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初三上英语Unit 1 In the library说案

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下面小编给大家带来初三上英语Unit 1 In the library说案，本文共9篇，希望能帮助到大家!本文原稿由网友“福仙子下凡”提供。

篇1：初三上英语Unit 1 In the library说案

说课人：蒜岭侨兴中学郭礼文

一．说教材：

本单元主要围绕“在图书馆”和“寻物”两个话题开展语言训练活动。与这两个话题

一、教学目标确定与实施途径（15分）

1、知识传授目标：是否能依据大纲、教材，准确、具体确定出教学目标。

2、能力培养目标：是否能根据本节课内容、教学对象、教学时间和教学方法确定出具体、可操作、可实现的能力教学目标。

3、思想教育目标：是否能挖掘教材潜在因素，找准其内在的思想教育因素，提炼出符合实际的、准确的思想教育点。

4、目标的实施途径：目标的实施是否科学、合理、有效。实现目标的程序、方法、措施是否在教学的各个环节中体现出来。

二、重点、难点的确定与突破（15分）

1、对教材所处地位的理解：是否能准确把握本节数教材内容在本学科知识体系中所处的地位及对前后知识联系的是否符合学科知识结构特点，能否清晰理出与本节教材紧密相关的重要的知识网络。

2、重点、难点的确定：教学重点、难点的确定是否恰当，能否分清主次，抓住主要矛盾。即能否准确抓住重点，解决疑点，突破难点。

3、处理重点、难点的手段与途径：突出重点，分散难点的手段与途径是否有力度，完成重点、难点教学所采用的教法是否符合教材特点和学生实际，能否调动学生的积极性。

三、学法指导（10分）

1、对学生情况的了解：是否了解该阶段学生的知识基础、接受能力、思维特点、自学能力以及学生普遍反映出来的个性差异等情况，对本阶段学生上、中、下三个层次的能力情况是否了解。

2、对教学中可能出现问题的预见能力及采取的措施：能否从学生认识问题的能力上分析学生在接受知识，转化能力过程中可能出现的障碍，在课后哪道（或哪类）习题上可能出现的某种错误等，并根据上述问题提出解决的办法、采取的措施，即学法指导是否和教法相适应，是否符合学生年龄段特点。

3、课堂练习的设计：课堂练习是否从学生实际出发，能否对不同层次的学生不同指导，达到不同目标。

四、教学程序设计（10分）

教学程序设计是否科学、结构是否合理、是否具体、有针对性，并能阐述其理论根据。

五、语言表达能力（10）

1、口齿是否清晰，语言是否准确、精练；

2、语言是否符合科学性、逻辑性、情感性、和谐性；

3、是否注意设计好导语或过渡语言，是否注意知识内容前后穿插，使整个说课内容成为一个有机整体，使各部分联系紧密，富于说服力。

六、课堂板书能力（10）

字迹是否工整，条理是否清楚，内容是否正确，板书设计是否科学、合理、美观。

篇2：初三上英语作文

作文1. Good morning, everyone! Today I’m going to talk about inventions.

Inventions are created every day because people would like to make life easier. There are famous inventions like the TV and the bicycle. TV provides us with different kinds of information so that we can know more about the world. We watch entertainment programs to relax ourselves. Besides, some learning programs help us with our study.

The bicycle is very useful, too. We go to school or work by bike. It’s not so expensive that most of us can afford one. It makes no pollution, which is good for our environment. What’s more, bicycle riding is a kind of exciting sports which is quite good for our health.

Though there have been many great inventions, I wish to invent a kind of pen which can help us write more quickly and neatly. When we meet problems in doing our homework or taking exams, it will tell us how to solve them.

That’s all. Thank you very much.

作文2. Nowadays, computers are an important part of our lives. The computer is a great invention, and has made it easy for us to communicate with people all over the world. Emailing and online chatting are both cheap and fast. Also, we can get the information quickly and easily, and learn about what is going on the world.

But there are also some disadvantages. Computers are bad for our eyes if we spend too much time on them. Some teenagers like playing computer games, and pay less attention to their study. I think we should use the advantages influence us.

篇3：初三上英语作文

作文1. Low-carbon life is good for everyone. It is also good for our environment. When I go to school, I always walk or ride a bike. Sometimes I take a bus instead of taking a car. Besides, I want to save water and I never let the tap running if I don’t use it. I often turn off the lights or the computer when I leaver.

I think it’s my duty to live a low-carbon life. Though what I do is very easy and simple, it makes a real difference to the environment. I hope everyone should realize the importance of it. We can reuse our textbook and use both sides of every piece of paper. We also try to save energy. I believe we can make our world better and better.

作文2：Dear friends,

This is a letter from a polar bear. I am living in the North Pole. But the climate of the earth is becoming worse and worse and it has caused a lot of serious environmental problems. For example, it is getting warmer and warmer in the North Pole. The icebergs are melting, so we will not have enough space to live in sooner or later. There are a lot of earthquakes in the world. The land is very dry and there is less water. Many plants will die if they don’t have enough water. In addition, the air has been polluted seriously. I hope that you will try your best to protect the environment and save our world.

Yours,

A polar bear

Revision Module A

Dear Lucy,

I am sorry to hear that you have poor eyesight. You should learn how to protect your eyes.

There are some things you should do. For example, read in the right position and eat a balanced diet. Also, doing outdoor exercise is good for your eyes. You can see the scenery outside while doing sports, which helps to improve your eyesight.

At the same time, you should remember not to do the following things―use computers for a long time, read in a strong or weak light, or read in bed.

I hope the suggestions above can be helpful to you.

Yours,

Zhou Yang

篇4：初三上英语作文

Dear Jane,

Thank you for telling me so much about cartoon characters from America. Some of the characters you told me are also familiar to Chinese kids. For example, Donald Duck, Mickey Mouse, Tom and Jerry are well known to almost every child in Child.

China has also produced many cartoon TV plays or movies. Among all the Chinese cartoon characters. I like Monkey King and Nezha best because they are brave and clever. They can beat all their enemies, no matter how ferocious they are. I believe you will fall in love with them if you see them one day.

Yours,

Lingling

篇5：我家乡的变化英语作文初三上

My hometown is dongdong street in maoming city. There were many large sow in my hometown, fat and fat, but the temper was too fierce.

During a long summer vacation, I went home with my father and mother. On the first day of my hometown, my uncle took me to the farm to see the pigs. I happened to meet a sow who was about to make a pig, and I told my uncle with interest. The uncle hurried the keeper to help the sow. After a while, twelve small, white little pigs came out. It was so lovely. I asked my uncle, “can you hold the pig for me?” The uncle agreed. When I got up to pick up a cute little pig, the sow suddenly cried out, and I quickly put the pig back. The uncle said, “this is because mother pig is afraid you want to hurt her baby.” I heard an Epiphany and said, “mother pig will protect the baby!”

When I came home, my uncle told me, “now our village is a pig farmer. Our mother pig can sell for thousands of yuan a year.” I heard the words: “then our village will soon be able to build a little house in every house.” My uncle said, “yes, we are better than the community in your town.”

At this time, the uncle rob to say: “the change of hometown depends on the party's rich people policy, good!”

Laughter filled the room!

篇6：新课标必修5 Unit 1-5 Reading 说课简案(新课标版高二英语必修五说课)

New Senior English For China Student’s Book 5

(Reading Part)

P2 Unit1

(Period 1 Warming up and Reading)

Step I Warming up

Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)

Step II. Pre-reading

1.Background introduction to John Snow

John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.

Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.

2.Make up a questionName of illness cholera (霍乱)

Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)

Aftereffect Die quickly from a loss of liquid

What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)

Step III. New words study

Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.

Step IV. Reading

Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)

Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.

In 1854

Another outbreak hit London.

500 , 10

More than 500people had died in 10 days.

16, 37, 38 and 40

These numbers in Broad Street near the water pump had many of the deaths

20 ,21; 8,9

20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.

These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.

Careful reading

Read each paragraph and find out what evidence or approach is John Snow used in the stage of experiment, then fill in the chart below.

Paragraph Stages in an experiment Example in this investigation

1 Find a problem What causes cholera?

2 Make up a question Which theory is correct?

3 Think of a method Collect data on those who were ill or died and where they got their water.

4 Collect results Plot information on a map to find out where people died or did not die.

5 Analyze results Analyze the water to see if that is the cause of the illness.

6 Repeat if necessary Find other evidence to confirm your conclusion.

7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.

Step V. Discussion

1.What’s the significance of Snow’s famous cholera map ?

2.If you were John Snow, how would you investigate the cholera?

Step VI. Summary

Step VII. Homework assignment

1.Finish Ex.1 on P42.

2. Retell the story.

3. Prepare for tomorrow’s dictation.

P9 Unit2 The United Kingdom

(Period 1 Warming up and Reading)

Step 1 Warming up& lead-in

1. Game playing

T: Morning everybody! You see, nowadays, travelling abroad are becoming more and more popular. So if you have a chance to go aboard, which country do you want to go most? How much do you know about that country?

T: Very good! Just now some of you shared your ideas, and now let’s play a short game: Guess which country it is! Altogether there are 8 groups, you are asked to choose one item and guess which country it is according to the related information offered to you.

1. People----America

2. Music----Argentina

3. Video----Australia

4. Food-----Italy

5. Shooping----France

6. Architecture-----China

7. Poetry-----the UK

Step2 Pre-Reading

1. Brainstorming :

T: Now you have a chance to go to the UK. , before you go there you’d better go to the library to search for some information about the country. What kind of information about it you want to find out?

S: geography, literature, politics, sports, sightseeings, cultures, ethnic groups, famous

cities, food, history, language, fashion, life styles …….

T: How much do you know about these?

Step 3 Reading

1. Fast-reading.

1)Task 1:Question: What kinds of information are mentioned in the text?

(sports, geography, history, flag, London, The biggest country England, flag, invasions).

2) Task 2:How many parts can this passage be divided into and what the main idea of each part is?.

Part1(para1-4): How the UK came into being

Part2 (para5): England is divided into 3 zones.

Part3 (para6): The reason why London became the cultural capital of England.

2. Careful reading

Part 1

1) T: Very good! So could you tell me how many countries the UK consists of and what they are?

S: The UK consists of four countries, that is England, Wales, Scotland and Northern Ireland.

2) T: Exactly! Then does these four countries united in one day?

S: No.

T: Then how can the UK come into being?

S: First there was only England, then in the 13th century AD, Wales was linked to the England, and in 1603, the two were joined to Scotland to make the Great Britain come into being. Later, Northern Ireland was united to the Great Britain to form the UK.

T: Wonderful job! Actually the history can be shown in the national flag called the Union Jack.

3) T: By the way, you see, the flag Union Jack only unites England, Scotland and Northern Ireland, with Wales left out. So do you know why?

S: Because it is usually assumed to be part of England.

T: Yes! And according to the passage, although the four countries belong to the UK, they are still quite different in some aspects, so in what ways are the four countries different?

S: They are different in international relations. They have different educational and legal systems as well as football teams.

Part 2

T: Among the four countries, England is the largest, and for connivance it is divided into 3 zones. What are they?

S: The South of England, the Midlands and the North.

T: Good! And now could you tell me what the feature of each zone?

Most population settled in The South of England.

Most of the large industrial cities are in the North and the Midlands.

Many cities have famous football teams.

Part 3

1) T: So we all know the UK has a long history and of course rich culture, and the cultural center is, obviously, the capital city London. So why can London become the cultural center ?

S: Because there are a lot of historical treasure in London.

T: Why there are so many historical treasure in London?

S: London has been influenced by some invaders.

2) T: Actually, in the England history, altogether there are four invasions, do you know what they are?

S: The Romans; The Anglo-Saxons; the Vikings; the Normans.

T: What did they left in England?

S: the Romans left towns and roads, the Anglo-Saxons language and government, the Vikings influence the vocabulary and place-names of the North and the Normans castles and words for food.

Step 4. Post-Reading

1. Task 1 Role-play

Two students act as tourist guides, and two students act as the tourists who want to go to the UK. Before they start, they ask the guides some background information of the UK.

2. Task 2 Discussion of ideas

This is an opportunity to allow students to draw connections in the history and the geography of England. Ask students work in groups of 4, and every group choose 1 topic. At last the group leader should give a representation of their ideas.

1) What similarity is there between the invasions of the Romans and the Normans?

2) What similarity is there between the invasions of the Anglo-Saxons and the Vikings?

3) Why does London only have evidence from three of the four invaders?

4) What geographical factors make it difficult to invade England successfully?

3. Task 3 Debate

In the history of the UK. , there are some important inventions. Those invaders ruled the country for sometime. They brought pains to the local people, but at the same time, they also brought something new to the country, which is important for the making up of its history.

“Is the inventions good or bad to the country Britain?”

Step5 Homework

1. Read the text and try to find out some important or difficult words and expressions.

2. Write a short summary of the passage.

3. Preview “Learning about Language-Discovering useful words and expressions”.

P17 Unit3 Life in the Future

(Periods 1-2 Warming up and reading)

Step 1 warming up

Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years

Step 2: pre-reading

1.Can you tell what problems people are facing today?

2.what problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005?

(Key: 1The problem of population will be solved, have begun to Control the birth rate. //2The problems will be still there, and will even worse.// 3I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion……)

Step 3： fast reading

1. Read the text for the first time and tell what the text is about?

It’s an e-mail written by a man Who has taken up a trip to the future.

2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence

A. We were transported into the future by a comfortable time capsule.

B. I arrived a t Wang Ping’s home and everything in his house made me surprised.

C.I won a travel to the year AD3005

D. I have my first try to master a hovering carriage.

Step 4 careful reading

1.Answer the following questions:

1.Why did I have the chance to travel to the year AD3005?

2. What is a “ time lag”?

3. How did I feel when I was in the capsule?

4. Who guides my trip?

5.Why did my guide give me some tables?

6.Who transported us to the future?

Key:

1. I took up the prize I won the year before.

2. “Time lag” means a person gets flashbacks from his previous time period.

3. The seats in the capsule are very comfortable.

4. My friend Wang Ping is my guide to the future.

5. The tablets could help me feel less nervous and uncertain

6. Wang Ping’s parents’ company transported us to the future.

2. Comprehending

Practice by doing the comprehending exercise Exercise 1-2 on Page 19

Sample answers Ex.1

Good changes

Bad changes

Time travel Can travel to

Different times

as you wish After-effects of travel

transport .can move swiftly Disorganized, difficult to

find way

houses save living space Short of space

Towns Busy, look like

markets Easy to get lost

Air quality Own family

oxygen supply Poor quality in public places

Sample answers Ex.2

I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though he was hit by the lack of fresh air,---

P25 Unit 4 Making the news

(Period 1 Warming up and Reading)

(整合warming up, Pre-reading, Reading 与 Comprehending四部分)

Step I. Elaboration (warming up):

Help the students to relate their known knowledge to the topic that will be learned

Task 1 :( group discussion) Talk about jobs in China Daily?

Types of jobs What it involves

reporter

Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?

Step II. Prediction (pre-reading):

Task : Predict the main idea of the text by discussing the following questions:

1. What are the qualities a good news reporter needs to have?

(Have group discussion first and then finish Part 1 individually)

2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)

Step III. Skimming, scanning, analyzing (Reading & Comprehending)

Task 1: Read the text quickly to get a general idea of the text.

Task 2: Divide the passage into three sections and match the following main ideas to the three sections：

1)How to get an accurate story

2)How to protect a story from accusations

How to become a reporter

The skills needed

The importance of listening

Stages in researching a story

How to check facts

How to deal with accusations of printing lies

3)Work in a team

Task 3 Read quickly to find out the information to fill in the form below

Task 4: Tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

Step IV. Summarizing

Task 8: Write a summary of the text

Step V. Assignment

Read an English newspaper and retell the main idea of one article in it.

P33 Unit 5 First aid

(Period 1 Warming up and Reading)

Step 1 Revision

1. Greet the whole class as usual

2. The teacher checks the students’ homework: show some pictures about some common injuries and review some words, some useful expressions and the information about first aid.

Step 2 Pre-reading

First let the students talk about the picture (page 33)

What kind of first aid would you perform in the situation of burning?

Step 3 While-reading

1) Skim for general idea. How many parts are the text and what are they?

Five parts

1.The purpose of skin

2.Cause of burns

3.Types of burns

4.Symptoms of burns

5.First aid treatment

2)Scanning : read the text quickly and do the multiple choices (page 36)

3)Detail reading: Filling in the blanks

What can skin do for our body ?

Protect you against diseases, poisons and the sun’s harmful rays.

Keep you warm or cool

Prevent you from losing water

Gives you sense of touch

Causes of burns

You can get burnt by :

hot liquidssteam,fire, radiation,the sun, electricity and chemicals

What are the three types of burns?

First degree:

Not serious; affect only the top layer of the skin; feel better a day or two

Second degree

Affect both the top and the second layer of the skin; serious; take a few weeks to heal

Third degree

Affect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.

3. Why do you think clothes and jewellery near burns should be removed?

Because this may break any blisters and the wound may get infected.

Step 4 Home work

1. Finish the Exes in p36.

2.Read the text.

篇7：（人教新课标）必修3 Unit 1-5 Reading说课简案(新课标版高一英语必修三说课)

New Senior English For China Student’s Book3

(Reading Part)

P2 Unit1 Festivals around the world

(Period 1 Warming up and Reading)

1. Lead-in

1) Greetings: T: Good morning, girls and boys. Happy New Year.

Ss: Good morning. Happy New Year.

2) Talk about winter vacation:

T: Did you have fun/enjoy yourselves in the winter vacation? What did you do? Who’d like to tell us something about your winter vacation? Let’s share.

S1, S2, …

T: well, girls and boys, most of us seem to be happy during the winter vacation, old or young. The whole country was filled with joy and excitement. Can you tell me why?

Ss: Because of the Spring Festival.

2. Warming-up

1) Show some pictures about the Spring Festival and the Lantern Festival. Ask them to talk about what they did during the two festivals.

T: Did you have fun during the Spring Festival/ the Lantern Festival? What do people do? What do people eat? What does it celebrate?

2) Show some more pictures of festivals, ask students to guess what festival it is.

T: Look at the pictures, can you tell us which festival is it about? When does it take place? What does it celebrate? What do people do? Discuss with your partners.

The Dragon-boat Festival, Mid-autumn Day, and the Double Ninth Festival.

3)Well-done. In fact, there are plenty of festivals throughout the world, and different festivals take place in different cultures. Here you are given a quiz:

Festivals Time

The Spring Festival Lunar January 1

The Lantern Festival Lunar January 15

The Tree-planting Day March 12

The Qingming Festival April4-6

The Dragon Boat Festival Lunar May 5

The Double Seventh Festival Lunar July 7

Teachers’ Day September 10

The Double Ninth Festival Lunar September 9

The National Day October 1

Festivals Time

New Year’s Day January 1

Valentine’s Day February 14

Fool’s Day April1

Labour’s Day May 1

Children’s Day June 1

Halloween October 31

Thanksgiving Day The four Thursday in November

Christmas Day December 25

3. Reading

1) Fast reading

T: Got it. You seem to know many festivals. But do you know how these festivals began? What do people do to celebrate? Luckily, the passage provides you much information. Read the passage quickly and find out the festivals mentioned here:

2) Now, let’s get to know more about these festivals, listen to the tape and find out the information accordingly to fill in the form or answer the questions:

Paragraph 1:When did ancient people celebrate ?

at the end of winter

When good weather returned

a good harvest

animals caught

When they wanted a year of plenty

*When do people celebrate now?

When they welcome a new year

When families get together

When they achieve great success

When something pleasant happens

…

Paragraph 2: Festivals of the dead

Festivals Where When What to do What to eat

Obon Japan

In July or August Clean the graves/Light incense/ Light lamps/Play music /

The Day of the Dead Mexico

Inearly November People offer food, flowers and gifts to the dead Food in the shape of skulls, and cakes with “bones” on them

Halloween USA and someone other countries October 31

Go to neighbours’Dress up and try to frighten people /

*Are there any similar festivals in China? What do do? What to eat?

The Qingming Festival

…

Paragraph 3: Festivals to honour people

Festivals Country People honoured

The Dragon Boat Festival China Qu Yuan, the famous ancient poet

Columbus Day The USA Christopher Columbus

National Festival India Mahatma Gandhi

Any other festivals which are meant to honour people in China? Who is honoured?

Tree-planting Day ; Sun Yet-sun.

…

Paragraph 4:Harvest Festivals

1) Why are autumn festivals happy events?

Because people are grateful and happy and a season of agricultural work is over.

2) What do people do to celebrate it?

In European countries, it is the custom to decorate churches and town halls with flowers and fruit; get together to have meals, win awards for their animals, flowers, fruit and vegetables; admire the moon

…

Paragraph 5: Spring Festivals

Festivals Country What to do

The Lunar Chinese New Year China Eat dumplings, fish and meat/Give lucky money/Dragon dances

Carnivals Christian countries Parades, dancing , loud music , colourful clothing

The Cherry Blossom Festival Japan Enjoy the cherry tree flowers

…

Paragraph 6: What are the purposes of festivals?

Festivals: To have fun with each other / To let us enjoy life/ To be proud of our customs

/ To forget our daily life for a little while/To honour the dead/To honour famous people/To celebrate harvest/To welcome a new year and look forward to the future/To ask people to pay attention to something

3) Well-done. Since you have got to know the information related to these festivals, I’d like you to have a quiz to check whether you have fully understood the text. Look at the statements and tell whether they are true or false.

4. Homework

1) Find out useful words and expressions, beautiful sentences and finish the exercises in Learning about Language accordingly.

2) Write an introduction of the festival your group have created.

P9 Unit2 Healthy eating

(Period 1 Warming up and Reading)

Step Ⅰ Warming up

Review the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.

Examine the questions after discussing the table. The first three questions are all personal ones so answers will vary. The fourth one requires knowledge. Suggested answers include:

* If you eat too much energy-giving foods you will become fat and suffer from high blood pressure.

* If you eat too much body-building food you will grow taller and stronger but not necessarily healthier.

* If you eat too much protective foods for every meal you may lack energy. However without protective food (over a long period of time ) you can get serious illnesses like scurvy (lack of vitamin C) or rickets (lack of vitamin D).

* If you don’t eat enough food of any of the three kinds you may get anorexia (too thin).

Step Ⅱ Pre-reading

Get the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.

T: Please look at the slide show and discuss the questions with your partners. Then I’ll ask you to report your work. Are you clear?

Which food contains more… Examples of foods Answer

Sugar Chocolate or grapes

Cakes or bananas Chocolate

Cakes

Fat Cream or rice

Chocolate or chicken Cream

Chocolate

Fiber Peas or nuts

Pork or cabbage Nuts

Cabbage

protein Potato crisps or ham

Eggs or cream Ham

eggs

Conclusion: A good meal should contain some food from each of the three categories above.

Step Ⅲ Reading

Get the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple of minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.

1. Fast reading

In this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Finish exercise 4 on P11

Part 1 ： Wang Peng is worried because his restaurant is not as full as it usually is.

Part 2 ： He follows his friend to a newly opened restaurant which is very popular.

Part 3 ： Worried, he does some research to win his customers back.

2. Careful reading

T: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.

a. Usually Wang Peng’s restaurant was full of people. (T )

b. Yong Hui could make people thin in two weeks by giving them a good diet. (F) ( It would take longer than that)

c. Wang Peng’s regular customers often became fat. (T)

d. Yong Hui’s menu gave customers more energy-giving food. (F ) (No. It gave them protective or body-building food.)

e. Wang Peng’s menu gave customers more protective food. (F ) (His menu gave customers energy-giving food.)

f. Wang Peng decided to compete with Yong Hui by copying her menu. (F ) ( He decided to advertise the benefits of his menu!)

Step Ⅳ Discussion

1. By now, the students have had a further understanding of the text. Let the students read the text again and find out the differences between the two restaurant.

T: Now please read the text again and fill in the chart together with your partner.

disadvantages advantages

Wang Peng’s restaurant Not giving enough foods containing fiber Provide plenty of energy foods

Yong Hui’s restaurant Not giving enough energy foods Providing plenty of fiber foods

2. T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurant?

S1:…

S2:…

S3:…

T: You all have a point here. But what will they do? What do you think Wang Peng will provide to win his customers back? Do you think we should follow his example?

Suggested answer (Ideas will vary but possible answers are):

Wang Peng will offer more protective food with his meals such as salad.

He will cook his food in less oil.

He will stop serving ice cream and cola because both of those have too much fat or sugar.

Ss: Yes.

T: Now, how do you think the story will end?

Possible answers:

Wang Peng will lose his restaurant.

Yong Hui will come to his restaurant and become very angry with him.

Yong Hui’s customers will become so tired they will return to Wang Peng’s restaurant.

Step Ⅴ Homework

1. Try to retell the text.

2. Prepare for the language learning and do Using words and Expressions on WB (Page 49-50)

P17 Unit3 The Million Pound Bank-Note

(Periods 1-2 Warming up and reading)

Step I. Warming up

1.Mark Twain is probably one of the few American writers with whom students are already familiar. This exercise makes the teacher find out how much the students know about this writer and decide how much they need to know about the author before they read the play.

T: Do you know something about the American writer Mark Twain?

Ss: A little.

T: Today we will learn something about this great writer in the American history. Now please read “About Mark Twain” on page 17 so that you can know more about him.

1. Students read the passage about Mark Twain and answer the questions given in the form on page 17.

a. What’s the real name of Mark Twain?

b. When was he born and when did he die?

c. Do you know all the places where he lived?

d. Can you name three of his famous stories?

T: As we know, Mark Twain is known as a humorist during his life. And this is reflected in THE MILLION POUND BANK-NOTE. So, today we will learn some parts of this famous play.

Step ⅡPre-reading

Get the students to discuss the question with their partners and then ask them to report their work. Encourage to express their opinions freely.

T: If a rich person gives you a large amount of money to use as you like, for example, one million pound, what will you do? Why?

( Students have a discussion on this question. Whatever choice students make here, they should be ready to offer their classmates a good reason for it.)

…

T: I think all of you have a good idea. Do you want to know what happened to Henry Adams in THE MILLION POUND BANK-NOTE written by Mark Twain? Have you ever read the story? So this class we will learn the story together.

Step Ⅲ While reading

1. Scanning

Get the students to comprehend the whole scene quickly and accurately and meanwhile help them form a good habit of reading. Give the students some time to read through the scenes and then answer some questions

a. How did Henry Adams come to England?

b. Where did Henry work before? How much did he have?

c. What did the two gentlemen give Henry?

d. When can Henry open the letter.

2. After the students discuss the questions and then check the answers with the whole class.

T: Listen to the tape and try to find out the characteristics of the whole passage.

Ss: This is part of a play. So, the narration is written in the present tense.

T: OK. All of you have done a good job. Next, let’s read the scene again and do some exercises.

Step Ⅳ Post-reading

Do comprehending exercises and explain :

a. a large amount of: a large quantity of; a great deal of

e.g. They bought a large amount of furniture before they moved their new house.

b. make a bet: make an arrangement to risk money, etc. on an event of which the result is doubtful.

e.g. We made a bet on the result of the match.

c. permit sb to do something: allow somebody to do something

e.g. My mother doesn’t permit me to ride in the street after it rained.

d. by accident: as a result of chance

e.g. I only found it by accident.

e. stare at: look at somebody or something with the eyes wide open in a fixed gaze( in astonishment, wonder, fear, etc)

f. to be honest: to tell you the truth; to be frank

e.g. To be honest, I don’t think we have a chance of winning.

Finish exercises in learning about language on page 20-21 :

Step Ⅴ Homework

1. Review the key sentences in this part

2. Preview the words in the second period.

3. Act out the play in groups

P25 Unit 4 Astronomy: the science of the stars

(Period 1 Warming up and Reading)

I. Warming up: Lead-in

Good morning, class! Today, w are going to study Unit 4 Astronomy: the science of the stars. Before we read the text, let’s turn to page 97 and get familiarized with the vocabulary first. Pay attention to the making of the word. Study the prefixes, roots and suffixes in the words.

Play a game to learn the names and positions of the planets:

Venus is next to Mercury.

Earth is the third planet.

Mars is between Earth and Jupiter.

Neptune is the furthest planet from the sun.

Saturn is between Uranus and Jupiter.

Mercury is closest to the sun.

II. Pre-reading

1. Looking and saying

Have you ever wondered how the universe began? Well I'm sure you may have many answers to this question, but I have one that perhaps, you may not have heard of yet. I will be giving you my theory on this subject. Now look at the screen and listen to me telling you something exciting.

2. Talking and sharing

Do you know how the universe began?

In the 1920s in California, astronomer Edwin Hubble observed distant galaxies using an extremely powerful telescope. He made two mind-boggling(unbelievable) discoveries.

First, Hubble figured out that the Milky Way isn’t the only galaxy. He realized that faint, cloud-like objects in the night sky are actually other galaxies far, far away. The Milky Way is just one of billions of galaxies.

Second, Hubble discovered that the galaxies are constantly moving away from each other. In other words, the universe is expanding. The biggest thing that we know about is getting bigger all the time.

A few years later, Belgian astronomer Georges Lematre used Hubble‘s amazing discoveries to suggest an answer to a big astronomy question: “How did the universe begin?”

III. Reading

1. Listening and reading aloud

Now please listen to the recording and then read the text aloud. Pay attention to how the native speaker is reading along and where the pauses are within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them into your notebook after class as homework.

3. Reading and transferring information

Read the passage carefully and analyse its structure. Write down the main idea for each paragraph.

Main Body Paragraph 1: A widely accepted theory about the formation of the universe

Paragraph 2: The formation of the earth

Paragraph 3: The importance of water for life

Paragraph 4: The development of plants and animals on the earth

Paragraph 5: The arrival of humans and their impact on the earth

4. Reading and understanding difficult sentences

Skim the text and identify the difficult sentences of each paragraph. You may put your hand up if you have any questions.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises 2 and 3 on pages 27.

Closing down by having a discussion-How Did the Universe Begin?

P33 Unit 5 Canada---The true north

(Period 1 Warming up and Reading)

Step Ⅰ Revision

1. Check the students’ homework

2. Check the assignment.

Step Ⅱ Lead-in and warming up

Show the students the maple flag and ask them some questions.

T: Do you know which country uses this national flag?

Ss: Canada.

T: What continent is Canada in?

Ss: In North America.

T: How large is it?

Ss: It is the second largest country in the world.

T: Yes. It occupies an area of 9,984,670 square kilometers. It is a bit bigger than China. Which country is its neighbor?

Ss: The United States.

(Show a map of Canada to the students)

T. Right. The United States is . Canada is a beautiful country. First let’s have a quiz and see how much do you know about Canada.

( Give the Ss one minute to finish the quiz.)

T: OK. Time is up. Let’s check the answers.

1.C 2.D 3.A 4.B 5.A

Step Ⅲ Pre-reading

T: Now I want to ask you a question: Do you like travelling?

Ss: Yes.

T: I know most of you do. So have you ever been abroad?

Ss: Yes/No.

T: What’s the longest trip you have ever taken?

…

T: Very good. If we want to make our motherland more beautiful and more developed, we should know more about other countries. Here are two questions, you may ask your partner for answers and give your answers to him/her.

a. If you take a trip to Canada, what do you expect to see?

b. What three words would you use to describe Canada?

(Ask some pairs to tell their ideas to their classmates.)

Step Ⅳ Fast reading

Get the students to read the passage quickly and accurately and meanwhile help the students to form a good habit of reading.

T: Do you feel puzzled when you read the title? What is the true north? Now read the passage and get the general idea of the passage. Underline the main places mentioned in the text.

Give the Ss 5 minutes for reading.

a. What the passage is mainly about?

b. What are the main places mentioned in the text?

c. Draw the traveling route of the two girls on the map.

T: Do you have any difficulty in reading? Now let’s discuss some difficult points together.

Step Ⅴ Homework

1. Remember the underlined sentence.

2. Write a short passage to report what Li Daiyu and Liu Qian saw in Canada.

篇8：（人教新课标）必修2 Unit 1-5 Reading 说课简案(新课标版高一英语必修二说课)

New Senior English For China Student’s Book2

(Reading Part)

P1 Unit1 Cultural relics

(Period 1 Warming up and Reading)

(IN SEARCH OF THE AMBER ROOM)

I. Warming up

Warming up by defining

Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:

A. What kind of old things are cultural relics?

B. Are all the old things cultural relics?

C. What is the definition and classification of cultural relics?

D. To whom do cultural relics belong?

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:

A. What kinds of things can result in their disappearing?

B. Why do they come into being once again?

2. Explaining and sharing

Work in groups of four. Tell your group mates:

A. What do you know about the substance of “amber”?

B. What do you know about the cultural relics “the Amber Room”?

III. Reading

1. Reading aloud to the recording

Now please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

2. Skimming and identifying the general idea of each paragraph

Now please skim the text to get the key words and general idea of each paragraph.

1st paragraph the introduction about the Amber Room: design, colour, shape, material

2nd paragraph the present to the Czar: a part of winter palace in St. Petersburg, a reception hall for important visitor

3rd Paragraph the relocating of the Amber Room in Catherir Ⅱ times: moved into Summer Palace, more added to its design

4th Paragraph the missing of the Amber Room: the two countries were at war, Nazi German army stole the Amber Room, 27 wooden boxes were trained to a German city, Nobody knew it from then on

5th Paragraph the rebuilding of the Amber Room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of Petersburg

3.Scanning and analyzing the characteristics of the text.

Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

Keys for reference:

This piece of passage is a narrative prose or non-fiction article written in a narrating style. It tells the history of Amber Room in the order of time so that we can clearly learn about what happened to it. The tense used in the text is past tense.

Ⅳ Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and No. 2.

P9 The Olympic Games

(Period 1 Warming up and Reading)

I. Warming up

Warming up by sharing

Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.

Finish the form on page 9.

Warming up by describing

Now, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!

Warming up by discussing

Hi, class. You know our country is trying her best to prepare for the Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.

II. Pre-reading

1. Asking and answering

Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.

2. Imaging and introducing

Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.

3. Talking and Sharing

We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …

III. Reading

1. Reading aloud to the recording and finding the general idea

Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?

Yes, it tells us the differences and the similarities between the ancient and modern Olympics.

2. Reading and acting

Now let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.

3. Reading and finding

Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?

4. Reading and collecting information

Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?

Ⅳ Closing down

Closing down by doing exercise

To end the lesson you are to do the comprehending exercises 1 & 2.

P17 Unit3 Computers

(Period 1 Warming up and Reading)

I. Warming up

Look at the pictures on page 17. What are they? What do they have in common? Yes, they are computers. Then what is a computer?

II. Pre-reading

1. Questioning and answering What do you know about computer?

2. Discussing and sharing How have computers changed our lives?

III. Reading

1. Listening and reading to the recording of the text WHO AM I?

Turn to page 18 and listen and read to the recording of the text. Pay attention to the pauses, pronunciation and intonation of the native reader.

2. Reading aloud and underlining expressions

Now we are to read the text once again and underline all the expressions in the text. Put them down into your notebook after class as homework.

3. Reading, identifying and settling

Attention, please! It is time to skim the text one more time and identify the difficult sentences. Try analyzing the structures of the difficult sentences and discuss them among your group members. You may also put your questions to me for help.

IV. Comprehending

1. Scan the text for information to complete the table below, describing the development of computer.

In 1642 The computer began as a calculating machine.

In 1822 The analytical machine was made by Charles Babbage.

In 1936 The computer grew rapidly both in size and in brainpower.

1940s The computer had grown as large as a room.

In 1960s The first family of computer was connected to each other.

In 1970s Computers were used in offices and homes.

Now Computers connect people all over the world Together.

2. Read the text again and complete the chart below.

Topic sentence of Paragraph1 Over time I have been changed quitea lot.

Topic sentence of Paragraph2 These changes onlybecame possibleas my memoryimproved.

Topic sentence of Paragraph3 Since the 1970s many new applications have been found for me.

P25 Unit 4 Wildlife protection

(Period 1 Warming up and Reading)

Teaching Aims:

1. Enable the Ss to say something about wildlife protection

2. Help the Ss to get to Know “How to help wildlife”by reading

3. Cultivate the Ss' awareness of protecting wildlife.

Teaching Procedure:

Step1. Warming up

T: We live in a world where there are all kings 0f animals around us.Can you name as many as you can.(show some pictures to the students)

Ss: polar bear, Milu deer, rhino, panda, toger, crocodile, giraffe, penguin, whale, dolphin, zebra,etc..

T: As we know, some wild animals are dying out because of the loss of food, their habitatsbeing destroyed or over hunting.

Free Talk

(Page 25, the chart )

T: after reading the information in the chart, please give us your conclusion of your reading

The conclusion of the discussion:

S1:Things have changed greatly. The number of the wild animals in the protection zones has increased. The number of pandas, which nearly disappeared years ago, has now risen to about 70, the number of milu deer to about 500, and the number of South China tigers about 60.

T: well done. BUt a still have a question: Why should we protect wildlife?

(3minutes for discussion)

S1--S4:Wildlife is our friends. They can keep the balance of nature and make the whole world colorful. To protect wildlife is to protect ourselves.

Step 2. Reading

T: so today we'll read a passage about a girl who learnt to help wildlife. Now let's read how she learnt to helop wildlife.

Task1. Listening

while listening, get the main idea of the passage( Try to fill in the blanks).

Main Idea

Daisy took ___________ to travel and talked with ____________, which made her know _____________ of the wildlife protection.

Task2. Skimming and scanning

Read the passage as quickly as possable to answer the 3 questions.

1.Where did Daisy arrive?

2.Who did Daisy talk to?

3.What did they talk about?

Task3. Careful reading

A. read the passage again and do the exerciseabout T &F

1.Daisy saw many antelopes in Tibet.

2.Daisy’s sweater was made of sheep wool.

3.In three years the antelope may die out.

4.The elephant used to be well protected in Zimbabwe.

5.In Zimbabwe, tourists love to see the rhinos and elephants.

6.The farmers in Zimbabwe get nothing from the elephants and rhinos now.

7.This is a real story in Daisy’s life.

B. Comprehending work.

Read it again and answer the following questions.

1.Who is hunting and killing the Tibetan antelope?

(The hunters who want to get the wool to make sweaters.)

2. Why are we humans part of this problem ?

(Because humans not only hunt and kill wildlife but also destroy the environment and food of them.)

3. How did life improve for the farmers in Zimbabwe?

(The government helped and the farmers made a lot of money from the tourism.)

4. How did it improve for the animals ?

(Farms like the animals and no longer hunt them.)

5. In what ways does looking after the rain forest help with wildlife protection.

(Looking after the rain forest will give all the wildlife good living conditions and it keeps the balance of nature there . No rain forest, no animals and no drugs.)

Step3. Text Structure.

PartⅠ What Daisy saw

and felt in Tibet

PartⅡ What Daisy saw

and felt in Zimbabwe. The importance of wildlife protection

PartⅢ What Daisy saw and

felt in thick rain forest

Step 4. Discussion

What would you do to protect wildlife?

篇9：（人教新课标）必修4 Unit 1-5 Reading说课简案(新课标版高一英语必修四说课)

New Senior English For China Student’s Book4

(Reading Part)

P2 Unit1 Women of achievement

(Period 1 Warming up and Reading)

Step I. warming up

Warming up by describing

Good morning, class. Today we are going to read about A Student of African Wildlife. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Song Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?

Warming up by reading aloud and translating

Nice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?

（Key: 伊丽莎白弗赖伊是一位教友派信徒。她帮助改善了监禁条件，向囚犯提供工作和教育机会。她的工作帮助教友派赢得了1947年度的诺贝尔和平奖。）

Well done! Next let’s have --- do the second one.

Step II. Pre-reading

Looking and saying

Work in pairs. Look at the photos and the title A Student of African Wildlife and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.

(Key: From the photos and title I guess that the text tells about a woman scientist who is working in Africa to protect the wildlife there. She studies a family of chimps, delivers a speech on their behaviour, arguing for them to be left in the wild and protected. )

Talking and sharing

Work in groups of four. Tell your groupmates what you know about wildlife protection. Then the group leader is to stand up and share your group idea with the class.

(Key: I am from Group 3. We think that Jane is a woman of achievement. For she has helped people understand how much chimps behave like humans. Because of her we know that it is better for the animals to be left in the wild or in the special places set up for them. )

Step III. Reading

Reading aloud to the recording

Now please listen and read aloud to the recording of the text A Student of African Wildlife. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

Paragraph1 : Our group are all going to visit the chimps in the forest.

Paragraph 2 : Nobody before has fully understood chimp behaviour.

Paragraph 3 : For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.

Paragraph 4：Jane’s achievements.

Reading and transferring information

Read the text again to complete the table, which list what Jane does to protect African wildlife.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1 and 2.

Closing down by having a discussion

What do you think is the best way to protect wildlife?

(Key: I think the best way is to understand and respect the life of animals. Setting up special places where they can live safely is important and effective)

P9 Unit2 Working the land

(Period 1 Warming up and Reading)

I. Warming up

Warming up by questioning

Hello, everyone. We shall read about man who works the land today. Have you ever grown any plants? If not, what kind of plant would you like to grow? How will you grow it?

(For reference: Mr. Li, I worked with my father in the rice field last year. We grow hybrid rice and use animal wastes to make the soil rich.)

Has anyone of you ever been to the countryside? What did you do there?

Warming up by seeing and listening

Boys and girls, I shall show you some photos of farming first. Look at this one. What are these people doing in the fields?

II. Pre-reading

Questioning and answering

Rice is main food in South China. What do you think would happen if tomorrow there was suddenly no rice to eat?

If you had the chance to do one thing to help end hunger in the world, what would you do?

Giving background information about Professor Yuan Longping

Have you ever heard of a man called Professor Yuan Longping? Would anyone of you tell the class something about him?

III. Reading

Reading aloud to the recording

Comprehension-understanding what you are reading-is important. To read in thought groups is an easy, yet effective, way of improving reading comprehension. Now turn to page 10 and read aloud to the recording of the text A PIONEER FOR ALL PEOPLE. Pay attention to the thought groups in the sentences while listening and reading aloud.

Reading and underlining

Read the text again and underline all the collocations in the passage. You are asked to copy them to your notebook after class as homework.

Reading, identifying and summarizing

Attention, please! It is time to skim the text one more time and identify the topic sentence of each paragraph.

(Minutes later) ---, would you read to the class the four topic sentences you identified?

What about the main idea of the passage? Who will volunteer to give the class his summary of the main idea? ---, you’d like to say something? Go ahead!

Understanding difficult sentences

In groups of four, analyze the structure of the difficult sentences. If you have any problems which are too difficult for you to solve do not hesitate to put them to me.

Reading and transferring

In pairs, read the text, find information to complete the following form.

Facts about Yuan Longping Facts about Yuan’s super hybrid rice

age capacity

education application

major contribution

hobby overseas

ideal future

IV. Closing down

Closing down by doing exercises

In the last five minutes let’s do the comprehension exercises on page 10. Check your answers against your neighbour’s when you have finished.

P17 Unit3 A Taste of English Humor

(Periods 1-2 Warming up and reading)

Step 1: Warming up

Task 1:Questions

What is “Humour”? Does any one of you know anything about humour?

Then ask the Ss to look at the sreen and read the definition of Humour from the Internet.

Task 2. Brain-storming

Ask students to name some types of humors they know. Write those they are not familiar with on the blackboard, then show some pictures and summarize.

Types of humor Example of English humor Chinese humor

Nonverbal Charlie Chaplin Pantomimes（哑剧）刘全和，刘全利

Mime and farce Mr. Bean Funny plays 陈佩斯，赵本山

Verbal jokes Play on words, usually Cross talk 马季，姜昆

Funny stories Two lines Jokes

Funny poems Edward Lear Doggerel（打油诗）

Step 2. Pre-reading

Questions: (1) What do you like to laugh at?

(2 ) What does humor mean? Is humor always kind?

Give students some time to discuss. The purpose is to help students know that different people have different taste about humor. It is difficult to say which one is better or which one is worse.

Step 3. Reading

The purpose of this reading is to introduce nonverbal humor. This reading material takes Charlie Chaplin for example. It tells us what nonverbal humor means; what is Charlie Chaplin’s style of acting; how he made a sad situation entertaining and so on.

Task 1. Divide the text into several parts according to the meaning.

Part One: the first and the second paragraph

Part Two: the third and the fourth paragraph

Part Three: the last paragraph

Task 2. Give the main idea of each part

1)The main idea of part one:

It tells us that there are two kinds of humor. One is bad, while the other can inspire people.

2)The main idea of part two:

It tells us something about Charlie Chaplin’s acting style and how Charlie Chaplin made a sad

situation entertaining.

3)The main idea of part three:

It gives us a short biography about Charlie Chaplin.

Task 3. Discussion

Let students have a discussion about the text, then answer some questions.

Questions: (1) What is behind fun? (2 ) Why did people like Little Tramp? (3 ) Do you think Charlie Chaplin’s eating boiled shoes funny? Why?

Step 4 Practice

Finish the exercises on page 19, it is a good time to consolidate the whole content of the text and the useful words and expressions from the text. It is easy for most students to finish. So leave students several minutes to finish and check the answers by showing them on the screen.

Step 5 Homework

Preview grammar by finishing Exercises 3, 4 on page 21.

P25 Unit 4 Body Language

(Period 1 Warming up and Reading)

I. Warming up

Warming up by acting

Look at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.

Warming up by defining-What is body language?

The gestures, poses, movements, and expressions that a person uses to communicate.

Body language is a broad term for several forms of communication using body movements or gestures, instead of, or as a complement to, sounds, verbal language, or other forms of communication. In turn, it is one category of paralanguage, which describes all forms of human communication that are not language.

II. Pre-reading

Looking and saying

Look at the man in the picture below. What does he say to you by his body language?

Talking and sharing

Body language is the quiet, secret and most powerful language of all!

According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.

Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.

Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birth

III. Reading

Reading aloud to the recording

Now please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Reading to identify the topic sentence of each paragraph

Next you are to skim the text to identify the topic sentence of each paragraph.

Reading and transferring information

Read the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?

Name Description Body language To whom

Tony Garcia Man from Colombia Kiss on the cheek everyone

Julia Smith Woman from Britain No touching Everyone

Akira Nagata Man from Japan Bowing everyone

George Cook Man from Canada Shaking hands everyone

Ahmed Aziz Man from Jordan Shaking hands nodding To men and women

Darlene Coulon Woman from France Shake hands and kiss twice on each cheek People she knows

Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.

Reading and translating

Now it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?

IV. Closing down

Closing down by doing the comprehending exercises on page 27.

P33 Unit 5 Theme parks

(Period 1 Warming up and Reading)

I. Warming up

Warming up by discussing

Good morning, class. Today we are going to visit theme parks. But first what do you think a theme park is? With a classmate discuss what you might do in a theme park.

Warming up by watching and listening

Hi, every one. Today we are going to visit Theme parks. Look at the screen and listen to me telling you about them.

II. Pre-reading

1. Looking and saying

Work in pairs. Look at the photos and theme parks and predict the contents of the text. When you are ready, join another pair and compare your predictions and the clues that helped you to make the predictions.

(For reference: From the photos and title I guess that the text tells about Theme parks where you can joy yourselves and have fun with various activities…

2. Talking and sharing

Work in groups of four. Tell your groupmates what you know about theme parks. Then the group leader is to stand up and share your group idea with the class.

III. Reading

Reading aloud to the recording

Reading and underlining

Reading to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

Reading and transferring information

Read the text again to complete the table.

Park Name Theme Example of Activities

Disneyland Fairy tale stories Travel through space, visit a pirate ship, meet fairy tale characters, ride a swinging ship, go on a free-fall drop.

Dollywood Culture of the southeastern USA Listen to American country music, see traditional craftsmen and their work, try some traditional candy, ride on an old steam engine, see bald eagles, ride on Thunderhead and other rides.

Camelot Ancient English history and stories Watch magic shows, see fighting with swords or on horseback, visit farm section , learn about farms in ancient England.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises 3 and 4 on page 35.