高二英语外研版选修10教案：Module 2 The Fifth Period
高二英语教案：外研版高二英语创新教案2
英语创新教案（Senior English Book 5）临清工业学校于小燕Module 2 A Job Worth DoingThe First Period (第一课时)Tasks:1.Talk about “ Jobs” and let the Ss know the importance of differentkinds of jobs.2.Study the new vocabulary.prend the text “ The Human Traffic Signal” andfinish the questions based on it.4.Encourage the Ss to learn from the volunteer in the story.Key points:1.Discussions about“jobs”.2.Understanding of the text.Teaching methods: Explanation and PracticeTeaching aid: Pictures and Multi-media ClassroomTeaching procedures:Step1 Introduction1.Present the photos on P11.Work in pairs or groups to talk about the photos.“What are the people in the photos doing?”2.Go through the vocabulary in the box.3.Describe jobs with them.4.Discussion: work in pairs.Say what sort of job you would like to do? Why?Step2 Pre-readingPresent the pictures on P12 and ask:“Do you think what the man is doing?”Step3 Reading1.Read the text and make sure what on earth he is doing there.( Directing the traffic.)2.Finish Ex4 on P13 and Ex5 on P14 according to the text. (Work inpairs)Step4 DisscussionWork in pairs and disscuss:“D o you think his work is worth doing? And why?”Step5 SummarySummarise the whole class and point out the key points.Step6 Homework1.Review what they have learnt today.2.Retell the story in their own words.3.Preview “Grammar”in this unit.。
高二英语外研版选修10教案：Module5TheFifthPeriodWord版含解析.docx
The Fifth PeriodWritingTeaching goals 教学H标1.Target language 目标语言重点词组cable TV, personal computer, appliance, security system, surf the Internet, turn up, pull the curtain, remote control, break in, go off, close down重点句子1.It just doesn 7 work properly.2.1 wish it wouldn 7 close down the syslem3./ want my money back.4.rd like a replacement.2.Ability goals 能力H标Enable students to write a complain letter.3.Learning ability goals 学能目标Help students learn how to write a complain letter.Teaching important and difficult points 教学重难点Use different sentence structures to write a letter.Teaching aids教具准备Computer, and some slides・Teach ing methods 教学方法Task-based learning.Teaching procedures & ways 教学过程与方式Step I Revision and lead-inCheck the homework・ And then talk about the high-tech home.Pre-writi ngShow the following picture.T: What does the picture show?S: A high-tech home・T: Right. The house of the future is here・ While they may resemble ordinary homes on the outside, what they boast on the inside makes them particularly impressive, and smart. Lamps turn on automatically when someone arrives. Speakers hidden behind wall paper play music that follows a person from room to room・Portable touchpads control everything from the television to the temperature to the lights, which brighten or dim to fit the occasion, or to match the light outdoors. Sound wonderful, right. Well. This period, weTl learn something about it.Step II ReadingAsk students to read the advert and answer the questions in activity 1.After reading.T: The advert presents us a vivid picture of a high-tech home・ Now answer my question: What items of tech no logy do you think a high-tech home would have?S: I think a high-tech home would have a long-distance control technology and information technology ・T: Which items would you most or least like using?5: / like using information technology. Information technology can't live without a computer.T: What might go wrong with them?S: Having a virus in your computer or pressing the wrong button might go wrong with information technology.T: Well done. High-tech home is not as good as we think・ Next please read about what happened insomeone's high-tech home and talk about what went wrong in the high-tech home.Sample report:If the PC has a virus, high-tech home will break down because everything in the home is connected to the personal computer.Step III WritingShow the following・Sample Complaint Letter•Name of Con tact Person, if available•Title,讦available•Company Name•Con sumer Complai nt Division, if you have no con tact pers on•Street Address•City, State, Zip Code•Dear (Con tact Pers on):•Re: (account number, if applicable)•On (date), I (bought, leased, rented, or had repaired) a (name of the product, with serial or model number or service performed) at (location and other important details of thetran sacti on).•Unfortunately, your product (or service) has not performed well (or the service wasin adequate) because (state the problem). I am disappointed because (explai n the problem: for example, the product does not work properly, the service was not performed correctly, I was billed the wrong amount, something was not disclosed clearly or was misrepresented, etc.)・•To resolve the problem, I would appreciate it if you could (state the specific action you want—money back, charge card credit, repair, exchange, etc.)・ Enclosed are copies of my records (inelude copies of receipts, guarantees, warranties, canceled checks, contracts, model and serial numbers, and any other documents).•I look forward to your reply and a resolution to my problem, and will wait until (set a time limit) before seeking help from a consumer protection agency or the Better Business Bureau. Pleasecontact me at the above address or by phone at (home and/or office numbers with area code). •Sincerely,•Your name•Enclosure(s) cc: (reference to whom you are sending a copy of this letter, if anyone)Ask students to write a letter of complaint.Sample version:To whom it may concern:Last year I bought a high-tech home of yours・ I felt happy that I moved into the house. My personal computer is connected to all the household appliances and the security system・ I can do everything through my computer. But every time my computer has a virus, high-teck home will break down. During that time, I carft do anything in my home・ So I can't help it, I have to go to my parentsl It gave me a scare that house kept calling police for help when I play music too loud. Noise makes window vibrate and security thinks some one is trying to break in. High-tech home brings me more annoyance than happiness・ I need your help・ I want a repair and repayment of the damage.Km looking forward to your reply.Thank you!Sincerely,ChrisStep IV HomeworkAsk student to finish Writing and speaking on page 120 in the workbook.。
高二英语外研版选修10教案：Module 1 The Fifth Period Word版含解析
The Fifth PeriodExtensive readingTeaching goals 教学目标Target language 目标语言1. Key words and expressions重点词汇和短语wait on, intend to, have no knowledge of, employ in, trim, address, not in a way, resentfully, assembly, have no opinion of, contain, scold, compassion, discretion, acquaintance, decline, emphatic, surpass, tumult2. Key sentences重点句子1. Observing his second daughter employed in trimming a hat, he suddenly addressed her with …2. We are not in a way to know what Mr Bingley likes.3. If I had know as much this morning, I certainly would not have called on him.Ability goals能力目标Enable students to analyze the character in the story.Learning ability goals学能目标Help students learn how to analyze the character in the story.Teaching important and difficult points教学重难点How to analyze the character in the story.Teaching methods教学方法Cooperation and task-based learning.Teaching aids教具准备A projector and some slides.Teaching procedures & ways教学过程与方式Step I RevisionActivity one: Write a brief plotT: Last class you are required to write a brief plot of a story, now I will ask one of you to the front to read your work to the class.Sample version:Great Expectations, masterpiece of Dickens, is about a man who seeks his bright future and happy marriage. The hero, Pip, who knows that Estella would make him unhappy, continues to pursue her. His mistake lies in his source of great expectation. The language is attractive because the author uses an ironic and funny tone. The remarkable use of setting makes the story readable and impressive. The structure is skillful. The story opens at Christmas time, but not happy at all. Pip’s story begins in terror, guilt and shame, and the settings suggest what life the hero will live. The story ends in the ruined place where Estella and Pip met many years ago, which reveals the expectation is still obscure.StepⅡ Pre-readingActivity one: Paraphrase the wordsT: Look at the words below and try to paraphrase them in your own words.Requirement: Try to paraphrase the words used in 18th century, and this way you can find the difference between the old English and modern English.Words and phrases:1. wait on2. intend to3. have no knowledge of4. employ in5. trim6. address7. not ina way 8. resentfully 9. assembly 10. have no opinion of 11. contain 12. scold 13. compassion 14. discretion 15. acquaintance 16. decline 17. emphatic 18. surpass 19. tumultPossible answers:1. pay a visit to2. plan to3. have no idea of4. take up5. decorate6. say to7. not at all8. angrily9. church hall 10. hate/dislike 11. control 12. criticize 13. pity 14. freedom 15. knowing each other 16. reject 17. showing stress 18. exceed 19. disturbanceStep III. Lead-inActivity one: Background informationT: Look at activity one, let’s check how much you still remember from the two extracts.Sample retelling:Mr. Bingley rent a house in the neighborhood and the neighbors and the Bennets all want to have their daughters acquainted with Mr. Bingley.Activity two: ScanningT: Scan the passage quickly and decide which part of the novel the passage is taken from. Check the answers with the class.Step Ⅳ ReadingActivity one: Questions and answersT: Read the passage carefully and do activity 3 on page 11.Check the answers.Activity two: Learn the 19th century expressionsT: Look at activity 5 and choose the best meaning for these 19th century expressions in italics. Check the answers with the class.Activity three: Language appreciationT: Go through the passage and pick out the expressions which show: 1. For most of the conversation, Mr. Bennet is not in good mood. 2. At the end of the conversation, Mrs. Bennet is extremely happy.Sample answers:1. … said Mrs. Bennet resentfully, I have no opinion of her, began scolding one of her daughters, impossible, nonsense, I am sick of Mr. Bingley.2. The astonishment of the ladies was just he wished, that of Mrs. Bennet perhaps surpassing the rest.Activity four: Character analysisT: Discuss with your partner and answer the following question: From Mrs. Bennet’s words and behavior, what kind of personalities does Mrs. Bennet show?Sample answers:Sa: I think Mrs. Bennet is troublesome and easy to get angry.Sb: Mrs. Bennet is critical and talkative.Sc: In spite of her negative personalities, she is affective and she loves her daughters.T: What you say is r easonable. Let’s summarize: affective, talkative, easy to get angry and excited, critical, troublesome.Step V Post-readingT: Look at activity 6 on page 11. Discuss with your partner and pick out your answers to the questions.Sample answers:1. Mr. Ben net paid a visit to Mr. Bingley, but he didn’t say a word about it until the last moment.2. Yes. Because he is an affective father and he doesn’t want his daughters to live a hard life. But to find a wealthy husband-to-be with good personalities is a real problem.3. Yes, I agree. The longer two persons get acquainted with each other, the better they know each other.Activity two: Learn the writing styleT: Discuss with your partner and find the language feature of the passage. In what tone does the author describe the passage?Sample answers:Sa: Mrs. Bennet says sharp words and she is also very critical while Mr. Bennet’s words are short and to the point. The description gives a vivid picture of contrast showing Mr. Bennet is reasonable while Mrs. Bennet is silly.Sb: The scene is designed in a funny way and the story is told in an ironic and teasing tone.Step Ⅵ HomeworkAsk students to look at the following sentences related to Mr. Bennet and analyze his personalities.1. He was among the earliest of those who paid a visit to Mr. Bingley.2. He let out his visit to Mr. Bingley until the last minute.3. When he saw his daughter was trimming a hat, he converted the conversation to Mr. Bingley.4. His response to Mrs. Bennet’s scolding at Kitty’s coughing: “Kitty has no discretion in her coughs. She times them ill.”5. His satire at Mrs. Bennet: “Then my dear, you may have the advantage of your friend andintroduce Mr. Bingley to her.”6. He laughs at his wife on purpose: “I am sorry to hear that, but did not you tell me so before? IfI had known as much this morning, I certainly would not have called on him.”。
高二英语外研版选修10教案：Module 3 The Fifth Period Word版含解析
The Fifth PeriodIntegrating SkillsTeaching goals教学目标1.Target Language目标语言a.重点词汇和短语stimulate, capture, reward, moving, review, superb, former, more often than notb.重点句子1. I can count on the fingers of one hand the programmes that have really stimulated me in the last six months.2. But what made the programme really special were the imaginary scenes with the slaves and the helpers.2.Ability goals能力目标Enable the students to learn about the TV Review about the Underground Railroad.3.Learning ability goals学能目标Help the students organize a TV Review.Teaching important and difficult point教学重难点Teach the students how to organize a TV Review.Teaching methods教学方法reading, listening, discussing and writingTeaching aids教具准备A tape recorder, a multiple-media computer and a projectorTeaching procedure and ways教学过程与方式Step I Lead-inT: Who can tell us something about the Underground Railroad?S: The Underground Railroad was perhaps the most dramatic protest action against slavery in United States history.S: The operations of secret escape networks began in the 1500s, and were later connected withorganized abolitionist activity of the 1800s.S: Neither an "underground" nor a "railroad," this informal system arose as a loosely constructed network of escape routes that originated in the South, intertwined throughout the North, and eventually ended in Canada. Escape routes were not just restricted to the North, but also extended into western territories, Mexico, and the CaribbeanS: From 1830 to 1865, the Underground Railroad reached its peak as abolitionists and sympathizers who condemned human bondage aided large numbers of bondsmen to freedom. They not only called for slavery destruction, but also acted to assist its victims.T: You have learned a lot about the American Underground Railroad. Have you ever watched the TV review about this topic? Today we will read a review about the Underground Railroad.Step II Pre-readingT: Do you often watch TV programmes? Do you often write TV reviews about them?S: I often watch TV programmes, such as “Approaching Science” and “English Outlook”. I seldom wrote TV reviews about them. I don’t know how to write the TV reviews.T: Writing a TV review is not so difficult as long as you know how to organize it. Now here is a passage which is out of order. Read it and then put the topics in the order you think is correct. Now work in pairs and have a discussion.S: First we should write the general opinion of the programme. Then we should give the explanation of the programme’s title - what the programme is about. And then we add more information about the programme. At last we should tell the reason why the programme is so good.T: These topics give you an example to write a TV review. So in future you should write more TV reviews, for you know how to organize a TV review.Step III ListeningT: Listen to the tape and then finish Activity 2.S1: We use “So what”, when we think something is unimportant.S2: I can count on the fingers of one hand means that there are very few interesting programmes. S3: That made me believe in television means that the reviewer think that TV is beneficial.S4: “For ages” means for a long time.S5: “pass from house to house” means that the slaves stayed in different houses.S6: The interviews talked about the Underground Railroad.S7: “imaginary scenes” means these scenes had not actually taken place.S8: The reviewer watched from behind the sofa because he was enjoying the programme.Step IV ReadingT: Read the passage again and answer the questions of task 3.T: How does the reviewer feel about most TV prorammes?S: The reviewer feels dull and boring about most TV prorammesT: What did the people who worked on the Underground Railroad do?S: They helped the slaves from the American Southern escape to the safety of the North and Canada.T: What was special about Harriet Tubman?S: Harriet Tubman was a black woman who was herself a former slave. She made 19 secret trips to the South and led more than 300 slaves to freedom.T: Why did plantation owners want to catch her?S: The plantation owners needed the slaves badly, but what she did was to save the slaves. In this way, the plantation owners would lose the labor force.T: Why did the reviewer like the programme so much?S: There were helpful and interesting interviews with various experts on the subject. The imaginary scenes made the programme really special and the scenes were completely believable and the acting was superb. That was why the reviewer liked the programme so much.T: What was unusual about the imaginary scenes?S: The scenes were completely believable and the acting was superb.T: Well done! You understand the text very well.Step V DiscussionT: Is the review written in a forma or informal style? Give examples.S: The review is written in informal style. Such as: my reaction is to say “so what?”and I cancount on the fingers of one hand.T: In your own words. Can you describe what the reviewer liked best about the programme?S: What the reviewer liked best about the programme is the imaginary scenes which were completely believable.T: Does the review make you want to watch the programme? Say why / why not.S: Yes, because there were helpful and interesting interviews with various experts on the subject. The scenes were completely believable.T: Do you think the review could be improved in any way? For example, would you like more information abut the programme?S: I think the review could still be improved. I’d like more information about the background of the history event, which helps us understand it easily.T: Please work in pairs to prepare for Activity 6.S1: The Underground Railroad helped the slaves from the American Southern escape to the safety of the North and Canada.S2: Can you tell me where the slaves escape to?S1: They escaped to the safety of the North and Canada.S2: How did the slaves escape?S1: The slaves traveled at night, and were passed from house to house, until eventually they reached a place of safety.S2: Harriet Tubman was a heroine who did a lot of contribution to the cause of the Underground Railroad. Do you know how many trips she made?S1: She made 19 secret trips to the South and led more than 300 slaves to freedom.S2: If the helpers were caught, what was the result?S1: They would be cruelly punished if they were caught, so helping the runaway slave was an extremely brave thing to do.T: Well done! Thank you very much. Let’s give them a big hand for their good performance.Step VI TaskT: Just now we read a TV review. You have known how to appreciate a TV review. Do you want to plan a TV programme by yourselves?Ss: Yes!T: Work in pairs now. First choose a period of Chinese history where there was real social progress. Then use books and the Internet to research the most important events connected with the changes. At last, decide what aspect you want to talk about in you TV programme. You are given 5 minutes to have a discussion.T: Which group would like to tell us your plan?S: We choose The Republican Revolution of 1911. This period of Chinese history was real social progress.S: We want to talk about Sun Yat-sen, the leader of The Republican Revolution of 1911 and the course of the republican revolution.T: You choose a good topic. You can plan your programme now. In your programme, you should include a presenter, interviewers with experts, imaginary scenes and photos or pictures from the period. Please have a discussion to plan your programme.T: Are you ready?Ss: Yes!T: Now please write a description on the programme. Here is a sample for you to refer to. You are given6 minutes to do it.T: Who would like to read your description on the programme? Volunteer?S: The programme will have a presenter who will introduce the topic. He will talk about: “the revolutionary leader was Sun Yat-sen (Sun Yixian in pinyin, 1866-1925), a republican and anti-Qing activist who became increasingly popular among the overseas Chinese and Chinese students abroad, especially in Japan. In 1905 Sun founded the Tongmeng Hui (or United League) in Tokyo with Huang Xing (1874-1916), a popular leader of the Chinese revolutionary movement in Japan, as his deputy. This movement, generously supported by overseas Chinese funds, also gained political support with regional military officers and some of the reformers who had fled China after the Hundred Days' Reform.” S: Wile he is talking, we will show some pictures from this period.S: Then we will have an interview with an expert on the period. He will talk about Three Principles of the People: Sun's political philosophy was conceptualized in 1897, first enunciated in Tokyo in 1905, and modified through the early 1920s. It centered on the Three Principles of thePeople: "nationalism, democracy, and people's livelihood."S: After that, we will show an imaginary scene. In this scene, we will show some vivid film snippets about The Republican Revolution of 1911.T: Terrific! Your group really did a good job which showed you strong team spirit.Step VII HomeworkFinish off the exercise 6 of Vocabulary in Workbook.Review what we have learnt today.。
【外研版】高二英语选修10精品课前导入备课材料 (全书完整版)
(外研版)高二英语选修10（全册）精品课前导入备课材料汇总Module 1Pride and Prejudice话题导入简·奥斯汀的代表作《傲慢与偏见》可谓传世经典, 而魅力迫人的达西先生更是无数少女的最爱, 1948年劳伦斯·奥立弗就用古典雅致征服了少女的心, 1995年BBC版本中的柯林·法思更是成为完美达西的标准, 新版本的马修·麦克法登虽名不见经传, 帅气的外形和更具威胁性的达西味道却给了影片更鲜活的生命. 比起前几部作品中不甚抢眼的女主角, 含苞待放的英伦玫瑰凯拉·奈特丽显然美丽得耀眼, 尽显古典气质的她锋芒毕露, 银幕上的最佳伊丽莎白非她莫属！背景知识1.简·奥斯汀（1775～1817）英国女小说家. 生于乡村小镇斯蒂文顿, 父亲是当地教区牧师. 奥斯汀没有上过正规学校, 在父母指导下阅读了大量文学作品. 她20岁左右开始写作, 共发表了6部长篇小说. 1811年出版的《理智和感伤》是她的处女作, 随后又接连发表了《傲慢与偏见》（1813）、《曼斯菲尔德花园》（1814）和《爱玛》（1815）. 《诺桑觉寺》和《劝导》（1818）是在她去世后第二年发表的, 并署上了作者真名.奥斯汀终身未婚, 家道小康. 由于居住在乡村小镇, 接触到的是中小地主、牧师等人物以及他们恬静、舒适的生活环境, 因此她的作品里没有重大的社会矛盾. 她以女性特有的细致入微的观察力, 真实地描绘了她周围世界的小天地, 尤其是绅士淑女间的婚姻和爱情风波. 她的作品格调轻松诙谐, 富有喜剧性冲突, 深受读者欢迎.从18世纪末到19世纪初, 庸俗无聊的“感伤小说”和“哥特小说”充斥英国文坛, 而奥斯汀的小说破旧立新, 一反常规地展现了当时尚未受到资本主义工业革命冲击的英国乡村中产阶级的日常生活和田园风光, 尽管反映的广度和深度有限, 但对改变当时小说创作中的庸俗风气起了好的作用, 在英国小说的发展史上有承上启下的意义.2. 《傲慢与偏见》简介:18世纪的英国, 班纳特家的五个姐妹在母亲“凡是有钱的单身汉, 总想娶位太太”思想的调教下健健康康地成长着. 其中的四个姐妹简、玛丽、凯蒂和纳蒂娅也绝对赞同母亲的说法, 寻找门当户对的心上人是她们最大的追求, 然而聪明伶俐的二女儿伊丽莎白（凯拉·奈特丽）则希望寻求更广阔的人生.姐妹们平静的生活很快被新搬到镇上的两个年轻富家小伙子的到来打破. 诚恳富有的宾格里和好友达西优越的条件让班纳特太太大为兴奋, 她开始自作主张张罗起了女儿们结识两位小伙子的一切事宜. 美丽的大女儿简赢得了宾格里的心, 而在短暂的交往中, 达西也深深地爱上了倔强聪慧的伊丽莎白.然而出身富贵的达西常常表现出不可一世的傲慢, 这令正直善良的伊丽莎白讨厌不已. 因此, 即使当达西不顾门第和财富的差距, 勇敢地向她求婚, 却依然遭到了拒绝. 傲慢与偏见的爱情, 在英国的小镇中悄悄展开....引入型阅读Jane AustenJane Austen was born on 16 December,1775 at Steventon Parish, Hampshire, England. She was the seventh child and second daughter of the Rev. George Austen and Cassandra Leigh-Austen. When Cassandra, age 10, was sent away to school in Oxford, Jane begged to be sent along with her even though she was too young. Mr. Austen, however, couldn’t really afford their schooling and the girls were back home after less than three years. Apart from this, Jane never lived outside of her family circle again. She ended up very well-educated for a female, though. Her oldest brother James helped her out by organizing reading lists for her, and Jane could lay claim to a good knowledge of history as well as a little Latin, Italian and musical training.It was 1787 when Jane made the decision to devote all her spare time to writing. This early work made three volumes of Juvenilia, and you can see all that satire just dying to come out. In 1791, she wrote a parody of Oliver Goldsmith’s History of England. A few years later, when she was only about n ineteen, she started work on Lady Susan, an epistolary novel which was Jane’s first attempt at a serious theme. It didn’t work well in the format she used, but it was good enough to encourage her to keep going. She began another epistolary novel in 1795, which was titled Elinor and Marianne, and 1796 saw the beginning of First Impressions.Though she began another novel during a period of remission, Jane’s health was very poor. She probably had the then—unnamed Addison’s Disease, which attacks the adrenal glands and is still incurable today. In April of 1817, Jane quietly made her will, and left everything, except two small bequests, to her beloved Cassandra. She died early on the morning of 18 July 1817, with Cassandra at her side.Module 2Australia and New Zealand话题导入澳大利亚人的饮食习惯与英国人相似, 但更喜欢吃鱼类. 讲究菜肴的色彩和质量, 讲究食物的新鲜. 饮食风格多样化, 喜欢用中餐, 印度、德国、意大利、日本等国的饮食也比较受欢迎. 主食为面包和其他面食, 尤其喜欢中国水饺. 澳大利亚人口味清淡, 偏酸甜, 不喜欢太咸和有辣味的食品, 喜欢吃鸡、鸭、鱼、海鲜、牛肉、蛋类、西红柿、生菜、菜花、豆芽等食物. 烹调方式以煎、炸、炒、烤为主.新西兰人的饮食习惯大体上与英国人相同, 饮食以西餐为主. 喜欢喝啤酒, 人均年啤酒消费量达110公升. 国家对烈性酒严加限制, 有的餐馆只出售葡萄酒, 专卖烈性酒的餐馆对每份正餐只配一杯烈性酒. 饮茶也是新西兰人的嗜好, 一天至少七次, 即早茶、早餐茶、午餐茶、午后茶、下午茶、晚餐茶和晚茶. 茶馆遍布各地, 许多单位都有专门的用茶时间.背景知道1.澳大利亚简介澳大利亚位于南太平洋, 在大西洋南部和印度洋之间, 领土包括澳大利亚大陆和塔斯马亚岛. 澳大利亚大陆地广人稀, 四面环水, 是一个风景美丽气候宜人的国家, 也是世界上独一无二的占据一整块大陆的国家. 国土面积约768万平方千米, 海岸线长达36 700千米, 是目前世界第六大国.澳大利亚也是世界上最古老和最平坦的大陆之一, 拥有许多独特的珍稀动物和植物. 按照气候带划分, 澳大利亚的北部为热带, 中部为辽阔的干旱地带, 南部为温带. 澳洲的气候比较温和, 全年温差不大. 澳洲的四季正好与北半球相反——夏季从12月份开始, 3至5月份是秋季, 6月份是冬季的开始, 9月份进入春季. 南回归线以北的地区年平均气温为23～26度, 回归线以南地区温差略为明显, 冬季平均气温约14度, 夏季平均气温约26度.澳大利亚的人口密度很小, 每平方千米平均只有2人, 人口主要集中居住在中心城市和沿海地区. 现有人口18 426 900人, 其中土著人口约占2%, 英国血统和爱尔兰血统在人口中占有较高的比例. 澳大利亚是一个移民国家, 总人口中约有四分之一出生于海外. 居民来自100多个国家, 主要少数民族包括意大利裔, 希腊裔, 越南裔及华裔等. 目前来自亚洲的移民数量正在不断增加. 澳大利亚政府奉行多元文化政策, 在“公正、平等、正义、宽容”的原则下, 各民族和平相处. 其多元文化政策, 良好的生活、投资环境及优越的社会福利, 优良的教育体系, 使其成为世界上的移民热点.澳大利亚由六个洲——新南威尔士, 维多利亚, 昆士兰, 南澳, 西澳, 塔斯马尼亚, 及两个领地——首都领地和北领地组成. 澳洲目前仍是英联邦成员国之一, 奉英国女王为元首. 澳大利亚宗教信仰自由. 官方语言为英语, 但各少数民族社区都有自己的语言, 澳大利亚通用货币是澳元. 澳元与人民币的汇率约为1澳元相当于5元人民币.2.新西兰简介新西兰位于太平洋南部, 是一个由北岛、南岛、斯图尔特岛及其附近一些小岛组成的美丽岛国, 领土面积为27万多平方千米, 人口约390万. 在全国人口中, 欧洲移民后裔占78.8％, 毛利人占14.5％, 亚裔占6.7％. 新西兰的官方语言为英语和毛利语.新西兰境内山脉和丘陵约占其总面积的75％以上. 那里四季温差不大, 绝大部分属温带海洋性气侯, 植物生长十分茂盛, 森林面积约占全国土地面积的29％.新西兰是一个经济发达的国家, 畜牧业是其经济的基础. 新西兰农牧产品出口量占其出口总量的50％, 羊肉、奶制品和粗羊毛出口量均居世界第一位, 其中粗羊毛出口量占世界出口总量的25％. 新西兰的文化是独特并富有活力的, 受到欧洲、毛利、太平洋岛国和亚洲文化的多重影响. 庆祝不同的民族节日和民间传说已成为一种新西兰文化.惠灵顿是新西兰的首都, 它地处北岛的南部, 是往来南北二岛的交通枢纽. 惠灵顿背山面海, 在海洋性气候的影响下, 天气和暖, 阳光充沛. 市内文化气息浓厚, 到处洋溢着西方的酒吧及咖啡文化. 走在大街上, 可见街头表演者或自由职业者在努力地工作, 平和而宁静, 少见大都市的喧嚣.引入型阅读New Zealand is situated in the South Pacific Ocean 6500 kms south-south-west of Hawaii and 1900 km to the east of Australia.With a land area of 268 000 sq kms it is similar in size to Japan,Great Britain or Colorado in the Unites States.It is comprised of two main adjacentislands,the North Island and South Island,and numbers of small outlying islands.New Zealand has a population of just over four million.More than one million people live in Auckland in the North Island.The capital city is Wellington,situated at the southern tip of the North Island.Christchurch is the largest city in the South Island.Over half of New Zealand’s total land area is pasture and arable land,and more than a quarter is under forest cover.It is predominantly mountainous and hilly,with 13% of the total area consisting of alpine terrain,including many peaks exceeding 3000 kes and rivers cover 1% of the land.The climate is temperate and relatively mild.Module 3Slavery and the American Civil War话题导入随着美国领土面积的扩大, 独立前就存在的两种不同的经济形式之间的矛盾更加突出. 南北部的不同状况造成了北方工业资产阶级和南方种植园奴隶主之间的矛盾. 北方需要大批便宜的“自由”劳动者和工业原料, 主张解放奴隶; 而南方的奴隶制种植园却占用了大批劳动力. 双方的矛盾变得不可调和, 于是爆发了美国内战. 内战的结果是废除了黑人奴隶制度, 维护了国家的统一, 加速了美国资本主义经济的发展. 林肯为维护国家的统一和解放黑人奴隶作出了贡献, 他成为美国历史上受人爱戴、受人尊敬的总统.背景知道美国的奴隶制度1.引言人们初次接触美国开国历史的时候, 总有些困惑: 领导美国取得独立战争胜利的乔治·华盛顿竟拥有三百多名奴隶; 而独立宣言的撰稿人, 一生为人的平等和宗教信仰自由呼唤的杰佛逊, 却率领着一个奴仆班子进驻首都华盛顿, 做了白宫的第一任主人.独立、民主、自由的象征, 国家英雄, 同时又是奴隶主. 现代人很难把这两个根本冲突的形象拼贴在一起, 形成一个立体的人物造型. 然而, 他们每一面的形象都是真实的.2.起源1619年, 一个荷兰人把二十名黑人运入美国拍卖. 这二十个黑人成了第一批黑人奴隶. 在这之前, 存在着一种“契约奴工”（indentured servant）那是从欧洲流传到殖民地的一个传统. 负债无力偿还, 只好和债主签约: 小子无能, 还债无钱, 甘愿做工抵偿, 若干年内任凭遣唤等等. 卖身的人, 往往也是白人. 可以想像, 债主通常会对契约奴工很苛刻, 提高劳动强度, 增加劳动时间, 以期在最短时间内收回债务. 也有契约奴工忍受不住, 毁约逃跑的, 殖民政府还协助捕捉, 罚抽皮鞭, 另要延长奴工期限.黑人奴工的出现又给殖民地增添了新的色彩, 为了区别原有的“契约奴工”, 创造了一个新名词“非自愿契约奴工”（Involuntary Servitude）——一个比“奴隶”稍微好听一点的法律词汇. 奴隶来自非洲, 最著名的就是非洲西部既被称作“黄金海岸”, 又被称作“科特迪瓦”的港口, 在十七八世纪, 还有一个名称“奴隶海岸”. 那时候, 非洲各小王国之间经常打仗, 俘虏和被征服的部落的妇孺, 都是奴隶的来源. 在货源紧张时, 国王甚至从自己的仆从中挑一些不喜欢的人, 补上去顶数.3.种族主义加深奴隶制度的黑暗对契约奴工的虐待——那是白人对白人的虐待, 人们还显示关注和怜悯. 但是对黑奴的虐待, 人们就没有什么声音了, 原因是当时的社会普遍存在着白人种族主义. 汤姆斯·杰佛逊早期写过一篇关于黑人的文章, 带有学术研究性质, 其中对黑人这样描述: 黑人能经受消耗体力的艰苦劳动, 只要给他们一点娱乐和短时间休息, 他们的体力就恢复了; 黑人做事没有深远打算, 缺乏理智不计后果, 敢冒险而不是勇敢, 真正危机临头又惶惶不知所措——这里他把黑人描述成四肢发达, 头脑简单, 智力开发迟, 心理素质差, 天生需要白人督导的奴隶材料. 从这些描述中可以想像当时社会对黑人的歧视. 这种歧视给黑奴制度的存在增加了合理性, 淡化甚至抹去了奴隶主虐待黑奴的罪恶. 奴隶的命运完全决定于主人. 摊上一个心肠好的主人, 日子尚能过得去; 摊上脾气暴躁的主人, 奴隶便只有饱受折磨. 有记载说, 有的奴隶主砍掉奴隶的脚作为逃跑的惩罚, 杀鸡给猴看——恐吓其他奴隶. 黑人能忍受酷暑潮湿, 而且不易生病, 是美国南方种植园主的最爱. 在美国开国初期, 美国南方各州, 已经有二百万的黑奴（1860年为350万）. 他们成为种植经济的重要劳动力. 黑奴是种植园主私人财产的一部分, 可以继承、买卖. 可以做种植园主女儿的嫁妆.最先进行这种贩卖人口行业的是葡萄牙人, 随后扩散到西班牙、荷兰、法国、英国等. 两个多世纪以来, 将近有一千万人被贩卖到美洲、加勒比海沿岸国家. 贩卖人口的生意, 成为人类历史上最大规模的海外移民活动. 奴隶贩子有他们的说法: 大规模贩卖黑奴促进了非洲文明的发展. 从那时起, 非洲国家不再杀死俘虏; 在这之前, 俘虏被处死是很普通的事.引入型阅读Abraham Lincoln,U.S.PresidentBorn:12 February,1809Birthplace:Near Hodgenville,KentuckyDied:15 April,1865（assassinated by gunshot）Best known as:The Civil War president who wrote the Gettysburg AddressThe stories really are true:Lincoln grew up on the American frontier,educated himself by reading borrowed books,and worked as a general store clerk long before he became the 16th president of the United States.His claims to fame are too numerous to list here:he is most often remembered for leading the Union through the Civil War and freeing Confederate slaves with the 1863 Emancipation Proclamation;for delivering the Gettysburg Address,the most famous oration in American history;and for his tragic assassination by John Wilkes Booth.Upon Lincoln’ sdeath,Andrew Johnson assumed the presidency.Yes,that’s Lincoln on the U.S.penny and the five dollar bill.In 1864 Lincoln named Samuel—Chase to be Chief Justice of the Supreme Court—Chase is on the ten thousand dollar bill.Lincoln was preceded by James Buchanan,the only president to remain a bachelor for life. Lincoln was the first president to wear a beard while in office.Lincoln’s oldest son,Robert Todd Lincoln, was present at three assassinations:his father’s,President Garfield’s in 1881 and President Mckinley’s in 1901.A famous（and enormous）biography of Lincoln was written by the 20th-century author Carl Sandburg.Module 4The Magic of Film话题导入“奥斯卡金像奖”的正式名称是“电影艺术与科学学院奖”, 每年在美国洛杉矶举行一次. 半个多世纪以来一直享有盛誉. 它不仅反映美国电影艺术的发展进程和成就, 而且对世界许多国家的电影艺术有着不可忽视的影响. 奥斯卡金像奖从1929年开始, 每年评选、颁发一次, 从未间断过. 凡上一年1月1日至12月31日上演的影片均可参加评选. 获奖名单是高度保密的. 奥斯卡奖分为成就奖、特别奖及科学技术奖三大类. 在众多奖项之中, 最具影响的为“最佳影片奖”, 而“最佳男女主角奖”属表演奖, 获奖人有“影帝”与“影后”之称, 是男女演员们梦寐以求的殊荣.背景知道1.奥斯卡奖的由来“奥斯卡奖”（OSCAR）是世界上最享盛名的电影奖. 它是美国电影艺术与科学学院颁发的, 所以又被称为“学院奖”. 起始于1929年. 它的标志是一个高13.5英寸的镀金雕像: 在一块电影胶片的底座上, 屹立着一个身材魁伟的男性, 他的双手紧握着一柄长剑. 凡是从事电影工作的, 不论是编剧、导演还是美工人员, 只要有新的贡献和成就, 就可以得到这份荣誉.关于“奥斯卡”这个名称的由来, 也是件十分有趣的事. 1931年, 有一个艺术与科学学院图书馆的管理员玛格丽特·赫丽克在休息的时候, 走过那座镀金雕像旁边, 先是看了一眼, 好像很面熟, 仿佛在什么地方见过, 接着便仔细端详起来. 不一会, 她便大声惊叫起来: “啊！这雕像看上去多么像我的舅舅奥斯卡呀！”正巧, 这时有一位新闻记者在学院里采访, 他在图书馆隔壁的房间听到了玛格丽特·赫丽克的惊呼声, 便在第二天的报道里介绍了镀金塑像, 并写上了一句: “艺术与科学学院的工作人员深情地称呼他们的金塑像为’奥斯卡’”.当金塑像成为电影奖的标志时, “奥斯卡”的名字也同时在世界各地传开, 学院干脆正式命名它为“奥斯卡奖”了.迄今为止, 奥斯卡奖颁奖仪式已进行了78届.2.影响在世界各国设立的电影奖中, 美国的奥斯卡金像奖最引人注目. 它历史悠久, 规模宏大, 不仅反映美国电影的发展进程和成就, 而且还对其他国家电影艺术发生不可忽视的影响.奥斯卡奖以上一年公开发行的英语影片为选择对象, 奖项分为成就奖、特别奖及科学技术奖三大类, 现有28个奖项, 如最佳影片、最佳男主角、最佳女主角、科技成果奖等. 评选结果由电影艺术与科学学院会员以投票方式产生. 投票分两个步骤: 第一次投票选出5名（部）最佳候选者, 即所谓“提名”; 最后投票则是在提名基础上产生. 投票结果绝对保密, 于颁奖时当众启封. 评选工作比较慎重、细致, 且讲求专业技术方面的高标准, 因此奥斯卡奖一直被视为比较严肃的电影奖. 后来由于影片和演员的票房价值在得奖后大为增加, 各制片公司在投票前竞相宣传以影响会员投票, 所以它难免带有浓厚的商业气息和某些偏见.引入型阅读Motion PicturesA motion picture is a series of images recorded on film or tapes that appear to move when played through a film projector or a videotape player.Also known as the movie,film,or cinema,the motion picture is one of the most popular forms of art and entertainment throughout the world.It is also a major source of information.Every week,millions of people go to the movies.Many millions more watch movies that are broadcast on television or are played back on a videotape player.But movies are much more than just entertainment.The motion picture is a major art form.Artists express themselves by using paint and filmmakers express their idea through a motion picture camera.By the camera in different ways,the filmmaker can express different points of view. A filmmaker may film scenes for a picture in a desert,on a mountain,and in a large city.Filmmakers can also film scenes from different ter,through a process called editing, they can select the angle which most effectively expresses a dramatic point.Through editing,the filmmakers can also show events happening at the same time in different places.Movies have become a gigantic industry.A typical feature-length film costs several million dollars to make and requires the skills of hundreds of workers.Highly technical devices,including cameras,sound-recording equipment,and projectors,are needed to film and show movies.In fact,motion pictures could not exist without many of the scientific and technical discoveries madesince the late 1800s.For this reason,movies have been called the art form of the 20th century.Module 5High-tech Living话题导入不管人们有没有意识到, 科学技术已经深深地影响着我们的日常生活, 在经济社会发展中扮演着不可或缺的角色. 作为当前社会的一员, 我们不仅应该认识到科技的重要性, 还应该努力学习科学技术, 用科学技术来武装我们的头脑, 具有献身科学的勇气和决心, 具有用科学技术来发展全人类的博大胸怀. 更重要的是, 我们还应当教育我们的后代, 要热爱科学, 尊重科学.背景知道闫诺荣获微软MVP后的自我介绍:我叫闫诺, 男,16岁, 汕头金山中学学生. 非常高兴可以荣获微软MVP称号. 自从1995年开始接触计算机和互联网, 我就一下子被它吸引住了. 在熟悉计算机基本操作以及基础知识以后, 我便开始深入学习了Windows系统和网络管理. 在这期间, 我钻研了各个版本的Windows包括9x和NT,自学了NT4的MCSE课程, 并参与了CTEC的MCSE2000等培训, 来充实自己的系统管理技能. 同时, 我也学习了一些编程语言, 前几年我学习了Windows应用程序的编写, 最初接触的是VB,但是现在我已经转向C＃.NET, 并开始编写网络应用程序. 学习各种技能的同时, 我深深地感到社区交流的重要性, 所以在学习所有的计算机技术和得到社区专家技术支援的同时, 我总是记住我最终的目的——尽力帮助有需要的人. 我深知有技术问题而未被解决的难受心情, 也深知帮助别人解决技术问题的同时也能大大提高自己的水平. 现在, 我每天在微软新闻组上跟网友和专家们讨论技术问题, 即使有时完成学校的任务已经到了深夜, 我也要到新闻组上看看网友是否有尚待解决的技术问题. 同样, 对于已经掌握的技术, 我写了一些原创文章和FAQ文章发表在讨论微软技术的网站（比如微软中国社区网站）上, 我也会继续这方面的努力, 共享资源与知识. 同时, 我也正在联合各技术专家来建立一个讨论微软技术的站点, 估计6月份可以开通, 网址是. 我会继续努力下去, 不断学习和实践新的微软软件技术. 我喜爱Windows, 喜爱C#.net,喜爱尽力帮助别人, 喜爱和更多的人共享技术资源.引入型阅读I HA VE SEEN AMAZING THINGSMy first visit was to a space station considered the most modern in this part of space. Described as an enormous round plate,it spins slowly in space to imitate the pull of the earth’sgravity.Inside,it is divided into zones with extraordinarily different atmospheres and gravities.Here the alien creatures live while they work with human space scientists searching for new worlds.So you can imagine how exciting that is！The friendliest creatures are the mu-mu,a family from the Pleiades group of stars.They see in the dark so they live in an area without light of any kind.If you go there,you must wear red nightlights on your helmets so that you can see,but the mu-mu won’t be disturbed.They have assisted in the discovery of planets round the fourth star in the Pleiades system.Next year the World Space Agency will send a spaceship to examine this star and its planets.The most interesting creatures are the tiny dimpods from a galaxy near NGC 6240.They skip around the pipes and between the wooden walls of the space station.They require the same atmosphere as humans and are great engineers.If you give them a drawing of a new spaceship,they can build it in twenty-four hours！Then it will be able to travel many light years away from the earth.They can also produce a liquid from their bodies, which melts metal.If you cover something with a little of that liquid it will go soft and,with a lot,it will change into a kind of rubber that sets very hard.It is wonderful for the outside of spaceships！Neither of these creatures is easy to talk to.You have to use a language-changer to help.The mu-mu only speak in whispers but the dimpods shout loudly in your ear.Both eat food that contains carbon.The mu-mu drink a strange mixture of carrot juice and cocoa,while the dimpods drink lemon ade mixed with herbs.The mu-mu are tall and thin with black and white faces.They have six “arms”, which they wave about when they talk.They move forward by slowly shaking from side to side on a shell-covered “leg”.The dimpods have so many arms and legs you cannot tell which is which.They are small,just the size of a little cat.They are purple or blue and the colour changes depending on their mood.问题: What are the features of the mu-mu?答案: They are very friendly and they can see in the dark so they live in an area without light of any kind.Module 6The Maple Leaf Country话题导入加拿大没有悠久的历史,却拥有多姿多彩的地理,崇山秀水在四季的轮转中显现出迷人的风采. 加拿大疆域广阔,领土面积在中国之上. 北面、东面、西面分别被北冰洋、大西洋、太平洋所环绕,只有南面与美国大陆邻接,西北面的一小部分与阿拉斯加相连. 整个国土处于高纬地区,是典型的“北国风光”,常年吸引着成千上万来自世界各地的游客.背景知道加拿大（Canada）独立日:7月1日（1867年）国庆日:7月1日国旗:呈横长方形, 长与宽之比为2∶1. 旗面中间为白色正方形, 内有一片11个角的红色枫树叶; 两侧为两个相等的红色竖长方形.国歌:1980年7月1日加拿大政府宣布《啊, 加拿大》为正式国歌, 并在首都渥太华举行了国歌命名仪式. 加拿大的国歌有英、法两种歌词.国树:枫树, 加拿大素有“枫叶之国”的美誉.自然地理:面积为9 984 670平方千米, 居世界第二位. 加拿大境内多枫树, 每到秋天, 满山遍野的枫叶或呈橘黄, 或显嫣红, 宛如一堆堆燃烧的篝火, 因此加拿大有“枫叶之国”的美誉. 加拿大国旗上的枫叶代表了加拿大人对枫叶的钟爱.人口:3227.05万（2005年7月1日）. 其中, 英裔居民占42％, 法裔居民约占26.7％, 其他欧洲人后裔占13％, 土著居民（印第安人、米提人和因纽特人）约占3％, 其余为亚洲、拉美、非洲裔等. 其中华裔人口已占加拿大总人口的 3.5％, 成为加拿大最大的少数族裔, 即白种人和原住民以外的最大族裔. 华裔人口中25％的人是在加拿大本土出生的, 其余大部分来自中国大陆、香港和台湾. 英语和法语同为官方语言. 居民中信奉天主教的占47.3％, 信基督教新教的占41.2％.首都:渥太华（Ottawa）, 地处安大略省. 首都地区（包括安大略省的渥太华市、魁北克省的赫尔市和其周围城镇）人口112.89万（2002年）, 面积4662平方千米.主要城市:多伦多、温哥华.引入型阅读How Much Do You Know About the Maple Leaf Country?ClimateClimate sculpts the landscape through heat, cold, humidity, light and wind.In Canada, the variety of landscapes shows the diversity of our climate.In the north, low precipitation and cold temperature favour permafrost and suppress vegetation growth, resulting in treeless tundra.South of the tundra, summers are short and warm, and winters are long and cold.Finally, around the Great Lakes and along side the Saint Lawrence River as far downstream as the city of Quebec, the climate is characterized by relatively warm summers and cool winters, moderated by surrounding water bodies.These conditions are suitable to the development of mixed wood and broadleaf forests.EcologyCanada is not only a large country but an ecologically diverse one as well.Canada borders on three oceans, contains vast areas of boreal and temperate forest ecosystems, mountainous ecosystems, arctic ecosystems and prairie grassland ecosystems.These ecosystems support numerous human activities such as agriculture and forestry upon which the country’s economy heavily depends.FreshwaterWater covers nearly three quarters of the earth’s surface mainly in oceans but also as rivers,。
高二英语外研版选修10教案：Module 6 The Fourth Period Word版含解析
The Fourth PeriodGrammarTeaching goals 教学目标1. Target Language 目标语言重点词汇和短语though ( adv. ), try … on, one, countable, leave… out, in bloom, reaction, purpose, sense, urgency, make up one’s mind, make a call, despite, a bit, still, cancel, informative重点句子1. I don’t want a coat made of the material, though.2. I’d prefer it to be made of natural material.3. Still, it was worth it in the end.4. I would like to have gone to Canada to see the Winter Olympics.5. There are informative talks in place of them, though.2. Ability goals 能力目标Enable the students to review the usages of One, For, Still, Could, Place and use them correctly. 3. Learning ability goals学能目标Help the students learn how to analyze the functions of the five words and how to use grammar knowledge to deal with problems.Teaching important and difficult points 教学重难点Review different functions of each word.How to use them in right situations.Teaching methods 教学方法Explaining and practicing in pairs.Teaching aids 教具准备A projector and slides.Teaching procedures & ways 教学过程与方法Step I Greetings and RevisionT: Good morning / afternoon, class.Ss: Good morning / afternoon, teacher.T: Have you finished your homework?Ss: Yes!T: OK. Which pair is willing to act their dialogue out?Ss: We’d like to try. SA acts as a reception manager of a tourism hotel in Vancouver; SB acts as a Chinese visitor. SB is asking SA something about Vancouver at the reception desk. Shall we begin? T: Sure. Go ahead!SA: Welcome to Vancouver! Is there anything that I can do for you?SB: Yes. You know, it’s the first time for me to come to Vancouver. So would you mind introducing the city to me in detail? For example, can you tell me something about the First Nations people? SA: Of course, I’ll be honored to introduce our city to a visitor like you. As far as I know, they have been living here for more than 10,000 years. They lived in villages of wooden house. They believed in totem, so they set up a totem pole near their house.SB: Wow, it’s so interesting. What was their life like?SA: They were skilful craftsmen who made tools, ornaments and carvings from copper, stone, bone and wood. They ate various food: salmon, shellfish, seal and porpoise, deer, goats, bears and lots of wild fruit.SB: How creative they were! And their life sounds so wonderful. I must say Vancouver is a city with a long and splendid history. Today, it has become a modern city. What changes have taken place here?SA: Definitely the city has changed a lot. Now it is clean, colorful and friendly where all ethnic communities are living in harmony.SB: By the way, how many are there?SA: Many. For example, we have the third biggest Chinatown in the world. Besides, there are also other different communities such as Little India, Little Italy, South American, East Indian and Japanese communities, just to name a few.SB: It sounds fantastic. As a Chinese, I’m so glad to know you have a large Chinatown here. But where is Chinatown? Can I find some typical restaurants there?SA: Chinatown is located around the Chinese Culture Center (CCC) with a history of over 200 years. I’m sure you can find diverse restaurants there in different flavors, ranging from Sichuan Springfood, Guangdong food to traditional Beijing Roast Duck.SB: Great! In addition, do you have any special activities or sports to recommend?SA: Well, I strongly suggest that you go skiing in the mountains or windsurfing in the sea. And surely you can do the both on the same day!SB: Really? How nice it is! I can’t wait. Thank you so much for your wonderful introduction.SA: My pleasure. Enjoy your stay here.T: Great job! Now let’s get down to our grammar learning.Step II Grammar (1)Activities 1 - 4 on the Page 75.The teacher leads the students to learn the grammar and do the activities.T: Now, please turn to Page 75 and read the conversation and check the true statements.Ss: All right.Suggested answers:True statements: 1, 5, 7, and 8.2. One has plural forms in place of plural nouns.3. We can put an article (a / an / the) before one, esp. a / an / the + adj. + one4. One can only be used to replace countable nouns.6. One can be left out after superlative adj.9. The verb after one of is always singular form.T: Good. So one is a pron, it is often used to replace a noun and has plural form. Now let’s go to Activity 2. Please match the sentences with the uses of for.Then the students will do the activity in pair. The teacher can go around helping with their difficulties. After a few minutes.Suggested answers:1. to expresses personal reactions.2. to talk about the purpose of an object3. to express a purpose4. to say how long something has lasted5. to express a period of time6. after too and enough7. to express a sense of urgency or importance.T: So for is a prep. Usually put it before noun or pron. It is mainly used to express purpose, a period of time, etc. Let’s continue Activity 3. Do you know what the function of Still is?Ss: Adverb.T: Right. Now let’s work together to give it a good summary.Still: 1. up to and including the present time or the time mentioned到目前或当时为止；仍然，依旧，还是e.g. She is still busy.Do you still live here?I still can’t decide yet.2. in spite of that, nevertheless, even so尽管那样，不过，虽然如此e.g. He’s treated you badly; still, he is your brother and you should help him.Although he felt ill, she still went to work.3. (与比较级连用) in a greater amount or degree, even. 更，还要e.g. Tom is tall, but Mary is still taller.T: So much for the explanations of Still. You are going to answer questions in Activity 3. Suggested answers:Q1: The speaker has been trying to decide something for a long time.Q2: It has been cold for a long time before the moment of speaking. It is cold now. The speaker is expressing surprise about the weather now.Q3: “Still”is used here to emphasize how high Churchill peak is: it’s even / much higher than Mount Columbia.Q4: “Still” here means “despite the expense”.T: OK. Now, go on Activity 4 on Page 75, please. Complete the conversation with one, for, still or other words.Then check the answer together and ask the students to read the conversation in pairs.T: Here is something you still need to pay more attention.Notes:1. I don’t want a coat made of that material, though.Though: an adverb here usually used at the end of a sentence with a comma before.e.g. It is cold today. It’s a fine day, though.However, though / although are often seen as a conj., leading to an adverbial clause.e.g. Though / Although he tried hard, he failed again.2 …, but Churchill Peak is higher still.When modifying an adj., still is either put before the comparative adj. or after it.We still have such words like “still”, as much, even, far, etc.3. despite: prep. in spite of; without being affected by ( the factors mentioned)e.g. They had a wonderful holiday, despite the bad weather.Step III Grammar (2)T: Now please turn to Page 77. Look at Part 1. Match the sentences with the meaning of could.S1: sentence 1 means permission.S2: Sentence 2 refers to possibility.S3: sentence 3 means ability.S4: Sentence 4 means offers/ requests.S5: Sentence 5 shows possibility.S6: Sentence 6 refers to suggestions/ requests.S7: Sentence 7 shows offers / requestsS8: Sentence 8 means ability.T: Good. Let’s summarize the main usage of could. It is a modal verb., which can express possibility, ability, offers / requests, permission and suggestions/ requests. Now look at Part 2. Choose the best meanings.Check the answer together.T: You’ve got right answers. Like can be used as a verb. and prep. (喜欢；像) Then let’s deal with Activity 3 on the same page. Please rewrite the underlined words with the underlined words with the correct form of the words in the box.Suggested answers:1. A: places = areas B: place = city; place = house2. A. place = home B: place = restaurant3. A: take place = happen B: in place of them = instead of them A: places = seatsT: Great. So now you have known place can be used as a noun., and also a verb. For example, Yesterday I placed / put / laid a book here, but now it is gone. Clear? Anything else you want to ask about? All right. I’ll say something about the following.Notes:1. You couldn’t have been there. I didn’t see you.A modal verb. + have done indicates subjunctive mood.e.g. You needn’t have told her. I told her the moment I saw her.2. a cup of coffee = a coffee two teas = two cups of tea.T: You are working so hard.Step IV Homework1. Review what the students have learned in this period.2. Finish Activity 1- 4 in Workbook on Page 121.。
高三英语外研版选修10 module 2 教案
高三英语外研版选修10 module 2 教案高三英语外研版选修10module2教案 Module 2 Australia and New ZealandPeriod One: Introduction Cultural一、Introdu: Read the passage and answer the quHow many couworld are larger than Australia?2. Whaage of Australians are migra-English speaking backgrounds?When did the Male arrive in New Zealand?Wugion that New Zealand is namedafter?WaBeijing? ---- Canberra or Wellington?2: Rewassage in Activity 1 and include the facts about Australia and New Zealand below.AustraliaNew ZealandChinaPopulation20 million4 million1.3 bill2 million km2270,534 km29.6 million km2Capital city and populationCanberra309,000Wellington 423,000Beijing 13.82 millBorders wuntriesNo bordersNo bordersBorders wual length of border: about 22,000astl00km18,000: Write a passage comparing Australia, New Zealand and China. Uaabl 二、CulturalRead the passage and answer the quWhatis ag aboudNew Zealand rugby team?2. Aag rituala laka?Period Two: Reading and Vocabulary (1): Read the passage andain ideaafty sugguAustralia2.dangerous sea creatures in Australiaw to swim safely in Australia2 : Maanings wwordbox.attack deadly human immediable scream snaurvivg which we cannot understand______2. extremely dangerous ___________ay alive after an accidllness _________ake loud noise because you are hurt __________a violent au___________a group of animals wame features___________Which words have no meanings? Find out whaa: Read the passage again andboxWatures…Box jellyfishsnakesSalt wadilesshaAd?Aus?Livland anda?Have thousand?Adeadly creatures?:answlAustralian beaches are almost alwabecause _______.a the seadangerouba is full of dangerous creatu2. The box jellyfish _______.a. kills its victim with an elbdangerous animalworldVan survive a meeting with a boxjell_____.a. leave the waterb. get immediate medical aAustralia_____a. 100us snab. 250us snaThe taipan is_______a. the biggest snaworldbdangerous snaworldalt wadiles _______.a. are very aggressiveb. can swallow a human wholThe great white shark is _______.aany dab. is only found in AustraliaAustralia ________.a. haark attacks than Brazilb. has fewer shark attacks than peopl: Complwwords and exboxbite faint medical aus put together swallow tentaclThat man looks very ill. He needs immediate ________.2.You are in big trouble if a taipan ________ youThe _______ of ordinary jellyfish are not as longaa box jellThere adangerous snakes in Australia thaworld ______American snakes are not _______The woman came ouwaaming and _______beaIt's strangw a salt wadile never ______ a human being.Period Three: Language In Use (1) (2)一、Language In Use (1): Goingawuses of goingI'm going to go to Australialiday nextyea2.What are you going to weaarty?Take your umbrella with you. It's going to raThat man is driving too fast. He is going to cra's going to be hard work revisingxau're going to b(that) you didn't go to univGoing to is used:a.to make a prediction about the future, without ab.To make a prediction about the future, basedvidence aTo talk about future arrangvents which have already been decided2 : Taawanings of taDon't forget to take your jacket with you.2.It'! When I gI am going to take a showIt takesa longget to AustraliaI take six subjects at school, including two languagdear! I've talse's book by mistaTald's hand wadHow many athlalympics?When did the Olake place?If you have a headache, you shouldtaainkill0.How are you traveling to Queensland? Are you taking the train?a.to participab.to movglace to adwallow medd.to dgaudyg.to holdd a particular amouavel in a particular waup or cag: TawFirst, I wdney. Then I traveled to Melbourne by coa2.FI started keeping a diaHe was bury. Things were very dI don'buus now andIt waat I realized I had made a mistaI don't earn a lbut then again, I don't need muI was goingback and collect my visa, but they gavandThere wbiladab.after that / nexat thad.occasionallat that extraandg.immediatelawards二、Language In Use (2): Tlwandb________ anybody home a?2.Long ago, __________ a poor farmer, who hada beautiful daugWlers arrived in Australia, _______ already people livingHow many students _______ in your claar?u should go to Australia. _________ a lg places to vDo you think ________ much chance of us havingwork to ggw?_______ no use complainingabouwork---- we have to du see? I told you ________no need to rush. We gwith plaLook howcold_______window0.I'm hungry. _______ any lunch left, ________?2 : TawaningWhat'w?2.He plaat leaa wBw, I'll have luwasting time and hurry uThe laI saw them was aweddingIt's abouu started your revision wHe was living in Europe aIt was the blThe ruin dates baRoma0.I've got a l---- she's such a kinda.time wg hab.occawn on acld.amouavailablgwg should happen, ideallwghag.periodlike or dislaal periodxPeriod Four: Reading and Vocabulary (2): Work in groups and discuss the quHow many peoplgroup have seen The LordRings films?2.Whageneralaboulms?a.They are sensationalb.They aThey are boringd.They are confusingDo you know wlms were made?2 : Read the wordbox and answer the qubackground dutstanding plateauvolcaWwordbox havg to do with natural?2. Which word means "very good"?Which wordmeans "to break or rug"?Wllowingusinga?a. Iall the good things he has db. Iall the bad things he has dWhat dan if you dg oug? Step 3: Read the passage and answer the quWhy New Zealand waas the localming of The LordRings?2. What aaand the villalm?Who lives or lived in Mordor and Hobbiton?: ComplableLocalmLocaNew ZealandDlocadatamataVolcanic reg: Mawords waningbreathtaking/ spectacular a. a lot of ddgs2.sacred baligious reaange completelansform d. amazingvaa long filabout exciting ev: Wairs and discuss your answquDo you think New Zealand was a goodlocalm?2. Which rega would be a good locauch films as The LordRings?Period Five: Reading Pra: Work in Pairs and discuss your answquWhen diduropean settlers arrive in Australia?2.Whauntry didd?How do youlived?Do you think life was easy or hard?2 : Read the Introduassage andsay what Waltzing Matildaalternativa.an early nationalb.the national aAustraliaan Australian dad.a song which all Australia know: Read Waltzing Matilda and numbvgdThe tramp pulboil.________The landowner arrived. ________The tramp started singing. _________The tramp saw a__________The police asked abou_________A tramp sat down by a tree. _________The tramp's gll singver._________The tramp caugand pubag. __________He police arrived. ________The tramp jumpedver._________:best answquWhaain puassage?a. To describe what life was lury Australia.b. To explagins and meaning of Waltzing MatildaTo suggest that Australian culture is vld. To tellAndrew Paterson anda Ma2. Why do Australians like Waltzing Matilda?a. It describes aant event in Australiab. Australians identify warawagmaThe words and music are beautiful.d. It is a good song for dancing and drinkingWa subversy?a. The words are too difficulle to understand.b. Twho breaks the lawIlear wd. Ilear who wuWhag and both v?a. a fireb. a deathc. ad. aWhat mag difficult? ale need a glossary to understand the wordb. There are several vuIt combines eldd. The ideag are out of daFind the words which meags:al song of a country_________ (para.1)2.qulligent _________ (para.2)a popular symbol _________ (para.3)a traditional song __________ (para.4)words of a song __________ (para.4)a worker who cuts the wool________ (para.5)alling oneself __________ (para.6)a bag carried ovulder___________ (glossary)Wairs and discuss your answquWhaua national anthem?2.What charauld a national anthem have?What do you like abouational anthem?Wational anthems do you know? Do you l?。
英语选修(10)外研版TheFifthPeriod教案
Abilitygoals能力目标
Enable students toanalyze the character in the story.
Learningabilitygoals学能目标
2. Key sentences重点句子
Observing his second daughter employed in trimming a hat, he suddenly addressed her with…
We are not in a way toknowwhat Mr Bingley likes.
Cooperation and task-based learning.
Teachingaids教具准备
A projector and some slides.
Teachingprocedures & ways教学过程与方式
Step I Revision
Activity one: Write a brief plot
StepⅡ Pre-reading
Activity one: Paraphrase the words
T: Look at the words below and try to paraphrase them in your own words.
Requirement: Try to paraphrase the words used in 18thcentury, and this way you can find the difference between the oldEnglishand modernEnglish.
高二英语外研版选修10教案：module 2 the third period含解析
The Third PeriodLanguage studyTeaching goals 教学目标1. Target language 目标语言going to, take, then, there be, time2. Ability goals 能力目标Enable students to learn the use of the target language.3. Learning ability goals 学能目标Help students learn the different meanings and uses of the target language through context.Teaching important and difficult points 教学重难点“Going to” and “there be” structures.Teaching methods 教学方法Explanation and practice.Teaching aids 教具准备Projector and blackboardTeaching procedures & ways 教学过程与方式Step I The uses of going toAsk students two questions to introduce the uses of going to.Q1: What are you going to do this weekend?Q2: Is it going to rain?Elicit the answers that “be going to” in the first sentence refers to plansand intentions and that in the second sentence is used to make a prediction about the future.T: Does “going to” have any other functions? (…) Now turn to page 19, look at activity 1. To make a prediction about the future, “going to” can be used in two situations, what are they?S: First, without any reference to the present time; second, based on some evidence at the present time.T: Good! Now match the sentences on the left with the uses on the right.After students have finished, check the answers.Step II The uses of takeT: “Take” is a frequently used verb in English, and it has many different meanings and can be used to form different verb phrases. Can you give me some sentences or verb phrases with take?Collect students’ examples on the left side of the Bb. Then let students write their meanings on right side of the Bb. Finally, summarize the different meanings of the verb take.T: Now look at activity 2 on page 19. Check the meanings you have written with the meanings given (a-j). (Focus on the meanings students haven’t mentioned.)Then match the sentences with the meanings of take.After students have finished, check the answers.Step III The use of thenT: As an adverb, “then” also has different meanings and can be used indifferent situations. Now look at the phrases in activity 3, the right column. Each gives a different meaning of “then”. Choose the correct phrases to rewrite the sentences on the left.After students have finished, check the answers.Finally, let students complete the conversation in activity 4 with going to, take or then.Call a pair to demonstrate their answers.Step IV The use of “there be” structureT: We have learned the structure “there be”. How many different tenses does this structure have? Discuss with your partners.Then let students write the form of different tenses on the Bb.Tense FormPresentsimplethere is/arePast simplethere was/werePresent perfecttherehas/have beenSimplefuturethere will beT: OK, now complete the sentences in activity 1 on page 21 with there and the correct form of be.。
高二英语外研版选修10教案：Module 6 The Fifth Period Word版含解析
The Fifth PeriodExtensive ReadingTeaching goals 教学目标1. Target Language 目标语言重点词汇和短语somewhat, branch, reflect, distinctly, satire, promote, societal, tycoon, rural, unmistakably, ongoing, tie in with, arguably, be viewed as, virtually, runaway, relate to, relationship, issue, colonial, owe…to, frontier, be seen as, make fun of, ideal, environment, shy away from, embarrassed, underdog, appendage, extremely, light- hearted, typical重点句子1. It owes little to British and French traditions.2. …, it is likely to be of the “underdog” type.2. Ability goals 能力目标Enable the students to learn more about Canada: its literature and the origin of the name.3. Learning ability goals学能目标Help the students learn how to predict the passages’ themes and summarize the passages. Teaching important points 教学重点Help the students look up details in the passages.Teaching difficult points教学难点Help the students put the events in the correct order and create their own ending.Teaching methods 教学方法Fast reading and discussion.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures & ways 教学过程与方法Step I Greetings and RevisionT: In this period, I’m going to check your homework first. Take out your exercise books. (The teacher checks the students’ hom ework)Suggested answers to Activity 2 P121:1. one2. one3. it4. one5. itSuggested answers to Activity 4:(1) like ( 2 ) still ( 3 ) places ( 4 ) still ( 5 ) could( 6 ) places ( 7 ) still ( 8 ) places ( 9 ) like ( 10 ) couldT: Well done. I’d like you to do Activity 1 and 3 orally. Match the statements with the replies in Activity 1. Volunteers!Ask several students check the answers.T: Great. Let’s move on to Activity 3. Please match the two parts of the sentences and complete them with for or to. Ready?Check the answers.T: Ok. I have something to add. Listen to me carefully.Notes:1. It’s the perfect size and color on you. On在身上2. Have you got one in blue? in 呈现3. taste – link verb. + adj. e.g. This dish tastes good.4. available – be available fore.g. I am now available for a talk with you. (I can spare a few minutes.)T: Good. So much for your homework. Then we’ll learn a new passage: Canadian Literature.Step II Fast-readingT: Boys and girls, first look at the title of the passage “Canadian literature”. Work in pairs and discuss the themes you expect to find in it. Then you are to deal with Activity 1.Students will give their guesses. Don’t tell them right and wrong.Possible guesses:nature, the frontier life in the past, how Canada relates to the rest of the world, multiculturalismStep III SkimmingT: Now read the passage and check your guesses first. Read it carefully and check the true statements about Canadian Literature in Activity 3.After a few minutes.T: Have you finished?Ss: Yes.T: Give me your answers.Ss: The true statements are: 1, 3, 5, 7, 8, 9 and 10.T: So 2, 4 and 6 are wrong, why?S12: Sentence 2 should be Canadian literature is greatly affected by British and French traditions. S13: The 4th sentence should be Canadian literature has a strong sense of humor in fact.S14: As for Sentence 6, the city is described as superficial.T: Well done. From these true statements, I think you have learnt about the characteristics of Canadian literature.Step IV ScanningT: Now read the passage again and try to get the details.Let the students read themselves in limited time.T: Ok, time is up. Let’s deal with Activity 4. Choose the best meanings of each.Then check the answers.T: Well done. While you are reading, you must have come across difficult points. I’d like to explain some.Notes to the text:1. somewhat — rather; in some degree; adv. 略;有几分e.g. I was somewhat surprised / disappointed.He was somewhat of a liar.2. shy away from — turn aside from; avoid;3. it is likely to be of the “underdog ” type.It is likely to do… = it is possible to … = It is likely that…e.g. It is likely to find another way of solving the problem.It is likely that he won’t come this afternoon.4. tie in with – be connected withe.g. This accident ties in with his careless driving.T: Now look at Activity 5. Can you match the writers with the descriptions.Let Ss speak the whole sentences.T: Great!Step V Reading (Workbook)Deal with the reading passage in the Workbook.T: Turn to Page 124. In the limited time, you are required to read the passage by yourselves and finish off Activities 8 - 12. First look at the picture on Page 124 next to the passage and describe what is happening.S6: I can see thick smoke and big fires here and there. So probably a fierce battle is happening here.T: Good. Now read the passage quickly and then you are to answer the questions in Activity 9. After the students have finished reading, check the answers.T: Are you ready?S7: Several European countries wanted to have colonies in north America. They include Britain, France and Spain.S8: In order to consolidate their territory, the French government sent Samuel de Champlain to establish a fortified settlement in Canada.S9: In 1750, British and French representatives met in Paris to try to solve the territorial disputes. S10: In 1756, both countries went to war officially in Canada.S11: 9,300 troops in total fought at the battle of Quebec.T: Wonderful job! Now let’s go to Activity 10. Look at the expressions from the passage and choose the correct meanings.Then check the answer.T: You have got them right. Now look at the slide. There are some sentences which are not in correct order. Please put them in the correct order and add a six event.S12: I think the correct order is 2 – 4 – 1 – 5 – 3.S13: I’d like to add Britain won at the battle of Quebec.T: Ok. Please read it out. Any difficult language points?S14: What does “fortified” mean?T: Well, the original form of the word is a verb. It means strengthening (a place) against attack.S15: Is the first sentence of this passage a structure of emphasis?T: Right. The structure can be written like this: It is / was + sb. + who/ that …Ss: Many thanks, sir / Ms.Step V DiscussionT: Boys and girls, the story of when Britain and France went to war must leave you thinking. Let’s discuss the following questions (ask students to do pair work or group work) Ready?S16: With European countries like Britain and France becoming powerful in economy, they wanted to expand their power to every corner of the world to enhance their leading position in the world. So they wanted colonies in North America.S17: Yes, of course. At that time, native people, called First Nations people were living there. Actually, they had been living there for thousands of years.S18: The native inhabitants didn’t like it when European countries colonized their land. Colonizing forces there took away their land as their own, bringing with them European culture, customs, religion as well as disease which killed native people in large numbers. All of these were more insult than benefits. Thus, to some extent, colonizing life was a nightmare to native people, bringing them a world of tears and sorrow.T: It seems that all of you have got a good understanding of the passages. If you have any problems, ask your partner or ask me after class.Step VI Homework1. Activity 6 on Page 81. Discuss the questions in pairs. The students had better make a dialogue.2. Review new words and structures.。
高二英语外研版选修10教案：Module 2 The First Perio
Module 2 Australia and New Zealand I. 模块教学目标II. 目标语言III. 教材分析与教材重组1. 教材分析1.1 INTRODUCTION是本模块的热身部分，设计了三个活动：1提供了一段有关澳大利亚和新西兰的文章，要求学生阅读并回答问题，从而对这两个国家有个大概的了解。
2提供了一些有关这两个国家的数据信息，让学生改写活动1中的段落，把这些数据信息包括进去。
3要求学生写一段文章，用2中给出的信息对比澳大利亚、新西兰和中国。
培养学生独立获取信息并处理信息的能力，为后面的教学活动做铺垫。
1.2 READING AND VOCABULARY（1）是一篇介绍澳大利亚的文章，并以此为中心设计了一系列的活动，加强学生对文章内容的理解（整体把握和细节检验）及词汇的学习。
1.3 LANGUAGE IN USE（1）帮助学生在语境中掌握going to, take及then的一些用法。
1.4 VOCABULARY AND LISTENING是听力和词汇练习，1让学生看图并小组讨论问题，为后面的听力活动做内容方面的铺垫；2是对听力材料中重要词汇的学习，为后面的听力扫清语言障碍；3和4分别是对听大意和听细节的练习；5是对听力内容的拓展，要求学生对几个问题做深入的探讨和思考，强化学生的思维。
1.5 LANGUAGE IN USE（2）通过一些练习，帮助学生掌握there be句型和time所表达的不同意思。
1.6 READING AND VOCABULARY（2）以一篇介绍新西兰的文章为中心，设计了一系列的活动。
1以电影指环王导入主题；2是对一些重要词汇的意义的学习；3看图描述其中的地方，为后面的阅读做铺垫；4和5分别是阅读理解题；6检验学生根据语境推测单词意思的能力；7是小组讨论，加强学生对主题的深层理解，强化学生自主思维的习惯。
1.7 PRESENTATION SKILLS 以instructions为主线设计了三个活动，帮助学生学习如何写instructions这一技能。
高二英语外研版选修9教案：Module 2 TheFifthPeriod
The Fifth PeriodWritingTeaching goals 教学目标1. Target language目标语言a: 重点词汇和短语genetics, beneficial, advance, briefly, insert, enormous, alter, consequence, in this wayb: 重点句式1. In the last sixty years, scientists have learnt an enormous amount about genetics.2. Scientists will soon be able to insert new genes into unborn babies.3. What will the consequences be?2. Ability goals 能力目标Enable the students to an article about making genetics safe and beneficial.3. Learning ability goals学能目标Help the students learn how to an article about making genetics safe and beneficial. Teaching important and difficult points教学重难点Teach the students the tips about how to write the article about making genetics safe and beneficial.Teaching methods 教学方法Talking, task-based method and pair work..Teaching aids 教具准备A computer and a projector.Teaching procedures and ways 教学过程与方式Step I Greeting and RevisionT: Good morning / afternoon, class!Ss: Good morning / afternoon, Mr. / Ms …T: I will check your homework. First how are the Eloi and the Morlocks different from each other? S: The Eloi was a slight creature – perhaps four feet high. His legs were bare to the knees. Their hair came to a sharp end at the neck and the cheek. Their mouths were small, with bright red,rather thin lips. Their eyes were large and mild. However, the Morlocks was a queer little ape-like figure. It was a dull white and had strange, large grayish-red eyes. Also there was flaxen hair on its head and down its back.T: Well done, thank you. You gave a detailed description of the Eloi and the Morlocks.Step II Pre-writingT: In this module, we have read some reading passages about genes. Now read them again. While reading, you should choose three advances in genetics that you think create or will create problems. Then you will work in pairs and have a discussion about what the problems are and what can be done to solve them. You are given 10 minutes to do it.T: Who can tell us the three advances in genetics that you think create or will create problems. Volunteer?S1: Story B in the text DNA – the Secret of Life tells us the genetic engineering can help the rich couples have a highly intelligent, good-looking baby. In the near future, we can have such a social phenomenon, the richer the family is, the more intelligent their children are. At that time, we will have a polarized (两极分化的) society.S2: Story C in the text DNA – the Secret of Life tells us the advance in genetics can insert an animal gene into an athlete, which makes him to be a world champion. As a matter of fact, it is a kind of cheating behavior.S3: Story D in the text DNA – the Secret of Life tells us the DNA tests can now detect inherited illnesses before the child is born. If all the parents whose babies are not healthy will get rid of the unborn babies, they are cruel and not humanistic. At the same time, the babies will lose their rights to live in the world owing to their brutal parents.T: I quite agree with you. Since the problems exist. But what can we do to solve them? Now please have a discussion to find out the solutions to solve the problems. You are given 4 minutes to do it.4 minutes later.T: Time is up. Who would like to explain your solutions to us? Volunteer?S: The rapid development of science is inevitable(必然的), although there are some side effect at the same time. We should not deny the new technology just because of the disadvantages itbrings to us. We cannot prevent the advancement of the society. Some reasonable laws can help us get rid of the side effect. The people who disobey the laws will be put into prison.T: A good idea!Step III WritingT: We will write an article about making genetics safe and beneficial. Just now you have listed the problems that the advances in genetics create and will create. Luckily, you have also found the solutions to solve the problems. How can we write a good composition about making genetics safe and beneficial? Please have a discussion about how to write the article and what you should pay more attention to.S: The theme of the article is how to make genetics safe and beneficial. So the emphases should be put on the solutions to make genetics safe and beneficial.S: First we should introduce the subject of genetics. For example, in the last 60 years, scientists have learnt an enormous amount about genetics.S: Second we should give a brief description about the three advances the genetics brings.S: Third the problems connected with theses advances should be described.S: The most important thing is to write what we can and should do to solve these problems.T: You did a good job! Now let’s write the article according to the suggestion you mentioned above.A sample version:In the last sixty years, scientists have learnt an enormous amount about genetics, which benefits our human beings greatly. As is know to us all, every coin has two sides. The genetics engineering has its advantages as well as disadvantages. So we should analyze the impact of genetics pro and con.Firstly, the genetics engineering brings a lot of benefits. For example, GM food can solve the famine in the world. DNA testing can help in criminal investigations, the genetics engineering can help create a “designer baby”, and DNA test can now detect inherited illnesses before the child is born.Meanwhile, genetics engineering creates some big problems connected with these advances. For instance, People whose genes predict illness may not get job or insurance cover. Owing to thecurrent absence of reliable data on genetic, there exist potential risks when people eat GM food. So, what should we do to solve these problems? We should carefully consider and respond to the challenges and opportunities that arise from scientific advances in human genetics. The authorities should pass a law that is fair, reasonable, and consistent with existing discrimination statutes. We will all gain much from the continuing advances in genetic science. But those advances should never come at the cost of basic fairness and equality under law.Step IV HomeworkWrite a passage according to article on page 102.。
【范文】高三英语外研版选修10 module 2 教案
高三英语外研版选修10 module 2 教案课件www.5yk高三英语外研版选修10module2教案module2AustraliaandNewZealandPeriodone:Introduction&culturalcorner一、IntroductionStep1:Readthepassageandanswerthequestions HowmanycountriesintheworldarelargerthanAustralia?2.whatpercentageofAustraliansaremigrantsfromnon-Eng lishspeakingbackgrounds?3.whendidthemaoripeoplearriveinNewZealand?4.whereinEuropeistheregionthatNewZealandisnamedafte r?5.whichisfartherfromBeijing?----canberraorwellingto n?Step2:RewritethepassageinActivity1andincludethefact saboutAustraliaandNewZealandbelow.AustraliaNewZealandchinaPopulation20million4million.3billionSize7.692millionkm2270,534km29.6millionkm2capitalcityandpopulationcanberra309,000wellington423,000Beijing13.82millionBorderswithothercountriesNobordersNobordersBorderswith14countriestotallengthofborder:about22,0 00kmcoastline36,7356,900km8,000kmStep3:writeapassagecomparingAustralia,NewZealandand etheinformationinthetable.二、culturalcornerReadthepassageandanswerthequestions.whatisastonishingabouttherecordoftheNewZealandrugby team?2.Arethereanysportingritualsinchinalikethehaka?PeriodTwo:ReadingandVocabularyStep1:Readthepassageandchoosethemainidea..saftysuggestionsfortouristsinAustralia2.dangerousseacreaturesinAustralia3.howtoswimsafelyinAustraliaStep2:marchthemeaningswiththewordsinthebox. attackdeadlyhumanimmediatemysteryprotectremoteresponsiblescreamsnakespeciessurvive.somethingwhichwecannotunderstand______2.extremelydangerous___________3.tostayaliveafteranaccidentorillness_________4.tomakeloudnoisebecauseyouarehurt__________5.aviolentattempttohurtsomeone___________6.agroupofanimalswiththesamefeatures___________whichwordshavenomeanings?Findoutwhattheymean.Step3:Readthepassageagainandcheckthecorrectboxes.whichcreatures…BoxjellyfishsnakesSaltwatercrocodilessharksAreprotected?Arepoisonous?Liveonthelandandinthesea?Havethousandsofteeth?Areoneofthemostdeadlycreatures?Step4:choosethecorrectanswerstocompletethesentences .Australianbeachesarealmostalwaysemptybecause_______.atheseaistoodangerousb.theseaisfullofdangerouscreatures2.Theboxjellyfish_______.a.killsitsvictimwithanelectricshockb.isoneofthemostdangerousanimalsintheworld3.Victimscansurviveameetingwithaboxjellyfishifthey_ ____.a.leavethewaterb.getimmediatemedicalattention4.Australiaishometo_____a.100speciesofpoisonoussnakesb.250speciesofpoisonoussnakes5.Thetaipanis_______a.thebiggestsnakeintheworldb.themostdangeroussnakeintheworld6.Saltwatercrocodiles_______.a.areveryaggressiveb.canswallowahumanwhole7.Thegreatwhitesharkis_______.a.oneofmanydifferentspeciesofsnakesb.isonlyfoundinAustralia8.Australia________.a.hasmoresharkattacksthanBrazilb.hasfewersharkattacksthanpeoplethinkStep5:completethesentenceswiththecorrectformofthewo rdsandexpressionsintheboxbitefaintmedicalattentionpoisonousputtogetherswallowtentacle.Thatmanlooksveryill.Heneedsimmediate________.2.youareinbigtroubleifataipan________you.3.The_______ofordinaryjellyfisharenotaslongasthoseofaboxjellyfish.4.TherearemoredangeroussnakesinAustraliathanintherest oftheworld______.5.mostAmericansnakesarenot_______.6.Thewomancameoutofthewaterscreamingand_______onthebe ach.7.It'sstrangetoknowasaltwatercrocodilenever______ahum anbeing.PeriodThree:LanguageInUse&一、LanguageInUseStep1:Goingtomatchthesentenceswiththeusesofgoingto.I'mgoingtogotoAustraliaformyholidaynextyear.2.whatareyougoingtoweartotheparty?3.Takeyourumbrellawithyou.It'sgoingtorain.4.Thatmanisdrivingtoofast.Heisgoingtocrash.5.it'sgoingtobehardworkrevisingfortheexam.6.you'regoingtobesorryyoudidn'tgotouniversity.Goingtoisused:a.tomakeapredictionaboutthefuture,withoutanyreference tthepresenttime.b.Tomakeapredictionaboutthefuture,basedonsomeevidence atthepresenttimec.Totalkaboutfuturearrangementsoreventswhichhavealrea dybeendecidedStep2:Take matchthesentenceswiththemeaningsoftake.Don'tforgettotakeyourjacketwithyou.2.It'ssohot!whenIgethomeIamgoingtotakeashower.3.IttakesalongtimetogettoAustralia.4.Itakesixsubjectsatschool,includingtwolanguages.5.ohdear!I'vetakensomeoneelse'sbookbymistake.6.Takethechild'shandwhenshecrosstheroad.7.Howmanyathletestookpartintheolympics?8.whendidtheolympicstakeplace?9.Ifyouhaveaheadache,youshouldtakesomepainkillers.0.HowareyoutravelingtoQueensland?Areyoutakingthetrain?a.toparticipateb.tomovesomethingfromoneplacetoanotherc.todrinkorswallowmedicined.todosomethinge.tohappenf.tostudyg.toholdh.toneedaparticularamountoftimei.totravelinaparticularwayj.topickuporcarrysomethingStep3:Thenchoosethecorrectphrasestorewritethesentences..First,IwenttoSydney.ThenItraveledtomelbournebycoach.2.Fromthenon,Istartedkeepingadiary.3.Hewasborninthe18thcentury.Thingswereverydifferentth en.4.Idon'tseethemoften,buttheyphoneusnowandthen.5.ItwasthenthatIrealizedIhadmadeamistake.6.Idon'tearnalotofmoneybutthenagain,Idon'tneedmuch.7.Iwasgoingtocomebackandcollectmyvisa,buttheygaveittomethereandthen.8.Therewerenomobilephonesthen.a.inthosedaysb.afterthat/nextc.atthattimed.occasionalle.atthatextractmomentf.ontheotherhandg.immediatelyh.fromthattimeonwards二、LanguageInUseStep1:Therecompletethesentenceswiththereandthecorrectformofbe .________anybodyhomeatthemoment?2.Longago,__________apoorfarmer,whohadabeautifuldaugh ter.3.whenthesettlersarrivedinAustralia,_______alreadypeo plelivingthere.4.Howmanystudents_______inyourclassthisyear?5.youshouldgotoAustralia._________alotofinterestingpl acestovisit.6.Doyouthink________muchchanceofushavingsometimeoffwo rktogoshoppingtomorrow?7._______nousecomplainingaboutthehomework----wehaveto dot.8.yousee?Itoldyou________noneedtorush.wegotherewithpl entyoftimetospare.9.Lookhowcolditis._______iceonthewindow.0.I'mhungry._______anylunchleft,________?Step2:Timematchthesentenceswiththecorrectmeaningsoftime .what'sthetimenow?2.Heplaystennisatleastthreetieaweek.3.Bythistimetomorrow,I'llhaveleftthecountry.4.Stopwastingtimeandhurryup.5.ThelasttimeIsawthemwasattheirwedding.6.It'sabouttimeyoustartedyourrevisionwork.7.HewaslivinginEuropeatthetime.8.Itwasthebesttimeofmylife.9.TheruindatesbacktotheRomantimes.0.I'vegotalotoftimeforher----she'ssuchakindperson.a.timewhensomethinghappensb.occasionc.timeshownonaclockd.amountoftimeavailableforsomethinge.timewhensomethingshouldhappen,ideallyf.howoftensomethinghappensg.periodoftimeh.likeordislikei.ahistoricalperiodj.experiencePeriodFour:ReadingandVocabularyStep1:workingroupsanddiscussthequestions..HowmanypeopleinthegrouphaveseenTheLordoftheRingsfil ms?2.whatisthegeneralopinionaboutthefilms?a.Theyaresensationalb.Theyareokc.Theyareboringd.Theyareconfusing.3.Doyouknowwherethefilmsweremade?Step2:Readthewordsintheboxandanswerthequestions backgrounddestroyoutstandingplateaurespectrockyvolcano.whichofthewordsintheboxhavesomethingtodowithna turalscenery?2.whichwordmeans"verygood"?3.whichwordmeans"tobreakorruinsomething"?4.whichofthefollowingsentencesusingrespectmakesmore sense?a.Irespecthimforallthegoodthingshehasdone.b.Irespecthimforallthebadthingshehasdone.5.whatdoesitmeanifyoudosomethingoutofrespectforsome oneorsomething? Step3:Readthepassageandanswerthequestions..whyNewZealandwaschosenasthelocationforthefilmi ngofTheLordoftheRings?2.whatarethenamesoftheheroandthevillainofthefilm?3.wholivesorlivedinmordorandHobbiton?Step4:completethetableLocationinfilmLocationinNewZealandDescriptionoflocationmordormatamataVolcanicregionStep5:matchthewordswiththeirmeanings.breathtaking/spectaculara.alotofdifferentkindsofthings2.sacredb.importantforreligiousreasons3.epicc.tochangecompletely4.transformd.amazing5.varietye.alongfilmorstoryaboutexcitingeventsStep6:workinpairsanddiscussyouranswerstothequestion s.DoyouthinkNewZealandwasagoodchoiceforthelocationoft hesefilm?2.whichregionofchinawouldbeagoodlocationforsuchfilmsasTheLordoftheRings?PeriodFive:ReadingPracticeStep1:workinPairsanddiscussyouranswerstothequestion s.whendidthefirstEuropeansettlersarriveinAustralia?2.whatsortofcountrydiditheyfind?3.Howdoyouthinktheylived?4.Doyouthinklifewaseasyorhard?Step2:ReadtheIntroductionofthepassageandsaywhatwalt zingmatildais.choosefromthealternatives.a.anearlynationalherob.thenationalanthemofAustraliac.anAustraliandanced.asongwhichallAustraliaknowStep3:Readwaltzingmatildaandnumbertheeventsoftheson ginthecorrectorder.Thetrampputthekettleontoboil.________Thelandownerarrived.________Thetrampstartedsinging._________Thetrampsawasheep.__________Thepoliceaskedaboutthesheep._________Atrampsatdownbyatree._________Thetramp'sghoststillsingsintheriver._________Thetrampcaughtthesheepandputitinhisbag.__________ Hepolicearrived.________Thetrampjumpedintotheriver._________Step4:choosethebestanswerstothequestions..whatisthemainpurposeofthepassage?a.Todescribewhatlifewaslikein19thcenturyAustralia.b.Toexplaintheoriginsandmeaningofwaltzingmatildac.TosuggestthatAustraliancultureisverysimple.d.TotellthestoryofAndrewPatersonandchristinamacpher son.2.whydoAustralianslikewaltzingmatilda?a.ItdescribesanimportanteventinAustralianhistory.b.Australiansidentifywiththecharacteroftheswagman.c.Thewordsandmusicarebeautiful.d.Itisagoodsongfordancinganddrinking.3.whyisitasubjectofcontroversy?a.Thewordsaretoodifficultformostpeopletounderstand.b.Theheroissomeonewhobreaksthelaw.c.Itisnotclearwherethestorycomesfrom.d.Itisnotclearwhowrotethemusic.4.whatiscommontothesongandbothversionsofthestory?a.afireb.adeathc.aprotestd.atheft5.whatmakesthesongdifficult?a.mostpeopleneedaglossarytounderstandthewords.b.Thereareseveralversionsofthetune.c.Itcombineselementsfromdifferentstories.d.Theideasinthesongareoutofdate.Step5Findthewordswhichmeanthesethings:.theofficialsongofacountry_________2.quickintelligent_________3.apopularsymbol_________4.atraditionalsong__________5.thewordsofasong__________6.aworkerwhocutsthewoolfromsheep________7.theactofkillingoneself__________8.abagcarriedovertheshoulder___________Step6workinpairsanddiscussyouranswerstothequestions .whatisthepurposeofanationalanthem?2.whatcharacteristicsshouldanationalanthemhave?3.whatdoyoulikeaboutthechinesenationalanthem?4.whichothernationalanthemsdoyouknow?Doyoulikethem?课件www.5yk。
【学习实践】高三英语外研版选修10 module 2 教案
高三英语外研版选修10 module 2 教案课件www.5yk高三英语外研版选修10module2教案module2AustraliaandNewZealandPeriodone:Introduction&culturalcorner一、IntroductionStep1:Readthepassageandanswerthequestions HowmanycountriesintheworldarelargerthanAustralia?2.whatpercentageofAustraliansaremigrantsfromnon-Eng lishspeakingbackgrounds?3.whendidthemaoripeoplearriveinNewZealand?4.whereinEuropeistheregionthatNewZealandisnamedafte r?5.whichisfartherfromBeijing?----canberraorwellingto n?Step2:RewritethepassageinActivity1andincludethefact saboutAustraliaandNewZealandbelow.AustraliaNewZealandchinaPopulation20million4million.3billionSize7.692millionkm2270,534km29.6millionkm2capitalcityandpopulationcanberra309,000wellington423,000Beijing13.82millionBorderswithothercountriesNobordersNobordersBorderswith14countriestotallengthofborder:about22,0 00kmcoastline36,7356,900km8,000kmStep3:writeapassagecomparingAustralia,NewZealandand etheinformationinthetable.二、culturalcornerReadthepassageandanswerthequestions.whatisastonishingabouttherecordoftheNewZealandrugby team?2.Arethereanysportingritualsinchinalikethehaka?PeriodTwo:ReadingandVocabularyStep1:Readthepassageandchoosethemainidea..saftysuggestionsfortouristsinAustralia2.dangerousseacreaturesinAustralia3.howtoswimsafelyinAustraliaStep2:marchthemeaningswiththewordsinthebox. attackdeadlyhumanimmediatemysteryprotectremoteresponsiblescreamsnakespeciessurvive.somethingwhichwecannotunderstand______2.extremelydangerous___________3.tostayaliveafteranaccidentorillness_________4.tomakeloudnoisebecauseyouarehurt__________5.aviolentattempttohurtsomeone___________6.agroupofanimalswiththesamefeatures___________whichwordshavenomeanings?Findoutwhattheymean.Step3:Readthepassageagainandcheckthecorrectboxes.whichcreatures…BoxjellyfishsnakesSaltwatercrocodilessharksAreprotected?Arepoisonous?Liveonthelandandinthesea?Havethousandsofteeth?Areoneofthemostdeadlycreatures?Step4:choosethecorrectanswerstocompletethesentences .Australianbeachesarealmostalwaysemptybecause_______.atheseaistoodangerousb.theseaisfullofdangerouscreatures2.Theboxjellyfish_______.a.killsitsvictimwithanelectricshockb.isoneofthemostdangerousanimalsintheworld3.Victimscansurviveameetingwithaboxjellyfishifthey_ ____.a.leavethewaterb.getimmediatemedicalattention4.Australiaishometo_____a.100speciesofpoisonoussnakesb.250speciesofpoisonoussnakes5.Thetaipanis_______a.thebiggestsnakeintheworldb.themostdangeroussnakeintheworld6.Saltwatercrocodiles_______.a.areveryaggressiveb.canswallowahumanwhole7.Thegreatwhitesharkis_______.a.oneofmanydifferentspeciesofsnakesb.isonlyfoundinAustralia8.Australia________.a.hasmoresharkattacksthanBrazilb.hasfewersharkattacksthanpeoplethinkStep5:completethesentenceswiththecorrectformofthewo rdsandexpressionsintheboxbitefaintmedicalattentionpoisonousputtogetherswallowtentacle.Thatmanlooksveryill.Heneedsimmediate________.2.youareinbigtroubleifataipan________you.3.The_______ofordinaryjellyfisharenotaslongasthoseofaboxjellyfish.4.TherearemoredangeroussnakesinAustraliathanintherest oftheworld______.5.mostAmericansnakesarenot_______.6.Thewomancameoutofthewaterscreamingand_______onthebe ach.7.It'sstrangetoknowasaltwatercrocodilenever______ahum anbeing.PeriodThree:LanguageInUse&一、LanguageInUseStep1:Goingtomatchthesentenceswiththeusesofgoingto.I'mgoingtogotoAustraliaformyholidaynextyear.2.whatareyougoingtoweartotheparty?3.Takeyourumbrellawithyou.It'sgoingtorain.4.Thatmanisdrivingtoofast.Heisgoingtocrash.5.it'sgoingtobehardworkrevisingfortheexam.6.you'regoingtobesorryyoudidn'tgotouniversity.Goingtoisused:a.tomakeapredictionaboutthefuture,withoutanyreference tthepresenttime.b.Tomakeapredictionaboutthefuture,basedonsomeevidence atthepresenttimec.Totalkaboutfuturearrangementsoreventswhichhavealrea dybeendecidedStep2:Take matchthesentenceswiththemeaningsoftake.Don'tforgettotakeyourjacketwithyou.2.It'ssohot!whenIgethomeIamgoingtotakeashower.3.IttakesalongtimetogettoAustralia.4.Itakesixsubjectsatschool,includingtwolanguages.5.ohdear!I'vetakensomeoneelse'sbookbymistake.6.Takethechild'shandwhenshecrosstheroad.7.Howmanyathletestookpartintheolympics?8.whendidtheolympicstakeplace?9.Ifyouhaveaheadache,youshouldtakesomepainkillers.0.HowareyoutravelingtoQueensland?Areyoutakingthetrain?a.toparticipateb.tomovesomethingfromoneplacetoanotherc.todrinkorswallowmedicined.todosomethinge.tohappenf.tostudyg.toholdh.toneedaparticularamountoftimei.totravelinaparticularwayj.topickuporcarrysomethingStep3:Thenchoosethecorrectphrasestorewritethesentences..First,IwenttoSydney.ThenItraveledtomelbournebycoach.2.Fromthenon,Istartedkeepingadiary.3.Hewasborninthe18thcentury.Thingswereverydifferentth en.4.Idon'tseethemoften,buttheyphoneusnowandthen.5.ItwasthenthatIrealizedIhadmadeamistake.6.Idon'tearnalotofmoneybutthenagain,Idon'tneedmuch.7.Iwasgoingtocomebackandcollectmyvisa,buttheygaveittomethereandthen.8.Therewerenomobilephonesthen.a.inthosedaysb.afterthat/nextc.atthattimed.occasionalle.atthatextractmomentf.ontheotherhandg.immediatelyh.fromthattimeonwards二、LanguageInUseStep1:Therecompletethesentenceswiththereandthecorrectformofbe .________anybodyhomeatthemoment?2.Longago,__________apoorfarmer,whohadabeautifuldaugh ter.3.whenthesettlersarrivedinAustralia,_______alreadypeo plelivingthere.4.Howmanystudents_______inyourclassthisyear?5.youshouldgotoAustralia._________alotofinterestingpl acestovisit.6.Doyouthink________muchchanceofushavingsometimeoffwo rktogoshoppingtomorrow?7._______nousecomplainingaboutthehomework----wehaveto dot.8.yousee?Itoldyou________noneedtorush.wegotherewithpl entyoftimetospare.9.Lookhowcolditis._______iceonthewindow.0.I'mhungry._______anylunchleft,________?Step2:Timematchthesentenceswiththecorrectmeaningsoftime .what'sthetimenow?2.Heplaystennisatleastthreetieaweek.3.Bythistimetomorrow,I'llhaveleftthecountry.4.Stopwastingtimeandhurryup.5.ThelasttimeIsawthemwasattheirwedding.6.It'sabouttimeyoustartedyourrevisionwork.7.HewaslivinginEuropeatthetime.8.Itwasthebesttimeofmylife.9.TheruindatesbacktotheRomantimes.0.I'vegotalotoftimeforher----she'ssuchakindperson.a.timewhensomethinghappensb.occasionc.timeshownonaclockd.amountoftimeavailableforsomethinge.timewhensomethingshouldhappen,ideallyf.howoftensomethinghappensg.periodoftimeh.likeordislikei.ahistoricalperiodj.experiencePeriodFour:ReadingandVocabularyStep1:workingroupsanddiscussthequestions..HowmanypeopleinthegrouphaveseenTheLordoftheRingsfil ms?2.whatisthegeneralopinionaboutthefilms?a.Theyaresensationalb.Theyareokc.Theyareboringd.Theyareconfusing.3.Doyouknowwherethefilmsweremade?Step2:Readthewordsintheboxandanswerthequestions backgrounddestroyoutstandingplateaurespectrockyvolcano.whichofthewordsintheboxhavesomethingtodowithna turalscenery?2.whichwordmeans"verygood"?3.whichwordmeans"tobreakorruinsomething"?4.whichofthefollowingsentencesusingrespectmakesmore sense?a.Irespecthimforallthegoodthingshehasdone.b.Irespecthimforallthebadthingshehasdone.5.whatdoesitmeanifyoudosomethingoutofrespectforsome oneorsomething? Step3:Readthepassageandanswerthequestions..whyNewZealandwaschosenasthelocationforthefilmi ngofTheLordoftheRings?2.whatarethenamesoftheheroandthevillainofthefilm?3.wholivesorlivedinmordorandHobbiton?Step4:completethetableLocationinfilmLocationinNewZealandDescriptionoflocationmordormatamataVolcanicregionStep5:matchthewordswiththeirmeanings.breathtaking/spectaculara.alotofdifferentkindsofthings2.sacredb.importantforreligiousreasons3.epicc.tochangecompletely4.transformd.amazing5.varietye.alongfilmorstoryaboutexcitingeventsStep6:workinpairsanddiscussyouranswerstothequestion s.DoyouthinkNewZealandwasagoodchoiceforthelocationoft hesefilm?2.whichregionofchinawouldbeagoodlocationforsuchfilmsasTheLordoftheRings?PeriodFive:ReadingPracticeStep1:workinPairsanddiscussyouranswerstothequestion s.whendidthefirstEuropeansettlersarriveinAustralia?2.whatsortofcountrydiditheyfind?3.Howdoyouthinktheylived?4.Doyouthinklifewaseasyorhard?Step2:ReadtheIntroductionofthepassageandsaywhatwalt zingmatildais.choosefromthealternatives.a.anearlynationalherob.thenationalanthemofAustraliac.anAustraliandanced.asongwhichallAustraliaknowStep3:Readwaltzingmatildaandnumbertheeventsoftheson ginthecorrectorder.Thetrampputthekettleontoboil.________Thelandownerarrived.________Thetrampstartedsinging._________Thetrampsawasheep.__________Thepoliceaskedaboutthesheep._________Atrampsatdownbyatree._________Thetramp'sghoststillsingsintheriver._________Thetrampcaughtthesheepandputitinhisbag.__________ Hepolicearrived.________Thetrampjumpedintotheriver._________Step4:choosethebestanswerstothequestions..whatisthemainpurposeofthepassage?a.Todescribewhatlifewaslikein19thcenturyAustralia.b.Toexplaintheoriginsandmeaningofwaltzingmatildac.TosuggestthatAustraliancultureisverysimple.d.TotellthestoryofAndrewPatersonandchristinamacpher son.2.whydoAustralianslikewaltzingmatilda?a.ItdescribesanimportanteventinAustralianhistory.b.Australiansidentifywiththecharacteroftheswagman.c.Thewordsandmusicarebeautiful.d.Itisagoodsongfordancinganddrinking.3.whyisitasubjectofcontroversy?a.Thewordsaretoodifficultformostpeopletounderstand.b.Theheroissomeonewhobreaksthelaw.c.Itisnotclearwherethestorycomesfrom.d.Itisnotclearwhowrotethemusic.4.whatiscommontothesongandbothversionsofthestory?a.afireb.adeathc.aprotestd.atheft5.whatmakesthesongdifficult?a.mostpeopleneedaglossarytounderstandthewords.b.Thereareseveralversionsofthetune.c.Itcombineselementsfromdifferentstories.d.Theideasinthesongareoutofdate.Step5Findthewordswhichmeanthesethings:.theofficialsongofacountry_________2.quickintelligent_________3.apopularsymbol_________4.atraditionalsong__________5.thewordsofasong__________6.aworkerwhocutsthewoolfromsheep________7.theactofkillingoneself__________8.abagcarriedovertheshoulder___________Step6workinpairsanddiscussyouranswerstothequestions .whatisthepurposeofanationalanthem?2.whatcharacteristicsshouldanationalanthemhave?3.whatdoyoulikeaboutthechinesenationalanthem?4.whichothernationalanthemsdoyouknow?Doyoulikethem?课件www.5yk。
外研社高中英语选修十Module 2 备课参考
Module 2单元目标1.理解going to, take, then, there be and time的用法。
2.理解并记忆文中的词组及运用。
3.掌握课文中的语法。
Unit 1要点精讲1．词汇：ancestor, attack, background, bite, breathtaking, colony, confused, crocodile, deadly, destroy, dirt y, disaster, emigrate, embarrassed, encourage, enslave, epic, exhausted, explorer, faint, fiery, host ile, human, immediate, massive, murder, mystery, outstanding, plateau, poisonous, protect, remo te, respect, responsible, rocky, sacred, scream, snake, species, spectacular, spider, survive, swallo w, taipan, tentacle, transform, variety, visible, volcano2．短语：be home to, in trouble, in terms of, medical attention, put together3．be going to 的用法：be going to 是一种固定结构，它后面要接动词原形。
含有be going to 结构的句子中往往有表示将来的时间状语，如：tomorrow, next week等。
（1）用来表示按计划或安排要发生的动作，有“准备；打算”的意思。
这种主观意图，一般已做过事先安排，故其实现的可能性较大，其主语常是人。
We are going to have a class meeting this afternoon.今天下午我们打算开班会。
高二英语外研版选修10教案：Module2TheSecondPeriodWord版含解析.docx
The Second PeriodIntegrating Skills (I)Teaching goals 教学目标1.Target language 0 标语言a.重点词汇和短语convict, an cestor, conf used, disaster, embarrassed, en courage, exhausted, murder, hostileb.重点句子1.This was nothing compared with the way the lives of the Aborigines changed・2.Hostile relations between the European settlers and Australia's original inhabitants continued.2.Ability goals 能力目标En able stude nts to un d erst a nd the history of con vict to Australia by liste ning to the lecture.3.Learning ability goals 学能目标Help students learn how to get the main idea of the lecture.Teaching important and difficult points 教学重难点How to understand the implied meanings of some key sentences.Teaching methods 教学方法Listen for main idea, listen for specific information, group discussionTeaching aids教具准备Tape recordingTeaching procedures & ways 教学过程与方式Step I RevisionReview the passage and check the homework.Show some pictures of the four dangerous creatures described in the passage・ Let some students describe them in their own words.The n check the homework, ask the group reporters to dem on strate their info cards about other dangerous wildlife in Australia・Sample info cards:Red back spiderThe Red Back Spider is Australia's most well known deadly spider. They are found all over Australia, and are comm on in urba n areas. These spiders are usually found un der logs, rocks, bricks, sheds and outdoor toilets ・ The Red Back Spider feeds on in sects, but can take dow n small lizards and crickets ・ These spiders are small in size, the females are about lcm long and the males about 4mm long. Scorpion fishThe Scorpion fishes are widely distributed in temperate and tropical waters; it contains about 60 gen era and about 310 species ・ Fishes of this family have large heads and wide gill openings, and usually have sharp spines support!ng the dorsal fin; in some species these spines are used in defe nse agai nst attackers. Some species, such as the tropical turkey fishes or lion fishes, have venom glands in each spine. The most deadly of all fish venoms is found in the stonefish, which, when accidentally stepped on, has caused death in humans. Scorpion fishes are carnivorous, and many bear live young. Scorpion fish lie quietly on the bottom, often among rocks・Step II Pre-listeningCall students〃attention to the picture on page 20.T: What can you see in the picture? (...) Read the words below the picture・ Who can tell the meaning of "convict"?S: It refers to someone who has been proved to be guilty of a crime and sent to prison・T: Right! Now work in groups. Discuss the questions in activity 1.Possible answers:1.The convict ships happened from 1787-1868, Australia's period of transportation.2.The conditions were very poor: the food was bad, it was crowded due to too many convicts, some might even suffer from deceases without medical treatment・3.The convicts might be thieves, robbers or murders・Then deal with activity 2 and help students to deal with some key vocabulary they may come across in listening. After students have learned the meanings of these words, make sure they know how to pronounce them correctly・Note:embarrassed 一embarrassing; exhausted 一exhausti ng; conf used - confusingBackground information:Although the Dutch discovered the Australia n con tine nt in 1770, the first ship of English convicts bound for Australia did not leave England until 1787, after the British lost the American colonies and decided to use Australia as a penal colon y. “Transportation” as a punishment had been established in 1717, when most pris on ers sente need to tran sportati on were sent to the America n colonies.When Australia became a penal colony, prisoners were sent either to New South Wales or to Van DiemerVs Land. As capital punishment became less popular in England, more and more prisoners faced sentences of transportation, in most cases for seven years, but sometimes for life. What gen erally happe ned was that a criminal, charged with anything from pickpocketing to murder and most likely a repeat offender, was convicted and sentenced to either a prison term, transportation, or death (which usually was commuted to transportation). Those sentenced to transportation were taken to a Hulk, where chances of actually being sent to Australia depended on previous record and behavior. In general, approximately one third of those on the hulks actually went to Australia・ For the safety of the hulks, usually those guilty of the most violent crimes were actually transported. Typically, they were young, from London, Birmingham, Man Chester, Dubli n, and Liverpool, and had been punished before ・Once in Australia, the convicts were assigned to either the government or to traders as labor, under the assignment system in place until 1840. Under this system, their master could not punish the convict himself but could charge him and send him to a magistrate who would hear the case and decide the punishment・ After 1840, the convicts followed a probation （缓开lj） system in stead, where they were assig ned to a probati on statio n, and dependi ng on their behavior, advaneed through the different stages of probation. Usually, those sentenced to seven years could apply for a ticket-of-leave（彳段释许可证）much sooner than those with life sentences, who had to serve eight years before being eligible for the ticket-of-leave・Step III ListeningIn this step, students will listen to the lecture about the convict ships and do dome exercises・T: I guess most of you know little about the history of con vict ships to Australia .It does rft matter. Now there is a lecture about it. Look at the three possible titles in activity 3・ Which is the best title for the lecture we are going to hear? Let's listen.Play the tape・ Students listen and choose the best title.Then play the tape again and let students finish activity 4. Before play the tape, let them go through the statements and choices to get the listening points first.If necessary, play the tape more times・ Then check the answers・Step IV DiscussionIn this step, stude nts will be asked to give a deep thinking on the historic eve nt and make some discussi ons.T: Now work in groups of four and discuss the questions in activity 5・Possible answers:1.This would be a torture to their min ds. And they would feel very un comfortable dun ng the entire voyage・2.It means a big change.3.It was more serious for the Aborigines since their peaceful and quiet life was changed forever.4.Hostile relati on ship mea ns bad and unf riendly frie ndship.5.Yes.Step V Listening and writing （WORKBOOK）T: Can you name some best known animals in Australia?Ss: Koala, kangaroo, duckbill (鸭嘴兽)...T: (show a picture of kangaroo) What do you know about kangaroo?S: It has two short legs and two long legs .It has a pouch on its stomach which can hold its babies.S: Kangaroos can hop up to 40 miles per hour (74 kph) and go over 30 feet (9 m) in one hop.S: They eat grass, leaves, and roots. Roos n eed little water; they can go for mon ths without drinking, and they dig their own water wells-T: Good job! Now look at the words and expressions in activity 11. Match them with their meanings. This activity will help students remove some listening difficulties・Then play the tape. Students listen and finish activities 12 and 13.Get students to summarize how the passage is developed to describe the animal 一kangaroo. (Thiswill help with their writing practice in activity 14.)T: Koala and Kangaroo are spec讦ic in Australia・ Then what animals are specific in China?Ss: Pan da, Tibeta n An telope, Northeast Tiger; Beiji ng Swallow, Golde n Mon key ...While students give answers, teacher writes them on the Bb・T: Now suppose a foreign friend is visiting China and he asks you about typical Chinese animals. Choose one of the an imals on the Bb and write a passage about it. Your passage should in elude these information.Read the information given in activity 14.Students can also refer to the listening material while writing.After they have finished, collect some students" papers and make some comment.Step VI Summary and HomeworkT: These an imals are very rare and some are eve n facing the dan ger of disti nction. Every one should do his/her bits to protect and save these animals.1. Listen to the lecture again after class to get familiar with it.2. Finish the exercises in Language in use in WORKBOOK.。
高二英语外研版选修10教案：Module6TheFifthPeriodWord版含解析.docx
The Fifth PeriodExtensive ReadingTeaching goals 教学目标1.Target Language 0 标语言重点词汇和短语somewhat, branch, reflect, distinctly, satire, promote, societal, tycoon, rural, unmistakably, ongoing, tie in with, arguably, be viewed as, virtually, run away, relate to, relatio nship, issue, colonial, owe... to, frontier, be seen as, make fun of, ideal, environment, shy away from, embarrassed, underdog, appendage, extremely, light・ hearted, typical重点句子1.It owes little to British and French traditions.2.•••‘ it is likely to be of the "underdog" type・2.Ability goals 能力目标Enable the students to learn more about Canada: its literature and the origin of the name・3.Learning ability goals 学能目标Help the students learn how to predict the passages' themes and summarize the passages・Teaching important points 教学重点Help the students look up details in the passages.Teaching difficult points 教学难点Help the students put the events in the correct order and create their own ending.Teaching methods 教学方法Fast reading and discussion.Teaching aids教具准备A recorder, a projector and some slides.Teaching procedures & ways 教学过程与方法Step I Greetings and RevisionT: In this period, Km going to check your homework first. Take out your exercise books・(The teacher checks the students' homework)Suggested answers to Activity 2 P121:1.one2. one3. it4. one5. itSuggested answers to Activity 4:(1) like ( 2 ) still ( 3 ) places ( 4 ) still ( 5 ) could(6 ) places ( 7 ) still ( 8 ) places ( 9 ) like (10 ) couldT: Well done. I'd like you to do Activity 1 and 3 orally. Match the statements with the replies in Activity 1. Volunteers!Ask several students check the answers.T: Great. Let's move on to Activity 3・ Please match the two parts of the sentences and complete them with for or to. Ready?Check the answers.T: Ok. I have something to add. Listen to me carefully・Notes:1.It's the perfect size and color on you. On 在身上2.Have you got one 血blue? in 呈现3・ taste 一link verb・ + adj. e.g. This dish tastes good・4.available 一be available fore.g. I am now available for a talk with you. (I can spare a few minutes.)T: Good. So much for your homework. Then well learn a new passage: Canadian Literature・Step II Fast-readingT: Boys and girls, first look at the title of the passage ,z Canadian literature". Work in pairs and discuss the themes you expect to find in it. Then you are to deal with Activity 1.Students will give their guesses. Dorft tell them right and wrong.Possible guesses:nature, the frontier life in the past, how Canada relates to the rest of the world, multiculturalismStep III SkimmingT: Now read the passage and check your guesses first. Read it carefully and check the true statements about Canadian Literature in Activity 3.After a few minutes・T: Have you finished?Ss: Yes.T: Give me your answers・Ss: The true statements are: 1, 3, 5, 7, & 9 and 10.T: So 2, 4 and 6 are wrong, why?S12: Sentence 2 should be Canadian literature is greatly affected by British and French traditions.S13: The 4th sentence should be Canadian literature has a strong sense of humor in fact.S14: As for Sentence 6, the city is described as superficial.T: Well done. From these true statements, I think you have learnt about the characteristics of Canadian literature・Step IV SeanningT: Now read the passage again and try to get the details・Let the students read themselves in limited time・T: Ok, time is up. Let's deal with Activity 4. Choose the best meanings of each.Then check the answers・T: Well done. While you are reading, you must have come across difficult points. I'd like to explain some ・Notes to the text:1.somewhat — rather; in some degree; adv. 略;有几分e.g. I was somewhat surprised / disappointed・He was somewhat of a liar.2.shy away from — turn aside from; avoid;3.it is likely to be of the "underdog “ type・It is likely to do... = it is possible to ... = It is likely that...e.g. It is likely to find another way of solving the problem・It is likely that he won't come this afternoon.4.tie in with 一be connected withe.g. This accident ties in with his careless driving.T: Now look at Activity 5. Can you match the writers with the descriptions.Let Ss speak the whole sentences・T: Great!Step V Reading (Workbook)Deal with the reading passage in the Workbook・T: Tur n to Page 124 .In the limited time, you are required to read the passage by yourselves and finish off Activities 8 - 12. First look at the picture on Page 124 next to the passage and describe what is happening.S6:1 can see thick smoke and big fires here and there. So probably a fierce battle is happening here. T: Good・ Now read the passage quickly and then you are to answer the questions in Activity 9.After the students have finished readj ng, check the an swers ・T: Are you ready?57: Several European countries wanted to have colonies in north America. They include Britain, France and Spain・S8: In order to consolidate their territory, the French government sent Samuel de Champlain to establish a fortified settlement in Canada.S9: In 1750, British and French representatives met in Paris to try to solve the territorial disputes・S10: In 1756, both countries went to war officially in Canada.Sil: 9,300 troops in total fought at the battle of Quebec.T: Wonderful job! Now let's go to Activity 10. Look at the expressions from the passage and choose the correct meanings.Then check the answer.T: You have got them right・ Now look at the slide・ There are some sentences which are not incorrect order. Please put them in the correct order and add a six eve nt.S12:1 think the correct order is2-4-l-5-3.S13: I'd like to add Britain won at the battle of Quebec.T: Ok. Please read it out・ Any difficult Ianguage points?S14: What does "fortified" mean?T: Well, the original form of the word is a verb・ It means strengthen!ng (a place) against attack.S15: Is the first sentence of this passage a structure of emphasis?T: Right. The structure can be written like this: It is / was + sb. + who/ that...Ss: Many thanks, sir / Ms.Step V DiscussionT: Boys and girls, the story of whe n Britai n and Fra nee went to war must leave you thinki ng. Let's discuss the following questions (ask students to do pair work or group work) Ready?S16: With European countries like Britain and France becoming powerful in economy, they wanted to expand their power to every corner of the world to enhance their leading position in the world.50they wanted colonies in North America.517: Yes, of course・ At that time, native people, called First Nations people were living there・Actually, they had been living there for thousands of years・S18: The native inhabitants didn't like it when European countries colonized their land・ Colonizing forces there took away their land as their own, bringing with them European culture, customs, religion as well as disease which killed native people in large numbers. All of these were more insult than benefits. Thus, to some extent, colonizing life was a nightmare to native people, bringing them a world of tears and sorrow.T: It seems that all of you have got a good un d erst a nding of the passages. If you have any problems, ask your partner or ask me after class・Step VI Homework1. Activity 6 on Page 81. Discuss the questions in pairs・ The students had better make a dialogue・2.Review new words and structures.。
高二英语外研版选修10教案：Module 2 The Sixth Period Word版含解析
The Sixth PeriodExtensive ReadingTeaching goals 教学目标1. Target language 目标语言a.重点词汇和短语anthem, lyrics, resourcefulness, icon, ballad, shearer, suicide, swag, competitive, ritual, extremely, incredibly, astonishingb. 重点句子1. It is recognized by every Australian, and has attained international status as the nation’s unofficial national anthem.2. The song, however, has long been the subject of controversy.3. This is astonishing for a country of only four million people.2. Ability goals 能力目标Enable students to understand the history of the unofficial national anthem of Australia. Enable students to learn about the sporting ritual of haka in New Zealand.3. Learning ability goals 学能目标Help students learn how to understand the meaning of a national anthem.Teaching important and difficult points 教学重难点What makes Waltzing Matilda so popular among AustraliansTeaching methods 教学方法Skimming, scanning and discussion.Teaching aids 教具准备Projector, tape recorderTeaching procedures & ways 教学过程与方式Step I Lead-inAsk students about Australia’s national anthem.T: What is Australia’s national anthem?S: Advanced Australia Fair.T: Good! It was officially declared the national anthem of Australia on 19 April 1984. Do you like to enjoy the song? Let’s listen!Play the song, and show the lyrics on the screen.Advance Australia FairAustralians all let us rejoice,For we are young and free;We've golden soil and wealth for toil;Our home is girt by sea;Our land abounds in nature's giftsOf beauty rich and rare;In history's page, let every stageAdvance Australia Fair.In joyful strains then let us sing,Advance Australia Fair.Beneath our radiant Southern CrossWe'll toil with hearts and hands;To make this Commonwealth of oursRenowned of all the lands;For those who've come across the seasWe've boundless plains to share;With courage let us all combineTo Advance Australia Fair.In joyful strains then let us sing,Advance Australia Fair.T: This song, as the national anthem, is known and beloved by every Australian. But today, I amnot going to tell you about this song. We are going to learn something about Waltzing Matilda. Write Waltzing Matilda on the board.Step II ReadingSkimmingT: Now turn to page 26, read the Introduction and find out what Waltzing Matilda is. (after reading) Look at the four choices in Activity 2 on page 25. Have you got the answer?S: Yes, the answer is (b), the national anthem of Australia.T: We have just listened to Australia’s national anthem. Do you mean Australia has two national anthems?S: This one is the nation’s unofficial national anthem.T: Right! Today we will focus on this song and stories behind it. What does the Introduction mainly tell us?S: It is mainly about the origin of the song and its meaning.T: So in which paragraph can you find about its origin and which paragraph its meaning?S: Para. 4 is about the creator of the lyrics and how the lyrics came about.S: Para. 5 is about two different versions of story behind the lyrics.T: Excellent! I think you have got the general idea of the passage. Now read the passage again and number the events of the song in the correct order.ScanningLet students finish activities 3 and 4. Check the answers.Then help students learn some new words by doing activity 5:anthem, resourcefulness (resource-resourceful), icon, ballad, lyrics, shearer (shear), suicide(commit suicide), swagNote:Swagman, billabong, billy, jumbuck, squatter are Australian wordsStep III DiscussionTalk about why Australians like the song so much and the questions in activity 6.First let students read the lyrics of the song.T: After reading the lyrics, we can find the song tells about a story of a swagman. Who can tell the story in your own words?Ask a student to tell the story.Sample version:A happy swagman lived by a billabong under a tree. One day as he boiled his belly over the fire, a sheep came and drank water at the billabong. The swagman jumped up and grabbed the sheep. Then he put the sheep in his bag. At that time, a squatter and three troopers came and shouted at him. The swagman jumped up and sprang into the billabong to avoid being caught.T: Good job! We know that Advance Australia Fair was proclaimed as Australia's national anthem, on 19 April 1984. But if you ask an average Australian to sing the national anthem, chances are that they will recite only the opening lines. However, if you ask an average Australian to sing Waltzing Matilda, it is almost certain that they will sing about the swagman who stole a jumbuck and fled from the troopers with some flourish. Here I have question: Why are Australians moved by such a petty criminal?Ask students to think independently. Then ask some students to share their ideas.Show the following passage on the screen. It will help students understand the song and its relation to Australians better.One Interpretation of Waltzing Matildaby Heather BlakeyModern Australians may live predominantly in urban zones but this does not lessen the call of the outback, the lure of the bush, or lessen their need to hear yarns of pioneering ancestors who left Old England's shore, picked up lumps of gold and went on to build a nation on the back of the sheep. The setting of Waltzing Matilda is enough to fuel a deep yearning within Australians to escape from the concrete cities of the urban fringes. Waltzing Matilda is poignant because of the combination of characteristics that sum up so much of Australian spirit and life. Waltzing Matilda reminds Australians of their ancestral history, defines nationhood and fills Australians with a senseof pride that the country was built by people who had been deemed dregs, but who were courageous and innovative and built something from nothing. Australians will never fully accept Advance Australia Fair as their national anthem because it is a city-based song. Australians willalways respond to Waltzing Matilda because Waltzing Matilda has moved from being a bush ballad to a creation myth, a yarn told in a language now almost as unfamiliar as Latin, a glorious romantic tale that helps to identify and separate Australia and Australians from every other country, every other people in the world.Then let students discuss the questions in activity 6 in groups.Suggested answers activity 6:1. A national anthem arouses people’s deep national pride. By singing or hearing the national anthem, people will love and respect their motherland more. So a national anthem helps to unite its people as a whole. Besides, a national anthem also reminds people of their country’s history and inspires them to work harder for it.2. A national anthem should be inspiring, serious, and typical of the national’s musical style.3. I think the Chinese national anthem is very powerful and heart-stirring. Every time I hear it, I feel exciting and proud.4. The Star Spangled Banner is the USA’s national anthem. It reflects American’s struggle for peace and freedom. “La Marseillaise” is the national anthem of France.Finally, play the song of Waltzing Matilda for students to enjoy.Step IV Cultural cornerIn this step, students will learn something about sport in Australia and New Zealand.T: Speaking of sport, what is the most popular sport in Australia and New Zealand?Ss: Rugby.T: Right! What kind of sport is it?Ss: It’s an outdoor game played by two teams of 15 players, each on a rectangular field 110 yards long with goal lines and goal posts at either end. The object is to run with an oval ball across the opponent's goal line or kick it through the upper portion of the goal posts.T: So do you think it is competitive? (write “competitive”on the board) Competitive means relating to competition.Ss: Yes.T: Do you like watching rugby game? Can you name some strong rugby teams in the world?S: The All Black team is New Zealand’s national rugby team, and it is one of the best rugby teams all over the world.T: Thank you! Now turn to page 27. Let’s learn something about sport in Australia and New Zealand. First read the first paragraph and tell me what it is mainly about.After readingS: It tells about the similarities of sport in Australia and New Zealand.T: So what do they have in common?S: Competitive sport is very important in both countries.S: Both countries are extremely successful sporting nations.S: Both countries have very strong rugby teams.T: Look at the first question: What is astonishing about the record of the New Zealand rugby team?S: It is astonishing because New Zealand has a population of only four million people.Then let students read the rest part of the passage.After readingT: What does the rest paragraphs tell us about?S: They tell us about the ritual of haka.T: So what is haka? Can you give me definition after reading the passage?S: Let me try. Haka is a traditional Maori war dance performed by New Zealand All Blacks team before every international rugby match.T: What’s your opinion on the ritual of haka? Do you think it is aggressive and warlike? Do you think it is a good thing to have such a ritual?S: It may look aggressive and warlike, but actually it isn’t. I think it is good to keep this tradition as a sporting ritual. It sure will bring the whole team together and go for success. It is also a good chance for New Zealand to publicize its tradition and culture to the world.T: Now look at question 2: Are there any sporting rituals in China like the haka?S: No.Notes:1. incredibly, extremely: very2. astonishing: so surprising that it is difficult to believe= amazing3. Compare respectful and respectablerespectful: feeling or showing respectrespectable: someone who is respectable behaves in a way that is considered socially acceptableStep V Reading (WORKBOOK)T: Have you heard of James Cook? (…) Look at the picture on page 100. Then answer the questions in activity 6 on page 99.Students work alone. Their answers will be checked after they read the passage.Give students a few minutes to read the passage.T: Have you finished? Now let’s answer the questions together. Which century did he live in? Ss: the 18th century.T: What nationality was he?Ss: British.T: What did he do?Ss: He was an explorer.T: So who got all the answers right? Put up your hand please.…T: Now look at the events in activity 7. They are all related to James Cook. Scan the passage and number the events in the correct order.After they finish, check the answer together.Then let students finish activity 8 and 9. Check the answers.T: This passage mentioned another explore. Who was he?Ss: Abel Tasman.T: What did he discover in the Pacific Ocean?Ss: New Zealand and the island of Tasmania.T: Yes. He was a Dutch explorer. In 1642, Anthony Van Diemen, Governor-General of the Dutch East Indies, commissioned Abel Tasman, a sea captain employed by the Dutch East India Company, to undertake a voyage to the unknown south seas. Leaving Batavia in August, 1642, Tasman first set a course towards Mauritius, then sailing southward, and later easterly, he reached inNovember, 1642, the west coast of Tasmania, which he named Van Diemen's Land. The names of his ships -- Heemskerck and Zeehaen -- survive in the names of two mountains, the first land he sighted. Two years later, on another voyage, Tasman sailed along the northern coast of Australia (which became known as "New Holland") from Cape York to North West CapeStep V HomeworkLet students finish TASK in groups of four by following the instructions. At the beginning of the next period, ask some groups to present the map they have made to the class.附件I. 重、难句解析1. Few people survive a meeting with a box jellyfish. … Victims only survive an attack if they get immediate medical attention. (P16)survive, [intransitive and transitive] to continue to live after an accident, war, or illness Only 12 of the 140 passengers survived.She survived the attack.people who survive cancer2. After contact, the victim usually leaves the water screaming and faints on the sand. (P16) leaves和faints是并列谓语动词，screaming是现在分词做leaves的伴随状语。
高二外研版选修八备课资料：module_2_教案_the_fifth_period_writing
The Fifth Period WritingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇overnight, ferry, ornate, reckon, anecdote, authentic, burglar, antique, basement, calculate, chief, circulate, courtyard, crossing, crossroads, dash, debt, drawback, inspiration, inspire, liberty, merely, movable, official, outcome, parcel, precise, press, puzzle, seek, spokesman, squeeze, substitute, superb, tentative, widespreadb. 重点句子It was a short ride.We spent today looking at houses.She reminded me that we were going to see the most famous painting in the world ...2. Ability goals能力目标Enable the students to write a diary and letter to a newspaper.3. Learning ability goals学能目标Help the students learn how to write a diary.Teaching important points教学重点Get the students to know what to write about a tour.Teaching difficult points教学难点Help the students master how to write a diary.Teaching methods教学方法Demonstration and cooperation.Teaching aids教具准备A projector and a computer.Teaching procedures & ways教学过程与方式Step Ⅰ Revision and lead-inT: Good morning / afternoon everyone!Ss: Good morning / afternoon, Sir / Madam!T: Welcome to my writing class. Please turn to Page 22. Look at the form of the passage. Can you tell me where it comes from?S: A diary.T: Yes. Keeping a diary is one of our tasks today. I want to know who has the habit of keeping a diaryin our class?Many students will raise their hands.T: Very good. Keeping diaries is a good habit. What language do you use when keeping your diary? Ss: Chinese.T: Is it easy or difficult to keep a diary?Ss: Easy.T: Don’t be so proud. Keeping diaries in English is quite a different task. Do you want to know how to keep a diary in English?Ss: Of course.T: Follow me. Let’s take the passage as an example. Firs t, read the passage quickly and get the general idea of the writer’s experience by answering the questions in Activity 2. Are you clear? Ss: Yes.After a few minutes.T: Stop here. Question 1, any volunteers?S: He is very familiar with Amsterdam, so I guess he must have gone there before.T: Good. Next one?S: Because many of the roads follow the canals, which are not straight but are shaped like horseshoes, it is not easy to find your way.T: That’s right. We all know that when walking on a straight stre et, it is not easy to lose your way. Who can answer the third question?S: Because in Amsterdam, house owners are taxed on the width of the house, so they try to build their houses narrow in order to cut down the tax.T: It is so interesting, isn’t it? Now let’s go on.S: The writer thinks his art is excellent.T: As we now know, the writer spent three days there. Did he / she have a positive impression of the city?Ss: Yes.T: Can you tell me whether the style is formal or not? And how do you know?S: The style is informal. From the sentences such as “Well, that’s what Claire says”, “Tomorrow we are going to rent bikes”, we can see the writer just wants to tell us his/her experience in a casual way.StepⅡ Writing a postcardT: Well done. Suppose you are a visitor to Amsterdam, and you have three postcards to send to your friends. The pictures on the postcards are related to the places visited by the writer. But you must write a short introduction which is about 50 words on each card. In other words, use the important information to write a summary of each paragraph of the passage. Got it?Ss: Yes.T: Now, get down to writing please.The teacher gives the students some time to write the summary, and then ask three of them to read out their summaries.Sample versions:Picture 1: This is Van Gogh, who is generally considered the greatest Dutch painter. He powerfully influenced the current of Expressionism in modern art. His works, all of which were produced during a period of only 10 years, hauntingly conveys through its striking colour, coarse brushwork, and contoured forms the anguish of a mental illness that eventually resulted in suicide.Picture 2: This is the road condition in Amsterdam. Many of the roads follow the canals which are not straight, so it is easy to get lost. And because it always takes a long time to reach yourdestination, most people don’t walk, travelling by train, by bus, by bike, or by boat. Picture 3: Look at the astonishing houses here. The houses are tall and thin, and many of them havea fantastically ornate Renaissance appearance. House owners build their houses narrow tocut down the taxes.Step Ⅲ Writing a diaryT: Good. Now let’s learn how to write a diary in English. When we write a diary, we usually write down the date and the weather condition in the first line, and then the body of the diary in simple words. Do you know what tense we often use in a diary? And why?S: We use the past tense. Because what we write in a diary are the things which happen before you write them down.T: Yes, very good. And then you can write down the things that happened in the day. In fact, a diary is a narrative. When we write a narrative, we must include the following factors: the subject, the incident, the reason, the process, the place, and the result. In order to make it clear, look at the form on the screen. I will explain the factors one by one.Show the form on the screen and while explaining each term, the teacher will show them out.T: When you keep a diary, you must make sure it contains the following information, that is “who”, “what”, “how”, “where” and if necessary “why”. Are you clear?Ss: Yes.T: These are the basic rules that you should pay attention to when you are writing. If you write all these information clearly, and add something more vivid, your composition will be a good one. Do you have confidence to keep a good diary in English?Ss: Yes.T: Now, look at Activity 5 on Page 23. Try to finish writing it as quickly as possible. Later we will deal with another task.Then the students will begin to write their diaries. During this period, the teacher can go among them to offer some necessary help. After they finish, ask one or two of them to read their work. Sample diary:Sunday CloudyThe train began to slow down. Looking out of the window, I could see lines of ponds, out of which fish occasionally jumped. This astonishing sight refreshed me immediately. I jumped out of the train the moment it stopped. Getting out of the station, I took a deep breath, looked around, and was ready to explore the town I dreamt of visiting for so long. Roads here are very straight and clean. On each side of the road, there are many beautiful flowers and pitches of grass. The friendly people here live in houses built with bricks. Everything here is new and interesting to me. Tomorrow I will go to visit the most famous place in this town — the Town Hall. I was so excited that I could hardly go to sleep that night.Step Ⅳ Reading and writing (Workbook: P101)ReadingT: Now let’s visit the most famous city in Italy — Venice. What do you know about the city?S: Venice is a city of northern Italy. What I can remember about it are all wonderful things, the beautiful water, gondola, pizza, the Bridge of Sighs and so on.T: Yes, it is true that Venice is one of the most beautiful cities in the world. But now it is endangered. Do you want to know what has happened? Please turn to Page 101. First read the passage and tell me the answers to the questions in Activity 12 on Page 102.The students are eager to find out what has happened to Venice. They begin to read the passage. Some time later, the teacher checks the answers with the whole class.Sample answers:1. If I lived in Venice, I would sleep in a boat.2. The wonderful architecture is supported by huge sections of trees pushed deep into the earth under the water.3. Wood is destroyed by a combination of air and water; but under the earth there is no air, so the wood has survived for so long.4. In the 20th century, people should have kept the water level at a proper height.5. The height of the sea is going up all the time across the world, and the whole of the northeast of Italy is moving downwards, and taking Venice with it.6. The writer is not quite satisfied with what the government has done, in fact the writer writes this article to urge the government to take action as soon as possible.T: Very good. Now I will give you another task. Read the passage again, make notes of four good reasons why Venice should be saved.After a few minutes.T: Now give me your reasons.S: Buildings in Venice are supported by huge sections of trees pushed deep into the earth under the water. This kind of architecture can’t be found in other parts of the world.S: The unique location of Venice makes it a commercial center in Italy.S: Venice was a city prospering in the Renaissance, so we can find many historic places in the city. S: Venice is a very beautiful city.Writing a letterT: OK. I think all of us want Venice to be saved. So we must do everything we can to save the city. First we must let more people know the problem. Now let’s write a letter to a newspaper explaining why Venice is in danger and why it should be saved. You can use the reasons you gave just now.Sample letter:Dear Editor,I am writing because I am very worried to hear that Venice is in danger. As a consequence ofglobal warming, the height of the sea is going up all the time. The whole of the northeast of Italy is moving downwards, and taking Venice with it. It is so terrible. As is well known to all, Venice is one of the most beautiful cities in the world. It is not only a city of historic importance, but also it is a commercial center in Italy. There are many famous historic places which millions of visitors visit every year; there is world famous food — Pizza; there is unique architecture which we can not find in any other part of the world. We can say Venice is a pearl in Europe. If we don’t take action, we will lose this precious jewel forever. Please call on the government to come up with a solution as soon as possible.Thank you very much!Yours sincerely,Li HuaStep Ⅴ Homework: TASKT: After class, please write a description of your favourite Chinese painting for visitors. You can use some of the vocabulary you have learnt in this module.Sample version:This Chinese painting was entitled Illustration to the Admonitions to the Court Ladies. Attributed to Ku K’aichih, it is probably a ninth or tenth century copy. The painting was finished with ink and color on silk. This long hand scroll illustrates a book of instructions for female court members. In the scene at left, the emperor sits on the bed of a concubine and casts a doubtful look at her. The text to the right reads, “If the words that you utter are good, all men for a thousand leagues around will make response to you. But if you depart from this principle, even your bedfellow will distrust you.” The scene at right shows a court lady having her hair done. Note how the text serves to separate the two visually related scenes. The slight use of shading, as in the bed curtains, for instance, is an example of outside influence on Chinese painting and came to China with Buddhism from India.。
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The Fifth PeriodIntegrating Skills (II)Teaching goals 教学目标1. Target skill 目标技能Writing instructions2. Ability goals 能力目标Enable students to write instructions on how to make an adventure trip.3. Learning ability goals 学能目标Help students learn how to write instructions on how to make an adventure trip.Teaching important and difficult points 教学重难点The skills of writing instructionsTeaching methods 教学方法Guided writingTeaching aids 教具准备Projector and slideTeaching procedures & ways 教学过程与方式Step I Revision and Lead-inCheck the homework. Help students to summarize the use of prepositions in exercise 4 on page 98.Tell students a story happened in the May Holiday of 2006: A Beijing female hiker lost her life during her trip in Kubuqi desert of Inner Mongolian.T: Actually, many people lost their lives during their exploring activities or adventure trips. One of the causes is that they didn’t get well prepared for the trips. One should make full preparation before starting a trip. For example, if you want to make a trip into a remote area of Australia, you need to know some instructions and plan your trip carefully. Now can you say some instructions for such a trip?S: Take a local map and compass with you.S: Bring enough food and water.S: …T: Good points! Now turn to page 24. Read the instructions in Activity 1—How to survive the desert.After students finish readingT: These are some basic rules one should remember before making a trip into a remote area of Australia. What would happen if you didn’t check the tyres of your car and got a flat tyre on your way? What if you lost your way and couldn’t get access to the outside world? What would happen if you didn’t take any first aid and got ill? Can you imagine? So it’s very important to learn the instructions before you start an adventure trip. Today we’ll learn how to write instructions.Step II Pre-writingT: Now scan the instructions in Activity 1 again and summarize its characteristics. (…) What have you found out?S: The sentences are short and brief.S: Imperative sentences are used.S: The instructions are listed one by one instead of being put in a paragraph.T: Good observation! Now look at Activity 2, here are some tips for writing instructions. Read the tips and find examples of them in Activity 1.Ask students “which points give instruction?”“which explain dos and don’ts?”“which add important information about how, and when to do something?”“which give advice?”Then check the answers.Step III WritingIn this step, students will practice writing instructions.T: The instructions about how to survive the desert are very important and helpful, but there are not enough. Now read the passage, write more instructions and add them to the ones in Activity 1.Before students start writing, let them read the skills of writing instructions on the right and keep them in mind while composing their instructions.Sample instructions:Slow down or stop immediately if you see animals on the road (give advice)Keep to the existing tracks while driving (give instruction)Don’t drive in places you are not supposed to (dos and don’ts)Don’t burn or bury your rubbish, put it in a plastic bag and take it home (dos and don’ts)Don’t use soap when you bath in a river (dos and don’ts)Step IV PracticeT: Nowadays, more and more people show interest in diving. Diving in the oceans can be very enjoyable and fun. Do you want to have a try? (…) Before you go diving, there are some rules for you to remember. Let’s take a look.Show the following on the screen.Scuba diving rules and safetyFollow your guide’s instructions.Never do decompression dives.The maximum depth of any dive is 100 feet or 30 meters.Make a safety stop after every dive. Three minutes at 5 meters or 15 feet.Make the deepest dive first and don’t make repetitive deep dives.You should finish your dive with 500 p.s.i or 40 bars of aid in your tank.If you lost the group, search for them for a minute and if it is not possible to locate them, resurface.Never leave an unattended tank on the deck.Always dive with your buddy.Don’t touch or disturb the animals or plants, you can be bitten or stung.Don’t collect anything from the oceans, only remove the rubbish.Don’t go outside of the diving or snorkeling area specified by your guide.Keep yourself safe of nitrogen; don’t go to the limits of the diving tables or computer.Never attempt to snorkel or dive if you are not sure that you can manage the situation.Be sure that your guide, the boat driver, or another person is supervising you at all times.If a problem arises on the surface, be calm and maintain positive buoyancy.If you are caught in a current, don’t fight against it. It is better to relax, float, and make signals to the boat.Let students summarize the skills used in the instructions above. For example, write a clear heading (skill)—Scuba diving rules and safety (example)Step V Speaking and writing (WORKBOOK)T: Do you want to visit Australia? (…) Here is an opportunity. Turn to page 102. Read the advertisement: A big opportunity to visit Australia. Then discuss if you would like to go on the study visit to Australia.After discussionT: How many of you would like to go on the study visit? Put up your hand please. (…) OK, it seems all of you want to go on the visit. But before you get the opportunity, you need to know something about this country. What do you know about Australia, the modern Australia? The history? The geography and wildlife? Now work in groups and talk about these topics. Make notes.Give students a few minutes to discuss and make notes.Then ask some groups to share their information with the class.T: Since all of you want to go, please write an application letter. Look at the instructions in activity 17. Your letter should include the information given. Now follow the instructions and write your letter.Sample application letter:Dear Sir or Madam:I am writing to apply for the opportunity to visit your country. I am senior high student. I am from Beijing, China. My favorite school subjects are maths, English and geography. I have learned English for five years, and I can speak a little English. I can also read simple English stories and news articles. I would like to study law in your country. I am very interested in law and my dream is to be a lawyer.I know Australia is a developed country with very advanced education system and economy. Australia is a tourist country. It has the most breathtaking sceneries in the world. Australia remained undiscovered and unknown until late 18th. Captain James Cook from Englanddiscovered it during one of his voyages to the Pacific Ocean. In the years following, many European convicts were ship transported to this land. The northern Australia enjoys a tropical climate, and southern Australia a temperate one. Australia is home to millions of wildlife, many ofwhich are very rare and could be found only in Australia. For example, kangaroo, koala, platypus, wombat, emu and etc.I would like to make the study visit because I want to improve myself. Firstly, I can improve my English. Secondly, I would like to study law there. Of course, I would like to visit some of its beautiful tourist attractions such as Great Barrier Reef, Rainforest, Opera House and etc. Looking forward to your reply.Yours sincerely,Wang Jie。