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蔼T13单じ毙住]ycy^(H毙┌T英语W册毙妆学设计)

时间：2023年03月07日

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以下是小编整理的蔼T13单じ毙住]ycy^(H毙┌T英语W册毙妆学设计)，本文共6篇，欢迎阅读分享，希望对您有所帮助。本文原稿由网友“金点子”提供。

篇1：蔼T13单じ毙住]ycy^(H毙┌T英语W册毙妆学设计)

Teaching aims:

1. Goals:

冨 Talk about the mystery

冨 Read a detective story

冨 Practise giving advice

冨 Integrative language practice

冨 Write an informal or a formal letter

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: garment, stain, loss, splendid, assist, vital, tension, suspect, reception, astonish, elegant, prescription, religious, enquiry, suspicion, guilty, roundabout, innocent, assume, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

The Moonstone (P112-113)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p111.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.

Step 3. While-reading: Passage Analyzing:

Analyse the structure of the passage:

Part 1 ---- Paragraph 1 : How Rachel gets the Moonstone as her present.

Part 2 ---- Paragraph 2: Rachelˇs happy life before her eighteenth birthday party.

Part 3 ---- Para 3-4: What happens at the party.

Part 4 ---- Para 5: the Moonstone is missing and Sergeant Cuff is asked to investigate the case.

Part 5 ---- Paras 6-9: how Sergeant Cuff analyse the case

Part 6 ---- the last paragraph: Sergeant Cuff finds a vital clue of the theft ---- a smear in the wet paint on the door.

Step 4. Post-reading

Exercise 3 on p113

Suspects Reasons for suspicion

The Indians They are not real entertainers but the followers of the moon god. They came to the party only for an opportunity to take the Moonstone back to India.

Dr Candy He stole the diamond in revenge for loss of the diamond at the party.

Godfrey He took the diamond in revenge for Rachelˇs refusal when he asked her to marry him or only for a large amount of money.

Rosanna She stole the diamond only either from force of habit or to cause a disagreement between Franklin and Rachel.

Franklin It seems as if he was too enthusiastic to help Mr Cuff to detect the case.

Rachel She was so stubborn in resisting Sergeant Cuffˇs enquiries about the diamond. There must be a secret about the Moonstone.

Task 3: What are the main clue of the story?

The detective story develops completely following the structure: the appearance of the Moonstone (receiving from Rachelˇs uncle) ---- the loss of the Moonstone ---- the investigation of the Moonstone (and the person who might have stolen it )---- discovery of the truths or facts.

Step 5 Homework

Finish all the exercises on Language Practice on p114-115.

Period 2. Integrating Reading Skills

Solving the Mystery of the Moonstone (P115-117)

Step 1. Revision

1. Check the Ss how further they understand the 1st part of the story.

2. Check the homework.

Step 2. Scan the passage and make out how the story develops:

Part 1---- Paras 1-2: how puzzled Sergeant Cuff was at the case before he knew the truth.

Part 2---- Paras3-7: the things that happened after the diamond had been stolen.

Part 3----Paras 8-9: the result of the case: Sergeant Cuff discovered the thief.

Part 4----: the feeling and thoughts Sergeant Cuff has about the case.

Step 3.Extensive reading:

Period 3. Integrating Reading and Writing Skills

3 Passages on p 243-246

Step 1. Warmming-up

冨 Do the oral pratice on p111, and enable the students to practise giving advice.

Step 2. Reading

Task 2: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.

Step 3. Guided Writing

Give Ss 20 minutes to finish the writing assignment on p117,

Then ask Ss to score their work according to the following chart.

3 pluses & 1 wish

Name _______ Title _____________________ Date _______________

+ _________________________________________________________

? _________________________________________________________

Note: How to use this chart effectively?

Ask the student to read his/her deskmateˇs writing carefully, and then find 3 valuable things (structure, passage arrangement, sentence, diction, etc) and give 1 suggestion. And then feed the message back. Next, ask the Ss to correct their work according to the chart.

Period 4:

Step 1. Analyze some long sentences:

Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:

勏 When he died he left the Moonstone to his sisterˇs daughter, in an act of revenge, passing his bad fortune to her.

勏 His move to quit smoking cigars to please her is seen by the servants as evidence that he is in love with Rachel.

勏 Is it coincidence or is it the Moonstoneˇs bad luck that causes the tension and strange things that happen during the rest of the evenings?

勏 Franklinˇs reply that doctors just guess which drug they should recommend, makes Dr Candy extremely angry.

勏 The detective believes that she may have taken the diamond either from force of habit or to cause a disagreement between Rachel and Franklin.

勏 Rachel is stubborn in resisting his enquiries about the Moonstone to the degree that she makes it seem as if she does not want the mystery to be solved.

勏 I was convinced that she had taken her own diamond, and that Rosanna had assisted her.

Step 2: Testing your skills on P242

Step 3: Cloze Test on p246-247

Step 4: Translating on P 247

篇2：蔼T15单じ毙住]ycy^(H毙┌T英语U册毙妆学设计)

Teaching aims:

1. Goals:

冨 Talk about youth culture and interests of young people

冨 Read about voluntary work

冨 Practise presenting ideas

冨 Integrative language practice

冨 Write an survey and a report

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: voluntary, annual, breathless, dizzy, beneficial, straight away, satisfaction, worthwhile, starve, fit in/ with, due to, casual, adolescent, whereas, possess, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

Young Volunteers (P129-131)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p129.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.

Step 3. While-reading:

Complete the chart:

Lu Hao Lin Ying Meng Yu

What activity ¨1 helps 1〃 scheme of the Youth volunteer Community Development Project Go West Project organized by the Communist Youth League of China An event organized by Meng Yu and her classmates

When Every Tuesday and Friday After graduation During weekends

Where In the old manˇs house In a remote rural school of southwest China In Canada

Whom to help An lonely old man Some poor kids Starving children

Benefits to others Mr zhao doesnˇt feel lonely any more; his health has been improved; he feels more energetic and optimistic. These kids become eager to learn; the pass rate has greatly improved; the children will get rid of the poverty and has a bright future. Make the children get rid of starvation and lice a better life.

Step 4. Post-reading

Finish all the Ex. On p131

Step 5. Further Reading

Task 3: Read the passage once again and get the main idea of the passage and understand the writing purpose.

Main idea: The text relates the three studentsˇ experiences as volunteers. It shows that ¨K each contribution--- no matter how small can make a difference.〃 And it also shows that voluntary work benefits not only the people helped but also volunteers. It encourages us students to volunteer to make a contribution to the society.

Writing Purpose: By retelling the three studentsˇ experiences as volunteers, the writer tries to make us learn about some voluntary work and realize that voluntary work benefits not only society but also volunteers. He calls on and encourages us students to take part in voluntary work so as to improve ourselves, get the job we dream and make the world more beautiful and harmonious.

Step 6. Homework

Finish all the exercises on Language Practice on p131-133.

Period 2. Integrating Reading Skills

Denim Jeans (P133-135)

Step 1. Revision

1. Check the Ss how further they understand the voluntary work.

2. Check the homework.

Review the Model Verbs

Step 2. Scan the passage and find out what happened in the years:

In 1870s: A shopkeeper in San Francisco succeeded in selling denim work trousers.

In 1930s: Many young American men bought jeans and dressed like their cowboy film stars.

In World War Two: American jeans were introduced by the soldiers to the world.

After the war: American teenagers started to make denim jeans their own unique item of fashion.

In 1950s: The school ban on students wearing jeans make jeans even more popular.

Between 1950s and 1990s: The jeans have been through many different changes in style.

In 1990s: Jeans were made more stretch and even tighter over the bottom and legs.

More Recently: Wearing jeans that looked very old became popular.

Step 3. Careful reading:

Ask the students to read the passage carefully and answer questions 2 on Page 135.

Period 3. Integrating Reading and Writing Skills

3 Passages on p 259-262

Step 1. Warmming-up

冨 Do the oral pratice on p128, and enable the students to practise presenting ideas.

Step 2. Reading

Task 1: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.

Step 3. Guided Writing

Give Ss 20 minutes to finish the writing assignment on p264,

Then ask Ss to score their work according to the following chart.

3 pluses & 1 wish

Name _______ Title _____________________ Date _______________

+ _________________________________________________________

? _________________________________________________________

Note: How to use this chart effectively?

Period 4:

Step 1. Analyze some long sentences:

Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:

The people here are poor, but they have big hearts and made me feel very welcome.

I really feel Iˇm doing something worthwhile and I am having a great time doing it.

Coming to another country to study requires a big adjustment and it takes a while to fit in.

Many schools in the USA did not approve of students wearing jeans to school and they forbade them.

Step 2: Testing your skills on P258-259

Step 3: Cloze Test on p263

Step 4: Translating on P 264

篇3：蔼T16单じ毙住]ycy^(H毙┌T英语U册毙妆学设计)

Teaching aims:

1. Goals:

冨 Discuss jobs and career plans

冨 Talk about likes and dislikes, wishes and expectations

冨 Integrative language practice

冨 Write a personal statement

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: barber, chef, adviser, receptionist, astronaut, adore, outstanding, assess, amateur, flexible, nevertheless, personnel, accommodation, qualification, arithmetic, punctual, tournament, draft, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

Football : A Good Career Choice? (P138-140)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p138.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading.

Step 3. While-reading:

Read the passage carefully and then analyze the structure of the text.

Paras.1-3 : The success of David Beckham in the football career.

Para 4: The difference between football and other careers.

Para 5: The special qualities required by footballers.

Para6-7: The programs set up for young footballers in both China and the UK.

Para 8: Football dreams donˇt often come true like David.

Step 4. Post-reading

Finish all the Ex. On p140

Step 5. Further Reading

Task 3: Read the passage once again and try to answer the following questions:

冘 Whatˇs the writing techniques of this text?

冘 Whatˇs the main idea of the text?

冘 What should we learn from this text?

冘 Whatˇs the writing purpose of the writer?

Step 6. Homework

Finish all the exercises on Language Practice on p140-142.

Period 2. Integrating Reading Skills

Why Do You Think You Would Be Good At This Job?

(P143-144)

Step 1. Revision

1. Check the Ss how further they understand about career and job plans.

2. Check the homework.

Step 2. Scan the passage and complete the related exercises.

Period 3. Integrating Reading and Writing Skills

3 Passages on p 267-269

Step 1. Warmming-up

冨 Do the oral pratice on p137, and enable the students to practise discussing career and job plans.

Step 2. Reading

Task 1: Read the 3 passages and finish the exercises. If possible, guide the students to analyze some long and complex sentences.

Step 3. Guided Writing

Give Ss 20 minutes to finish the writing assignment on p272,

Then ask Ss to score their work according to the following chart.

3 pluses & 1 wish

Name _______ Title _____________________ Date _______________

+ _________________________________________________________

? _________________________________________________________

Note: How to use this chart effectively?

Period 4:

Step 1. Analyze some long sentences:

Deal with some language points and difficult points if necessary. If possible, guide the students to analyze some long and complex sentences. The following sentences in this unit are very important:

Davidˇs career took off almost immediately when he was part of the Manchester Unitedˇs Youth Team that won the FA Youth Cup in 1992, and he was chosen to play for the Red Devilsˇ senior team in the same year.

Many countries have to set up programmes to encourage and develop young footballers, and this is where the clubs go to assess athletes and find stars of the future.

From this point on the success of their career and how much they earn depends on their performance and how many matches their team wins.

You need to convince the readers that you understand what the company or organization does, and what the job or course will involve.

Then show that you have the ability to be successful by giving evidence of how your interests, qualifications or experience prove that you have the necessary skills.

Step 2: Testing your skills on P266-267

Step 3: Cloze Test on p271

Step 4: Translating on P 272

篇4：Unit 10 Reading(H毙┌T英语W册毙妆学设计)

冘 Pre-reading

Have a look at the title. Ask the students to make guesses about the title. What is the story probably about?

冘 Skim

Read Part One and find the answer to this question.

What is the story about? (It is about a girl who wants to surprise her husband with a beautiful Christmas present.)

What is the girlˇs name? Who is her husband?

冘 Careful reading

Is it easy for her to put it into practice? (No.) Why? So letˇs read the story in detail.

Q1: How much money did Della have? Did it come easily for her? How did she get it?

Q2: Why did she weep after counting it?

Q3: What were Jimˇs wages? Was it high or low? How much was the rent of the flat every week?

Beginning They were poor. (in poverty, badly off, hard up for money)

Q4:Poor as they were, they had too possessions in which they both took great pride in. What were they?

Q5: What idea did Della come up with to fulfil her wish?

Q6: What was Dellaˇs hair like?

Q7: Was she happy at such an idea? (Find sentences which indicates Dellaˇs thoughts)

Q8: Did she make up her mind at length? At what cost did she sell her hair?

Q9: What present did she buy for Jim? How much did it take from her?

Development Della loved Jim deeply. She would like to sacrifice anything she had to love him.

Q10: What did she think of Jimˇs reaction?

Q11: Was Della eager to see Jim? Yet hearing Jimˇs step on the stairs, what was Dellaˇs feeling?

Q12: Was Jim angry at the sight of Della?

climax

Q13: Would Jim not love Della because she had her hair cut?

Q14: Why did he have such a strange expression?

Q15: What was Dellaˇs reaction to the gift? Why?

Q16: Was Jim happy at Dellaˇs gift? Why?

A surprising ending

冘 Discussion

What do you think of the surprising ending? Is it a sad one? A humorous one?

I would like to say it is ending that leaves you a lasting impression.

冘 Sentences to appreciate

1. In the hall below was a mailbox into which no letters would go.

2. Kand she had only $1.87 with which to buy Jim a present.

3. Many hours had she spent, planning for something nice for him Something fine and rare---K

4. Down flowed the brown cascade.

5. There was no other like it in any of the stores, and she had turned all of them inside out.

6. Twenty-one dollars they took from her for it.

7. It was not anger, nor surprise, nor a look showing that he did not approve, nor horror, nor any of the feelings that she had been prepared for.

8. I donˇt think anything in the way of a haircut or a shampoo that could make me love my girl any less.

9. Instead of obeying, Jim threw himself down on the couch and put his hands under the back of his head and smiled

10. They are too nice to use just at present.

冘 Language points

1. at a time

2. bear

3. attend to

4. worthy of

5. take pride in

6. do up

7. a tear or two

8. ..that read

9. be burned with

10. make a mistake about

11. hug sth to K

12. throw oneself down

13. forget about

冘

篇5：Unit12 Education毙(H毙┌T英语U册毙妆学设计)

Teaching aims:

1. Goals:

冨 Talk about education in China and other countries

冨 Talk about study method and learning skills

冨 Practise making comparisons

冨 Integrative language practice

冨 Write a report

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions:

Expectation, calculate, analyse, result in, unwilling, living standards, acquire, drop out, compulsory, tendency, skeptical, commitment, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

Education for all (P102-104)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p93.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main idea of the passage.

The passage makes it clear that ¨Education for all 〃 is essential for the development of a country. The paragraphs mostly deal with measures that should be taken to achieve the target.

Step 3. While-reading:

Passage Analyzing:

Exercise 1 on p104

Step 4. Post-reading

Look through the passage once again and finish the chart below:

Methods Countries

Distance learning Australia, China, the USA

Mixed-grade classes The Turks and Caicos Islands, parts of the remote central and western regions in China, Lesotho

Money from international organizations China, the developing countries

Money from local organizations China, the developing countries

Task 3: What are the writing techniques of this passage?

a. Numbers and dates are used to make the point of view more acceptable.

b. In order to let more people take the advice, examples are provided, you may find them in Paragraph D.

Step 5 Homework

Finish all the exercises on Language Practice on p105-106.

Period 2. Integrating Reading Skills

How We Learn (P107)

Step 1. Revision

1. Check the Ss how further they understand education.

2. Check the homework.

Step 2. Scan the passage and answer the following questions:

1. How many different kinds of learning styles are there? And what are they?

2. Why is it necessary for the student to know his or her own learning style?

3. Give a definition for each learning style.

Step 3. Read the passage again and check which study tips given on p107-108 are best suited for the three different types of learners described in the passage.

篇6：Unit14 Zoology毙(H毙┌T英语U册毙妆学设计)

Teaching aims:

1. Goals:

冨 Talk about animal and animal behavior

冨 Practise debating

冨 Integrative language practice

冨 Write an argumentative essay

2. Special focus:

Improve reading skills and Enlarge vocabulary.

a. Direct Ss to read the 3 passages on the text book;

b. Guide Ss to learn to use the following words and expressions: adequate, apparent, assume, clarify, dots, obtain, tellKapart, transparent, get hold of, surrounding, assumption, come to light, precise, session, primitive, etc.

c. Improve the abilities of using language by integrative language practice.

Period 1 Reading

The Language of Honey-Bees (P120-122)

Step 1. Warming up

Task 1. Enable the students to discuss the questions on p120.

Step 2. Scanning

Task 2. Get the students to comprehend the passage quickly and accurately, and meanwhile help them to form a good habit of reading. Try to find out the main clue of the story.

Step 3. While-reading:

True or False:

( ) 1. Von Frisch and his co-workers counted hoe many times the bees repeated the wagging dance during one hour.

( ) 2. They discovered that the farther away the feeding station was, the faster the dance was.

( ) 3. The number of wagging dances per minute told the direction to the feeding place.

( ) 4. Then Professor Von Frisch did his third experiment, which was to discover whether the wagging dance showed direction.

( ) 5. He found that the straight part of the dance was the same in the morning from what it had been in the afternoon.

( ) 6. If the feeding place was toward the sun, the dance headed straight onward during the straight part of the wagging dance.

( ) 7. The experiment of Professor Karl Von Frisch tells us that bees can and do communicate with each other by their dances, which may be called a kind of ¨language〃.