人教版高中英语必修五全套教案 21页

..英语必修5Unit1GreatscientistsTeachingAimsSkillGoals▲Talkaboutscienceandcontributionsofscientists▲Practiceexpressingwill,hopeandsuggestions▲PracticeexpressingthestagesinexamininganewscientificideaKeynewwordsandexpressionsTheFirstPeriodReadingStepⅠLead-inAskthestudentstothinkofsomegreatinventionsandinventorsinhistory.T:Welebacktoschool,everyone.Iguessmostofyouhaveenjoyedyourholiday.MaybeIshouldsayeveryonehasenjoyedascientificlife.Why?Becauseyouhaveenjoyedtheresultsofthescienceandscientists.Nowcanyoutellmethescientistswhoinventedthelights,thegramophoneandtheputer?S1:Edisoninventedthelightsandthegramophone.S2:ThefirstputerwasinventedbyagroupofAmericanscientists.StepⅡWarmingupFirst,asksomequestionsaboutgreatscientists.Second,tellallthestudentstoplaythegamecalledGuessWhoIAm.T:Youknowourlifeiscloselyrelatedtoscienceandscientists.Webenefitalotfromthem.Canyounameoutasmanyscientistsaspossible?T；whatcontributionsdidtheymake?T:Ok,you’veknownalotaboutscientistsandnowlet’splayagamecalledGuessWhoIAm.Iwillshowyousomehintsofascientistonebyone,andyouguessthenameofthescientist.Let’sseewhichgroupwilldothebest.1.IlivedinancientGreek.2.Iwasamathematician.3.Idiscoveredthatobjectsinwaterwereliftedupbyaforcethathelpedthemfloat.Answer:Archimedes1.IlivedinBritain.2.IpublishedTheOriginOfSpecies.3.Icouldexplainhowanimalsandplantsdevelopastheenvironmentchanged.Answer:CharlesDarwin1.IamEnglishman2.I’veworkedinastronomy.3.I’veputforwardatheoryaboutblackholes.Answer；StephenHawking1.IwasaChinese.2.Myinventionhadeightdragonheadsroundthetopwitheightballsintheirmouths.Aroundthebottomwereeightfrogsdirectlyunderadragon’smouth.3.Myinventionwastheearliestinstrumentthattoldpeoplewhereearthquakeshappened.Answer:ZhangHeng..word.zl.\n..1.IwasanAmerican.2.Iinventedelectriclightbulb3.Iinventedthewayofgivingelectricitytoeverybodyinlargecities.Answer:ThomasEdison1.IwasaladyandborninPoland.2.IreceivedtwoNobelprizes.3.Idiscoveredradium.Answer:MarieCurieStepⅢPre-readingGetthestudentstodiscussthequestionsonpage1withtheirpartners.Thenaskthestudentstoreporttheirwork.Encouragethestudentstoexpresstheirdifferentopinions.T:Now,class,pleaselookattheslide.Discussthesequestionswithyourpartners.ThenI’llasksomestudentstoreporttheirwork.Showthefollowingonthescreen:1.Whatdoyouknowaboutinfectiousdiseases?2.Whatdoyouknowaboutcholera?3.Doyouknowhowtoproveanewideainscientificresearch?4.Whatorderwouldyouputthesevenin?Justguess.DrawaconclusionthinkofamethodcollectresultsmakeaquestionfindaproblemanalysetheresultsfindsupportingevidenceT:Welldone!Whenwewanttosolvesomeproblems,firstweshouldfindouttheproblem,dosomeresearchonit,proveyourfindings,andthenmakeaconclusion.Thisisascientificandobjectivewayofresearching.Nowlet’sseehowdoctorJohnSnowdidhisresearch.StepⅣReadingT:Nowletsreadthetitleandthepictureandguesswhatthepassagemaytellus.T:TheeffectofcholerainthenineteenthcenturyLondonwasdevastating.Manypeoplediedwithoutknowingthereason.ItwasdoctorJohnSnowwhosavedthepeople.Pleaselookatthescreen.Let’sreadthewholepassagequicklyandfindthenumberbelowandtherelevanthappeningsinthepassage.(petitionamonggroups)TwotheoriesThefirstsuggestedthat…multipliedintheair;.Thesecondsuggested…absorbedthisdiseaseintotheirbodieswiththeirmeals.In1854AnotheroutbreakhitLondon.500,10Morethan500peoplehaddiedin10days.16,37,38and40ThesenumbersinBroadStreetnearthewaterpumphadmanyofthedeaths20,21;8,920and21BroadStreetand8and9CambridgeStreethadnodeaths….Theydidn’tdrinkthewaterfromtheBroadStreetpump.7Thesefamiliesworkedinthepubat7CambridgeStreet.They..word.zl.\n..didn’tdrinkthewaterfromthepump.StepⅤTextanalyzingAskthestudentstoanalyzethetextingroups.T:Pleaselookatthechartonthescreen.ThechartshowsthateachparagraphofthetextexplainsJohnSnow’sstagesinhisresearch.Pleasereadthetextandfindoutthegeneralideaofeachparagraphandmatchthestagewitheachparagraph.Discussitingroups,andthenreportyouranswers.ParagraphStagesGeneralideas1FindaproblemThecausesofcholera2MakeupaquestionThecorrectorpossibletheory3ThinkofamethodCollectdataonwherepeoplewereillanddiedandwheretheygottheirwater4CollectresultsPlotinformationonamaptofindoutwherepeoplediedordidnotdie5AnalysetheresultsAnalysethewatertoseeifthatisthecauseoftheillness6RepeatifnecessaryFindotherevidencestoconfirmhisconclusion7MakeaconclusionThepolluteddirtysourceofdrinkingwaterwastoblameforthecauseoftheLondoncholeraT:Nowclass.Canyoutellmewhatstyleofthepassagebelongsto?T:Herearethreepiecesofwriting.Theybelongtodifferentwritingstyles.Nowreadandfindoutwhatstyleeachpiecebelongsto.Showthechartandthreepiecesofwritingonthescreen.ReportDescriptionCreativewritingFormallanguagewithfewadjectivesVividuseofwordswithsimilesandmetaphorsVividuseoflanguageandmoreinformalstyleNospeechexceptquotationsNospeechexcepttohelpthedescriptionSpeechtoshowfeelings,reactionsetc.NotemotionalEmotionaltodescribeatmosphereEmotionaltodescribefeelingsOnlyonemaincharacterNocharactersMayhaveseveralcharactersFactualNotfactualbutimaginativeImaginativebutcanbebasedonfactStructuralaccordingtoexperimentalmethodNotstructuredBeginning,middle,endPasttenseandpassivevoicePasttensePasttenseStepⅢReadingEncouragethestudentstogetthegeneralideasofthepassages.T:Inthelastperiod,wehavelearnedabouthowDoctorJohnSnowusedsevenstagestoprovehisconclusionandfulfilledhisresearch.Thisperiodwewillalso..word.zl.\n..dealwithascientificreport.Pleasereadthepassagequicklyandtrytoanswerthequestionsonthescreen.Showthequestionsonthescreen.1.What’sCopernicus’fear?2.HowdidCopernicusprovehistheory?3.Whatishistheory?StepⅣFurther-readingThistimethestudentsareencouragedtoreadthetwopassagescarefullyandthendotheexercisesandproblemsonpages7.T:Nowclass.Pleasereadthepassageagain.AndfinishEX1andthendiscussthequestionsonthescreeningroups.Asascientist,oneshouldbebrave.ButCopernicuswasafraidofbeingattackedbytheChristianChurch.Sohehadhiddenhistheoryforsomanyyears.Whatdoyouthinkofthis?Sampleanswers:Q1:1.IthinkCopernicuswasverycoward.Heshouldspeakouthisdiscoveryandlettheworldknowthetruthearlier.2.Idon’tagreewithyou.Hewasmorecautiousthancoward.Ifhehadpublishedhisideas,hewouldhavebeenkilledjustasBrunowhowasburnttodeathbecausehistheorywasagainsttheChristianChurch’s.T:Iquiteagreewithyou.AndIamgladyouhaveknownsomuchaboutthescience.StepⅤLanguagePointsAndthenwritethefollowingsentencesontheblackboard;askthestudentstopayattentiontothepastparticiple.Guidethemtofindouttheirfunctionsinthesentences.Showthefollowingonthescreen.1.NicolasCopernicuswasfrightenedandhismindwasconfused.2.Heplacedafixedsunatthecenterofthesolarsystem...3.Hejoinedthesepointstogetherusingcurvedlines...T:Pleasereadthethreesentencesandtellmewhatpartsofspeechthepastparticiplesareactingas.StepⅥHomework1.SearchontheInternetformoreinformationaboutCopernicusandEuler.2.Prepareforthelanguagestudy,reviewingthewordsandexpressionsinthisunit.TheThirdPeriodLanguageStudyStepⅠRevisionandLead-inTask1:Askthestudentstoturntopages4and42anddoExercise1.Andthenchecktheanswers.Task2:AskthestudentstoreadandunderstandtheexplanationsinExercise2onpage4.T:Verygood!Canyouputtheverb“make〞withanountoforma“predicate+object〞phrase?Forexample:“makingamistake〞insteadof“tomistake〞.Sampleanswers:..word.zl.\n..S:“makeanagreement〞,“makeanadmission〞,“makeanapology〞.T:Welldone!Pleasefindandcollectasmanyexamplesasyoucanashomework.NextperiodI’llcheckyourwork.Task4:AskthestudentstodoExercises3onpage43andthenchecktheanswers.StepⅡPracticeTask1:Enablethestudentstodothefollowingexercises.T:PleaselookatthescreenandputthemintoEnglishusing“make+n〞andpastparticiples.Showthefollowingonthescreen:StepⅢGrammarExplaintheusageofthepastparticiplesaspredicativeandattribute.Unit2TheUnitedKingdomⅠ.TeachingAimsSkillGoals▲TalkabouttheUnitedKingdom▲TalkaboutlanguagedifficultiesinmunicationⅡ.LanguageGoalsThepastparticipleastheobjectplement...thethreecountriesfoundthemselvesunitedpeacefully...However,justastheyweregoingtogetIrelandconnectedtoform...YoufindmostofthepopulationsettledintheSouth,....1.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.P92.However,thesouthernpartofIrelandwasunwillingandbrokeawaytoformitsowngovernment.P103.ThegreatesthistoricaltreasureofallisLondonwithitsmuseums,artcollections,theatres,parksandbuildings.P104.YoumustkeepyoureyesopenifyouaregoingtomakeyourtriptotheUnitedKingdomenjoyableandworthwhile!P105.HerfirstdelightwasgoingtotheTower.P146.TherefollowedStPaul’sCathedralbuiltaftertheterriblefireofLondonin1666.P147.Thatiswhy,eventoday,whenpeoplecanfollowanyreligiontheylike,familiesstillhavefireworkpartiesandburnclothdollsofGuyFawkesonabonfire.P52TheFirstPeriodReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsunite,kingdom,consist,divide,puzzle,clarify,relation,legal,convenience,attraction,collection,construct,influence,consistof,divide...into,breakaway(from),leaveoutb.Keysentences1.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.P102.However,thesouthernpartofIrelandwasunwillingandbrokeawaytoformits..word.zl.\n..owngovernment.P103.YoumustkeepyoureyesopenifyouaregoingtomakeyourtriptotheUnitedKingdomworthwhile!P102.AbilitygoalsEnablethestudentstolearnabouttheUnitedKingdom(theUK).3.LearningabilitygoalsEnablethestudentstoknowtheUKingeographyandhistory.Teachingimportant&difficultpointsHowtounderstandthegeographicpuzzleoftheUK.TeachingmethodsSkimmingandtask-basedactivities.TeachingaidsArecorder,aputerandaprojector.Teachingprocedures&waysStepⅠLead-inTask1:Freetalkaboutthetopic:TheUnitedKingdom.Referencetopic:1.HaveyoueverbeentotheUK?Ifyouhave,canyoutellussomethingaboutitorcanyoutellussomethingaboutyourvisit(s)there?OrwhatisyourimpressionoftheUK?Ifyouhaven’t,wherecanyougettheinformationaboutit?2.WhatisthecapitaloftheUK?Andwhatisthelanguage?StepIIPre-readingStepIIIWhile-readingTask1:AskthestudentstodescribebrieflytheUKaccordingtothefollowingmap.Asampledescription:1.Lookthroughthepassageasfastaspossible;2.Trytofindtheanswerstothequestionsgivenintheprehending.Sampleanswers:S1:Wales,forwecan’tfindanypatternofflagofWalesanditisusuallyassumedtobepartofEngland.S2:ItrepresentsEngland,ScotlandandNorthernIreland.S3:TheVikings.TheyonlyinfluencedthevocabularyandtheplacenamesoftheNorth.Task4:SkimmingT:Pleaseskimthepassagetogetthegeneralideaofthewholepassage.Whilereading,pleasetrytodividethewholepassageintoproperpartsandfindoutthemainideaofeachpart(helpingthestudentsfulfillthetaskifnecessary).Sampleanswers:Part1(Para.1-2):WhatEnglandincludes;aboutGreatBritain;theUK.Part2(Paras.3-4):ThegeographicdivisionofEnglandintozones,theirsimilaritiesanddifferences.Part3(Para.5-6):TheculturalimportanceofLondon.T:ThenhowdoyouunderstandthetitleofthetextPuzzlesinGeography?AretherereallyanypuzzlesingeographyoftheUK?Ifso,whatarethey?Ifnot,whydoesthewriteruse“PuzzlesinGeography〞asthetitle?Getthestudentsto..word.zl.\n..discussaboutitinpairs.Thenaskthestudentstofillinthefollowingform.Countries/CapitalofUKInformationfromthetextEnglandWalesGreatBritainNorthernIrelandLondonIrelandSampleanswers:Countries/CapitalofUKInformationfromthetextEnglandThefirstcountrypeoplethinkofwhenspeakingoftheUKandthelargestofthefourcountries.Itisroughlydividedintothreezones:theSouthofEngland,MidlandsandtheNorth.WalesThefirstcountrythatwaslinkedtoEnglandinthe13thcenturyanditisincludedwhenpeoplerefertoEngland.GreatBritainThenamegivenandusedwhenEngland,WalesandScotlandwerejoinedtogether,whichtookplacein1603,whenScotlandKingJamesbecameKingofEnglandandWales.NorthernIrelandTheNorthernpartofIrelandthatwasjoinedtotheGreatBritaintobeetheUnitedKingdom,whichwasshowntotheworldintheflagcalledUnionJack.LondonThecapitaloftheUKandEnglandaswell.Itcontainsthegreatesthistoricaltreasuresofall,withitsmuseums,artcollections,theatres,parksandbuildings.Ithastheoldestport,buildingandcastleandithasbeeninfluencedbysomeinvadersofLondon.IrelandThesouthernpartofthatcountry—IrelandorSouthernIreland,whichbrokeawaytoformitsowngovernmentandacountryindependentofNorthernIreland,whichispartoftheUK.T:Nowlet’sdo“prehending〞Exercise3.LookatthemapofEnglandandWales.Divideitintothreeparts.DrawlinesacrossthezonesoftheSouth,MidlandsandtheNorthofEngland.Puteachtownorcityintoitscorrectzone.Sampleanswers:North:York,Leeds,Sheffield,ManchesterMidlands:Coventry,BirminghamSouth:Reading,London,Brighton,PlymouthTask4:Askthestudentstoanalyzethetext.1.Askthestudentstofillinthefollowingchart.CountryWhenitjoinedwithorseparatedfromeachother..word.zl.\n..EnglandWalesScotlandNorthernIrelandRepublicofIrelandSampleanswers:CountryWhenitjoinedwithorseparatedfromeachotherEnglandFirstWalesLinkedtoEnglandinthe13thcenturyADScotlandConnectedwithEnglandandWalestoformGreatBritainin1603NorthernIrelandConnectedwithGreatBritaintoformtheUKlateronRepublicofIrelandSeparatedfromtheUKasaresultofuprisingforindependencein19162.Asksomeofthestudentstoretellthetext.Asampleversion:WhenpeoplespeakoftheUK,England,Wales,ScotlandandNorthernIrelandareoftenused.EnglandandWaleswerelinkedtogetherfirst,whichhappenedinthe13thcenturyAD.ThenJames,ScotlandKing,unitedthethreecountriestoformGreatBritainin1603peacefully.Lateron,thethreecountriesintendedtogetIrelandconnectedtofoundtheUK.However,thesouthernpartbrokeawayandformeditsowngovernment.SoonlyNorthernIrelandbecamepartoftheUK.Thefourcountries,ofwhichEnglandisthelargest,worktogetherasawholebuttheyhavedevelopeddifferenteducationalandlegalsystems.TheSecondPeriodListeningTeachinggoals1.TargetlanguageKeywordsandExpressionscrown,Protestant,hurttheking2.AbilitygoalsEnablethestudentstolearnaboutoneofthemostfamoushistoricalsitesinLondon:theTowerofLondon.3.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutthehistoricalsitesintheUK.Teachingimportant&difficultpointsTalkaboutthehistoricalsitesintheUK.TeachingmethodsListeningandcooperativelearning.TeachingaidsArecorder,aputerandaprojector.Teachingprocedures&waysStepⅠRevisionandLead-in..word.zl.\n..Checkthestudents’homework.Thenaskthestudentstoreadasfastaspossibletheinstructionsandthenlistentothetapetwicetogetthebestanswers.T:TheMonarchyistheoldestinstitutionofgovernmentintheUnitedKingdom.Until1603theEnglishandScottishCrownswereseparate;afterthisdateonemonarchreignedintheUnitedKingdom.Nowpleaseopenyourbooksandturntopage15.Let’stakeup“Listening〞.Beforeyoulistentothetape,pleasereadfasttheinstructionsandfindoutthekeypointsforlistening.Paymuchattentiontothefollowingimportantpointswhilelistening.1.WhichkingonthelistwasoneoftheprincesintheTower?Howdoyouknow?2.Whohadthetwoprinceskilled?Andthenchecktheanswers.StepⅡListening(P52-53)T:Nowweshalltakeupthe“Listeningtask〞onpage52.anddoExercises1,2and3.Readtheinstructionsfirstandthendotheexercises.Checktheanswerswiththestudents.StepⅢHomeworkT:Boysandgirls,todaywehavelistenedtosomematerials.Idohopeyoucanlistentothematerialsagainafterclass.AndfromthisunitwehavelearnedalotabouttheUnitedKingdom,itspasthistory,somepopulartouristsites,theTowerofLondonaswellassomeofthecriteriaoftheBritishcitizens.AfterclasspleasefindsomeinformationaboutLondon.TheThirdPeriodExtensiveReadingTeachinggoals1.TargetLanguagea.Keywordsandexpressionssightseeing,available,delight,tower,royal,uniform,splendid,statue,munism,thrillb.KeysentencesWorriedaboutthetimeavailable,ZhangPingyuhad...P14Butshewasthrilledby...P142.AbilitygoalsEnablethestudentstoplanatouraroundcertainplaces.3.LearningabilitygoalsHelpthestudentsknowmoreaboutthehistoricalsitesinLondon.Teachingimportant&difficultpointsHelpthestudentsidentifydifferentkindsoftourandtalkaboutthemostinterestingplaceforthetour.TeachingmethodsTask-basedactivities.TeachingaidsAputerandaprojector.Teachingprocedures&waysStepIRevisionandLead-inTalkaboutLondonwiththestudents...word.zl.\n..T:Londonhasbeenacapitalcityfornearly1,000years,andmanyofitsancientbuildingsstillstand.HaveyoufoundanyinformationaboutLondon?S1:ThemostfamoussitesinLondonaretheTowerofLondon,WestminsterAbbeyandSt.Paul’sCathedral.ButmostvisitorsalsowanttoseetheHouseofParliament,BuckinghamPalace,whichistheQueen’sLondonhome.S2:Once,LondonwasasmallRomantownonthenorthbankoftheThames,butslowlyitgrewintooneoftheworld’smajorcitieswithmorethan7millionpeople.DifferentareasofLondonseemtobelikedifferentcities.Anditalsohasmanybigparks,fulloftrees,flowersandgrass.SittingonthegrassinthemiddleofHydeParkorKensingtonGardens,youareinthecountry,milesaway.S3:ManypeoplethinkthatLondonisallgray,butinfactredisLondon’sfavoritecolor.Londonisatitsbestwhenpeoplearecelebrating.Thentheflags,thecheeringcrowdsandthecarriagesandhorsesallsparkleinthesunshine—ifit’snotraining,ofcourse!However,itisoftenfoggy.That’swhyit’scalled“fogcity〞.Askthestudentstoreadthepassageanddotheexercisesafterthepassage.T:“SightseeinginLondon〞isaboutaChinesegirl’sfirstvisittoLondon.IttellsushowitwouldfeeltovisitLondonforthefirsttime.Nowreadandfindtheanswerstothequestionsafterthetext.StepⅡReadingTask1:Askthestudentstoreadthetexttogetthemainidea.T:Nowpleasereadthetextandfindtheanswerstothefollowingquestions.Showthequestionsonthescreen.1.HowdidZhangPingyuplanhertour?2.Whatwerethebuildingsmentionedinthetext?Whatweretheyfamousfor?Whobuiltthem?Whathappenedtothem?Sampleanswers:1.First,shemadealistofthesitesshewantedtosee.Thensheplanedherfour-daytrip.2.Thebuildingsmentionedinthetextwere:Tower,builtbyNormaninvadersofAD1066,itisasolid,stone,squaretowerwhichremainedstandingforonethousandyears;StPaul’sCathedral,builtaftertheterriblefireofLondonin1666,lookedsplendid;WestminsterAbbey,containsstatuesinmemoryofdeadpoetsandwriters;Greenwich,thelongitudeline;BigBen;HighgateCemetery;WindsorCastle.Task2:Askthestudentstostudythestructureofthetext“SightseeinginLondon〞.Showthefollowing.Thefirstday1.TheTowerofLondon2.StPaul’sCathedral3.WestminsterAbbey4.BigBen5.BuckinghamPalaceTheseconddayThethirdday1.HighgateCemetery2.TheLibraryoftheBritishMuseum3.WindsorCastleGreenwich..word.zl.\n..Task3:Dealwithreadingtask:AparticularBritishcelebrationAskthestudentstoreadthepassagequicklyforthefirsttimetofindoutthemainideaofthetext.Thenaskthemtoreadthetextagaincarefullytoobtainsomedetailsanddotheexercisesafterthetext.T:GuyFawkesNightiscelebratedinBritainannuallyonNovember5th.Theeventisacpaniedbyfireworkdisplays,thelightingofbonfiresandtheceremonialeffigy-burningofoneGuyFawkes.Theoriginofthiscelebrationesfromtheeventwhichtookplacein1605andwasaconspiracyknownas“TheGunpowderPlot〞,intendedtotakeplaceonNovember5thofthatyear(thedaysetfortheopeningofParliament).Nowreadthetextandthenfindtheanswerstotheexercises.SampleanswerstoExercise1:Oct.10:oneofFawkes’Catholicfriends,namedCatesby,askedhimifhewouldsupportaplantochangethegovernmentandreplaceitwithanother.Oct.27:FawkesandCatesbyarrangedtobuyahouseclosetotheHousesofParliament.Oct.28-31:CatesbyandFawkesboughtlargecontainersofgunpowderandstoredtheminthecellar.Nov.6:thekingandallhisadviserswouldbeintheparliamentforthemeeting.SampleanswerstoExercise2:S1:IwouldnotliketobeKingJames,becausehekeptchanginghismind.Hewouldsay,“Icouldnotbetolerantoftheirreligion.〞AndhetookactionstostoppeoplebelievinginCatholic.S2:IwouldliketobeRobertCatesby.Hewouldsaylikethis:ThekingisneversotolerantoftheCatholics.SoIdecidedthataviolentactionistheonlyanswer.ThethingtodowastoblowuptheHousesofParliament.Indoingso,wewouldkilltheKing,maybeeventhePrinceofWales,andtheMembersofParliamentwhoweremakinglifedifficultfortheCatholics.Andtocarryouttheplan,Catesbyandhismengotholdof36barrelsofgunpowder—andstoredtheminacellar,justundertheHouseofLords.S3:Iwouldbeaneyewitness:Asthegroupworkedontheplot,itbecameclearthatinnocentpeoplewouldbehurtorkilledintheattack,includingsomepeoplewhoevenfoughtformorerightsforCatholics.Someoftheplottersstartedhavingsecondthoughts.Oneofthegroupmembersevensentananonymousletterwarninghisfriend,LordMonteagle,tostayawayfromtheParlia-mentonNovember5th.S4:IwouldnotliketobeGuyFawkes.Becausehewouldsay,“someofushavebetrayed,soweshouldstarttheplaninadvance.〞Sohetriedtostartthefire.ButthesoldiersfoundhimbeforehecoulddoanythingandhewastakentotheTowerofLondontobekilled.S5:IfKingJameshadkepthispromise,nothingwouldhavehappened.StepⅢHomeworkAskthestudentstoreviewthewordslearntinthisunit...word.zl.\n..Unit3LifeinthefutureⅠ.TeachingAimsSkillGoals▲Talkaboutthingsinthepast,atpresentandinthefuture▲Talkaboutchangesatpresent▲PredictgoodandbadchangesinthefutureⅡ.LanguageGoals1．MemorizeExpect,aspect,constant,constantly,remind,jet,previous,tablet,capsule,opening,surrounding,lack,ache,mask,bend,press,swift,swiftly,master,sight,flash,switch,optimistic,length,extraordinary,extraordinarily2．Readupjetlag,flashback,expertise,hover,pessimistic,enormous,imitate,3．Expressionstakeup,remind...of...,losesightof...,catchsightof...,sweepup,speedup,assistin4．Keysentencesconstant,remind,lack,sight,assist,require,settlement,previous,swiftThepastparticipleastheattribute…andfollowinghimtocollectahoveringcarriagedrivenbyputer.ThepastparticipleastheadverbialWorriedaboutthejourney,Iwasunsettledforthefirstfewdays.Hitbyalackoffreshair,myheadached.Exhausted,Islidintobedandfellfastasleep.1.Thisissimilartothe“jetlag〞yougetwhenflying,butinsteaditmeansyoukeepgettingflashbacksfromyourprevioustimeperiod.P172.Well-knownfortheirexpertise,hisparents’panynamed“FutureTours〞transportedmesafelyintothefutureinatimecapsule.P183.Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P184.Hewassweptupintothecentreofthem.5.Ifoundlaterthattheirleavesprovidedthehousewithmuch-neededoxygen.P188.Everyonewillgettwiceasmuchpersonalspaceasinflatsonland.P589.Onlywhentherobotcleanertouchesobjectscantheybemoved.P59Ⅲ.教材分析与教材重组Ⅳ.ProceduresTheFirstPeriodReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsconstantly,remind,vehicle,carriage,bathroom,temple,private,settlement,impression,constant,jet,previous,tablet,capsule,opening,surrounding,lack,ache,mask,bend,press,swift,swiftly,master,sight,flash,switch,optimistic,length,takeup,lackof,losesightof,sweepup,catchsightof..word.zl.\n..b.KeysentencesThisissimilarto...,butitmeans...P17Well-knownfor...,hisparents’pany，called“FutureTour〞,transportedmesafelyintothefutureinatimecapsule..P18Hehandedittomeandimmediatelyhurriedmethroughtoasmallroomnearbyforarest.P182.AbilitygoalsEnabletheSstotalkaboutthelifeinthepast,atpresentandinthefuture.3.LearningabilitygoalsHelptheSslearnhowtodescribethelifeinthepast,atpresentandinthefuture.Teachingimportant＆difficultpointsparelifeinthepast,atpresentandinthefuture.Whatislifeinthefuturelike?Whatchangeswilltakeplace?TeachingmethodsFastandcarefulreading;askingandansweringactivity;individual,pairorgroupwork.TeachingaidsAputerandaprojector.Teachingprocedures＆waysStepIWarmingUpStepⅡPre-readingGettheSstodiscusstheproblemsthathumanbeingsarefacingtoday(suchaspollution,allkindsofshortages).Makeapredictionaboutthefuture:whichproblemsmaybesolved,andwhichwillstillbethere.ThispartwillpreparetheSsforthetext. T:Weallknowthatasoursocietydevelops,wehavegotmuchbenefit.Butatthesametime,wehavetofacelotsofproblems.Canyoufindoutwhatkindofproblemshumanbeingsarefacing?S:Pollution.S:Populationisbeinglargerandlarger.S:Theshortageofresources.T:Yes!Thencanyoupredictwhichproblemscanbesolvedinthefuture?Andwhichoneswillstillbethere?S:Ithinktheproblemofpopulationwillbesolvedinthefuture,becausenowmoreandmorecountrieshavebeguntocontrolthebirthrate.S:Ithinktheproblemsofpollutionandshortageofresourceswillstillbethere,andwillevengetworse.S:Idon’tthinkso.Nowscientistsallovertheworldaretryingtheirbesttodevelopnewresourcesthathumanbeingscanmakeuseof,suchassolarenergy.Inmyopinion,theproblemscanbesolvedonebyone.StepⅢReadingT:Nowpleaseopenyourbooksandturntopage17.Let’sreadthepassageFirstImpressions.Readitquicklyandthentellmewhatitisabout.Severalminuteslater.T:Well,haveyoufinishedreadingthepassage?Ss:Yes...word.zl.\n..T:OK.Whowouldliketotellmewhatthetextisabout?StepⅣFollow-upActivityGettheSstoparelifeatpresentandinthefuture.Findoutthechangesonseveralitems.Trytodistinguishwhichchangesaregoodandwhicharenotgoodandgivereasons.T:Nowlet’smakeapredictionaboutfutureandseewhatwillbechangedinthefuture.Iwillgiveyou3minutestodiscussinpairs,andafteryourdiscussionpleasefinishthefollowingchart.Sampleanswers:ItemsLifeatpresentLifeinthefuture(Changes)goodorbad?Reasons?EnvironmentAirpollutionandwaterpollution;resourceshortageThesituationwillgetworseandworseThedevelopmentofoursocietywillcausehumanbeingtodevelopmoreandmoreresources;andthedevelopmentofindustrywillcauseworsepollutiontoourenvironmentTransportAirplane,car,train,boatandhelicopterSpacecraft,timetravel,personalflyingcarorbikeMoreconvenientEducationPeoplereceiveeducationinschoolPeoplereceiveeducationontheInternet;canchoosethesubjectsandtheteacherstheylikeHavemorechancestoreceivedifferentknowledgeHousesFlatsinhighrisebuildings;withkitchensandbathroomsCozy,modernflats,furnitureinwallsandfloorTheSecondPeriodListeningTeachinggoals1.TargetlanguageKeywordsandexpressionsextraordinarily,atmosphere,gravity,assistin2.AbilitygoalsEnabletheSstotellthedifferencesbetweentwokindsofaliencreatures.EnabletheSstounderstandthefacilitiesin“Wonderworld〞.3.LearningabilitygoalsHelptheSslearnhowtopromoteanewinventionbyanalyzingdifferent..word.zl.\n..situations.Teachingimportant＆difficultpointsListentothematerialaboutthenewinventionandfindoutitsspecialqualities.TeachingmethodsDiscussion;listening;cooperativelearning.TeachingaidsAputer,aprojectorandarecorder.Teachingprocedures＆waysStepⅠLead-inStepⅡListeningUnit4MakingthenewsⅠ.TeachingaimsSkillGoals▲Talkaboutthebasicprocedureofmakinganewspaper▲Talkaboutthebasicqualitiesandskillsajournalistshouldhave▲Talkaboutjobsinanewspaper▲Learnhowtomakeanappointment▲LearnhowtouseInversioncorrectly▲WriteanewspaperarticleⅡ.LanguageGoalsMakingappointmentsⅣ.ProceduresTheFirstPeriodReadingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsoccupation,photograph,photographer,colleague,eager,concentrate,course,acquire,meanwhile,recorder,case,accuse,deliberately,guilty,concentrateon,accuse...of,soasto(dosth),defendagainst，coverastory，havea“nose〞forastory,getascoop,getsthstraight,atrickofthetradeb.Keysenrences〔P26〕NeverwillZhouYangforget...Onlywhenyouhaveseen...,canyoucoverastory...Onlyifyouask...willyouacquire...2.AbilitygoalsEnablethestudentstotalkaboutthequalitiesneededtobeagoodreporterandhowtoconductagoodinterview.3.LearningabilitygoalsStepⅠLead-inStepⅡWarmingUpTypesofjobsWhatitinvolvesreporter/journalistinterviewspeopleorfindsouteventsfromonlookersandwritesnewsstorieseditorchecksthewritingandfactsandmakeschangesifnecessary..word.zl.\n..photographertakesphotographsofimportantpeopleoreventscriticgivesopinionsonplaysandbooksdesignerlaysoutarticlesandphotographsforeigncorrespondentreportsfromabroadStepⅢPre-readingT:Nowifyouwanttobeagoodnewsreporter,whatqualitiesdoyouthinkyouneedtohave?StepⅤprehendingTheSecondPeriodVocabularyTeachinggoals1.Targetlanguagea.Keywordsandexpressionstechnical,process,polish,concentrateon,approveof,byaccident,getabsorbedin,defendagainst,breakdownb.Keysentences(P29)Shedoesnotgetabsorbedin...Thereporterwentoutwith...2.AbilitygoalsEnablethestudentstoknowhowtousesomeexpressionsinanidiomaticway.3.LearningabilitygoalsHelpthestudentslearnhowtousethewordsandexpressionsmorefreely.TeachingimportantpointsGetthestudentstopracticethewordsandexpressions.TeachingdifficultpointsHelpthestudentsusethewordsandexpressionscorrectly.TeachingmethodsTask-basedlearning;explaining;discussing;practicing.TeachingaidsAputerandaprojector.Teachingprocedures＆waysStepⅠRevisionT:Goodmorning/afternoon,class.Lastperiodwetalkedaboutthequalitiesneededtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryfromaccusation.NowI’dlikeyoutotellmewhatqualitiesagoodreporterneedstohave.Who’dliketotry?S:Letmetry.Agoodreporterneedstobethorough,curious,carefulandconcise,professional,well-organizedandpatient.T:Excellent!Thenhowcanagoodreportergetanaccuratestory?S:He/Sheshouldbeabletoaskdifferentquestions,notereactionsfromthepeopleheisinterviewing,checkfactsanddoresearch.T:Great!Howcanagoodreporterprotectastoryfromaccusation?S:Useasmallrecorderduringtheinterviewtomakesureofgettingallthefactsstraight.T:Wonderful!..word.zl.\n..StepⅡDiscoveringusefulwordsandexpressionsT:Inthereadingtherearesomeadjectivesthatefromnouns.pleaseformthembyadding-al.LookatExercise3onpage28.pletethetable.Threeminuteslater,checktheanswers.StepIIISummaryandHomeworkT:Inthisperiodwe’velearnedsomeusefulwordsandexpressions.Youneedtodomorepracticeafterclass.Nowhomeworkfortoday:1.Reviewthewordsandexpressionsforthisunit.2.PreviewDiscoveringusefulstructures.Unit5FirstaidⅠ.TeachingAimsSkillGoals▲Talkaboutfirstaidandmedicine▲Practiceexpressinggivinginstructions▲LearnaboutEllipsis▲Practiceinstructionalwriting:firstaidinstructionsforparticularinjuriesⅡ.LanguageGoalsExpressinginstructionsGiveothersyourpositivesuggestionsorordersWe/Youshould/oughtto...Pleasedo...Makesure...Youmust/haveto/oughtto...Youmustnever...Yououghtneverto...GiveothersyournegativesuggestionsorordersYoushouldnot...Yououghtnotto...Pleasedon’t...YoushouldneverYoumust/shouldneverto..1．Memorizeaid,injury,bleed,ankle,choke,blood,bloody,burn,organ,poison,ray,treatment,liquid,radiation,mild,iron,tissue,electric,swell,damage,jewellery,squeeze,wound,bandage,symptom,kettle,wrist,damp,sleeve,throat,present,ceremony,bravery,towel,pressure,ambulance,authentic2．Readupsprain,essential,layer,heal,blister,watery,char,nerve,ointment,infection,label,Jason,Slade,stab,scheme,bruise3．Expressionsfirstaid,fallill,electricshock,squeezeout,overandoveragain,inplace,anumberof,putone’shandson,catchfire,oughtto,haveto,staycalm,keepinmind,manageto,flowout,dieof4．Keywordsandexpressionsinjury,bleed,swell,damage,wound,damp,throat,present,bravery,should,ought..word.zl.\n..to,makesure,havetoLearnaboutEllipsis1.Burnsarecalledfirstdegreeburns,seconddegreeburnsorthirddegreeburns.P342.Theseburnsaffectboththetoplayeroftheskin.P343.Johnwaspresentedwithhisawardataceremonywhichrecognisedthebraveryoftenpeoplewhohadsavedthelifeofanother.P384.TheydiscoveredthatAnneSlade,motherofthree,hadbeenstabbedrepeatedlywithaknife.P385.ItwasJohn’squickactionandknowledgeoffirstaidthatsavedMsSlade’slife.P38Ⅲ.教材分析和教材重组1.教材分析2.教材重组2.1从话题容上分析，Warmingup与Speaking相一致；而从训练目的上分析与Talking比拟一致。从教材份量来说，可将Warmingup，speaking和Workbook中的Talking整合在一起，设计成一节任务型“口语课〞。2.2将Listening和Workbook中的Listening和Listeningtask整合在一起，设计成一节“听力课〞。2.3可将Pre-reading,Reading和Post-reading三个活动整合在一起上一节“阅读课〞。2.4可将Learningaboutlanguage与Workbook中的Usingwordsandexpressions和Usingstructure语法练习题整合在一起上一节“语言学习课〞。2.5可将Usinglanguage中Readinganddiscussing和Workbook中Readingtask的Reading整合起来上一节“泛读课〞。2.6将Writing和Workbook中的Writing整合成一节“写作课〞。3.课程设计与课时分配〔经教材分析，根据学情，本单元可以用六课时完成〕1stPeriodSpeaking2ndPeriodListening3rdPeriodReading4thPeriodLanguageStudy5thPeriodExtensiveReading6thPeriodWritingTheFirstPeriodSpeakingTeachinggoals1.Targetlanguagea.Keywordsandexpressionsaid,firstaid，fallill，illness，injury，bleed，sprain，ankle，choke，blood，bloody，burn，essential，organ,layer,poison,ray,treatmentb.LanguagestructuresWe/youshould/oughtto...Pleasedo...Makesure...Youmust/haveto/oughtto...Youmustnever.....word.zl.\n..Yououghtneverto...2.AbilitygoalsEnablethestudentstotalkaboutdifferentaccidentsandhowtogivefirstaidindifferentsituations.3.LearningabilitygoalsStepⅠLead-inStepⅡFurtherdiscussionGiveadvicetothepersonsintrouble.T:Ithinkyoumustknowsomethingabouttroublesandfirstaid.Nowpleasegiveyouradvicetothepersonsindifferentkindsoftroubles.Ss:OK.Showtheslide.DrowningTrafficaccidentBurnsBleedingCutsChokingYoursuggestionstothemStepⅣTalkaboutsafetyaroundthehouse,usingDosandDon’tsStepⅤTalking(inworkbook)StepⅥHomework1.DotheSPEAKINGTASKinworkbookp74.2.Findmoreinformationaboutfirstaid—howtorescuebreathing.TheSecondPeriodListeningTeachinggoals1.Targetlanguagea.Keywordsandexpressionsunconscious,emergencynumber,reachcupboard,involve,stressandintonationb.KeysentencesSofarwe’velookedatfirstaidtreatmentsforburns,bleeding,choking...Stophimfromrunningaroundasthatmakesclothesburnfaster.2.AbilitygoalsEnablethestudentstolistenfordetailsandcatchthespecificinformationoffirstaidasmuchaspossible.3.LearningabilitygoalsHelptheSslearnhowtodorescuebreathingbylisteningtask.TeachingimportantanddifficultpointsListentothethreematerialsaboutafirstaidquizandanemergencyphonecallandtheinstructionsforrescuebreathing,thenchoosethecorrectanswers.TeachingmethodsListeningandcooperativelearning.TeachingaidsArecorder,aprojectorandaputer.TeachingproceduresandwaysStepⅠRevision..word.zl.\n..StepⅡListeningPre-listeningListeningStepⅢListening(P73)Pre-listeningT:Nowlet’sgoontodoanotherlisteningpractice.Pleaseturntopage73.Herearesomepicturesofhowtodorescuebreathing.WecallthewayCPR.Whatdoyouthinkrescuebreathingis?S:Rescuebreathingiswhenyouhelpsomeonewhohasstoppedbreathingtostartbreathingagain.WhilelisteningT:Listentotheinstructionsforrescuebreathing,numbertheboxesforthecorrectorder.Writeaninstructionundereachpicture.Nowdiscusstheorderingroups.Numbertheboxestoshowthecorrectorderofthepictures.Writeaninstructionundereachpicture.Ss:7-5-2-4-8-6-1-31checkifconscious2putintorecoveryposition3clearairway4checkifbreathing5blowintomouthandwatchforbreathing6checkpulse7continuerescuebreathing8putintorecoverypositionPost-listeningT:Nowlet’slookatthepictures,canyouusethemasguidetotelleachotherhowtodorescuebreathing.Ss:1.Weshouldcallforhelp,thencheckwhetherunconscious.2.Weshouldputthepersonintotherecoveryposition.3.Wemayclearanythingintheairway.4.Thenweshouldcheckforbreathing.5.Blowintomouthusingthemouth-to-mouthmethod.6.Checkpulse.7.Weshouldcontinuebreathingat15breathaminute.8.Atlastwhenthepersonbreathsagain,puthim/herintherecoveryposition.T:Yes,youareright.Rescuebreathingisveryimportantinourdailylife.Ihopeonedaywhenyouneedit,youcanuseitwell.StepⅣListening(P39)T:Besidestherescuebreathing,thereareotherwaystodofirstaids.Now,let’slearnmoreaboutfirstaid.Turntopage39.Hereisaquiz.Whileyoulistentoit,youdon’tneedtocatcheverydetail.Onlyfocusonthetopics.Let’slistentoitandanswerthequestions.Whattopicsdoestheteacheraskquestionsabout?Circlethecorrectones.Checktheanswerwiththeclassmates.Asksomestudentstoanswer.StepⅤHomework1.SearchmoreinformationaboutfirstaidontheInternet...word.zl.\n..2.Prepareforreading:FIRSTAIDFORBURNS...word.zl.