高二15单元Destinations教案(人教版高二英语下册教学案例)（5篇）
1.高二15单元Destinations教案(人教版高二英语下册教学案例) 篇一
Ⅰ.Brief Statements Based on the Unit
More and more people like going on a trip to a faraway destination with the development of society.But before we start,we should know more about the destination we have chosen.This unit is arranged about the central topic-Destinations.In Warming up,teacher will ask students to talk about the routes and more places in the world,improving the students’ geography know ledge.In studying the reading material “Destinations”,the students will know more sights in the world and other things with the help of the teacher.By studying this unit,students will also know that finding out more about the destination is not only a good way to save money and avoid problems,it can also be a lot of fun.As to Grammar-Non-finite Verbs,a number of exercises are arranged.After doing them,students will master some knowledge of the Infinitive,the v.-ing and the Past Participle,and know how to use them.
Ⅱ.Teaching Goals
1.Talk about travel and cities.
2.Practise making complaints.
3.Review the Non-finite Verbs(1):-ing,-ed,to do…
4.Write a descriptive essay/paragraph.
Ⅲ.Background Information
1.How to plan Your Trip
People are always telling us that“getting there is half the fun”.But is it true?Is it always true?Of course,we can all remember many enjoyable trips we have taken.But haven’t we all taken a trip that wasn’t fun at all?Can we ever forget the time when we just wanted to come home?
The fact is,some people who travel for pleasure get no pleasure from it at all.Others,who travel because they must travel,have a lot of fun doing it.What makes one trip more enjoyable than another?
The answer is planning.Any trip can be enjoyable if it is well planned.Every minute that you spend planning your trip may save you ten minutes of trouble during your trip.It may also add an hour of pleasure!
Money
Before you take any trip,the first question to ask yourself is:How much can I spend?When you decide on a figure,write it down.Now you can decide where,when,and how to go.At home,you can find out what it costs to travel anywhere in the world.Just pick up the phone and call a travel agent(旅行社).
In Season(旅游旺季)，Off Season(旅游淡季)
Many resorts(旅游胜地) nd cities around the world are popular during some months of the year and less popular during other months.Find out if the places you are visiting have an “in” season and“off”season.This may help you to decide when you want to go.
There are some very good reasons to travel during the off season.Usually everything is much cheaper.It is also less crowded,of course.If you don’t have a lot of money-or if you don’t like crowds of tourists(游客)-go in the off season.
Some places are not as exciting during the off season.The weather may be too cold or too hot.The beaches may be closed.Hotels and restaurants(餐馆) ay be shut.Be sure to find out before you go.
Passports(护照),Visas(签证) nd Health Certificates(健康证明)
It is not hard to get a passport,but you should ask for one a few months before you begin your journey.To get one you must have your birth certificate or another legal document(合法文件) o prove that you are a citizen(公民).
Sometimes you need a visa to visit a country.If a visa is necessary,you can ask for one at the country’s embassy(大使馆).Sometimes getting a visa takes many months,so it is very important to plan early.The same is true for health certificates.For this information it is a good idea to call or write the embassies.You may also get a lot of other useful information from them.
Now that you have planned your trip,you are ready to take it.Should you expect any surprise?Of course you should.Let’s just hope they’re pleasant ones!
2.Future Travel:Teleportation
Science has changed the way we live and the way we think.New inventions and discoveries have made it possible for us to think about the world in new ways.The means of transportation-bikes,cars,airplanes-we use today are good examples.They are based on the idea that transportation means moving something from one place to another-on a bike,in a car or by plane.This takes time,of course,and we can only travel as fast as the laws of physics allow.It will be difficult to travel much faster than today’s airplanes and to travel very far,such as to the stars or to other planets.
Now,scientists believe that we might be able to send things from one place to another without actually moving them through space.This sounds strange,but a new way of transportation may become possible in the future.
Teleportation is a combination of sending information through telephones or the Internet and transportation.With normal transportation,for example by car or plane,a person or thing is moved from point A to point B.With teleportation,a person or thing is taken apart at point A and put together again at point B.If teleportation becomes possible,we may be able to travel faster and farther than we could ever imagine.
In the 1990s,scientists discovered that teleportation was possible.Experiments showed that teleportation could be done,but the thing being teleported was destroyed on the way.So far,scientists have only been able to teleport photons-particles(粒子) hat carry light-and laser beams(激光).What about teleportation of human beings?Teleporting a human being would be very difficult since there are so many parts in a human body.Even the smallest mistake could cause serious problems with the person’s mind or body.
There is still a long way from being able to use teleportation to move human beings,but what we used to think was impossible does now seem possible.What we know and what we imagine often work together:the more we know,the more we can imagine,and the more we imagine,the more we can learn.Science is the tool that we use to make our dreams become real and to build a new world with our ideas.
Ⅳ.Teaching Time:Four periods
The First Period
Teaching Aims:
1.Learn and master the following:
(1)New words:
airline,uncomfortable
(2)Everyday English:
I’m sorry to say…
I’m so sorry.
I hate to have to say this,but…
Could you do something about…?
Why didn’t you tell me the truth?
Why don’t you do something about it?
2.Train the students’ listening and speaking abilities.
3.Get the students to talk about travel and cities.
Teaching Important Points:
1.Finish the task of listening to train the students’ listening ability.
2.Finish the task of making complaints to train the students’ speaking ability.
Teaching Difficult Point:
How to help the students finish the tasks of listening and speaking.
Teaching Methods:
1.Free talk,listening and speaking to train the students’ ability to use English.
2.Individual,pair or group work to make every student take an active part in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T:Hello,everyone.
Ss:Hello,teacher.
T:Sit down,please.First I want to ask you a simple question:what would you like to do most during holidays?
Ss:Traveling/Reading books/Watching TV…
T:Yes.Most of you like traveling.Where have you been to?
Ss:Beijing/Shanghai/Qingdao/Harbin…
T:Is there anybody who has been to a foreign country for travel?
Ss:No.
T:Do you hope to travel around the world?
Ss:Yes,of course.
T:Then you must know some famous cities in the world.Tell me their names,please.
Ss:Paris,Moscow,Sydney,San Francisco,Berlin…
T:Oh.So many!And they are all world-famous travel destinations.Today,we’ll begin to learn Unit 15 Destinations.(Bb:Unit 15 Destinations)It’s a good chance to talk about travel and cities.Are you interested?
Ss:Yes.
T:First let’s learn some new words for this period.
(Teacher shows the following words on the screen and asks one student to read them.Then ask the whole class to read together after him/her.)
△complaint /km′pleint/ n.投诉;申诉;抱怨，表示不满
△Iraq/i′ra:k/ n.伊拉克
△Mexico/′meksiku/ n.墨西哥
△Greenland/′gri:nlnd/ n.格陵兰
airline/′e′lain/ n.航空公司;航线
uncomfortable /n′kmftbl/ adj.不服的，令人不自在的
△wanderlust /′wdndlst/ n.漫游癖
Step Ⅱ Warming up
T:OK.Now please open your books at Page 33 and look at the first part-Warming up.Imagine that you are offered a free ticket that lets you travel around the world and make five stops along the way.Can you follow me?
Ss:Yes.
T:OK.Now,please work in pairs to tell each other where would you go and why.At the same time,draw your flight line in the box on the right and mark the cities you want to visit on the map.A few minutes later,I’ll ask some students to talk about your travel plan.Is everything clear?
Ss:Yes.
(The students begin to work.Teacher goes among the class to see their work.At the end,teacher asks some students to talk about their plans.)
Step Ⅲ Listening
T:Now,let’s come to the second part-Listening.First,look at the following pictures taken of some foreign cities.Look at the first picture taken of Greece.What part of Greece do you think the picture shows?Any volunteer?
S1:I think it is the Egean Sea that the picture shows.
T:Then look at the second picture taken of Iraq.What can you see in it?
S2:…
…
(Teacher and the students talk about the pictures briefly.After that,teacher says the following.)
T:OK.Now,let’s listen to the tape and do some exercises.The first time I play the tape,just listen to get the general idea.The second time,write down the answers.If there is difficulty in writing down the answers,I’ll play it again.At the end,we’ll check the answers together.Is that clear?
Ss:Yes.
(Teacher begins to play the tape.)
Step Ⅳ Speaking
T:We’ve talked a lot about travel and cities.However,while you are traveling,you may come across some problems unexpectedly,which could take place in the airline,the hotel or the restaurant.Can you guess what problems would occur?
Ss:Luggage is lost./The plane is late./The food is terrible…
T:What shall we do if we come across such problems?
Ss:Go to the manager and complain to him/her of the problems.
T:How do you think he/she will deal with the problems?
Ss:First,he/she may explain,apologize or argue.Then/he/she will do something about the problems.
T:Yes.If I were the manager,I would do like that as I see fit.Do you understand “see fit”?
Ss:No.
T:“See fit” means “consider it correct,convenient or acceptable.”We can also use“think fit” to express the same meaning.For example,“Do as you think fit.”Do you understand?
Ss:Yes.
T:OK.Now,please look at the last part-Speaking.Here are three situations about problems with services given to you.First,read the situations.Then choose one of them to act it out with your partner according to the role cards.Besides,don’t forget to study the useful expressions below the role cards and use them in your dialogue if possible.Is everything clear?
Ss:Yes.
T:Well.Begin your work now.A few minutes later,I’ll ask some pairs to act out your dialogues before class.
A sample dialogue:
Student A:Manager Student B:Guest
A:How do you feel to live in our hotel?
B:On the whole,not so bad,but the room I am living in faces a noisy street,and I’m a light sleeper,so it is impossible for me to fall asleep.Could you please do something about it?
A:I’m so sorry.I’ll make an arrangement for you as soon as possible.Anything else?
B:I hate to have to say this,but the bed in my room makes me feel uncomfortable.
A:That’s too bad.I’ll settle this problem at once.
B:It’s very kind of you.Oh,by the way,would you please send someone to have a check on the supply of the hot water?There is no hot water at all.
A:I see.I’ll do that.
Step Ⅴ Summary and Homework
T:Thank you for your wonderful performance.Now,let’s see what we’ve done in this class.First,we’ve talked about travel and cities.Second,we’ve practised listening.Third,we’ve talked about problems with services one may come across while travelling and practised making complaints.Of course,we’ve learned some useful expressions,such as “I’m sorry to say…”,“I hate to have to say this,but…”,“Could you do something about…?”…(Teacher writes them on the blackboard.)After class,practise them more and preview the next part-Reading.That’s all for today.See you.
Ss:See you.
Step Ⅵ The Design of the Writing on the lackboard
Unit 15 Destinations
The First Period
I’m sorry to say…
I hate to have to say this,but…
Could you do something about…?
I’m so sorry.
Why didn’t you tell me the truth?
Why don’t you do something about it?
Step Ⅶ Record after Teaching
2.高二15单元Destinations教案(人教版高二英语下册教学案例) 篇二
本单元以讨论允许和不允许做的事情而展开学习, 在不断深入讨论过程中又学习了表示同意和不同意的表达方法以及由情态动词should构成的被动语态。为了能够增强学生开口讲英语的自信心, 第一课时充分利用多媒体教学设备, 创设与本课话题相关的情景, 如谈论青少年日常行为规范、校规、家规等。围绕着教学目标, 设计一些贴近学生实际的教学任务, 让学生辩论一些学校规章制度。学生在使用所学目标语言进行辩论时, 教师要不断地鼓励学生, 让学生勇于发表自己的真实观点和想法, 同时学会关注日常生活和学习中的各种规章制度, 对周围世界进行比较客观地认识和评价, 养成自觉遵守规则的良好习惯。
二、教学背景分析
(一) 教学内容分析
学生在七年级下册第十二单元“Don’t eat in the classroom”中学过关于规章制度的讨论, 在八年级下册第二单元“what should I do?”中学过情态动词should的用法。本单元谈论的是学生非常熟悉又和生活、学习紧密相关的话题——家规、校规及其他规章制度, 能引起学生的共鸣 , 激起学习的兴趣。因此, 掌握“be (not) allowed to do/ Should (not) be allowed to do”难度不大。可以让学生结合生活实际自由谈论各种规章制度, 发表自己的观点, 并陈述同意或不同意的理由;还可以根据实际情况对各种家规、校规进行修改, 并为一些组织机构制定新的规章, 体现“为用而学、在用中学、学了就用”的新课程理念。
(二) 学生情况分析
笔者教学的对象是初三学生 (以中等生为主) , 他们具有较强的求知欲和表现欲, 所以对英语学习的模仿力很强, 但部分学生对英语学习没有自信, 害怕表现, 但又希望能得到大家的肯定。因此笔者在教学活动中尽量让这部分学生参与到课堂活动中来, 有更多的说英语的机会, 增强他们的自信心;还有一些学困生由于基础薄弱, 对完成某些任务有一定的难度, 教师可采取小组奖励的办法, 通过学生间的合作学习, 促进小组成员之间的互帮互学, 鼓励小组中的优秀成员主动帮助困难生学习, 培养学生的团队意识。提高他们综合运用语言的能力, 让他们都能体验到成功的喜悦, 使各层次的学生都有所收获。
三、教学目标分析
(一) 语言知识目标
1. 掌握语言结构 should (not) be allowed to do, 学会表达 agree 和 disagree。
2. 对目标语言的听力训练。
(二) 情感态度目标
通过了解和反思自己的言行举止是否符合中学生日常行为准则、规范自己的言行, 养成自觉遵守规则的良好习惯和优良品德; 正确看待“家规”“班规”“校规”等, 并能认真遵守;理解父母、教师的合理建议对自己成长的重要性。
四、教学重点、难点分析
(一) 教学重点
1. 词汇:teenager, choose, pierce
2. 词组:too wild, too silly, too young, not seriousenough, not old enough, not calm enough, get earspierced
(二) 教学难点
结构:should be allowed to,
should not be allowed to
五、教学过程设计
(一) 步骤 1:导入 (5 分钟)
T: An exchange student comes to our classtoday. He wants to know some rules about ourschool.
通过投影展示以下活动名称, 学生以四人一组活动, 各自谈论在学校里能做哪些, 不能做哪些。
What rules do you have at our school?
We should sweep the floor every day.
We should not arrive school late.
We should not take mobile phones .
……
sweep the floor, clean the blackboard, fightw it hothers , arrive school late , take mobil ephones等等。
多媒体呈现表格, 小组讨论填表
设计意图:通过学生感兴趣的内容引入新知。
( 二 ) 步骤 2:呈现 (25 分钟)
1.Introduce the new structure: allow sb. to dosth. / don’t allow sb. to do sth.
多媒体呈现 :
Teachers allow us to eat in the dinning hall.
Teachers don’t allow us to eat in the classroom.
2. 小组活动:
全班50人分成12组, 每组4人
游戏规则:
(1) 用纸片做成12个签, (其中有2个签画有小红旗) , 由组长抽签, 抽到带有小红旗的签的两个组进行比赛。
(2) 第一轮用am/is/are allowed to结构说句子, 比赛小组每人2次机会, 但是不能重复出现句子, 否则为失败。第二轮用am/is/are not allowed to结构说句子, 规则同第一轮。获胜小组会得到一面红旗并在全班中挥舞以示胜利。
(3) 在重新抽签 (不含已参加过的小组) , 规则同2.
参考短语:sweep the floor, fight with others, eat in the dinning hall, eat in class, take mobilephones等, 可以自己自由发挥。
设计意图:由熟悉的结构引入新的结构, 并采用小组活动使每个学生能够参与其中熟练短语和句子结构, 达到开口说的目的, 有助于学生理解下一环节, 从而使新授课的内容达到高潮。
3. 被动语态:
(1) 定义 : 表示主语是动作的承受者 .
(2) 构成 : 助动词be+ 及物动词的过去分词。助动词有人称、时态和数的变化。
(3) 含有情态动词的被动语态:情态动词+ be +及物动词的过去分词。
(4) 用法:当我们不知道谁是动作的执行者, 或者没有必要指出谁是动作的执行者, 或者只强调动作的承受者时, 要用被动语态。
4.复习过去分词的构成 :
(1) 规则变化
watch---watched practice---practiced
study---studied stop---stopped
(2) 不规则动词的过去分词:
am/is /are---been have/has---had
write---written do---done go---gone
5. 教学1a
(1) 教师明确任务要求, 给出一定的指导。强调重点词汇:teenager, choose, pierce。
(2) 让—位学 生大声朗 读1a中的句子。 确定学生理解了每个句子之后, 让学生发表自己的看法:agree or disagree。
(3) 在学生掌握了结构be allowed to的基础上, 进—步介绍带有主观态度的新结构:
should (not) be allowed to, 告诉学生这—结构增加了情感态度, 表示应该被允许和不应该被允许。
(4) 学生完成1a之后, 让不同的学生发表意见:agree or disagree. Why?
6. 投影展示练习
我会做:这个环节要求学生快速抢答做4个转换句子, 将allow sb.to do变成be allowed to do并用投影展示答案。
1.They should allow us to have part-time jobs.
____________________________.
2.We should allow children to spend time with their friends.
_____________________________________.
3.The teacher should allow Anna to finish thepicture.
_____________________________________.
Parents should allow children to choose theirown friends.
_____________________________________.
答案:
1. We should be allowed to have part-time jobs.
2. Children should be allowed to spend timewith their friends.
3. Anna should be allowed to finish the picture.
4. Children should be allowed to choose theirown friends.
设计意图:帮助学生理解la中的句子, 投影展示练习这个环节巩固了学生allow的用法。
7. 教学 Section A - lb, 2a, 2b
利用多媒体课件中的Section A - 1b, 2a , 2b进行听力练习。
(1) 认识新词汇:teenager, earring, get their earpierced, do homework with friends
do part-time jobs, too wild / young / silly …, not serious / calm / old…enough
(2) 教师先帮助学生明确要求, 并且给出—定的指导。
(3) 让学生朗读其中的句子, 问题。
(4) 播放录音, 核对答案。
设计意图:带着问题听录音能提高学生听的质量和信心。
8. 练习
用所给词的适当形式填空
The telephone _____ (invent) by Bell in 1876.
The trees may _____ (plant) in spring.
Teenagers should not _____ (allow) to drive.
English _____ (speak) in Canada.
Math must _____ (study) well.
答案:
was invented , be planted , be allowed , is spoken, be studied
设计意图:巩固本节课所学的被动语态。
(三) 步骤 3:巩固和拓展
1. 学生列出青少年应该被允许做的和不应该被允许做的事情, 列表之后进行 free talk。
设计意图:要求学生重点结合Section A -1c和Section A - 2c的内容进行小组活动, 以便能更自然, 更正确地使用所学的语言。
通过投影展示语言结构和交际中要用到的词组:
结构:should be allowed to, should not be allowed to
词组:too wild, too silly, too young, not serious enough, not old enough, not calm enough
设计意图:创设贴近学生实际情况的情境, 真实而富有趣味, 激发了学生的参与意识, 巩固了本课的新知。
(四) 步骤 4. 小结
1. 利用媒体资源中课件中的内容复习Grammar Focus.
2. 总结并回顾本节课所学到的重点知识。
(五) 步骤 5:作业
1. 用结构 be (not) allowed to do 列出课堂上介绍的—些事情;
2. 用 should, must, may 等情态动词各写出 5 个被动语态的句子。
(六) 步骤 6:板书设计
六、教学评价设计
(一) 评价内容
本节课通过展示练习, 巩固与拓展这两个环节, 如果全班80℅的学生能够按要求学习或完成句子, 那么就达到了预期的教学目的本课的教学难点即得到突破。这是评价本课是否成功的更重要的标准。
(二) 评价方法
小组活动汇报, 基本全体学生都能说出一个正确的句子即可符合标准;
3.高二15单元Destinations教案(人教版高二英语下册教学案例) 篇三
1. Uneasy lies the head that wears a crown.戴皇冠的人良心不安。
(1)此句是个全倒装句. uneasy译为“不安的”，是个表语形容词，当表语置于句首， 而谓语动词又是不及物动词时，倒装结构为“表语+助动词+主语”。 例如:
Present at the meeting were Professor White, Professor Smith and many other guests.出席会议的有怀特教授，史密斯教授和许多其他客人。
(2)lie在此的含义为“存在;在某种情况下”。故有词组lie in(在于) 如：
His success lies in his hard work.他的成功在于他勤奋的努力。
2. deny vt.否认;不承认, 拒绝 (常用搭配：deny doing， deny that …. )
I deny that the statement is true.我不承认这话是真的。
He denied attempting to murder his wife. 他否认企图谋杀妻子。
Speaking
3. What makes a play a masterpiece is that the ideas behind the play are about problems which are still important to people of different ages in modern times.一部戏剧成为杰作的关键在于，戏剧的主题思想所反映的问题对不同年龄段的现代人仍是重要的。
(1)masterpiece n. 杰作;名著 如：
Which masterpiece made Mark Twain famous? 马克吐温因哪部杰作而成名?
(2)此句是个复合句，它由三个从句组成：what所引导的是主语从句，that所引导的是表语从句，而which所引导的是一个定语从句修饰problems。
如: What you have done might do harm to those who are in their teens. 你所做的事可能对那些青少年有害。
(3)in modern times译为“在现代”，time作“时期、时代”讲时，是个可数名词，常用复数。 如:
in ancient times在古代
in the time(s) of the Stuarts在斯图亚特王朝治理时期
4. It sometimes happens that people are in a position where they can make an important decision about a person they hate.有时有这样的事发生，处在某个位置，这个位置可使他们对所恨的人做出重大的决定。
It (so) happens that从句表示“某事(如此)偶然发生”，其中It是形式主语，而that所引导的从句才是真正的主语。
It happened that he had left his keys in the office. 他碰巧把钥匙落在办公室了。
5. It is Shylock who must beg the Duke to save his life.夏洛克必须要乞求公爵来挽救他的生命。
(1)“It is/was+ 被强调部分+ that(指人可用who)从句”是强调句型的基本结构，它可以强调主语、宾语、状语。如：
Was it you that/who I saw last night at the concert? 昨天晚上我在音乐会上看见的是你吗?(强调宾语)
I’ve already forgotten where it was that you put the dictionary. 我已经忘记了你把字典放哪里了。(强调状语)
(2) beg(for) (sth.) (from/ of sb.)可译成“乞求;乞讨”。 如:
He was so poor that he had to beg (for) his bread. 他非常贫穷，所以不得不乞食。
beg (of) sb. to do sth.可译成“恳求某人做某事”。 如:
They begged us not to punish them.他们恳求我们不要处罚他们。
6. Despite the fact that nobody really likes Shylock, the Duck does not want to kill him.尽管没人真正喜欢夏洛克，公爵还是不想处死他。
despite(=in spite of)译为“不管”，“不顾”，后面只能接名词、代词，不能接句子。 如:
Despite (In spite of) all efforts he failed.他虽然做了各种努力，仍然失败了。
7. marry vt. & vi 结婚;娶;嫁(表示结婚的动作，它的完成时不能与for, since等表示一段时间的词连用。类似词还有：come, go, die, join, buy等;表示“结婚”的状态，与一段时间连用，要用be married) 如：
John is going to marry Jane.约翰要和简结婚。
They have been married for 10 years.他们已经结婚了。
Reading
8. mercy仁慈;怜悯 (常用搭配：have mercy on/upon sb./sth.(怜悯/宽恕某人/某物);show mercy to sb./ sth.(怜悯/宽恕某人/某物);at the mercy of sb./sth. (任由……摆布;在……的掌握中) 如：
They showed little mercy to their enemies.他们对仇敌毫无怜悯之意。
The ship was at the mercy of the waves.船在浪涛中随波漂流。
(2)[C]幸运;恩惠 如:
We must be thankful for small mercies.我们对小惠也应感激。
9. It’s useless trying to argue with Shylock.和夏洛克争论没用。
It is useless/no use/no good+ doing sth.是个主从复合句，其真正的主语是其后动词的v.-ing形式，译成“做某事没用/好处”。 如: It’s no use crying over spilt milk.(谚语)覆水难收，悔恨无益。
10. judge n.法官;评判员 vt. & vi. 审理;评判
如: the judges at a flower show花卉展览会的评判员
judge a case审理案件
注意：当judge用于非谓语作状语的情况时，要用judging(表示其他人判断)即组成词组judging from/ by “从……判断”。 如:
Judging by/from the number of copies sold, the book is a great success. 从销售量判断，这本书很成功。
11. Please be seated.请坐。
常用表示“请坐”的词组有：seat oneself; be seated, sit down; take one’s seat; take one’s place。其中seat可作及物动词或名词，意为“使……坐;容纳;座位”。sit为不及物动词。 如：
Our hall can seat 1,000 people.我们大厅能容纳1，000人。
He seated himself near the side of the river.他在河边坐了下来。
I found him seated (sitting) on the bench.我发现他坐在凳子上。
12. hope for sth 希望，盼望
After this dry weather people all hope for rain. 经过了这段干旱，人们普遍希望下雨。
13. envy vt.羡慕;嫉妒 (envy sb. sth. 羡慕/嫉妒某人某事)n.[U].嫉妒;羡慕 ，令人羡慕的东西 如：
I don’t envy him his bad-tempered wife. 我不羡慕他有个坏脾气的妻子。
He was filled with envy of me/at my success. 他十分羡慕我(我的成功)。
His splendid new car was the envy of all his friends. 他那部豪华的新车是他所有的朋友羡慕的东西。
14. accuse 控告;告发(常用搭配：accuse sb. of sth.)
The man accused her of theft.那个人控告她盗窃罪。
15. consequence n.(某事)后果;影响 (常用搭配：as a consequence) 如：
If you behave so foolishly you must be ready to take the consequences. 如果你这样愚昧下去，你必须准备自食其果。
Two hundred people lost their jobs as a consequence of the merger. 由于合并，200人失去了工作。
16.表示倍数的句型
以3倍为例：1) A is 3 times larger than B. 2) A is 3 times as large as B. 3) A is 3 times the size of B.
Asia is four times as large as Europe.亚洲是欧洲的四倍大。
This street is three times the length of that one. 这条街是那条街的三倍长。
The meeting room is three times bigger than our office.会议室是我们办公室的三倍大。
17. tear up (把某物)撕毁;取消(合同) Let’s tear it up.让我们把它撕了吧。
18. offer up: present献出;献上 如：offer up a sacrifice 奉献;牺牲;献祭
19. surgeon n. 外科医生; physician医生(尤指内科医生)
Grammar
20. on one condition意为“规定一个条件”。 如：I will let you go on one condition. 我让你去，但有个条件。
on condition (that)= provided that,条件是…… 如：
You can go swimming on condition (that) you don’t go too far from the river bank.你只有在不远离河岸的条件下才可以去游泳。
21. pay back(=repay)意为“偿还”，“报答”。 如：
He worked hard to pay back his debt.为了偿还他的贷款，他努力工作。
此外，由pay组成的其他常见词组还有;pay for付款;pay off全部还清;成功，奏效 等。
如： You must pay for what you eat and drink.你必须付你吃喝的费用。
After ten years of hard work, she eventually paid of all her debts. 经过10年艰苦的工作，她终于还清了所有的债务。
It really pays off to study abroad. 出国留学是值得的。
22. at sea表示“在茫茫大海上”，意指“离海岸很远”。
Several ships were lost at sea owing to the hurricane. 由于飓风，好几艘船在海上失踪。
23. He is young, but I never knew so young a body with so wise a head.他很年轻，但是，我过去从来不知道有这么年轻又如此聪明的人。
在一个带有形容词的名词词组中，不定冠词a/an通常放在形容词的前面。 如：a young lady一位年轻女士
但是，如果形容词前有as, so, too, how时a/an就该放在形容词后，其结构是：as/ too/ so/how+ adj. +a/an +n. 如: Did you notice that you had made so serious a mistake? 你注意到你已经犯了一个很严重的错误吗?
How wonderful a plan it would be!多好的一个计划啊!
Integrating skills
24. flesh与meat
(1)flesh n.[U]通常指人或动物身上的肉。meat指提供食用的兽类的肉(区别于鱼或禽类的肉)。
Tigers are flesh-eating animals.老虎是食肉动物。
I like meat while my sister likes fish.我喜欢肉，我姐姐喜欢鱼肉。
25. be worthy of “值得”，其后接褒义名词或动名词的被动语态。 如:
The question is worthy of consideration/ being considered.这个问题值得考虑。
此外，还有be worthy to do/ to be done结构。 如:
He is a man who is worthy to have a place in the team. 他是一个值得在该团体获得一个位置的人。
“be worth”也表示“值得做某事”，但其后只能接动名词的主动语态，代替被动意义。即be worth doing。 如：The book is well worth reading.这本书很值得读。
26. Shylock must promise to leave the money upon his death to his daughter and her husband.夏洛克必须许诺，他一死，就把钱留给他的女儿及女婿。
句中“upon one’s death”译为“某人一死/死后”，即on/upon+ doing/n.表示“一……就……”。 如：: On arriving in Beijing, I’ll telephone you. 一到北京，我就给你打电话。
知识拓展
1. agree to, agree with与agree on区别
(1)agree to意为“同意”，后面往往接计划、安排、建议、意见、条件之类的名词或动词原形，含愿意协助工作之意。如：Do you agree to this arrangement / proposal? 对于这个安排/建议你同意吗?
He didn’t agree to her taking up the job.他不同意她担任这项工作。
(2)agree with意为“与……(意见)一致”，后面一般接人，也可接意见，看法等。但不含协力合作之意，不用于被动。 如：I don’t agree with your idea.我不同意你的主意。
(3)agree on表示“就……取得一致意见”。 如：The two sides have agreed on the date of negotiations. 双方商定了谈判的日期。
2. immediately 作连词时的用法
Immediately可以做一个连词，意思是：“一……就…… ” 如：
We must act immediately.我们必须立刻行动。
You may leave immediately he comes.他一到来，你可以立即离开。
类似能引导时间状语从句的连词还有;the last time, each time, the first time, next time, the moment, instantly, the minute, the instant等。 如: You’ll be struck by her beauty the moment you see her. 你一见到她，就会被她的美丽而打动。
4.高二15单元Destinations教案(人教版高二英语下册教学案例) 篇四
Ⅰ.Brief Statements Based on the Unit
As we all know,the earth is an ocean planet and 99% percent of the living space on earth is in the oceans.It is water that makes the ocean such a great place to live in.This unit mainly deals with the properties of water and how the properties of water make the ocean become so important.We learn this unit to help students not only know about the properties of water,but also learn how to use water in a good way.Besides,we learn this unit to let students realize the importance of protecting water.Of course,it is necessary for students to master the important phrases and sentences in the unit.Meanwhile we should review some important usage of Modal Verbs.
Ⅱ.Teaching Goals
1.Talk about water and the ocean.
2.Practise communicative skills.
3.Review Modal Verbs.
4.Write an explanation paragraph.
Ⅲ.Background Information
1.What Lies under the Blue Water?
Just like the houses we live in,the ocean has several “floors” or layers.Different fish live on different layers and are neighbours,though not always friendly ones!
The ocean’s top layer is the sunlit zone(透光层).It goes down to around 200 meters below water.This layer is warm and bright.It is also home to most plants and fish.Many fish in this layer are streamlined,so they can quickly swim from danger and catch food.
The twilight zone(弱光层) is the next layer and is from about 200 to 600 meters below water.Almost no plants grow here.
Many animals in this zone swim up to the surface at night to feed,and move into deeper waters during the day.They also eat each other,so many of them have sharp teeth and very big mouths.
Many fish in this zone don’t have a streamlined body because they lie and wait for prey to come to them.
Below the twilight layer is the midnight zone(无光层).It is from 600 meters to the bottom of the sea.
The water is cold and completely dark.No plants live here but many small animals can.
Many animals in the twilight and midnight zones produce their own lights.The angler-fish(琵琶鱼) is one of them.It has a beautiful light on its head to attract prey!
Maybe you have seen one of the coolest films Finding Nemo (《海底总动员》).Do you remember Marlin,Nemo’s father,“borrowed” light to help Dory read?
That wasn’t a flashlight,it was a fish!They also use light to frighten enemies and to “talk” with each other.
2.Water
A family of six needs over 20 gallons of water a day,just for basic drinking,cooking and keeping clean;but only one in three of the world’s households has a water supply in the home.
Most others get their water from rivers,lakes springs or holes in the ground,or,in town,from stand-pipes shared with hundreds of other families.
Throughout the world’s poorest countries women damage their health and lose hours of every day carrying huge containers of water-up to 44 lbs in weight-often from sources several miles away.
All too frequently they bring home sickness or death,as well as water.Untreated water,which may have come from a muddy hole shared with cattle,can be lethal,especially for young children.To sink a well or pipe water from a natural spring,and maintain the system afterwards,people need access to land with a water source,to capital,equipment and technical know-how.In towns they may need to lobby the local water authority to repair or extend existing systems.
Water is precious,and access to it gives power-to landowners with wells on their land,or to country controlling major international rivers.The demands on the earth’s water resources are growing rapidly,partly as a result of population growth,but even more because industry now uses such huge quantities-it takes 100 000 gallons to produce a car.
Ⅳ.Teaching Time:Five periods
The First Period
Teaching Aims:
1.Learn and master the new words and the useful expressions of this part.
Words:cube,sailor,disadvantages,entertainment
Phrases:come up with,happen to
Useful expressions:The water is being used to/for…
We should/could…
If we…we can…
It would be better…
2.Learn something about water by doing experiment.
3.Do some listening.
4.Improve the students’ speaking ability by talking.
Teaching Important Points:
1.Make the students be free to talk about water.
2.Improve the students’ listening ability by listening.
Teaching Difficult Points:
1.How to finish the task of speaking.
2.How to improve the students’ listening ability.
Teaching Methods:
1.Listening-and-answering activity to help the students go through with the listening material.
2.Individual,pair or group work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
3.an empty glass,a bottle of water and a bottle of vegetable oil
Teaching Procedures:
Step Ⅰ Greetings and Lead-in
T:Hello,everyone.
Ss:Hello,teacher.
T:Attention,please.As we all know,every year during the Spring Festival and Lantern Festival in our country,people like to see the lion dance and guess the riddles.Do you like to guess the riddle,then?
Ss:Yes.
T:OK.Now I have a riddle.Please guess it.
(Teacher uses the multimedia to show the riddle on the screen.)
It’s very important to all the animals and plants.
It’s also important to human beings.
It’s liquid at room temperature.
Every day you keep in touch with it.
You can’t live without it.
(a thing)
T:What’s it?
Ss:It’s very easy.It’s water.
T:Yeah,today we will talk about water.Now please tell me what you know about water.
S1:Water is used to drink.
S2:Water can be used to water the flowers.
S3:I think water can be used to make electricity.
Step Ⅱ Warming up
T:Thank you for your ideas.Next we will make some interesting experiments.Maybe you can learn more about water from the following experiments.Li Lei,would you like to come here to help me?
S4:I’d love to.
T:Now,look at Li Lei and me.We will begin.You should watch the experiment carefully and try to tell me what happens and why.
(Teacher puts a bottle of water,a bottle of vegetable oil and an empty glass on the desk.)
T:Li Lei,pour some water and some vegetable oil into the empty glass.Other students,please watch carefully.
(A few seconds later.)
Ss:Fantastic!The liquid in the glass has become two parts.
T:Try to describe it in detail.
S5:Let me try.The part above is vegetable oil and the part below is water.But I don’t know why.
T:Good question.Who’d like to answer his question?(Nobody answers his question.)
T:Perhaps it is a little difficult to answer it immediately.Now you can have a discussion about the reason for it,using what you have learnt in physics.
(Teacher lets students discuss in groups of four.A few minutes later,teacher checks their answers.)
T:Who wants to explain the phenomenon?
S6:I think water is heavier than oil,so vegetable oil is on the top of the water.
T:Who has different ideas?
S7:I think we should say that the density of water is higher than the density of vegetable oil,so the result formed.
S8:What’s the meaning of “density”?
S9:“Density” is “密度” in Chinese.
T:Do you agree with the reason for it?
Ss:Yes.We agree with the idea.
T:As we know,if we pour milk and water into one glass,we can’t tell where water is and where milk is.But just now we poured oil and water into one glass,it is so different now.Do you know why?
Ss:Because oil can’t dissolve in water,but milk can.
T:Very good.Let’s make a summary about the experiment.If we pour vegetable oil and water into one glass,the liquid will become two parts because oil can’t dissolve in water.Since the density of water is higher than vegetable oil,vegetable oil will be on top of the water.Is that clear?
Ss:Yes.
T:Would you like to watch another experiment?
Ss:I’d love to.
T:OK.I’ll perform the next experiment by myself.Look at me.I have a glass of water.Now I’ll cover it with a piece of thick paper.Attention,please.
(Teacher puts one hand on the paper and turns the glass upside down.Then teacher slowly takes his/her hand away from the paper.)
T:What can you see?
Ss:The piece of paper doesn’t fall and the water in the glass doesn’t flow.
T:Yes.You are right.Now you are given a few minutes to have a discussion about the reason for it.
(Teacher gives students a few minutes to discuss,and then checks their answers.)
T:Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?
S10:I want to have a try.When the glass of water covered with a piece of paper is turned upside down,the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper.So the paper won’t fall and the water won’t flow.
T:Excellent!Thank you for your explanation.I am very glad to see that you are all interested in making experiments.After class,you can carry out another two experiments on Page 17.When you perform them,try to describe what happens and why.OK?
Ss:OK.
T:Now,let’s look at a picture.
(Teacher shows a picture on the screen.)
T:What can you see?
Ss:There is a river in the picture,but it’s very dirty.
T:Anything else?
S11:There are some plastic bags and empty tins on the surface of the river.
T:Yes.We all know water is important to human beings and all the animals and plants.Unfortunately water is being polluted now.What do you think we can do to protect the water on our planet?
(Teacher gives students enough time to prepare.When they prepare,teacher goes among the students to help them to express their ideas correctly.)
Sample answer:
To protect the water on our planet,I think we should save every drop of water and stop throwing rubbish into water.Besides,we should try our best to help the people around us realize the importance of using and protecting our water.
Step Ⅲ Listening
T:Next,let’s do some listening.Turn to Page 18 and look at the Listening part.You can listen to the famous poems about life on the ocean.Listen carefully and write down some key words when you listen.Before you listen,let’s learn two phrases first.Look at the blackboard.
1.happen to
e.g.What happened to you last week?
If anything happens to the machine,please tell me.
2.come up with
e.g.I hope you can come up with a better plan than this.
(Teacher writes them on the blackboard and begins to explain them.)
T:Now listen,please.
(Teacher plays the tape for the first time.Then play it for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape one more time if necessary.Finally teacher checks the answers with the whole class.)
Step Ⅳ Speaking
T:In our daily life,water can be used in different ways.Now we’ll talk about the ways in which water can be used.Look at the pictures on Page 18.The six pictures mean six different ways to use water.You can choose one of the pictures to discuss the importance of using and protecting our water,and then try to use some sentences to describe the picture you choose.If you like,you can make a dialogue with your partner about the picture.When you discuss,you may use the questions on the screen to help you.
1.How is the water being used?
2.Is this a good way to use water?
3.Why do we use water in this way?
4.Who benefits from using water in this way?
5.What are some disadvantages of using water in this way?
(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)
Suggested answers:
(Picture 1)We can use water to make electricity,which can give us light and make us feel warm.I think it is a good way to use water.
(Picture 3) Water has a lot of usages and home use is the commonest one.Every day we must drink enough water.In addition,we need a lot of water,just for cooking and keeping clean.Water can help us to keep healthy.But if the waste water from home use is poured into river and soil,it will be harmful for some animals and plants.So we must pay more attention to it.
(Picture 4) In Picture 4,water is being used in industry.Water is very important to industry.It can be used to make paper,cool machine and so on.But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea.It is dangerous for the living things in the water.
(Picture 6)
A:Do you know how the water is being used in Picture 6?
B:Water is being used for entertainment.
A:Is it a good way to use water?
B:Yes,because it can help people keep fit and enjoy nature.But if people throw rubbish into the water,it will be bad for us.
A:Yes.It is the disadvantage of using water in this way.We must be careful.
Step Ⅴ Summary and Homework
T:Today,we’re mainly learned something about water by doing experiments,speaking and listening.Besides,we’ve learnt some new words and phrases,such as:happen to,come up with,density,…
After class,try to remember them and preview the next part-Reading part.That’s all for today.Goodbye,everyone.
Ss:Goodbye,teacher!
Step Ⅵ The Design of the Writing on the Blackboard
Unit 13 The water planet
The First Period
1.happen to
e.g.What happened to you last week?
If anything happens to the machine,please tell me.
2.come up with
e.g.I hope you can come up with a better plan than this.
5.高二15单元Destinations教案(人教版高二英语下册教学案例) 篇五
This unit provides the students good English language materials.Their interest in creating something useful will be aroused.In the first period,we’ll begin with how the students come to school.Then problems such as flat tyre will come up.In order to solve the problem,we’ll see a new type of bicycle and other new inventions.While talking about them,the students’ speaking ability will be improved.Listening is about two men,who want patents.After listening to it,the students will improve their listening ability.And students will practise how to express and support an opinion in the speaking part.In the second period,the text will be dealt with.The students’ interest of creation will be greatly aroused.Students will improve their reading ability as well as master the useful words and expressions.In the third period,some useful words and expressions will be mastered by the students after they finish the exercises.Also,the Attributive clause is reviewed in this period.In the last period,students will learn some useful words and expressions from the reading passage.And the students are asked to write an article describing a computer to improve their writing ability.After Ss study the whole unit,their abilities to listen,speak,read and write will be improved.
Ⅱ.Teaching Goals
1.Talk about inventions.
2.Practise expressing and supporting an opinion.
3.Review the Attributive Clause.
4.Write a process essay.
Ⅲ.Background Information
1.Practical Computer English
Cannot open list file(不能打开清单文件)
Cannot open run file(不能打开运行文件)
Compare process ended(比较处理结束)
Compare more files(Y/N)(还作文件比较吗?)
Copy complete(拷贝完成)
Copy another(Y/N)(还要拷贝另一个吗?)
Under finded line number(未定义行号)
Directory entries adjusted(目录页已调整)
Disk boot failure(磁盘自举失败)
Disk not compatible(磁盘不兼容)
Data record too large(数据记录太大)
Entry error(登记项错误)
Error loading operating system(装入操作系统的错误)
File sharing conflict(文件共享的冲突)
Files are different sizes(文件大小不同)
Files compare OK(文件比较成功)
Incorrect parameter(参数不正确)
Insufficient disk space(磁盘空间不足)
Insufficient memory(内存空间不足)
Can’t continue(不可能继续)
Device fault(设备故障)
Device I/O error(I/O设备错)
Device timeout(设备超时)
Disk full(磁盘满)
Disk write protect(磁盘写保护)
Disk not ready(磁盘没准备好)
Division by zero(除数为零)
Duplicate definition(重复定义)
File already exists(文件已经存在)
File already open(文件已打开)
File not found(文件没找到)
FOR without NEXT(For语句中没有对应的next语句)
Illegal direct(非法的直接使用)
Illegal function call(非法函数调用)
Incorrect DOS version(不正确的DOS版本)
Internal error(内部错误)
out of data(数据不够)
out of memory(超内存)
out of paper(打印纸不够)
overflow(溢出)
Path not found(路径没找到)
String too long(字符串过长)
Subscript out of range(下标范围不够)
Syntax error(句法错误)
Too many files(文件过多)
Type mismatch(类型不匹配)
Access denied(存取被拒绝)
Backup file sequence error(后备文件顺序错误)
Bad or missing command interpreter(非法的或缺少命令解释程序)
Bad partition table(非法的区分表)
Bad unit(非法的装置)
Batch file missing(批处理文件丢失)
Cannot execute FORMAT(不能执行FORMAT)
Cannot find system files(找不到系统文件)
Cannot open overlay(不能打开覆盖段)
2.TV of the Future
Where is television going from here?Television,the box itself and what it does,is changing greatly.While nobody is really sure what it’s going to look like,TV and the Internet are coming silently together.In the old days of broadcasting,people used to say that the real miracle(奇迹)of television was turning air into money.The television miracle of the future is interactive(相互影响的).
“The Internet is the most significant change in creating what becomes the next mass media that I think any of us will experience in our lifetime,”says Tom Frank,a network expert.Using unused lines in the TV spectrum(范围),broadcasters are learning how to put brand-new interactivity into TV programs.There will be a little instrument that will indicate that interactivity is present and possible.Then,just will a standard remote control like this you would be able to press one button and say,start that interactivity.A menu would appear,similar to the one on a web site,that would let you interact with the program as it was being broadcast.If you are watching a cooking show,for example,you can print the recipe(烹饪法)or even pause the show and buy the ingredients.Many web sites do exist now where you can actually get your food shopping done for yourself and delivered to your house.So you can order the very ingredients for the dish you are watching the chef make on TV.And it will bring the right quantity of things directly to your house.
You could also interact with TV commercials.While you’re watching a commercial,you have the choice to buy the clothes the actors are wearing.Of course,the more you interact with this new sort of TV,the more you leave a digital record,and the more advertisers learn about your shopping habits.In fact,TV ads might be targeted at this special group of people who share a common interest.In the future,almost anything might be possible.Even news programs like World News Tonight could be improved.You could have the choice of changing camera angles.If you wanted,you could pause what a reporter is saying and go back to World News Tonight to watch the next story,or skip to the last story in the show,or perhaps go deeper into a topic and view an interview prepared for Nightline later on.In the near future,you’re expected to see television develop to become more like the Internet,meaning more choice,the ability to do the sorts of things you want to do at the moment you wish to do them.
Ⅳ.Teaching Time:Five periods
The First Period
Teaching Aims:
1.Improve the students’ listening ability.
2.Talk about some topics about inventions and practise supporting an opinion.
3.Learn and master some useful words and expressions.
Teaching Important Point:
Train the students’ listening and speaking abilities by talking about and listening to some materials.
Teaching Difficult Points:
1.How to help students to improve their listening ability.
2.How to help the students to learn to express and support an opinion.
Teaching Methods:
1.Discussion to make students talk about inventions.
2.Individual or pair work to make students practise their speaking ability.
3.Listening practice to improve the students’ listening ability.
Teaching Aids:
1.the multimedia
2.the blackboard
3.some cards
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Warming-up and Discussion
T:(Walk to one student.)How do you come to school every day,Wang Jing?
S:I come to school on foot every day.My home is quite near.It only takes me about ten minutes.
T:That’s quite convenient.You’re lucky.And,Li Fang,how about you?
S:I come to school by bike.It takes me about 15 minutes to get to our school.
T:You must be careful on your way to and from school.There must be many people on the road.Do you think it convenient?
S:Most of the time it is,but sometimes my bike has a flat tyre.I have to get it repaired and therefore I’ll be late for school.Once I even lost my bike.When I went to get it,it was gone.I had to take a taxi to go home and buy another bike.
T:I’m sorry to hear that.But suppose a new type of bike has been invented,what do you want it to be like?
S:I think the new type of bike can be folded up and carried about so that it will not be stolen.
T:Good idea.But this is not very convenient.It’s not easy for you to carry a bike around,is it?
S:No,it isn’t.What should it look like then?Please tell us.
T:OK.Let’s watch the short video.
(Play the video for explaining how an inflatable bicycle works.)
T:That’s the new type of bike.It’s a kind of inflatable bicycle.Who can tell us the advantages of it?
S:Let me have a try.We’ll not have to worry about having our bikes stolen again.Because we can let the air out and put the bike in bag.It’s very convenient to be carried around since it is not heavy.
T:Very good.I think I’ll buy one when it is on sale.We know that inventions can make our life easier and better.Today we’ll talk about some inventions.
(Stick the pictures of electric shoes,inflatable bicycle,edible chopsticks and nose-top computer on the blackboard and then mark one,two,three and four.)
① ②
③ ④
T:Look at these pictures,please.Do you know what they are?Li Jie,will you have a try?
S:I think the second invention is the inflatable bike that we’ve just talked about.In the third picture,the man is eating the chopsticks after his meal.I guess these chopsticks are edible ones.I’m not sure about the others.
T:Good.You’re right.The second one is the inflatable bicycle.(Bb:inflatable bicycle)and the third are edible chopsticks.(Bb:edible chopsticks)They’re delicious and environmentally friendly. We can save some trees and have a snack at the same time.They come in five different flavours. You will never need to wash chopsticks again.Isn’t this wonderful?
S:Yes,it’s great.But,Miss Guo,maybe we could invent edible plates,bowls,cups and so on.
T:Oh,you’re great!I’m sure you have got a wonderful idea.Maybe one day you can invent such things.Study hard and you’ll be an inventor in the future.Now,let’s look at the first picture.Who knows what it is?
S:I think it is a special kind of shoe which can make electricity.If we wear such shoes,we can see the road in dark places.We needn’t take a flashlight with us any more.
S:I don’t quite agree with you.Maybe this shoe can make you feel warm using the electricity it makes.
T:You both are very clever.This is called the electric shoe.(Bb:electric shoe)The heel of this shoe is a machine that makes electricity with every step you take.You will never need batteries again.But maybe you have better ideas about how to make use of the electricity it makes.If you like,you could have a try to make your own invention in your spare time.Now,let’s look at the fourth picture.Does anybody have an idea?
S:It looks like a computer which is fixed onto the man’s nose.And the keyboard is on his vest.I can’t believe it.
T:Yes,you’re quite right.This is called the nose-top computer.(Bb:nose-top computer)This new nose-top computer weighs less than a pair of glasses.It fits comfortably on your nose.When you want to type something you can use the keyboard vest.You will never have to carry a heavy laptop computer.These inventions are all wonderful.But which of them do you think would be useful?Please have a discussion in groups of four and tell us why you think so.
(Ss have their discussions in groups of four for about five minutes.Teacher may ask one group to act out their discussion or report their results.)
Sample dialogue:
A:I think the inflatable bicycle would be useful.Because it’s convenient to carry and we needn’t worry about having our bikes stolen.
B:That’s quite true,but I think the edible chopsticks are useful.Because it not only saves trees but also saves water.It is very important to save our natural resources and protect our earth.
C:You’re quite right,but I have a different opinion.I think the nose-top computer is useful.Because the computer is used more and more widely.It’s convenient to carry such a computer around when doing business.
…
Step Ⅲ Preparation for Listening
T:We know that when someone has invented something,usually he will go to a patent officer to apply for a patent.Now,let’s listen to two dialogues.In these two dialogues,Mr Dean and Mr Scoles both have invented something.They’re trying to get the patent for their inventions from the patent officer.Before we listen to the tape,go through the questions on Page 15 by yourselves,and see what we should do after listening.
Step Ⅳ Listening
T:(A few minutes later.)Are you ready?
Ss:Yes.
T:OK.Listen carefully and answer the questions first on your own and then check your answers with your partner.
(Play the tape twice for students to listen to and then answer the questions.Play it a third time for students to check their answers.Allow the students a few minutes to check their answers in pairs.At last,check the answers with the whole class.)
Step ⅤSpeaking
T:Well done.Now,you’ve known how to apply for a patent.Let’s play a game.Each of you will be given a role card.Work in groups of five:four inventors and one patent officer.Each inventor should explain how the invention works and why it is useful.The patent officers should ask questions and decide if each invention is a good idea or not.And I’ll show you some useful expressions to help you.
(Hand out the role cards and show the useful expressions on the multimedia.)
Useful Expressions:
This invention can help people…
What does it look like?
What’s it made of?
This is a new way of…
How does it work?
How would people use it?
This new invention will make it possible for people to…
(Students work in groups of five and have a discussion for about five minutes.Then the teacher may ask some groups to act out their discussion.)
Sample dialogue:
(A-Inventor A;B-Inventor B;C-Inventor C;D-Inventor D;P-Patent officer)
P:Now,please explain how your inventions work and why they are useful.Your invention is a car that uses water instead of petrol,isn’t it?
A:Yes,that’s right.
P:What does it look like?
A:It looks like an ordinary car.Here’s the picture.Please have a look.
P:Oh,it looks beautiful.What’s it made of?
A:It’s made of a new kind of alloy,which is much lighter.
P:Does it cost more?
A:A little bit.But it can save much more energy,so lots of money is saved.Besides,there is something even more important.It is good for our environment.It doesn’t pollute the air.
P:Sounds great.Thank you.And what’s your invention,sir?
B:My invention is a flying bicycle.
P:A flying bicycle?How would people use it?
B:People can ride it on the road and when there are too many bicycles,people can fly it.Just push one button on the handle,the bicycle will fly.
P:How does it work?
B:It works like a small plane.It has a special engine.
P:This is a new way to improve our traffic condition.Thank you.(To C)Would you please explain your new invention to me?
C:My invention is a machine that makes it possible for people to know the future.
P:How would people use it?
C:People just input their date of birth,hobbies,dislikes and anything about themselves,and then press the button,wait for a moment,and they will see the result on the screen.
P:That’s interesting.Thank you.(To D)What’s your invention,please?
D:It’s a pen that can automatically translate what you write into a foreign language.
P:Good.It can help people communicate freely with foreign friends.People needn’t study foreign languages hard any more.But,maybe it will make it more difficult for people to communicate orally.They will have to write down what they want to say.This is not convenient. For the flying bicycle,what if there was something wrong with it when it was flying in the air?I think it would be rather dangerous for the people walking on the ground.Maybe the bike would fall onto them and cause an accident.Of course the rider would be in danger,too.For the machine that makes people know the future,I don’t think it’s a good idea for us to know our future too early.I think the most useful invention is the car that uses water instead of petrol.So I will give the inventor of this new car a patent.
A:Thank you,sir.
Step Ⅵ Summary and Homework
T:Today we’ve learnt how to express and support an opinion.And we’ve learnt how to apply for a patent when you have made an invention.Many of you have wonderful ideas about new inventions.Study hard now and I believe you’ll make your own inventions in the future.In the next period,we’ll read about how to be creative and how to be an inventor.It’ll be very useful for you.Preview the reading part carefully after class,please.OK.That’s all for today.See you tomorrow!
Ss:See you tomorrow!
Step Ⅶ The Design of the Writing on the Blackboard
Unit 18 Inventions
The First Period
① ②
electric shoe inflatable bicycle
③ ④
edible chopsticks nose-top computer
The second period
Ⅰ Teaching Aims:
Learn and master some new and important language points;
Improve the Ss’ reading ability by reading and comprehending the text;
Get the Ss to learn how to be creative.
Ⅱ Teaching Focuses:
The main idea of the text.
Finish all the reading comprehension exercises.
The four thinking strategies.
Ⅲ Teaching Methods:
Question-and-answer activity. Some games.
Group work, pair work or individual work to make every student work in class.
Ⅳ Teaching Aids:
1.A multi-media computer 2.A tape recorder and a tape.
Ⅴ Teaching Procedures:
Step 1 Lead - in
Show a picture of a bulb to the students. Ask: Who invented it?
Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.
Step 2 Pre-reading
Scan the title and the four sub-titles, and guess what’s the text about?
A. how to become a great thinker
B. how to improve your IQ
C. how to become more creative
Step 3 Fast-reading
1.What’s creative thinking?
It is one of skills and habits.
2.How do people come up with ideas for new inventions? In how many ways?
By good thinking strategies.
Step 4 Careful-reading
T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.
Part 1: general idea.
Part 2: What is to “think outside the box”?
To think outside the box is to try new ways to solve a problem.
To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.
To make a conscious effort to break away from old thought patterns.
Game 1: How do you connect all the dots with only four straight lines?
Game 2:
Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?
Who never goes to see a doctor,even when he is ill ?
It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?
The plane crashed, but there were nobody injured. Why?
Why a river richer than a bank?
Part 3: Take another look at it
a change in perception
to look at a problem in as many way as possible
Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.
Game 3:
Can you only see a pot? Pay attention to the dark!
Two faces!
Part 4: Make connections
try to combine new and old ideas in as many different ways as possible
try to make connections that may seem strange at first
think of new applications and solutions
Part 5: Keep trying
develop new ideas even when they were tired or did not feel inspired
For each new invention that works, there are at least ten that do not.
Step 5 Post-reading
1. Match the examples with the right titles:
Example 1: think outside the box.
Examples 2&3: keep trying
Example 4: take another look at it.
Example5: make connections.
2. T or F exercises.
1) Most inventors have high IQs.
2) The things we know can sometimes make it more difficult for us to understand.
3) It’s impossible to learn how to be creative.
4) The best way to find a good solution is to look for one good answer.
5) Inventors try to avoid failure.
6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.
7) Most good ideas are the result of a long process of trial and error.
3.Reading comprehension.
1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best
C. failure is the mother of success D. never too old to learn
2). The sentence “ good ideas are no accident” means the following except that ____
A. Good ideas never come by chance. B. The accident is not caused by good ideas.
C. To be successful needs many trials and errors.
D. Failures can also help us move towards a better solution.
3). Another proper title for the text is probably ____
A.Creativity B.Great thinkers C. How to solve problems D. Connection
Step 6 Discussion (Groupwork):
1. How do you understand the title of the passage?
If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .
2. What other rules should you have if we want to be creative?
3. Of all the rules discussed above, which one do you think is the most important? Why?
Step 7: Homework
P 61 Exx 1 & 2.P 131 Exx 1, 2&3.
Ⅵ Bb writing
On slides. No writing on the Bb
The Third Period
Teaching Aims:
1.Review the useful expressions learnt in this unit.
2.Learn the derivatives of some words.
3.Review the Attributive Clause.
Teaching Important Points:
1.The useful expressions learnt in this unit.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to help students master the Attributive Clause.
Teaching Methods:
1.Review method to consolidate the useful expressions learnt in the last two periods.
2.Practise to help students master the derivatives of some words.
3.Different kinds of practice to help students master the Attributive Clause.
4.Pair work and individual work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
3.some pictures and cards
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step Ⅱ Grammar
T:Today we’ll play a game first.(Stick some pictures of famous people on the blackboard.Cf:The Design of the Writing on the Blackboard.)Look at the blackboard,please.These are pictures of some famous people.Do you know them?Maybe you’re familiar with some of them,but maybe others are strange to you.Don’t worry.I’ll give you some cards.There’s one sentence on each card.The sentence describes a famous person.Guess the name of the person first and then match the card with the picture.Do you understand?
Ss:Yes.
(Teacher hands out some cards on which are the sentences in Word puzzle.)
T:Now,please have a short discussion to find out who the person is and then match the card with the picture.When you find out the answer,please come to the blackboard,stick the card and write the name below the picture.
(Students prepare for a moment and then they begin to match the cards with the pictures.)
T:Have they matched the cards with the pictures correctly and got the correct names?
Ss:Yes.
(If there’re any mistakes,teacher may ask some students to correct them.)
T:OK.Now,fill in the word puzzle using the names of the people that you’ve just found out.
(Stick on the blackboard a piece of paper with the word puzzle on it.)
(A moment later,ask several students to write down their answers.Cf:The Design of the Writing on the Blackboard.)
T:Do you agree with them?
Ss:Yes,they’re quite right.
T:Good.These people are all famous people.Look at the sentences on the cards.What do you find?
S:I find that there is an Attributive Clause in each sentence,restrictive or non-restrictive.
T:Yes,you’re a careful girl.This game is also for you to review the Attributive Clause.Read these sentences again and find out the Attributive Clause in each sentence.
(A moment later,ask some students to say their answers.)
Suggested answers:
Across:
1.…,whose name is always linked with his cartoon characters,such as Mickey Mouse and Donald Duck.
2.…,who was born in Germany but spent his last years in the USA.
3.…,among whose big inventions are electric lighting and the motion picture camera.
4.…,whose many great films were City Lights and Modern Times.
5.…,who died in a plane crash in .
6.…,whose famous songs include Blowing In The Wind.
7.…,who discovered the Law of Gravity.
Down:
1.…,who lived in China before the Liberation.
2.…,who fought for the freedom of slaves in the USA.
3.…,who was Adam’s wife.
4.…,whose ideas about the future have often become reality,…
5.…,who later bravely fought against the British invasion and saved her country and people.
T:We’ve learnt a lot about the Attributive Clause before.We know that it is a very important grammar item,so let’s do some more exercises to consolidate it.Turn to Page 61,and finish Exercise 2 in Grammar part.
(Allow the students a few minutes to finish it and then check the answers.)
Suggested answers:
1.The wires with which the machines were connected were very old.
2.Leonardo da Vinci,who was interested in both literature and science,painted the famous“Smiling Mona Lisa”.
3.The pilot with whom we had dinner told us stories about his travels.
4.The four ancient Chinese inventions,which we are proud of,have remained important in human history for thousands of years.
5.Mozart,whose music is well liked by people all over the world,showed his talent in music at a very young age.
6.The photos are kept in that cupboard in which/where we found our parents’ old photos.
7.The country from which this news report is coming is on the other side of the world.
8.One of the first inventions of human beings was the wheel,which we don’t know who first invented.
T:In this unit,we have learnt a lot about new inventions and famous inventors.Now,let’s do an exercise using what we’ve learnt in this unit to review the Attributive Clause.Turn to Page 61 and finish Exercise 1 in Grammar part,please.Finish them first by yourselves and then you may discuss your answers in pairs.
(A few minutes later,ask some students to read out their answers.Students may have various answers.)
Suggested answers:
1.…can be used at home or in an office.
2.…it is not convenient to use a desktop computer.
3.…businesses are busy.
4.…you can obtain a patent for your invention.
5.…we need something more useful or more convenient to satisfy the needs of people.
6.…invents things.
7.…are both delicious and environmentally friendly./can be eaten.
Step Ⅲ Word Study
T:As you know,there are a lot of useful expressions in this unit.Let’s do some exercises to review them.
(Show the following on the multimedia and allow the students a couple of minutes to finish it.)
Fill in the blanks with correct prepositions.
1.I’m tired__________washing clothes by hand.I’ll buy a washing machine tomorrow.
2.You’ve got to break away__________old thought patterns in order to develop creative thinking.
3.She was telling us about her sick mother when she suddenly broke__________tears.
4.The students like physics classes because the way their teacher teaches allows__________creativity.
5.I don’t want to keep the hen any more;I’ll exchange it__________twenty eggs.
6.During a test,it’s always wise to move on when you get stuck__________a difficult problem and come back to it later.
(A moment later,ask some students to say their answers and then check them with the whole class.Give some explanations when necessary.)
Suggested answers:
1.of(be tired of doing sth.)
2.from(break away from…)
3.into(break into tears/a house)
4.for(allow for…)
5.for(exchange A for B)
6.by(get stuck by…)
T:Well done!After class you should read these sentences more to master the use of the phrases in them.Now,let’s do another practice.
(Show the following on the multimedia.)
Change the form of the following words.
trial→__________(v.)
application→__________(v.)
produce→__________(adj.)
fail→__________(n.)
involvement→__________(v.)
eraser→__________(v.)
inspiration→__________(v.)
possible→__________(n.)
deep→__________(v.)
awareness→__________(adj.)
Suggested answers:
trial→try(v.)
application→apply(v.)
produce→productive(adj.)
fail→failure(n.)
involvement→involve(v.)
eraser→erase(v.)
inspiration→inspire(v.)
possible→possibility(n.)
deep→deepen(v.)
awareness→aware(adj.)
StepⅣ Summary and Homework
T:Today we’ve reviewed some useful expressions and words we learnt before.Also we’ve done some practice to review the Attributive Clause.After class,you should do more practice to master them better.Besides,try to solve the riddles in Part 14 on Page 62.That’s all for today.See you tomorrow!
Ss:See you tomorrow!
Step Ⅴ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Third Period
Walt Disney Albert Einstein
Abraham Lincoln Newton
John Denver Charlie Chaplin
Word puzzle:
The Fourth Period
Teaching Aims:
1.Learn a reading passage to improve the students’ reading ability.
2.Do some writing practice to improve the students’ writing ability.
3.Learn some useful words and expressions.
Teaching Important Points:
1.Improve the students’ integrating skills.
2.Review the Attributive Clause.
Teaching Difficult Point:
How to improve the students’ integrating skills.
Teaching Methods:
1.Reading and understanding to improve the students’ reading ability.
2.Writing practice to improve the students’ writing ability.
3.Individual or pair work to make every student work in class.
Teaching Aids:
1.the multimedia
2.the blackboard
Teaching Procedures:
Step Ⅰ Greetings
Greet the whole class as usual.
Step ⅡLead-in and Reading
T:How many of you have a computer at home?Please put up your hands.
(Some students put up their hands.)
Good.Most of you have a computer.What do you do with your computer?
S:I search for information on the Internet.And sometimes I play games with it.
T:Does anybody do anything else with it?
S:I sometimes draw pictures or type something.
S:For me,I sometimes send e-mails to my friends.
S:I listen to the music.
S:I watch football matches.
…
T:Do you think the computer is really useful to you?
S:Not exactly.I can also do these things without a computer.I can go to a library to look for the information that I need.But it’s much quicker and more convenient if I use a computer.
S:I can listen to the music on a tape recorder.
S:I can watch football matches on TV.
…
T:You’re quite right.New technology is often used in old ways.Now,please have a discussion in groups of four to complete the chart shown on the screen.
(Show the following on the screen and give the students a moment to have a discussion.)
Technology Usage
Computer Used as a typewriter
--------
--------
The Internet Used as a library
--------
--------
------ --------
--------
--------
(After a few minutes,ask several students to say their answers.Students may have various answers.)
Suggested answers:
Technology Usage
Computer Used as:
a typewriter
a projector
a video game player
a drawing board
The Internet Used as:
a library
a TV
a telephone
a radio
Used to:
send e-mails
read news from home and abroad
Cellphone Used as:
a telephone
a telephone directory
a video game player
a watch/calendar
an alarm clock
Used to:
send information to others
T:Well done!Now,let’s read the passage about new technology carefully.Try to find out the answers to the two questions on the screen.After you finish,you may have a discussion in pairs.
(The following questions are shown on the screen.)
1.Why are scientific metaphors like “memory”and“cut and paste” useful?How may they limit our thinking?
2.Think of more words we use to talk about computers and Internet.How well do they describe the things or actions they are used for?Are there other words we could use that might be better?
(A moment later,check the answers with the whole class.Students may have various answers to the second question.)
Suggested answers:
1.They make it easier for us to understand and use a new tool.They may make it more difficult for us to use the new invention in the best way.
2.Words like:copy,file,delete,lock,enter,return,store
Step Ⅲ Explanation
T:Now,I think you’ve understood the passage well.Please look at the screen.I’ll explain some expressions that you must master.Please listen carefully.
(The multimedia shows the following.)
Language Points:
1.sb. be said to be…
e.g.He is said to be a good basketball player when he was young.
2.A be similar to B
e.g.His new bike is similar to mine.
3.be different from
e.g.Our life is different from what it was ten years ago.
4.now that
e.g.Now that you’ve grown up,you must stop this childish behaviour.
(Explain the notes to students and write the following on the blackboard:sb. be said to be;A be similar to B;be different from;now that.)
Step Ⅳ Listening and Reading Aloud
T:Now,let’s listen to the tape carefully.You can read after it when I play it the second time.Pay more attention to your stress.Are you ready?
Ss:Yes.
T:OK.Let’s begin.
(Play the tape twice for students to listen and repeat.After listening to the tape,students are allowed to read the passage aloud for a while.At last,ask some of them to read the text.One student,one paragraph.)
Step ⅤWriting
T:Just now,we’ve talked about computers.Most of you have a desktop computer at home.(Stick a picture of a desktop computer on the blackboard.)And as you can see,I’m using a laptop computer.(Stick a picture of laptop computer on the blackboard.)These are the most popular computers that we can find.But have you heard that a new type of computer-the palmtop computer,has been invented?
Ss:No.
T:It doesn’t matter.(Stick a picture of a palmtop computer on the blackboard.)Look at the picture.This is a palmtop computer.We know from the picture that a palmtop computer is a kind of computer that we can put on our palm.It’s very small,light and convenient to carry about.Do you like it?
Ss:Yes,I wish I could have one.
T:Certainly you’ll have one someday in the future.From these three pictures we know that computers are getting smaller and smaller.They’re becoming more and more convenient to be carried about.Can you guess what the first computer was like?
S:I guess it must have been a very big one.
T:You’re quite right.(Stick the picture of the Eniac on the blackboard.)Look,this is the first computer.It is as big as a house.Maybe you can’t imagine how big it is.But it doesn’t matter.What we need to know is that computers are becoming smaller and smaller,lighter and lighter.What do you think they will look like in the future and how we will use them?Who’d like to tell us your opinion?
S:Let me try.I think computers may look like a watch or a cellphone in the future.They will become even smaller.We can use them to watch TV,read books,search for information,chat with our friends,check the date and the time,and send information to others.
T:Very good.Now,imagine that you had to describe a computer to someone who lived in the 19th century.How would you explain it?What would you compare it to?You may have a short discussion in groups of three and then write a short description.
(Allow the students a few minutes to discuss and write their compositions.If time limits,allow the students to finish their writing after class.)
Sample description:
Have you seen a computer?Let me tell you something about it.A computer is an electric calculating machine that can store and recall information and make calculations at very high speed.It is a wonderful machine and can do most of the things people can do,but it can work millions of times faster.The first large,modern computer was built in 1946,and people needed a large house to put it in.In the last few years there have been great changes in computers.Today they can be used in many fields.People even use it to pay their bills or order what they want.It is said that in the future computers would arrange everything for people,and do almost all kinds of work.That would be a real computer society!
Step ⅥSummary and Homework
T:Today we’ve read a passage about the scientific metaphors.We’ve talked more about new technology too.In this unit we also learnt how to become more creative by practising good thinking strategies.They can be used to study English,too.Read the tips on Page 64 carefully and try the ideas in future.They’re helpful for your study of English.Besides,we’ve reviewed the Attributive Clause.After class,you should do more practice by yourselves to master it better.Finally,have a discussion with your partner to find the answers to the two questions in Checkpoint 18 on Page 64.I’ll check your answers tomorrow.OK.That’s all for today.
…
Suggested answers:
1.Rephrase,impossible,crazy,break away from,explore,combine,trial,…
2.Convenient,environmentally,friendly,automatically,…
Step Ⅶ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Fourth Period
Language Points:
sb. be said to be…
be different from
A be similar to B
now that
Computers:
The Fifth Period
The Attributive Clause
Teaching Aims:
1.Revise the Attributive Clause,including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.
2.Revise the use of relative pronouns and relative adverbs.
3.Expand the knowledge of the Attributive Clause.
Teaching Important Point:
The usage of the relative pronouns and adverbs.
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.
Teaching Methods:
review,explanation,inductive methods
Teaching Aids:
1.the blackboard
2.the multimedia
Teaching Procedures:
Step ⅠGreetings
Greet the whole class as usual.
Step Ⅱ Revision and Lead-in
(Teacher checks the homework exercises first and then shows the following on the screen.)
1.He is a famous scientist.
2.Who’s that girl in red?
3.I’ve read all the books that you lent me.
4.I have lost my pen,which I like very much.
T:That’s all for the homework.Now please look at the sentences on the screen.Pay special attention to the underlined parts.Is there anything in common between them?
Ss:Yes.They all identify the nouns,which are used with them.Each part tells us which thing or person the speaker is talking about.
T:That is to say,the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well,are there any differences between them?
S1:Yes.In the first sentence,the attribute is an adjective and put before the noun;the second is a prepositional phrase put after the noun;the third and fourth sentences are full sentences put after the nouns.
T:You are right,what do we call the sentences put after the noun?
Ss:The Attributive Clause.
T:Quite right.In a complex sentence,the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause(between the noun/pronoun and the clause)is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects,objects,attributes or adverbials in the clause;at the same time,they join clauses together.About the use of them,we’ll have particular revision after a while.Now look at the sentences on the screen.
(Teacher shows the following on the screen.)
Complete the sentences with suitable relatives.
1.I know the reason__________he came late.
2.Do you know the woman,__________son went to college last year?
3.The house__________colour is red is John’s.
4.This is the best film__________I’ve ever seen.
5.That is the town__________he worked in 1987.
T:Who’d like to tell me what should be filled in the first sentence?
S2:I think“why”should be filled.Because the antecedent is“the reason”and the relative is used as the adverbial of reason in the Attributive Clause.
T:Yes.How about the second sentence?
(Teacher goes to another student and asks her/him to answer.)
S3:I fill“whose”here.Because the antecedent is “the woman”and the relative is used as the attribute in the Attributive Clause.
T:Right.Sit down,please.Now let’s look at the third sentence.
Suggested answers:
3.whose 4.that 5.where
Step Ⅲ Summarizethe Use of the Non-restrictive Attributive Clause
T:The Non-restrictive Attributive Clause is a clause which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off,the sentence still has a full meaning.Now look at the sentences on the screen.
(Show the following on the screen.)
1.I have two brothers,who are both soldiers.
2.Next week,which you’ll spend in your hometown,is coming.
3.I’ve tried two pairs of shoes,neither of which fits me well.
T:Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”can not be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure“Indefinite Pronoun/Numbers/Noun/Superlative+of which/whom”is often used in the Non-restrictive Attributive Clause.
Step Ⅳ The Usage of the Relative Pronouns and the Relative Adverbs
T:As we know,relative pronouns or adverbs paly important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.
(Bb:the relative pronouns:who,whom,that,whose,which;the relative adverbs: when, where, why)
(Teacher collects them first and then shows the following.)
Form 1:
the relative pronouns referring to function in the clause
who people subject/object
whom people object
that people/thing subject/object
which thing subject/object
whose people/thing(of whom/which) attribute
Form 2:
the relative adverb referring to function in the clause
when(=at/in/on which) time adverbial of time
where(=in/at which) place adverbial of place
why(=for which) reason adverbial of reason
(Teacher explains the two forms separately and adds the following with examples on the screen.)
T:1.When a relative pronoun is used as a subject in the clause,the verb must agree with the antecedent in person and number.
e.g.1.Those who want to go to the cinema must be at the school gate by 3:30 p.m.
He who doesn’t reach the Great wall is not a true man.
2.When the antecedent is the structure of “one of +n.(pl.)”,the verb in the clause must be plural,agrees with the plural form.However,if there is “the”or“only”before“one”,the verb in the clause must be singular,agrees with the word“one”.
e.g.2.She is the only one of the girls who has been to Beijing.
He is one of the boys who have seen the film.
3.When the antecedent is a noun for time or place “when”or“where”is not always used to introduce the clause.It depends on the function of the relative word in the clause.
e.g.3.The time when/that I went to Tokyo is in 1982.
I’ll never forget the time which/that I spent at college.
The shop which I bought is big.
The shop where/in which I bought the book is big.
Step Ⅴ The Difference Between “that”and “which”
T:As we know,both“that”and “which”can be used for things,but,the use of them are not always the same.Let’s look at the sentences on the screen.
(Show the following on the screen.)
1.This is the second article that I have written in English.
2.It is the best film that he has ever seen.
3.This is the very book that I want to read.
4. All that they told me surprised me.
5.They talked about the teachers and schools that they had visited.
6. Who is the comrade that was there?
7.There is a bed in the room that is still vacant.
8.Our village is no longer the place that it used to be.
T:From the sentences on the screen,we can make a summary of the use of“that” and “which”.Look at the screen again.
(Show the following on the screen.)
1.In following cases,“that”is often used.
(1)After ordinal number and superlatives.
(2)After the following words:all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing),no(thing).
(3)After two or more antecedents,referring to both people and things.
(4)After interrogative pronouns“which”or “who”.
(5)When the relative pronoun is used as a predictive in the clause.
(6)When the main clause begins with “There be”.
2.In following cases,“which”is always used.
(1)After prepositions.
(2)To introduce a Non-restrictive Attributive Clause.
(3)The whole main sentence is the “antecedant”of the relative clause,and there is always a comma.
Step Ⅵ Practice
T:Now let’s do some exercises.Look at the screen.Fill in the blanks,choosing proper relative pronouns or relative adverbs.
(Show the following on the screen.)
1.Tell me the reason for__________you were late for class.
2.Who is the girl__________is speaking there?
3.This is Mr Smith,__________has some thing interesting to tell you.
4.The computer__________CPU doesn’t work has to be repaired.
5.This kind of computer,__________is well-known,is out of date.
6.This is just the place__________I’ve been longing to visit for years.
7.His mother is an engineer,__________makes him very proud.
8.The old man has four sons,three of__________are doctors.
Suggested answers:
1.which 2.that 3.who 4.whose
5.which 6.that 7.which 8.whom
Step Ⅶ Test
T:Now.Let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later.I’ll give you the answers.
(Show the following on the screen.)
1.I don’t like the way__________he talked to his mother.
A.as B.that
C.which D.by which
2.In the dark street,there wasn’t a single person__________she could turn for help.
A.that B.who
C.from whom D.to whom
3.The weather turned out to be very good,__________was more than we could expected.
A.what B.which
C.that D.it
4.All__________is needed is a supply of oil.
A.the thing B.that
C.what D.which
5.He paid the boy $10 for washing the windows,most of__________hasn’t been cleaned at least a year.
A.these B.those
C.that D.which
6.She spoke about the books and writers__________she remembered.
A.that B.who
C.which D.whom
7.The clever boy made a hole in the wall,__________he could see what was going on inside the house.
A.in which B.through which
C.at which D.on which
Suggested answers:
1.B 2.D 3.B 4.B 5.D 6.A 7.B
Step Ⅷ Homework
Review the Attributive Clause
Step Ⅸ The Design of the Writing on the Blackboard
Unit 18 Inventions
The Fifth Period
The Attributive Clause
Ⅰ.The differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause
Ⅱ.The use of the relative words:
1.relative pronouns:who,whom,whose,that,which
2.relative adverbs:where,when,why
Ⅲ.The differences between“that”and “which”
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