高中英语 Unit 2 Period 3 A sample lesson plan for Using Language教学设计 新人教版选修8
2018版高中英语北师大版必修一讲义：Unit 2 Period Three Lesson 3 Sports Stars
Period Three Lesson 3Sports StarsⅠ.重点单词1．adj.卓越的2．adj.灵巧的，熟练的n．技巧；技能3．adj.差劲的；无用的adj.有用的v t.使用；利用4．adj.不平常的adj.平常的5．n．暴力，暴行adj.暴力的6．v i.比赛，竞争n．比赛n．竞争者，对手adj.竞争的；比赛的7．adj.令人惊异的adj.惊奇的，吃惊的8．n．竞赛；事件9．ad v.幸运地adj.幸运的10．n．运动员Ⅱ.重点短语1．对某人要求严格2．和……竞争3．表达对……的兴趣4．结束5．取得进步Ⅲ.重点句式1．when引导的定语从句In a recent interview，Venus spoke about the time she and Serena were practising tennis and they had to run and hide as bullets started flying through the air.在最近一次采访中，维纳斯说，那个时候她和莎莲娜练网球时，一路得跑着躲闪空中穿梭的子弹。
2．since then与现在完成时连用Finally，in 1991，the sisters and their family moved to a safer area and since then they .最终在1991年，她们举家搬到一个较安全的地区，从此再也没有到故地造访过。
3．“while＋分词”的省略结构Brandi，the sisters’ mother，taught her daughters at home so that they completed their high school while (develop) their tennis careers.妈妈布兰蒂则在家中教两姐妹文化知识。
这样，才使她们既没有间断网球生涯，又能顺利地完成高中学业。
高一英语教案：Unit 1《Festival around the world》教学设计3(新人教必修3)
Unit 1 Festival around the worldPart 1 Teaching Design第一部分教学设计Period 3 A sample lesson plan for Using Language(A SAD LOVE STORY)IntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students read, listen, write and speak in English, making use of the focused words, expressions, structures and topic ideas covered in this unit. Warming up by talking about “carnival” is to be followed by listening and speaking. Reading is done by having students reading and underlining. Then speaking and acting are carried out based on the reading. A guided writing is then offered. Further applying（Finding information，Writing letters）is presented here for the teacher’s choice. To end the period students may be asked to read the poem on page 8.ObjectivesTo help students read the passage A SAD LOVE STORYTo help students to use the language by reading, listening, speaking and writingProcedures1. Warming up by talking about “carnival.”3. A festival or revel: winter carnival. carnival, communal celebration, especially thereligious celebration in Catholic countries that takes place just before Lent. Since earlytimes carnivals have been accompanied by parades, masquerades, pageants, and otherforms of revelry that had their origins in pre-Christian pagan rites, particularly fertility ritesthat were connect ed with the coming of spring and the rebirth of vegetatio n.In recent times, the term carnival has also been loosely appli ed to include localfestivals, traveling circuses, bazaars, and other celebrations of a joyous nature,regardless of their purpose or their season.2. ListeningThere is a big and famous carnival in Trinidad every February. Li Mei and Wu Ping are there. Listen to the tape and answer the questions on page 6.3. SpeakingYou have visited America and you have returned home to China. You are phoning your friend in America to thank him for the visit. These expressions might help you.Could/ Would you please…?I’d love to…It’s very kind of you…I look forwa rd to…Thank you very much/ Thanks a lot. It was a pleasure…You’re most welc ome. Don’t mention it.4. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage A SAD LOVE STORY. Copy them to your notebook after class as homework.Collocati ons from A SAD LOVE STORYmeet sb. at the coffee shop在咖啡店遇到某人, after work下班后, turn up突然出现；到场；调低（收音机等）, right now, laugh at 嘲笑, keep one’s word守信用；履行诺言, look forwardto ~ing期待做某事, all day整天, be alone with sb.与某人在一起, be like a fool像个傻瓜,hold one’s breath屏息；屏气, drown one’s sadness in coffee, it is obvious that…显然……,wait for…to leave等待……离开, wipe the table擦桌子, sit down坐下, turn on the TV打开电视, a weaving girl织女, a herd boy牛郎, fall in love with与……相爱, get married secretly秘密结婚, be married to sb.嫁给/娶了某人, become angry变得生气, return to Heaven,cross the river过河, once a year一年一次, make… of…, on the seventh day of theseventh lunar month每年七月初七, hear about听说, set off for home动身回家, throw…away, remind sb. of…提醒某人想起……, pass… on the corner on one’s way home在回家路上, hear…~do/ ~ing, wave at sb. 向某人挥手, have a gift for sb.给某人一个礼物 ahappy Valentine’s Day一个快乐情人节5. SpeakingTurn to page 8 and with a partner, find the answers to the questions:①Why did Li Fang feel like a fool? →Because he was alone and heart-broken.②What was Li Fang afraid t hat Hu Jin was doing? →She could be with her friends laughing at him.③How did Li Fang know the manager wanted to shut the coffee shop? →He saw the manager wipe the tables, sit down and turn on the TV.④Why do people want the weather to be fine on Qiqiaojie? →Because if it rains Zh inu would weep and the couple wouldn’t be able to meet.⑤What is the reason why Li Fang and Hu Jin did not meet on time? →For Li Fang had gone to the wrong place to meet Hu Jin. They should meet at the tea shop.⑥Why was Li Fang so worried at the end of the story? →Because he had no gifts for Hu Jin.6. Acting a text playNext we are going to put the text A Sad Love Story on stage, that is, to play the story.（用原版）A text play of A SAD LOVE STORY(Time: Valentine’s Day; Place:the coffee shop and the tea shop; People: Li Fang, the coffee shop manager and Hu Jin )Li: (heart-broken) (to the manager) What time is it now, Sir?Manager: It is ten to ten. Are you waiting for someone here?Li Fang: Yes, I am meeting my girl friend here. She said she would be here by seven o’clock. Itis almost ten now. We agreed to meet here, at this coffee shop after work. But she has notturned up yet.Manager: You look heart-broken. Don’t worry. I am sure she will be here very soon. Maybe sheis with someone right now, doing something. But she will keep her word.Li Fang:I don’t think she will come to meet me. I look forward to being alone all my life. She is laughing at me. Oh, my God. I look like a fool, being alone on this Valentine’s Day, with nobody loving me in this world.Manager: So hold your breath for me to calm you down. Don’t drown your sadness in coffee.Li Fang:It is obvious that you want me to leave, don’t you? What ar e you doing? Are you wiping the table? Why did you sit down and turn on the TV?Manager: No, I won’t ask you to go. Look! It’s a sad Chinese story about love, on TV.Li Fang: I do not watch TV plays very much.Manager: But this one you must watch! It tells about a weaving girl and a herd boy. They have fallen in love with each other.Li Fang: Are they married?Manager:Yes, they got married secretly. But the mother of the girl, the Goddess, doesn’t lik e her daughter to be married to a human. See she becomes angry and orders her to return to the Heaven.Li Fang: How about Niulang? Will he follow the girl back to the Heaven?Manager: Yes, he tries to follow her. But…Li Fang: But what?Manager: See the river? The Milky Way? It is impossible for this boy to cross the river.Li Fang: I see. The mother has decided to let the couple meet once a year. But how do they cross the river, the Milky Way?Manager: The heavenly magpies make a bridge of their wings so the couple can cross the river to meet.Li Fang: When do they meet?Manager: They meet once every year on the seventh day of the seventh lunar month.Li Fang: The TV play is over and I have to be off now, to meet my girl. But where is my girl?Hu Jin:Why? It’s you, Li Fang? Why didn’t you come to meet me? I have been waiting for you ever since 7 this evening.Li Fang: I am heart-broken. You leave me alone in the coffee shop, waiting for you the whole evening. Are you in love with someone else?Hu Jin: I was waiting for you at the tea shop. Did you forget that we agreed to meet there?Li Fang: Is it the tea shop, not the coffee shop?Hu Jin: Absolutely!Li Fang: Sorry! I apologise to you. My memory failed me.Hu Jin: So you set off for home? Anyway you are here. Now here you are, the gift from me. Youknow it’s the Valentine’s Day?Li Fang: But, but I have thrown mine away?Hu Jin: Why?Li Fang: Because I don’t want them to remind me of you. I thought you would never turn up infront of me, to see me, to love me.Hu Jin: I passed a man on the corner on my way here looking for you. I heard him singing thesong of Qiqiaojie. I thought it was you. So I waved at him. But it turned out to be a stranger.Li Fang:Could you forgive me? I have no gifts for you on this happy and sad Valentine’s Day.7. Writing an imagined and different ending to the story of Li Fang, beginning with:As he sadly passed the tea shop on the corner on his w ay…8. Writing a descriptionTo inform the foreigners of the Chinese culture, you are to write a description of Qiqiaojie in English. You may begin like this:Love story for this day is about the 7th daughter of Emperor of Heaven and an orphaned cowherd. They were separated by the Emperor. The 7th daughter was forced to move to the star Vega and the cowherd moved to the star Altair. They were allowed to meet only once a year on the day of 7th day of 7th lunar month.9. Finding informationGo to the library to read or get online to search in order to find more information on festivals and celebrations. Take notes of your finding and report to your group mates next period.10. Writing lettersWrite a letter either to Zhinu or Niulang, telling about the modern life and the modern love.11. Closing downClosing down by filling a form Make use of the text and others to fill in the form.Closing down by describingthe stars ofVega andAltairTo end this period, I am going to ask you to write a short passage to describe to the class the two stars of Vega and Altair which are related to Qiqiaojie, the Chinese Valentine’s Day. For reference:The StarsThe star Vega (Weaving Mai d) is the 5th brightest star in the sky. Therefore, it's very easy tofind in the summer night. The size of Vega is 16 times bigger than the Sun. The temperatureon its surface is more than 10,000 degrees. The brightness of Vega is 25 times brighter thanthe Sun. It's 25 light years away from the Earth.The star Altair (Cowherd) is the 11th brightest star in the sky. Therefore, it's notdifficult to find in the summer night. The size of Altair is 4 times bigger than the Sun. Thetemperature on its surface is about 8,000 degrees. The brightness of Altair is 11 timesbrighter than the Sun. It's 17 light years away from the Earth.TWO SAD LOVE STORIESOF Li Fang and Hu JinOf Niulang and Zhinu。
人教版高中英语教案必修1第四单元
人教版高中英语教案必修1第四单元Unit 4：EarthquakesPeriod 1: A sample lesson plan for reading(A NIGHT THE EARTH DIDN’T S) LEEPAims：To listen and talk about natural disastersTo read about earthquakesStep I. Warming up1.Warming up by asking some questions：(1) Have you ever experienced any natural disasters?(2) Can you name all the disasters?(volcano, fire, sandstorm, typhoon, hailstone, thunderstorm, flood, hurricane, earthquake, mudflow)(3) Have you ever experienced an earthquake? Can you describe how terrible an earthquake is?(The earth is shaking; All the buildings will fall down; Many people will die and homeless; Many children will become orphans.)2. Warming up by discussingNow, look at the pictures of Tangshan and San Francisco in warming up and describe what you see in the pictures. (beautiful cities; broad roads; tall building; large population.)(4) What will happen if there has been a big earthquake in these two cities?As we all know, earthquakes are disasters to everyone. But can we avoid or at least reduce the loss caused by earthquakes? Can we foretell earthquakes?Now let’s come to Pre-reading and decide what may happen before an earthquake comes.Step II. Pre-reading1.Talking and sharingWhat are the signs of an earthquake?(e.g. Cows, pigs and dogs become too nervous too eat.The mice will run out of the fields looking for places to hide.The water in the wells will rise and fall.Walls of the houses in villages will have deep cracks.There will be bright lights in the sky….)2. Imaging and sharingImagine there is an earthquake now, your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?Step III. Reading1. Listening and fast readingNow, let’s come to the text “A NIGHT THE EARTH DIDN’T SLEEP” andsee what it tells us. Please listen to the text and get the general idea of the passage. You should pay attention to the first sentences of each paragraph. In what order is the text written?(The text is written in time order. The general idea is the mixture of the first sentences of each paragraph, that is, the text tells us something that happened before the earthquake, during the earthquake and after the earthquake.)2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them in your notebook after class as homework.a smelly gas, come out of, in the farmyards, too nervous to eat, run out of, look for place to hide, water pipes, think little of sth., as usual, it seemed that, at an end, one hundred kilometers away, one-third eight kilometers long, thirty meters wide, cutacross, in ruins, be injury, the number of, reach more than 400, 000, everywhere, everything was destroyed, be gone, blow away, sth. be not safe for, tens of thousands of, give milk, half a million, instead of, be shocked, later that afternoon, be trapped under the ruins, fall down, all…is/was not…, hundreds of thousands o f, dig out, the dead, to the north of, coal mines, built shelters, fresh water3. Reading aloud and translatingNext, we are going to read aloud the text and translate it into Chinese.4. Reading and transforming informationRead the text again and answer the following questions.11. What natural signs of coming disaster were there?2. Can you think of some reasons why these signs weren’t noticed?3. Can you describe the disaster caused by the earthquake?4. What events and situations probably made the disaster worse?5. How were the survivors helped?6. Could anything more have been done to help the survivors? Why or why not?5. Discussing writing styleAs you have understood the general idea of the text, I still put more questions to you.1. From whose point of view are events described? How do you know?(A writer who didn’t see the quake uses the third person “they” when he writes.)2. Why do you think the writer chose to express her feelingsabout the quake rather than simply report what happened?(Although the writer was not there he felt sad for the people of Tang Shan. He knows that giving some feelings will make the reading more interesting.)3. Why is the title “A NIGHT THE EARTH DIDN’T SLEEP”?(As usual, night is the time to sleep, and night should be quiet and safe. But that night everything changed. The writer used it as a title to show how terrible and how unusual that night is.)6. Reading and understanding difficult sentences.If you have some difficult sentences to understand, come to me for help.Step IV. PracticeDo the comprehending Exercises 1, 2 and 3 on page 27.What should you do during an earthquake? Look at the given situation and discuss in pairs.(1) If you are OUTDOORS, …(2) If you are in a HIGH BUILDING, …(3) If you are DRIVING, …(4) If you are HA VING CLASS, …(5) If you are in a CINEMA, …What should you do during the earthquake?Situation:(1) how to rescue those still trapped in the ruins;(2) how to take care of the survivors;(3) how to repair buildings that survived the earthquake;(4) what to do with the buildings that survived the earthquake;(5) where to find people to help build a new city;(6) how to teach children about earthquake safety;(7) where to put information for survivors and their families;(8) how to plan for further disasters.Period 2: A sample lesson plan for Learning about Language (The Attributive Clause: that, which, who, whose)Aims: 1).T o learn about the usage of who, which, that and whose in the Attributive Clause.2) To discover useful words and expressionsStep I. Warming upWarming up by discovering useful words and expressions. And then do the exercise on page 27.Step II. Learning about language1. Reading and findingTurn to page 26 and read the text A NIGHT THE EARTH DIDN’T SLEEP. Tick out th e attributive clauses in the reading passage and translate them into Chinese.2. Doing Exercises 2 on page 28Turn to page 28 and do Exercise 2 in pairs.Step III. Materials for Relative Pronouns: which, that, who whom whoseWhat are Relative Pronouns?Relative pronouns are special pronouns which can connect the antecedent(先行词) and the attributive clause. Also they can be used as a part of the attributive clause. Here are some important differences: 1．Which / that: referring to things, can be used as a subject or an object in the attributive clause; when they are used as an object, they can be omitted:The plane is a machine that/which can fly.The school (that/which) he visited last week is to the south of the city.2. that/ who/whom: referring to a person, can be used assubject or object in the attributive clause; whom can be used as an object:The girl (that/whom/who) we saw yesterday was Jim’s sister.The man that/who is talking to my father is my math teacher.3. whose: referring to a person or a thing, can be used as an attribute in the attributive clause:This is the writer whose name is known all over the world.The room whose window faces south is mine.4. Before everything, anything, everybody, anybody, all, the best +n, thefifth +n, we use that instead of which:All (that) I need is time.This is the largest factory (that) I have ever visitedThe sixth lesson (that) we are learning is the most difficult in Book Two.5. We can’t use that in a Non-Defining Attributive Clause:I have lost the pen, which I like very much.I have two sisters, who are both teachers.Step IV. QuizNow you are going to take a quiz on Relative Pronouns.Fill in the blanks, using which, that, who, whom, whose.(1) The force -------causes everything to fall towards the ground is called gravity.(2) A friend -------- helps you in time of need is a friend indeed.(3) Do you know the girl------- parents are teachers in our school?(4) The woman ------ I spoke to just now is my English teacher.(5) He saw a house------- windows were all broken.(6) Everything------- can be done today mustn’t be donetomorrow.(7) Can you think of anyone--------- could look after him?(8) This is the best hotel-------- I know.(9) The man------- I saw told me to come back today.(10) Those-------- want to go to the Great Wall write down your names here.(11) He talked a lot about the teachers and the schools-------he had visited.(12) The ninth lesson --------we are learning is the most difficult in Book One.(13) Mount Blanc(勃朗峰),-------- they visited last month, is the highest mountain in Europe.(14) We know all the teacher-------- work in our school.(15) The house in -------Lu Xun once lived is a museum now.(16) The house -------Lu Xun once lived is a museum now.(17) The house-------- Lu Xun once lived in is a museum now.(18) You can take any room---------you like.(19) He showed a machine------ parts are too small to be seen.(20) The sports meet was put off, ------- was exactly what we wanted.Answers to the exercises: (1)which/that (2)who/that (3)whose (4)whom/that/who (5)whose (6)that (7)that (8)that (9)that/whom/who (10)who (11)that (12)that (13)which (14)that (15)which (16)in which/where (17)which/that (18)that (19)whose (20)whichPeriod 3: A sample lesson plan for Using Language(A letter from Zhang Sha)Aims: 1). T o read and speak about traveling. 2). T o write a letter describing feeling about traveling Step I. Warming up1. By discussingHave you ever written a speech? What is a speech?Speech means an act of speaking formally to a group of listeners. What do you have to consider when you are writing a speech? Please discuss it in pairs1. Who is the audience?2. How can we express ourselves clearly?2. By readingWhat should you include in your speech when you try to write one? Read the letter on page 29 and imagine you are the student who was invited to give a speech. Now write a short speech, in which you should follow the points in exercise 3 on page 29.Step II. Reading and underliningRead the letter and exercises again and underline all the useful expressions or collocations in the letter. Copy them in your notebook after class as homework.Collocations from the lettercongratulations，be pleased to do sth，win the high school speaking competition，a group of five judges，all of whom，agree，be proud of，open a new park，honor those who died in the terrible disaster，would like to do，have you do sth，as you know，invite sb. to do sth，on that special day，at the beginning of，thank sb, for doing sth，honor sb. for sth，be known as，encourage sb. to do sth，be happy to do sth，collect stamps，lose one’s lifeStep III. ListeningWe’ll listen to a story about a person who experienced the 1906 San Francisco earthquake. Listen and try to get some details that exercises 1 and 2 request.Step IV. Guided writing (SB. page 31)1. Making a introductionHave you ever read a newspaper story? Now turn on your books to page 31 and look at Writing. Read the brief description about how to write a newspaper story. Compare a newspaper story to a short story and answer the following questions.1). What should you write before writing a newspaper story? (outline)2). What should a newspaper outline have?(a headline; a list of main ideas; a list of important details)3). Why a headline is needed?(It can tell the readers what the topic is; it c an also attract the readers’ attention)4). How can you finish a newspaper story?(First, you should write a headline, then organize your main ideas into paragraphs, and then put some details into each paragraph.)5). Have you found out the difference between a newspaper story and a short story?(Usually a short story begins with small details and includes big details later. A newspaper story does just the opposite. Both kinds of stories use paragraphs with main ideas. In a good newspaper story, the point-of-view is objective (i.e. it has no point-of-view) while a short story is subjective (i.e. it has a point-of-view). A newspaper story has no conclusion; a short story generally does.)Now I’ll show you a newspaper story to find out the headline, mai n idea and details of each paragraph.THE WASHINGTON POSTSEATTLE-A powerful earthquake with a magnitude of 6.8 hitWashington State last week. The quake, the biggest in 50 years, caused billions of dollars in damage. But miraculously, only one person died and more than 100 people were injured in the quake.Authorities said one reason there wasn’t greater destruction is that the region spent millions of dollars in the last decade designing earthquake----proof facilities and improving existing buildings, schools and homes. Earthquake expert said the event illustrated(说明) the growing gap between rich and poor nations in the ability to mitigate(减轻) natural disasters. Only a handful of people were seriously injured here, a slight number compared with the devastation(破坏) in countries like Turkey, India and El Salvador, where quakes have buried thousands under poorly constructed buildings.2. WritingNow prepare the outline for a short newspaper story for China Daily. You can use the example in exercise 1 to help you organize your outline.3. UnderliningRead the outline and the newspaper story in Writing and underline all the useful expressions or collocations in them. Copy them to your notebook after class as homework.Collocations from Writinga list of, put some details into each paragraph, a team of, raise money, thousands of, plan to do sth., in early June, hope to do sth., be interested to do sth.Step IV SummaryWe have learned a lot about earthquakes. Now let’s have a s ummary about what we have learned. Look at the following questions.(1). Have you ever experienced an earthquake?(2). Can you describe an earthquake in English?(3). What do you know about the cause of an earthquake?(4). What new information about earthquakes have you learned now?(5). What words and expressions can you use to describe an earthquake?Earthquake Survival TipsWould you know what to do during a really big earthquake? Experts have looked into matter carefully. It may be worth you while to look over the following tips they have for us.If the ground begins shaking while you are driving, pull over and stay in your car. If you are in a building, try to get near a strong wall. The corner of the room or the space under a big doorway is the safest. As soon as the quake is over, check the gas pipe in the building. Gas fires often result from earthquakes. These tips may prove to be lifesavers. We should, therefore, keep them in mind. Remember to always hope for the best but prepare for the worst.Escape in the SchoolIf it has an earthquake when having classes, the students should listen to the teacher’s instruction, protect their heads and hide under the desks.Language points1. imagine vt. form a picture of in the mind；think of (sth.) as probable：想象；认为（某事）可能发生或存在。
北师大版高一英语Unit2Lesson3笔记总结
北师大版高一英语Unit2Lesson3笔记总结Lesson 3 Sports Stars1.get on 融洽相处，进展He gets on well with his classmates.get on well with也可以说成get along well with,后接sb.表示“与某人相处得好”；接sth.表示“某事进展如何”。
get through通过（考试等）；接通（电话）get away 走开，离开get away from摆脱get around四处走动；说服get in收到get over恢复过来；克服get together聚集，相聚2.since then“从那以后”，相当于from then on,可以放在句子开头或末尾。
Since then, he has developed another bad habit.Since的基本用法(1)prep. “自……以来”，后面接名词或名词性智囊语，经常与现在完成时连用。
I have been there many times since the war.(2)conj.“自……以后，自……以来”，后面接时间状语从句，从句中一般用一般过去时，主句中用现在完成时。
Ten years has passed since I graduated form the university.意为“因为，既然”，引导原因状语从句。
Since you misunderstood Alice, you should say sorry to her.3.look back回首，回忆有关look的短语小结look back on 回忆……look out (for...)当心（……）look through浏览look up查阅；向上看look down upon/on...轻视look forward to sth.盼望……/doc/733694403.html,pete v.比赛，竞赛competition n.比赛competitor n.[c]竞争者，对手，比赛者competitive adj.竞争的，有竞争力的in competition with和……竞争/比赛compete in参加……比赛compete for为……竞争/比赛compete against/with sb.与某人竞争5.so that以便于(1)so that既可以表结果，也可表目的。
必修二第四单元的教案
广东高中必修2册教案Unit 5 MusicPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ b y＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.Classical music Co untry music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another. II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class. For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN’Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph. 1st paragraph: How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?Members High school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of the performance They played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called “The Beatles”.development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs becausesinging and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans. No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to singPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures. ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by ＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usuallyonly two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I’ll show you a store in which you may buy all that you need.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences. III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main characteris a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can’t use who in place of whom, and you can’t use t hat or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily p olluted. (not --- The valley in that the town...)•Arnold tried to gauge the speed at which they were traveling. (not --- the speed at they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by his parents.•The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:• Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...throu gh which I’ll go tomorrow.)• She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:•A huge amount of oil was spilled, the effec ts of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose anniversary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Key for reference:1.They climbed up to the top of a large rock, from which they got a good view.2. I would like to thank my tutor, without whom I would never have finished the work.3. She has now moved back to the house on Long Island, in which she was born.4. The star is to be named after Patrick Jenks, by whom it was discovered. S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father, from whom he learned how to play chess.7. The book is enjoyed by adults as well as children, about whom it was primarily written.8. There are still many things in our solar system, about which we know nothing.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B)I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the story about Freddy and then enjoy and understand Beatles’songs.To use the language by reading, listening, speaking and writing. ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1. Reading and translatingRead more about Freddy’s life and translate it into Chinese paragraph by paragraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from Freddy’s lifebecome famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most exciting experience, sing in a TV program called “Top of the Pops, wear an expensive suit, give a performance to a TV camera, go wrong, not go out without being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bags3. Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1. Freddy and his band always loved being pop stars.2. His favorite program was “Top of the Pops”.3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful.Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions.Answers may vary.2. Answers may vary but there is information in the reading passage that may include:--- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that became famous and did not like it. Only No. 3 best summarizes the main idea, while all the others reflect just part of the main idea. At first, Freddy and his band wanted to be famous, but when he became famous, they were always being followed wherever they went, which they found painful.III. Guided writing1.Writing a letter for advicePlease turn to page 38 writing. Let’s read the instructions.You and your friends want to start your own band. However, you have never played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your letters. You should follow the procedure for brainstorming and outlining introduced in Module 1 Unit 2.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first; then add extra information to show Freddy why you need help.6. Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best way to tell a foreign friend about one kind of Chinese folk music. What do you think they need to know before they can enjoy it? Why do you like it? Who are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling your foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more information on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first?Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passageThe band The Monkees was formed in quite a different way. It started as a TV show, with musicians played jokes on each other as well as played music, based loosely on the band called The Beatles. As time went on, their attractive performances gained fiercely support from their fans. With their own particular style of performing their band at last became very popular in the USA.Topic sentence of 1st paragraph Have you ever wanted to be a famous singer or musician?Topic sentence of 2nd paragraph Most musicians meet and form a band because they like to play music.Topic sentence of 3rd paragraph However, there was one band that started in a different way.Top sentence of 4th paragraph Their attractive performances were copied by other groups and their fans supported them fiercely.II. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Becoming a member of a band may help you realize the dream. But just how can people form a band?Most musicians often meet and form a band for they are congenial with each other. High school students may also form a band to practice music together or sometimes play in the street to passers-by to earn some extra money, which is also a chance to realize their dreams of becoming famous.However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and played music, loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their own instruments and writing their own music. Though it broke up in 1970, it reunited in the mid-1980s and is still popular today.Section 2: Background information on music, musicians and the band The MonkeesI. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was never written down. People learned the songs from their families, relatives, neighbors and friends in the same village. These songs were about the country life, the seasons, animals and plants, and about love and sadness in people’s lives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, played loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by black people and had its roots in Africa. Jazz started developing in the 1920s in the southern states. Soon it was played by white musicians, too, and reached other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festivals and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician follows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year. Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit different parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “thefather of the symphony”. Other composers had written symphonies before Haydn, but he changed the symphony into a long piece for a large orchestra. He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the court of a prince in eastern Austria, where he became director of music. Having worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more than 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsichord, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn met Mozart in 1781 and was very impressed with him. “He is the greatest composer the world has known,” he said. The two were friends until Mozart’s death in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed musical talent when he was very young, and learned to play the violin and piano from his father, who was a singer. Mozart met Beethoven and was impressed by him. “He will give something wonderful to the world,” he said. Beethoven met Haydn in 1791, but was not impressed by the older man. After they had known each other for many years, Beethoven said, “He is a good composer, but he has taught me nothing.” However, it was Ha ydn who encouraged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, he began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people f orget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American television series of the same name, which ran on NBC from 1966 to 1968. The Monkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time. Several reunions of the original lineup have taken place. The first reunion lasted from 1986 to 1989, and a second regrouping took place between 1996-1997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic intentions; having an attraction that lasts over a long period of time(as opposed to popular or folk music)（音乐）古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphony rollvt.&vi. 1. to (cause to) move along by turning over and over（使）滚动We rolled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The train rolled slowly into the station. The waves rolled over the sand. 3. (of a ship)to swing from side to side with the movement of the waves摇摆;摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep things active and moving（使事情，工作等）继续进行下去；不松懈5. set the ball rolling: to be the first to do something, hoping that others will follow带动；带头（希望他人跟随）I’ll sing a song first, just to set the ball rolling.folkadj. of, connected with, or being music or any other art that has grown up among working and/or country people as an important part of their way of living and belongs to a particular area, trade, etc., or that has been made in modern times as a copy of this（音乐；艺术）民间的；民俗的folk music/ folk songs/ Chinese folk art/ give a folk concert/a folk singer jazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz band musician n.音乐家a fine musiciandreamn. 1. a group of thoughts, images, or feelings experienced during sleep 梦 2. sth. imaged, not real, but believed in or greatly and hopefully desired理想；梦想 v.梦见；梦想dream of/about (doing) sth./ dream a dream。
高中英语 Unit 2 Lesson3 Grammar and usage教案 牛津译林版必修第一册
Unit 2 Let’s talk teensGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. know the characteristics of a simple sentence, a compound sentence and a complex sentence;2. make a distinction between simple sentences and compound/complex sentences;3. ease parent-child tensions and improve their relationship with parents.II. Key competence focus1. Learn about the characteristics of a simple sentence, a compound sentence anda complex sentence.2. Grasp the ways to ease parent-child tensions.III. Predicted area of difficulty1. How to distinguish between simple sentences and compound/complex sentences correctly.2. How to improve parent-child relationship efficiently.IV. Teaching proceduresStep 1 Lead-in1.Appreciation of two sentences about “family”·Family is the kingdom of father, the world of mother and the paradise of children. ·Family should be the palace of love, joy and laughter.2.Raising questionsT: What is a happy family like? In a happy family, parents and the child love each other. In other words, the parent-child relationship is good and harmonious.T: What’s your relationship between you and your parents?T: What causes the tension between you and your parents?T: You experience physical and mental changes as you become a teenager. These physical changes may result in such family tensions. What’s more, it can be a headache to balance your developing mental needs too. You enter a strange middle ground—no longer a small child but not quite an adult. In general, the physical changes and the developing mental needs will cause family tensions.T: What’s the consequence once you and your parents’ relationship become tense? T: Yes. Heated arguments and cold silences are common between teenagers and their parents.T: What’s your suggestions on helping the teenagers solve their problem?T: With the development of science and technology, webs designed for the teenagers to improve their well-being have sprung up. Not only can they seek practical advice for themselves but also they can help others in these webs. Besides visiting these webs, the teenagers can talk to their friends to get some advice. Last but not least, communication with parents is of great importance to parent-child relationship. 【设计意图：欣赏“家”的美句，引导学生探讨家庭亲子关系，挖掘亲子关系紧张的原因，并鼓励学生分享改善亲子关系的方法。
高中英语Unit 1 Nothing ventured, nothing gained(part 1
Unit 1 Nothing ventured, nothing gainedPart One: Teaching DesignPeriod 2: A sample lesson plan for Learning about Language(The Attribute <words, phrases and nonfinites, clauses>)AimsTo help students learn about The Attribute <words, phrases and nonfinites, clauses> To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structuresProceduresI. Warming up by talking about “ A successful failure〞A: What did you see when you put your head out of your sleeping bag and look around you?B: I found everything is grey: the inside of the hut appears grey, the morning light looks grey and the pot bubbling on the oil stove is grey.A: What about the smell?B: The smell is, as usual, almost unbearable, being a mixture of sweat, seal oil fat, and dirty underwear.A: What do you do then?B: I try to think of happier things: warm and dry clothes, a cosy bedroom, sunny days, my mother’s face and the celebration we will get when we return, f or I am part of a failed expedition that tried to cross the continent of Antarctica, something that had never been done before.C: Then what happen to you?B: As I think of this, a black blanket drops and covers me, almost blocking out the memories of happier times. I feel breathless as I remember my rotten toes that had to be removed when they became blackened from frost-bite.A: What about your circumstances?B: Our circumstances are so desperate that it is uncertain whether we will ever return alive. Perhaps our bodies will be recognized and collected by some other expedition team many years from now.D: You are about to bee self-pitying.B: Yes, I am. At this moment, the door to our shelter opens and a blast of cold air tears through the hut.C: You yelled that “Shut that door!〞 , did you?B: Yes, I did. I yelled in a hoarse voice that I hardly recognize as my own.D: Did somebody reply?B: “Hold on now, Perce. Don’t you go turning into another Tom,〞 was the reply. A: By the way when the expedition was announced, how old were you?B: I was only twenty and I had always dreamed of adventure.C: Could you recite the advertisement?B: Yes, I could. It read:Men wanted for a dangerous journey: small wages, bitter cold, months of plete darkness, and safe return uncertain. Honour and reward will follow if it is successful. Sir Ernest Shackleton.D: So it is an expedition with the great Sir Ernest Shackleton to the South Pole. B: Yes, it is. I was hooked!D: What were you like then?B: I was an amateur but I was young, fit and energetic.A: What did you do then?B: I secretly hid aboard the ship, Endurance, in a small cupboard. Nobody found me until the ship had sailed and I was suffering badly from seasickness. Anyhow, Shackleton seemed interested in my silly behaviour and accepted the situation. He made me a steward to help cook twenty-eight meals three times a day.D: When was the ship stuck?B: On January 18th, 1915 the Endurance became stuck in pack ice (which can be solidor broken into huge floating pieces of ice) as we approached Antarctica.C: Was it dangerous?B: The ice froze around us and we were well and truly stuck! The ship was gradually crushed in front of our eyes. I believe Shackleton must have mourned this unexpected end to his expedition, but he did not waste time on regrets.A: What did he do then?B: Calling us calmly together, he made an urgent announcement that we must save only essential supplies before the ship sank, particularly the small boats, food, cooking equipment, candles, bedding and clothes.D: I learned that to show his determination, Shackleton threw some gold coins and his gold watch onto the ice.B: Yes, he did. But to my surprise he encouraged Hussey to bring his banjo. He described it as vital for keeping us cheerful.C: So his perseverance won your plete faith in him. I believe he was always honest with you (as in the advertisement) and never gave way to disappointment, even when the ship sank.A: What happens next to you?B: On April 9th1916, we moved to our present camp on ElephantIsland. Soon Shackleton set out the framework for our life here: no differences in rank or in social status; everyone to keep busy; a fair division of food and bedding; and a concern for all. This team-spirit contributed to the morale of the crew and saved our lives.D: And what did Shackleton do finally?B: Once we were settled on ElephantIsland, Shackleton explained his plan to save us: twenty-two of us were to remain here and he would select five others to go to South Georgia and bring help. No rescue attempt could be expected from outside as nobody knew where we were. I will never forget watching the little boat disappear through the booming waves into the stormy ocean. We who remained on ElephantIsland swore that we would do as he advocated: remain optimistic and recover our health before he returned to rescue us.II. Discovering useful words and expressionsYou are next to use the words and expressions in the box on page 5 to plete the diary. Do exercises 2 and 3 in pairs.III. Revising useful structuresWhat is an attribute in grammar?An attribute is a word or phrase syntactically subordinate to another word or phrase that it modifies; for example, my sister's and brown in my sister's brown dog. Now in pairs do exercises 1, 2 and 3.IV. Grammar Quiz1. Which of the sentences below is correct?a. The first house on the block to sell was their’s; our’s took two months longer.b. The first house on the block to sell was theirs; our’s took two months longer.c. The first house on the block to sell was theirs; ours took two months longer. Correct answer: cExplanationPossessive pronouns such as theirs, ours, and yours never contain apostrophes, so the first two answers are both wrong.2. Which of the following sentences is punctuated correctly?a. Our experts include: translators, publicists, and marketing specialists.b. Our experts include translators, publicists, and marketing specialists. Correct answer: bExplanationMany people have acquired the unfortunate punctuation habit of inserting a colon any time they feel a list ing on. In this example, it is wholly unnecessary — and in fact interrupts the flow of the sentence. Don’t include a colon after a form of the verb include, unless you are introducing a bulleted list, as in this example: Our experts include:• translators• publicists• marketing specialistsIn case you are perturbed by the ma before the and, don’t be: this is one of those grammar situations where you simply can’t go wrong, with or without the ma. Despi te the thousands of business hours wasted each year in arguments over this issue, the serial ma is generally a question of stylistic choice, not grammar law.3. Which of the following sentences illustrates the correct use of quotation marks?a. The CEO de scribed her successor as “a profoundly ethical leader.〞b. The CEO described her successor as “a profoundly ethical leader〞.Correct answer: aExplanationTreatment of quotation marks varies from country to country. In the U.S., mas and periods should always be placed inside the closing quotation marks, however illogical it may seem in sentences such as the one above. (A question mark or exclamation point, on the other hand, should go inside the quotation marks when the quoted material is itself the question or exclamation, and outside when it is not.)4. In which of the following sentences does passive voice appear?a. The presentation was long.b. The book was missing a few pages.c. The deadline was missed.d. All of the above.Correct answer: cExplanationIn passive voice, the grammatical subject of the sentence receives the action of the verb. In addition, the verbs generally include a form of the verb to be along with a past participle. (The past participle — in case your memories of seventh grade English have faded! — is the form of a verb that would fit in the following blank: I have _____. For a regular verb, such as to walk, the past tense and past participle are identical: walked. For irregular ones, they often differ. Consider the verb to write, for example, whose past tense is wrote, while the past participle is written.)The only example of passive voice appears in Answer c, where the subject, deadline, receives the action of the verb and the verbs are was missed (missed is the past participle).Answers a and b do not contain examples of passive voice. First, the subjects —presentation and book, respectively — do not receive the action of their verbs. Second, long in the first sentence is an adjective, not a past participle; missing in the second sentence is an example of a present participle and could not fit in the blank in I have _____.Passive voice is a significant problem in business writing. Many businesspeople overuse it, and it can create unnecessarily wordy, convoluted structures. It i sn’t the universal evil some writing teachers would have people believe, but it is generally a good policy to keep passive voice to a minimum.5. Martha is one of the few people who _____ how to operate the equipment.a. knowsb. knowCorrect answer: bExplanationMost people mistakenly choose the singular verb knows here, but the verb is actually the plural form, know. (Remember: although adding an s to a noun makes it plural, adding s to a verb makes it singular.) Does more than one person know how to operate the equipment? The answer is yes — Martha is one of the multiple people who know how to operate it.Alternatively, you can think of the issue in more grammatical terms: the verb goes with who, so you have to figure out whether who is singular or plural. To decide that, figure out which word in the sentence who refers back to; that word will then determine whether who is singular or plural. Since who refers to people, which is plural, who requires a plural verb: know.6. The number of lawsuits _____ increasing.a. areb. isCorrect answer: bExplanationDepending on the context, number can be singular or plural. If it is used in bination with the indefinite article a, it should generally appear with a plural verb. When used with the definite article the, however, number generally requires a singular verb. In the sentence above, the singular verb choice would be is.7. Which of these sentences is correct?a. Between you and I, I think this project has great potential.b. Between you and me, I think this project has great potential.Correct answer: bExplanationThe second sentence is correct because between is a preposition, and the pronouns you and me are objects of that preposition. I is a subject pronoun and cannot act as the object of a preposition. Between you and I would never be correct in any context; the phrase is always between you and me.8. Don’t call Mark and _____ until tomorrow.a. Ib. meCorrect answer: bExplanationCross off the words Mark and, so that you are left with:Don’t call _____ until tomorrow.You wouldn’t write Don’t call I, would you? The name in front of the pronoun has no effect on it, so no matter how many names you inserted between Mark and the pronoun, the correct form would still be me.9. Which of the following sentences is correct?a. Overe with homesickness, the analyst’s work suffered.b. Overe with homesickness, the analyst found it hard to concentrate on his work.c. Overe with homesickness, work was difficult for the analyst.Correct answer: bExplanationModifiers, including individual words as well as phrases such as overe with homesickness, should generally appear as close as possible to the words they modify. Since overe with sickness describes the noun analyst, analyst should appear right next to the phrase.Answer a is incorrect because analyst is turned into the possessive analyst’s, which has an adjectival function; grammatically, the phrase modifies the nearest noun, which is work. Answer c is also incorrect, because analyst is too far from the modifying phrase, and overe with sickness grammatically — and incorrectly — ends up modifying the noun work. The correct answer is the second one.10. Which of the following sentences is preferable?a. The play was confusing, offensive, and a bore.b. The play was confusing, offensive, and boring.Correct answer: bExplanationThe second sentence illustrates parallel grammatical structure. In the list of qualities associated with the play, all three — confusing, offensive, and boring — are adjectives. In the first sentence, the last item — bore — is a noun and therefore doesn’t match the two adjectives that precede it. The second sentence is preferable, both grammatically and stylistically.V. ReadingOn page 7 there is a short article. You are going to read it to: cut/ the sentence into thought groups, blacken the predicative, darken the connectives and underline all the useful expressions.VI. Copying expressionsVII. Closing down by saying a tongue twisterPeter PiperPeter Piper picked a peck of pickled peppers.Did Peter Piper pick a peck of pickled peppers?If Peter Piper picked a peck of pickled peppers,where's the peck of pickled peppers Peter Piper picked?。
高中英语unit 2 robots--period1[ty]必修七新人教版
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Unit 2 RobotsPeriod 1 A sample lesson plan for reading(Satisfaction Guaranteed)IntroductionIn this period, after the warming up, students will first be guided to read for forms, copy collocations and write articles. Then they shall question and answer, read the text again to discover the leading sentence of each paragraph, and read the text for its type of writing and summary of Satisfaction Guaranteed. The class is to end by students reading a robot poem.ObjectivesTo help students understand the text’s forms and contents and learn about robotsTo help students communicate on the topic in focus with the words, collocations and structures learned in this unitFocusAidsMultimedia facilities, tape-recorder, photos, diagramsProcedures1. Warming up by getting to know w hat a robot isHello, class. When you hear the word "robot", you probably get a picture in your mind of a clever mechanical man, perhaps R2D2 or C3PO from the movie Star Wars. That is how most people think of robots, but the robots that really exist today are quite different from the robots of comic books, cartoons, and science fiction films and books.Robots come in many shape and sizes and have many different abilities. Basically, a robot is simply a computer with some sort of mechanical body designed to do a particular job. Usually, it is able to move and has one or more electronic senses. These senses are not nearly as powerful as our own senses of sight and hearing. However, scientists and engineers are working hard to improve robots. They are constantly coming up with ways tomake them see, hear and respond to the environment around them.Robots have a lot to do with our lives. Now let’s go to page 11 to read an article about robot s and our lives.2. Pre-reading by talking about the three Laws of RoboticsRobots are coming into our lives. Then we are worried about being controlled by robots some day in the future. Don’t worry. We have rules for robots.3. Reading for formsRead the text Satisfaction Guaranteed again to: cut/ the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.4. Copying collocations and writing articlesA collocation is two or more words that often go together. These combinations just sound "right" to native English speakers, who use them all the time.While going over the text, try to recognize the collocations, treat them as single blocks of language and copy them out into your Collocation Book.5. Questioning and answeringNow let’s go over the text again by questioning and answering.Satisfaction GuaranteedA: What did Larry Belmont work for?B:Larry Belmont worked for a company that maderobots.A:What was the company experimenting with recently?B: Recently it was experimenting with a robot thatcould be used to do the housework.A: By whom was it going to be tested out?B:It was going to be tested out by Larry’s wife,Claire.A:Why didn’t Claire want the robot in her house?B:Claire didn’t want the robot in her house, especially as her husband would be absent for three weeksA: How did Claire feel when she first saw the robot?B: When she first saw the robot, she felt alarmed.A: What was the robot like?B:The robot, called Tony, didn’t look like a machine at all. He was tall and handsome although his facial expressions never changed. His hair was smooth and black and his voice was deep.A: What did the robot do the second morning?B: On the second morning Tony brought her breakfast and then asked her whether she needed help dressing.A: How did Claire react?B: She felt embarrassed and quickly told him to go. It was disturbing and frightening that he looked so human.A: What did Claire mention one day?B:One day, Claire mentioned that she didn’t think she was clever.A: And what did Tony, the robot, say to her?B: Tony said that she must feel very unhappy to say that.A:How did Claire feel about a robot’s sympathy?B: Claire thought it was ridiculous to be offered sympathy by a robot. …6. Reading the text again to discover the topic sentence of each paragraphA well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: it substantiates or supports an essay’s thesis statement; it unifies the content of a paragraph and directs the order of the sentences; and it advises the reader of the subject to be discussed and how the paragraph will discuss it. Now read the text again to discover the leading sentence of each paragraph.7. Reading the text for its type of writing and summary of Satisfaction GuaranteedThere are words that signal a text's organizational structure. If you are struggling with how to make sense of what you're reading, you must increase your sensitivity to the particular word s.Determining the type of writing will help you determine the author’s topic (subject), purpose (why he is writing), style (how he should write)and tone (his attitude toward his subject - supportive, condeming, objective, etc.)It is important to find main ideas when reading. Main ideas help you remember important information. The main idea of a paragraph tells the topic of the paragraph. The topic tells what all or most of the sentences are about. The other sentences in the paragraph are called details. Details describe or explain the main idea. Read the text to find the main idea.Now go over the text for its type of writing and summary of Satisfaction Guaranteed.Type of writing A narrationMain idea of 1st paragraph A robot that could be used to do the housework was going to be tested out by Larry’s wife, Claire.Main idea of 2nd paragraph The robot, called Tony, was tall and handsome, his hair being smooth and black and his voice being deep.Main idea of 3rd paragraph Tony was disturbing and frightening to Claire that he looked so human.Main idea of 4thparagraphClaire began to trust Tony.Main idea of 5th paragraph Claire was amazed by Tonny’s fingernails and the softness and warmth of his skin.Main idea of 6th Claire thanked Tony, telling him that he was aparagraph “dear’.Main idea of 7th paragraph Tony suggested that Claire invite Gladys and her friends to the house.Main idea of 8th paragraph Tony held Claire firmly in his arms and she felt the warmth of his body.Main idea of 9th paragraph Tony folded his arms around Claire, bending his face close to hers.Main idea of 10th paragraph Claire heard Cladys whispering to another woman that she had never seen anyone so handsome as Tony.Main idea of 11th paragraph The next morning a car drove up and took Tony away.Main idea of 12th paragraph Even though Tony had been so clever, he would have to be rebuilt—you cannot have women falling in love with machines.8. Closing down by reading a robot poemMy Robot Does My HomeworkMy robot does my homework.He helps me every night.The trouble is he doesn't gettoo many answers right.He'd probably do betterat homework but, you see,I built him, so he only knowsthe things he learned from me.--Kenn Nesbitt。
高一英语必修三Unit2教案
Unit 2Healthy eatingPeriod 3Learning about language: Grammar整体设计教材分析This is the third teaching period of this unit. To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises. Then lead in the new lesson.This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t. Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand. Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese. Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences. Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs. Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.教学重点1. Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2. Let students learn the use of ought to.教学难点Enable students to learn how to use ought to correctly.三维目标知识目标1. Get students to know more about modal verbs.2. Let students learn the use of ought to.能力目标Enable students to use modal verbs correctly and properly according to the context.情感目标1. Get students to become interested in grammar learning.2. Develop students’ sense of group cooperation.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Dictate some new words and expressions.3. Read the passage Come and Eat Here again to find words and expressions that mean the same.Alternative words and expressions Words and expressions from the text shouldrun away after doing something wrongsomething to make you thin by eating itwish to know about somethingget rid of somethingAlternative words and expressionsparts of plants that help food move quickly throughthe bodychanging food into something the body can useproper amount of different kinds of food needed forgood healthGive students about four minutes to find the suitable words and expressions. Then check the answers with the whole class.Suggested answers:Alternative words and expressions Words and expressions from the textshould ought torun away after doing something wrong get away withsomething to make you thin by eating it slimming foodswish to know about something curiosityget rid of something throw awayAlternative words and expressions Words and expressions from the textfibreparts of plants that help food move quicklythrough the bodychanging food into something the body can use digestionbalanced dietproper amount of different kinds of foodneeded for good health→Step 2 Leading-in by revisionTranslate the following sentences and explain how each of these modal verbs is being used in the situations.1. He could hardly support his family before he found the new job.2. Where could/can the boy be now?3. May/Might I come in?4. You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5. You mus t hurry up or you’ll be late.6. Whatever you want, you shall have.7. We should read English aloud every morning.8. He would sit there for hours, doing nothing at all.Suggested answers:1. 他在找到那份新工作前几乎无法养家糊口。
人教版高中英语选择性必修二Unit 2 第三课时 Discover useful structure
_T_h_a_t_s_t_u_d_e_n_t_s_h_a_v_e_t_o_w__r_it_e_c_o_u_n__tl_e_ss__r_es_e_a_r_c_h_p__a_p_e_rs__a_s_p_a_r_t of their _co_u__rs_e_w__o_rk__w_a_s__n_o_t_s_o_m__et_h_i_n_g_t_h_a_t_C__h_e_n_H__a_o_w__a_s_r_e_a_d_y_f_o_r_.
social life.
object 宾语
4. She says that she’s proud of being a cultural messenger.
1、2、3 2
4
noun clauses
Study the following sentences. Pay attention to the functions of nouns (or noun phrases) in each one.
2.to identify and conclude forms and features of noun clauses (名词性从句);
3.to express feelings and describe situations by using noun clauses.
图片来自教材
Xie Lei
but you can figure out what a long sentence means by following a few simple steps. 1 Decide if the sentence is compound (look for and, but, or, etc.) or complex (look for who, when, where, etc.). 2 Find the main clause if it is a complex sentence. 3 Look for modifiers.
新教材北师大版高中英语必修第三册全册精品教学课件(共620页)
Ⅱ.While-listening 1．Finish Ex 2 on Page 6. 2．Finish Ex 4 on Page 7.
Ⅲ.Post-listening—Listen to 7.2 again and fill in the blanks.
(E＝Eric
D＝Daisy)
E：What are you doing on Saturday afternoon, Daisy? I have tickets for ①_B_e_i_ji_n_g_O__p_e_ra_！
Ⅲ.Talk about what you think about art using the following sayings or proverbs. 1．The love of beauty is an essential part of all healthy human nature.
Ⅱ.文化知识习得
梵·高简介 文森特·威廉·梵·高，出生于荷兰南部布拉邦特，毕业于蒂尔堡大学，荷兰后印象 派画家，是表现主义的先驱，深深影响了二十世纪艺术，尤其是野兽派与德国表现 主义。 梵·高的作品有《星夜》、《向日葵》、《有乌鸦的麦田》等。他的作品现已跻 身于全球广为人知的艺术作品的行列。他在2004年票选最伟大的荷兰人当中，排名 第十位。
5．He showed his unusual talent for piano at the age of 3, when he began to play the piano. 他三岁开始弹钢琴的时候，在钢琴方面显示了非凡的天赋。
6．In addition to improving creativity, learning music will be useful to children throughout their lives. 除了提高小孩的创造力外，学习音乐使小孩终生受益。
牛津版高中英语选修10Unit 4 Learning efficiently Using Lang
Unit 4 Learning efficientlyPart One: Teaching DesignPeriod 3: A sample lesson plan for Using Language(HOW DO YOU LEARN BEST?)AimsTo help students read the passage HOW DO YOU LEARN BEST?To help students to use the language by reading, listening, speaking and writingProceduresI. Warming up by learning about how to learn English⒈Motivation: Bee a person who likes to learn English.⒉Dictionary: Get a good English dictionary.⒊No mistakes: Avoid mistakes. Try to use correct English from the beginning.⒋Pronunciation: Learn to pronounce English sounds. Learn to understand phonetic transcription and the phonetic alphabet.⒌Input: Get English into your head by reading and listening to lots of English sentences.ReadingMoviesAdventure games⒍SuperMemo is a puter program that you can use to learn English. We have used it for 8 years and it has helped us a lot.II. Reading for forms and for the meaningRead the text HOW DO YOU LEARN BEST?on page 36 to: cut/ the sentence into thought groups, blacken thepredicative, darken the connectives and underline all the useful expressions.III. Copying expressions and making sentencesIV. Listening about learning stylesLearning styles are different ways that a person can learn. It's monly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information. Psychologists have proposed several plementary taxonomies of learning styles. But neuroscientists have doubts about the scientific basis for some learning style theories and a major report published in 2004 cast doubt on most of the main tests used to identify an individual's learning style.Now turn to page 38 and do the three listening and discussing exercises.V. Discussing difficulties learning EnglishWhat is the most difficult part about learning English?Spelling?Listening?Pronunciation?Grammar in general?Grammar - Word order?Grammar – Prepositions?Grammar - Phrasal Verbs?Grammar - Verb Tenses?Different Regional Accents?V ocabulary?Reading?Other - Please specify?VI. Discussing education quotes and proverbsVII. Reading and writingRead the short email on page 39 to: cut/ the sentence into thought groups, blacken the predicative, darken the connectives and underline all the useful expressions.VIII. Closing down by writing an emailSmileys in EmailAcronymns used in emails ASAP: as soon as possibleBTW: By the wayCU: See you (good-bye)FAQs: Frequently Asked QuestionsHTH: Hope this helpsTIA: Thanks in Advance。
高中英语译林版必修2课件(江苏)：Unit2PeriodThree Task
(2017·清江中学高一上月考)
A.bury
B.burying
√C.buried
D.to bury
解析 句意为：我进去时，发现他正埋头做作业。be buried in...埋头
于……，此处是过去分词作宾补，表示状态。
解析 答案
经典句式
Here are some tips on what to look out for. 以下是一些应该留意的建议。
归纳拓展
view vt.观看；看待；n.景色；观点 view sth./sb.as...把……看作…… in/out of view在视野范围内/外 come into view出现在眼前 in view of鉴于；考虑到 in one’s view＝in the view of sb.依照某人的观点
(1)The salesgirl looked at him for a second，then recognized him and said，“Oh，hi！” 售货员看了他几秒钟，然后认出了他，对他说：“你好！”。 (2)The book is now recognized as/to be a classic. 这本书现在是一部公认的经典著作。 (3)We recognized that Kurt wasn’t just trying to make a sale.(2016·江 苏) 我们意识到科特不是在向我们兜售什么。
Ⅱ.重点短语 1.look out for密切注意，提防 2.pay attention to 注意 3. (be)known as作为……而闻名
Ⅲ.重点句式
“疑问词＋to do”作宾语
Here are some tips on what to look out for . 以下是一些应该留意的建议。
选择性必修二《Unit 2 Improving yourself》Period 3
Talk about spending habits of the students
Possible answer: 1. The survey show that more than 50 percent of their money is spent on study and clothes, which shows that the consumption view and behavior among the students as a whole are moderate and reasonable.
2. What message do you think the story convey? Suggested anwer: As far as I'm concerned, you can control your temper so long as you try. What's more, the words you say in anger will definitely hurt others' feelings, no matter what you do after that to make up for your mistakes.
2. What worries parents most is that as much as 11.7% of their expenture is used for playing games. It suggests that the students should help improve financial awareness and spending behavior among.
高中英语人教版新教材选择性必修一Unit 2 Period Three Grammar—The future progressive tense
4.Next Friday I will go to another concert.They will be playing (play) some things by Mozart at that time. 5.If he won’t arrive (arrive) this morning，why should we wait here? 6.The agreement will come (come) into force next spring.
六、将来进行时的用法 1.表示按计划或安排要发生的动作。 I will be seeing you next week. 我下个星期来看你。 We shall be going to Beijing next week. 下周我们要去北京。 2.用来表示不含意图又未发生的动作。 I will be helping Tom tomorrow. 明天我帮汤姆干活。
二、将来进行时的肯定句 句型：主语＋shall/will＋be＋现在分词... Hurry up! The guests will be arriving at any minute! 快！客人们随时就要来。 We shall be landing in Paris in sixteen minutes. 我们将在16分钟后在巴黎机场降落。
—What time will she be arriving? —She will be arriving at about 8:30 tomorrow morning. ——她什么时候到达？ ——她明天上午8点半左右到达。 —How long will you be staying here? —I’ll be staying here for half a year. ——你将在这里住多久？ ——我将在这里住半年。
高中英语北师大版选修一 Unit 2 Lesson 3 Getting To The Top
ride a bicycle and run particular distances without stopping between events
2. No, she didn’t, because she knew what her friend said was right and she was pushing the limits too hard. She did not try to explain because most people would not understand.
Read paragraphs 5-8. Identify the reasons why the writer was able to get to the top.
It boils down to this: I was born with an enormous amount of drive and determination.
3. Was she clear about why she had chosen to be an athlete? How do you know?
3. Yes, she was. From the description of her sacrifice we could know she is a “go-getter” with an enormous amount of drive and determination to be the best. We can see that through her descriptions such as “ruining a family holiday because of the endless search for a swimming pool to train in”, “almost missed my brother’s wedding because I was busy hiring a car and driving through the ‘no go’ areas in order to do a group ride with
高中英语A taste of English humour 人教版必修四 教案
Unit 3 A taste of English humourPart One: Teaching Design (第一部分：教学设计)1. A sample lesson plan for reading(NONVERBAL HUMOUR)AimsTo help students develop their reading ability.To help students learn about English humour.ProceduresI. Warming upWarming up by defining “Humour”What is “Humour”? Does any one of you know anything about humour? Look at the sreen and read the definition of Humour from the Internet.•temper: a characteristic (habitual or relatively temporary) state of feeling; "whether he praised or cursed me depended on his temper at the time"; "he was in a bad humor"•wit: a message whose ingenuity or verbal skill or incongruity has the power to evoke laughter•humor: (Middle Ages) one of the four fluids in the body whose balance was believed to determine your emotional and physical state; "the humors are blood and phlegm and yellow and black bile"•liquid body substance: the liquid parts of the body•humor: the quality of being funny; "I fail to see the humor in it"•humor: the trait of appreciating (and being able to express) the humorous; "she didn't appreciate my humor"; "you can't survive in the army without a sense of humor"•humor: put into a good moodWarming up watching and listeningHi, everyone! We are going to learn about A taste of English humour today. Now watch the slides/ pictures and listen to the English humour poems.Why worry?There are only two things to worry about:Either you are well or you are sick.If you are well, then there is nothing to worry about.If you are sick, there are two things to worry about:Either you will get well or you will die.If you get well, then there is nothing to worry about.If you die, there are only two things to worry about:Either you will go to Heaven or Hell.If you go to Heaven, there is nothing to worry about.But if you go to Hell, you will be so damn busyShaking hands with friends, you won´t have time to worry.Whose job ...?This is the story about four people named Everybody,Somebody, Anybody and Nobody.There was an important job to be done,and Everybody was sure that Somebody would do it.Anybody could have done it, but Nobody did it.Somebody got angry about thatbecause it was Everybody´s job.Everybody thought Anybody could do it,but Nobody realised that Everybody wouldn´t do it.It ended up that Everybody blamed SomebodyWhen Nobody did what Anybody could have doneII. Pre-readingTelling the truth—Why do you like to laugh at?I like to laugh at c artoons,for they’re lovely and fun.I like to laugh at fairy tales. They are amusing and interesting.Many years ago there lived an Emperor who was so exceedingly fond of fine new clothes that he spent vast sums of money on dress. To him clothes meant more than anything else in the world. He took no interest in his army, nor did he care to go to the theatre, or to drive about in his state coach, unless it was to display his new clothes. He had different robes for every single hour of the day.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text NONVERBAL HUMOUR. Pay attention to the pronunciation of each word and the pauses between the thought groups. I will play the tape twice and you shall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.Collocations from NONVERBAL HUMOURSlide on…, bump into…, round a corner, fall down…, in the road, see other people’sbad luck, at times, feel content with…, be worse off, astonish… with…, inspire…insb., play a character, be born in poverty, bee famous, use a particular form ofacting, ancarry entertaining silent movie, a charming character, be well knownthroughout the world, play a poor and homeless person, wear large trousers, carrya walking stick, a social failure, be loved by…, overe difficulties, be unkind3.Reading to identify the topic sentence of each paragrapSkim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.4.Reading and transferring informationRead the text again to plete the table.5.Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the prehending exercises No. 1and 2 on pages 18 and 19. Closing down by watching a silent movie byCharlie ChaplinDo you like watching movies? Do you like humourous movies? Now let’s watch a silent humourous movie by Charlie Chaplin. It’s Charlie Chaplin's first film: Making a LivingClosing down by reading about Charlie ChaplinTo end the period we shall read an article about Charlie Chaplin. Now look at the screen and read it aloud with me.2．A sample lesson plan for Learning about Language(The –ing form as the Predicative, Attributive & Object) AimsTo help students learn about The –ing form as the Predicative, Attributive & Object)To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 19 and do exercises No. 1, 2 , 3, 4 and 5. Check your answers against your classmates’.II. Learning about The –ing form as the AttributiveWhat is attributive? It is something placed before the nouns to be modified: “red” is an attributive adjective in “a red apple”. “walking ” is also an attributive adjective in “a walking stick”.III. Ready used materials for The –ing form as the Predicative, Attributive & ObjectWhich verbs can be followed by the -ing form?One of the most important simple principles that grammarians tend to missis the one that explains what verbs take the -ing form. The method of almostall books on English grammar is to give a list of such verbs. This impliesthat it is pletely arbitrary whether a verb takes the -ing form or not,that God has closed his eyes and pricked off verbs here and there at randomwith a pin. Students are thus cut off from insight into a basic patternof meaning, and confronted with a lifeless series of unconnected wordswhich they have to learn by heart. They are pushed into a purely mechanicalprocess that misses the essential truth that learning languages islearning about meanings and their logical connections to other meanings.It is significant of the impractical arbitrariness of these lists thatthere are almost no two of them that are the same, even where the most monof the verbs used with -ing are concerned.When contrasting the -ing form with the infinitive, the basic point toremember is that-ingcan always mean, among other things, a verb-noun, an'action-thing'.The fact that -ing can always mean a 'thing' gives us the followingpractical principle:If you can say I (etc.) - verb - it (e.g. I like it), you can useI - verb -ing (e.g. I like eating).Avoid it. Avoid stepping on the grass if you can.Do you mind it? Do you mind shutting the window?He couldn't risk it. He couldn't risk hurting the children.This is a principle virtually without exceptions. But naturally there are many verbs that in practice are never used with -ing simply because nobody ever wants to express that 'action' meaning of -ing with them. The process is always self-regulating, so to speak - one says whatever makes sense. We can look at some examples of the use of -ing with verbs that appear on few, if any, of most grammarians' lists.They have added mistreating prisoners to the list of charges.I can't really afford living like this.The council no longer allows smoking in public buildings.aim - (It is hard to think of a sensible example of -ing beingused with this verb. Can you?)The club arranges dancing for the pensioners.The chairman claimed breaking the strike as a great triumph.I don't count making money as a virtue.The investigators discovered cheating on a huge scale.We must encourage planting earlier in the season.I thank travelling for teaching me much about the humancondition.The principle applies equally to phrasal verbs, both the 'prepositional' type and the 'adverbial particle' type.She insisted on helping me.Bill's putting off writing till tomorrow. (Or: ...puttingwriting off..)The managing director picked out idling on the job as the maincause of the declining profits.turn up - (Another example of a verb I am unable to think ofany sensible use for with -ing.)(Notice that in the second and third sentences above, an it used insteadof the -ing form would e between putting and off and between picked andout.)There are uses of -ing which appear to contradict the it-substitutionprinciple. Two examples of them involve expressions that both have thesense of continue: carry on and go on. One can say Carry on talking, butnot *Carry on it. That, however, is merely because unemphasized pronounsare never used at the end of phrasal verb phrases (e.g. in a dictionaryone looks it up, not *looks up it). With go on one cannot even say *go iton. This again can be explained simply. One does not *go a thing, whilewith the sense of continue one does not say *go on it for the same reasonthat one does not say *Carry on it.IV. Closing downClosing down by discoveringTo end the period you are going to skim the text and the previous texts to find out all the examples containing –ing forms used as the predicative, attributive and object.Closing down by exercisesIn the last few minutes you are to do exercises 1, 2, 3 and 4 on page 21. Check your answers against those of your groupmates’3． A sample lesson plan for Using Language(Jokes about Sherlock Holmes and Doctor Watson)AimsTo help students read the paragraph of Jokes about Sherlock Holmes and Doctor WatsonTo help students to use the language by reading, listening, speaking and writing. ProceduresI. Warming upWarming up by reading school jokesThere are lots of jokes in English about school life. Read these two to see whether you will laugh or not.II. Guided reading1．Reading and translatingRead the paragraph on page 22 and translate it into Chinese sentence by sentence.2. Reading and underliningNext you are to read the paragph and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.3. Doing the exerciseNow you are going to do the exercise No. 1 on page 22.III.Guided SpeakingThink of funny stories in English and telll them to your group mates.IV.Guided Writing—Learn to write jokesThere are two main parts to the structure of a joke. The first prepares you for the laugh by telling a story which creates a sense of expectation. The second part of the joke, the punch line, provokes laughter by telling an unexpected and different story, yet one which is still patible with the first, as in this example: "My wife just ran off with my best friend. Boy, do I miss him." and "I had a mud pack facial done, and for three days my face looked much better. Then the mud fell off." Notice the assumption that is made in both these examples. In the first, you assume the person telling the story is angry with his wife, so the punch line surprises youbecause he's feeling something different and unexpected. Again, in the second example, you'd most likely assume the mud had been removed, leaving the face looking better, so the punch line takes you by surprise.So, to write jokes you need to practice reading statements and writing down the asumptions you make about them. You must be able to interpret the statement (first story line) in at least two different ways in order to provide the second, different story i.e. the punch line. And what to write about? Anything that interests you. Anything you have strong opinions about.Now write down your own jokes, in English.IV. Closing down by actingTo end this period, we are going to act the film by Charlie Chaplin The Great Dictator.Part Two: Teaching Resources (第二部分：教学资源) 1．A text structure analysis of NONVERBAL HUMOURI. Type of writing and summary of the ideaII. A tree diagram of the text THEME PARKS—FUN AND MORE THAN FUNIII. A retold passage of the textA possible version:Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people a re worse off than we are. And this feeling is so called “humour”.Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired inus. Born in poverty, he became famous by using a particular form of acting in entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overing difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold.Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.2．Background information on theme parksI. Six ways to improve your nonverbal munications1. Eye contact:Eye contact, an important channel of interpersonal munication, helps regulate the flow of munication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow ofmunication and convey interest, concern, warmth and credibility.2. Facial expressions:Smiling is a powerful cue that transmits:•Happiness•Friendliness•Warmth•Liking•AffiliationThus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.3. Gestures:If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated.A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, municate positive reinforcement to students and indicate that you are listening.4. Posture and body orientation:You municate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward municates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it municates disinterest to your class.5. Proximity:Cultural norms dictate a fortable distance for interaction with students. You should look for signals of disfort caused by invading students' space. Some of these are: •Rocking•Leg swinging•Tapping•Gaze aversionTypically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.6. Paralinguistics:This facet of nonverbal munication includes such vocal elements as:•Tone•Pitch•Rhythm•Timbre•Loudness•InflectionFor maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest morequickly when listening to teachers who have not learned to modulate their voices.7. Humor:Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fostersa friendly classroom environment that facilitates learning. (Lou Holtz wrote that when hisplayers felt successful he always observed the presence of good humor in the locker room.) Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in munications to suggest refinements.II. Biography of Charlie ChaplinCharlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889.His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, HanwellSchool for Orphans and Destitute Children.Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.1903-1906Performs in Sherlock Holmes, as the newspaper boy Billy1906-1907The Casey Circus1907-1910Works with the Karno Pantomime Troupe1910-1912First tour of USA/Canada with Karno Troupe1912-1913Second tour of USA/Canada with Karno TroupeMay 1913Accepts offer from Adam Kessel (who has interests in the Keystone Film pany) for $125/week 29 December 1913Signs contract with KeystoneJan/Feb 1914Charlie Chaplin's first film: Making a Living1914Keystone filmsNov 1914Signs with Essanay for $1,250/week to make 14 films during 19151915Essanay films27 Feb 1916Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus1916-1917Mutual films17 June 1917Signs with First National Exhibitor's Circuit for $1,075,000/year2．Words and expressions from Unit 3 A taste of English humourverbal a.verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。
高中英语必修三unit2课时练习
高中英语必修三u n i t2课时练习(w o r d版附答案)(总8页)-CAL-FENGHAI.-(YICAI)-Company One1-CAL-本页仅作为文档封面，使用请直接删除邢台二中题库英语必修三第三单元Ⅰ.单词拼写Book 3 Unit 2Period 11.It is very important for a student to keep a (平衡) between study and rest.2.Because of lack of financial support, our chances of success are (苗条的).3.The doctor suggested more fiber in his (日常饮食).4.Everyone has his own strengths and (缺点). You should be confident about yourself.5.If you buy more than one hundred computers, we will give you a 10% (折扣).6.His granny was badly ill and she didn’t even have the (力量) to stand up.7.I opened the packet just to satisfy my （好奇心）.8.The new shop across the road has taken away most of my (顾客).9.It looks as if he likes eating (生的) fish.10.Are you going to (烤,烘) the chicken?11.Ⅱ.用所给短语的适当形式填空win back , get away with , tell a lie , out of curiosity ,at a discount , be amazed at ,keep fit , lose weight ,ought to ,be tired of1.They were selling everything .2.You look slim .Have you .3.Watch frank---he’ll cheat if he thinks he can it.4.You email or call her and say you’re sorry.5.I to her about when to set off.6.Just , she opened the letter of her brother’s .7.He doing the same work all the year round.8.We the news that his lost daughter has been found in such a short time.9.He had a desire to his father’s love and trust.10.He runs three miles every morning to .Ⅲ.单句写作think (没有什么比…令人愉快) than winning the award . is strict with her daughter and (不容许她说谎). is staring at John, (看上去非常生气).(可能拿走了).always (似乎年轻的多)in his white coat than in his black one. Ⅳ.单句完形填空1.If you just spend time advantages and disadvantages, you may get nothing in the end.A.matchingB. balancingC. observingD. examiningdid you find the movie Zootopia?B.- . I wish to see it again.A. It couldn’t be betterB. I don’t care about itC. I’m with you on thatD. I wouldn’t say no3.Mary is a girl of great .She takes a interest in everything.A.concernB. beliefC. curiosityD. strength4.If you cheat in the exam, you could hardly it.A.get away fromB. get awayC. break away fromD. get away with5.As we all know, everyone has own strengths and ,so we should learn from邢台二中题库英语必修三第三单元each other.A.weaknessesB. trickC. techniqueD. energy6.Only Edward can lift that heavy stone because he is a man with great .A.forceB. curiosityC. importanceD. strengthⅤ.语法填空Breakfast is the most important meal of the day—it’s a great start, it’s good 1 you, and it keeps you thin. That’s what we’ve all been told.Studies repeatedly show that skipping breakfast (不吃早餐) is more common in people 2 are overweight . And one danger for skippers who start having breakfast is that it could lead to weight gain, if they don’t eat 3 (little) later in the day.Dr Alison is from one of the many 4 (organize) around the world that tells us breakfast is a good thing ,and she points to studies 5 (show) people who skip breakfast are likely to be bigger ,which we already know is a connection .How ever ,she says it is the 6 (easy) meal of the day to get right , that skipping it risks 7 (eat) something unhealthy later on and that it can be a struggle to get the right balance 8 nutrients (营养物) without starting the day well.There 9 (be) no such thing as a perfect breakfast, but Dr Tedstone advises people 10 (think) fibre in the mornings. “Overall we’re not getting enough fibre in our diet and it’s easy to include fibre into breakfast,”Ⅵ.完形填空Everyone needs water and a diet 1. healthy foods. These foods should2. some fat, some fiber, a little salt and so on.People need energy to live. They eat all kinds of foods 3. change into energy. Our bodies use different 4. of energy. The energy is measured in calories(卡路里).The more 5. we take, the more calories we burn. Even when you are _6. you are using energy ---about 65calories an hour. While you are at school, or walking home, your body is7. up 100 calories an hour. When playing football or basketball, you might be using 400 calories an hour. On _8. Day, during the relay race, you will use most of all, perhapsas 9. as 650 calories an hour.The Chinese diet is considered to be the healthiest in the world. It contains a lot of fruit and green vegetables. It is 10. in fiber and low in sugar and fat. The Chinese eat less sugar than many 11. countries in the world. That is 12. lots of people in China have white teeth.People in the western world do no eat 13. healthy foods. They eat too much fat and sugar and don’t take 14. of this, they _15. weight very easily. In order to 16. with the quick pace(步伐)of their life and work , they eat a lot of fast food . They eat a lot of sweets, soft drinks, potato crisp, chocolates, butter and ice cream and so on,17. are called 18. food by some epicureans (美食家).The result is that many of them become fat. In order to avoid 19. fat and 20. it is advisable (明智的)to eat a balanced diet and not eat too many foods that have a high calorie rating1.A．above B．Of C．at D．over2.A．include B．hold C．contain D．make up3.A．which B．what C．Where D．it4.A．numbers B．amounts C．plenty D．deal5.A．exercise B．lesson C．sport D．games6.A．waken B．running C．working D．asleep7.A．running B．adding C．burning D．wasting8.A．Children B．Work C．SportsD．Teacher ．much B．many C．fewD．little10.A．poor B．low C．rich D．plenty11.A．more B．other C．rest D．others12.A why B. because C. because of D. since13.A so B. very C. much D. such14.A．a number of B．too much C．masses of D．enough15.A．lose weight B．put on C．die D．stay healthy16.A．keep up B．carry on C．keep on D．go on17.A．as B．these C．which D．they18.A．bad B．disease C．healthy D．junk19.A．to get B．becoming C．to become D．get20.A．keep thin B．keep fit C．stay calm D．fall illPeriod 2Ⅰ.用ought to , ought not to ,have to , don’t have to , mustn’t , need , needn’t填空1.If I you to come and help, I’ll call you.2.These books be taken away from the library.3.I think there’s a train at 8:20 but you make certain.4.I have gone to work .It was Sunday.5.You have your eyes seen to by a doctor.6.You tell a lie to your parents.7.I know that I open the letter without your permission.8.I’m glad I go out on such a rainy night.do the housework .10. We play inside because it is raining.Ⅱ. 单句写作1. You (本不必提醒) it .2.I (不得不参加) an important meeting this afternoon .3.You (一定不能玩) with fire , or you’ll get burnt.4.He (本该完成工作) in such a long time .5.You (不必) return the book now .You can keep it until next week if you like.6.Something is wrong with my bike , so it (需要修理) .7.Mary (本不该说) the words ,but she wanted to warn you against that man .8.The light is on in his office. He (一定在工作) there now .9.T here being no buses that night , we (不得不) go home on foot .10.You (不必) worry about him .Ⅲ.语法选择1.I’m feeling sick. I so much chocolate.A.needn’t have eatenB. couldn’t have eatenC. mustn’t have eatenD. oughtn’t to have eaten2.---What sort of house do you want to have? Something big?---Well, it be big ---that’s not important.A.mustn’tB. needn’tC. can’tD. won’t3.Mark have hurried .After driving at top speed, he arrived half an hour early .A.needn’tB. wouldn’tC. mustn’tD. couldn’t4.---Must I return these books to you this week?5.---No, you .A.mustn’tB. don’t have toC. shouldn’tD. oughtn’t to6.---Is it good to look up every new word when I come across it in reading?7.---No, you , because you are likely to guess the meaning from the context.A.can’tB. mustn’tC. don’t have toD. ought not to8.John, you play with the knife. You hurt yourself.A.won’t,can’tB. mustn’t, mayC. shouldn’t, mustD. can’t, should9.Sir, you be sitting in this waiting room. It is for women and children only.A.oughtn’t toB. can’tC. won’tD. needn’t10.You to town to see the film yesterday. It will be on TV tonight.A. needn’t goB. had better not goC. should not goD. needn’t have gone11.---Must I be here tomorrow?12.--No, you .We will phone you when necessary.A.shouldn’tB. needn’tC. can’tD. may not13.Your shirt needs . Y ou’d better have it done today.A.ironB. to ironC. ironingD. being ironedⅣ. 语法填空The bell for class just rang for the second time, but Tom hasn’t turned 1 .He2 (arrive) at school earlier because there will be3 math test for the whole class today. He is one of the top students in the class. He usually comes to school on time,”He4 be in class now,”thought his master teacher Mrs Green . “I must make sure5 has happened to him.”So she went out of the classroom and rang up Tom.“Hi, Tom ! You 6 to be at school now. Where are you”“Goo d morning, Mrs Green. I’m still at home.”“Why? Why don’t you come to school today”“My mother is ill, so I 7 look after her at home.”“Your father should be at home, so you 8 at home to take care of her.”“But my father hasn’t got back from work yet. I will go to school as soon as my father 9 back.”“But you mustn’t waste too much time, or you will 10 take another test if you fail this one .Period 3Ⅰ.单词拼写1.Diets are most effective when (结合) with exercise.2.With so much homework to do, most children’s playtime is now very (有限的).3.Everyone should be aware of his (强项) and weaknesses.4.We’ll run into (负债)if you spend more than our income.5.Many people have come to realize that they should go on a (平衡的) diet.6.Don’t give the baby meat to eat, because he can’t(消化)it.7.If you don’t feel well, you’d better(咨询)a doctor.8.She put on dark glasses because the sun was (闪耀) in her ryes .9.Many of the things we now （获益）from would not be around but for Thomas邢台二中题库英语必修三第三单元Edison .10.She (叹息) when she saw the hole in her blouse. Ⅱ. 用所给短语的适当形式填空Before long , earn one’s living , in debt , turn into , combine…with , cut down , put on weight , spy on , glare at , no longer1.Tony lives her. His marriage has broken up.2.The new traffic regulations will on the number of accidents.3.Jim and Mary met in a studio. they became good friends and gotmarried .4.Most people in this city by working in the car factory.5.I’m heavily and that’s why I’m selling the house.6.The policemen are the three men in the room next to the door.7.It’s great to have so much delicious food during the Spring Festival, but Ialways .8.They stood there as if they had been stone.9.Don’t your teacher like that .You deserve the scolding.10.We should learn to work pleasure.Ⅲ. 单句写作1.We saw a lot of people (聚集在这位音乐家周围) .2.Now that you are here (你为什么不) play games with us3.4.I (确实盼望) seeing you again .5. Tom (既不…也不) I am his student ,but each of us has gone tothe hospital to see him .6.This is (如此有趣的一本书) that we all enjoy reading it. Ⅳ.阅读理解Persons who have a well-balanced diet generally have a good appetite at mealtime. How is your appetite? Do you ever find that you are too tired to eat a nourishing (有营养的) breakfast in the morning? If you do, you are probably not getting enough sleep. Try going to bed earlier at night and see if your breakfast appetite is improved.Do you sometimes find that you are not hungry for lunch at school? Perhaps it is because you eat the same kinds of food for lunch every day. Try varying (变换) the foods you eat for lunch. You will probably find that your appetite improves greatly.Do you sometimes find that you are not hungry at dinnertime in the evening, even when your mother has got ready a favorite dish of yours for you? There could be several reasons for this. You may not be getting enough exercise after school. There is nothing like exercise and activity to improve the appetite. Perhaps you are eating snack foods that take away the appetite. Have you ever noticed that eating a piece of fruit or drinking a glass of milk? Try to avoid (避免) eating candy for snacks.1.The word "appetite" means .A . a feeling of eatingB . a wish for foodC . feeling hungryD . a wish to drink2.A nourishing breakfast is a one.A.healthyB. commonC. pleasantD. tasteful3."Try varying the foods you eat for lunch" means .A.you should prepare the same food for lunchB.you should eat different foods for lunchC.you should try to eat more food for lunchD.you should try to cook better food for lunch4."Your appetite improves greatly" means your appetite .A.becomes betterB. becomes worse5.You would likely lose your appetite if you eatA.biscuits B . watermelonC. sweetsD. milk snackbefore dinner.Ⅰ. 单词拼写Period 41.When asked about the secret about staying young, he said a balanced diet (结合)with proper exercise was the recipe for a healthy life.2.We should spend the money on something that will (有益于)everyone.3.I’ll help as much as I can, but there is a (限制)to what I can do.4.When Mary walked in, she (怒视)at me without a word.5.We give a special (折扣)of 10 per cent for cash.6.The postman asked me to (签字)for the letter.7.I remember her as a (苗条的) young girl.8.The so-called millionaire was heavily in (债务).9.The book is of great value. Nothing can be enjoyed unless you (理解,吸收) it.10.Mum put down the phone, (叹气) and shook her head sadly.11.The party lost because it failed to (平衡)economic growth with social equity.12.Just to satisfy my (好奇心) --- how much did you pay for your car?13.14.There is a (缺点) in the design of the machine.15.I have hardly enough (力气)left to move my feet.16.If you wish good advise, (咨询) an old man.Ⅱ. 短语互译1.应当；应该2.体重减轻；减肥3.说谎4.赢回；重新获得5.削减；删节6.谋生7.欠债8.不久以后Ⅲ.情态动词专练9.spy on10.put on weight dietaway with13 out of curiositybine…with…15.glare at1. —it be Li Ping who broke the glass?—No. It be Wu Dong who did it.A. Can; mustB. Must; needC. May; mustD. Need; can2. —Don’t forget to visit me when you come to Beijing.—.A. I don’tB. I won’tC. I can’tD. I haven’t3. —Could I use your bike?—Yes, surely you .A. mightB. willC. canD. should4.Her brotherbe at home now, because he was seen playing basketball in the stadium just now.A.mustn’tB. needn’tC. can’tD. shouldn’t5.—When can you get my car repaired? I need it tomorrow morning.—It be ready by 8:00.A.canB. needC. mightD. should6.—Are you coming for dinner?7.—I’m not quite sure. I go to my uncle’s instead.A.mustB. wouldC. shouldD. might8.Don’t believe him. What he said be true.A.mustn’tB. needn’tC. shouldn’tD. may not9.—I go home now, sir?10.—No, you . You should finish the composition first.A.Might; wouldn’tB. May; had better notC. Must; mustn’tD. Need; mustn’t11.—he use your bike?12.—Certainly. Here is the key.A.ShallB. MustC. WillD. Does13.Mr Bush is on time for everything. How he be late for the important meeting?14.A.wouldB. shouldC. mightD. need15.I lived with my sister this summer and didn’t have to pay rent. So Isave most of my salary.A.was able toB. wouldC. couldD. should16.I promised to get there before 5 o’clock, but now the traffic is still so heavy. Theyfor me impatiently.A.may waitB. must be waitingC. could waitD. ought to wait17.I her, but I never could.A.ought to helpB. must helpC. must have helpedD. ought to have helped18.The Smiths went to the country for the weekend as they to the office.A.needn’t have goneB. mustn’t goC. may not goD. didn’t have to go19.My parents never remember my telephone number, and they always look it up.A.shouldB. canC. have toD. must20.Bobby me your secret, but he meant no harm.邢台二中题库英语必修三第三单元A.shouldn’t have toldB. should tellC. mustn’t have toldD. could tell16邢台二中题库英语必修三第三单元A. mustB. don’t have toC. wouldn’tD. ought to19. you like to have a walk with us this evening?A. CouldB. WillC. WouldD. Can20. —Mr Wang, I will go and fetch four chairs for the meeting.—You fetch four; two will do.A. won’tB. couldn’tC. shouldn’tD. needn’tPeriod 1Ⅰ. 1. balance 2 . slim 3. diet 4. weaknesses 5. discount7. curiosity 8. customers 9. raw 10. roastⅡ. 1. at a discount weight away with to 5. told a lieof curiosity tired of amazed at back fitⅢ. 1 .nothing is more pleasant 2. won’t have her telling a lie 3. looking very angry4. could have taken away to be much youngerⅣ. BACDADⅤ. that thinkⅥ.BCABA DCCAC BADDB ACDBBPeriod 2Ⅰ.1. need 2. mustn’t 3. ought to 4. needn’t 5. ought to6.. mustn’t7. ought not to8. don’t have to9. needn’t10. have toⅡ.’t have mentioned to attend 3. mustn’t play 4. should have finished the work 5. don’t have to to repaired/need repairing ’t have said be working 9. had to ’t have toⅢ.DBABC BADBCⅣ.1. up 2. should have arrived 5. what7.have to /must 8. needn’t / don’t have to10. have toPeriod 3Ⅰ.1. combined 2. limited 3. strengths 4. debt 5. balanced9. benefit 10. sighedⅡ. longer down long their living debt on on weight into at 10combine ,withⅢ. around the musician 2. why don’t you / why not 3. do look forward to4. Neither , norⅣ.BABACPeriod 4Ⅰ. 1. combined 2. benefit 3. limit 4. glared 5. discount6. sign7. slim8. debt9. digest 10. sighed11. balance 12. curiosity 13. weakness 14. strength 15. consultⅡ. 1. ought to 2. lose weight 3. tell a lie 4. win…back 5. cut down6. earn one’s living7. in debt8. before long9. 暗中监视；侦查10.增加体重11. 平衡膳食12. 做坏事不受惩罚13.出于好奇14. 将…与…相结合15.怒目而视Ⅲ. 1-5 ABCCD 6-10 DDBAB 11-15 ABDDC 16-20 ABBCD17。
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Period 3 A sample lesson plan for Using Language
(THE RETURN OF THE DINOSAURS)
Introduction
Language is learned to be used in and for communication. So in this period we shall , write and speak in English, making use of the focused words, collocations, structures and topic ideas covered in this unit. The teacher may take the following steps in teaching: warming up by reading aloud the text on page 11 to the tape；Reading for forms；discussing about extinct animals；listening and talking about cloning and closing by looking and saying.
Objectives
To page 11 to the tape.
Why read aloud? Because reading aloud:
∙Is great fun, and it benefits our growth as readers and learners.
∙Nurtures our love of both the written and spoken word.
∙Gives us a chance to rediscover favorite stories and find new ones.
∙Helps us develop important language skills that will to read on our own.
2. Reading for forms
Read the text THE RETURN OF THE DINOSAURS on page 15: cut the sentence into thought groups, blacken the predicates, darken the connectives and underline all the useful collocations.
3. Discussing about extinct animals
Some animals Asia are endangered. Now in groups of four make a list of endangered animals and of them.
4. Listening and talking about cloning
Cloning is something which will change the direction of the world development. Now let’s listen to more cloning.
Now you may work in pairs to put this listening material into a dialogue.
5. Closing by looking and saying
Look at the photos and say something about cloning. What is it? How it done?。