unit 3 全单元教案
2019-2020学年高中英语人教版必修三Unit3全单元导教案设计
2019-2020学年高中英语人教版必修三Unit 3 The Million Pound Bank-NoteThe 1st Period-- Warming Up and reading (about Mark Twain)Teaching aims and demands:1. To provoke students’ interest in literature.2. To help students know something about Mark Twain and his works3. To develop the ability of appreciating and talking about short stories and dramas4. To educate and inspire students to love our country by learning thedrama to know about darkness of the capitalistic countries.Teaching procedures:Step1. Lead-inT: Hello, everyone. Nice to meet you again. Have you had a good weekend? What do you usually do on weekends to enjoy yourself?S: To Play Pingpang, play basketball, go hiking, go climbing, go to the cinema, listen to pop music, take a walk in the park, watch TV and so on…. (possible answers)T: So many things that we can enjoy ourselves. I like to read short stories and novels on the Internet. Are you familiar with some of world famous writers?S: O’Henry, Shakespeare, Dickens, Birmingham, Mark Twain …T: well –done .It seems that you know a lot of writers.Step 2 Warming-upT:Would you like to guess who this man is? (show the pictures of Mark Twain).S: Mark Twain.T: Yes,What do you know about the American writer Mark Twain? Do you know any of his works? Can you name any of them?S:Mark Twain, his real name is Samuel Langhorne Clemens(11/30/1835-04/21/1910)T: Yes, exactly, but do you know what his pen name Mark Twain means? Do you want know more about him and his works? Take a look at screen,Let us together know what evaluation given to him, his brief life introduction, his main works, his quotations and the timeline of events in hislife, etc.America's s h o r t s t o r y w r i t e r n o v e l i s t h u m o r i s t p u b l i c s p e a k e r America's best known literary figure literary giantlife introduction:Mark Twain, an American writer, novelist and humorist, published more than 30 books, hundreds of short stories and essays and gavelecture tours around the world throughout his career. During his whole life, Mark Twain carried on many kinds of jobs. From 1864, he became a reporter and travelled in Europe. By the end of his life in 1910, he had become known as the perfect example of American author. Behind the mask of humour and satire, his writing often criticized social morals, politics and human nature, making his literature a unique reflection of the American experience in the latter part of thenineteenth century. In the 1890s Mark Twain became very poor. To recover from the bankruptcy, he started a world lecture tour, during which one of his daughters died. The death of his wife and his second daughter darkened his later years.Mark Twain died on April 21, 1910.Time line of the events1835- Haley's Comet welcomed the birth of Samuel Langhorn Clemens. He was born in Florida, MO on November 30. His mom was Jane and his dad was John. He was six of seven kids.1857- The Clemens family moved to Hannibal, MO.1862- Mark Twain's dad, John Marshall died at age 49.1847- 1856- He worked for his brother for newspapers then went to St. Louis, New York City, Philadelphia and Cincinnati to work at a print shop. Then went to help his brothers with the newspaper in Kakoki, Iowa.1858- Mark made his plans to travel to South America, but when he started down Mississippi River, he took a break from the river and went to New Orleans. While he was there, he met Horace Bixby and made him teach him how to be a riverboat pilot.1859- In April, Mark Twain became a licensed riverboat pilot.1863- Clemens began to work for the newspaper in Virginia City, Nevada. This is when he started to use the name, "Mark Twain." Mark Twain means safe water.1866- Twain traveled to Hawaii to write articled in the newspaper. He stayed there for a long while.1870- Samuel thought his writing was better than newspapers and magazines, so he started traveling, writing, and lecturing.1870- Clemens got married to Olivia.1874- Twain moved to Hartford, Conn.1910- Mark Twain died on April 21, in Redding, Conn. From heart disease. Haley's Comet visited again just like the year of his birth.「苦行記」(Roughing It)，「密西西比河上的生活」(Life on the Mississippi)，「湯姆歷險記」(The Adventures of Tom Sawyer, 1876)、「頑童流浪記」(The Adventures o f Huckleberry Finn, 1884) 、「鍍金時代」(The Gilded Age, 1873)、「海外浪跡」(A Tramp Abroad, 1880)、「王子與貧民」(The Prince and the Pauper, 1882)、「亞瑟王廷之康乃迪克佬」(A Connecticut Yankee in King Arthur's Court, 1889)、「傻威爾遜之悲劇」(The Tragedy of Pudding Head Wilson, 1891)、「聖女貞德回憶錄」(Personal Recollections of Joan of Arc, 1896)，The writer’s introduction to The Adventures of Tom Sawyer (1876)Most of the adventures recorded in this book really happened; one or two were experiences of my own, the rest those of boys who were schoolmates of mine. Huck Finn is drawn from life; Tom Sawyer also, but not from an individual —he is a combination of the three boys whom I knew. Although my book is intended mainly for the entertainment of boys and girls, I hope it will not be shocked by men and women, for part of my plan has been to try to pleasantly remind adults of what they once were themselves, and of how they felt and thought and talked, and what strange adventures they sometimes took part in.The Adventures of Tom SawyerThis edition presents Twain's classic American novel in an unabridged text with a reader's guide that's suitable for both children and adults. Mark Twain's classic novel, The Adventures ofHuckleberry Finn, tells the story of a teenaged misfit who finds himself floating on a raft down the Mississippi River with an escaping slave, Jim. In the course of their perilous journey, Huck and Jim meet adventure, danger, and a cast of characters who are sometimes menacing and often hilarious. Though some of the situations in Huckleberry Finn are funny in themselves (the cockeyed Shakespeare production in Chapter 21 leaps instantly to mind), this book's humor is found mostly in Huck's unique worldview and his way of expressing himself. Describing his brief sojourn with the Widow Douglas after she adopts him, Huck says: "After supper she got out her book and learned me about Moses and the Bulrushers,and I was in a sweat to find out all about him; but by and by she let it out that Moses had been dead a considerable long time; so then I didn't care no more about him, because I don't take any stock in dead people." Underlying Twain's good humor is a dark subcurrent of Antebellum cruelty and injustice that makes The Adventures of Huckleberry Finn a frequently funny book with a serious message.His quotation: "Love your enemy, it will scare the hell out of them.”“The man who does not read books has no advantage over the man that cannot read them.”“Always tell the truth; then you don’t have to remember anything.”Humor has been well defined as thinking in fun while feelingin earnest.”幽默被人正确地解释为“以诚挚表达感受，寓深思于嬉笑”。
人教pep英语六年级下册Unit3教案(全)3教案与反思
主备人：总第13课时满招损，谦受益。
《尚书》
原创不容易，【关注】，不迷路！
主备人：总第14课时
主备人：总第15课时
主备人：总第16课时
主备人：总第17课时
主备人：总第18课时
【素材积累】
岳飞应募参军，因战功累累不断升职，宋高宗亲手写了“精忠岳飞”四个字，制成旗后赐给他。
又召他到寝阁，对他说：“中兴的大事，全部委托给你了。
”金人攻打拱州、亳州，刘锜向朝廷告急，宋高宗命令岳飞火速增援，并在赐给岳飞的亲笔信中说：“设施之事，一以委卿，朕不遥度。
”岳飞于是调兵遣将，分路出战，自己率领轻装骑兵驻扎在郾城，兵锋锐气十足。
但是，后来高宗和秦桧决定与金议和，向金称臣纳贡。
就在岳飞积极准备渡过黄河收复失地的时候，高宗和秦桧却连发12道金字牌班师诏，命令岳飞退兵。
后岳飞被以“莫须有”的罪名毒死于临安风波亭，时年仅39岁。
Unit 3 Could you please clean your room 全单元教案
Unit 3 Could you please clean your room?Period 1 Section A (1a – 2c)Teaching aims:1. Words and expressions:Rubbish; fold; sweep; floor ;mess; throw; neither; shirt; pass; mess; do the dishes, make the bed, take out the rubbish, fold the clothes, sweep the floor, clean the living room ……2. Sentences:①--Could you please take out the rubbish?. --Sure. / Sorry, I can’t. I have to finish homework first.②. Could I use your computer?Sorry. I'm going to work on it now.③. Well, could I watch TV?Yes, you can. But first you have to clean your room.Ability object:1. Make polite requests and ask for permission.2. improve speaking and listening skills.Moral objects:Learn to be polite, love doing housework and make requests and ask for permission politely.Teaching Important :Words and expressions, and sentences:Make polite requests and ask for permission.Teaching difficult points:Make polite requests and ask for permission.Teaching procedures:Step 1 Warming-upSing the song and dance to the musicStep 2 Preparation test.1. Watch the photos and talk about them “What does he do every day?’ and learn these phrases: do chores, dothe dishes, make the bed, take out the rubbish, fold the clothes, do the laundry, clean the living room.2．Memory challenge. Let students know: Love your parents. Help do the chores.Step 3 work on 1a.1. Look at 1a , Do you do these chores at home?Discuss them with your partner.2. How do we make a request(要求)?Sweep the floor , Peter!Can you sweep the floor, Peter?Could you please sweep the floor?Which is the most polite(礼貌) ?3. Make polite requestsStep 4 Work on 1b.1. 1b Listen. Who will do these chore s? Check (√)Peter’s mother or Peter.2. Check the answers. Step 5 Group work .Group work: Family drama(家庭短剧)1.Each group is a family.2. We need to clean the house.3. To make a similar conversation of listening material.Example:Mom : We need to clean the house. We are going to have a party.Dad : Could you please sweep the floor?Peter: No problem.Grandpa: Well, could you please do them? I’m going to clean the living room......Step 6 Listening 2a&2b1.Peter asks his father if he can do four things. What does his father say? Check (√) “yes” or“no”. Listen again. Draw lines to the reasons.2. Check the answers .Step 6 Pair work.Make conversations using the information in 2a and 2bA: Could I use your computer?B: Sorry. I’m going to work on it now.A: Well, could I watch TV?B: Yes, you can. But first you have to clean your room?Period 2 Section A (2d , grammar )Teaching aims:1. Words :Mess; borrow, invite, disagree, snack, teenager2. Sentences:Yes, because Mom will be back from shopping any minute now. And she won’t be happy if she sees this mess.But the house is already pretty clean and tidy!Could you buy some drinks and snacks?Could I invite my friends to a party?Could I go out for dinner with my friends?OK/ Sure, that should be OK.No, you can’t. You have a basketball game tomorrow.Ability object:1. Make polite requests and ask for permission.2. improve speaking and reading skills.3. Master the structures of could .Moral objects:Learn to be polite, love doing housework and make requests and ask for permission politely.Teaching Important :Words and expressions, and sentences:Make polite requests and ask for permission.Teaching difficult points:Make polite requests and ask for permission.Teaching procedures:Step 1 Warming-up .1. Watch a video and answer:Who is the girl in the movie?Is the house clean or dirty?What did she do?2.Do some exercises.Step 2 Work on 2d.1. 2d Read the conversation and answer:What chores will Tony have to do?2. 2d Role –play the conversation.Step 3 Presentation.1. Read ,think the knowledge.2. Give some explainationsStep 4 Work on 4a.1. Write R for requests and P for permissions. Then match each one with the correct response.2.Check the answers.Step 5 Work on 4b.1. 4b Fill in the blanks in the conversation.2.check the answers.Step 6 Work on 4c.4c Make a list of things your group needs to do for a camping trip. Then discuss who will do bring a tent them and complete the chart.Example:A: Could you please bring Liu Chang?B: Sure. And could you please …?C: Sorry, I can’t. I have to…Step 7 Homework.Period 3 Section A (3a-3c ) Teaching aims:1. Words and expressions:throw, neither, shirt, all the time, as soon as.2.Sentences:①. He wanted a walk, but I was too tired. I threw down my bag and I went to the livingroom.②. “No!” she replied angrily. “you watch TV all the time and never help out around thehouse!I can’t work all day and do housework all evening.”③. “well, I work all day at school, too! I’m just as tired as you are!” I shouted back.Ability object:1. Make polite requests and ask for permission.2. improve speaking and reading skills.Moral objects:Learn to be polite, love doing housework and make requests and ask for permission politely.Teaching Important :Words and expressions, and sentences:Make polite requests and ask for permission.Teaching difficult points:Make polite requests and ask for permission.Teaching procedures:Step 1 Warming-upStep 1 Lead in.1. T: We have leaned the phrases about chores. Look at the picture, what are they doing?Do you often do chores at home ?Show the title.Step 2 2b Reading.1. Look at the picture and answer :Does Nancy often do any housework?2. Read the passage carefully and answer.How does Nancy’s and her mother’s feelings change?3. Read the sentences.4. Read the passage and answer the following questions.①Why was Nancy’s mom angry with Nancy?②Did they solve the problem? How?③Can you infer what Nancy’s mother will feel ?5. What do you learn from the message?We need to share the housework to have a clean and comfortable home .Can you infer what Nancy will do at home?Step 3 Work on 3b.Read the story again and read the sentences below. Underline the sentences from the reading that mean the same thing.1. Neither of us did any housework for a week.2. My mom came over as soon as I sat down in front of the TV.3. You’re tired, but I’m tired, too.Step 4 Work on 3c.. Decide whether the underlined words in the sentences are verbs or nouns. Then write another sentence using the underlined word in the other form.1.Could you take the dog for a walk? (noun)2. Could I watch one show first?3. I can’t work all day.4. You watch TV all the time.5. “What happened?” she asked in surprise.Step 5 Homework.Period 4 Section B (1a-1e ) Teaching aims:New words: snack teenager borrow invitePhrases: buy some drinks and snacks; borrow some money; invite . to a party/to do sth.Sentences :--Could you please clean your room?--Yes, sure. / Sorry, I can’t. I have to do my homework.-- Could I invite my friends to a party?--Of course/ Yes, you can /No, you can’t. You have to …Ability object:1. Make polite requests and ask for permission.2. improve speaking and listening skills.Moral objects:Learn to be polite, make requests and ask for permission politely; and love parents. Teaching Important :Words and expressions, and sentences:Make polite requests and ask for permission.Teaching difficult points:Make polite requests and ask for permission.Teaching procedures:Step 1 lead-in.1. Show the title.2. DiscussionQ: Do you help your parents do the chores at home?Q: Do your parents ask you to do a lot of things for them?What do your parents ask you to do?What do you ask your parents’ permission for?Step 2 Work on 1a.1.What do teenagers ask their parents’ permission for? What do parents ask their teenagers todo? Write parents or teenagers next to each phrase.2. Check the answers.Step 3 Finish 1b.Use the phrases in 1a to make conversations.Example :Parents : Could you clean your room ?Child : Yes, I can.Child : Could I invite my friend to a party ?Parents : No, you can't .Useful language:1. Parents: Could you please…?Child: Yes, sure. / Sorry, I can’t. I have to ...2. Child: Could I …?Parents: Yes, you can. / No, you can’t. You ...Step 4 Finish 1c and 1d.1. Listen to a conversation between Sandy and her mom. Check (√ ) the things in 1a that youhear.2. Listen again. Fill in the chart.Step 5 Finish 1e.You are having a party. Invite your partner to come your party and ask for help with these things. So, talk about the following things with your partner.e.g. A: Would like to come to my birthday party?B: Yes, I’d love to./Sorry, I can’t. I have to…A: Could you please take out the rubbish?B: Yes, sure./No, I can’t. I have to do…Step 6 Homework.Period 5 Section B (2a-2e) Teaching aims:1. Learn and review some important phrases and target languages.2. Review how to make polite requests how to ask permissions politely3. Read the letters carefully and surf the Internet, try to find out more reasons to support your idea, and thenwrite a letter to the person that you don’t agree with.Ability object:1. Learn how to debate and show your own opinions.2. Practice speaking, reading and writing skills.3. Interview your friends, your teachers or your parents about their opinions about kids doing chores and takenotes.Moral objects:Discuss with your partners and show your own opinions.Teaching Important :Learn and review some important phrases and target languages.Teaching difficult points:1. Interview your friends, your teachers or your parents about their opinions about kids doing chores and takenotes.2. Read the letters carefully and surf the Internet, try to find out more reasons to support your idea, and thenwrite a letter to the person that you don’t agree with.Teaching procedures:Step 1 Warming-up1. Review.Step 2. 2a. pre-reading.1. Discuss the questions with your partner①What do you often do to help your parents at home?②Do you think kids should help out with chores at home?2. New words learning.Step 3. While reading1.What’s “Skimming “2. 2b. The Sunday Mail magazine invited parents to write about whether they think young people should dochores at home. Skim the following letters. Which one agrees and which one disagrees?3. Reading.①.Read the examples, and guess the meanings of “pro”and “con”.②2c. According to Mr. Smith and Ms. Miller, what are the pros and cons about kidsdoing choresStep 4 Post reading.1. Be a good debater. Let’s have a debate.2. 2d. Write one sentence with each phrase from the letters.3. 2e Discuss the questions with a partner.Step 5 Homework.Period 6 Section B (3a-self check )Teaching aims:1. WordsFair; unfair2. Language:help with housework and chores at homehave enough stress from schoolspend the time on school work in order to…There is no need for them to…It is important for . to do sth.It’s not enough to…develop children’s independenceThe more…, the more…Ability object:1. Learn how to show your own opinions.2. Practice speaking, and writing skills.Moral objects:Discuss with your partners and show your own opinions. Teaching Important :1. Learn how to show your own opinions.2. Practice speaking, and writing skills.Teaching difficult points:1. Learn how to show your own opinions.2. Practice speaking, and writing skills.Teaching procedures:Step 1 Warming-upSection B 2 (3a—Self check)Step 1 RevisionDiscuss the questions with a partner. And take notes.Do you think children should do some chores at home?Why or why not?Children should do choresbecause…Children should not do chores because…Step 2 How to write a letter1. 信头：发信人地址和日期。
【人教版】八年级英语上册 Unit 3 全单元英文教案
Unit 3I'm more outgoing than my sister.Section A是基本的语言部分，打好本单元目标语言的基础。
运用听力(1b，2a，2b)、pair-work(1c，2c)、role-play (2d)等口语练习活动，层层递进，步步深入，充分培养学生学习目标英语的语感。
目标语言(语法和词汇)是在每个单元的开始通过图片和对话框呈现的。
图片将帮助学生建立一个自然的语境，让学生清晰地理解新的语言目标，熟悉这些语言在日常生活中是怎样使用的。
Section B是比较级的拓展和综合的语言运用。
1a，1b通过讨论在朋友身上什么是最重要的，为后面提供基本句子如makes me laugh等。
1c，1d通过听力继续以朋友为话题以比较级为语法谈论朋友。
2b，3c是通过阅读和写作最后达到综合运用语言的目的，2b培养真实生活中的语言阅读技能。
4通过谈论谁是合适的student helper来继续巩固运用目标语言。
Self Check 2考查五个形容词的用法及区别形容词比较级与原级的使用。
Self Check 3运用比较级对比自己和好友。
第一课时Section A(1a－2d)Teaching Goals【教学目标】Key words：outgoing，better，loudly，quietly，hard-working，compet ition，fantastic，which，clearly，winKey phrases：play the drums，more...than，as...as，singing competition，have funKey sentences：1. I'm more outgoing than my sister.2. That's Tara，isn't it？No，it isn't.3. I think she sang more clearly than Nelly.Teaching Key Points【教学重点】The vocabulary：outgoing，better，loudly，quietly，hard-working，competition，fantastic，which，clea rly，win，more...than，as...asTarget language：—Is that Sam？—No，that's Tom. Sam has longer hair than Tom.—That's Tara，isn't it？—No，it isn't. It's Tina. Tina is taller than Tara. And she also sings more loudly than Tara.—Did you like the singing competition yesterday，Anna？—Oh，it was fantastic！Nelly sang so well！Is Tom smarter than Sam?Teaching Difficult Points【教学难点】Oral practice using the target language above.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inAsk a student to introduce herself/himself.★Step 2Pre－taskPage 17，1a.1．Show some pictures to Ss.Say，They are stars. Ask Ss to tell what they see.Ask Ss to use the words：tall，loudly，thin，long hair，short hair，heavy，quietly，short and so on.2．Then ask Ss to repeat these sentences：Yao Ming is taller than Ronaldo.★Step 3W hile－taskPage 17，1c & 1b.1．Call attention to the picture.2．Point out the sample conversation in Activity 1c.Say，Now work with a partner. Make yo ur own conversation about the twins.3．Ask several pairs to say one or more of their conversations.4．Then listen to the recording. Ask Ss to number the twins.5．Check the answers.Page 18，2a.1．Point out the two columns and read the headings：－er，－ier and more. Then point out the words in the box. Read.Say，Now listen and write the“－er”and“－ier”wo rds in the first column and the words that use “more” in the second column.2．Play the recor ding and check the answers.Page 18，2b.1．Point out the picture and the two boxes with the headings Tina and Tara.Say，Listen to the recording. Write sentences in the boxes.2．Play the recording and check the answers.★Step 4Post－taskPage 18，2c & 2d.1．Point out the chart in Activity 2c and on Page 81.Say，Make your own conversati ons according to the information. Ask pairs to continue on their own.2．Correct the answers.3．Make students scan the conversation in 2d.4．Teach and then make Ss role－play the conversation in pairs. In this part，student A will be Julie. Student B will be Anna. As they talk，move around to monitor their work. Offer language or pronunciation support as needed.5．Have a group of students present their conversation to the class.★Step 5Homework1．How are you and your si ster/brother different？Write down.2．Do the exercises on Page 15 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The first period Section A(1a－2d)1．Words：outgoing，better，loudly，quietly，hard－working，competition，fantastic，which，win，clearly2．Target language：①A：That's Tara，isn't it?B：No，it isn't.②A：Is Tom smarter than Sam?B：No，he isn't. Sam is smarter than Tom.第二课时Section A(GF－3c)Teaching Goals【教学目标】Key sentences：1.Is Tara more outgoing than Tina？No，she isn't. Tina is more outgoing than Tara.2．Does Tara work as hard as Tina？Yes，she does.3．Who is smarter，your mother or your father？I think my mother is smarter than my father.Teaching Key Points【教学重点】1.Grammar Focus. The sentences in the box.2.The comparative forms of adjectives and adverbs.Teaching Difficult Points【教学难点】1.The comparative forms of adjectives and adverbs.2．Use some adjectives to describe people and use their comparative forms to compare people.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading inAsk，How are you and your mother/father different?Ask some Ss to answer.★Step 2Pre－taskPage 19，Grammar Focus.1．Review the grammar box. Ask Ss to read the sentences to the class.2．Write the phrases “more outgoing than”．Say，When you compare things using words with three or more syllables，you use the word “more”．3．Call attention to the word “friendly”，circle “y” and say，When a word ends in “y”，change “y” to an “i”and add“－er”．4．Practice reading the sentences in the chart.★Step 3While－taskPage 19，3a & 3b.1．Call students' attention to 3a.2．Make students complete the tasks individually.3．Choose Ss to give their answers.4．Correct the answers.5．Practice reading.6．Turn to 3b.And choose a student to answer the five questions according to the example.★Step 4Post－taskPage 19，3c.1．Ask students to read the sample conversation in the box.2．Have students work in pairs to complete the chart.3．Ask some pairs to present their dialogues.★Step 5Homework1．Compare one of your best friends with you. Write down the same and different things between you two.2．Do the exercises on Page 16 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The second period Section A(GF－3c)1．Target language：①A：Is Tara more outgoing than Tina?B：No，she isn't. Tina is more outgoing than Tara.②A：Are you as friendly as your sister?B：No，I'm not. I'm friendlier.③A：Does Tara work as hard as Tina?B：Yes，she does.④A：Who is smarter，your mother o r your father?B：I think my mother is smarter than my father.2．Answers to 3a.第三课时Section B(1a－1e)Teaching Goals【教学目标】Key words & phrases：talented，truly，care，be talented in，the same as，be good at，care about，make sb. laughKey sentences：1.I think a good friend makes me laugh.2．Molly studies harder than her best friend.Teaching Key Points【教学重点】The vocabulary：talented，care，care about，be talented inTarget language：I think a good friend makes me laugh.For me，a good friend likes to do the same things as me.Yes，and a good friend is talented in music，too.That's not very important for me...Molly studies harder than her best friend.Well，Mary and her best friend are both tall.Teaching Difficult Points【教学难点】Use the target language to talk with your classmates about your opinions on what makes a good friend.Teaching Aids【教学工具】An English textbook，a tape recorder，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Show a maxim to Ss：A friend in need is a friend indeed.2．Ask，What kinds of things are important in a friend?★Step 2Pre－taskPage 20，1a.1．Read each description to the class and ask the Ss to repeat.2．What kinds of things are important in a friend？Rank the things below 1—7(1 is the most important)．3．Ask different Ss to copy the seven phrases on the board. Then read the phrases together.★Step 3While－taskPage 20，1b.1．Say，Now make your own statements about friends using the phrases in Activity 1a.2．Ask some Ss to tell the class what they look for in a friend. And say，Who is your best friend?Page 20，1c.Play the recording and check the answers.Page 20，1d.Play the recording and check the answers.★Step 4Post－taskPage 20，1e.1．Say，Now work with your partner. Make a conversation using information in the chart.2．Ask several pairs to say their conversations to the class.★Step 5HomeworkDo the exercises on Page 17 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The third period Section B(1a－1e)1．Key vocabulary：truly，be talented in，the same as，be good at，care about，make sb. laugh2．Target language：A：Molly studies harder than her best friend.B：Well，Mary and her best friend are both tall.第四课时Section B(2a－2e)Teaching Goals【教学目标】Key words：serious，mirror，kid，necessary，both，though，grade，should，saying，reach，hand，touch，heart，fact，break，arm，laugh，share，loud，similarKey phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar toKey sentences：1. I'm quieter and more serious than most kids.2．I don't really care if my friends are the same as me or different.3．Huang Lei isn't as good at tennis as Larry.4．A true friend reaches for your hand and touches your heart.Teaching Key P oints【教学重点】The vocabulary：serious，necessary，both，though，should，reach，touch，break，laugh，share，loud，similar，as long as，be different from，the same as，in fact，be similar to Target language：I'm quieter and more serious than most kids. That's why I like reading books and study harder in class.In fact，she's funnier than anyone I know.I know she cares about me because she's always there to listen.Teaching Difficult Points【教学难点】Talk about the famous sayings about friends.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Ask，Should friends be the same or different？Choose 2 or 3 students to talk about their opinions. Say，Today we'll read about what these people think.★Step 2Pre－taskPage 21，2a & 2b.1．Project some famous sayings about friendship on the screen. Ask Ss to guess their meanings and think of more.2．Project these new words on the screen or write them on the board and teach the new words. Ask students to repeat them. And make sure everyone knows the meanings.serious adj.严肃的；mirror n．镜子；necessary adj.必需的；both adj. & pron.两个；though adv.不过，可是 conj.虽然；should modal v．应该；reach v．到达；touch v．感动，触摸；fact n．事实；break v．(使)破；laugh v．笑；share v．分享；similar adj.类似的；as long as只要；be different from 与……不同；bring out 使显现；the same as和……相同；in fact事实上；be similar to与……相像的3．Make students scan the three articles first. Ask students to put a mark in contents that are unfamiliar to them. Then the teacher lead Ss to learn them. Pay attention to the new words and phrases on the screen.4．Practice reading.★Step 3While－taskPage 22，2c & 2d.1．Make students read 2b again. Then judge if the eight statements in 2c are true(T)or false(F)．2．Choose students to give their answers.3．Check the answers.4．Ask，How do you and your friends compare with the people in the article？Choose a student to talk about it with five sentences.★Step 4Post－taskPage 22，2e.1．Read the four sayings about friends.2．Talk about these questions with your partner：Which saying about friends is your favorite？Which friend do you think about when you read this saying？Why？Begin your statements according to the example：My favorite saying is...It makes me think about my best friend. She/He is...★Step 5Homework1．Search for five famous sayings about friends. Write them in your exercise books.2．Do the exercises on Page 18 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The fourth period Section B(2a－2e)1．Words：serious，mirror，necessary，both，grade，should，saying，reach，hand，touch，fact，break，laugh，share，loud，similar2．Phrases：as long as，be different from，bring out，the same as，care about，in fact，be similar to3．Sentences：①I'm quieter and more s erious than most kids.②Huang Lei isn't as good at tennis as Larry.③Friends are like books－you don't need a lot of them as long as they're good.④A true friend reaches for your hand and touches your heart.第五课时Section B(3a－Self Check)Teaching Goals【教学目标】Key words & phrases：primary，information，primary school，be good with，call sb. at，have good gradesKey sentences：1.The English Study Center needs a weekend student helper for primary school stude nts.2．Call the English Study Center at 443－5667 for more information.3．So who do you think should get the job，Jenny or Jill?Teaching Key Points【教学重点】The vocabulary：information，primary school，have good grades，be good with，call sb. at...Teaching Difficult Points【教学难点】Writing practice.Teaching Aids【教学工具】An English textbook，CAI or courseware.Teaching Steps【教学过程】★Step 1Leading in1．Greetings.2．Check the homework.★Step 2Pre－taskPage 23，3a.1．Look at the pictures and the information in the chart.2．Compare Wang Lingling with Liu Lili. Write down the results.3．Choose a student to present his or her answers.★Step 3While－taskPage 23，3b & 3c.1．Complete the task in 3b.2．Write two paragraphs describing your friends using the notes you make in 3b.3．Choose 2 or 3 students to read their competitions loudly.4．Correct the mistakes.★Step 4Post－taskPage 24，Part 4.1．Write the names of two outgoing students on the board. Say，Who do you think should get the job，A or B?2．Ask Ss to work in pairs.3．Ask some pairs who they think should get the job and why.★Step 5ExercisePage 24，Self Check.1．Ask students to work on their own.2．Check the answers.★Step 6Homework1．Compare two of your best friends. Write five sentences using comparatives.2．Do the exercises on Page 19 in students' book.Board Design板书设计Unit 3I'm more outgoing than my sister.The fifth period Section B(3a－Self Check)1．Key vocabulary：informat ion，primary school，be good with，call sb. at＋电话号码，have good grades2．Sentences：①Call the English Study Center at 443－5667 for more information.②Jenny is smarter，but I think Jill is more outgoing.。
人教新目标英语八年级上册Unit3全单元教案
人教新目标英语八年级上册Unit 3 I’m more outgoing than my sister.Section A 1 (1a-2d)一、Teaching aims1. Knowledge Objects：1) Key words：outgoing, better, loudly, quietly, hard-working, competition, fantastic, which, clearly, winSentence patterns：①Tina is taller than Tara.②Sam has longer hair than Tom.③She also sings more loudly than Tara.2) Grammar：①Comparative forms of adjectives.②Comparative forms of adverbs.2. Moral Objects：To have students understand people have different traits.二、Teaching difficulties and key points1. Teaching important pointsCompartive forms of adj. and adv.2. Teaching difficult points：He has shorter hair than Sam.Is Tom smarter than Tim?She also sings more loudly than Tara.三、Teaching stepsⅠ. Lead-in1. Ask Ss to write down as many adj. about people as possible. Check the adj. Ss write and we can group them into some pairs, like: [Section A 1a]tall --- short; thin --- heavy, long hair --- short hair, calm --- wild …Give Ss an example by comparing Old Henry and Santa Claus.e.g. Santa Claus is older than Henry. Henry is taller than Santa Claus.Henry is younger than Santa Claus. Santa Claus is younger than Henry.Ⅱ. PresentationAsk Ss to see the pix about apples and pears to see the differences. Then compare some of their things with each other.e.g. The apples are bigger than the pears.The pears are more delicious than the apples.Summarize the Comparatives. Group competition.A + be(V) + 比较级+ than + B.Ⅲ. Game (I and my desk mate)Ask Ss to compare with their partners and find out the differences.e.g. She is heavier than me. I am more outgoing than her.She gets up earlier than me. I run faster than her.Ⅳ. ListeningThen listen to the recording. Ask Ss to number the twins.Check the answers.Ⅴ. Pair workPoint out the sample conversation in activity 1c.Say, now work with a partner. Make your own conversation about the twins.Ask several pairs to say one or more of their conversations.Ⅵ. Listening1. Work on 2a:Point out the two columns and read the headings: -er, -ier and more. Then point out the words in the box. Read them.Say, now listen and write the –er and –ier words in the first column and the words that use more in the second column.Play the recording and check the answers.2. Work on 2b.Point out the picture and the two boxes with the headings Tina is and Tara is.Say, listen to the recording. Write word in the boxes. The words are from the list in activity 2a.Play the recording and check the answers.Ⅶ. Pair work1. Point out the chart in activity 2c. Say, Make your own conversations according to the information. Ask pairs to continue on their own.2. Ss practice their conversations.3. Ask some pairs to act out their conversations.Ⅷ. Role-play1. Read the conversation first and try to match the people with the right things.a. sang betterb. with shorter hairc. practice more and really wanted to wind. sang more clearlye. danced better2. Let Ss read the conversations after the teacher.3. Let Ss practice the conversation.4. Then let some pairs act out their conversations in front of the class.Homework:Write six sentences:Write about the things that are the same and different between you and your best friend.Section A 2 (Grammar focus-3c)一、Teaching aims ：1.Knowledge Objects ：1) Review the comparative forms of adj and adv.2) Listening skill and speaking skill2. Moral Objects ：Learn to how to be friendly to others.二. Teaching difficulties and key points1) not as …as …./ less …than2) more …than / as …as3 ) Know the difference between the adj and the adv.三、Teaching stepsⅠ. Warming- up and revision1. Ask some Ss compare he/she with his/her desk mates.I’m taller than my desk mate. But she runs faster than me.…2. Show some pictures on the big screen. Let some Ss compare the things.3. Show some adjectives or adverbs. Let Ss add -er, -r or -ier to them. Ⅱ. Grammar Focus(1) 汤姆比萨姆更聪明吗？Is Tom _______ _____ Sam?(2) 不是。
人教PEP版五年级英语上册《Unit3》全单元教案教学设计小学优秀公开课
人教PEP版五年级英语上册教学设计Unit3What would you like?一、单元整体分析本单元是义务教育人教版（pep）小学英语教科书五年级上册的第三单元。
主要围绕话题What would you like?引出A、B、C三个板块的内容。
A、B部分呈现两组情景对话、一些重点词汇和一篇阅读小短文等新知识点，C部分是以讲趣味故事形式巩固或延展知识面。
本单元的学习主题是讨论饮食习惯，学习一些日常食品饮料类单词，并学会用一些形容词来描述食物特征。
重点呈现核心句型What would you like?/What’s your favourite food?民以食为天，饮食爱好是学生们平时谈论比较多的话题，这些十分贴近生活的话题，可以瞬间激发学生们的浓厚情趣，把新的知识点融入到学生们的真实生活中，学生们更喜欢学习，更愿意接受，并能很快达到内化的程度。
本单元共分六个课时，A、B两部分中的情景对话都是展示重点知识内容即本单元两个核心句型的具体语言环境，Let’s learn中所教学的重点词汇为学生练习使用关键句型提供多元化的素材，让学生们掌握更多的常见食物饮料的名称以及描述食物特征的形容词，包括A部分出现的ice cream,hamburger,salad, sandwich,tea,以及B部分出现的delicious，fresh，sweet，hot，healthy。
这些词汇能够拓宽学生们的知识面，增加学生们的词汇量，为提高表达能力打下基础。
第五课时的Read and write和Let’s check均是为巩固本单元重点知识而设计的精简训练。
第六课时中的情趣故事是学生们最喜欢的板块，通过观看动画课件视频，模仿表演，学生们把本单元学会的新知识融入到虚构的故事情节当中，把故事内容活灵活现的展现在众人面前，让学生们感受着自己的进步、成功与喜悦，这就是学习收获的最高巅峰。
本单元重点在于讨论人物的日常饮食习惯，描述各种食物饮料的特征，想要学好本单元，学生应该对一些常见水果、蔬菜以及其它食物的名称是什么，味道怎么样等有一定了解。
人教版英语九年级unit3全单元教案
2020年人教版英语九年级Unit 3 Could you please tell me where the restrooms are?Goals●To learn to use Indirect questions ●To learn to tell about places ProceduresWarming up by learning grammarHello everyone. I am a strange here in this city. Could you tell me how to get to the supermarket?All right, I am telling a lie to you. I am not new here. I said so just to help you learn to use the Indirect questions.Now turn to page 87 first and look at the three sentences in the Grammar Focus.Have you noticed the word “where ” and “how ” used in the sentences. The questions introduced by them are called the Indirect questions.1a Matching things with placesOn page 86 is a picture of a city. A visitor is asking someone questions about things to do atE buy some stampsB save money1b Listening and completingIt is difficult to get around in a new place. Now listen to the recording and complete the dialogue in the picture on page 86.TapescriptConversation 1Girl1: Excuse me. Could you tell me where I can buy some stamps?Boy1: Yes. There’s a post office on Center Street.Girl1: Oh. Can you tell me where Center Street is?Boy1: Sure. Go past the bank. Center Street is on your right.Girl1: Thanks a lot.Boy1: No problem.Conversation 2Girl2: Excuse me. Do you know where I can save money?Boy2: Sure. There’s a bank on Main Street.Girl2: Oh. Could you please tell me how to get there?Boy2: Yes... Go straight ahead. The bank is on your left.Girl2: Thank you.Boy2: You’re welcome.Write your words here in the speech bubbles.A: Could you tell me where I can buy some stamps?B: Yes. There’s a post office on Center Street.A: Excuse me. Do you know where I can save money?B: Sure. There’s a bank on Main Street.Read the tapescript and try to underline all the useful expressions used and circle the Indirect questions.1c Doing pairworkIn 1a there are many phrases describing activities. Now use them to make up conversations to talk about your own city. (The Indirect questions are circled.)A: Excuse me. Can you please tell me where I can buy shampoo in this city?B: Sure. There’s a department store over there.A: Excuse me. Can you please tell me where I can get some magazines?B: Sure. There’s a post office around the corner.A: Excuse me. Can you please tell me where I can make a telephone call?B: Sure. There’s a post office one hundred meters down the street.A: Excuse me. Can you please tell me where I can get some information about the town?B: Sure. There’s a library opposite of the hospital.A: Excuse me. Can you please tell me where I can get some writing paper?B: Sure. There’s a department store close to the bus station.A: Excuse me. Can you please tell me where I can buy some stamps?B: Sure. There’s a post office beside the library over there.A: Excuse me. Can you please tell me where I can save money.B: Sure. There’s a big bank beside the café on the main library over there.2a Listening and numberingDo you like shopping? If you do come and listen to the directions for going shopping around a new city.TapescriptBoy1:Excuse me. Can you tell me where I can buy some shampoo?Boy2:Yes. There’s a drug store on the second floor. Um. Let me think... Take the escalator to the second floor and then... then you turn left. Let’s see...Then go past the bank. And um... The drug store is between the furniture store and the bookstore. You should be able to get shampoo there.Boy1:OK, great. Thanks a lot.Boy2:You’re welcome.While listening please number the directions in the order that you hear them.Take the elevator to the second floor.2 Turn left.1 Take the escalator to the second floor.Turn right.4 The drugstore is between the furniture store and the bookstore.3 Go past the bank.Read the tapescript for the Indirect questions and the useful expressions. Circle the Indirect questions and underline the useful expressions.2b Listening and drawingDo you like drawing. Now listen to the recording again to draw a line on the picture on page 87 to show how the boy walks to the drugstore.2c Doing pairworkWhat else do like to buy? Then make conversations in pairs using the otherplaces in the picture on page 87.A: Excuse me. Do you know where I can exchange money?B:Sure. There’s a bank on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.A: Excuse me. Do you know where I can buy music CD?B:Sure. There’s a Music Magic shop on the first floor. Don’t take the escalator. It is next to the escalator room.A: Excuse me. Do you know where I can get a dictionary?B:Sure. There’s a bookstore on the second floor. Take the escalator to the second floor and turn right. The bookstore is next to the bank.A: Excuse me. Do you know where I can buy some candies?B:Sure. There’s a drugstore on the second floor. Take the escalator to the second floor and turn right. The bank is next to the bookstore.A:Excuse me. Do you know where I can buy a desk?B:Sure. There’s a furniture store on the second floor. Take the escalator to the second floor and turn right. The bank is next to the drugstore.Now read aloud the conversations again to Circle the Indirect questions and underline the useful expressions.3a Reading and listingOn page 88 is an article about going to a mall. Now read it to list the advantages and disadvantages of going to a mall. While you read, Circle the Indirect questions and underline the useful expressions.They’re all at the mall.After school, a lot of young people go to the mall. We decidedto talk to some students about why they go there.Interviewer: Why do you go to the mall?Yu Yue: I go to the mall because my friends hang out there. But I don’t really like it.Interviewer: Oh? Why not?Yu Yue: The air isn’t fresh. I prefer being outside. Also, it’s usually crowded.Interviewer: And how about you?Li Jun: Oh, I love the mall. There’s always something happening. There are a lot of free concerts there. It’s also just fun to watch people.Hu Peng: I like the mall, too. I like to go in the music store and listen to CDs. I also like to look at books in the bookstore.Yu Yue: Well, when I go into stores I always spend too much money！Advantages disadvantagesThere’s always something happening.The air isn’t fre sh.There are a lot of free concerts there. It’s usually crowded.It’s also just fun to watch people.when I go into stores I always spend too muchmoney！I like to go in the music store and listen to CDs.I like to look at books in the bookstore.3b Doing groupworkWhere do you usually hang out with friends? What are the advantages and disadvantages of hanging out at your house, at a mall or at your school? Now in groups talk about them.A: Where do you usually hang out with your friends?B: We usu ally go to my friend, Qiu’s place.A: Is that a good place to hang out?B:Well, it has advantages and disadvantages. It’s kind of small. But Qiu’s mom is a wonderful cook, so we always have great snacks.A: Where do you usually hang out with your friends?B: We usually go to the bookstore.A: Is that a good place to hang out?B:Well, it has advantages and disadvantages. It’s very big and the air is fresh,too. And we can just read books there. We don’t have to buy books. So wealways have a good time there.A: Where do you usually hang out with your friends at weekends?B: I usually stay at home.A: Is that a good place to hang out for the weekends?B: Well, it has advantages and disadvantages. My room is kind of small. But I have a computer there. I go online reading and watching. It is a wonderful place. So I always hang in at home.4. Directions challengeNow we are going to challenge one another. Write directions from your school to three certain places. Read the directions to each other and guess the places.A: Go out the front door and take a right. Walk about three blocks. Go past the park, and turn left onto Oak Street. Then it is the…?B: Then it is the bookstore.A: Go out the back door and take a left. Walk about two blocks. Go past the post office, and turn right onto Chang’an Street. Then it is the…?B: Then it is the Teachers College.A: Go out the side door and take a right. Walk about three blocks. Go past the bus station, and turn left onto Flag Street. Then it is the…?B: Then it is the lake.Closing down by looking and sayingTo bring the period to an end let’s look at the picture and talk about things happening in it.SECTION BGoalsTo learn to talk about places in the cityTo learn to read about placesProceduresWarming up by thinking about How to ask for directions when travelingBEST PROCEDURE:◆Get the name and address of the place you wish to visit.◆Talk to the Hotel Manager or someone that can read and write. If they get weak looking, or they hesitate to read, do not embarrass them, go to the next person. The probably cannot read.◆After you have found hopefully someone that speaks your language or English you can start to ask questions...1a Putting wordsOn page 89 is a list of words and a box with places. Now go over them and put in words besidethe place, the most important quality words first.Places Qualities1. restroom Clean→safe→uncrowded2. museum Fascinating→interesting→beautiful3. restaurant Delicious→uncrowded→inexpensive4. park Big→interesting→clean5. subway Convenient→safe→6. mall Uncrowded→inexpensive→1b Doing pairworkYou are familiar with the words in 1a. Now use them to talk about your city.A: The Fine Arts Museum is really interesting.B:Yes, and it’s beautiful, too.A: The Computer Room is really big.B:Yes, and it’s convenient, too.A: The Dining Hall is really clean.B: Yes, and the food is cheep, too.A: The Bus Station is really safe.B:Yes, and it’s uncrowded, too.A: The Central Square is really fascinating.B: Yes, and it’s not far away, either.2a Listening and writingSome tourists are going around your city. They are asking about things. Now listen to them talking and write what they ask about.Conversation 1Boy1: Could you tell me where there’s a good place to eat?Clerk:Of course. There are a lot of good restaurants in Sunville. What kind of food are you looking for?Boy:Vegetarian.Clerk:I’d try Green Land. They have delicious salads.Conversation 2Girl: Do you know if there are any public restrooms around here?Clerk: Yes. You’ll find some at the corner of Market and Middle Streets.Girl: Ummm... are they clean?Clerk: Oh, yes. They’re very clean.Conversation 3Mother: Could you tell me if there is a good museum in Sunville?Clerk:Well, we have several. What kind of museums do you like—history? Science? A children’s museum?Father: How about history? I like history museums. They’re fascinating.Girl1: Oh, Dad! History museums are boring. Let’s go to a science museum.Boy2: Science? We always go to science museums. I don’t like science museums. I want to go to a children’s museum. They’re more fun.Girl2: Well I’m too old for a children’s museum. Why don’t we go to an art museum?Clerk:Why don’t you go to the computer museum? There are a lot of fun things for childrenthere. You can learn all about the history of computers, as well as learn about science. Family: That’s a great idea! Let’s go to the computer museum. How do we get there?Do you know what the tourists are asking about?The tourists ask about…Conversation 1 RestaurantsConversation 2 public restroomsConversation 3 a good museum2b Listening and writingNow you are to listen to the conversations for the second time. Listen for where the man says the tourists should go.The tourists should go to…Conversation 1 Green LandConversation 2 The corner of Market and Middle StreetsConversation 3 The computer museumTo make a better use of the listening exercise we shall go on to read the tapescripts. While you read, Circle the Indirect questions and underline the useful expressions.2c Doing pairworkFor fun and for learning let’s role play the conversations between the man and the tourists. Who will be the man? All right, it’s you, Zhao Hongtao.A:Can you tell me where there’s a good place to eat?B: Of course. What kind of food do you like?A: I like vegetarian food.B: There are a lot of good restaurants in Sunville. Why not go to GreenLand. They have delicious salads.A: Can you tell me if there are any public restrooms around here?B: Yes, there’s one at the corner of Market and Middle Streets.A: A re they clean?B: Oh, no. They’re very dirty.A: Could you tell me if there is a good museum in Sunville?B:There’s a computer museum at the corner? There are a lot of fun things for both children and parents.A: That’s a great place! Let’s go to the computer museum. How do we get there?B: Take Bus 11.3a Reading and fillingGo to page 90, please. Read the article on the left and fill in the charts on the right. While reading try to underline all the useful expressions and circle all the connectivesEat, have fun and learn in Watertown！Watertown is a great place for the family to take a vacation.Teenagers will want to visit the world’s largest water slides and eat at Uncle Bob’s. A different rock band plays at Uncle Bob’s every night. Kids will enjoy the Clown City Café. They have organized games and the staff dress up as clowns.There’s also a lot for parents in Watertown. If they love good food, they can find it at the Farmer’s Market where the food is both delicious and cheap. While the children have fun, parents can take the dance lessons on the beach. And everyone can learn something in Watertown. There are threemuseums！Teenagers love the Sports Museum and kids enjoy the Science Museum. Parents will spend many happy hours walking through the History Museum.After reading fill in the chart on page 90 on the right.Kids Teenagers ParentsEat Uncle Bob’s Farmer’s MarketHave fun Clown City CaféWater slides Dance lessonsLearn Science Museum Sports Museum History Museum3b Completing a tour guideOn page 90 is an unfinished tour guide to Sunville. Now turn back to 2a and 2b for information to finish it.SUNVILLE has something for everyone. If you’re looking for museums,you will find several here. History museums are fascinating to parents.But kids may find them boring. In a science museum you can learn lots ofthings. Children’s museums are more fun. An art museum is interesting topeople who like arts. If you go to the computer museum you will find alot of fun things for children there. They can learn all about the history ofcomputers, as well as learn about science.IN SUNVILLE there are a lot of good restaurants, too. They are nice places to eat. You can find vegetarian food and meats, too. Green Landoffers delicious salads.Public restrooms around SUNVILLE are clean and beautiful. You’ll find some easily at the corner of Market and Middle Streets.3c Write a guide to your city or townMY HOMETOWN: TAIYUANTaiyuan, the capital city of Shanxi Province, lies in the north basin of Middle Jin (Jin is another name for Shanxi Province) and crosses the River Fen. The city area administers three districts, one subdivided city and five counties. The history of the city can be traced back to over 2,400 years ago. It was established in 497 BC, the end of the Spring and Autumn Period (the slavery Period in China) and was named Jinyang, the northern bank of the Jin River. In Chinese, the northern bank of waters is called yang. In 982, Song Taizong, Zhao Kuangyi, the second emperor of the Song Dynasty burned and flooded Jinyuan City. After that, he ordered one of the officials, Pan Mei to build Taiyuan City in Tangming Town, north of Jinyuan City. Thus, came the present Taiyuan City. Taiyuan, in Chinese, means the greatest plain. In fact, it is dominated by rugged hills and hilly areas. Only one-fifth of the whole area is plains. Taiyuan is surrounded by mountains in the east, west and north; only the southern part is alluvial plains. Taiyuan abounds in various minerals, especially coal and iron, so honors the name, "the home of coal and iron." Taiyuan is of continental climate at temperate zone. It is dry and cold in winter, hot and rainy in summer, dusty and windy in spring, cool and comfortable in autumn. The annual averagetemperature is 9.5 Degree Celcius.4 Doing groupworkOne of the group member is to role play the information booth worker, and theothers are the tourists. The tourists are asking about your city.Tourist: What is Taiyuan?Information booth worker: It is the capital city of Shanxi Province.Tourist: Where is Taiyuan?Information booth worker: It lies in the north basin of Middle Jin (Jin is another name for Shanxi Province) and crosses the River Fen.Tourist: How many districts are there in Taiyuan?Information booth worker: The city area administers three districts, one subdivided city and five counties.Tourist: How old is the city?Information booth worker: The history of the city is as old as 2,400 years. It was established in 497 BC, the end of the Spring and Autumn Period (the slavery Period in China). What was its old name?Tourist:Information booth worker: It was named Jinyang, the northern bank of the Jin River. In Chinese, the northern bank of waters is called yang.…Closing down by going around TaiyuanAt the end of the period I will take you on a trip to Taiyuan. Come with me.SELF CHECK2. Looking and writingThere is a map on page 91 in the middle. Look at it and ask five questions. Answer them as a local person might do.1.Excuse me, could you tell me where the bank is?→It’s between the Fifth Avenuet and theGarden Road on the west side of the Central Street.2.Excuse me, could you tell me where the movie theatre is?→It’s at the corner of the FifthAvenue and the Central Street. You can find it on your right.3.Excuse me, could you tell me where the restaurant is?→There are three restaurants in thecity. The best one is n earest from here. It’s between the Fifth Avenue and the Road, just by the Central Street.4.Excuse me, could you tell me where the library is?→It’s at the west end of the Garden Roadopposite to the best restaurant in the city.5.Excuse me, could you tell me where the shopping mall is?→It’s the tallest building in the city.It’s located west of the Central Street between the Fifth Avenue and the Garden Road.Just for fun!Reading poems is fun. So go on reading this little poem by James Whitcomb Riley (1849-1916).A BOY'S MOTHERMY mother she's so good to me,Ef I was good as I could be,I couldn't be as good—no, sir!—Can't any boy be good as her!She loves me when I'm glad er sad;She loves me when I'm good er bad;An', what's a funniest thing, she saysShe loves me when she punishes.I don't like her to punish me.—That don't hurt,—but it hurts to seeHer cryin'.—Nen I cry; an' nenWe both cry an' be good again.She loves me when she cuts an' sewsMy little cloak an' Sund'y clothes;An' when my Pa comes home to tea,She loves him most as much as me.She laughs an' tells him all I said,An' grabs me up an' pats my head;An' I hug her, an' hug my PaAn' love him purt' nigh as much as as Ma.Reading: Could you please lend me your pen?Before you read, listen to the recording for the general idea of the passage.While you read, underline all the expressions and circle all the connectives.Asking for information or help is a very common and necessary activity, especially when we visit a foreign country, so knowing how to ask for information politely is important. In English,the restrooms are?” are similar requests —but the first could sound rude. It’s important to use correctlanguage, but sometimes this alone is not enough—make requests.me, Mr West. Do you k now where my book is?”, your question will sound much more polite. On the other hand, it might be all right to say “Where is my book?” in some situations, perhaps with peopleyou know well.And you would not usually say, “Peter, lend me your pen.” A very direct order like this can sound最新Wordrude in English. Usually in English polite questions are longer and include extra language such as ‘Could you please…?’ or ‘Can I ask…?’ It sounds more polite to say, “Peter, could you please lend me your pen?” Sometime s, we might even need to spend some time leading in to a question or request. For example, if you stop a stranger in the street, we might first say, “Excuse me, I wonderIt might seem that speaking politely is more difficult than being direct, and in a way this may be true. However, in order not to offend people, learning about language etiquette is just as learning grammar or vocabulary. And doing this will also help you become better at English, or any otherPart 2: Teaching Resources (第二部分：教学资源)I. How to ask for directionsWhen you don't know where you are, or when you don't knowhow to get to a place, you can ask directions. Talk to the firstperson that you see. Ask that person where you should go.I don't like maps. I prefer to just stop and ask directions.I think we're lost. Let's pull over and ask directions.。
五年级英语上册第三单元教案(全)
环节一：warm-up
教师活动：
1)师生问好
T:Good morning/Good afternoon,boys and girls!Nice to see you again.
学生活动：
1))师生问好
T:Good morning/Good afternoon,teacher!Nice to see you again.
2)Free-talk. 教师跟学生自谈话：
This is my father.This is my mother。
活动意图
1)通过师生相互问好，营造轻松的英语学习氛围。
2)知识的拓展创新激发学生学习兴趣，并对新内容起到必要的铺垫作用。
1)呈现情景，复习上节课学过的单词和课文。
2)学习新单词： dancer，会表达She is a dancer.
(2)能正确地听说、认读词语：writer, singer, dancer ,actress, policeman ,reporter, policewoman 。
(3)能正确听、说、读、写词语:this, family, father, mother, love, a, an, actor, parent(s), worker, who, uncle, aunt, police,并能在真实情景中运用这些词语，进行简单的日常交际。
2.分角色表演对话。
3.教师引导学生说唱歌谣，巩固练习本节课知识点。
活动意图：
5.作业设计
（1）基础性作业：跟读模仿对话，下节课“脱口秀”展示。
（2）巩固性作业：尝试改编课文对话
（3）延伸性作业：拿一张全家福，并用所学的知识向朋友介绍自己父母writer.
人教版新目标版七年级英语上册 Unit 3 Is this your pencil全单元教案
Unit3 Is this your pencil?一、单元分析本单元的标题为 Is this your pencil? 话题为 Things in the classroom.。
本单元与第二单元衔接紧密：由this，that的学习过渡到these, those的学习，由指示一个人、物过渡到指示多个人、物，使学生学会区分远近单复数。
本单元围绕“识别物品的所属”，使学生学会询问物品的主人的基本句型“Is this/that your/her/his pencil? Yes, it is. No, it isn’t.”，体会一般疑问句的用法；学习如何写“失物招领、寻物启事”，巩固所学单词的拼写“How do you spell pen? P-E-N.”。
通过以上几个方面的学习，既能提高学生解决问题的能力，又能巩固所学知识。
根据教材内容我把该单元的教学目标定为：1语言知识⑴语言结构：复习指示代词this, that，these，those和What 引导的特殊疑问句用法学习Yes/No问句及其简单回答学习句型How do you spell pencil?的用法⑵语言功能：学会辨认物品的所有者询问物品的所属，对物品的所属进行提问和回答能够使用目标语言写失物招领和寻物启事2语言技能：听：能识别不同句式的语调，并能根据语调变化，判断句子意义的变化；能听懂本课学习活动中的问题，作出较得体的回答。
说：能在本课的任务型活动如：失物招领、制作海报、编写谜语等中进行简单有效的交流。
读：能正确朗读本单元课文；能查阅工具书为完成任务做准备；能阅读有关外国学校简单的背景材料。
写：能使用简单的句子和短语参照范例写出“寻物启示”、“失物招领”等语言材料。
3学习策略目标：•使学生明确自己学习的需要，自觉完成课前任务。
•通过Contest Guessing 和Role playing，使他们能主动积极地参与课堂活动。
·通过完成任务, 培养一种群体意识, 自主学习及合作学习的意识.※跨学科学习:·艺术：画出所学物品并依此支持完成失物招领和寻物启事。
高中英语-unit-3-Life-In-the-Future-全单元教案
高二上学期第三次教案设计人：Unit 3 Life In the FuturePeriod 1 & 2 Warming Up & Pre-reading, ReadingTeaching Goals:1.To illustrate Ss’ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in thefuture life.3.To make Ss know the difference of life between the past, present and future. Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plasticbamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss’ imagination about the future life.Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist in AD 3008?Suggested Answers:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。
牛津译林版九年级英语上册Unit3全单元教案
情感目标 To recognize and understand vocabulary about problems.
To understand how to write about problems and to express feelings
To ask for advice To recognize and understand vocabulary about problems. 1. Preview the new words and phrases of this period
教学难点
Express problems and talk about solutions.
课前预习
1. Preview the new words and phrases 2. Pre-learn Period 1: Comic strip & Welcome to the unit
教
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Step1. Warm-up 1.Explain that most teenagers have problems. Tell them that if they ever need to talk about
二次备课
2
Part B 1.Read the dialogue and then make their own dialogue in pairs.
Step4 Homework 1. Revise this period. 2. Do the exercises in the exercise books. 教后记
2. Pre-learn Period 2: Reading (A)
教
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人教pep版英语U3 Where did you go(全单元)教案
Unit 3 Where did you goPart A教学内容Let’s learn, Listen, answer and write, Let’s try, Let’s talk教学目标【知识目标】1.四会词汇：went, camp, went camping, fish, went fishing, rode, hurt2.三会词汇：fell, off, Labour Day, mule, Turpan, could, till3.重点句型：(1)—Where did you go —I went to a forest park. (2)—Did you go to Turpan —Yes,we did.【能力目标】1.能够听、说、读、写四会词汇，能够听、说、认读三会词汇。
2.能够对某人去过的地方和所做的事情进行问答。
如:Where did you go I went to…What did you do yesterday I visited my grandparents.3.能够用一般过去时的一般疑问句形式询问别人过去某个时间所做的事情并作答。
如：Did you go fishing last weekend Yes,I did./No,I didn’t.【情感目标】自由地谈论去过的地方和做过的事情，激发学生对过去经历的美好回忆。
热爱生活，学会分享，增进友谊。
教学重点1.能听、说、读、写过去式单词went，rode，hurt和词组went camping，went fishing等;能正确使用动词过去式。
2.能利用“Where did you go？What did you do？〞互相询问去过的地方和做过的事情，并能根据实际情况灵活作答。
教学难点1.掌握本局部的新单词并利用过去式的变化进行描述。
2.灵活运用“Where did you go？〞“What did you do？〞谈论去过的地方和做过的事情。
2019-2020学年高中英语人教版必修三Unit3全单元教案
2019-2020学年高中英语人教版必修三Unit 3 The Million Pound Bank-NoteI．教学内容分析本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断以及马克·吐温的生平简介。
Warming Up通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初步的了解。
Pre-reading首先要求学生回答几个相关的问题，并让他们展开想象，借助讨论引入到《百万英镑》的情节。
Reading部分是详细介绍富商兄弟俩打赌把一张百万英镑的钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。
最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。
本部分可以通过先熟读后改编的形式，让学生登台表演，培养学生的调控能力和交际能力，然后再利用多种形式的练习让学生深入理解课文。
Learning about Language部分突出了词汇和语法的学习与训练。
本单元的语法是名词性从句中的宾语从句和表语从句的具体用法。
Using Language部分中包括了听、读、写三个部分的内容，是本单元主要篇章的延伸。
学生通过感受百万英镑给亨利带来什么样的待遇而进一步理解作者诙谐讽刺的写作风格。
该部分比较连贯，提出的一些问题有利于培养学生独立思考的能力和文学素养。
其中写作部分是训练学生选取和组织材料的能力，通过前面的学习，结合独立的思考，写出形象鲜明且语言流畅的戏剧。
Learning Tip指导学生掌握对话的技巧，了解如何使用相应的语音和语调来编排戏剧，提高学生的写作水平。
II．教学重点和难点1. 教学重点(1) 本单元教学目的和要求中的生词和短语；(2) 掌握名词性从句中的宾语从句和表语从句的具体用法；(3)了解戏剧（剧本）语言的特点，如舞台说明（stage directions）用一般现在时态，台词中有很多的省略句等。
冀教版五年级英语下册 Unit3 全单元教案
Lesson13 Let’s buy postcards教学目标：1、让学生能听说读个4词汇: postcard, letter, email, send2、让学生能认读、理解并运用句子3、激发积极的情感因素,培养与人交流的能力。
教学重点：四会词汇：postcard, letter, e-mail send教学难点：所学词汇和句型的灵活运用，进行交际。
教学准备：教学光盘信、自制明信片教学过程：Step 1: Warm upT: I have a good friend .I miss her very much. How can I do?Step 2: Presentation1、新授第一部分。
（1）首先在小组中自读第一步分出示第一张幻灯片让学生先自读找出不会的单词划出来并先在小组中解决，小组长记录小组情况，小组活动结束后小组长负责汇报小组情况。
（2）组长汇报后老师总结归纳出本课新单词：postcard letter email 老师边板书边领读，指名读。
用实物和图片和学生一起问答练习新词汇。
在利用幻灯片做猜词游戏巩固词汇。
（3）播放录音跟读后，让学生读一读自己想读的句子。
（读对的加二分，错的加一分，小组长负责加分）2、新授第二部分。
（1）小组中自学本部分。
（同第一部分）（2）小组长汇报后教学本部分重点单词：send幻灯片出示图片让学生理解意思并领读指名读。
How much学生经常见到，点一下，让学生说说意思。
（3）幻灯片出示本部分的问题让学生读一读，告诉学生听录音后回答这些问题。
（4）跟读和回答后重点读一读第二幅图和第四副图。
3、教学第三部分。
（1）完成第一题：先让学生指名读一读例句再让学生自己写一写画一画。
给足学生时间，老师巡视指导。
完成后指名读一读。
让学生自己总结归纳send 的用法。
（2）完成第二题：也先让学生读一读示例对话，再让学生写写。
同桌展示。
让学生总结本部分练习的什么？什么时候用。
冀教版英语九年级全册_Unit 3 全单元教案
Unit 3 SafetyLesson 13: Be Careful, Danny!I. Learning aims:Master the new words:careful, safety, hang, ceiling, serious, ambulance, necessaryII. Learning important and difficult points:1) I think I’m tall enough.2) I tried to catch you, but you landed on top of me.3) I don’t think my arm is broken.4) Tell her we are taking Brian to the hospital.Language Points:1. careful【用法】作形容词，意为“小心的、仔细的”，在句中作定语或表语。
它的副词形式是carefully。
【举例】①Li Hong is a careful girl. She does everything carefully. 李红是个认真的女孩。
她做任何事情都很认真。
②Please be careful when you cross thestreet. 当您横过街道时要当心。
2. I tried to catch you, but you landed on top of me. 我尽力要抓住你，但你落在了我头上。
【用法】句式try to do something 意为“尽力做某事”；类似句式try doing something 则表示“尝试做某事”。
【举例】①I’ll try to do everything well. 我将尽力做好每件事情。
②Li Mingis trying to skate on the real ice. 李明正在尝试着在真正的冰上滑冰呢。
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Unit 3 Life In the Future教材分析I．教学内容分析：本单元的中心话题是“谈未来”，内容主要涉及人类对今后生活环境的想象、猜测和思考。
语言技能和语言知识主要围绕“未来生活”这一中心话题进行设计的Warming up 部分通过一个填表活动引导学生去回顾过去、认识现在和展望未来。
Pre-reading部分首先让学生列举一些当今世界存在的问题，接着要求学生考虑一下在未来社会里哪些问题会克服、哪些问题将恶化。
这样就为下面阅读做了铺垫。
Reading 部分以Li Qiang 发自宇宙空间站的电子邮件的形式向读者讲述了他是如何安全到达“未来世界”以及在“未来世界”的第一印象。
教师引导学生把阅读的重点放在“未来世界”生活与现在生活的不同点上。
Comprehending 设计了五个教学活动来加深学生对“阅读”(Reading )的理解和复习。
活动一设计了5个问题，考查学生对文章主要信息的理解。
活动二要求学生通过阅读找到“未来世界”在以下几方面的变化：跨时空旅行、交通、住房、城镇环境和空气质量。
接着学生应该在思考的基础上得出自己的结论，即哪些变化好，哪些变化不好，并说出理由。
活动三要求学生通过阅读来判断李强对未来的态度是乐观的还是悲观的。
学生应该在文中找出支持自己观点的论据或例子，尽可能说服别人。
活动四让学生概括每一段的大意和具体信息，并复述课文，更深入地理解课文内容。
活动五让学生朗读课文最后一段，注意语音语调和节奏。
Learning about language部分突出了本单元的一些重点语汇和语法，通过语篇来考察学生运用本单元部分词汇的能力的练习。
语法部分要求学生主动找出阅读语篇中饿重点结构—过去分词用定语和状语，然后加以应用。
教师要提醒学生既要注意语义(meaning )也要注意形式(form).Using Language部分涵盖了听、说、读、写四项语言基本技能。
summing up部分归纳了本单元的主要学内容并让学生自我检测一下效果。
Learning tip 部分告诉学生在讨论时记笔记的好处和方法。
II．教学重点和难点1. 教学的重点(1) 回顾历史，认识现在，展望未来，激发学生的想象力；(2)学习使用有关预测和猜测的表达方式；(3)掌握过去分词作定语、状语的用法；(4)运用所学的英语写出具有丰富想象力的短文。
2. 教学的难点(1)激发学生的想象力对未来生活进行展望；(2)掌握过去分词做定语、状语的用法；(3)学习对有关预测和猜测的表达方式。
III．教学计划本单元分六课时：第一、二课时：Warming Up, Pre-reading, Reading, Comprehending第三、四课时：Learning about language, Using Language第五课时：Listening and speaking (Using Language)IV．教学步骤：Period 1 & 2 Warming Up & Pre-reading, Reading ComprehendingTeaching Goals:1.To illustrate Ss‘ imagination of future life.2.To arouse Ss to pay more attention to the problems that probably appeared in the futurelife.3.To make Ss know the difference of life between the past, present and future.Teaching Procedures:Step 1 Leading-inPurpose: To talk about past and future changes of life.1. Group workLet Ss discuss the questions in groups of four.(1)How do you usually get to school?(2)Where do you live, in a city or in the countryside?(3)Where would you like to live in the future?(4)Do you live in a flat or a house?(5)Do you have a room of you won? Can you describe the room in the picture?(6)What kind of housing would you like to have in the future?(7)What would you like to have in your room?(8)What can we use to build houses? (brick, stone , steel , glass, ice, wood , plastic bamboo, …)2. ConclusionThis unit introduces what life in the future might be like to Ss. By discussing and answering the questions above can make Ss have a general understanding of the present and future life and can also illustrate Ss‘ imagination about the future life.Step 2. Warming Up1. Pair workIn pairs let Ss list the changes in housing, transport, jobs, families and education will happen in the next century.2. Individual workAccording to the result of the above Pair work, fill in the chart.表格 1Suggested Answers:表格 2Step 3. Pre-reading1. Pair workAsk Ss to discuss the following questions in pairs.(1)Make a list of the problems human beings are facing today.(2) What problems do you think people will have overcome in one thousand years? Which ones do you think will still exist in AD 3008?Suggested Answers:(1) The seven serious problems facing mankind:①The first problem I would like to point out is the decline of morality.(道德沦丧)②The second problem is the racial bias problem. (种族歧视)③The third problem , which is a most serious problem , is the rapid depletion of resources on the Earth. (资源匮乏)④Now I come to the fourth problem, the problem of the large gap between the poor and the rich . (贫富悬殊)⑤The fifth problem is the pollution problem.(环境恶化)⑥Now I would like to talk about the sixth problem, the expensive arms race problem. (军备竞争)。
⑦The seventh problem is that the technologies vital to the welfare of human beings arebecoming more and more concentrated in the hands of a small group of people. (技术垄断) (2) Various answers are acceptable.2. DiscussionShow Ss the above pictures and ask them what problems each picture shows. This can arouse Ss interest. Ask Ss to have a wide range of discussion about the present and future life. They can discuss as much as they can.Suggested Answers:Picture one: global warming,Picture two: acid rain,Picture three: growing areas of desert,Picture four: over large world population,Picture five: lack of enough drinking water,Step 4. Reading1. Skimming(1)Pair work:Ask Ss to look the three pictures (P18) and then discuss with their partners and answer the following questions:①Picture one:* What can you see in the picture?* What are the people doing?* Where do you think they are doing?②Picture two:* How many people can you see in the picture?* Who are they, do you know?* What else can you see in the picture?* What can you use them for?③Picture 3.* What can you see in the picture?* Where is Li Qiang?* What is Li Qiang doing?* What is the table and chairs made of?* What is the wall made of? What function does it have?(2) Discussion:Ask Ss r ead through the text as quickly as possible and talk about Li Qiang‘s first impressions of AD 3008, and at the same time underline words, phrases, or sentences that are closely related to Li Qiang‘s first impressions.2. Scanning(1) Team workAsk Ss to discuss how far their ideas of the future are from those in the story. Let them discuss the following questions.①Do you think Li Qiang is impressed by what he finds in the future? Why or why not?②What improvements do you think there will be to your home city or home village onethousand years in the future? What problems might there be?③What ideas do you think were believable in this story? Why?④Which ideas do you think are too unrealistic? Why?(2) Group workThis text is written as if it were a letter from a son to his parents. He is telling them his impressions in an informal way. So the descriptions are mixed with his impressions to give you his idea of what the future is like. Now please discuss the style of the text.①Do you think Li Qiang‘s descriptions are fair? Why or why not?②What language does he use that gives you that impression?③Do you think he feels comfortable in the future? Why or why not?④What language does he use that gives you that impression?3. ComprehendingAsk Ss to tell the following sentences are True or False (T or F)(1) Li Qiang was worried about the journey, so he was unsettled all the time.(2) Wang Ping is his friend who is also a good guide.(3) His head ached because of lack of oxygen.(4) Li Qiang lost in touch with Wang Ping, but he found him at last.(5) Wang Ping‘s mother was not friendly to him.Suggested Answers:(1) F (2) T (3) F (4) T (5) F4. Listening5. Group workDivide the whole class into four groups. Each group is supposed to read through the text and find out the difficult words, expressions and sentences and then discusses them.(1) take up 占领；占据；接受When does the incoming manager take up his job?The copying of these documents took up the whole morning.He has taken up art in college.He decided to take up photography as his career.He is going to take up the story where he left off yesterday.(2) constantly adv 不断地His report was constantly interrupted by applause.The area was constantly hit by drought.拓展：constant: adj 不断的(3) remind vt 使想起；提醒常见用法：remind sb. to do sth. / remind sb. of sth./ remind sb. That… 提醒某人做某事；使某人想起Please remind me to leave her this noteThe film reminded him of what he had seen in China.Please remind me that I must call her up before nine.(4) previous adj 在前的；早先的He has had no previous experience of this kind of job.(5) tablet n 药片He took a sleeping table.(6) opening n 口子; 通路He put a gate across the opening in the fence.(7) surroundings n 环境We must learn to get used to social surroundings.拓展：surrounding adj. 周围的(8) lack: n 缺乏；没有The lack of rain aggravated the serious lack of food.拓展：lack: vt& vi 缺乏Owing to lack of time, we cannot do more than what we have done.Is she lacking in courage?(9) press: vi & vt 按；压；逼迫He pressed the doorbell.Just press this button, and you'll start the engine.The debts pressed on him.拓展：press: n 压；推；新闻界；The press have / has been invited to a press conference to hear the government's statement on theevent.(10) swiftly adv. 迅速地；敏捷地He swiftly glanced at the book and answered the question.(11) sight: 视力；视觉常见用法：lose sight of: 不再看见……in sight of: 可被.…..望见in sight: 可见，看得见；out of sight: 看不到，不被看到；at the sight of: 一看见就.…..at first sight: 一见就.…..;初次看见时catch sight of: 瞥见(12) sweep up 横扫；打扫Herry was swept up into the center of them and my link with him was broken as I was carried up to the top of a high building nearby.(13) switch n. 开关；闸The switch is broken so you need a new one.拓展：vt 转换He switched the TV onHe switched the conversation from one subject to another.Step 5. DiscussionWhat three visits would you ask to go on if you were Li Qiang? Make a list of them below. Then compare your list with your partners or classmates.1._____________2. ________________3. ____________Suggested Answers: 1. A space station 2. Another planet 3. A historical museum.Step 6. Homework1.Read the text again and again and go over the main language points.2.Finish Ex1 and Ex2 in Learning about language.3.Retelling the story, either in writing or in speech, is very useful to learners of a foreignlanguage. It demonstrates his understanding of the story. Next you are going to practise in pairs retelling Li Qiang‘s story traveling to the year AD 3008. You may make use of the words and expressions you have just learnt.Period 3 & 4 Learning about Language, Using LanguageTeaching Goals:1.To discover the useful words and expressions in the text.2.To learn and improve the use of useful words and expressions.3.To practise reading skills and learn something more about the future life.Teaching Procedures:Step 1 Learning about Language1.Discussion As we all know that robots now have becom e a very important part in human‘slife. Let Ss discuss the robots‘ advantages and disadvantages.2.Ask Ss to do Ex2 (P20). In this Exercise, Ss can learn some phrases‘ meaning by learning theirforming. That is, a verb can change its meaning slightly when you add a preposition or adverb to it.Suggested Answers: (1) search for (2) take up (3)slide into (4) sweep up (5) press down Search for/swept up/ pressed down/ sweep up/took up/ sli d…into3. Ask Ss to choose the correct phrases to finish each sentences.use up speed up sweep up come up eat up sit up turn up take up(1)When I was young, the teacher always required us to ________ straight.(2)In Britain you show your good manners at a meal if you ______ all the food.(3)We‘ll make our bathroom more comfortable if we _______ the mess every day.(3)Charles‘ bicycle started to _______ as it went down the hill.(4)Don‘t forget that you mus t ________ for the examination.(5)All the paper was _______ before the work was finished.(6)The director showed his interest in your work when he ______ to see it.(7)I hope you will ______ the new job you have been offered.Suggested Answers: (1) sit up (2) eat up (3) clear up (4) speed up (5) turn up (6) used up (7) came up (8) take upStep 2. Using Language1.Pair workAsk Ss to read the text again and make a dialogue with their partners to describe the life of one space creature. Ask one or two pairs to read the dialogues to the whole class. And then let Ss discuss them and see which group do a better job.Sample dialogue:S1: Our space creature is called a moddock. It comes from a planet going around a star on the outer part of the Andromeda galaxy. To begin with we thought it would be impossible to talk to this creature. It used to run away and hide whenever we came near. However, my friend thought of a good way to make friends with it.S2: I noticed that it always looked up when oil was near. SO I thought maybe it could smell the oil so I covered myself in oil and went near. The moddock did not run away but came close to sniff me.S1: Once we knew that an oil –smell was the way to make friends with it, everything was much easier.S2: It would put one of its six hands over your face and feel the lip movements. Then it remembered them and watched your face. We found it could speak our language very quickly and soon we were having long conversation s. They ‗re marvelous language learners.2. WritingAsk Ss to draw a picture of their aliens and then write an essay based on their pictures. At last let them read it to their partners.Sample writing:The moddock is an alien from the Andromeda galaxy. It is shy until you get to know it. To make friends you need to cover yourself in oil as that is the thing the moddock likes best. It should beable to help you with your English homework because it is such a marvelous language learner! It stays in one place most of the time as it finds moving so painful. When it has to move, it rolls over and over like a ball. Moddocks live alone and never go to school. They don‘t need to, as they are good observers and quick learners from others. It really likes humans and as we are now friends, it wants to become a human being too.Step 3. Discovering useful structures1. Individual workGive Ss two sentences in which the past participle is used as an adverbial phrase.Eg Worried about the journey, I was unsettled for the first few days.Then ask Ss to find other three sentences from the reading passage with the past participle used as the adverbial.(1)Well-known for their expertise, his parent‘s company…(2)Confused by the new surroundings, I was hit by the lack…(1)Exhausted, I slid into bed…Let‘s Ss discuss the usage of past pa rticiple and find some grammar usages.2. Explanation of the grammar.(1) 和现在分词一样，过去分词或过去分词短语也可以充当副词，修饰谓语动词。