高一英语《Mainly revision》教学设计

教案课件是老师上课预先准备好的，准备教案课件的时刻到来了。只有教案课件写的越好，需要的时间当然也会越长。那有哪些值得参考教案课件呢？小编特别为你收集的“高一英语《Mainly revision》教学设计”，仅供参考,欢迎大家阅读本文。

教学目标

Teaching Aims全面复习第1至第7单元所出现重点词语，日常交际用语项目，重点复习有关命令和请求、语言困难、表示目的和发出通知的常用语句。复习1-7单元所出现的语法项目，时态、被动语态、直接引语和间接引语、定语从句等有关语法。Teaching important and difficult points1.Wordsroom ,offer, discover, arrive2.phrasestake turns, make into , a piece of , help oneself to, get angry2．Revise（1～7words and phrases）3.Useful expressionsWould you like...? How about some more. . . ?Just a little, please. No, thanks. I’ve had enough.I’m full. Thank you. Help yourself to. . .Let me give you. . .4．Grammar复习1～7单元出现过的语法项目1）各种时态2）直接、间接引语3）被动语态（特别是将来时）4）目的状语5）定语从句the Attributive Clause

教学建议

对话建议

方法一：教师要充分利用教材上提供的用餐话语，食物名称对学生进行口语方面的训练, 把表达用餐的日常用语、词组编对话，编类似情景的对话并表演。方法二：教师组织学生分成几组，用竞赛形式把食物的名称用英文让学生写出来；看哪一组学生对食物名称的了解多，可写：蔬菜、肉类、水果、饮料及其他食物。方法三：教师准备好图片，让学生们说出自己喜欢的食物并且采取互问，比如：西红柿、豆腐、咖啡等，增加对所学的单词的记忆。

课文建议教师把这堂课的内容简述给学生：教师通过听磁带，阅读，问答，分组讨论，图片显示来完成本堂课的教学任务，教师在讲解此课时，特别是在谈论corn, 重点说明discovery, spreading, usage and the way of making food with it.

教材分析本文的交际用语为用餐的表达法，如：Would you like…? How about…? Help yourself..这些词语较简单，学生能够容易运用，同时教材中列出不同的食物名称，短语，练习分别让学生们掌握和分组讨论。阅读课仅用一篇文章说明世界各地的日常食物的来源及产生的背景，如：玉米的发现，土豆、水果的种植。同时本单元是一个复习课，Lesson 31重点复习了定语从句中的先行词指人、物时，关系代词的使用。重点难点1．discover vt.—看出；发现（存在而尚未为人所知之物）1)跟名词或代词：It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。Columbus discovered America in 1492．哥伦布于1492年发现了美洲。2)跟从句：It was discovered that our food was running short. 我们发现粮食快完了。We discovered that he was an enemy spy. 我们发现他是一名敌特。3)跟带连接词的不定式：We never discovered how to open the box. 我们找不出打开盒子的方法。4)跟复合宾语：We discovered him to be an enemy spy. 我们发现他是一名敌特。

2．discover 和invent的区分1）这两个及物动词虽然意义不同，但在具体使用时可能搞混。discover意为“发现”，invent意为“发明”。Coal was first discovered and used in China．煤是最先在中国被发现和使用的。He has invented a new machine．他发明了一种新机器。2）discover可跟从句作宾语，还可以带复合宾语；invent则不能。3）discover的名词形式为discovery（发现、发现物），而invent的名词形式为invention。Columbus’ discovery of America took place by accident．哥伦布发现美洲是偶然事件。Watt’s invention of steam engine brought about a great change in human life．瓦特发明蒸汽机使人类生活发生了巨大变化。

3.prepare v. —预备，准备1)跟名词或代词(可有较活译法)：①please prepare the table for dinner. 请摆好桌子吃晚饭。②Mother is preparing us a meal.母亲正为我们做饭。2)跟不定式：①They are busy preparing to go on holiday. 他们正忙着准备休假。3)prepare for引起的短语表示“为……做好准备”。①We were given two days to prepare for the examination.给了我们两天时间准备考试。②Hope for the best and prepare for the worst.[谚]存的希望，准备应付最坏的情况。

4. dinner与mealdinner意为“正餐”，一般用作不可数名词，通常不与冠词连用。西方国家在星期一至星期五时，正餐一般是晚餐；在周末时，一般是午餐。dinner还可指“宴会”，通常作可数名词，如：They were at dinner when I called.当我去拜访时，他们正在吃饭。The city government will give a dinner to welcome the foreigners.市政府将设宴招待这些外宾，以示欢迎。meal意为“一顿（餐）饭”，可指一天早、中、晚中的任何一餐，是可数名词，如：What time do you usually have your meals? 你通常什么时候吃三餐？

5.offer和supply的区分从意义上来讲：offer多表示主动提出给对方某物或主动提出做某事supply 则多表示供给对方生活必需品从搭配上来讲：offer后可接：名词或代词；直接宾语和间接宾语；to do。supply多用于下列结构：supply sth. to /for sb. ; supply sb. with sth.。但当offer表示“提供出售”之意时，它可与supply替换使用。例如：He offered me a cup of coffee. 他给我端来一杯咖啡。He offered to help me.他表示愿意帮助我。Cows supply us with milk.奶牛向我们提供牛奶。The school supplies books to/for children.学校向孩子提供书本。The bookstore offers/supplies all kinds of books. 那家书店出售各种书籍。

6．be made of, be made from 和 be made into1) be made of意为“由（看得见的原料）制成”。The desk is made of wood. 这张桌子是由木头制成的。2) be made from 意为“由（看不出的原料）制成”。This paper is made from wood. 这种纸是由树木制成的。3）be made into意为“（原料）被制成……”。Wood can be made into paper and desks. 木材能被制成纸和桌子。注：从以上例子可看出不管原料能否看得见，也就是说不管是be made of还是be made from, 均可与be made into转换。

7.room的基本用法1)room可以用作不可数名词，意为“(未占用的或可利用的)空间；地位；余地”。例如：①Is there room for me? 还有我的地方吗？②It's polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。③There's plenty of room for the desks. 有足够的空地方放课桌。④There's room for three more. 还有三个人的位置。⑤I haven't much room to move about here.我这儿没有多少活动余地。⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗？⑦This table takes up too much room----we'd better put it out. 这张桌子占的地方太大，我们把它搬到外头去。2)room可以用作可数名词，意为“房间，室；一套房间；寓所”。例如：①How many rooms are there in this hotel? 这家饭店里有多少房间？②This room is a very pleasant one. 这个房间很舒服。【注意】与room常合成的词有：bathroom 洗澡间；sitting-room 起居室；dinning-room 饭厅；schoolroom教室

8.ship作为动词的用法1)ship作为及物动词，意思是“用船运送”、“运送”，如：①They shipped the machine from Shanghai to Tianjin last week.他们于上星期用船把那台机器从上海运到天津。②Did he ship the goods by train or by plane?他是用火车还是用飞机运送那批货物的？2)ship作为不及物动词，意为“上船”、“乘船”、“在船上工作”，如：①He said good - bye to his family and shipped out for England.他向家人道别，乘船到英国去了。②He shipped as a cook.他在船上当厨师。

9.offer的用法作为及物动词，有以下几种意思：1)提供，提出，如：①The young man offered the old woman his own seat.那位年轻人把自己的座位让给那位老大娘。2)出价，开价(常与介词for连用)，如：①I offered him ￡10,000 for the house.我出价一万英镑向他买那座房子。②I offered him the house for ￡10,000．我提出一万磅的价格把那座房子卖给他。3)表示愿意做某事(常与不定式连用)，如：①We offered to go with him. 我们表示愿意和他一道去。另外，offer也可作为名词用，意思是“提供”，“提供的事物”，如：①You ought to accept the offer. 你应该接受这个提议

语法重点——定语从句1．由which引导的定语从句：（which在从句中作主语或谓语动词的宾语）This is the store which opens all night.This is the pen which my brother bought for me.Is this the house in which Lu Xun once lived?(or: Is this the house which Lu Xun once lived in?)This is the magazine which you are looking for.Notes: which, whom在从句中作介词的宾语时，介词一般可置于关系代词之前或放在从句原来的位置。但在含有介词的动词固定短语中介词只能放在原来的位置上，而不能放在which之前，如例4则不能改为This is the magazine for which you are looking.2．由that引导的定语从句：在定语从句中that可以指人或物，代替who，whom，which；在从句中可以作主语、宾语，但不能放在介词后作介词宾语。This is the photo that (which) I took in Beijing last year.This is the man that/who lives next door.Is this the professor that you talked about yesterday? (about不能放在that前面)但下列情况只能用that。l）序数词或级形容词修饰先行词时用that。This is one of the best novels that I have ever read.The first English song that I learned was the ABC song.2）all ,much, everything, nothing, something, anything作先行词时用that。（但先行词是everybody，everyone时因应用who，one指人时也用who）Everything that we saw at the exhibition greatly interested us.Is there anything that belongs to you?All that we need is more time.Nothing that parents do doesn’t influence their children.3）先行词为any，no，only，every等修饰时用that。That is the only way that we can find at present.This is the very museum that we visited for the first time.4) that可以用来引导限制性定语从句，当它在从句中作介宾时，介词应后移。This is the good student that the teachers talked about just now.5）先行词为既指人又指物的并列名词时，用that．My mother and her old friends talked of the things and persons that they remembered in the school.

定语从句练习I．用适当的关系代词或关系副词填空1. Yesterday I met Doctor Wang, ____ told me the good news of his son's passing the examination.2. The two pupils ____ you taught three yeas ago have become teachers.3. He began to work in Beijing in the year ____ New China was founded.4. I don’t know the reason ____ she didn't agree to our plan.5. This is Carry ____ son died in the War of Resistance Against Japan.6. He told us everything ____ he had seen in the traffic accident.7. This was the best model of the TV set ____ the factory produced last year..8. They have visited the Museum of Chinese History ____ premier Zhou’s life and deeds are being shown.9. Alice, ____ dress is all red, looks very pretty.10. The first thing ____ I am going to do this evening is to write a report about the experiment.II．用关系代词which或as填空1. He is an American, ____ I know from his accent.2. She was not discouraged, ____ can be seen from her eyes.3. The sun heats the earth, ____ makes it possible for plants to grow.4. ____ was usual with him, the old man went out for a walk after supper.5. It was raining, ____ was a pity.6. He said he had been to America, ____ is untrue.7. ____ is well known, China is in Asia.8. Edison was one of the greatest scientist, ____ is well-known.9. He must be from Africa, ____ can be seen from his skin.10. Air, ____ we breathe every day, is a mixture of gases.教学设计方案Lesson 29

Teaching Aims

1. To train the students’ ability of listening and improve their spoken English.

2. To learn how to make an offer of food.

3. To learn how to use the following useful words and expressions: offer a piece of help oneself to.

4. To get the Ss to know some table manners.

Teaching procedures

Step I presentation

1.T: We are going to learn some table manners and new words. (Write these on the blackboard).

2. Competition: Write these columns on the Bb.

The Ss work in groups. They have to write down the names of as many items of food as they can think of in English. See which group can write down the most items for each category.

3. Teach the names of food, using some pictures on the projector or the real things. Then ask the Ss what kind of food they like to eat most.

Step 3 Listening

Tell the Ss that we are going to learn a dialogue. In the dialogue Jim and Bob are at Li Jia’s house for dinner.

1. Get the Ss to listen to the tape.

2. After listening, ask the Ss to answer the questions.

3. Get the Ss to listen to the tape again. This time listen and repeat.

Step 4 Reading

Ask the Ss to see how Li Jia offers food to the guests.

T: please listen to the tape carefully with your books closed. After that, you are to answer some questions.

1) How many kinds of food do the friends talk about in the dialogue? (five)

2) What are they? (beancurd, beef, chicken, pancake, soup)

Step 5 Language study

T allow the Ss enough time to discuss the difficult phrases or sentences. After that, ask some Ss to explain them. If they have any problems, the T explains them.

1) Do you like. . . ? (in general)

Would you like. .. ? (It’s more polite than “Do you want. . .now?”)

2) How about some more beef? (There is no main verb here. This is acceptable in speech, but not usually in written English. )

3) There’ s plenty more. =There’s plenty more beef.

4) Next time you must come to us. =We will invite you to have supper at our house next time.

5) Help yourself to. . . ==please take. . .for yourself.

6) another piece of =one more piece of

Step 6 practice

1. Get the Ss to read the dialogue in pairs. Then ask some Ss to read it.

2. Do Talking and Oral practice on page 29.

3. Watch the video - taped performance of the dialogue.

Step 7 Summary and further practice

1. Summary

Go over the useful words and expressions and ask some Ss to make up sentences.

2. Communicative activities

Allow the Ss enough time to make a similar dialogue using the expressions and structures.

3. Ask one or two pairs to act their dialogues out.

Step 8 Homework

Ask the Ss to finish the exercises on page 92.

教学设计方案Lesson 30

Teaching aims

1.To train the ability of skimming the text to find the general idea and scanning the text to locate the information quickly.

2. To learn how to use the following words and expressions:

room ,discover, arrive, make into

3. To review the Attributive Clauses.

4. To let the Ss know some farm products.

Step 1 Revision

1. Check the homework in the workbook first.

2. Revise some new words suiting the pictures.

Step2 presentation

1. Ask the Ss the following questions

1) What’s your favorite food?

2) What food do people like in Shanghai/Sichuan/Tibet/the USA, etc. ?

3) Do you like corn?

Step3.Listening

T play the tape to the Ss, then try to ask them the below.

1) When was corn first brought to China?

2) Can you name some of the plants that were found in America?

Answers: 1)Corn was first brought to China about 450 years ago. 2) For example, beans, potatoes and other different fruits.

Step 4 Reading

T will give the Ss a few minutes to read it, then say something about the useful plant corn.

2) Ask the Ss to skim the text to find the general idea.

Answers:

The passage talks about the food in the world. It tells us how corn, tomatoes and other plants were discovered. It mainly tells us how corn was discovered and taken to the other parts of the world and the my of making corn food.

Step 4. Language study

Get the SB to look through the text and explain some language points and difficult sentences, if necessary the T can explain them again.

1) There was not enough room.

2) discovered the tomato

3) an open fire =a fire that bums in the open air

4) got angry =become angry

Step 5Workbook

Get the Ss to do Ex.2 Sorry. I’m not used to that. Thank you. But you must eat up all the food put in your plate, finish all the wine put in your glass. Don’t make any noises while eating. Don’t put your plate close to your mouth or put you mouth into the plate. You should help your host/ hostess to set the table before the dinner. After the meal you ought to offer your host the help to clear the table.

Fwr816.COm小编精选

高中高一英语《Mainly revision》教学设计

教学目标

教学建议

对话建议

Teaching Aims

1. To train the students’ ability of listening and improve their spoken English.

2. To learn how to make an offer of food.

3. To learn how to use the following useful words and expressions: offer a piece of help oneself to.

4. To get the Ss to know some table manners.

Teaching procedures

Step I presentation

1.T: We are going to learn some table manners and new words. (Write these on the blackboard).

2. Competition: Write these columns on the Bb.

The Ss work in groups. They have to write down the names of as many items of food as they can think of in English. See which group can write down the most items for each category.

3. Teach the names of food, using some pictures on the projector or the real things. Then ask the Ss what kind of food they like to eat most.

Step 3 Listening

Tell the Ss that we are going to learn a dialogue. In the dialogue Jim and Bob are at Li Jia’s house for dinner.

1. Get the Ss to listen to the tape.

2. After listening, ask the Ss to answer the questions.

3. Get the Ss to listen to the tape again. This time listen and repeat.

Step 4 Reading

Ask the Ss to see how Li Jia offers food to the guests.

T: please listen to the tape carefully with your books closed. After that, you are to answer some questions.

1) How many kinds of food do the friends talk about in the dialogue? (five)

2) What are they? (beancurd, beef, chicken, pancake, soup)

Step 5 Language study

T allow the Ss enough time to discuss the difficult phrases or sentences. After that, ask some Ss to explain them. If they have any problems, the T explains them.

1) Do you like. . . ? (in general)

Would you like. .. ? (It’s more polite than “Do you want. . .now?”)

2) How about some more beef? (There is no main verb here. This is acceptable in speech, but not usually in written English. )

3) There’ s plenty more. =There’s plenty more beef.

4) Next time you must come to us. =We will invite you to have supper at our house next time.

5) Help yourself to. . . ==please take. . .for yourself.

6) another piece of =one more piece of

Step 6 practice

1. Get the Ss to read the dialogue in pairs. Then ask some Ss to read it.

2. Do Talking and Oral practice on page 29.

3. Watch the video - taped performance of the dialogue.

Step 7 Summary and further practice

1. Summary

Go over the useful words and expressions and ask some Ss to make up sentences.

2. Communicative activities

Allow the Ss enough time to make a similar dialogue using the expressions and structures.

3. Ask one or two pairs to act their dialogues out.

Step 8 Homework

Ask the Ss to finish the exercises on page 92.

教学设计方案Lesson 30

Teaching aims

1.To train the ability of skimming the text to find the general idea and scanning the text to locate the information quickly.

2. To learn how to use the following words and expressions:

room ,discover, arrive, make into

3. To review the Attributive Clauses.

4. To let the Ss know some farm products.

Step 1 Revision

1. Check the homework in the workbook first.

2. Revise some new words suiting the pictures.

Step2 presentation

1. Ask the Ss the following questions

1) What’s your favorite food?

2) What food do people like in Shanghai/Sichuan/Tibet/the USA, etc. ?

3) Do you like corn?

Step3.Listening

T play the tape to the Ss, then try to ask them the below.

1) When was corn first brought to China?

2) Can you name some of the plants that were found in America?

Answers: 1)Corn was first brought to China about 450 years ago. 2) For example, beans, potatoes and other different fruits.

Step 4 Reading

T will give the Ss a few minutes to read it, then say something about the useful plant corn.

2) Ask the Ss to skim the text to find the general idea.

Answers:

Step 4. Language study

Get the SB to look through the text and explain some language points and difficult sentences, if necessary the T can explain them again.

1) There was not enough room.

2) discovered the tomato

3) an open fire =a fire that bums in the open air

4) got angry =become angry

Step 5Workbook

高二英语说课稿范文：Mainly Revision

这篇《高二英语说课稿范文：Mainly Revision》是小编为大家整理的，希望对大家有所帮助。以下信息仅供参考！！！

pART 1 Analysis of the Teaching Material(I)STATUS AND FUNCTION1.This unit is a revison unit, so it covers all communicative language knowledge learned from Unit 7 to Unit 11.2.This lesson is the first one of Unit 12. So if the students can learn this lesson well, it will be helpful to make the students learn the rest of this unit.3.This lesson is a dialogue about keeping fish. Such topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve their spoken English.(II)TEACHING AIMS AND DEMANDSKnowledge objects1. To make the Ss know how to keep fish, birds or any other animal by learning the dialogue of this lesson.2. To give a reinforced practice in the use of the Modal Verbs and some useful expressions for making suggestions.Ability objects3. To improve students’ listening and speaking ability by reading and practising the dialogue.4. To develop students’ communicative ability by learning the useful expressions for making suggestions and replying.Moral objects5. To enable the students to love life and animals, protect the nature and environment.(III)TEACHING KEY pOINTS:1.To make the Ss grasp and understand the way of making suggestions and reply in daily life.2.To enable the students to use useful expressions for making suggestion and replying in their own dialogues related to the daily life.(IV)TEACHING DIFFICULTIES:1. The usage of the Modal Verbs ,especially usage for making suggestions.2. Using the learned phrases and sentence patterns to make suggestions and replying.(V)TEACHING AIDS:Multi-media computer; OHp(overhead projector); tape recorder; software: powerpoint or AuthorwarepART 2 Teaching Methods1>Five Steps Approach.2>Communicative Approach.pART 3 Studying Ways1. Teach the students how to be successful language learners.2. Teach the students how to master dialogues and how to communicate with others.pART 4 Teaching procedureStep 1 RevisionGet the students to give some animals’ names they know by asking the students the following question: Can you give us some names of different animals you know? This step is employed to revise the words related the animals. At the same time draw the students’ attention to the topic about animals.Step 2 Lead-inSign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show some pictures of different pets, such as dogs, cats etc. Ask the students several questions about raising pets. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.1.Do you like animals?2. Do you keep any animals at home? What is it or What are they?3. Can you explain how you care for them?4. How do you feed them?…Step 3 Dialogue presentation1. The first listeningAfter the teacher's brief introduction to the dialogue about keeping fish. Then ask the students to listen to the tape of the dialogue with their books closed. After listening to the dialogue,ask the students to answer two simplequestions focusing on the general idea of the dialogue. This step is employed to make the student get the general idea of the dialogue as a whole one. At the same time let the students have a chance to practise their listening ability.Questions :1.Where will such dialogue happen in your opinion?2.What are they mainly talking about?2.Second listeningThis time ask the students to listen to the tape carefully with their books open. After listening, ask the students some questions focusing on the details of the dialogue. In the meanwhile, deal with some language points raised by the students or appearing in the questions.Questions: (Show the questions and answers on the screen using computer)1. What does Kate want to do ?2. Where would Kate keep them at first?3. What does LiQun advise her to do?4. What size tank should she get?5. What should Kate put in the tank?6. Why should Kate put a few large rocks in the tanks?7. Why should Kate put some underwater plans in the tank?Language points: (Show them on the screen using computer)a. the other day = a few days agob They don't get enough air:With a bowl, only a small surface area of the water is in contact with the air. So thewater does not receive enough oxygen.c 30 cm by 30 cm by 50 cm.We describe two-dimensional and three-dimensional measurements using the word by. So the length of the tank is 50 cm, and the width and height both 30 cm.e underwater plants:These plants oxygenate the water and keep it clean.d For one thing = one reason (for putting plants in the tank)Step 4 . Dialogue Drill1.In this step the students are required to practise the dialogue in pairs by reading the dialogue aloud. This step is employed to make the students grasp the useful phrases and sentences pattern for making suggestions and replying on the base of reading the dialogue fluently.2.Let the students find out the expressions and sentence patterns for making suggestions and replying in this dialogue , in the meanwhile show these expressions and sentence patterns on the screen by computer one by one. This step is employed to give the students a deep understanding of those expressions.Step 5 . practice (part 2)In fact, this step is intend to deal with the second part of the lesson(part 2). First show the words and phrases given on the screen, using a multi-media computer, then ask the students to make short dialogues with their partners to practise making suggestions and replying, using the phrases given in the table of part2 .Give the students 5 minutes to prepare it. Ask the students to pay particular attention to sentence stress and intonation. At last ask some pairs to act their dialogue out in front of the whole class. This step is employed to make the students get a further understanding of these expressions.Step 6. Consolidation( Dialogue production)This step gives the students 5-8minutes to make a similar dialogue using the phrases and sentences patterns learned in this dialogue and everyday life experience according to the given situation (show it on the screen using a multi-media computer). After 5-8minutes,ask several pairs to act their dialogue out in front of the other students. At last the teacher give some advice on making such dialogues, in the meanwhile deal with the moral lessons which the students should learn from the dialogue (mainly toldthe students to love life and animals, protect the nature and environment) . This step is employed to create a language environment for students’ communication in the class; and to give the students a chance to practise their spoken English under a quasi-communicative situation. If the students can finish this task well, they will benefit a lot in their spoken English.Situation:(show it on the screen using computer)One of your classmates wants to keep birds, he/she wants to buy some birds and builds a bird cage as big as 4m by 2m by 2m. he/she would like to ask for your advice. Now you’d like to advise him/her what to do?Step 7. WorkbookFinish Exx 1 and 3 orally, left Ex 2 as written work.Ex. 1 revises the Object Clause. When transforming the structures, the students are required to pay attention to the change of t he verb tenses, personal pronouns and word order. After doing the exercises orally in class.Ex. 2 is a revision of the Modal Verbs and some useful expressions. Let the Ss work in pairs and then check the answers with the whole class. Write down the sentences on the Bb for the Ss to see.Ex. 3 lists pairs of words with somewhat similar pronunciation but different meaning. Get the Ss to read aloud the words and say what each of them means.Step 8 Homework!.Do Ex 2 in the exercise books. This is used to make the students have a further understand of the modal verbs.2.Write a short passage about the dialogue learned. This is used to practise writing ability of the students.pART 5 Blackboard DesignUnit 12Lesson 451.the other day = a few days ago2. 30 cm by 30 cm by 50 cm.the length 50 cmthe width 30 cmthe height 30 cm.3.For one thing = one reason… Making suggestions:I suggest (that)You should...You ought to...You need to...You'd better...

高中英语教案：Unit 6 Mainly revision

教学目标

一、Teaching Aims
本单元为复习课，重点复习1至5单元出现的语法现象和日常交际用语。同时通过对话课的学习与操练，进一步熟悉有关打电话的用语，通过对两篇文章的学习，了解一些有关集邮，集硬币方面的知识，学生能够对硬币的历史，发展和收藏进行介绍。
二、Teaching important and difficult points
1.Words and phrases
shape, ring, collection, bank, material, hide, (hid, hidden), envelope, cheaply, cock, shame coin, silver, penny, (pi. pence) , mine, possibly, whenever, whatever, afford, hand out, here and there, look round, sooner or later, pick up, packs of, kind of…, at the beginning, be mixed with
2.Daily expressions
Hello. Can I speak to Zhou Lan, please?
This is Zhou Lan speaking.
But I’ve only just got home.
I would like to ask you about some stamps.
What a pity! What a shame!
I’ll ring you if I have any news.
It’s a pity I didn’t think of it earlier.
3.Grammar
Revise grammar from unit one to unit five.

教学建议

对话课建议：
在Lesson 21 有关打电话的对话练习，教师引导学生以口头练习为主，让学生在对话交际功能学会打电话的用语。教师可设置情景对话让学生们进行操练，比如说：教师让两个学生们到前表演，话题为谈论借英语学习杂志或其它使用学生们感兴的题目，教师给学生在黑板上写一些电话用语的日常用语如：Can/May I speak …..? This is ….speaking? Is that..? so on教师在这里只充当配角。

课文建议
教师在Lesson22中，让学生分小组学习本文章，复述课文,分小组讨论集邮的好处。教师与学生们共同参与完成本课的学习内容。教师尽力给学生们多提供有关本课内容的信息和图片。

听力建议
1．首先，教师对学生讲今天要学习的是收集硬币的知识，教师介绍在这段对话*有五个人，他们都有不寻常的硬币。
2．教师让学生们阅读每一个练习的问题，弄清楚学生们在听的过程中应抓住哪些重点，然后教师在播放磁带，以泛听和精听为过程，最后教师检查学生做练习的情况。

教材分析
本单元是一个复习课，本文的对话是以打电话为主，练习打电话用语，语句比较简单，两篇阅读课是有关于收集硬币集邮的介绍，文中用一些数字表明硬币的发展过程，同时也学习提供一些集邮的建议，在23课中语法主要是复习1至5单元所学的知识点及词性的转换。

重点难点
辨析：pack与parcel，packet
这三个词都指包。
pack多指较小的包，与package可以互换；学生用的背包可用pack，如：
The soldier carried a pack on his back. 这个军人背上背着一个小包。
packet也指较小的包，多指同类东西的“一束”，“一盒”等，如：
a packet of letters（一捆信），packet（pack）of cigarettes（一包香烟）
parcel多指“邮包”。

shape，form，figure的区别
shape着重指人或物的比较具体的整个外形，不太正式。
We saw a shape through the mist but we couldn’t see who it was.我们从雾中看见一个人影，但我们看不清那是谁。
form指有具体结构和看得见的某种特殊形状或是抽象的形式
In the early morning light we could just see the forms of the mountains.在晨曦中，我们仅能看到群山的轮廓。
figure指物时，侧重指轮廓；指人时，着重指姿态。
I could see a tall figure near the door. 我可以看见门附近有一个高大的身影。

possible, probable的区别
这两个词的反义词是impossible, improbable
1）possible作“或许”解，有“也许如此，也许不如此”之意。强调客观上有可能性，但常常带有“实际可能性很小”的暗示。
2）probable用来指有根据，合情理，值得相信的事物，带有“大概，很可能”的意味。语气比possible要重，是most likely之意。
It’s possible, though not probable. That he will accept the terms.他也可能接受这些条件，但希望不大。
(2) be possible, be probable常用形式主语it，构成句型为：
It is possible/probable + that …（从句）
It is possible /probable+ for sb. to do sth. 例如：
他有可能做这件事。
[√] It is possible for him to do this.
[√] It is possible that he will do this.
[×] He is possible to do this.

particular, especial或special区别
三者均有“特别的”之意，
但particular指同类事物中具有独特性质的一个
especial和special相同，强调某种特殊的目的或用途，但especial为书面语，口语中多用special。
There was a particular expression in his eyes. 他眼睛中有一种特别的神情。
The patient needs special/ especial care. 病人需要特殊的照料。

Coins can be made of many different kinds of metal mixed together.
mixed together(=…which are mixed together)过去分词短语作后置定语，相当于一个省略的定语从句。
He is reading the short stories written by Lu Xun. ( =He is reading the shorts stories which were written by Lu Xun. )
please give me letters received yesterday. (=…the letters which were received yesterday. )
如果这个分词是一个单词，就位于修饰的名词之前，作定语。
She is our respected teacher.
The lost key has been found.

A year passed when it was realized that the parcel had been sent to the wrong destination.一年以后才发现包裹送错了地方。
It’s possible that one of them kept a bank where the workers could keep their money safe.有可能他们中的某个人办了一家银行，工人们可以放心地把钱存在那儿。
这是一个由形式主语it引导的复合句，真实主语是后面的that从句。其句型结构为：It is+形容词+that从句，常用于这个句型的形容词有：possible，necessary, important, clear, certain, strange等。
It is necessary that we master one or two foreign languages.我们精通一至二门外国语是很必要的。
keep a bank意为“开办银行”。此处keep为及物动词，意为“经营”、“管理”、“养活”。
keep a shop意为“开办商店” keep the farm意为“经营农场”
keep the house意为“管理家务”keep the family意为“养家糊口”

It contained 54,951 coins dating from the year 260－275 AD.那一次挖掘的硬币共有54951枚，都是公元260－275年间的硬币。
dating from在句中作定语，相当于定语从句…which dated from the year…修饰先行词coins, date用作vi., 意思是“起始”、“兴趣于”。date from 表示“始于……时期”。
过去分词短语和现在分词短语用作定语时相当于一个定语从句。如：
Tell the children playing (==who are playing) there not to make so much noise.让那些在那儿玩的小孩别这么吵。
They’re problems left (=which have been left) over by history.这些是历史遗留下来的问题。
这座古庙的历史可以追溯到两千年前。
[×] The old temple is dated from 2,000 years ago.
[√]The old temple dates back 2,000 years ago.
[√]The old temple dates back to 2,000 years ago.
[√]The old temple dates back 2,000 years.

It does not matter if /whether they are old. 邮票）新旧没关系。
1) It does not matter if/whether…是一个很有用的句型。
It doesn’t matter ( to me ) if I miss my train, because theres another one later.对我来说错过一趟火车没关系，因为后面还有。
2) It doesn’t matter 后还能跟其他从句
If she does her best, it doesn’t matter what people think of her.只要她尽了力，别人怎么看她无关紧要。
If you are just starting to collect stamps, here is some advice for you to follow.
1) start 和begin, continue有一点是相同的，即它们可以用动词不定式或动名词作宾语。
He started learning / to learn English when he was ten.
They began building / to build the dam in 1994.
How can you continue working / to work with all that noise going on?
2) 但是当这些动词本身是进行时态时，一般后面跟动词不定式。
starting to collect 一般不能换成starting collecting。
It’s starting / beginning to rain.开始下雨了。
3)start或begin后跟的动词是表达有关感情和思想的动词时，一般也不用动名词，而用动词不定式。
She started / began to understand. 她开始理解了。

打电话的说法：
l）电话铃响时，当你拿起话筒，通常首先自报姓名和自己的电话号码。如：
Hello, Bob Dorson.
Hello, 742511.
This is Bob Dorson speaking. Who is that speaking?
Yes?
2) 若对方要找的不是Bob而是Chris，对方可能询问：
Is Chris in/at home / there ?
May /can /Could I speak to Chris?
I’d like to speak to Chris , please.
若Chris在家，Bob去叫Chris，则对方稍等一会：
A moment, please.
Hold on, please.
Hold the line, please.
Don’t hang up, please.
3) Bob通知Chris 听电话：
Telephone for you.
You are wanted on the phone, Chris.
4) 在互报完姓名后，就可以开始谈话了。
若Chris不在家，你可告诉对方，并请他留下口信。
Chris isn’t in /here right now. Can / Could I take a message for you?
Would you like to leave a message?
Can you call later? He will be back at about 2:30.
教学设计示例Lesson 21

Teaching Aims

1.Words and phrases: cock, shame , coin , on the telephone.

2. Daily expressions：

1) Hello. Can I speak to Zhou Lan, please?

2) This is Zhou Lan speaking.

3) …but I’ve only just got home.

4) Would like to ask you about some stamps.

5) What a pity! What a shame!

6) I’ll ring you if I have any news.

7) It’s a pity I didn’t think of it earliest.

Step 1 presentation

Show the Ss some stamps and talk about stamps or stamp collection by asking the Ss some questions:

1) What are these?

2) Do you like collecting stamps?

3) Have you got any valuable stamps?

4) Why do you like collecting stamps?

5) What else can we collect except stamps?

Tell the Ss today were going to listen to a dialogue between Bruce and Zhou Lan. They are talking on the telephone about stamps. please listen to the dialogue and find out what Brice wanted to get.

Step 3 Listening

1.Get the Ss to listen to the tape of the dialogue with the books closed.

2.play the tape again and let the Ss repeat the dialogue .

T: Now lets listen to the tape again. When you listen to the tape, please pay attention to your pronunciation and read after the tape.

3.Ask them to answer this question: what does Bruce want to get? [A cock year stamp ]

Step 4 Reading

1. Get the Ss to read it in pairs. Then ask them some questions.

1)When did Bruce make a telephone call to Zhou Lan?

2)What happened to the cock year stamp Zhou Lan once sold?

3)What did Zhou Lan offer to do for Bruce?

Answers:1)late in the evening. 2)the week before3) help find one cock year stamp for Bruce.

2. Ask one or two pairs to act out the dialogue.

Step 5 Language points

1. Go through the dialogue briefly and make sure the Ss understand it.

2. Get the Ss to understand the following expressions and give them some explanations if Necessary.

1) It is a pity + that clause

It was a pity she didn’t ring me up yesterday.

2) Excuse me for doing sth.

Excuse me for ringing you so late in the evening.

3) I’d like to do sth.

I’d like to ask you some questions.

4) What a pity! What a shame!

A: I’m sorry I can’t join you in the travel.

B: What a shame! / What a pity!

Step 6 practice 1

T tell Ss to read the dialogue again and complete the following dialogue.

A: Who ______ you ______ so late at night?

B: Bruce

A: What did he ______ you to do?

B: He ________ me ______ some stamps. He is very interested in ______ ______ ______ _______.

A: You have one, ______ ______?

B: I did have one, but I ______ ______ last week.

A: Do you think you ______ ______ ______ for Bruce?

B: Yes. I ______ to do so. I’ll ______ ______ as soon as I get one.

Step 7 practice 2
SB page 31 part 2. Ask the Ss to make sentences in pairs. For example:

This/That That/There

It’s Bob here. Is Bob there?

This is Bob. Is that Bob?

This is Bob speaking. Can I speak to Bob?

Step 8 practice 3

SB page 31 part 3. Work in pairs. Make up a dialogue that a foreigner Mr White wants to buy an old coin from his Chinese friend Mr Yang. The teacher let the Ss prepare a few minutes ,then ask two students to play in front of class. For example:

One possible version:

W: Excuse me for ringing you so early.

Y: That’s OK.

W: I would like to ask you for some Chinese coins. Do you have any old Chinese coins made in 1800AD? I would like to buy one.

Y: I used to have one, but I gave it to a friend last month.

W: Oh, what a pity!

Y: I’m sorry I didnt know you were interested in our coins. What a shame!

W: Never mind.

Y: Do you want me to find one for you?

W: Yes, please. That would be kind of you.

Y: Ok. I’ll ring you if I have any news.

W: Thank a lot. Goodbye.

Y: Goodbye.

Step 9 Homework

1. Finish off the exercises on page 98.

2. Write down the telephone message of WB Ex. 2 in their exercise books.

教学设计示例Lesson 22

Teaching Aims

1.Word and phrases

shape, ring, collection, bank, material, hide, silver, penny (pi. pence), mine (n.) possibly, whenever, seashell, hand out, here and there, look round.

2.Useful expressions

1) …be of +n. =be + adj.

2) It is said that + subject clause

It is reported that…

It is believed that.

It is common to have the head of a famous person on one side.

3.Learn the history of coin.

Step 1 Revision

Revise the dialogue in SB L.21 by asking a pair of students to come to the front to act out the dialogue they themselves made.

T: First of all, Ill ask some of you to act out the dialogue you yourselves made after class.

A: Hello. Can I speak to …please?

B: This is … speaking.

A: Hello, …This is …. Excuse me for ringing you so late.

B: That’s OK.

A: I would like to ask you about some stamps. Do you still have …..stamp?

B: I’m afraid I don’t have it any more. I ……..

A: Oh! What a pity!

Step 2 Warm-up

1. Make up a dialogue between Ss and the teacher by asking these questions:

Do you like collecting things?

What do you collect?

How do you collect them?

2. Discussion: put the Ss in groups of four to discuss these questions:

Which of the following do you collect: stamps, coin or postcards? Anything else?

3.Show the Ss some coins. Ask them who collect coin? How many coins have you collected? Tell the Ss something about coins.

T will tell them these coins are produced in 1999.

4. Talk about the picture on the top of page 32, using the following questions:

What can you see in the picture?

What are the shapes of these coins?

Say Today were going to read a text about coins.

Step Listening and repeating

play the tape of the passage for the Ss to listen and follow. Then ask them to do the following True or False Exercises.

1) The earliest coins in the world were used in China from more than 3000 years ago.

2) Coins may have the same designs on the two sides.

3) Before coins appeared, seashells, bamboo stick and wood were used for money.

4) The latest collection ever found in England was one of about 20000 silver pennies.

Step 3 reading

Get the Ss to read the passage carefully to know more information about coins. Then let them answer the following questions.

1) What were the earliest coins called?

2) When were the coins with holes in them used?

3) What is the coin usually pressed now? Was the date always included in the past?

4) What were the earliest coins in the west made of?

5) How many coins did the collection found in England in 1978 contain?

6) How did so many Chinese coins get to Australia?

Answers:

1) The earliest coin in China was called bei money.

2) These were used from 221BC until 1916.

3) Today the coin is usually pressed with name of the country, value of the coin and the ate. In the past the date was not always included.

4) The earliest coins in the west were made of gold mixed with silver.

5) It contained 54951 coins dating from the year 260 - 275AD.

6) It is known that thousands of Chinese worked in the gold mines in the late 19th century.

7) It is possible that one of them kept a kind of bank where the workers could keep their money safe.

8) possibly this person died without anyone knowing where the coins were hidden.

Step 4 Language points

Write the useful expressions on the Bb. As usual, get the Ss to understand the following expressions.

1 ) with holes in it : The teacher comes in , with a book in his hand.

with + n. + 介词短语

In the cave I found a coin, with the design of a panda on its face.

with的复合结构，也可以作方式状语，用以修饰谓语动词。

2) Coins may be of different size…: Be of+ n..

Coins may be of different sizes的意思相当于Coins may be different in size.

3) be pressed with , be mixed with , be covered with….

4) in the late 1870s , in the early 1870s

5) It is …that + Subject Clause

It is known that…

It is possible that…

It is common to do …

Step5 Note making

part 3.page 33.Get the Ss to read the passage again and make notes. T check the Ss what information they have to put down.. Let the Ss work inpidually , then check the answers at the end of this activity.

Earliest coins: bei money from 650BC.

Information on the coin: name of country, value, and date.

Metals and other materials: gold, silver, seashells, wood and so on.

Designs: agricultural tools , head of a famous person, panda, and so on.

Step 6 practice

part 4, SB page 33. This activity helps revise the - ing form as subject. Go through the example and the first two sentences orally and then let the Ss do this exercise alone. Check the answers with the whole class.

Answers:

1) Discovering so many Chinese coins in Australia is surprising.

2) Having the head of a famous figure on one side of the coin is rather common.

3) Getting used to the life in a foreign country needs time.

4) Handing out the listening text to the students seems necessary.

5) Reading without full understanding is no good.

6). Seeing her sad made me sad.

Step 7 practice

1. SB page 33, part 5. Make sure that the Ss know the special use of the verbs in the exercise. Note that verbs like intend, continue, like, start are followed either by to do or the - ing. Write the following on the Bb: finish doing, allow doing, needs doing, advise doing, practice doing, suggest doing, can’t help doing, consider doing.

2. Let the Ss do it alone and check the answers with the whole class.

Answers:

1. rewriting 2. travelling/to travel 3. smoking 4. to buy/buying 5. washing

6. eating, taking 7. speaking 8. using 9. laughing 10. delivering 11. making/ to

make 12. smoking/to smoke

Step 8 Oral practise

Get the Ss to retell the whole passage according to the key words.

T: Now we have learnt about coins. We know the earliest coin, their sizes, weights and shapes. Let Ss retell the story according to the key words on the Bb.

Key words: the earliest coins, in China, different size, weights, shapes, …be made of different kinds of metal collections of coins that had been buried, tell a story.

Step 9 Workbook

Let the Ss to read the text once again. Then ask them to do WB Ex. 2 page 99.

Step 10 Homework

Finish off the work exercises in WB.

探究活动

教师组织学生就有关hobbies话题进行讨论，把他们分成几个小组分别谈论,让他们彼此交谈自己目前的hobbies, 或者能够带给他人乐趣的事情，学生可选择如下的话题：
Why do collect the newspaper/magazine/stamp/bottle… ? , or what fun has been brought to yourself ?

高一英语《Sports》教学设计

教学目标

Teaching aims and demands通过本单元的教学，通过词汇的学习学生能掌握exciting, take part in, hand in等单词和词组的用法，学习表达爱好的用语以及如何询问对方的爱好的表达方法。根据课文所提供的内容，用英语描述奥林运会的历史、发展、过去与现状，能够列举出中国运动员所参加的一些项目和在奥运会中取得的优异成绩。继续学习由关系代词who, that, which等引导的定语从句，并掌握这部分语法内容。Teaching important and difficult pointsI. Words and phrasesathlete, compete, competitor, competition, unusual, swift, medal, gold, prize, Olympic Games, in modern times, take part in, exciting, have sports, read outII. Useful expressionsWhich do you prefer, ...or...?I prefer. . .to. . .III. GrammarLearning prep + which / whom+ Clause

教学建议

课文建议建议教师在上些课时，可采用以下方法，比如：1）教师可给学生展示奥运会图片，供学生讲述。2）教师利用多媒体形式，如：录像、VCD在课堂上给学生放映等，可提高学生的兴趣与积极性。3）教师可用一些课文中出现的数字、时间进行组织教学，用一些词连接起来，组成一篇文章，如：776BC，The old Olympic Games began around the year 776 BC in Greece. At that time the young men competed in running, jumping and wrestling., so on.

课文分析本单元主要用英语描述奥林运会的历史、发展、过去与现状，详细列举出在1984、1992年奥林匹克运动的扩大、中国运动员所参加的一些项目和在奥运会中取得的优异成绩等，课文中的特点是采用大量的数字与年代，如：393AD，8,000,25th等。同时在语言运用中使用prep .+which / whom+ clause，如：Some of the games in which the young men competed….so on.

教学重点和难点have sports的用法have sports 是个固定搭配，sport常用复数形式（包括运动和户外活动），表示“进行体育运动”。We often have sports at school after class.课后我们经常在学校进行体育活动。已学过have构成的词组有：have a good time玩和高兴have a meeting (match, rest, swim, tall, walk, etc.) 开会（比赛、休息、游泳、谈话、散步，等）have a class/classes/lessons 上课 have a cold 感冒have a baby (boy, girl) 生小孩（男孩、女孩）have a cough 咳嗽have a holiday 放假 have an accident 出事故have to do sth. 不得不做 have some medicine 吃药have breakfast /lunch /supper 吃早饭/午饭/晚饭have got sth. 得到某物have sth for breakfast 早饭吃……prefer的用法1）prefer：表示宁愿，更喜欢。后可接名词、代词、不定式、不定式复合结构或V-ing形式。Which would you prefer, tea or coffee?茶和咖啡，你较喜欢哪一种？I’d prefer you to wash the clothes. 我想要你来洗衣服。2）prefer A to B (=like A better than B) “喜欢A而不喜欢B/喜欢A胜过喜欢B”I prefer dogs to cats. 我喜欢狗不喜欢猫。3）prefer to do rather than (to) do “宁愿……而不……”She preferred to go with us rather than stay behind.他宁愿和我们一道去，而不愿留下。

2 . sport, game, match 与 race辨析1）sport指各种运动或户外游戏，多限于体力锻炼，不以输赢为主要目的。常有下列用法：sports jacket 运动服sports meet 运动会sportsman 男运动爱好者，男运动员sports woman女运动员sports ground 运动场sports page of the paper 报纸体育专版school sports 校运会2）game作“游戏、比赛”解，指有一定规则的游戏或运动，且以输赢为主要目的。指球赛时，美国英语用game, 英国英语用match。game还可指大型的国际体育运动会、比赛。the Asian Games 亚运会the Olympic Games 奥运会3）match一般指竞技比赛，较正式的球类比赛（网球、高尔夫球等）、拳击等常用match.They are having a football match. 他们举行一场足球比赛。4）race通常指赛跑、赛马、赛车、赛船等运动。如：100-metre race 100米赛跑 go to the races 去看赛马

3 . join, take part in ,attend的辨析这几个词或短语都有“参加”的意思。区别：1)join：指加入某个组织成为其中一员。join the Army/the party/the League参军/入党/入团join (sb.) 指参与某项活动，口语中常与take part in 通用。He joined you in the walk.他和你们散步。2)take part in指参加群众性活动、会议并在其中起积极作用。May I take part in your game? 我可以参加你们的游戏吗？3)attend是正式用语，指参加会议、婚礼、典礼；听报告、讲座等。He'll attend an important meeting tomorrow.他明天要参加一个重要会议。

The same as, the same that的辨析1) the same …as有两个含义：“和……一样”，“像……那样”。比如：She is wearing the same dress as she wore yesterday. 这句话有两个含义：她穿着昨天穿的那件衣服。（就是同一件）她穿的衣服像她昨天穿的那件。（即只是像，但不是同一件）2）the same…that为“和……一样的”。比如：She is wearing the same dress that she wore yesterday.她穿着昨天穿的那件衣服。即只等于the same …as的第一个含义。3）若要表示“同一个”时，关系代词可用as,也可用that.若要表示“不是同一个”时，关系代词只用as。4)如果后面的从句不完整，从句谓语动词省略了，就只能用as,不用that。4×100time其它词意的用法1）表示作“时间”解，是不可数名词；作可数名词时，有下列几种用法：in modern/ancient times 在现代/在古代He is one of the most important men of the time. 他是当代最重要的人物之一。2）可用来表示次数。I’ve met her several times. 我见过她好几次。3）可表示倍数或乘法。This room is 3 times as big as that one. 这个房间是那个房间的三倍大。

compete的用法compete: 比赛；竞争，是不及物动词，常与介词in, for, against等连用。They're competing for a prize. 他们在为获奖而竞争。compete 的名词有：competitor 参赛者competition竞争，竞赛（可指各种形式的竞赛）。More than 1,000 competitors took part in the competition.一千多参赛者参加了这项竞赛。

every four years 每四年every 与数词或few, other 连用，表示时间或空间的间隔，其中几个主要结构如下：①every+基数词+复数名词。I go there every three days.我每隔两天(每三天)到那儿去一趟。They move on to a new place every two or three years.②every+序数词+单数可数名词，译为：“每第……”。He comes to see his uncle every third week.③every +other+单数可数名词,“每隔……”。He goes to town every other day(every two days).④every +few+复数名词，“每隔几……”。He stopped and turned around every few metres.

教学设计方案Lesson 37

Teaching Aims1 .To train the Ss’ skills in listening, speaking, reading and writing.

2. To learn some useful sentences and some new words and expressions through practice.

Which do you prefer, ...or...?

I prefer. . .to. . .

have sports, be good at, read out ,exciting

Teaching procedures

Step I Warming up

1.What sports do you know?

Collect the English words on the Bb.

Volleyball/ basketball/ football /table tennis/ tennis/ badminton/ golf/ horse – riding/ shooting/ wrestling/ sailing/ swimming/ hunting/ fishing/ skiing

2.Which sport do you like better, ...or...?

Use all the names of sports the Se have learned to answer this question. )Then ask the 58:

3.Which sport do you prefer, ... or... ?

Ask one e student to answer the question using the following structure.

I prefer. . .to. . .

Ask more students to practise the two structures.

Step ⅡListening

First we'll listen to the tape. After that there are two questions for you to answer. please listen carefully with your books closed. Questions:

1) Which Sport does A prefer? 2)What about B?

horse → riding shooting

2. Let the Ss listen to the tape again and repeat.

Ask them to pay more attention to the pronunciation and intonation of the dialogue.

Step Ⅲ practise

paraphrase the following sentences and words.

1) Which do you prefer, horse - riding or shooting?

Which do you like better, horse - riding or shooting ?

2)I prefer horse - riding to shooting.

I like horse-riding better than shooting.

3)In fact, I'm on our city team.

In fact, I'm working for/belonging to our city team.

Step Ⅳ Oral practise

1)Let the Ss make similar dialogues according to the following pictures

Names: football, basketball, sailing, jumping, running, swimming, shooting, wrestling

－Do you often have sports?

－Sure/Of course.

－Which sport do you prefer, . . . or. . . ?

－I prefer. . . to. . .

Step ⅤSummary

1. Ask the Ss to sum up all the expressions and structures in this lesson.

Which do you prefer, ...or...?

I prefer, ..to...

have sports, be good at, read out, exciting

2. Let the Ss make some sentences using these expressions and structures.

Step Ⅵ Homework

1. Finish the exercises in this lesson.

2. Revise the names of different sports.

3. preview Lesson 38.

Lesson 38教学设计方案

I: Teaching Aims and Demands1. Have a good understanding of the text2. Language points

3.Master the Attributive clause with prep.+which/whom

4. Get the students to understand the history ,spirits and meanings of the Olympic Games

I: Important and Difficult points1.the same …as…

2.the different uses and meanings of time

3. prep .+which / whom+ clause

IV: Teaching procedure

STEp I. Revision :

1.Revise the names of some sports:

horse riding, shooting, wrestling, sailing

2.Allow the Ss some minutes to make up dialogues with the names of different sports and practise the following structures.

Which do you prefer, ...or...?

I prefer. . . to. . .

STEp II Warming-up:1. The T shows the picture of the Olympic Flag to the Ss. The teacher may ask a question like this: “Do you know the Olympic flag?”

2. Ask them to discuss the Olympic Flag.

There are five rings joined together. The five rings stand for five continents. They are Asia, America, Africa Europe, and Oceania. They are joined together as a sign of friendship. The different colours stand for different continents. Asia: yellow; America: red; Africa: black; Europe: blue; Oceania: green

STEpIII Listening:

I. Listen to the tape twice, then T show some numbers to the Ss

1)4 years 2)776BC 3)393AD 4)1896(311/13) 5)1984 6)1992(8,000/150//250/16/12)

II. Allow the Ss enough time to discuss the meanings of these numbers first in groups and then in class. The T should write some key words on the Bb.

1) every 4 years, take part in

2) around the year 776BC, the old Olympics

3) about the year 393AD, stop

4) in 1894, the first Olympic Games, 311 competitors, 13 countries

5)in 1984,4 gold medals

6) in 1992, 8, 000 competitors, 150 countries, 16 gold medals, 12 gold medals won by women

STEp ⅣReading:

Ask the Ss to read the text from the beginning to the end and try to find out the answer to the following question.

1) How often are the Olympic Games held?

2) When and where did the old Olympic Games begin?

3) When did the Olympic Games stop?

4) When did the first Olympic Games in modem times happen?

5) How many competitors were there in the 1896 games?

6) In which Olympic Games did Carl Lewis win 4 gold medals?

7) When and where did the 25th Olympic Games begin?

8) How many competitors went there?

9) How many gold medals did the Chinese team win in Barcelona?

10) How many gold medals were won by the Chinese women?

StepⅤLanguage points:

Ask the Ss to sum up the new words and expressions and help them to explain them in English. Write the new words and expressions on the Bb.

athlete → a person who is very good at sports and who competes in games

compete→ to try to win in competition with someone else

competitor→ someone who takes part in a competition

unusual →something strange, not usual

motto→ a short sentence or a few words taken as the guiding principle of a person and the way he believes.

swift→fast

prize→something of value given to someone who is successful in a game, race, competition, etc.

take part in→work. or play with other people in.

2. Ask the Ss to fill in the gaps with the new words

1. John ____ for a place at their school, but didn’t get in.

2. During the ____, they exchanged experience with the players from other countries.

3.____ will be given for the three best stories.

4. You will need a ____ horse to take you there.

5. Don't lose hope; remember the ____ “Never say die”.

6.I like that painting; it's most____.

7. British ____ won five gold medals in the Olympics.

8. Tell the ____ for the next race to come here.

9. Did you ____ ____ ____ the fighting?

Keys: competed; competitions; prizes; swift; motto; unusual; athletes; competitors; take part in

STEp Ⅵ:Discussion:

1.Where will the 2008 Olympic Games be held ?

2.What do you think you prepare for the 2008 Olympic Games ?

3.Discus where and when several Olympic Games hold in modern times?

STEp Ⅶ:Exercise:

Ask the Ss to fill in the passage according to the text.

The Olympic Games are held every 1 years. Athletes 2 all over the world 3 it.

The old Olympic Games began around the year 4 in Greece. Many of the sports were the same 5 they are now. 6 were not allowed to take part in it.

After about the year 7 the Olympic Games stopped. For 8 there were no Olympic Games.

The first Olympic Games 9 happened in 10 . It was held in Greece. There are 11

competitors from just 12 countries. In 1992 over 13 competitors from more than 14 countries went to Barcelona for the 15 Summer Olympics! There are over 16 different sports in the games. Sailing, horse riding and shooting are some of the unusual sports. In Barcelona the Chinese team got 17 gold medals, of which 18 were won by women.

STEp Ⅷ Summary

1. We know the history, spirit and meaning of the Olympic Games.

2 .We have learned some language points

3 .prep. +which/whom

STEp Ⅸ Homework:

1. Finish off the exercises in this lesson.

2. Read the passage again.

3. Retell the text

4. point out the Attributive Clause in this lesson.

探究活动

Discussion:教师给学生题目进行探讨，如：Which sport do you like best?,教师可提供与此体育运动名称相关词组，如：prefer, good at, badminton, gymnastics, archery, rowing, skating, so on.教师可简单给学生一个范例，如：I love sports. I prefer badminton to rowing. In fact, I’m also good at skating…….

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