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人教版高二英语必修五教案

2025-03-21

篇1：人教版高二英语必修五教案

1.人教版高二英语必修五教案

　　教学目标

　　1.Students learn some new words and expressions to describe people ,especially famous persons;

　　2.Students are encouraged to give more information about famous persons who they are familiar:

　　3. Students can realize that it is scientific spirit that makes those scientists successful.

　　教学重难点

　　1. Words and expressions in this unit

　　2. Previous knowledge of some of the famous scientists

　　3. Comprehending the text

　　教学过程

　　【导入】Words　learning

　　(Students are assigned to learn the new words of this unit and find out the English explainations of the new words )

　　Definitions or explanations

　　A.examine 1.general principles of an art or science

　　B.repeat 2.say or do again

　　C.theory 3.at once; without delay

　　D.immediate 4.look at...carefully in order to learn about or from...

　　E.complete 5.of great value, worth or use

　　F.valuable 6.having all its parts; whole; finished

　　G.announce 7.make known

　　H.control 8.come or bring to an end

　　I.positive 9.power to order or direct

　　J.conclude 10.quite certain or sure

　　【讲授】useful　sentences　learning

　　(The sentences are picked from the text.)

　　1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.

　　2.This sentence doesn’t make any sense.

　　3.Our English teacher is not only strict with us but also friendly to us.

　　4.He is good-looking, apart from his nose.

　　5.It is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.

　　6.It is not Tom but you who are to blame.

　　7.In 1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.

　　8.Have you drawn any conclusion after you read this passage?

　　9.Well done.So much for the learning of the new words and expressions.

　　【讲授】Introduction　of　a　classic　article

　　Teacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.

　　【活动】Share　the　outcome

　　Students share their article orally and discuss whether they have used some good and advanced expressions.

2.人教版高二英语必修五教案

　　本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

　　1. 开展学生活动，发挥主体作用

　　新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生大限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

　　2. 实施情景教学，统合三维目标

　　本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

　　3. 转变学习方式，增强教学效果

　　新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

　　4. 运用问题教学，启发学生思维

　　本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

　　本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

　　【教材分析】

　　本单元教学内容为人教版新课标Module 5 Unit 3 Life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

　　第一篇Reading文章主要讲述主人公Li Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

　　考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

　　【学情分析】

　　1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

　　生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

　　2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

　　发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

　　3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

　　【教学目标】

　　(1)知识与能力

　　学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

　　(2)过程与方法

　　通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

　　(3)情感态度与价值观

　　通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

　　【重点难点】

　　重点：

　　1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

　　2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

　　难点：

　　1.掌握过去分词作定语和状语的用法。

　　2.运用所学的词汇及句型写出具有一定想象力的短文。

　　【教学策略与手段】

　　1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

　　2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

　　3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

　　【教学准备】

　　1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

　　2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

　　3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

　　【教学过程】

　　Period 1: Warming-up & Reading

　　Teaching Aims:

　　1. Learn some new words and expressions.

　　2. Improve the students’ reading skills.

　　3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.

　　Teaching Methods:

　　1. Inductive method

　　2. Pair work & group work

　　3. Competition

　　4. Illustration

　　5. Deductive Method

　　Step 1 Greetings and Lead-in

　　1.The teacher can start with daily greetings and try to lead in some words in this unit.

　　Q1: Where do you come from? Do you live in the downtown or in the countryside?

　　Do you live in a comfortable surrounding?

　　Is it a suitable location for people to live in?

　　What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

　　2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)

　　Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?

　　carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

　　3.Now let’s take a look at the screen to learn about the development of all the means of transportation.

　　sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

　　4.Q3: What will the future means of transportation be like? (Time travel)

　　Well, today we are going to learn a text about time travel.

　　【设计说明】

　　由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses, Villages,Towns, 以及Location of settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)

　　Step 2 Skimming

　　1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

　　Q1：What will the future life be like?

　　2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.

　　Q2: Which changes are mentioned in the text?

　　time travel – transport – air quality – religion – clothing – eating – houses – towns

　　3.The teacher can ask the students to carry out a discussion about the changes.

　　Q3: Which changes are good and which are bad?

　　【设计说明】

　　猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

　　Step 3 Reading for details

　　1.Before the journey

　　Q1: How many people are mentioned in the text? Who are they?

　　Q2: When did the writer write this letter? And to which year did he travel?

　　Q3: Why did Li Qiang travel to the year AD 3005?

　　Q4: What did Li Qiang suffer from?

　　Q5: How did Li Qiang feel? What makes him feel better?

　　Q6: Where did they arrive?

　　【设计说明】

　　通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

　　2.During the journey

　　1) In the capsule:

　　Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

　　2) Out of the capsule

　　Confused by the new surrounding, I was hit by the lack of fresh air

　　Q1: How did Li Qiang overcome the lack of fresh air?

　　1. Hovering carriage: .

　　Q2: How did the hovering carriage float?

　　Q3: How can a person move swiftly?

　　2. “A large market”

　　Q4: What were people doing there?

　　Q5: What happened to Li Qiang?

　　3. A large building

　　Q6: What is a “time lag” flashback?

　　【设计说明】

　　按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering carriage, a large market, a large building来处理文章第三段。

　　3.After the journey

　　(Arriving home, he showed me into a large bright, clean room.

　　XX of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

　　Q1: How did the author feel after visiting the special house?

　　Exhausted, I slid into bed and fell fast asleep.

3.人教版高二英语必修五教案

　一、教学内容分析

　　本单元以“急救”为中心话题。本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。

　　二、教学目标

　　1、语言目标：学习掌握教学内容中的重点字、词、句;

　　2、能力目标：阅读速度和技巧的训练;

　　3、情感目标：教育学生帮助他人于危急时的良好情操;通过讨论等小组活动培养协作精神;通过课堂教学活动激发学生英语学习兴趣。

　　三、学习者特征分析

　　所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。该班学生的主要特点是能讲敢讲(我在这方面一直鼓励学生)，课堂气氛活跃。本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达XX和学习兴趣。

　　四、教学策略选择与设计

　　教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

　　五、教学重点及难点

　　教学重点：帮助学生使用不同的阅读技巧完成阅读目标

　　教学难点：

　　1.学生阅读能力的培养，运用文中信息解决问题的能力;

　　2.掌握急救知识和根据不同情况提出急救措施;

　　3.能学会急救知识和相关急救措施的英语表达。

4.人教版高二英语必修五教案

　教学目标

　　1. Target language 目标语言

　　a. 重点词汇和短语

　　attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to

　　b. 重点句式

　　To prevent this from happening again, John Snow suggested that ... P3

　　2. Ability goals 能力目标

　　Enable the students to talk about science and scientists.

　　3. Learning ability goals学能目标

　　Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.

　　教学重难点

　　Talk about science and scientists.

　　教学工具

　　A computer and a projector.

　　教学过程

　　StepⅠ Lead-in

　　Ask the students to think of some great inventions and inventors in history.

　　T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?

　　S1: Edison invented the lights and the gramophone.

　　S2: The first computer was invented by a group of American scientists.

　　StepⅡ Warming up

　　First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.

　　T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?

　　S1: Newton.

　　S2: Watt.

　　S3: Franklin.

　　Sample answers:

　　1. Archimedes, Ancient Greek (287-212 BC), a mathematician.

　　2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.

　　3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.

　　4. Gregor Mendel, Czech, a botanist and geneticist.

　　5. Marie Curie, Polish and French, a chemist and physicist.

　　6. Thomas Edison, American, an inventor.

　　7. Leonardo da Vinci, Italian, an artist.

　　8. Sir Humphry Davy, British, an inventor and chemist.

　　9. Zhang Heng, ancient China, an inventor.

　　10. Stepper Hawking, British, a physicist.

　　Step Ⅲ Pre-reading

　　Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.

　　T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.

　　Show the following on the screen.

　　What do you know about infectious diseases?

　　What do you know about cholera?

　　Do you know how to prove a new idea in scientific research?

　　What order would you put the seven in? Just guess.

　　Sample answer 1:

　　S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.

　　S2: People could be exposed to infectious diseases, so may animals, such as bird flu.

　　S3: AIDS, SARS are infectious diseases.

　　S4: Infectious diseases are difficult to cure.

　　Sample answer 2:

　　S1: Cholera is caused by a bacterium called Varian cholera.

　　S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.

　　S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.

　　S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.

　　Sample answer 3:

　　S1: I know sth. about it. First we should find the problem. Then, think of a solution.

　　S2: We should collect as much information as possible.

　　S3: Analyzing results is the most important stage.

　　S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.

　　Sample answer 4:

　　S1: I think “Find a problem” should be the first stage.

　　S2: “Make up a question” should follow the first stage.

　　S3: “Think of a method”, “Collect results” and “Analyze results” are after that.

　　S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.

　　T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.

　　Step Ⅳ Reading

　　Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.

　　T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.

　　Show the questions on the screen.

　　1. What conditions allowed cholera develop?

　　2. Why do you think people believed that cholera multiplied in the air without reason?

　　3. What evidence did John Snow gather to convince people that idea 2 was right?

　　Sample answers:

　　S1: The dirty water made the cholera develop quickly.

　　S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.

　　S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.

　　Step Ⅴ Text analyzing

　　Ask the students to analyze the text in groups.

　　T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.

5.人教版高二英语必修五教案

　　教学目标

　　1. 语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。(把重点词汇列出来)

　　2.语言技能: 能从一般性文章中获取和处理主要信息;能通过上下文克服生词困难，理解语篇意义。

　　3.语言运用: 能运用语言就学生想要机器人为自己做点什么。

　　4.文化意识: 帮助学生更多的了解机器人及有关阿西莫夫的信息。

　　5.情感态度: 培养学生的想象力和对未知世界的探索精神。

　　6.学习策略: 借助联想建立相关知识之间的联系;

　　教学重难点

　　教学目标

　　1. 语言知识: 使学生理解文章中表达情感变化词汇;熟悉有关机器人方面的话题。(把重点词汇列出来)

　　2.语言技能: 能从一般性文章中获取和处理主要信息;能通过上下文克服生词困难，理解语篇意义。

　　3.语言运用: 能运用语言就学生想要机器人为自己做点什么。

　　4.文化意识: 帮助学生更多的了解机器人及有关阿西莫夫的信息。

　　5.情感态度: 培养学生的想象力和对未知世界的探索精神。

　　6.学习策略: 借助联想建立相关知识之间的联系;

　　教学过程

　　Step 1Warming-up and lead-in 5 mins

　　老师带着学生回顾上一节warmingup中的有关有机器人能为人类做点什么并且机器人存在人们生活的方方面面。接着老师设计了一个问题询问学生。“Will it be possible for human beings to fall in love with a robot? ”

　　先让学生思考这个问题，再用多媒体播放“绝对男女”的片段，观看视频，并留下悬念让学生猜猜她是如何爱上机器人的呢?引导学生看这篇跟本视频相似的故事是如何发展的呢?

　　[意图说明]以贴近单元内容的视频启动教学，激活学生已有的知识，又把学生的注意力集中到本单元内容和话题上。

　　Step 2. Skimming 3mins

　　让学生快速浏览文章找出文章中的人物和之间的关系。

　　T: Find out the main Characters in the story.

　　Larry Belmont — employed in a company that make robots.

　　Claire Belmont — Larry’s wife, a housewife

　　Tony — the robot

　　Gladys Claffern— a woman that Claire envies

　　[意图说明]因为这篇文章偏长，找出人物关系，让学生对文章的脉络有个粗略的认识。

　　Step 3. Careful reading 23 mins

　　1.Havestudents read the passage carefully and finish the table.

　　[意图说明] 本题是对该单元文章主要内容的缩写，给学生提供了篇章的语境，锻炼学生快速阅读培养学生细节理解能力为以后活动的开展和任务的实现扫除语言障碍，同时使学生梳理一下Claire对Tony的情感变化过程。

　　2. Have students think about why Claire’s feeling changed. How did Tony help her to defeat hersense of failure?

　　后引导学生思考一下三个问题Was Claire satisfied with Tony? Why shouldTony be rebuilt? Who is not satisfied with it ?

　　[意图说明] 因为reading的标题是satisfactionguaranteed , 所以用反问的形式让学生真正去思考Tony包君满意了吗?以此来思考标题。目的在于让学生学会用已知的信息用英语思维并去理解语篇的意义。

　　Step4 Discussion 7 mins

　　Have students discuss “If you have a chance to have your own robot,

　　whatdo you want him to do ?”

　　[意图说明]此活动主要在于培养学生的想象力及语言表达能力，给学生提供了更广阔的发挥空间和想象空间;鼓励学生团队协作、发散性思维，尽量使用新学词汇来谋篇布局，重点在于语言的输出和应用。

　　Step 5 homework 2 mins

　　1. Guess the meanings of difficult words and sentences in the text.

　　1). It would be a bonus.

　　2). ...he seemed more like a human being than a machine.

　　3)....someone like Larry who wanted to improve his social position.

　　4). as a favour

　　5). She looked at his fingers with wonder as they turned each page.

　　6)by the amused and surprised look on her face, Claire knew....

　　2.Preview “ A biography of Isaac Asimov”(P16)

　　3. Surf the internet to learn more about robots and science fiction

　　[意图说明]本reading偏长，学生在一些句子上可能也会出现困难，因此让学生回去理解较难的句子扫除语言障碍。此外，由于学生求知欲强，课堂时间有限，因此让学生课外在查一些关于机器人以及科幻小说，以增加这方面知识的了解。

篇2：人教版高二英语必修五教案

【教案一】

　　教学准备

　　教学目标

　　Teaching Aims

　　Knowledge a nd Skills:

　　1. Ge t to know about Canada.

　　2.Grasp some reading skills.

　　3.Stimulate the Ss’ interest and love for learning about foreign countries.

　　Strategy and Method:

　　1.Train the students’fast-reading ability.

　　2.Train the students’ ability to co operate with others.

　　教学重难点

　　Main points ：

　　1. Introduce the information of Canada to the students.

　　2.Train the students’reading ability —skimming,and listening ability

　　Difficult point ：

　　Learn different reading skil ls for different reading purposes.

　　Teaching procedures and ways

　　教学过程

　　Step1. Readin g&Greeting (2`)

　　Step2. Leading in and Warming Up (5`)

　　1.Free talk: Do you like to go sightseeing?

　　Which country do you like to visit?

　　What can you see in these countries?

　　2.Quiz

　　Step3. Fast- reading (10`)

　　1.what is“the true north”?

　　It refers to “the cross-Canada train.”

　　2.Draw the route of the two girls’ traveling across Canada

　　Step4. Careful- reading(T&F) (15`)

　　Step5. Consoli dation (7`)

　　Listening & Summary

　　Fill in the blank and retell the story

　　课后习题

　　Homework

　　Surf the Internet to find more information about Canada

　　Chalkboard Designing

　　Unit5Canada – the “the true north”

　　-----A thip “ on the true north”

　　Vancouver Rocky Mountains Thunder Bay

　　Calgary Lake Superior Toronto

【教案二】

教学准备

　　教学目标

　　1. 教学目标

　　(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.

　　(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

　　(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

　　教学重难点

　　教学重点和难点

　　(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

　　(2) 让学生合适地使用不同的身势语。

　　(3)课文中现在分词作定语和状语的长难句。

　　教学过程

　　Step 1. Lead in

　　(1)The teacher shows a question on screen： How can we communicate with others when we can’t speak ?

　　Then ask a student to answer.

　　设计说明：引出本单元的话题。

　　(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。

　　Step 2. Fast reading

　　1. Go through the passage quickly and find out the main idea of each paragraph.

　　o Match the main idea of each para. with lines.

　　(Para.1) A. Other examples of different greeting body language.

　　(Para.2) B. Different people have different body language.

　　(Para.3) C. Summary of body language.

　　(Para.4) D. Meet the visitors at the airport.

　　(Para.5) E. Examples of different greeting body language.

　　2. Try to write down the main idea of the text.

　　The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

　　设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。

　　Step 3. Careful reading

　　Read Para. 1 and decide if the following statements are true (T) or false (F).

　　(1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( )

　　(2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

　　( )

　　Read Para.2&3 and match the people with their ways of greeting

　　Tony Garcia (Columbia) A. shakes hands and kisses others twice

　　on each cheek

　　Ahmed Aziz B. Bows

　　(Jordan)

　　Akira Nagata (Japan) C. shakes hands

　　George Cook (Canada) D. approaches others closely and touches

　　their shoulder and kisses them on the cheek

　　Darlene Coulon(France) E. stand quite close to other men but will

　　usually not touch women.

　　Read Para. 4&5 and decide whether the following statements are true (T) or false (F).

　　(1) All cultures don’t greet each other the same way. ( )

　　(2) From the passage we can see western cultures are better than eastern cultures. ( )

　　(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )

　　(4) Only a small number of people greet by shaking hands. ( )

　　设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。

　　Language Points

　　1. approach vi. &vt.向……靠近;n.靠近;方法，步骤(后常跟介词to)

　　即时练习

　　(1) When I ____________(approach) the dog, it ran away at once.

　　(2) Can you come up with a good approach of solving this problem? (单句改错)

　　2. likely adj. 可能的;有希望的

　　be likely to do 很可能……;有希望……(主语既可以是人，也可以是物)

　　It is likely that...很可能……

　　即时练习

　　(1)She is the most _________ girl to win the prize.

　　(2) It’s likely that he will succeed.(句型转换)

　　=____________________________

　　3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...

　　representing 是现在分词(非谓语)作定语，相当于定语从句：who represented ….，谓语是went。

　　即时练习

　　(1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语)_____________

　　(2)The girl __________(study) in the classroom is my sister. (用非谓语填空)

　　4. I stood for a minute watching them and then went to greet them.

　　watching 是现在分词(非谓语)作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。

　　即时练习

　　(1) The boy stood there and cried.(把划线部分变为非谓语)

　　The boy stood there_________.

　　(2)The boy is sitting before the computer__________ (play) games. (用非谓语填空)

　　设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。

　　Step 4. Consolidation

　　阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

　　Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

　　As I get to know more international friends, I learn more about this

　　(6) __________ (culture) body language. People communicate not only with

　　(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

　　Correct the mistakes in the sentences.

　　1. I stood for a minute watched them and then went to greet them.

　　2. Julia stepped back appearing surprising.

　　3. Akira Nagata from Japan came in smiled.

　　4. Most people around the world now greet each other by shake hands.

　　5. These action are not good or bad.

　　Step 5. Free talk

　　After discussing with your deskmate, think out the body language you know and act it out.

　　Ask some pairs to perform in front of the class.

　　设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。

　　Step 6. Summary

　　What have we learned in this class?

　　We have learned:

　　o some body language in different countries

　　osome language points

　　ohow to communicate with different people properly using body language

　　设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。

　　Step 7. Homework

　　Underline all the important words, expressions and sentences.

　　课后习题

　　阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

　　As I get to know more international friends, I learn more about this

　　(6) __________ (culture) body language. People communicate not only with

　　Correct the mistakes in the sentences.

　　1. I stood for a minute watched them and then went to greet them.

　　2. Julia stepped back appearing surprising.

　　3. Akira Nagata from Japan came in smiled.

　　4. Most people around the world now greet each other by shake hands.

　　5. These action are not good or bad.

【教案三】

教学准备

　　教学目标

　　1. Target Language 目标语言

　　重点词汇

　　sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error

　　2. Ability goals 能力目标

　　Enable the students to write a short passage about a place of interest they have visited.

　　3. Learning ability goals 学能目标

　　Help the students learn how to describe one of the places of interest they have visited.

　　教学重难点

　　How to describe a famous building or a place of interest.

　　教学过程

　　Step Ⅰ Revision and Lead-in

　　Ask some students to read their work to the class.

　　T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?

　　A sample version:

　　Why not visit “the Oriental Hawaii”?

　　Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of 7.11 million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay (No.1 in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, Xiao Tongtian, Folk Village, etc.

　　Step Ⅱ Writing

　　Task 1: Ask the students to write a tour plan.

　　T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.

　　A sample tour plan:

　　Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.

　　Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.

　　Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.

　　Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.

　　Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.

　　Day 14: We leave at noon for our flight south to Shanghai, then make our way home.

　　Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.

　　Show the following.

　　How to Write A Complaint Letter

　　· Include your name, address, home and work phone numbers.

　　· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.

　　· Make your letter brief and to the point. Include all important facts and any information you can give.

　　· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.

　　· Include all documents regarding your problem. Be sure to send COPIES, not originals.

　　· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.

　　· Keep a copy of the letter for your records.

　　Then ask the students to make a list of things that they feel are important.

　　T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.

　　A sample list of things:

　　1. I have to wait too long a time being served in the canteen.

　　2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.

　　4. The school demands us to wear the ugly school uniform.

　　The most serious one is the first one in the list.

　　A sample letter:

　　Dear Mr. Sam,

　　I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.

　　Sincerely,

　　Harlan

　　Step Ⅲ Homework

　　Ask the students to do the task in PROJECT on page 54.

篇3：人教版高二英语必修五教案

【一】

Step 1 Revision

1 Check the homework exercises.

2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

Step 2 Presentation

SB Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

Step 3 Reading

Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

Step 4 Dialogue

Speech Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a People have been talking of it a lot recently.:

Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.

b I simply don‘t know. = I honestly don’t know.

c Right now = At this moment

d The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).

e The majority of people = Most people

f a number of people = quite a lot of people

g out of work = do not have jobs

h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

i I can see the problem. = I understand the problem.

j is likely to happen = will probably happen

k It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step 5 Practice

SB Page 25, Part 2. Demonstrate how to make sentences from the table, then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.

Step 6 Workbook

Wb Lesson 65, Exx. 1 - 4.

After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.

Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

Step 7 Consolidation

With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

I believe you’re right.

What are the problems then?

What do you think is likely to happen?

Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

A: I think the company will buy more land.

B: I believe you‘re right.

A: But it isn’t likely that the manager will make a decision soon.

B: What are the problems then?

With an ordinary class, just practise the dialogue in Part 1 again.

Homework

Finish off the Workbook exercises.

Do Ex. 1 and part of Ex. 4 as written work.

【二】

教学目标

Teaching Aims and demands

　　本单元通过学习马克·吐温的《百万英镑》并改编成短剧形式的课文，学生能初步了解作者的风格。学生应能在教师的指导下，排演这个短剧。通过对话课的学习与操练，学生接触表示坚持个人意见的常用语句，并要求学生运用到实际会话中。学习并初步掌握as if和no matter引导让步状语从句的用法。

Teaching important and difficult points

1．单词

run, choice, note, change, fool, order, pleasant, right, assistant, customer, foolish, insist, tailor depend, favo(u)r , apologize, excited

2．词组

shop assistant, a clothes shop, give back, or else, change…for …, in the sun, try on, depend on, take place, get off, put on, drop in, once upon a time, do up, in fact, keep back, play the part of, next to

3．交际用语

There seems to be something wrong with it.

I would like you to change this blouse.

You sold me a blouse that I can’t use any more.

I am afraid I can’t do that right now.

Why can’t you do something about it?

Is anything the matter?

4．语法

学习as if和no matter的用法。

教学建议

课文建议

　　在Lesson 38课，建议教师应组织学生1）以节目的形式演出这段对话。2）教师可选取录像或多媒体形式完成此课的教学任务。3）教师把学生分成三人一组，适当准备一些道具排演本课的后结局的短剧。4）教师要求学生找出能刻画服装店老板人物特征和心理变化的相关语句。如：There’s a customer, Tod, Will you serve him? / No matter what he is wearing , Tod, just show him the cheapest./Come, come. Get him his change, Tod..

对话分析

　　本单元对话是讲述在服装店调换衣服的经过，学生对其内容较易理解，但一些新单词的用法应掌握，如：customer, run, insist, change…for…。本课中也提供了给学生做相应对话的练习，如：A pair of trousers, A radio的口语练习。

教学重点难点

1.serve的用法

　　1)serve(sb.) as sth.表示“为（某人）工作，（尤指）当佣人”。

　　He served as a gardener and chauffeur.他做园艺工人兼司机。

　　2)serve还可表示“供职，服役”。

　　He has served his country well.他为国尽职。

　　3)serve sb. (with sth.). 表示“将（饭菜）端上桌。”

　　Four waiters served lunch for us.有四位服务员招待我们吃午饭。

　　4)serve 还可用于“（在商店等处）接待（顾客）或为顾客取货物”的意思中。

　　Are you being served?有售货员接待您吗？

　　He served some sweets to the children.他为孩子们拿来了他们想要的糖。

　　5)serve 还指“（一份饭）够……”。

　　This packet of soup serves two.这包汤料够两个人食用。

2.judge的用法

　　1)judge用作动词，表示作“断定，估计，认为”解。其后可带宾语从句，也可带不定式或形容词、名词等引导的宾补成分。

　　We judge that they have finished.我们估计他们已经干完了。

　　We judge them to have finished.我们估计他们已经干完了。

　　She judged him about fifty.她估计他在五十岁左右。

　　The committee judged it better to start the investigation at once.委员会认为好立即开始此项调查。

　　From his letter, we judged his visit to China a great success.从他的来信判断他对中国的访问非常成功。

　　2)judge用作“判断，断定”解时，还可接wh—分句或wh—加不定式结构。

　　I can’t judge whether she was right or wrong.我不能断定她是对还是错。

　　3)judge还可表示“评判，评价”，可说judge sb. / sth.

　　Don’t judge a man by his looks.勿以貌取人。

　　4)Judging by / from…（从……来看，据……来判断）是惯用短语，可用来引导独立分句。

　　Judging from his looks ,he may be sick.从外表看，他或许生病了。

　　Judging by his accent, he must be from Guangdong.听口音，他准是个广东人。

3.get off的用法

　　1)get off意为“脱下”。

　　It’s rather hot today, we must get off the jacket.今天太热了，我们必须脱下夹克衫。

　　2)注意：get off还可作“下车”；“离开”；“出发”；“起飞”解。

　　As soon as I got off the bus, I started for the village on foot. 我一下公共汽车，就开始步行到村里去。

　　We must get off at once or we' II be late我们必须马上走，否则要迟到了。

　　We got off immediately after breakfast.我们一吃过早饭就出发了。

The plane got off on time. 飞机准时起飞。

4．favor的用法

　　1）in favor (of )表示“赞成、主张”，常用作表语或后置定语。

　　The students were in favor of reform. 学生赞成改革。

　　2）do sb. a favor或do a favor for sb. 是个正式的礼貌用语，意思是　　“给某人以恩惠，帮某人的忙”。

　　Would you do me a favor? 帮我一下好吗？

　　Do me a favor by turning off the radio. 帮我把收音机关掉。

　　Do me the favor to come. 务请光临。

　　注：do sb. a favor后接of doing 或不定式时，应将不定冠词a改为定冠词the。

5．put down的用法

　　1）意为“写下；记下”。

　　Put down your name and your telephone number.写下你的名字和电话号码。

　　Put this down in your notebook for future reference.这点记在你的笔记本上，以供今后参考。

　　2）可作“*；扑灭”。

　　The fire was finally put down by the firemen.大火后终于被*员扑灭了。

6.as if的用法

　　as if 是连词词组，作“好像”、“好似”解，引导表语从句，用于下列句型中：

　　It looks/seems as if ....表示“看起来似乎……”。其中It为无人称代词，本身并无词义。looks / seems是连系动词，as if引出表语从句。

　　It looks as if it is going to show. 看来，要下雪。

　　It seemed as if the suit was made to his own measure. 这套衣服看来似乎是按尺寸给他定做的。

　　除此之处，as if也可以引导方式状语从句，修饰主句的谓语，此时从句中的谓语动词常用虚拟语气。关于这一点，暂可不必向学生交代。

　　The woman loves the children as if she were their mother.这个妇女爱这些孩子，她好像就是他们的妈妈一样。

7. no matter 的用法

　　no matter作“无论”、“不管”解，用以引导表示让步的状语从句，常用在下列句型中：句型中的No matter what (who/when etc.)...分别表示“无论何事”、“无论何人”、“无论何时”等，这个从句可以置主句之前，也可以置主句之后。

　　由no matter + what等引导的让步状语从句。No matter后面接关系代词或关系副词引导状语从句在句中作让步状语。

　　No matter what you do, you must be very careful.不管做什么事，你都必须非常细心。

　　No matter之后可用what以外的关系代词或关系副词。例如：

　　No matter who you are (=Whoever you are), I’ll never let you in.无论你是谁，我绝不让你进去。

　　No matter which…无论哪一个……

　　No matter which you choose(=Whichever you choose), you will be satisfied.不论你选择哪一个，你都会满意的。

　　No matter where…无论何处；不管在哪里……

　　No matter where I go (=Wherever I go) , I will be thinking of you. 无论我到哪里，我都会想着你。

　　No matter when …无论何时，不管什么时候……

　I’ll discuss it with you no matter when you like(=whenever like). 你什么时候高兴，我愿意同你讨论这件事。

　　No matter how..不管……如何；无论……多么……

　　No matter how hard you try(=However hard you try), you will never be successful. 不管你如何努力，你都不会成功的。

8．drop in, drop in on 与drop in at的区别

　　drop in 意为“顺便走访” He often drops in for tea. 他经常顺便来喝茶。

　　drop in on 后接人意为“顺便拜访某人”。

　　She dropped in on me yesterday.

　　drop in at后接表示地点的名词意为“顺便来（去）某处看看”。

　　Tom usually drops in at my place on his way home. 答题时要注意drop in后所接的名词表示的意思。

　　Jane used to ____ the tailor’s on her way home from work.

　　A. drop in B. drop in on C. drop in at D. drop at

　　詹妮以前常下班后去成衣店看看。the tailor’s 表示地点，故正确答案为C。

9．run的用法

　　1）表示“跑，奔跑，赛跑”。

　　The boy ran off as soon as we appeared.我们一来，孩子们都跑了。

　　She used to run when she was at college.在大学时她经常练跑步。

　　2）run还可表示“（火车、汽车、轮船等）往来行驶”

　　Buses to Oxford run every half hour.去牛津的公共汽车每半小时一班。

　　The trains don’t run on Christmas Day.圣诞节火车停驶。

　　3）run可用业表示“（液体）流动”。

　　Could you run me a hot bath?你给我放盆热水洗澡好吗？

　　Your nose is running.你又流鼻涕了。

　　4）run表示“（衣服上的染料或颜色）掉色，扩散”。

　　I’m afraid the color ran when I washed your new skirt.很遗憾，　　我洗你那条新裙子的时候它掉色了。

　　5）run可表示“融化”。

　　It was so hot that the butter ran.天太热，黄油开始化了。

　　The wax began to run. 蜡开始融化了。

　　6）run还可表示“负责、经营、管理”。

　　He has no idea of how to run the successful business.他不知道把企业办好的方法。

　　Stop trying to run my life for me.我的生活用不着你来管。

10．Come, come. Get him his change. Tod. ( = Hurry up. Tod, Give the man his change.) 得了，得了，给他找钱吧，托德。

　　句中的come用作感叹语，表示“劝导”，“不耐烦”的情绪。come作感叹语用时，在不同的情况下，可以表示不同的感表，如“鼓励”、“惊异”、“命令”等。例如：

　　Come, come, Alice, you must be patient. 好了，爱丽丝，你得忍耐点。

　　本句中的change是不可数名词，作“零钱”，“找给的钱”解。又如：

　　Here is your change. 这是找给你的零钱。

　　change还可以用作及物动词，作“零钱”，“换钱”解。

　　Could you change a 10-yuon note, please? 你能换开10元钱吗？

教学设计方案Lesson 37

Teaching aims

　　1. Practise in pairs talking about buying clothes in a shop.

　　2. Study the language points in lesson 37.

Teaching procedures

StepⅠRevision

　　1. Check the homework exercises.

　　2. Revise articles of clothing by asking questions. Get as many as possible from the students and write them on the blackboard.

Questions for the teacher to ask the students:

1) What words have you learned about clothes ?

trousers, coat, jacket, shirt, overcoat……

2) What color do you like best if you buy a blouse ?

a gray one, red one, blue one, black one, yellow one, white one ……

Step Ⅱ Warming-up

Look at the picture on P 55.

1. Ask the students to say something about the picture. Let the students know a new word: blouse.

Answer: It’s a clothes shop. There are many clothes in the shop. Two women are talking now. They are talking about the white blouse and the red blouse in the shop.

2. Ask the students how different clothes are washed. Make a table on the blackboard if you like

as follows:

HOT WASH white cotton

WARM WASH coloured cotton

COLD WASH silk , wool

Step Ⅲ Listening and reading

Let the students listen to the dialogue once or twice and then answer same questions.

1. What did the customer buy last week?

… She bought, a blouse last weds

2. What's wrong with the blouse?

… When doe washed the blouse, the color ran.

3. What did the customer ask the assistant to do?

…She asked the assistant to change the clothes or give the money back to her.

4. Did the assistant give the money back to the customer ? Why ?

…No, because the manager of the shop wasn't in. And the assistant couldn't decide whether to give it back to her or not.

Step Ⅳ Practice

Let students fill in the blanks of the dialogue.

SA: Good afternoon. Can I 1 you ?

C: Yea, please. I 2 this radio the day before yesterday. But there is something 3 with it. Last night it just couldn't. I 4 can't use it.

SA: Let me 5 . It scans as if it hasn't been 6 properly. Has it been left in the sun or__ 7_?

C: Of 8 not. How can I be 9 foolish ?

SA: 10 it's the 11 of the factory that made it. I think I will send back to the 12 and get it repaired.

C: You may 13 it back to the factory, but I would like my money 14 .

SA: I’m 15 I can't do that.

C: Why can't you do 16 about it ? I'd like you to change this 17 or else 18 me my money back.

SA: All right. You can 19 it for another one. Would you please 20 a look at these ones ?

Answers:

1. help 2. bought 3. wrong 4. work 5. see 6. used 7. rain 8. course 9. that 10. Maybe 11. fault 12. factory 13. send 14. back 15. afraid 16. something 17. radio18. give 19. change 20. have

Fill in the blanks.

1．这台收音机有问题吗？

Is there ______ _______ ________ the radio?

2．请把借我的书还我。

Please give me _______ the book that you _______from me.

3．天看上去要下雪了。

It _______ as if it’s going to_______.

4．他坚持要明天去那儿。

He _______ that he _______ there tomorrow.

5．别让孩子站在太阳底下。

Don’t _______ the child stand ________ the sun.

6．我想让汤姆的弟弟去做那项工作。

I would _______ Tom’s brother ________ do the work.

Answers

1. anything wrong with 2. back …borrowed 3. seems…snow 4. insists …go 5. have/ keep …in 6. like …to

StepⅤ Language points

Let students read the dialogue and ask them to pay attention to some key sentences and then the teacher gives some brief explanation.

1. There seem (s) to be…

2. like常见的句型是

like sb. to do sth./ like to do sth./ like doing sth.

3. I’m not that foolish = I am not so foolish.

4.It looks as if + 句子 = It seems as if + 句子

5. insist + that - clause + ( should ) + v

Step Ⅵ Further practise

1.Get good pairs of students to act out their dialogues in front of the class without their books if possible.

2. Provide a few situations for the Ss, let them practise the dialogues by dividing the different groups.

1)You have just bought a pair of shoes from a shoe shop. But later you find that the shoes are not of the same size. So you go to the shop again. Make a dialogue between the shop assistant and you.

2) You have just bought a tape—recorder. But it does not work as soon as you get home. So you go back to the shop and ask for a new one..

Step Ⅶ Exercise

Do exercises Ex 1——3. on Page 118.

　　A customer brought a blouse in a clothes shop last week. She found that the colours _____when she washed it. Thinking that there must be ______wrong with it, she went back to the shop. The shop_____ asked her whether she did not follow the ______and washed it in hot water. The ______said she was not ______foolish. It seemed that it was the ______of the company that produced it .The customer _______that the shop should give her money back, but the shop assistant refused. Finally the customer decided to change the blouse _______another one.

Key:

ran, something, assistant, instructions, customer, that (so), insisted, fault, for

StepⅧ Homework

　　1.Do exercises Ex 2——3. on Page 118.

　　2.Get the students to do the vocabulary preparation in Lesson 38 .

教学设计方案Lesson 38

Teaching Aims

　　1. Learn lesson 38 to get brief idea of the story.

　　2.The students are required to answer some questions.

Step I Revision

　　1）Check the homework exercises.

　　2）Oral practice.