and played much video games, this caused me to stay up late and overslept the next morning, it will also do great harm to my health. c. During the Spring Festival, I ate too much, my diet is imbalanced. 4. Conclusion: My holiday is not so meaningful and healthy as what the teacher recommended. 5. Future action: I plan to change my way of spending my holiday, I will do more house work and do some outdoor exercises instead of watching too much TV and playing too much video games. I will also keep a balanced diet and remember the saying : ― Neither too little, not too Much.‖ The way I spend my winter holiday.
Chapter 6 Food for Thought Language
章节分析（一）综述 1 本章节出现 need 和 have to 两个情态动词的用法， 表示必须做某些事。 尤其是 need, 它具有双重性， 即既可以是情态动词也可以是实意动词。在宾语从句的教学中一定要让学生了解从句的概念，宾语从句的句式 特点，以及它的句型转换。作为语法，教师应从大量的情景和机械的操练中让学生熟练掌握。 2 情态动词本身虽有词义，但并不表示动作或状态，而只表示说话人认为某件事“能不能做” 、 “可不可 做”或“该不该做”等的看法。情态动词不能单独构成谓语，须与实意动词或连系动词的原形一起构成谓语。
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3 从课本中的 have to 和 need 的句式操练中情态动词的基本构成。结合课本中对健康问题的情景讨论 中加深它们的用法。然后以点带面总结情态动词的基本用法，尤其是 have to 和 must, need 和 dare 双重性用 法的对比。简单地介绍情态动词的其它基本用法。使学生对高中阶段的情态动词的学习有所了解。 4 宾语从句在句中做及物动词或介词的宾语．当宾语从句是一个事实时，用 that 引导，在口语中和非正 式文体中 that 常常省略． 当宾语从句是一个问句是， 根据