下面就是小编整理的unit4,book5Making the news 教学案例(人教版英语高二)，本文共10篇，希望大家喜欢。本文原稿由网友“妮可基德曼”提供。
篇1：unit4,book5Making the news 教学案例(人教版英语高二)
Unit 4 Making the news
一. 教学目标 (Teaching aims)
1. 能力目标 (Ability aim)
Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
Enable the Ss to know what is needed to become a reporter and how to conduct an interview.
2.. 语言目标 (Language aim)
重点词汇和短语
occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop
重点句子
1) Not till you are more experienced!
2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.
3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4) Only if you ask many questions will you acquire all the information you need to know.
5) We say a good reporter must have a “nose” for a story.
6) This is a trick of the trade.
7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?
8) Perhaps I too will get a scoop!
二. 教学重难点 (Teaching important points)
Know what is needed to become a reporter and how to conduct an interview
三. 教学方法 (Teaching method)
Fast reading; Task-based method & discussion
四. 教学步骤 (Teaching procedure)
Period 1
Step I Lead in.
1. Where can we get the news?
Newspaper, TV, radios, website, magazines, mobile phones, etc
2. What are the advantages of newspaper over other means of news medias?
Step 2 Warming up.
1. Can you tell some jobs in a newspaper company? What are their jobs involves?
Types of jobs What it involves
Reporter/ journalist Interview people or finds out events from onlookers
Photographer Takes photos of important people or events
Editor Makes sure the writing is clear, concise and accurate, check facts
Designer Lays out the articles and photographs
Printer Prints the newspaper
2. Do you know what’s the press of making a newspaper?
The chief editor hold a meetimg.
Journalists interview people and write stories
Photographers take photographs
Photo are quickly developed
Editors check the report.
Editors write the headline
The newspapers are printed.
The newspapers are delivered by train and truck.
Step III Pre-reading
T: Get the students discuss the importance of qualities a good news reporter needs to have. And why?
Step IV Reading
1. Listen to the tape and do the True or False questions.
1) Zhou can go out on a story immediately (F)
2) Zhou took a notebook,a pen,a camera with himself. (T)
3 While interviewing, the reporter would just ask the questions prepared before hand.(F)
4) Zhou took a course of photography at mid-school. (F)
5) Zhou is very enthusiastic. (T)
2. Read the passage and answer the following questions.
1) When can he go out on a story on his own?
2) A good reporter must have a “nose”, what does it mean?
3) What mistakes must he avoid?
4) Why is listening so important?
Step V Divide the dialogue into three parts, and write down the main idea of each section.
Part 1: To work in a team
Part 2: how to get an accurate story
Part 3: how to protect a story from accusation
Period 2. Language points:
1 occupation
(1) job / employment 工作/ 职业
Please state your name , age and occupation
(2) period of time during which a house ,country ,etc, is occupied
They have a five-year occupation of the farm .
他们对该农场有五年的占用期.
2 fill in
Don’t forget to fill in your boarding cards. (填写)
Let me fill you in on what’s been happening in the office over lunch . (向 …提供最新消息)
We have got some time to fill in before the show . Let’s go for a drink .( 消磨( 打发)时间)
Sally’s off sick . Can you fill in for her for a month. (临时替代 )
3 reporter : journalist
an on-the –spot reporter 现场记者
It ‘s reported that … 据报道
report sb告发某人
report to sb 向某人汇报
4 personality
(1) characteristics and qualities of a person seen as a whole 人格/ 个性
She has a very strong personality .
(2)u/cn distinctive , esp socially attractive ,qualities 特色
We need a person with a lot of personality to organize the party .
(3) cn famous person
A lot of personalities from the film world attended the party .
5 assignment
She was sent abroad on a difficult assignment . (task or duty that is assigned to sb)
The English assignment is a book report . (homework )
assign homework留家庭作业
be assigned to a new post 被派到新的工作岗位
6 Never will Zhou Yang forget his first …
否定词放在句首,故用倒装把谓语的一部分位于主语之前.类似词有:no / not / never / little / hardly / seldom / scarcely / neither …nor / not only …but also / no sooner …than / hardly…when/ by no means / in no time
他很少去看电影. Seldom does he go to the cinema .
在我一生中还未曾听说或见过这样的事呢 . Never in my life have I heard or seen such a thing .
7 influence
have a good / bad influence on sb / sth 对… 有好/坏的影响
have (no ) real influence over sb /sth 对..有/没有真正的约束力
use one’s influence with sb利用与某人关系的影响力
under the influence of 在…的影响下
8 go out on a story
on 加名词与come /go / set out 等动词连用可表示目的,表示去做某事
He is leaving for Shanghai on business tomorrow . 他明天要动身去上海出差.
她打算下周去北京旅行. He is go on a visit to Beijing next week .
9 Not on your own .Not till you are more experienced !
= You can’t go on your own ! You can’t go till you are more experienced !
on your own = alone / without help / excellent
I’m all on my own today .
Although her father was in the company ,she got the job on her own .
When it comes to maths , Mary is on her own .
by oneself 独立地/ 单独地
of one’s own属于某人自己的
10 experience un / cn /vt
Do he has much experience ?
He had many interesting experiences while travelling in Africa .
learn by / from / through experience
a meeting to exchange experience
a man of rich /much experience
be experienced / skilled / expert in / at
11 The first time we’ll send you with an …
the first time , “首先,第一次”带从句表示“某人第一次干某事”,the first time 可引导时间状语,类似，the moment / the second / the last time / immediately / every time / directly 注意：从句中将来的事要用一般现在时 。
The first time , we should make ourselves familiar with the surroundings .
首先,我们应当熟悉一下环境。
The first time I came here ,I couldn’t adapt myself to the climate here .
第一次来这的时候,我不适应这的气候.
I’ll tell him about the matter the moment he comes back .
他一回来我就告诉他这件事.
12 Only when you have seen what he or she does …
Only if you ask many different questions will you …
Only+状语放在句首,主句倒装,修饰名词和代词,句子不用倒装.
Only in this way can you make progress in your English .
只有这样你才能在英语学习上取得进步.
Only when he reached school did he find out that he had left his textbook at home .
直到他到学校时,他才发现把课本落在家.
Only you can find out the truth .
只有你能弄清真相.
13 cover a story by yourself .
He has been sent to cover the conference. (report )
Cover the table with a cloth . ( place sth over or in front of sth )
Our city has a beautiful park covering 1000 mu (have …as a size / take up )
Is that word covered in the dictionary ? (4 include / deal with )
We covered about 30 miles a day . (walk )
Is the money enough to cover the tuition? (afford )
14 You find your colleagues eager to assist …
be eager for /after / about sth …热切/兴奋的情绪
be eager to do sth
be anxious to do sth 焦虑的心情
be anxious about sth
15 concentrate vt---- concentration n concentrated (adj ) 集中的/浓缩的/ 紧张的/
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
concentrate one’s attention on sth
concentrate on (doing ) sth
concentrate the / one’s mind
The threat of going bankrupt is very unpleasant but it certainly concentrates the mind .
即将破产的威胁虽令人极烦恼,但也能逼人开动脑筋.
We should concentrate all our efforts on improving education.我们应集中精力努力改进教育工作.
concentrate on专心于…
16 …but I took a course
She took a course in philosophy . (n 课程,常与in/on 连用)
Our course was straight to the south . (n 路线/ 方向)
It was one of those ideas that change the course of history . (un 过程/进程)
The first course was soup .(一道菜 )
17 … of special interest to me
① of + 抽象名词 (interest / importance / value / use / help / benefit ) = be + adj
②of + (the same) size / weight / height / length / colour / kind /shape 等
这个会议很重要 .The meeting is of great importance. = The meeting is very important.
18 have a good nose for sth = have an eye for …/ have an ear for .. 有眼光/ 对..感兴趣
She has an ear for music .
A good reporter has a nose for news .
19 avoid : v keep oneself away from sb /sth ; stop sth happening / prevent
avoid ( doing ) sth
learn from past mistakes and avoid future ones (惩前毖后)
avoid one’s company (避免和某人往来)
Such kind of accidents should be avoided .
Though he made a mistake ,he wanted to avoid being punished .
20 Here comes my list of ….
here / there / now / thus / then 等副词放在句首时,句子全部倒装.
There goes the bell .
Now comes your turn .
Here he comes
21 Meanwhile adv = in the meanwhile / in the meantime / at the same time
22.a trick of trade = clever ways known to expert 职业的诀窍
play a trick on sb = make fun of sb / play a joke on sb
23 If the person being interviewed ….
being interviewed是现在分词的被动语态作the person 的后置定语表明先行词the person 所承受的被动动作正在进行.
24. Have you ever had a case where somebody accused your …. case : situation , 句中where= in which 引导定语从句
in case : 连词,接从句 假使/ 免得/ 以防万一,从句用一般现在时表将来
in case of : = if sth happens ,介词短语,接名词或名词短语.假使… / 万一…
in no case :决不,放在句 首时,倒装
in this / that case : 既然这/那样
in any case : 无论如何,总之
25 accuse
accuse sb of sth 指控某人某事
charge sb with sth 控告某人某事
blame / scold sb for sth 谴责/责备某人某事
26 getting the wrong end of the stick
I had meant to tell you to come here at 3 o’clock ,not at six ,you must get the wrong end of the stick . (弄错/ 误解)
27 This is how the story goes . =This is the story.
28 …deliberately…. Adv
deliberate adj 深思熟虑的/蓄意的/ 不慌不忙的
vt / vi 仔细考虑/ 商议
He is walking deliberately . 他在不慌不忙地走着.
29 so as to 为了../ 目的是
so as to do sth ---- so as not to do sth 不用于句首, 在句中作目的状语
in order to do sth ---- in order not to do sth 用于句首或句末 作目的状语
我们尽早启程以便午前赶到那里.
We started early so as to get there before noon.
We started early in order to get there before noon. = ……so that / in order that we can get there …
30 admit --- admission
admit sb / sth into / to准许…进入/加入…
admit doing sth / having done
admit sth / that clause承认…
admit of sth 容许某事物…
31 Later we were proved right .
prove vt show sth is true or certain 证明/ 证实
vi 系动词 turn out (to be) 结果是/ 原来是
prove sth to sb =prove to sb that … 向某人证明某事…
prove sb (to be )+ adj证明某人是…
prove oneself ( to be ) + adj 证明自己是…
It is proved that … 事实证明…
prove + (to be ) adj / n 结果是/原来是/被证明是…
Period 3 Reading task
Step 1 Read the passage quickly for the first time to find out the main idea of the text and find the answers to the following questions.
1. What was Zhou Yang’s first task?
2.How should he write about the story?
3.How many people read his article before it was ready to be processed into film negative? Who are they?
Step 2. Reread the passage and find out the Writing and Printing process for an article
Period 4 Grammar (倒装句)
Step1.定义：在英语中，主语和谓语的语序通常是主语在前，谓语在后。但有时谓语的全部或者一部分（通常是助动词或情态动词）却提到主语的前面，这种语序叫做“倒装”。
Step 2.Find out the sentences of inversion in the reading text:
1.Never will Zhou Yang forget his first assignment at the office of China Daily.
2. Only when you have seen what he or she does, can you cover a story by yourself.
3. Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4. Only if you ask many different questions will you acquire all the information you need to know.
Step2 语法精讲。
1.否定词置于句首，句子应进行倒装nor, neither 放句首
Tod can’t swim, neither can I.
用于never, hardly, seldom, scarcely, barely, little, often, at no time, not only, not once, many a time等词开头的句子
Never shall I go there again.
Little did he know who the woman was.
Seldom was he late for class.
用于no sooner --- than ---, hardly--- when和not until的句型中
Hardly had I reached the station when the train left.
No sooner had she gone out than the phone rang.
Not until the teacher came did he finish his homework.
2.用于only放句首，修饰副词、介词短语或状语从句的句 子
Only in this way can you master English well.
Only that time did he do his homework.
Only when he told me did I realize what trouble I was in.
Step 3 Do some exercise
Period 4. Do the exercise in the workbook
Period 5 Do the listening in Best English
篇2：人教版 高二英语Unit4知识
知识归纳（BII，U4）
▲call up召唤；回忆起；调动(力量、人员等)；(给……)打电话
The photograph called up memories of his childhood．
那张照片唤起了他童年时代的一些回忆。
The music calls up old times． 这音乐让人回想起旧日时光。
He was called up right at the beginning of the war.
他是在战争刚一开始的时候被征召入伍的．
Don’t call me up in the morning．不要在早上给我打电话．
▲belong to 属于；是……的成员之一；此短语不可用进行式，也没有被动语态形式。
The car belongs to my uncle．这辆车是我叔叔的．
Who does this bag belong to? 这个提包是谁的？
I belong to the tennis club.我是这个网球俱乐部的会员．
Do you belong to any party?你有没有加入哪个政党?
但常用belong to的-ing形式作定浯
China is a country belonging to the third world．中国属于第三世界国家．
▲come into being出现；形成；产生
We don'1 know when the universe into being．我们不知道宇宙是何时开始存在的。
Later two more armies came into being. 后来又成立了两支部队，
Thus the first workers’league came into being. 这样第一个工人联盟就出现了．
Such custom came into long ago．这种风俗很久以前就有了，
▲ glory n.光荣；荣耀；壮观；[C]光荣的事或人
They fought for the glory of their con．try．他们为了国家的荣誉而战．
He did it for his own personal glory．他为了自己个人的荣誉做了那件事．
the glory of the sunset 落日的壮观
the glories of our past history我们历史上荣耀的事
He is glory to his profession．他是他所从事的专业的光荣，
▲comparison l比较；对照；类似
He made an interesting comparison between classical music and jazz．
他在古典音乐和爵士乐之间做了有趣的比较．
He made /drew several comparisons between the two poets．
他把那两位诗人做了若干比较。
I find the comparison of life to a voyage quite proper，
我觉得将人生比喻为航海十分贴切。
in／by comparison with “…比起来；与……相比”
Living in the country is cheap in comparison with the big cities.
与大城市相比，在乡下生活较便宜．
by comparison 相比之下”
He seems rather weak by comparison. 相比之下，他似平相当弱．
▲apart adv．相隔；相距；除去；单独地
Alice and her husband now live apart．艾丽丝和她的丈夫现在分居．
New York and Tokyo are thousands of miles apart．纽约和东京相隔敷干英里．
The fires broke out a few hours part. 前后两场火灾相隔几十小时。
They planted the trees three metres apart．他们每隔三米种一棵树．
She lives apart from her family. 她跟家人分开住。
A few little things apart．the party was a great success．
除了几件小事之外，那次聚会非常成功．
apart /aside from 除……之外，除开
Apart from a few faults．he is quite a good teacher.
除了几个缺点外，他是十很好的老师．
Apart from the coat, the dress doesn’t suit me.
姑且不论价格．这件衣服也不适合我穿，
▲contribute vt．贡献；捐献；投稿
He contributed a lot of money to the charity.他捐很多钱给慈善机构．
She contributed a lot of good ideas to the discussion．
她在这次讨论中提出很多好的意见．
He didn’t I contribute anything to world peace． 他对世界和平毫无贡献。
I contributed several poems to a literary magazine.我投了几首诗给一本文学杂志。
vi.有贡献，有助于；促成：投稿
contribute to 为……作贡献；有助于……；向……投稿”
The fine weather contributed to the success of the voyage，
良好的天气助成了那次航行。
A proper amount of exercise contributes to good health. 适度的运动有益健康．
The contribution of a highway wil1 contribute to the growth of the suburbs.
建造高建公路将有助于郊区的发展． I make most of my money by writing books but I do contribute to magazines sometimes.
我的钱大部分是靠写书挣的，但找也确实给杂志社投过几次稿．
▲stand out突出；出色；引人注目
David stands out as a computer designer．大卫是十出众的计算机编程员。
He doesn’t stand out in a crowd，他在人群中并不引人注目．
The tower stood out against the blue sky．那座塔衬托着蓝天引人注目，
The hat stood out because of its strange shape．那顶帽子造型奇特而引人注目．
They were all attractive，but she stood out from the others．
她们都很迷人，但是她比其他人更有魅力．
▲next to 几乎；常用于否定词之前。
The speech said next to nothing．这次演说几乎什么都设讲．
The dealer gave us next to nothing for our old car
买主几乎没给钱就买走了我们的旧车．
I knew next to nothing about electricity．对电我几乎是一无所知．
It’s next to impossible to drive in this traffic．
在这种交通状况下开车行驶几乎是不可能的．
▲1ight up点燃；点亮；照亮；使面有喜色；容光焕发
He lit up a cigarette before he began his speech．在开始讲话前他先点上一支烟。
Hundreds of candles lighted up the hall．几百支蜡烛照亮了大厅。
A smile lit up her face．她一笑表情为之开朗。
Her face lit up with joy．她因高兴而容光焕发。
The street lights have lighted up．街灯已点亮。
▲Look up(在字典、时刻表等中)查看；翻查；查找
I looked up(the meaning of)the word in my dictionary．
我在词典中查阅这个词(的意思)。
I often go to the library to look up the information l need．
我常到图书馆查找我需要的资料。
Look up the directory for his telephone number．在电话簿中找找他的电话号码。
absence n．不在；缺席；缺乏
After an absence seven years I went home．外出了年后我返回了故乡。
I soon noticed his absence from sch001．我很快便察觉到他缺课了。
Absence“rain caused the plants tO die．因缺少雨水导致植物枯死。
absence of mind 心不在焉”
His absence of mind during driving nearly caused an accident．
他驾车时心不在焉，几乎肇事。
In one's absence\"某人不在时；某人外出时；背地里”
A lady called in your absence，sir．先生，你不在时，有位女士来访。
They spoke ill of the captain in his absence．他们在背地里说队长的坏话。
▲recommend vt．推荐；介绍；劝告；建议
He strongly recommended her to our firm for the post．
他极力推荐她给本公司担任这职位。
I can recommend her as a good secretary．
我可以推荐她为一名优秀的秘书。
Canyou recommend me a good lawyer?
你能推荐一位好律师给我吗?
recommend sb．to do sth．
相当于advise sb．to do sth．“建议某人去做某事，劝某人做某事”
I recommend you to see her at once．我劝你马上去看她。
The doctor recommended me to take a long rest．医生劝我长期休养。
Recommend doing sth．“建议做某事”
I recommend going by bus．我建议坐公共汽车去。
She recommended buying this dictionary． 她建议买这本词典。
recommend后还可接that从句，从句中谓语动词用should + v.形式，should可省略。
He recommended that they(should)be set free． 他建议释放他们。
The teacher recommended that we(should)read the novel.老师劝我们读读那本小说。
篇3：人教版高二英语第二课News media
学科：英语
教学内容：Making a difference
【本章重点难点】
Ⅰ．Hot words and hot phrases常用词与常用词组
1．It takes a very usual mind to undertake the analysis of the obvious．(P.1)
动词undertake及形容词obvious的用法
2．Each group member represents a branch of science．(P.2)
动词represent及名词branch的用法
3．Scan the text to answer the following questions．(P.3)
动词scan的词义及用法
4．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．(P.3)
promising在此句中的意思，graduate作动词、名词的用法
5．Yet two years had gone by and I was not that much worse．(P.3)
动词go by的词义及用法
6．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jane Wilde．(P.3)
动词engage的词义及用法
7．Since then，Hawking has continued to seek answers to questions about the nature of the universe．(P.3)
动词seek的词义及用法
8．Scientists...know that their job is never finished and that even the best theory can turn out to be wrong．(P.4)
动词短语turn out的词义及用法
9．First，they carefully observe what they are interested in．(P.4)
动词observe的词义及用法
10．Finally，the scientists test the theory to see if it matches what they have seen and if it can predict future events．(P.4)
动词match和predict的词义及用法
11．The Italian astronomer Galileo Galilei was so curious that he invented both a microscope...(P.7)
形容词curious的词义及用法。
12．By asking why，how and what if，curious minds find new ideas and solutions．(P.7)
名词solution的词义与用法
13．We must also believe in what we do even when others don't．(P.7)
动词词组believe in与believe的词义及用法的区别。
Ⅱ．Language points and grammar focus语言点与语法重点
A．Language points语言点
1．There did not seem much point in working on my PhD-I did not expect to survive that long．(P.3)
句型There be...point in doing sth．的句意；that用作副词的词义及用法
2．Hawking became famous in the early 1970s，when he and American Roger Penrose made new discoveries about the Big Bang black holes．(P.3)
when用作并列连词时的词义及用法
3．Science，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．(P.4)
词组on the other hand的词义及用法
4．People who listen to Hawking's lectures sometimes find it difficult to understand him，...(P.4)
代词it用作形式宾语时的各种用法
5．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．(P.7)
当only引导状语处于句首时，主句要用倒装的语序
B．Grammar focus语法重点
1．The simple passive form of the infinitives
不定式被动语态的一般形式的内涵及用法
2．Four functions of the infinitives used as attribute，object and adverbial
用作主语、定语、宾语和状语的不定式的四种功能的用法
Ⅲ．Skills of the four essential abilities：listening，speaking，reading and writing听、说、读、写四项基本能力的学习技巧
1．Listening：Have a good understanding of a long dialogue by grasping the reason why an event happens
掌握某事发生的原因，很好理解一段较长对话
2．Speaking：Talk about science and scientists
谈论科学与科学家
3．Reading：How to grasp the core of a very long sentence
如何抓住一个长句的核心
4．Writing：How to write a descriptive passage
如何写一篇描述性的短文
【难点解析】
Ⅰ．Hot words and hot phrases常用词与常用词组
1．It takes a very unusual mind to undertake the analysis of the obvious．(P.l)
译文：分析明显存在的事情需要非凡的头脑。
[讲解]undertake(undertook；undertaken)有两个意思。①to take up or start on(or a piece of work esp. one that is difficult or need effect)担任(职位)；着手(艰苦工作等)。后常用名词、代词作其宾语。②to promise or agree答应；同意。后加不定式或that从句作宾语。
[例句]
She undertook responsibility for the accident．
她承担了这次事故的责任。
He undertook to pay back the money within 2 months．／He undertook that he would pay back the money within 2 months．他答应两个月之内还钱。
He undertook to be here by 10 o'clock．／He undertook that he would be here by 10 o'clock...他答应10点前到达。
[讲解]本句中出现的另一个词obvious为形容词，意为“显而易见的；明显的”。obviously adv．显而易见地，这类形容词如用定冠词，表示一类事物或人，又如：the rich富人，the disabled残疾人。
[例句]
It is obvious that mastering the English language is a must in international trade．很显然，在国际贸易中，掌握英语是必要的。
He is obviously mad．=It is obvious that he is mad．很显然他疯了。
2．Each group member represents a branch of science．(P.2)
译文：每组成员代表着一个科学分支。
[讲解]represent vt．意为“代表”，作此义讲时，它的同义词是“stand for”，但stand for不可用于被动语态。
[例句]
She represented president in the conference．在会议上她代表总统。
In Chemistry，O represents Oxygen．在化学中O代表氧元素。
The rose represents England．玫瑰花是英国的象征。
Our company is represented in China by Mr．Smith．
史密斯先生是我公司在中国的代理。
[讲解]branch名词，原意为“树枝”，引申义为“(河流的)支流；(铁路的)支线；(家族的)分支；(公司的)分店、分公司；(组织的)支部”等。
[例句和例词]
His uncle's branch of the family moved to Shanghai last year．
在他们这个家族中，他叔叔的那一支去年搬到上海了。
The bank has branches in all parts of the country．
该银行在全国各地都有分行。
3．Scan the text to answer the following questions．(P.3)
译文：浏览课文，回答下列问题。
[讲解]scan(scanned；scanned) vt．-glance at(e.g. a document)quickly but not very thoroughly匆匆而粗略地看(文件等)；略读。
[例句]
She scanned the newspaper over breakfast．
她吃着早餐把报纸大致地读了一遍。
She scanned the list of names to see if hers was on it．
她扫了一下名单，看自己的名字是否在上面。
4．Imagine this：you are twenty-one years old and a promising graduate student at one of the top universities in the world．(P.3)
译文：想象一下：你21岁，是世界一所顶尖大学的一名很有希望的大学毕业生。
[讲解]promising形容词意为“大有希望的；有出息的；有前途的”。该词是promise的同源词。promise作动词或名词时，除了我们较熟悉的“允诺”“诺言”，还有其他意思。作动词时，promise还有“预示”的意思。作名词时还有“(有)指望；(有)前途”的意思。
[例句]
All of you are promising if you learn English well．
如果你们学好英语，你们非常有前途。
The results of the first experiment are very promising．
第一次试验结果充满了希望。
It's a promising sign．那是一个很好的迹象。
It promises to be warm this afternoon．今天下午有望变暖。
The clear sky promises fine weather．晴朗的天空预示着好天气。
[讲解]①graduate在此句中为名词，意为“毕业生”。当你步入大学校门，一年级时，你被称为freshman；大二时，被称为sophomore；大三时，被称为junior；大四时，被称为senior；当你已基本完成学业，但尚未取得学士学位时，被称为undergraduate；拿到学士学位后，又继续上硕士或博士，那你就被称为postgraduate，graduate作名词时有时也可指硕士或博士研究生。②graduate作动词时，意为“毕业”，后加介词from／at+学校；加介词in+专业；加介词with+学位。
[例句和例词]
a graduate nurse一名护士学校毕业的学生
a graduate student一名研究生
He graduated in law at Oxford．他毕业于牛津大学法学专业。
He graduated from Beijing University with a Doctor's degree in history．
他毕业于北京大学，获得史学博士学位。
5．Yet two years had gone by and I was not that much worse．(P.3)
译文：然而两年过去了，我的情况却不是那样糟糕。
[讲解]go by有三个词义。①to pass(in place or time)(时光)流逝；经过(某处)。②be guided by依照；遵循，依据……办事。③to judge by根据……作出判断。作上面②、③词义讲时不用被动语态。
[例句]
A car went by．一辆汽车驶过。
As time goes by／passes，all of you have grown into big boys or big girls．=With time going by／passing，all of you have grown into big boys or big girls．随着时光的流逝，你们都长成大小伙子，大姑娘了。
Don't go by that old map；it might be out of date．
别用那张旧地图，它可能过时了。
He always goes by the rules．他总是循规蹈矩。
Going by／Judging by her clothes，she must be very rich．
根据她的衣着判断，她一定有钱。
6．In fact，things were going rather well for me and I had gotten engaged to a very nice girl，Jane Wilde．(P.3)
译文：事实上，事情发展得还挺顺利，我和一位非常好的女孩简怀尔德订了婚。
[讲解]get engaged to sb．意为“与某人订婚”，注意：①get为瞬间动词，意为“变成”，所以get engaged to sb．不可与表一段时间的时间状语连用。表一段时间时，可用be engaged to sb．get／be married to“与某人结婚”也是如此。②牢记本短语的介词to，不要受汉语影响，误记为with。
[例句]
Tom got engaged to Mary 3 weeks ago．汤姆和玛丽三周前订了婚。
Tom has been engaged to Mary for 3 weeks．
It is 3 weeks since Tom got engaged to Mary．
汤姆和玛丽订婚三周了。
7．Since then，Hawking has continued to seek answers to questions about the nature of the universe．(P.3)
译文：自从那时，霍金就一直探求关于宇宙本质问题的答案。
[讲解]seek(sought，sought，seeking)。seek to do sth(=attempt to do sth．=try to do sth．=do as much as sb．can to do sth．=do as much as possible to do sth．=do what sb．can to do sth．=make an effort to sth．=spare no effort to do sth．)设法(试图)做某事；seek sth．寻找、征求、谋求、追求；seek after追求、企图得到；seek for寻求／寻找；seek one's fortune外出找出路。
[例句]
We should constantly seek advice from the masses。
我们应不断地听取群众的意见和建议。
These books were eagerly sought after．这些书很畅销。
They encouraged her to seek for new ways of doing her experiments．
他们鼓励她寻找新的实验方法。
We sought to change her mind but she refused．
我们试图改变她的主意，但是她拒绝了。
8．Scientists...know that their job is never finished and that even the best theory can turn out to be wrong．(P.4)
译文：科学家们……知道他们的工作永远不会结束，甚至认为即使最好的理论也可能被证实是错误的。
[讲解]turn out有三个意思：①produce生产，培养；②prove被证实；③to come out or gather(as if)for a meeting，public events etc．群体出动。作“被证实”讲常用“...turn out(to be)+adj．／noun”或“It turn out that从句”两种句型。
[例句]
This factory can turn out 200 cars a day．
这家工厂一天可生产200辆汽车。
This school has turned out some first-class scholars．
这所学校培养出了一些一流学者。
The party turned out a success／successful．=It turned out that the party was a success／successful．=The party proved a success／successful．=It proved that the party was a success／successful．=The party work out very well．这台晚会结果开得很成功。
The whole village turned out to welcome him．
整个村庄群体出动来欢迎他。
9．First，they carefully observe what they are interested in．(P.4)
译文：首先，他们对自己感兴趣的事情进行仔细观察。
[讲解]observe vt．①If you observe someone or something，you watch them carefully，especially in order to learn something about them；②If you observe someone or something，you see or notice them；③If you observe something such as a law or custom，you obey it or follow it．
[例句]
Did you observe anything unusual in his behavior？
你注意到他的行为有什么不寻常吗？
I observed that they were late．我注意到他们迟到了。
The police observed him entering／enter the bank with a shotgun．
警察看到他带着猎枪进入了银行。
Do you observe Christmas？你有过圣诞节的习俗吗？
10．Finally，the scientists test the theory to see if it matches what they have seen and if it can predict future events．(P.4)
译文：最后，科学家们对这项理论作了试验，目的在于了解这项理论是否与他们所见一致，以及它是否可以预见未来的事情。
[讲解]match v．意为①“和……相一致；和……相匹配；匹配”；②-be equal to or find an equal for比得过；敌得过。
[例句或例词]
The curtain doesn't match the paint．=The curtain and the paint don't match．这窗帘和油漆不搭配。
a matching skirt and sweater相配衬的裙子和毛衣
well-matched husband and wife十分匹配的夫妻
Why not buy some tapes to match(=go with)your book？
为什么不买些磁带和你的书配套呐？
His latest films don't match his previous ones．
他最近的电影不能与以前的媲美。
[讲解]predict vt．-say in advance that(sth)will happen；forecast预言某事将发生；预报；预告。
[例句]
He predicted that the terrorists would attack the USA．
他预言恐怖分子会袭击美国。
The earthquake had been predicted several months before．
这次地震早在几个月前就发布了预告。
It is impossible to predict who will win．
11．The Italian astronomer Galileo Galilei was so curious that he invented both a microscope...(P.7)
译文：意大利天文学家伽利略如此好奇，以至于他发明了显微镜和……
[讲解]If you are curious about something，you are interested in it and want to know more about it．If something is curious，it is unusual or difficult to understand．其同源名词是curiosity．
[例句]
I am curious about／as to what happened．我很想知道发生了什么事。
They were curious to know where he had gone．
他们好奇地想知道他去了哪。
It is curious that he left without saying good-bye．
真奇怪，他不辞而别了。
12．By asking why，how and what if，curious minds find new ideas and solutions．(P.7)
译文：通过自问事情出现的原因、方式及如果某事发生结果会如何等问题，这些好奇的哲人发现了一些新的观点和一些新的解决问题的方法。
[讲解]solution可数名词an answer to a difficulty or a problem解决；解答；解法；解决方法。其动词形式为solve。另外solution作不可数名词时还有“溶解”的意思；作“溶液，溶剂”讲时，即可作可数名词又可作不可数名词。
[例句或例词]
It is very difficult to find a solution to the problem．
找出解决此问题的方法太难了。
I have bought another dictionary，which is the solution of all the problems．
我又买了一本字典，这样一切问题解决了。
We must spare no effort to solve the problem．
我们必须全力以赴解决这个问题。
sugar in solution in water溶于水的糖。
13．We must also believe in what we do even when others don't．(P.7)
译文：即使别人不相信，我们自己也要相信自己所做的事情。
[讲解]believe指相信某人说的话或相信某事是真实的，其后可以接名词、宾语从句、名词+不定式。当believe为被动语态时，其后只能跟不定式结构。believe in指相信某人或某物的本质或特性，后常跟真理、宗教一类的词。
[例句]
I believe his words／him／what he said．我相信他的话。
I believe in keeping early hours．我相信早睡早起是好的。
He doesn't believe in God．他不相信上帝的存在。
I don't believe in him．我不信任他的为人／品质。
Ⅱ．Language points and grammar focus语言点与语法重点
A．Language points语言点
1．There did not seem much point in working on my PhD-I did not expect to survive that long．(P.3)
译文：取得博士学位对我来说没有什么意义，我没有期望活那么久。
[讲解]point在此处为不可数名词，意为“purpose，advantage；use目的；好处；用途”后面加in或of+名词／代词／动名词；“No point of doing something=No useful purpose would be served by doing it．”即“做某事没什么用处”。
[例句]
If we have finished our work，there is no point in staying any longer；we may as well go home．如果我们完成了工作，就没有必要再呆下去，我们还不如回家。
I cannot see the point in trying to persuade him-he'll never change his mind．我看劝他没用，他不会改变主意的。
[讲解]that在此处为副词，非正式用语，一般用于疑问句或否定句，意为：so；to such a degree那么；那样；到那种程度。this也有类似的用法。
[例句]
It wasn't that good actually．(=it was quite good but not very good．)
它实际上没那么好。
We haven't see all that much of her recently．
我们最近没有怎么见过她。
Can hard work change a person that much？
艰苦工作能使人有如此大的变化吗？
You don't look that old．你看上去没那么老。
2．Hawking became famous in the early 1970s，when he and American Roger Penrose made new discoveries about the Big Bang black holes．(P.3)
译文：霍金是20世纪70年代成名的，他和美国人罗杰彭罗斯发现了宇宙大爆炸和黑洞的理论。
[讲解]when在此句中不是从属连词“当……的时候”的意思，这里when是并列连词，有人也称之为等立连词，意为“and at this／that time”“就在这／那时”。中学常见的句型有：①be doing sth．when...某人正在做某事，这时……②be about to do sth when...某人刚要做某事，这时……③have just done sth when...某人刚做完某事，这时……
[例句]
We were having dinner when the telephone rang．
我们在吃饭，这时电话响了。
We had just finished our work，when he came in．
我们刚干完活，这时他进来了。
We were about to go，when the telephone rang．
我们刚要走，这时电话响了。
3．Science，on the other hand，Hawking writes，know that their job is never finished and that even the best theory can turn out to be wrong．(P.4)
译文：霍金写道，从另一个方面说，科学家知道他们的工作是永无止境的，即使是最完美的理论也可能是错误的。
[讲解]on the other hand另一方面，用于对比。与on the one hand形成对比。即：on the one hand...，on the other hand...一方面……，另一方面……。(指辩论、考虑、情况等)。
The Government seems to me to be inconsistent．On the one hand they say they wish to reduce the cost of living，and on the other hand they increase the duties on a number of essential articles．政府在我看来反复无常。他们一方面说，要降低生活费，另一方面又提高许多生活必需品的税收。
In this country，food is cheaper than in Britain；clothing on the other hand，is dearer．这个国家的食品比英国便宜，但另一方面，衣着比英国贵。
4．People who listen to Hawking's lectures sometimes find it difficult to understand him，...(P.4)
译文：听过霍金报告的人有时发现理解他的报告太难了，……
[讲解]it除作代词外，还可用作引词(anticipatory)。引词本身无实义，只起一种先行引导的作用。引词it不重读，它可用作形式主语、形式宾语；还可用于强调句型。现在让我们学习一下it作形式宾语的用法。
1)真正宾语是不定式
e.g. I find it easy enough to get on with Pam．
(it指代to get on with Pam)我觉得与Pam相处很容易。
I'd think it useful to learn computers．
(it指代to learn computers)我认为学电脑有用。
2)真正宾语是动名词
e.g. You must find it exciting working here．
(it指代working here)你一定发现在此工作令人激动。
I think it no use advising him to give up his plan．(it指代advising him to give up his plan)我认为建议他放弃计划没用。
3)真正宾语是宾语从句
e.g. I think it best that you should stay here．(it指代that you should stay here)我认为你最好留在这里。
I took it for granted that you would stay with us．(it指代that you would stay with us)我以为你当然会留在我们这里的。
5．Everyone has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference．
译文：每个人都有自己的专长和兴趣，只有发现自己的专长，我们才能期望达到自己的目标，真正与众不同。
[讲解]当only引导状语处于句首时，主句要用倒装的语序。注意：1)当only引导非状语处于句首时，主句不必用倒装的语序；2)当only引导状语处于句中或句末时，主句也不用倒装的语序；3)当only引导状语从句处于句首时，要倒装主句的语序，千万不要倒装从句的语序，而忘了倒装主句！
[例句]
Only in this way can we learn English well．
只有用这种方法我们才能学好英语。
Only when the war was over was he able to get happily back to work．
只有在战争结束后，他才高高兴兴地返回工作。
B．Grammar focus语法重点
1．The simple passive form of the infinitives．
不定式被动态的一般形式的内涵及用法。
2．Four functions of the infinitives used as subject，attribute，object and adverbial．用作主语、定语、宾语和状语的不定式的四种功能的用法。
本单元的语法项目是不定式的被动式，具体讲解如下：
①当不定式的逻辑主语是不定式所表示动作的承受者时，不定式一般用被动形式。不定式被动形式在句中可作主语、表语、状语、补语等。如：
To be obeyed was natural to her．她生性让别人听命于她。(作主语)
The problem remained to be solved．这个问题还有待解决。(作表语)
It needs not to be said that they are very happy together．
不必说他们在一起非常幸福。(作宾语)
There were plans to be made at once．要立即制定计划。(作定语)
He has returned only to be sent away again．
他回来以后又被打发走了。(作状语)
The captain ordered the flag to be hoisted．
船长命令升旗。(作宾语补足语)
The book is intended to be read and not to be torn．
这书是供人阅读的而不是供人撕毁的。(作主语补足语)
②在某些句子中，不定式虽表被动，但仍用主动形式。如：
What is to pay？要付多少钱？
The reason is not far to seek．道理很浅显。
He gave me some books to read．他给了我一些书读。
We found the report easy to understand．我们发现这些报告很容易懂。
不定式作主语、定语、宾语和状语的功能和用法讲解如下：
由于不定式有名词、形容词和副词的特点，所以它在句中可做主语、表语、宾语、定语、同位语、状语、补语等。但由于时间关系，今天我只把不定式作主语、定语、宾语和状语的用法讲解一下。
1)作主语。如：
To see is to believe．眼见为实。
To serve the people is our duty．为人民服务是我们的职责。
在日常英语中，常用it作为语法上的主语，即形式主语，而将真正的主语放在后面。
It is our duty to serve the people．为人民服务是我们的职责。
2)作宾语。如：
I couldn't afford to buy a new car．我买不起汽车。
Have you decided to marry him？你决定嫁给他吗？
有些动词常常跟不定式作宾语，它们是：want，wish，hate，prefer，hope，continue，manage，try，ask，offer，start，forget，remember，begin，decide，agree，choose，learn，pretend，promise，mean，expect，desire等。
另外，在一些复合宾语中，常用it代表不定式作为形式宾语，而将真正的宾语不定式放在后面。如：
I thought it right to do this test．我认为做这项实验是对的。
3)作定语。通常都置于被修饰名词或代词之后。如：
This is the best way to solve this problem．
这是解决这个问题的最好办法。
I have a lot of work to do．我有许多工作要做。
如果不定式和它所修饰的词有逻辑上的动宾关系，且这个不定式是不及物动词，则它后面需有必要的介词。如：
He is a good comrade to work with．他是一个很好共事的同志。
There is nothing to think about．没什么值得考虑的。
4)作状语，表示目的、结果、原因等。如：
He went home to see his parents．他回家看望父母。(表目的)
I turned the radio down so as not to disturb you．
我把收音机音量调小，以免打扰你。(表目的)
The problem is too hard to understand．
这问题太难了，理解不了。(表结果)
What have I done to make you unhappy？
我做了什么事使你不高兴？(表结果)
I'm glad to hear the news．听了这消息，我很高兴。(表原因)
I was surprised to see him there．
我真想不到会在那里见到他。(表原因)
Ⅲ．Skills of the four essential abilities：listening，speaking，reading and writing听、说、读、写四项基本能力的学习技巧
1．Listening skills听力技巧
Have a good understanding of a long dialogue by grasping the reason why an event happens．
掌握某事发生的原因，很好理解一段较长对话
在高二的第一学期我们主要学习如何听好较长对话的一系列技巧。
较长对话与简短对话的检测有哪些区别？
简短对话在篇幅上，比起较长对话要短；简短对话只有一个检测点，因此只有一个设问，而较长对话有若干个检测点，因此有若干个设问。简短对话侧重于句子层次理解的考查，而较长对话侧重于话语或语段层次的检测。一般说来，如果一段较长对话有两个设问，那么这段对话涉及的内容至少是两个，所以在审题中，应把在应对简短对话中的那些技巧使用起来，而且还应学会通过审题中得到的信息来把握各个设问之间的内在联系，从而推断出还未听到的较长对话的大致内容，进而确定听音的重点的技巧。听其对话录音时，要尽力把握能正确解决设问的关键词、短语或句子。
以高考试题的实例讲解本节的中心议题。
请看下例(高考试题，全国卷)：
1．why does the man thank the woman？
A．She has helped him with his problems．
B．She has invited him for coffee．
C．She has agreed to see him on Monday．
2．When does the conversation take place？
A．Before class． B．After class． C．During class．
首先你们应仔细审读这两个设问及其选项。看看从审题中能得到哪些信息？
第一个设问是：为什么这位男士要感谢这位女士？这段较长对话的第二个设问是：这段对话发生在什么时间？这两个设问有什么内在联系呢？
孤立地看这两个设问及选项，似乎看不出它们的内在联系，但如果你是个细心的有经验的应试者，应该能确定此段较长对话发生在学校，因为第二题的选项提供的时间，都是发生在学校里的时间现象：A．上课前；B．下课后；C．课程进行的过程中。根据生活常识，我们可以推断出对话的双方最大的可能都是学校中的人士。那么其对话内容很可能与学校生活有关。再有从审读第一个设问的选项的内容，我们得知男士感谢女士的原因有以下三个：A．女士帮助他解决了一些问题；B．女士邀请他喝咖啡；C．女士同意在星期一会见他。带着这些问题我们再听对话录音，就是有备而听。这时我们听到如下这段较长对话的录音：
M：Thank you very much，Miss Times．That helped me a lot．
W：I'm glad I could be of some help，Carolos．Let me know if you still have any more questions later．
M：I will．And thank you for giving up your coffee break to help．I know you need one after teaching three classes．
W：Oh，I don't mind．Teaching is what I love most．
M：Well．Good bye and thanks again．
W：You're very welcome，Carolos．See you in class next Monday．
听完这段较长对话两遍之后，我深刻体会到从正确审题中所获取的信息，进而做到有备而听是解答这类较长对话听力题的基础与前提。在听对话录音时，把握其中的关键词、短语或句子是正确做出判断的关键。我在录音中听到该男士三次向女士致谢，在他第二次致谢时，他解释了他致谢的原因：感谢女士放弃了在教了三节课后喝咖啡的休息给他讲解问题，同时又听到女士乐于给他讲解问题的陈述，由此得出上面两个设问的正确答案应该是稳操胜券的事。
2．Oral practice口语训练
Talk about science and scientists
谈论科学与科学家
我们怎样才能较好地用英语谈论科学与科学家呢？
就科学而言，主要两大类：社会科学与自然科学。
本教学单元一共提及七位科学家：哥德、爱因斯坦、居里夫人、爱迪生、霍金、伽利略与培根。在他们中间哥德与培根属于社会科学家，其余的五位都是自然科学家。
自然科学有很多分支，例如：数学(mathematics or maths)，物理学(physics)，化学(chemistry)，生物学(biology)，天文学(astronomy)与计算机学(computer science)等。
知道这些自然科学的英语表达方式后，我们应如何谈论这些科学及其科学家呢？
要谈论这些科学，首先应掌握这些科学的英语表达方式，然后发表自己认为哪门科学最重要(the most important)，最有兴趣(the most interesting)和最有用(the most useful)，然后讲清你为什么认为它最重要、最有兴趣和最有用。
要谈论这些学科的专家，首先应掌握他们各自的英语表达方式：
数学家mathematician 物理学家physicist
化学家chemist 生物学家biologist
天文学家astronomer 发明家inventor
计算机专家或科学家computer expert／scientist
假定你认为数学是一门最重要、有兴趣和有用的科学，你将如何表述你的见解及你这种看法的理由呢？
我将用如下方式表示我的看法及其理由：
I think mathematics is the most important，interesting and useful science，firstly because it's the basis of each branch of other sciences；secondly because it is closely connected with our daily life；thirdly because one can become cleverer and more rigorous(严谨的)through studying the science of maths...
要谈论一位科学家，就应对他的身世与他在他的研究领域的建树和功绩有所了解。因此以下这些句式都常用来谈论科学家，请看：
1．What is the name of the man who wrote the best-seller“A Brief History of Time”？
2．What is his greatest contribution to modern science？
3．When and where was he born？
4．Where did he grow up？
5．Where did he receive his advanced education？
6．When did he get his PhD degree？
7．When did he become well-known all over the world？
8．What famous theories of his is usually expressed in his speeches？
9．When did he visit China？
10．What does he think of science and scientists？
很明显这些问题针对本教学单元中NO BOUNDARIES这篇课文设问的，根据课文中对史蒂芬霍金的介绍的内容给予回答就是对科学家及他研究的理论谈论很好的例证。
3．Reading skills阅读技巧
How to grasp the core of a very long sentence
如何抓住一个长句的核心
在我们现在的阅读中，虽然在文章或句子中没有生词，但我们仍然对短文或句子，尤其是那些长句往往不能很好的理解，这究竟是怎么一回事？
这是你们现在所处的学习阶段里出现的一个通病。
阅读较难的读物时，常遇到很长的句子。这些长句往往对初学者来说是很难正确理解的。如果能抓住句子的核心(the core of a sentence)，困难就会迎刃而解。
1．找出句子的核心
所谓句子的核心，就是指句子最主要的部分，即主语、谓语动词及其宾语或表语。它们是句子最基本的成分。一般地说，长句的核心不过是几个关键词，其他部分都为这几个关键词服务，或是描述修饰它们，或是解释说明那些细节，如原因(why)，方式(how)，时间(when)，地点(where)，何物(what)及结果(what result)。下面我们以1995-高考考题里阅读理解文章的一些句子为例，说明如何找出这些句子中的核心。
Twenty students had just climbed their way to the top rung(最高的台阶)out of 4 million students taking part in the Fifth National Hua Luogeng Gold Cup Mathematics Contest on Tuesday evening at Jintan，Jiangsu Province．
句子的核心：students...climbed
句子的细节：How many：twenty out of 4 million
现在分词短语taking some of the waste products from the coral and giving in return oxygen which the animal needs to breathe。置于此种位置的分词短语起的是解释说明的作用，回答的是：What kind of work does the“dustman”do？如果再细致进行下去，还可对这个分词短语各个成分作分析。这样，全句的意思就清楚了。
2．找出核心词的过程中应注意的三个常见的语言现象
(1)注意倒装句：英语中有时为了保持句子的平衡，或为了取得特别效果，要把谓语动词放在主语前面形成倒装句。例如：
①In the far distance was seen the glittering(闪光的)surface of a lake surrounded by large and tall willow trees．
先找出动词：was seen
用what放在动词前发问what was seen...，找出其主语：surface of a lake，核心词：surface of a lake was seen经过语法分析明确动词was seen之前的介词短语In the far distance为地点状语，而主语surface of a lake之后的过去分词短语surrounded by large and tall willow trees是作修饰lake的定语。这样，准确理解此句就应是理所当然的结果。
②With the last hours of the afternoon went her hopes，her courage and her strength．先找出动词：went
再用what放在动词前提问：what went？找出其主语hopes，courage，strength，其核心词：hopes，courage，strength went
最后作语法分析，得出结论：with the last hours of the afternoon是句子的时间状语，意为：就在那天下午的最后几个小时里，……
(2)注意主从复合句：“剥卷心菜”法是处理主从复合句的有效方法。
在实际的阅读中，会经常遇到主从复合句。在处理主从复合句时，应首先处理主句，然后再解决从句。主句应视为“菜心”，从句则是包在“菜心”外的“菜叶”。处理它们的程序仍是抓住核心及语法分析等方法。下面以高考英语试题的阅读文章中的句子为例，做些实际分析。
①In the 19th century when English ladies went swimming in the sea，they hired a bathing machine，which was used for changing in，and for taking the bathers down to the sea．(本句为带有2个定语从句的主从复合句。)
主句：they hired a bathing machine
时间状语：in the 19th century...(其后的when English ladies went swimming in the sea为修饰century的定语从句)
定语从句：which was used for changing in，and for taking the bathers down to the sea用来说明machine的。
然后再按上述方法找出主句及从句的核心，最后再对主句及从句的细节做语法分析。用这种方法理解(这样的)较长的难句是很有效的方法。
②Carmakers' research and development laboratories have already proved that mixing in more noise with the help of loudspeakers can reduce the unwanted noise．(1995)
主句：Carmakers' research and development laboratories have already proved...
宾语从句：that mixing in more noise with the help of loudspeakers can reduce the unwanted noise．
主句的主语的定语：carmakers' research and development
宾语从句的宾语：the unwanted noise
(3)注意并列句：“切割”法是处理并列句的有效方法。
并列句或并列复合句也是阅读文章中常见的情况，合理地将它们分而解决之是行之有效的。例如：
The idea of fighting a noise by making more noise sounds strange，but that's exactly what motor engineers are doing in Germany and some other countries．(1995)
这是一个并列复合句，由并列连词but连接两个并列子句。第二个并列子句中有一个表语从句。
第一个并列子句的核心
谓语：sounds strange(系动词+表语)
主语：the idea...
第一个并列子句的细节
修饰主语的定语：...of fighting a noise by making more noise
第二个并列子句的核心
谓语：is what...countries(系动词+表语从句)
主语：that
表语从句的核心
谓语：are doing
主语：motor engineers
表语从句的细节
谓语动词的宾语：what
地点状语：in Germany and some other countries
4．Writing capacities书面表达能力
How to write a descriptive paragraph
如何写一个描述性的段落
怎样写好一篇描述性的短文呢？
本单元学习的是对科学家的介绍，我们应学以致用，写关于介绍科学家的描述性短文。与学习汉语写作一样，首先应确定我们要写的内容，然后根据要写的内容来确定写作的方式。
在介绍一位科学家前，你应该考虑清楚你要写的科学家是哪一位？你为什么最喜欢他／她？他／她生活中有哪些重要和有趣的事？读者需要对他／她了解些什么？考虑好这些问题，就应解决写作方式的问题。
描写文是用生动语言描绘人、事、物、场景或过程，使人物有血有肉，活灵活现，把事情的过程、发生的场景变得具体、形象与生动。描写文与记述文的不同之处在于是对人或事物作概括和交代，而描写文则是具体的描述与刻画。
描述科学家的特征的形容词与名词
curious adj．求知欲强的 careful adj．细心的
patient adj．有耐心的 creativity n．创造力
imagination n．想像力 perseverance n．毅力
discovery n．发现 invention 发明
theory n．理论 success n．成功
因为有成就的科学家都是求知欲旺盛的，细心的与有耐力的，他们都有丰富的想像力，坚忍不拔的毅力与了不起的创造力，他们或是有伟大的发现与发明，他们的理论往往在开始时不被世人理解，或使人大感惊愕。所以他们的人生往往是以伟大的成功划上圆满的句号。
所以你可以上网查寻你认为最了不起的科学家的各方面情况，上面讲述的思路，写作特点与描述科学家的词汇应该对你的写作有所帮助。
【同步达纲练习】
Ⅰ．根据句意，在空白处填入既适合语境又在语法上正确的单词
1)He is a millionaire，so it is ____________that he can afford a car．
2)If you read a paper very quickly for some information，you are____________．
3)When you go abroad，you should ____________the customs there．
4)They haven't got married，but they have got___________．
5)He works on the Bank of China，Gu-an___________．
Ⅱ．单项填空
1)-Nancy is not coming tonight．(NMETl998)
-But she___________！
A．promises B．promised
C．will promise D．had promised
2)I have never sought _____________my view．
A．hiding B．to hide
C．hidden D．to be hidden
3)I observed him _____________his homework when I entered the room．
A．do B．doing
C．did D．done
4)I don't think ______________possible to master a foreign language without much memory work．(NMETl990)
A．this B．that
C．its D．it
5)____________can you expect to get a pay rise．(北京春)
A．With work hard B．Although work hard
C．Only with hard work D．Now that he works hard
Ⅲ．阅读技巧
指出下列各句的句子性质及句子的这四个成分，主语(横线_____________)谓语(波浪线 ，其后如有宾语则加箭头 )状语(虚线 )定语(双线 )，并将它们译成汉语(此练习中的句子均选自高一英语(下)的Unit l3～Unit l8)
[例1]Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment．(Unit 13，P.4)
[例2]Since Kwanzaa is a time for learning as well as joy，people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa．(Unit 14，P.11)
[例3]Having realized that I could use a kite to attract lightning，I decided to do an experiment．(Unit 16，P.24)
[例4]On the third day I was struggling through stormy weather and during the next week the wind grew stronger and I found myself spending a whole day in my tent．(Unit 17，P.31)
[例5]The common meeting place for Maori is on the marae，an area of land with a meeting house，where all important events take place．(Unit 18，P.41)
Ⅳ．书面表达练习
根据下面的提示，以“居里夫人--一位伟大的女科学家”为题写一篇短文。
玛丽居里于1867年11月7日生于波兰，年轻时有旺盛的求知欲，对物理学非常感兴趣，读尽其可能得到的书籍。但那时波兰不许女子上大学，她下决心去法国求学，于1881年她抵达巴黎。尽管她十分穷困，她以惊人的毅力坚持刻苦学习，在到巴黎的两年后，获得一级物理学位。大学毕业后嫁给当时巴黎物理化工大学任教的一位名为皮埃尔居里的科学家。共同就贝克勒(Becquerel)在当时首先发现的放射性现象进行研究，由于他们极其细心且有耐心，先后发现钋和镭两种天然放射性元素。19居里先生不幸死于车祸之后她继续研究，推动了原子核科学的发展，19和居里贝克勒三人共同获得诺贝尔物理奖，19再度获得诺贝尔化学奖。
参考答案
【同步达纲练习】
Ⅰ．
1)obvious 他是百万富翁。因此很显然他买得起汽车。
2)scanning 如果你为寻找某个信息而快速读一份报纸，那你就是在略读。
3)observe 如果你出国，你要遵守那里的风俗。
4)engaged 他们未结婚，但已订婚。
5)Branch 他在中国银行，固安分行工作。
Ⅱ．
1)B。本题考查时态，他答应是过去的事情，排除A、C；had promised表示过去的过去。
2)B。seek后接不定式形式。
3)B。当我进屋时，我注意到他正在做他的作业。doing有“未完性”。
4)D。见Language points and grammar focus栏中A．Language points 4。
5)C。见Language points and grammar focus栏中A．Language points 5。
Ⅲ．
[例1]Organic vegetables are those that are grown without chemicals that can be harmful to human beings or the environment．有机蔬菜是指不用对人和环境有害的化学品的那些蔬菜。
a．这是一个主从复合句
b．主句的主语是：organic vegetables
c．主句的谓语部分是：are those(“系动词+表语”结构)
d．修饰代词those的定语从句是：that are grown...直到此句的结束。
e．修饰are grown这个定语从句中谓语动词的状语是：Without chemicals
f．修饰名词chemicals的定语从句是：that can be harmful to human beings or the environment
[例2]Since Kwanzaa is a time for learning as well as joy，people celebrate it by lighting a candle each day and discussing one of the seven principles of Kwanzaa．因为宽扎节不仅是喜庆的时刻，而且又是学习的机会，人们每天点燃一支蜡烛，逐一讨论宽扎节的七条原则。
a．这是一个主从复合句
b．主句的主语是：people
c．主句的谓语是：celebrate
d．主句的谓语celebrate的宾语是：it
e．修饰主句谓语动词celebrate的方式状语是介词by引导其后剩下的部分
f．由从属连词since引导的从句是原因状语从句
g．其主语是Kwanzaa，其谓语部分是is a time这一“系表”结构，其后的for learning...joy是修饰名词time的定语
[例3]Having realized that I could use a kite to attract lightning，I decided ．因为已经意识到我可以用风筝来吸引闪电，我决定做个实验。
a．主句的主语是：I
b．主句的谓语是：decided
c．decided后的不定式短语是其宾语
d．Having realized是作原因状语的分词短语，其后的that从句是动词realized的宾语从句
e．在宾语从句中I是其主语，could use是其谓语，a kite是use的宾语，不定式短语to attract lightning是“使用风筝”的目的状语
[例4]On the third day I was struggling through stormy weather and during the next week the wind grew stronger and I found myself spending a whole day in my tent．第三天我与暴风雪拼搏了一整天，在接下来的一星期之内，风刮得越发猛烈，我只好整天呆在帐篷里。
a．这是一个由三个简单句组成的并列句
b．第一个简单句是：on the third day...stormy weather
c．第二个简单句是：during the next...grew stronger
d．第三个简单句是：I found...in my tent
[例5]The common meeting place for Maori is on the marae，an area of land with a meeting house，where all important events take place．毛利人聚会的地点通常是在麦利会场，这是一块有会议堂馆的开阔地，重要的事件都在这里举行。
a．这是一个主从复合句
b．主句的主语是：the place，common meeting与for Maori都是修饰the place的定语
c．主句的谓语部分是：is on the marae(“系动词+表语”结构)
d．an area of land with a meeting house是the marae的同位语，解释说明marae的功能与特点
e．由where引导的是个非限制性定语从句，修饰其先行词house
Ⅳ．
由于在“难点掌握”中已经讲解过描写科学家的短文的写作方法和注意事项，现将示范短文展示如下：
Madame Curie-a Great Woman Scientist Marie Curie was born in Poland，on Nov．7th，1867.As a child，she was very curious to learn anything new to her．She was interested in the science of physics and read as many books as she could find on the subject．At that time women were not allowed to study at universities in Poland，so Marie was determined to go to France and study there．She arrived in Paris in l891．Though she was very poor，she studied very hard with such great perseverance that she managed to take a first-class degree in physics two years after arriving in Paris．Soon after her graduation Marie married Pierre Curie，a very eminent scientist who was teaching at the school of physics and Industrial Chemistry at Paris．They both began to do research on the phenomenon of radioactivity which another scientist named Becquerel discovered．As they had great patience and were very careful，they discovered two kinds of radioactive elements：polonium and radium．Unfortunately，Mr Curie was killed in an accident in 1906．After that she went on with the research though she suffered a lot from the loss of her husband．As a result of her research，she greatly promoted the development of science nuclear．In 1903 a Nobel Prize for physics was given to the Curies and the scientist named Becquerel，and in 1911，Madame Curie won a Nobel Prize for Chemistry for a second time，and she will always be remembered as a great woman scientist．
篇4：澳大利亚（Australia） 教学案例(人教版英语高二)
一、课例描述
本节课为（人教版）高三年级第三单元综合技能训练部分的内容，本节课进一步完善了学生对说英语国家澳大利亚的理解，在整个高中英语教学中，学生已经完成了对美国、英国、新西兰等国家的学习，在此基础上对澳大利亚作介绍。教学对象为高中三年级的学生。
二、教学内容分析
学习有关澳大利亚动植物、面积、物产、气候、风俗等方面的情况。注意高考试卷上现
频繁的三个基本语言点。能灵活使用课本中所涉及的语言点，并能复述澳大利亚的基本情况。
拟达到的教学目标：
［知识与能力领域］
1、抓住知识点，正确把握文章的主旨，能够复述课文。
2、培养和提高阅读（浏览、寻读主要事实）的能力，强化用英语获取信息、处理分析问题、解决问题的能力以及用英语表达相关话题、复述课文的能力。
3、通过与话题相关的图片、课文的学习，逐渐形成跨文化交际意识和培养基本的跨文化交际能力，拓宽视野，理解各国文化。
［情感领域］
1、通过对动物的讨论，激发学生关注自然、热爱自然的良好习性。
2、通过寻读，培养学生细致、耐心的良好习惯。
3、通过讨论等形式，培养学生协作探究的合作精神。
［发展领域］
1、协作讨论话题，注意关联词的使用，训练英语书面表达的条理性。
2、通过发散式思维积累词汇，引导学有余力的学生通过网络、图书馆来拓宽学习渠道，并在学习活动中强化互助与共享的必要性。
三、学习者特征分析
高三年级学生年龄在17-19岁之间，自我控制能力较好，具有一定的自学能力。但现阶段由于高考的压力，学生情绪波动较大，易烦躁。教师应努力使课堂氛围轻松一些。前面课文已经对澳大利亚作了部分介绍，为学生理解相关的学习内容奠定了一定的基础。学习后应该对几个学英语国家有一定的宏观上的认识。
四、教学重点、难点
教学重点：1、谈论澳大利亚的动物、人口、面积、资源及气候。
2、三个知识点：many of which; 倍数的表达方式；单复同形的词species, series, means, works, deer, sheep等。
教学难点：1、归纳课文段落，在很短的时间内组织复述。区别feed on, live on, depend on 的用法。
五、教学策略（解决方法）
1、教学媒体设计：
自制多媒体课件，创设典型场景，渲染氛围，激发学生的学习情绪，把学习过程和情感活动结合起来。
2、自主学习设计：学生自读探究，归纳教材中的要点。
3、协作学习设计：以动物为题材，让学生自由讨论，提出看法，应强调学生的主动性，让他们主动学习，主动探究，主动获取知识。在学习过程中，让学生参与竞争。
4、加强教师的参与和指导：在学生自主学习时，进行指导监督；学生竞赛时，充当记分员；
对知识点和学生论点进行归纳总结。
六、教学准备
1、利用网上资源，为教学作好准备。
收集一组动物图案，一组澳大利亚风光图，两个视频文件和其他资料，根据自己的授课内容制成配套使用的PowerPoint 课件。两个视频文件分别为澳大利亚的鸭嘴兽和树袋熊，用于衔接和过度，让学生走进澳大利亚。
2、根据教学目的、要求，认真思考，精心设计足以启发学生思考的问题，创设学生积考的
种种条件，不断开启学生思维的门扉，引导他们发挥聪明才智。
七、教学过程和设计思路（解决的办法）
教学过程：
（一）新课导入：除了和人类交朋友外，我们还有很多的朋友。播放一组有趣的动物图片。让学生讨论：Do you like animals? Do you want to make friends with them? Why?（学生协作完成短小的口头作文）
（设计思路：引导学生积极思考，除导入新课外，也为本单元的写作奠定基础）
播放鸭嘴兽和树袋熊视频文件，提出问题：If you want to call on your new friends ,where should you go?引入澳大利亚风光。（设计说明：形象生动地吸引学生，迅速切题，有效地培养学生的注意力）
（二）研读课文，概括文章段落大意，整体把握课文。
1．听课文磁带。
2．提炼出各个段落的大意。
Australia
1. animals 2. area 3. natural products 4. the fence 5. climates and customs
(设计说明：整体把握，感知全文。引起学生对新课学习内容的关注，又为学习后面材料，深入领会文章做好铺垫)
（三）深入探讨
判断正误：
1. It was likely that South America was once connected to Australia.
2. In area Australia is more or less the same as the USA.
3. Australia has about one-third of the world’s sheep and produces almost one-sixth of its wool.
4. Australia built a long fence to keep dingoes from attacking their sheep.
5. If you are invited to an Australian home, you will probably have a barbecue and roast a steak of fish at home.
(设计说明：培养和提高阅读（浏览、寻读主要事实）的能力，培养学生耐心细致的学习作风)
分组竞赛活动：就课文进行提问回答，把全班同学分为两个组，能提出一个问题或回答一个问题的同学都分别记一分，得分的同学保持站立状态，游戏结束后统计得分
（设计说明：充分发挥学生的主观能动性，改变老师包办代替的状态）
（四）知识点的讲解。
1.区别：
I have many books, some of which are new.
I have many books, of which some are new.
I have many books; some of them are new.
I have many books. Some of them are new.
2．What a table! I’ ve never seen such a thing before. It is ___it is long.(05湖北卷)
A. half not as wide as B. wide not as half as
C. not half as wide as D. as wide as not half (as wide as 答案为C)复习倍数的三种表达。
3．单复同形的词species, series, means, works, deer, sheep等。
4．区别feed on, live on, depend on 的用法。
5．be connected to , separate…from, give birth to, keep out of , round up . all the year round , 介词to, on , in , off 表位置时的用法。
（五）知识的应用拓展。
1、组织学生用文中的词组造句。
2、让学生充当导游，向大家简单的介绍澳大利亚。
(设计说明：使学生在运用中熟记单词，更牢固地掌握知识，体验到成功的快感，使他们最终成为独立的学习者)
（六）教师总结并且布置本单元写作要求：描写澳大利亚动物。
八、板书设计：
九、教学过程流程图
十、教学反思：
本节教学活动中的收获：一是英语教学活动重在师生间的互动交流，和谐的师生关系是英语教学活动的基础。二是在教学中要充分考虑以学生为主题，发挥学生的探索精神，让学生的自主性得到充分的发挥；教师应该充分发挥其主导作用。
该节课由于与多媒体课件相结合，利用图片再现情景，能充分调动学生的积极性。但多媒体课件只是教学活动中的辅助工具，教师应该合理的应用它。不应该过分依赖它甚至受到它的限制。
篇5：高二新教材上Unit4教学设计(人教版高二英语上册教案教学设计)
厦门市五显中学 叶梅芳
教学课 题 SEFC BookII, Unit4 A garden of poems, The third period
(高二英语上册第四单元第三课时)
课程类 型 阅读课 授课地点 小多媒体教室
教理
学论
设依
计据 英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，结合本年段国家级子课题“高中英语阅读理解策略的形成性评价”的实施和本班学生的实际，对教材进行了操作性较强的处理。
教
材
分
析 本课是高二英语第4单元的第三课时，是一篇介绍诗歌的文章，内容包括了英文诗歌的发展历程，简要介绍了几个时期为中国读者所熟知和喜爱的著名英美诗人、作品特点、英文诗歌传入中国的历史以及英语诗歌的赏析 ，我在教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入量及学生的语言输出量。
学
情
分
析 在高一年英语学习的基础上，高二学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
教
学
重
点 1. 对全文大意作整体理解。
2.掌握本课的重点单词与词组：
Unit4 A garden of poems
The third period
English poetry
Useful words and expressions
play with absence
call up remind…of
despite lead to
time come into being
belong to stand out
3.找出各段的主题句并归纳出本文的中心思想，提高运用英语的综合能力。
教难
学点
教
学
难
点
1. 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读微技
形成阅读策略。
2. 如何帮助学生运用阅读策略，促进学生自主学习。
3. 怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
4. 掌握本课的重点单词与词组，指导学生借助工具书进行适当的辨析与拓展，
提高实践能力。
Unit4 A garden of poems
The third period
English poetry
Useful words and expressions
play with absence
call up remind…of
despite lead to
time come into being
belong to stand out
教
学
目
标 (一) 认知目标
1． 词汇和语言点（见教学重点第2点）。
2． 充分理解课文大意并完成所给的任务。
3． 用所学的词汇和语言点复述课文。
4． 用所学的知识与伙伴进行交流、沟通，学会交际。
（二） 情感目标
利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高他们的素质，扩大他们的国际视野，提高阅读能力，强化文化意识，激发他们热爱我国瑰丽的诗歌文化宝库的爱国热情。
（三） 智力目标
在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
教
学
方
法
教
学
方
法 高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用以下几种教学方法：
1、活动教学法：
“活动教学法”早在二十世纪七十年代末就已风靡澳大利亚、英、美等国家。根据澳大利亚ALL Guidelines( Scarino Angela, etal, )一书所述，宏观的活动教学法认为“活动”是联结教学大纲与课堂教学的纽带，教师必须把活动作为教学大纲的指导思想有计划、有步骤地实施。微观的活动教学法即指课堂教学活动中，将活动作为教与学的中心单位以促进语言习得者用目的语言(Target language)进行交际。它认为活动包含积极的有目的的语言使用环境，习得者必须使用已有的语言资源以满足在设定的语境中进行交际的需要。活动教学法（Activity Approach）是交际法家族的后起之秀。 它一出现，就引起了外语界的高度重视， 迄今已成为较为普遍采用的教学模式。活动的内涵可理解为：“活”即活化、激活（activate）；“动”即行动（act）。
2、任务型教学法：
任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的交际问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。
3、交际法：
交际法起源于功能法(Functional Approach)，是70年代在西欧兴起的外语教学法科学的一个学派。它主张在教学内容上以“功能项目为纲”，力求使教学过程交际化，以培养外语交际的真本领。从心理语言学的角度来考察，语言同交际或交流始终紧密相联，语言功能首先就是交际功能。功能法把交际或交流作为全部教学的出发点，因此又叫交际法或交流法(Communicative Approach)。美国人类学家海姆斯在《论交际能力》一书中认为交际能力包括：①形式上是否可能，即语法要正确；②实际是否可行，人们是否这样说；③语言是否得体，这包含语境、对话者的身份、性别等因素；④语言的可接受性如何、结果怎样。
学
法
渗
透 本课我将结合活动教学法和任务型教学法，在教学中将学生分成四人一组的学习小组。让学生们在小组中通过合作和探究来完成他们的任务。
合作学习（cooperative learning）是指促进学生在异质小组中彼此互助，共同完成学习任务，并以小组总体表现为奖励依据的教学理论与策略体系。合作学习起源于60年代社会心理学家对学生集体动力作用的研究。在70年代中期，合作学习兴起，80年代中期逐步发展为一种课堂教学的策略。这一策略目前已广泛的用于50多个国家的中小学课堂。各个国家的合作学习的理论与实践有较大的差异，有的侧重相对结构化的方案，着眼于技能、概念、信息的掌握，有的注重非结构性的讨论或小组设计，着眼于社会化、高水平的思维或问题解决的技能。
合作学习在形式上是学生座位排列由过去的秧田式变成合围而坐，但其实质是学生间建立起积极的相互依存关系，每一个组员不仅自己要主动学习，还有责任帮助其他同学学习，以全组每一个同学都学好为目标。教师根据小组的总体表现进行小组奖励，学生是同自己过去比较而获奖励。合作学习不仅有利于提高学生的学业成绩，而且能满足学生心理需要，提高学生自尊，促进学生情感发展与同学间互爱及学生社交能力的提高。通过这种形式的教学，学生可以较好地适应将来在校外可能遇到的各种能力差异，使个别差异在集体教学中发挥积极作用。
教
学
手
段 1、多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。
2、非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。
教学过程设计
教学步骤 活动内容 设计意图
Step1
Warming up
（热身-
英语诗歌
朗诵竞赛） Hold an English poem recital competition. Divide the whole class into a number of groups. They need to collect English poems they like and practise before this competition. Each group asks one student to act as the competitor.
评价工具（选票）：
Name Title Score
Correctness 5 4 3 2 1
Rhythm 5 4 3 2 1
Feelings 5 4 3 2 1
Translation 5 4 3 2 1
Language 5 4 3 2 1
任务型活动：课题的引入采用诗歌朗诵竞赛形式(课前十分钟完成)，学生小组活动，收集适合朗诵的中外诗歌包括中英文译文，既锻炼了学生的动手收集材料的能力，又激发了参与学习过程的热情和竞争意识，学习了翻译、欣赏原文及其译作并学习体验了诗歌朗诵的美感。最后由全体同学对各组参与代表投票进行非测试性评价。
Step2
Presentation
（导入） Give two famous poems. One is Chinese and the other is English with their translation for the students to compare with. (Teacher shows on the screen.)
七步诗
曹植
煮豆燃豆萁，
豆在釜中泣；
“本是同根生，
相煎何太急？”
They were boiling beans on a beanstalk fire,
Came a plaintive voice from the pot,
“O, while since we sprang from the selfsame root,
Should you kill me with anger hot?”
Dust of snow
By Robert Frost
The way a crow
Shook down on me
The dust of snow
From a hemlock
Has given my heart
A change of mood
And saved some part
Of a day I had rued.
雪尘
罗伯特.弗罗斯特
铁杉树上
一只乌鸦
抖落雪尘
撒我一身
我的心情
因此变化
一天的懊丧
已不再留下。
紧扣上一环节的英文诗歌朗诵竞赛，课件展示两首中外著名的诗歌及其译文，引导学生初步了解东西方诗歌，古典诗歌和现代诗歌的异同，为后面的快速阅读和讨论环节作铺垫。
Step3
Fast reading
（泛读） 1. Jigsaw (拼图游戏): The teacher cuts each paragraph of the text into a little strip, shuffles the strips, and gives each group a strip. The goal is for students to determine where each of their paragraphs belongs in the whole context of the story, to stand in their position once it is determined, and to read off the reconstructed story..
2. Let the students skim the text quickly and then answer these questions below, see if they can catch the main idea of the text.
Read the text carefully and choose the best answer for each of the following questions:
1. Modern English came into being from about the middle of the _____ century.
A. 16th B. 17th C. 18th D. 19th
2. The poetry of Marvell reminds Chinese readers of the poem by ______.
A. Du Fu B. Li Bai
C. Su Dongpo D. Gou Moruo
3. Byron’s “Isles of Greece” is an example of ________.
A. a sonnet B. romantic poetry
C. nature poetry D. modern poetry
4. The wider public in China discovered English poetry at the beginning of the _____ century.
A. 17th B. 18th C. 19th D. 20th
5. The advantage of reading English poetry in China translation is __________
A. that you have more advice
B. that something of the spirit is lost
C. that you understand it better
D. that you learn how to express yourself in new ways 小组活动：
任务一是一个有趣的阅读活动，学生在完成拼图游戏（把打乱的课文的各个段落的顺序排列好）的同时，对课文的大意实际上就有了一定的了解。任务二是快速限时阅读，把阅读课文作为整体来处理，检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。本环节难度不高，即便学困生也能完成此任务。成功给人以最大的满足，产生自豪感，增强学习毅力。
Step4
Careful reading
（精读）
Step4
Careful reading
（精读） 1. Get the students to read the reading passage reading passage again more carefully and find the main idea of each paragraph.
Items Main idea
Paragraph1 Why we need poetry
Paragraph2 Chinese poets and poetry
Paragraph3 Early English poets
Paragraph4 The 19th century English poems
Paragraph5 Modern English poets
Paragraph6 The introduction of English poetry into China
Paragraph7 Why more people are interested in English poetry
2．Make a timeline that shows which poets were living during which century. Put all the foreign poets named in the reading passage on the timeline.
1600… 1700 1800 1900
Keys:
①Shakespeare ②John Donne ③John Milton
④Alexander Pope ⑤Byron ⑥John Keats
⑦William Wordsworth ⑧Robert Frost 小组活动：在快速阅读环节对课文表层理解的基础上，进行定段落大意、填写时间轴等对课文的深层理解。同组的学生互相配合，分工合作，交流意见，最终确定各段的大意，理清文章的内容。在阅读过程中，教师鼓励学生自己发现文章中的疑难点（包括部分生词），并通过小组合作，解决疑难点。
Step5
Discussion
（讨论）
Step5
Discussion
（讨论）
Get the students to discuss the differences between traditional poetry and modern poetry according to what they’ve learnt in the reading passage and the information they collect for the English poem recital competition before class.
Traditional poetry Modern poetry
fixed form and number of lines
usually had rhyme
has a fixed rhyme pattern
only some topics could be seen form of the poem an number of lines is free
usually doesn’t have rhyme
has free rhyme pattern
can be about common topics
小组活动，利用课文所学内容和为英文诗歌朗诵所收集的材料以及已经掌握的中文诗歌，运用任务教学法对古典和现代诗歌作进一步的研究、探讨。相互交流，彼此双方的意见达到最终一致而完成自己的任务。人人都有均等参与的机会。充分发挥了学生的主观能动性，让学生动起来，让他们自动地投身于语言学习的活动中，使他们能在课堂教学活动中真正有一种学习主人的滋味，有一种成功的渴望和感受。把他们的表现欲充分调动起来，敢于表现自己，敢于运用所学的语言表达自己的观点、看法和思想。调动学生的创造性思维，开发学生的智力潜能，提高学生的创造思维能力。把教学活动变成了真正的交际活动，并将课堂活动推向高潮。在教学过程中学生之间的交流和相互启发、帮助和鼓励，学生从获得知识过渡到对新知识的理解、掌握和运用，激发学生的学习主动性和积极性，使学生变被动为主动，变浅层次的参与为深层次的参与。通过交际发现问题，修正错误，得到提高。伙伴间融洽的气氛使相互间的纠错容易接受，免却了学生的畏惧心理。学生深刻地理解、掌握课文后，通过这一活动强化了记忆的效果，使知识逐步转化为技能和能力。学生将所领会到的知识、技能运用到另一个情景中去，通过交际学会交际。使学生能鲜明地感受到学习的意义，显示了学以致用的功效。
Step6
Assignment
（作业） 1. Use the following guide to write a report for the poetry competition held in this lesson.
（利用下列提示，写一篇关于本节课英文诗歌朗诵比赛的小作文。）
Report for the poetry competition
Paragraph1 Write a short first paragraph in which you say a few things about all the poems.
Paragraph2 Tell which poem won the first prize and explain why. Write something about the form of the poem and whether it was well written.
Paragraph3 Do the same for the poem that won the second prize.
Paragraph4 Do the same for the poem that wins the third prize.
2. If you want to know more about English poetry, you can search the internet，www.enpizza.com/sbpage/
poem.htm（要进一步了解英文诗歌，可根据所提供网址上网查询。）
3.小组课堂评价表（课后完成）
非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责，组织小组反思，填写下表（以5分制计），并存入学习档案。
姓名
小组合作工作量
组内活动创意
查找资料量
班级活动参与情况
提出问题个数
参与活动进步情况
任务型活动：课外作业，课堂小组活动延伸到课外，学生仍然可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写的练习，使学生逐步学会使用文段中的语言素材，活用固定的表达方法，学生需要用所学的语言讨论自己感兴趣的话题，表达自己的思想，与同伴交流各自了解的信息，达到了形成和提高写作能力与技巧的目的。
Blackboard design (板书设计)
Unit4 A garden of poems
The third period
English poetry
Useful words and expressions
play with absence
call up remind…of
despite lead to
time come into being
belong to stand out
Reflection after teaching（教学反思）
本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务，活动既有轻松有趣的诗歌朗读竞赛和重组课文段落的拼图游戏，又有需要深层思考的阅读理解活动和讨论活动，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，小组活动在竞赛中进行，使得小组活动既有合作又有竞争，增加了小组活动的有效性。同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。
由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。
篇6：unit4 teaching plan(人教版高二英语教案教学设计)
The Fifth Period
Grammar: The Past Participle Used as Adverbial
Teaching Aims:
1. Enable the students to master the usage of the Past Participle when it is used as Adverbial.
2. Enable the students to master the transformation between the past participle phrase and the adverbial clause.
Teaching Important Points:
1. How to use the Past Participle
2. How to tell the difference between the Present Participle and the Past Participle.
Teaching Difficult Point:
How to choose the Present Participle and the Past Parthciple.
Teaching Methods:
1. Comparision method to get the students to know how to use the participle clearly.
2. Discussion method to get the students to master what they've learned.
3. Pair work or group work to make the students active in class.
Teaching Aids:
1. a computer
2. a projector
Teaching Procedures:
Step II Greetings
Greet the whole class as usual.
Step II Revision and Presentation
T: In the third period of Unit 4, we learned the Past Participle used as Attributeand Adverbial. Now look at these sentences. Can you tell me which past participle is used as Attribute and which is used as Adverbial?
(Show the following on the screen.)
1. Most of the artists invited to the party were from South Africa.
2. Given more attention, the trees could have grown better.
3. The professor came into the classroom, followed by his students.
4. The first textbooks written for teaching English as a foreign language
came out in the 16th century.
Ss: Yes, we can.
T: Who can tell us in the first sentence what the Past Participle is sued as?
S1:I know. It is used as Attribute, modifying the noun “artists”.
T: Yes. OK. Li Lu, you try, please.
S2: I think it is used as Adverbial in the second sentence.
T：Good.
S3: It is used as Adverbial in the third sentence, too.
T: (To the rest of the class.) Is that right?
Ss: Yes.
T: Good. No problem. Now, the last sentence. Who knows?
S4: Let me have a try. I believe it is used as Attribute. It modifies “ the first
textbooks”.
T: (Ask another student.) Do you agree with him/her?
S5: No, I don't think so. I think it is used as Adverbial.
T: Yeah, now, we have two different opinions. which one is correct? Whose opinion do you agree with?
Ss: The first answer is correet. It is used as Attribute, not Adverbial.
T: Why?
Ss: Because it modifies the word, “textbooks”.
T: Good. It is used as Attribute. I agree with the first student.
Step III Explanation
T: We know that the Past Participle can be used as Adverbial. Now look at these sentences on the blackboard.
(Teacher writes the following on the blackboard.)
1. Don't speak until spoken to.
2. Given more time, we could do the work much better.
3. Destroyed by the earthquake, the house had to be rebuilt.
T: What are these past participle used us?
Ss: They are all used as Adverbial.
T: Yes, You're right. And we know that the Past Participle used as Adverbial can express different adverbials, such as: time, cause, condition, manner and so on. Do you know what the Past Participle in each sentence expresses? Who knows?
Sa: The Past Participle in the first sentence expresses time. The second one expresses condition. And the last one expresses cause.
T: Very good. Now, I'll give you a few minutes to discuss with your partner
about how to replace these past participles by using adverbial clauses.
T: (A few minutes later.) Who'd like to try the first sentence?
Sb: I'd like to. “Don't speak until you're spoken to. ”
T：Good. Please sit down. What about the second sentence? Who knows?
Sc: I know. If we were given more time, we could do the work much better.
T: OK. Sit down, please. Now, the last sentence. Who wants to have a try?
S: Beeause the house had been destroyed by the earthquake, it had to be rebuilt.
T: Good.
(Teacher writes the sentences above on the blackboard.)
Step VI Comparison
T: As we all know, the Past Participle and the Present Partieiple can be used as Adverbial, for example: (Teacher writes the following examples on the
blackboard. )
1. Seen from the hill, our school looks more beautiful.
2. Seeing from the hill, we can see our beautiful school.
T: Look at these two sentences carefully. Can you tell us the difference between them?
S: The first sentence uses the Past Participle as Adverbial while the second sentence uses the Present Participle as Adverbial.
T: Good. Do you know why?
S: Because the subject in the first sentence is “our school”, but in the second sentence the subject is “we”.
T: Very good. When we are using participles, we should pay attention to the subjects in the sentences, and the participle we use must have the same logical subject as the subject in the sentence. If the subject in the sentence receives the action, we should use the Past Participle as Adverbial; if the subject in the sentence does the action, we should use the Present Participle as Adverbial. Do you nderstand?
Ss: Yes.
Step V Practice
T: Look at the sentences on the screen. Join each of the following pairs of
sentences turning one of them into a participle phrase and making other
necessary changes. Do it in pairs or groups. Example: We were disturbed by the noise and had to finish the meeting early.
→Disturbed by the noise, we had to finish the meeting early.
Rewrite the sentences, using the Past Participle.
1. They were surprised at the idea and began to discuss it among themselves.
2. Mary was much interested and she agreed to give it a try.
3. I was deeply moved, and thanked them again and again.
4 The two men were delighted and they thought up many other ideas, too.
5. We had been taught by failure and mistakes and have become wiser.
6. I was shocked at the waste of money and decided to leave the company.
7. He was persuaded by his friends to give up smoking and threw his remaining cigarettes away.
Suggested answers:
1. Surprised at the idea, they began to discuss it among themselves.
2. Much interested, Mary agreed to give it a try.
3. Deeply moved, I thanked them again and again.
4. Delighted, the two men thought up many other ideas, too.
5. Taught by failure and mistakes, we have become wiser.
6. Shocked at the waste of money, I decided to leave the company.
7. Persuaded by his friends to give up smoking, he threw his remaining
cigarettes away.
T: OK. Now look at the screen. Let's do more exercises. You may discuss with
your partner.
(Teacher shows the following on the screen.)
Choose the best answers:
1. ______some officials, Napolean inspected his army.
A. Followed
B. Followed by
C. Being followed
D. Having been followed
2.__________ by his teacher, he has made great progress in his lesson.
A. Helped B. To help
C. Helping D. Help
3. The computer center, ________ last year, is very popular among the students in this school.
A. open B. opening
C. having opened D. opened
4. The visitor expressed his satisfaction,___________ that he had enjoyed
his stay here.
A. having added B. to add
C. adding D. added
5.___________ in thought, he almost ran into the car in front of him.
A. Losing B. Having lost
C. Lost D. To lose
6.__________ his telephone number, she had some difficulty getting in touch
with Bill.
A. Not knowing
B. Knowing not
C. Not having known
D. Having not known
7. If_________ the same treatment again, he is sure to get well.
A. giving B. give
C. given D. being given
8. in 1636, Harvard is one of the most famous universities in the United States.
A. Being founded
B. It was founded
C. Founded
D. Founding Suggested answers
1. B 2. A 3. D 4. C 5. C 6. A 7. C 8. C
(Teacher then asks some students to do them one by one.)
Step VI Test
T: Now let's have a test. Complete the following sentences. Write your answers on a piece of paper. Later, we'll check it together.
(Teacher uses the micromedia equipment to show the following on the screen.)
Complete the sentences:
1._______ （只要看一次），it can never be forgotten.
2._______ (被认为是这个城市里面最好的)，the factory was given a medal.
3._______ The visitor came in ,________（后面跟着一群年轻人）。
4._______ （在党的领导下），the people have improved their living conditions greatly.
5._______（在她的话的鼓励下），the boy later went up to his teacher and said “sorry”.
6. If_______（加热）to a high temperature, water will change into vapour.
7._______ （从太空中望去），the earth is a water covered globe.
8. The object on the table is a fan ______ （由羽毛制成的）。
Suggested answers:
1. Once seen
2. Regarded as the best in the city
3. followed by a group of young fellows
4. Led by the Party
5. Encouraged by her words
6. heated
7. Seen from space
8. made of feathers
(A few minutes later, teacher asks some students to say their answers. If some students make any mistake, the teacher should give the correct answer and give some explanation, too)
Step VII Summary and Homework
T: In this class, we've discussed the use of the Past Participle. That is, how to use it and its transformation with the adverbial clauses. After class, we should do more practice about this to master them. OK. Time is up. So much for this clas. See you tomorrow.
Step VIII The Design of the Writing on the Blackboard
Unit 4 A garden of poems
The Fifth Period
Grammar: The Past Participle
I. 1. Don't speak until spoken to.
Don't speak until you are spoken to.
2. Given more time, we could do the work much better.
If we were given more time, we could do the work much better.
3. Destroyed by the earthquake the house had to be rebuilt.
Because the house had been destroyed by the earthquake, the house
had to be rebuilt.
II. 1. Seen from the hill, our school looks more beautiful.
2. Seeing from the hill, we can see our beautiful school.
Step IX Record after Teaching
___________________________
___________________________
篇7：NSEFC M5 Unit4 Making the News 教案教学设计(译林牛津版英语高二)
浙江省镇海中学 蔡建芳 魏林 方英姿 来君芳 苏燕萍
1. 单元教学内容分析
本单元的中心话题是 “新闻”。话题依附于热身、阅读、语言学习、语言运用、听力、口语与写作等语言载体中。内容涉及新闻工作者应该具备的素质、制作新闻的基本程序以及报纸和电视节目。
“热身”(warming up)部分通过讨论将来想从事的工作，使学生了解多种职业类别，帮助学生认识报社工作人员的各种类别和所需承担的职责。重点在于“types of jobs”和 “What is involves？”
“读前 ”(Pre-reading)部分通过调查问卷引导学生思考他们眼中优秀的新闻记者应该具备的素质，为文章涉及的内容“What is needed to become a good reporter?”做了铺垫。学生通过讨论他们人生中各种“第一次 ”的经历和感受，为下一部分阅读的开展做了准备。
“阅读”(reading)部分通过周阳---一位刚刚走上新闻工作岗位的记者和他的上司胡星---一位经验丰富的资深新闻工作者之间的对话，通过阅读，引导学生了解并意识到作为新闻工作者应该具备的素质、新闻制作的基本程序以及新闻工作者在采访过程中应该注意的细节要点。通过阅读部分所设计的一些教学活动来帮助学生加深对文章内容的理解。
“语言学习”(learning about language)部分归纳和运用了本单元的重点词汇和短语。帮助学生分析和掌握倒装句的语法项目。
“语言运用”(Using language)部分包含了读、听、说等基本语言技能。第一部分学生通过阅读“获得独家新闻”，一方面了解新闻写作的基本步骤和新闻制作的相关程序，另一方面学生通过想象来讨论文中所提到的“著名影星”可能说的谎言，在此基础上引导学生象周阳一样写出一篇关于此“著名影星”的独家新闻。第二部分是周阳想采访刘明关于他去国外工作的决定，和刘明的助手商谈安排采访刘明的对话。通过练习来帮助学生获取要点和细节，提高他们听的能力。在听的基础上，学生通过所设计的情景来开展两两对话活动，巩固本单元的交际功能“约会”的相关用语。
练习册(Workbook)部分涵盖了听、说、读、写的语言技能训练。通过这些练习，进一步加深对本单元主题的理解，巩固本单元的重点词汇、短语、语法和交际功能用语的运用能力。
小结(Summing up)部分归纳本单元的学习内容，让学生自我检测学习效果。
建议（learning Tip)部分建议学生要多阅读适合中学生的英文报纸，拓宽阅读的渠道，拓展词汇量。
NSEFC Module 5 Unit 4
Period 1 Warming up, Pre-reading & Reading
Teaching Procedures
Step 1 Warming up & pre-reading
1. Show the students some pictures about some pieces of news and ask them what is happening.
Pic 1 Pic 2 Pic 3
Pic 4 Pic 5
( Pic 1: The terrorist attacks on the World Trade Center on September 11,
Pic 2: Saddam Hussein Is Sentenced to Death
Pic 3: Yao Min, the tallest flag bearer in Olympic history, marched into the 28th Olympic Stadium
Pic 4: Floods attacked Lianzhou, Guangdong
Pic 5: President Hu Jintao received foreign guests )
2. News may have five functions: economic; social; political; record-keeping; entertainment. What are they about? What kind of news do you like most and why?
A. Journalists are responsible for monitoring (监督) the activities of the government.
B. Not everything in life is serious. We want something entertaining. We want sound advice. We want our MTV.
C. Newspapers and broadcast news provide us with topics to talk about at the office and over coffee.
D. Advertising carried in the media helps to develop the economy and provide us with information about new products and services.
E. Through the records kept by the news media, we know who is born, gets married, gets divorced, dies, who won the game, etc. How can we know what happens around us or what happens abroad?
(five forms of the news media: )
3. How are these media different from each other? Discuss with you partner.
Forms Advantages Disadvantages Your preference
TV
Radio
Newspapers
Internet
TV: a broadcast medium / be broadcast alive / provide people with colorful moving pictures // have to own a TV set
Internet: fast / varieties of information / have different opinions of the same subject / communicate with each other easily // have a computer which is linked to the Internet
Radio: a broadcast medium / be broadcast live / listen to it whenever you like with a portable radio // can’t have visible enjoyment
Magazine: provide people with detailed information on a certain subject / focused on a topic /published weekly / monthly // news comes late
Newspaper: a medium for reading / report the latest news / can be kept for a long time / cheap to buy // can’t express one’s idea freely
4. Questions and answers:
(1) Which one do you think is the most reliable among these news media?
(2) Which kind of news media do you think is more convenient and cheaper for us to read?
Step 2 Newspaper making
1. Recognise how newspaper is made and ask:
Do you know how a newspaper is made?
2. Who are needed in producing a newspaper? What it involves? Make a match.
Step 3 Practise
1. Group work: each group works for one of the 4 kinds of newspapers: international newspaper, Chinese newspaper, Ningbo newspaper, class newspaper. There should have three important things appearing in your newspaper. The following may help you. Tell us the reasons why your group choose them?
a) 200 people died in an earthquake in Turkey.
b) France elected a new president.
c) Two men robbed a bank in Shanghai.
d) Food prices are going up.
e) A house in your city burnt down. Nobody was injured.
f) people in your city moved into new building today and were happy.
g) A Chinese scientist has invented a new engine that does not pollute the air.
h) There is a rumour that a large company wants to build a factory in your city.
i) …
2. Pair work: The first day as a reporter.
3. Pair work:
(1) Discussion: You work as a reporter for the class newspaper. What qualities a good new reporter needs to have?
a) Higher level of education
b) Work experience
c) Good communication skills
d) Curious, active personality
e) Hard-working character
f) Enthusiasm for the job
g) Prepared to work long hours
h) Ability to work in a team
(2) What should you do as a reporter? (before /during/after the interview)
(3) Make an interview and give us a report.
Homework: a composition: what do you think of your first day as a reporter?
Period 2 Reading
Teaching Procedures
Step 1 lead-in questions
1. What are you going to be in the future?
2. Since some students want to become reporters, here are some questions for them?
If you are a new reporter
1. Can you go out to cover an event by yourself? Why?
2. If so, what do you need to take with you?
3. What do you need to keep in mind when you go out to cover a story?
4. What qualities should a good reporter have?
Suggested answers: Good communication skills, higher level of education, hard working, curious, working experience…
I think curiosity is the most important because ….
3. If you are the host of people in the news, now you are going to interview Yang Yang, a 3-year-old boy, who tries to approach a Beluga Whale at the Animal Performance Area of the Popar Region Ocean World in Qingdao, east China's Shandong Province Tuesday, May 29, . Little Yang Yang, an all-round swimmer , is also a fan of ocean animal s and has always hope to swim alongside the Beluga Whale at the Ocean World. As a gift for the upcoming Children's Day, the ocean world offered to help him accomplish his dream. Make a dialouge with your partner.
Step 2 fasting reading
1.Read the text fast and get the main idea of the text
Suggested answers: This is about Zhou Yang’s first assignment at the office of China Daily. And his discussion with his new boss, Hu Xin.
2. Underline the difficult words and expressions and guess the meanings:
cover a story, to have a “nose” for a story, a trick of the trade, get all your facts straight, get the wrong end of the stick, a real “scoop”
3.true or false questions
1) Talk a lot during the interview.
2) If the person being interviewed disagrees, we should use small recorders to make sure that we get all our facts straight.
3) A reporter doesn’t need to listen to the detailed facts.
4) Zhou Yang wants to get a scoop too after he talks to his boss.
5) Hu Xin never had a case where somebody accused his reporters of getting the wrong end fo the stick.
Suggested answers: F F F T F
Step 3 careful reading
1. Listen to the tape and then answer the question
What a new reporter should do on the first day?
Suggested answers:
1) The first time he will be sent with an experienced reporter.
2) There is no need for him to take a camera because he will have a professional photographer with him to take photos.
2. Read the passage again and divide it into three sections, each of which looks at one duty of a reporter. Then write down the main idea of each section.
Suggested answers:
A reporter's duties are:
1) to work in a team
2) how to get an accurate stor
3) how to protect a story from accusations
3. Let students have an intensive reading. Try to get more information and then complete the following chart.
Questions about Zhou Yang’s answers
The skills needed 1. ___________________
2. __________________
3. ___________ 4. ___________
The importance of listening _______________________________________
Stages in researching a story 1. ________________ 2.______________
3. ________________ 4. _______________
How to check facts ___________________________________
How to deal with accusations of printing _______________________________
Suggested answers:
Questions about Zhou Yang’s answers
The skills needed 1. be able to tell if someone is
telling the truth2. be accurate
3. do research 4. ask questions
The importance of listening get the detailed facts
Stages in researching a story 1. ask questions 2. note reactions
3. check facts 4. do research
How to check facts use research and ask witnesses
How to deal with accusations of printing use a tape recorder for the interview
homework
1. review the text and underline the new words and find out the meanings.
2. do the exercises of“Learning about Language - Discovering useful words and expressions”
Evuation table
Think about what you have learned in this period. Then tick the boxes.
I have learned I need to
learn more this well
I have learned about:
the skills you need as a newspaper reporter; □ □
the stages in making news; □ □
interviewing someone. □ □
Period 3 Learning about language
Teaching goals:
1. Learn to use words & expressions of the passage learned.
2. Learn to use the grammar “inversion”
Teaching Procedures
Step I Lead－in
1.Revision
Yesterday we learned the passage and we had a rough understanding of the reporters. Now let’s discuss what qualities a reporter needs.
(The answers may vary. They can answer the question according to the passage they learned and their own understanding of the career.)
2. Presence of homework
I have told you to write a summary of the passage in groups of four.Would you please present your summaries now?
(ask 4-6 groups to represent their summaries and give comments on it. Encourage students to do this exercise in their own sentences.)
Step II Learning about language (I)--- usage of words and expressions
1. Do exercises
Read the passage again and try to finish Exx.1,2 & 3. You may discuss with your partner.
(Ask students to find out the expressions in the passage to match the meanings and fill in the chart. Make their own sentences with the phrases.)
(Ask students to use a word or phrase from the reading passage to complete exercise 2 and make their own sentences with these words.)
(Make students know how adjectives usually form by doing exercise 3,and have students explain the meaning in their own sentences.)
Step III Learning about language (II)--- grammar “inversion”
1. Presence of the version sentences
First let us find out the “inversion” sentences in the reading passage and tell what it is like. (ask them to find out the inversion sentences as quickly as possible and translate them into Chinese.)
Have you ever seen such sentences in Junior?
(Actually, students have learned inversion sentences in Junior,such as “You are a student ,so am I”; You can’t swim, neither can I)
2.Compare “inversion” sentences with common sentences
Make the students know what the “inversion” mean by doing exercise 2 in “discovering useful structures” and know the differences between inversion sentences and common sentences.
3.Learning of inversion sentences.
We usually use inversion sentences when the sentence begins with “ never, only, not only and some other negative words
Do exercise 3 in pairs and translate them into Chinese.
(students may have a rough uderstanding of the inversion sentences by doing exercise 3 and begin to know how we form an inversion sentence.)
StepIV Consolidation
Discuss with your partner and make as many inversion sentences as possible.(exercise 4)
(Give students some minutes to prepare and then present the sentences in class)
Step V Homework
Revise the knowledge the students learned in the class
Make some inversion sentences.
Evaluation table
Think about what you have learned in this period. Then tick the boxes.
I have learned I need to
this well learn more
I have learned about:
the usages of words and expressions; □ □
the qualities a newspaper reporter needs;□ □
inversion; □ □
Period 4 Using Language, Listening and Speaking
Teaching goals:
3. Learn, understand and use expressions of how to make an appointment.
4. Make an appointment and a simple interview in proper English.
5. Understand polite expressions used in English-speaking countries and Chinese-English cultural differences
Teaching procedures:
Step 1 Lead-in
Look at the four pictures. Do you know them?
Jay Chou Yang Liwei Li Jiacheng Yao Ming
As we kown, they are famous people in entertainment, science, economy and sports. And most of you are familiar with them. Now, suppose you are a reporter and you are asked to interview one of the above people. Who would you like to interview first? Why?
(Students’ answers may vary. They can answer the question according to their own interest and their knowledge of these people.)
If you are to interview one of them, what questions will you ask them?
(Students may ask questions they are interested in and that may help them know more about these people.)
Possible questions students may ask:
1. to Jay Chou
Why do you take singing as your career?
How did you learn to sing in your childhood?
Who helped you a lot on your way to your career? …
2. to Yang Liwei
What does space look like?
If one wants to be an astronaut, what should he do to reach this goal? …
Do you think being famous is a good thing?
3. to Li Jiacheng
What do you think of Chian’s present economy?
How can we become rich? …
4. to Yao Ming
Why did you choose playing basketball as your career?
How is your life in the NBA? …
Step 2 Listening
As we know, people in the English-speaking countries use a lot polite expressions to show politeness and friendliness. Now, tell me some of these expressions.
Possible answers students may give:
Thank you. Would you please …? Could you tell me how …?
As a reporter, you should be very polite while interviewing these famous people. So you need a lot of polite expressions. But before interviewing someone, reporters need to make an appointment with the interviewee. Now let’s listen to how a reporter make an appointment. Brfore listening, read the questions on Page 31.
1. Now listen to the tape for the first time and then answer the questions.
2. In the listening text, the reporter uses many polite expressions to make a successful arrange for an interview. So you see polite expressions are of great important in daily life. Now listen to the tape again, and at this time try to find these polite expressions the reporter uses.
Possible answers:
I would like to …; Is it possible to …; Thank you so much.
Besides these expressions, we can also use the following expressions:
Shall we make an appointment? How about …?
When are you free? When do you think is convenient for you?
Is it possible to …? I shall be busy at … and … but I can be free at …
Where is the best place? Maybe we can meet at …
These expressions will help us make a successful appointment. So use them if possible.
Step 3 Speaking
As we learn from previous periods, we know how news is made. So in this part, I’ll ask you to make up dialogues and then act them out to show the procedure of making news.
Team 1: Make an appointment.
Suppose you are asked to write an article on a famous film star. The first thing is to make an appointment with this star. And you are phoning his agent. Make up a dialogue between you and your parters.
Team 2: Interview.
After making an appointment, now you are interview the star. Make up a dialogue.
Team 3: Make a conclusion.
After interviewing, you tell your classmates the brief story of the star you’ve interviewed.
Step 4 Assignment
Write the article of the interviewee, using the information you mentioned in your speaking section.
Evuluation table
Think about what you have learned in this period. Then tick the boxes.
I have learned I need to
learn more this well
I have learned about:
the polite expressions useful in making an appointment; □ □
the skills you need as a newspaper reporter; □ □
the stages in making news; □ □
making an appointment; □ □
interviewing someone. □ □
Period 5 Reading, speaking, writing
Getting the Scoop
Teaching important points:
Know what the basic procedures are in making news. And let them know what is the primary source and secondary source.
Teaching method:
Task-based method & Communicative Method
Teaching aids:
A computer, a projector, a tape recorder and PowerPoint, microphone.
Teaching procedures:
Step I warm up &lead in
1.Greetings
2.News Headlines hunting:
a. Present several situations and headlines about hot events that happened recently, and let Ss match them.
Situaiton1: A man has caught a fish the size of a small car in Xiangshan.
Situation2: An earthquake happened in the morning in June 5, 2007 in Yunnan.
Situation3: A new round of women volleyball match are held in Beilun.
Headline1: A Fishman Caught a Fish the Size of A Small Car
Headline2: An Earthquake Hit Yunnan.
Headline3: 2007 Women Volleyball Match in Beilun.
3.Lead Ss to understand the meaning of scoop.
After matching, lead ss to answer the question:
Q1: if you are readers, which news do you prefer to read as early as possible?
Q2: if you are reporters, which news do you would like to cover most? Why?
T: So you see scoop is the most attractive news story that readers want to get as quickly as possible. But how?
Step II Fast reading
Read the text quickly and let Ss try to divide the text into two parts. Then find the key to the question:
Q1. What was Zhou Yang’s first task?
Step III Detailed Reading
Task1: Listen to the passage and find out how many people will read the articles before it was ready to be processed
Task2: Read the text again and try to work out the writing and printing process for an article
Step IV: Speaking
Task 3: interviewing
1. Group work: let Ss work in four, one is a reporter, one is a photographer, one is an eyewitness, one is the fishman. Discuss about the following situation:
A fishman tells you he/she has caught a fish the size of a small car. But not all people
in Ningbo believe what he said. But there were some eyewitnesses on the spot.
2.Interview the eyewitness in the group with the help of some questions:
Q1: When and where may the fish appear?
Q2: What kind of action did you take when you saw the big fish?
Q3: Who were there when you caught the big fish?
Q4: How could you catch it?
Q5: Why did the big fish appear in the coastline nearby?
The photographer could help make some notes.
3.Let several groups share facts and opinions by finishing the form:
6Qs Facts/ opinions
who A fishman
what Caught a fish
how By accidents
when July 8,2007
where In the seaside
why Don’t know
Step IV Appreciate the news story
1.In order to learn to write the news story, first present a sample of the news.
2. Scan the news story and try to find the headline.
3. Find out the most important sentence in the news.
4. Find out the five elements in the most important sentence.(what, who, why, when,
how)
5. Find out the other information.
Then T makes a conclusion: the other information may probably cover the result of the news. So can you make the ending of the first news story?
Step V Write the news story
1. Each member begins to write the news story based on the interviewing chart.
2.Students write down their topic sentences by themselves.
3.Share tone-sentence news in pairs or groups.
4.Invite some of students to present good news stories in class if time permits.
5.If possible, extend the other information to be a full news story.
6 Report in class.
Step V Assignment:
Improve the news story and share it with classmates.
Finish an assessment checklist as the assignment.
篇8：Unit 8 First Aid 教学案例(人教版英语高二)
The First Period Warming up & Speaking
Teaching Aims
1．Train the students’ listening ability．
2．Help the students to improve their speaking ability by talking about first aid and medicine．
3．Learn and master some useful words and phrases：
drown，bleed，choke，prevent，electric，electrical，catch fire．be on fire
Teaching Important Points：
1. Improve the students’ listening ability．
2. Train the students’ speaking ability.
Teaching Difficult Points:
1. How to improve the students’ listening ability.
2. How to help the students finish the speaking practice.
Teaching Methods：
1．Listening-and-answering activity to help the students go through the listening material．
2．Individual, pair or group work to make every student work in class．
Teaching Aids
1．a tape recorder
2．the blackboard
Teaching Procedures：
Step 1 Warming up
T：Yesterday our class won the basketball match, unluckily, most of the players are badly injured, when your leg was hurt, what should you do?
S: We should do some first aid.
T: How do you come to school every day?
S：I come to school by bike．
T：You must be very careful, because there’re so many cars, motorbicycles，bikes and also walkers on the road every day．If you are not careful enough, you may have an accident．Have you ever seen an accident?
S：Yes．Once when I was going home．I saw a boy was knocked down by a bike．
T：RealIy? Was the boy hurt?
S：Luckily he wasn’t hurt badly．Only his left leg was hurt a little but there was nothing serious．He picked himself up and went away．
T：The boy was so lucky．But if his leg is broken, what can we do to help him?
S：I think we should call for a doctor or an ambulance．
T：Yes，I think you’re right．But before the doctor comes, what can we do to help him?
Step 2 Quiz
First Aid Quiz
1. What should you do if you find a person whose leg is bleeding? B
A. Tie a piece of cloth round the leg above the bleeding point
B. Press firmly on the bleeding point using a clean handkerchief.
2. To treat a burn, you: B
A. Rub(涂,擦) some butter on it.
B. Hold the burnt part under cold running water.
3. What should you do if you find a person who has stopped breathing? B
A. Run and find help.
B. Try to start his/ her breathing.
4. What should you do if a person has drunk poison by mistake? B
A. Make the person throw up.
B. Take the person and the poison container to hospital at once.
5. What should you do if you find a person with a knife in his/her back?A
A. Leave the knife in.
B. Pull out the knife
6. What should you do if you find a person trapped under a car? B
A. Try to pull him/her out.
B. Find enough people to lift the car safely.
7. The best way to treat a hurt ankle(踝关节) is to: A
A. Put an ice pack on your ankle.
B. Put a heating pad(电热垫) around your ankle.
Step 3 Warming up
Now，please turn to Page 57 and look at the pictures in Warming up．Have a discussion in pairs to find out
1. What would you do in these situations ?
2. What could we do to prevent these accidents ?
(Give the students a moment to prepare and then ask some pairs to report their results．)
Picture 1
Drowning
Check to see if he/she is breathing, Try to start his/her breathing, use the mouth- to-mouth method
Never swim in deep water.
A: The drowning man has just been brought out of the water. He is dying.
B: What would you do in the situation?
A: We should lay him on his back and try to start his breathing at once.
B: What could we do to prevent this accident?
A: We should learn how to swim, never swim alone and don’t swim in dangerous rivers.
Picture 2
Traffic accident
Call for a doctor or an ambulance, Never pull her out of the car
Find enough people to lift the car safely and take her to hospital at once.
Look at both side when crossing the street.
A: The woman knocked off her bike by the passing car and was badly hurt.
B: What could you do?
A: Don’t move her, and call the ambulance.
B: What could we do to prevent traffic accident?
A: Everyone should follow the traffic rules and be attentive and careful and never run in traffic.
Picture 3
Burns
Call 119 first and tell them the exact
Address on the phone.
If someone is badly burnt, we should call 120 to ask for an ambulance.
Never play with fire. Be careful with gas. Make sure that all the electric wires are safe.
A: The man’s house catches fire and is burning down. He is running out of the house.
B: What would you do in the situation?
A: We should find the nearest telephone and call 119.
B: What could we do to prevent the accident?
A: Don’t leave lamps and candles burning in your house, and be careful when you cook.
Picture 4
Bleeding
Try to stop the bleeding, Press a handkerchief onto the bleeding point and hold it there.
Hold up the part of body which is bleeding if possible.
A: The girl is hurt and is bleeding badly.
B: What would you in the situation?
A: We should help her to press firmly on the bleeding point using a clean handchief.
B: What could we do to prevent the accident?
A: Don’t play with knives or the sharp objects.
Picture 5
Cuts
Go to the hospital at once . Never pull it out of the cut.
If the cut is not serious, we can wash the area of cut, dry it and cover it with a piece of dry and clean cloth.
A: What should you do if you find the old man with a knife in his arm?
B: Leave the knife in and get him to hospital as quickly as possible. If you pull the knife out .you
may cause more damage.
Picture 6
Choking
Make him/her spit by patting her/him on the back..
To avoid this, we shouldn’t talk or laugh when eating.
A: The man is choking while he is eating.
B: What should you do in the situation?
A: If you are well trained in first aid, you can try to get out the thing in the mouth and clear the airway.
B: What could we do to prevent the accident?
A: Don’t eat too fast and don’t chew your food. Don’t talk while having food in the mouth.
(Words and expressions to be used: drowning bleeding choking situation prevent poison container catch fire electrical equipment first aid )
Step 4 Speaking
T: Just now we've discussed what we should do when some accidents happen. But you know certain things at home can be dangerous. So we must know what we should do and shouldn't do. Here are some dos and don'ts. Work in pairs to tell each other what you should do and shouldn't do.
Task 1 . Discussion:
What should you do if you find ……
1) a person fall off the second floor ?
2) a person who has stopped breathing ?
3) a person whose leg is bleeding ?
What things at home can be dangerous ?
electrical equipment knives Electric fires hot water Poisons windows ladders
Task 2. Discussion:
How to prevent us from being injured at home ?
Electricity:
Make sure that electric wires are safe and that children can’t touch them.
Cooking
If a pan of oil catches fire, turn off the gas and cover the pan quickly.
Things in mouth:
Don’t leave small things on the floor or table which a baby can put in its mouth.
Poisons :
Don’t pour poisons into other containers, for example, empty bottles . keep them on a high shelf out of the reach of children.
What must you do if you are badly burnt?
Cool the area of skin at once . wash the area of skin under the cold tap of several minutes. Put a piece of dry clean cloth over the area of the burn.
How do you deal with a simple cut ?
Wash the area of the cut, dry it and cover it with a piece of dry clean cloth.
What should you do when a person is bitten by an animal ?
Wash the wound under cold running water, then see a doctor as soon as possible.
More advice
Gas fires : If you are using one of these, check that a window is open.
Water: Make sure that young children can not get close to pools, lakes and rivers by themselves
Ladders : Don’t use them on a wet floor. Get someone to hold the ladder for you. Don’t reach sideways while standing on a ladder. Get down first and move the ladder.
Additional advice
1. put away knives, forks, containers with hot water beyond the reach of children.
2. tell children not to play with matches, lighters. In short, tell them not to play with fire.
Don’t forget to phone 120 and 110 whenever necessary !
Task 3 work in pairs.
Use the lists of dos and don’ts below to tell each other what you should and should not do.
Safety around the house
Dos
A . make sure that electric wires are safe and that children can’t reach them.
B. if a pan of oil catches fire, turn off the gas and cover the pan quickly.
C . make sure that everyone in your family knows how to call 110 and 120.
D. learn more about first aid.
Don’ts
A. Don’t put poisons into other containers, for example empty bottles.
B. Never leave small things a baby can put in its mouth on the floor or table.
C. Don’t play with electrical equipment.
D. Never use ladders on wet floor.
Useful expressions
You should always…. You must……Make sure that ……. You ought to/should…..
You have to ……You should not ………. You should never……..
You must never….. Never……….. Please don’t…………….
Step5 Summary
T: Today, we've talked about what we should do in case of accidents. And also we have learnt what we shouldn't do at home. This is quite useful to us. After class, you should try to remember them. If you want to know more about first aid, you can preview the reading passage. That’s all
Homework
Feedback: 教学反思
篇9：七年级数词 教学案例(人教版英语七年级)
数 词
我们学过两类：基数词和序数词。基数用于表示数量多少，而基数词用于表示次序，常在日期中出现。区别：基数词前面没有“the”；序数词前一定要有“the”。
1． 最基本的基数词如下表所示：
1~10 1 one 2 two 3 three 4 four 5 five 6 six 7 seven 8 eight 9 nine 10 ten
11~19 11 eleven 12 twelve 13 thirteen 14 fourteen 15 fifteen 16 sixteen 17 seventeen 18 eighteen 19 nineteen
20~100 20 twenty 30 thirty 40 forty 50 fifty 60 sixty 70 seventy 80 eighty 90 ninety 100 one hundred
*基数词的写法 ：21~99 的两位数，十位与个位之间用连字符“-” 基数词的写法 。
例：21 twenty - one 32 thirty - two 99 ninety – nine
百位数：个位数基数词形式加“hundred” ，表示几百，在几十几与百位间加上 and。
例：101 a hundred and one. 320 three hundred and twenty 648six hundred and forty-eight
2．序数词的构成 ．
1）一般来说，是由相应的基数词加词尾 th 构成。例， four+ th--- fourth six + th --- sixth seven + th --- seventh ten + th --- tenth
2）下面这些基数词在变为序数词时，有特殊的变化。例， one --- first two --- second three --- third five--- fifth eight --- eighth nine --- ninth twelve --- twelfth
3）十位整数序数词的构成方法是将基数词的词 y 变成 i，然后在加 eth.例， twenty --- twentieth thirty --- thirtieth forty --- fortieth ninety --- ninetieth
4） 两位或两位以上的基数词变为序数词时，仅将个位数变成序数词。例， twenty –one ------ twenty- first thirty-five ------thirty-fifth a hundred and fifty-three ------- a hundred and fifty- third
*基数词变序数词的口诀：
基变序，有规律；词尾加上 th（fourth, sixth）
一、二、三，单独记；结尾字母 t, d, d；
（first，second，third） 八去 t,九去 e,（eighth，ninth） ；
ve 要用 f 替； （fifth，twelfth）
整十基数变序数，ty 将 y 变成 i ;
th 前面有个 e；
要是遇到几十几，前用基来后用序。
3 分数
a) 分数的分子用基数词表示，分母用序数词表示，如果分子大于1，则分母用序数词的复数形式表示。
b) 1/2，one half, 2/3, two-thirds, 1/3, one-third, 1/4 , one fourth (one quarter), , three-fourths
注意
1、“前有，后无；前无，后有”
即 two hundred books
hundreds of books
2、分数：分子用基数词，分母用序数词；
分子大于一， 分母加 s
3、如 eight-year-old 的词后面要加名词
4、“在某人几十岁时”用 in one’s +整十的复数
如：in her fifties, in their thirties
5、表示“ 多高、多宽、多长、多深，年龄少大、
距离多远”时，用“数量+单位+形容词”
如：two months old, twenty meters deep
6. 时间的读法：
5:10， 11:30， 8:46 （顺读法）
8:05， 10:15 11:45 （逆读法）
7.日期的表达：
先掌握12个月份，星期 的写法与读法 ，实记基本的几个序数词
3月1日 ：（ 读法与写法）
表达日期，序数词可缩写
1 ， 2 ， 3 ，4 ， 20 ， 21 ， 22 ，23 ，24
日期的写法：英语“月 日 年”
-7-19 ：
练一练
练习：
一、请翻译下列短语。
（1）60名学生 （2）15本英语书
（3）九杯凉水（4）4个孩子
（5）12月31 （6）6月2日
（7）第九周 （8）11+7
二、把下列基数词改成序数词。
one--- two--- three--- nine--- fourteen--- twenty---thirty-five--- five eight
三、根据括号中的数字填写合适的序数词或基数词（写单词）。
1、Bill is （14）years old , he is in Class （2）Grade （6）.
2、My birthday is on the （3）of March .
3、September is the （9）month in a year .
4、Which boy is thinner , the （1）one or the （2）one ?
5、There are （55）students in our class .
四 单项选择
( ) 1. We’ve planted _______ trees in the center of
our city this year.
A. hundred B. two hundreds
C. hundred ofD. hundreds of
( ) 2. About ______ films were shown during the
5th Shanghai International Film Festival. ()
A. two hundred of B. two hundreds of
C. two hundred D. two hundreds
( ) 3. We’ll have a ______ holiday. What about
going to the West Lake? ()
A. two days B. two-day
C. two-days D. two-days’
( ) 4. Now children, turn to page ______ and look
at the _____ picture in Lesson Two. ()
A. twentieth; one B. twenty; one
C. twentieth; first D. twenty; first
( ) 5. During the seven-day May Day holiday,
_____ families went sightseeing. ()
A. thousand B. thousands
C. thousands and thousands D. thousands of
( ) 6. During World War II, a Jewish (犹太人) lady was
protected by a local family in Shanghai in
her ________. ()
A. fifties B. fifty C. fiftieth D. the fiftieth
答案：DCBDD A
篇10：冠词 教学案例(人教版英语七年级)
冠词
I、冠词的分类
冠词可以分为不定冠词（a/an）、定冠词（the）和零冠词（不用冠词）。
II、冠词的用法
一、不定冠词的用法
不定冠词a (an)表示的意思是“一个”。a用于辅音音素开头的词前；而an则用于元音音素开头的词前。
例如：The little boy eats an apple, and the little girl eats a banana.
1．用于可数名词的单数形式前，表示“一”。
There is an apple on the plate.
2．表示一类人或物。
A tiger is a dangerous animal.
3．第一次提到某人或某物。
This is an English-Chinese dictionary.
4. 在一些固定搭配中
a lot of/ a little/ a few/ a pair of/ a set of 等
二、定冠词的用法
定冠词（the）是 this/these/that/those的总称，放在名词前，表示特定的事物或人。
1. 第二次提到某人或某物，用定冠词the
Look! There is a ball under the table. The ball is mine.
2. 用于指说话双方都知道的事物或人。
Would you mind closing the window?
3. 放在序数词前。
Monday is the second day of the week.
4. 放在形容词最高级前。
He is the tallest boy in our class.
5. 表示世上独一无二的事物。
The earth goes around the sun.
6. 定冠词放在姓氏复数前，表示“……一家”。
The Greens are from Australia.
7. 定冠词后接单数名词表示一类人或物。
The dog is a kind of cute animal.
8. 定冠词和形容词连用，也可以代表某类人或物。
the poor the bad the rich the good
9. 演奏某项乐器时，乐器前需加the。如：
play the drums/play the piano/ play the violin
10. 在一些固定搭配中。如：
in the morning in the afternoon 在下午
in the evening 在晚上 all the year round 一年到头
三、零冠词的用法
1. 复数名词前不加冠词可以表示一类人和事物
Noodles are my favorite.
2. 洲、国家、城市前不用冠词
We live in Asia.
3．不可数名词表示一类一般不用冠词。
Would you like to drink water?
4. 在季节、月份、星期、节日、日期、等表示时间的名词之前，不加冠词；
It is very cold in winter in Beijing.
5. 在姓名前不加冠词。
She is Mrs. Henry Black.
6. 在一天三餐、表示球类运动名词前不用冠词。
After we have lunch, we will play football.
7. 在固定搭配中,名词前不需要用冠词。如：
go to school go to bed sit at table stay in bed
练习题
一、单项选择。
1. He often has ________ egg and some milk for breakfast.
A. / B. a C. the D. an
2. ---What’s the trouble with Lingling?
---She doesn’t go to________ school and stay in _____bed now.
A. a; / B. the; the C. /; / D. /; a
3. ---Do you have _______ dictionary?
---No, but Lucy has ______ new dictionary on the bookshelf.
A. a; the B. the; the C. the; a D. a; a
4. _______ earth is round.
A. A B. An C. The D. /
5. There is _______ “L” in the word “LUCK”.
A. a B. the C. an D. /
6. I hope you have ______ happy day today.
A. a B. an C. the D. /
7. _______ Whites are having dinner together.
A. A B. The C. An D. /
8. There is _______ orange and some pineapples in the basket.
A. the B. / C. a D. an
9. Lisa has _______ hat. ______ hat is very beautiful.
A. a; A B. an; A C. a; The D. an; /
10. I’m watching_______ movie. It is about_______ interesting love story.
A. a; an B. a; a C. the; the D. /; an
二. 句子改错。每句中有一个错误，请改正。
1. July is a seventh month of the year.
2. We wait here for half a hour.
3. Students often play the football after school.
4. It’s an European wolf.
5. They often have a supper in a restaurant.
6. Smiths are talking happily.
7. Are you from the America?
8. Panda live in China.
9. On the Sunday we don’t go to school.
10. Do you know richest man in the village?
三、阅读理解。
Exercising is good for our health. Everyone knows that exercise is important. We all need exercise. Doctors say it is good for us. It makes your heart and body strong. Children often exercise.
There are different kinds of exercise. You can walk, run, swim, skate, or play ball games. Make sure you exercise in the following ways: you have to like what you’re doing. Exercise enough but not too much. It’s best to exercise twice a week. Thirty minutes each time is enough. Try all kinds of things until you find one, two or three sports that feel right for you.
Exercising can be fun. People can exercise alone, or they can play sports together. How do you exercise?
根据短文内容，判断下列句子正（T）、误（F）。
1．Exercising is good for our health.
2．Only adults（成年人）need to exercise.
3．You should exercise enough but not too much.
4．It’s best to exercise once a week.
5．People can exercise alone, or they can together.
参考答案
一、单项选择。
1-5 DCDCC 1-6 ABDCA
二、句子改错。每句中有一个错误，请改正。
1．将a变为the
2．将a变为an
3．去掉the
4．将an变为a
5．去掉a
6. Smiths前加The
7. 去掉the
8. Panda变为Pandas
9. 去掉the
10. richest前加the
三、阅读理解。
TFTFT
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