模块5 Unit 2 教案(新课标版高二英语必修五教学案例)

关键词：新课标必修模块教案

模块5 Unit 2 教案(新课标版高二英语必修五教学案例)（通用4篇）

篇1：模块5 Unit 2 教案(新课标版高二英语必修五教学案例)

Unit 2 The United Kingdom

A general review of Unit 2

Period 1 Word study, Warming up, pre-reading

Period 2 Reading I (P9-10)

Period 3 Reading II: Using language(P13)& Listening(P15)

Period 4 Language points

Period 5 Grammar

Period 6 Learning about language, Listening (p48, P52-53) & Reading(P51)

Period 7 “English Weekly”

Period 1

Pre-class task:

Preview new vocabulary of Unit2, and especially pay attention to the pronunciation of the new word 2. Finish the quiz in Warming up( p9) in groups of four by referring to books or surfing the net.

Step 1 Learning Goals

Get Ss to go through the summing up form on p16 in order to have a general idea of the learning goals of Unit 2

Step 2 Word Study

(Pair work) Get Ss to read aloud the new words and phrases on p93-94 within 3-4 mins; then get Ss to read aloud the words in pairs by turns.

2. Practice Use the correct form of the words to fill in the blanks.

(education)

convenience

(history)

attraction

collection

influence

(construction)

(constructive)

debate

arrange

(wed)

delight

suggestion

thrill

Fill in the blanks using the correct form:

It was a thrilling story of violence and murder. (thrill)

The railway is under construction at the moment. ( construct)

We have been invited to their daughter’s wedding. ( wed)

Her marriage was arranged by her parents.(arrangement)

The dustmen collect the rubbish once a week. (collection)

I hope that what I say will clarify the situation. (clarification)

Fill in the blanks using the new words in this unit

Don’t let me i__________ your decision. I know you’ve made up your mind. (influence)

Her story p_______ me; I find it hard to believe. (puzzles)

A mistake in the map led the traveler into e______. (error)

He showed me his stamp c_______. (collection)

During the summer holiday, they did a lot of _______ in Guilin.(sightseeing)

In the park there is a s_______ of a king, made of stone not of metal. (statue)

The a_____ of the moon for the earth causes the tides.(attraction)

Step 3 Warming up

Check the answers to the quiz( P9 ). Introduce the UK by showing pictures while Ss giving the correct answers.

Step 4 Pre-reading

(Pair work) What are the four countries of the UK ?

What are the capital cities of the countries of the UK?

What are the three main areas in England?

Get Ss to come up to tell their location on the map ( showed on screen)

See the map on P9

Talk about the different flags of the countries of the UK

( the flags are showed on the screen)

The flag of England is a cross, the flag of Scotland and Ireland are both like a fork, the flag of the Union Jack is the flag of the UK, which is the combination of the three flags.

Step 5. Summary and Speaking

To get Ss to summarize the general knowledge they learned about the UK in class by using given sentence pattern:

A brief introduction of the UK

The official / full name of the UK is The United Kingdom of the Great Britain and Northern Ireland, but it’s usually known as the United Kingdom or the UK or Great Britain or Britain.

The United Kingdom is made up of four countries, they are England, Wales, Scotland and Northern Ireland. The national flag of the UK is called the Union Jack.. The official language is English. The capital city of the UK is London. Tony Blair is the Prime Minister and his office is located in Downing Street .

Step 6 Homework

Preview the reading passage Puzzles In Geography”(p9), try to do Ex.1, 2 on P11

Read notes 1-10 on p79-80

Go over the new words(“unite”-“leave out”)

Speaking task: a brief introduction or background knowledge of the UK(check in next class)

Period 2

Step 1 Revision

Revise the new words. ( Get the Ss to speak out the words while the Chinese meaning given out)

Step 2 Lead in

Invite 1-2 Ss to give their brief introduction to the UK

Step 3 Reading

Fast reading :

Q1: What’s the main idea of the text? ( D )

A brief introduction to the United Kingdom about its geography and history.

A brief introduction to the United Kingdom about its foundation and development.

A brief introduction to the United Kingdom about its politics and culture.

All of above.

Q: How many groups of invaders influenced London? What are they?

( Four; They are the Romans, the Anglo-Saxons, the Vikings, the Normans)

Careful reading:

Q1: Which part of Ireland broke away to form its own government? ( C )

the northern part B. the middle part C. the southern part

Q2: Are the four countries of the United Kingdom the same in educational and legal system as well as the football team? ( B )

Yes B. No

Q3: Where can you find out Britain history and culture in England? ( C )

the Midlands and south of England B. the South of England

C. the Midlands and north of England D. the North of England

Q4: What can we learn from this text? ( B )

Great Britain was peacefully united while Ireland broke away to be independent by war.

England, Wales and Scotland made up Great Britain, which united Northern Ireland into the UK.

Great Britain used to being Ireland under control by war.

The Union Jack, a new flag, doesn’t stand for Northern Ireland in the world today.

Q5: The writer is trying to tell us __________. ( A )

England is the biggest of the four countries and consists of three rough zones.

Great Britain and Northern Ireland have different systems as well as international relations.

London is well-known for its groups of invaders instead of its historical treasures.

The invaders should be remembered for influencing and constructing London.

Step 4 comprehending

P10, Ex. 1

The Union Jack flag unites the flags of three countries in the United Kingdom. Which country is left out? Why?

( Wales is left out. It’s usually assumed to be part of England.)

2). What three countries does British Airways represent?

England 2. Scotland 3. Northern Ireland)

Which group of invaders didn’t influence London?

( The Vikings)

Divide the passage and the main idea of each part

Part 1 ( Para. 1): states the topic to be examined in the reading text

Part 2 ( Para. 2-5): explains how the UK came out, the differences between the four countries and between three zones of England.

Part3 ( Para 6): explains London plays an important role as a cultural and political center of the UK

A short summary of the text

The passage clarifies how the UK developed as an administrative union and shows how England is divided into three zones. It explains how London was influenced by four groups of invaders and why London became the cultural capital of England.

Step 5 Difficulties

Get the Ss to raise questions on the text or point out the sentences that they don’t understand.

*P9 Para1 Line3 You can easily clarify any problems if you study British history.

(Explain: clarify-become clearer and more easily understood 澄清;阐明)

P9 Para 2 Line2 Now when people refer to England you find Wales included as well.

(Explain: Now when people mention or talk of England, Wales is included in it, too.)

P9-10 Para3 Line3 To their surprise, the three countries found themselves united peacefully instead of by war.

( Explain: They were surprised to find that the three countries united themselves as one peacefully rather than violently. find oneself done (不知不觉)发现被… )

P9-10 Para3 Line4 However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of that country broke away to form its own government.

( Explain: they were going to make Ireland become part of the UK, the southern part of Ireland broke away to set up its government.)

P10 Para4 Line1 Although the four countries do work together in some areas…

( Explain: work together 合作(习惯用语)

P10 Para6. Last line You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.

( Explain: keep one’s eye open 睁大双眼 make…worthwhile 使…值得做的 a trip to…去…旅游)

Step 6 Speaking

(Group work) Choose 2-3 groups to tell how Great Britain was formed by the map of the UK

be linked to…

be joined to…

get…connected to…

break away

Step 7 Homework

Finish P11-12, Ex 1,2(on SB)

Pre-read Reading II on P13

Read notes on p80-82 and go over the new words for dictation

“Best English” P18 “文脉理解” P23 “词汇专练” “短语专练”

Period 3

Step 1 Homework checking and Dictation

Dictate the new words

P11-12, Ex 1,2 (on SB)

Step 2 Lead in

Talk about London with the Ss

the famous sites: the Tower of London, Buckingham Palace, Westminster Abbey, St. Paul’s Cathedral, Big Ben, British Museum, Greenwich and Karl Marx’s statue, Windsor Castle etc.

Famous river: the Thames

Famous park: Hyde Park, Kensington Gardens

London’s fog : it’s often foggy and called “fog city”

Step 3 Reading

Fast-reading:

Q1: How long did Zhang Pingyu visit London? ( For 3 days.)

Q2: To circle the sites mentioned in the text.

( Tower, St Paul’s Cathedral, Westminster Abbey, Greenwich, Big Ben, Highgate Cemetery, Windsor Castle)

Careful reading:

*Get the Ss to study the structure of the text:

Day1: 1) the Tower of London 2) St Paul’s Cathedral 3) Westminster Abbey

4) Big Ben 5) Buckingham Palace

Day2: Greenwich

Day3: 1) Highgate Cemetery 2) The Library of the British Museum 3) Windsor Castle

Step 4 Difficulties

*P13 Para1 Line 5

To her surprise, Zhang Pingyu found the Queen’s jewels guarded by special royal soldiers who, on special occasions, still wore the four-hundred-year-old uniform of the time of Queen Elizabeth I.

( Explain: find…guarded 发现…被守卫 on special occasions 在特殊的场合

the time of Queen Elizabeth I伊丽莎白一世时代)

*P 14 Para.3 Line5

What interested her most was the longitude line.

( Explain: “what interested her most” 是主语从句)

*P14 Para.4 Line1-2

It seemed strange that the man who had developed communism should have lived and died in London.

(Explain: develop communism 发展共产主义

句子意思：这似乎是一件怪事：这位发展共产主义的人竟然在伦敦生活过，并在伦敦去世)

Step 5 Listening

Get the Ss to read Q1 carefully so that they are familiar with the new names and relationship. Get them to read aloud the names so that they can recognize them when they hear them on the tape.

1st time: do Ex.1 and Q1&2 in Ex.2

2nd-3rd time: finish Ex.3-6 in Ex.2

Step 6 Homework

Finish “ Language points”

Go over the rest of the new words for dictation

WB. P49-50 Ex.1, 2

Period 4

Step1 Dictation

Step 2 Language points ( Seen in handout)

*consist of

*there is no need (for sb.) to do sth.

*as well & as well as

be linked to…, be joined/connected to…

** find oneself done

find oneself doing

find oneself +prep.-phrase

*divide & separate

*break away ,break down &…

take the place of…, take place, take one’s place

Step 3 Practice

Step 4 Homework

“Discovering useful structures” on P12-13 Ex.1-3

“Best English” P22-23 语法专讲，语法专练

3.Underline the phrases in Language points, prepare for the dictation

Period 5

Step 1 Dictation

Step 2 Lead in

Eg, 1)Yesterday I had my hair cut.

(Get the Ss to tell “cut” is the object complement, and notice its position-after the object)

2) 上个月，我姐姐的钱包在汽车上被偷了。

My elder sister had her wallet stolen on a bus last month.

3) 他再次向学生解释问题以便让他们明白。

He explained the problem to the students again to make himself understood.

Step 3 Grammar

Get the Ss to conclude the rules from the groups of sentences

The old man had one leg lost in the war.

He got his TV set mended.

He raised his voice to make himself heard.

Conclusion: 表示“使…”的动词，如have,get,make,help,leave

When I got there, I found him seated at the desk.

He was about to enter the hall when he heard his name called.

We would like to see the plan carried out next year.

Conclusion: 感官动词(see, hear, watch, listen to, observe etc.)和表示心理状态的动词(think, find..)

I want this work finished by Friday.

She likes the hair cut short.

They wish a bridge built in their hometown one day.

Conclusion: 表示“希望，要求”等意义的动词，如want, like, wish, order, expect…

With trees planted around the building, our school looks more beautiful.

The murderer was brought in, with his hands tied behind his back.

Conclusion: with的复合结构

Step 4 Practice

(SB) P12 Ex.1, 2

“Best English” P23 语法专练

Step 5 Test

1. We must get the house _____ during the holidays.(A)

A. painted B. painting C. paint D. to paint

2. Five books on the shelf are found _____.(D)

A. tear B. tearing C. tore D. torn

3. He watched the whole house _____ down.(C)

A. burn B. burning C. burnt D. to be burnt

4. He said he never heard this word ______ in spoken English.(B)

A. use B. used C. using D. to use

5. She felt herself _______ by her friends.(C)

A. misunderstand B. misunderstanding C. misunderstood D. to misunderstand

6. We had a photo ______ with the foreign friends.(D)

A. take B. took C. taking D. taken

7. The result of the test was rather _____ He was very ______ at the result.(D)

A. disappointed, disappointed B. disappointing, disappointing

C. disappointed, disappointing D. disappointing, disappointed

8. There were two roads ______ to the station.(C)

A. lead B. led C. leading D. to lead

9. I observed two men in raincoat ______ the hall. (B)

A. enter B. entering C. entered D. to enter

10. A man was seen _______ to break into the house.(B)

A. try B. trying C. tried D. to try

Note: No.9 & 10 should be explained to the Ss, and simply tell the different usage between ved &ving

Step 5 Homework

P50 Ex.3 (翻译) P50-51 Ex.1-2

P51-52 Reading Task

Period 6

Step 1 Homework check

Step 2 Learning about language

P11 Ex.1, 2

Step 3 Reading Task ( P51)

Explain the following difficult sentences or phrases:

*practise Christianity in their own ways (Para.2 Line7) 用他们自己的方式进行基督宗教活动

the Houses of Parliament (Para.3 Line4) 国会大厦

*take flight (Para.3 Line9) 逃走，逃亡

*bonfire(Last Para. Line2) 野火

*(Para.3 Line3) Fawkes, disappointed at the government’s behaviour, agreed.

*(Last para. Last line) They remember a time in England when people were not as tolerant of each other’s ideas as they are now.

Step 4 Listening ( P48 & P52-53)

Listening (P48)

Get the Ss to familiar with the following words:

a multicultural country Caribbean

the old British Empire India

a British citizen Kenya(肯尼亚)

independent Pakistan Bangladesh(孟加拉国)

1st time: finish Ex.1

2nd time: finish Ex.2

Listening ( P52-53)

Get the Ss to familiar with the following words:

a Catholic supporter(天主教支持者)

practise their religion(进行宗教活动)

the Protestant church(新教教堂)

as they wish

attack

Teaching suggestion: play tape 1-2 times to get the Ss to understand the main idea and finish Ex1.only.

Step 5 Homework

Finish “English Weekly”

Period 7

To check answers to “English Weekly”

To summarize Unit2

Homework:

Writing Task: “ the United Kingdom”

Pre-view the new words in Unit3

篇2：模块5 Unit 2 教案(新课标版高二英语必修五教学案例)

The Fourth Period Grammar

Inversion

Teaching goals 教学目标

1. Target language目标语言

Only after ... did sb ...

Only by doing ... could sb ...

Not only did ...

Seldom have I ...

2. Ability goals能力目标

Enable the students to use inverted sentences correctly.

3. Learning ability goals学能目标

Help the students learn how to use Inversion correctly.

Teaching important points 教学重点

Help the students use Inversion correctly.

Teaching difficult points教学难点

Guide the students to summarize the usage of Inversion.

Teaching methods 教学方法

Task-based learning; cooperative learning; practice.

Teaching aids 教具准备

A computer and a projector.

Teaching procedures & ways教学过程与方式

Step Ⅰ Presentation

Ask the students to find the sentences of Inversion in the Reading.

T: Today we are going to learn Grammar. In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion. Please find the sentences of Inversion in the reading passage on page 26.

In a while, get the students to say the sentences. Then show the answers on the screen.

Never will Zhou Yang forget his first assignment at the office of China Daily.

Only when you have seen what he or she does, can you cover a story by yourself.

Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.

Only if you ask many different questions will you acquire all the information you need to know.

Step Ⅱ Explanation and Summary

T: Well, class, now I’d like to explain something about the inverted sentences so that you can have a better understanding of Inversion. Sometimes the order of the subject and the verb is reversed after the following adverbial elements:

1) Adverbial expressions of negation or near negation with no, not, never, neither, seldom, scarcely, rarely, barely and hardly, etc.

The same reversal of word order takes place after negative conjunctions like neither, nor, not only ... but also, no sooner ... than.

e.g. In no case can an exception be made.

Never have I seen such a stupid person.

Not until he loses all his money will he stop gambling.

Scarcely had he entered the room when he was knocked down by a stranger.

Not only is she beautiful, but she is also very intelligent.

I cannot attend the meeting tonight, and neither can my wife.

2) Adverbial expressions with only

e.g. Only after an operation will he be able to walk again.

Only once has he done such a thing.

3) Adverbial expressions with so

e.g. So greatly did he admire the beautiful actress he asked her to marry him.

The word order is also reversed after the conjunction so.

e.g. I caught a cold, and so did my wife.

4) Adverbial expressions of place

e.g. There stood the tallest man he had ever seen.

Inside the room were a few pieces of furniture.

But when the subject is a pronoun instead of a noun, the order should not be inverted.

e.g. Here he comes.

Off he ran.

5) Other adverbials in initial position

e.g. Loud and clear rang the bells.

Often did we sit together without saying a word.

Step Ⅲ Practice

T: To understand the Grammar better, we’ll do some practice. Now turn to page 29. Please do Exercises 2-4 on your own.

After the students finish, check the answers. Then deal with Exx. 1 & 2 on page 64 and check the answers.

Step Ⅳ Consolidation

Present the following exercises on the screen.

T: Now let’s do more exercises to see how well you have grasped Inversion.

1. -Do you know Jim quarreled with his brother?

-I don’t know, ______.

A. nor don’t I care B. nor do I care

C. I don’t care neither D. I don’t care also

2. Not until all the fish died in the river ______ how serious the pollution was.

A. did the villagers realize

B. the villagers realized

C. the villagers did realize

D. didn’t the villagers realize

3. Only in this way ______ do it well.

A. must we B. we could

C. can we D. we can

4. Hardly ______ when it began to rain.

A. had he arrived B. arrived he

C. he had arrived D. did he arrive

5. Only when class began ______ that he had left his book at home.

A. will he realize B. he did realize

C. did he realize D. should he realize

6. Not a single mistake ______ in the dictation yester-day.

A. did he make B. made by him

C. he made D. he had made

7. No sooner _____ his talk than he _____ the workers.

A. he finished; surrounded all

B. did he finish; did surround

C. had he finished; was surrounded by

D. after he finished; was surrounded near

8. Little ______ know about verbs, Franz ______his head.

A. did he; dared not lift

B. he; dare not lift

C. did he; dare not to lift

D. doesn’t; doesn’t dare lift

9. Not only ______ a promise, but he also kept it.

A. had he made B. he had made

C. did he make D. he makes

Key: 1-5 BACAC 6-9 ACAA

Step Ⅴ Homework

篇3：模块5 Unit 2 教案(新课标版高二英语必修五教学案例)

1.Talk about science fiction.

2.Learn to express beliefs and doubts.

3.Learn about Word Formation2.

4.Practise creative writing.

The First Period Warming up& Listening& Speaking

Teaching Aims:

1.Learn about some scientific facts by doing a small science quiz.

2.Train the students’ listening ability.

3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.

Teaching Important Points:

1.Train the students’ listening ability.

2.Master the useful expressions for beliefs and doubts.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Free talk to arouse the students’ interest in science fiction.

2.Listening-and-answering activity to help the students go through the listening material.

3.Discussion to make the students finish the task of speaking.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings Greet the whole class as usual.

Step Ⅱ Free-talk and Lead-in

T: Do you like reading novels?

Ss: Yes.

T: What kind of novel do you like best?

S1: I like reading detective novels.

T: Why do you like novels of this kind?

S1: Because this kind of novel is full of suspension and the end of it is often surprising.

T: Very good. Does anyone have a different opinion?

S2:I enjoy reading about science fiction.

T: Tell us why, please.

S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.

T:A good job. Sit down, please. Today we’re going to talk about science fiction.

(Bb: Unit 12 Fact and fantasy)

Step Ⅲ Warming up

T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)

T: Have you read them?

(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)

S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.

S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.

T: You’re wonderful! Have you read any of his books besides these two books? What are they about?

S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.

T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.

(Teacher uses the multimedia to show the following.)

1.What is the highest mountain on earth and how high it is?

2.What is the deepest point in the ocean and where is it?

3.Which is the longest river on earth and how long is it?

4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?

6.How high are the temperatures near the centre of the earth?

7.What is the longest distance around the world?

8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?

T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?

Ss: Yes.

T: Now check your answers. (Show the answers on the screen.)

Step Ⅳ Listening

T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?

Ss: Yes.

T: Now, let’s listen to the tape carefully and finish the task.

(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)

T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?

Ss: Yes.

(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)

T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.

(Students do as the teacher says.)

Step Ⅴ Speaking

T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?

Ss: Yes.

T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)

I believe… I suppose… I doubt…

I’m(not) certain… I can’t imagine… It could be…but…

It’s likely… It would like… I’m sure that…

T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)

T:(A few minutes later) Are you ready?

Ss: Yes.

T: OK. Which group would like to act out your dialogue?

(Two students stand up and act out their dialogue before the class.)

T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?

(Another two students stand up and their topic is about life in 3098.)

(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)

Step Ⅵ Summary and Homework

T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Second Period Reading

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn about the French writer Jules Verne and his two famous science fictions.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the useful phrases.

Teaching Difficult Points:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises in Post-reading.

Teaching Methods:

1.Discussion before reading to make students learn more about some scientific facts.

2.Fast-reading method to get the general idea of the passage.

3.Careful-reading method to get the detailed information in the text.

4.Discussion after reading to help the students finish the tasks in Post-reading.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

StepⅠ Lead-in and Pre-reading

T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.

(Show the following pictures on the multimedia.)

T: Here are three great inventions. Who can say when the inventions in the pictures were made?

S1:Electric railway was invented in the early years of the 20th century.

S2:Thomas Edison invented the light bulb in 1879.

S3:Steam-powered boat was made in 1807.

T: You’re quite right

StepⅡReading

T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?

Ss: Jules Verne.

T: Good. Do you remember the books written by him and talked about by us in the last period?

Ss: Yes.(Students say out the titles of the books together.)

T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?

Ss: Yes.

(Students begin to write eight key words. After they finish, teacher says the following.)

T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.

(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)

T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.

(Show the following on the multimedia.)

1.To make a living, what did Jules Verne have to do?

2.What will many of the instruments in his novels remind the readers of?

3.How did Verne lay the foundation of modern science fiction?

4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?

5.How does the story “Journey to the Centre of the Earth” begin and end up?

(A few minutes later, teacher asks some of them to answer the questions one by one.)

Suggested answers:

1.To make a living, Jules Verne had to write and sell stories.

2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.

3.By taking the scientific developments of his day one step further.

4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.

5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.

Step Ⅲ Language Points

T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.

(Show the following on the multimedia.)

1.make a living(=earn one’s living)

e.g. She made a living by singing in a nightclub.

2.lay the foundation of

e.g. Four-year college life laid solid foundations of his career.

3.come true

e.g. The boy’s wish to become a PLA man has come true.

4.set out

e.g. They set out to look for the lost child.

5.turn out(to be)+adj./n.

e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.

To everyone’s surprise, the fashionable girl turned out to be a thief.

6.defend…against/from

e.g. We should defend our country against attacks.

7.be dressed in

e.g. The girl was always dressed in red.

Dressed in uniform, he looks handsome.

Step Ⅳ Post-reading

T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.

(After a while, teacher checks their answers with the whole class.)

Suggested answers:

2.During the time they do all they can to continue to live…

3.They realize that they come to the surface of the monster

4.his long-term guests

T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.

(After a while, teacher checks their answers. Students may have various answers.)

T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.

Suggested answers:

Differences SUBMARINE SPACESHIP

Speed slow fast

Landscape under water landscape space landscape

Number for people a lot of people a few people

Food common food special space food

Clothes diving suits space suits

Similarities Demand for skills is high.

They’re both exciting.

Tourists must be trained by experts.

They’re expensive.

T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)

Suggested answers:

Preparation: Tools and things to bring Risks: Dangerous and things that could happen

food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured

Step Ⅴ Summary and Homework

T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.

The Third Period Grammar

Teaching Aims:

1.Review the new words appearing in the last periods.

2.Learn to use the rules of word formation to guess the meaning of the word.

Teaching Important Points:

1.Learn to choose proper words according to the contexts of the given passage.

2.Learn to guess the meaning of the words by the meaning of some stems and affixes.

Teaching Difficult Points:

1.Master the meanings of the following stems and affixes:

mis-=wrong extra-=outside inter-=between sub-=under

under-=below over-=too much dis-=not -marine=sea

2.How to guess the meanings of the words according to these stems and affixes.

Teaching Methods:

1.Review method to consolidate what we’ve learnt.

2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.

3.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)

T: Very good. It seems that you’ve read the passage again and again.

Step Ⅲ Word Study

T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?

Ss: Yes.

T: OK. Let’s begin.

(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)

T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?

Ss: Yes.

T: OK. Who’d like to make a sentence using the first word “collision”?

S1:The plane crashed after a collision with a tall building, killing all the passengers on board.

T: Very good. Next word “permanent”.Who will try?

S2:Love is a permanent topic for us all.

S3:Next month, he is going to go on a voyage across the English Channel.

S4:A thief robbed the young lady of her handbag and escaped.

S5:All passengers on board are not from the same country.

S6:He is fond of science fiction.

S7:Not all fantasy can be realized in the future.

T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.

Step Ⅳ Word Formation

T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.

(Teacher shows the following on the screen.)

rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical

mis-=wrong

extra-=outside

inter-=between

sub-=under

under-=below

over-=too much

dis-=not

-marine=sea

T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?

S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…

(Teacher writes these words on the blackboard.)

T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.

T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.

Step Ⅴ Consolidation

T: Look at the screen, please.(Teacher shows the following on the screen.)

Add a proper affix to each of the following words to form another word.

1.______curricular 2.______ dependent 3.______patient

4.______stop 5.______judge 6.______tired

7.______heading 8.______clothing 9.______advantage

Suggested answers:

1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-

Step Ⅵ Summary and Homework

T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.

Ss: See you next time.

The Fourth Period Integrating Skills

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Review some word formation.

3.Train the students’ writing ability by practising creative writing.

Teaching Important Points:

1.Consolidate word formation learnt yesterday.

2.Help the students finish the creative writing.

Teaching Difficult Points:

1.How to help the students practise creative writing.

2.How to improve the students’ reading ability.

Teaching Methods:

1.Revision method to help the students consolidate the useful expressions.

2.Question-and-answer activity to help the students understand the reading passage better.

3.Discussion method to help the students finish the task of writing.

4.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?

S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.

T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.

(Teacher shows the following on the screen.)

1.submarine=______+______

2.disappear=______+______

3.overturn=______+______

4.Internet=______+______

5.underwater=______+______

6.prisoner=______+______

(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)

T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.

Suggested answers:

1.潜水艇 sub+ marine sub-=under

2.消失 dis+ appear dis-=not

3.打翻 over+ turn over-=too much

4.因特网 Inter+ net inter-=between

5.在水下的 under+ water under-=below

6.囚犯 prison+er -er=person who carries out the action of the verb

Step Ⅲ Reading

T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.

(Show the following on the screen.)

1.What did Dr Frankenstein want to do when he was young?

2.After he was sent to university, what did he think of the things taught at university?

3.What attracted his attention?

4.Did he discover the cause of life?

5.Although he knew how to create life, what remained a difficult work for him?

6.Why did he decide to create a larger human being than man about eight feet in height?

(Teacher gives them five minutes to read them. After that, check their answers.)

Suggested answers:

1.He wanted to learn the secrets of heaven and earth when he was young.

2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.

3.The structure of the human body and any animal that was alive attracted his attention.

4.Yes.

5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.

6.Because the small size of the parts slowed down his speed.

T:Now,let’s do an exercise.(Teacher shows the following on the screen.)

1.The boy ______ becoming a pilot.

2.______ before you reach the crossroads.

3.He shouted to ______.

4.The fire ______.

5.Can you ______ the problem?

6.He ______ meat with a sharp knife.

7.Her skin is ______.

T:Fill in the blanks using the proper phrases on the blackboard.

Suggested answers:

1.dreams of 2.Slow down 3.draw people’s attention 4.burn not

5.throw any light on 6.cut up 7.as white as snow

Step Ⅳ Listening and Reading Aloud

T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.

(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)

Step Ⅴ Designing and Writing

T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.

(Teacher shows the following on the multimedia.)

1.How does your doctor create a life form that looks like a human being?

2.Describe your doctor’s efforts to do that.

3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.

(Teacher goes among the students to help them finish the word web.)

Suggested answers:

1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.

2.My doctor takes the following steps to create the human:

First, choose the cells of human body and fur and features of animals as materials.

Second, use the test tube and medicine to cultivate cells in the lab.

Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.

Fourth, a superman is born.

3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.

(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)

The Fifth Period Word Formation

Teaching Aims:

1.Review all the methods of word formation the students have learned and summarize them.

2.Do some exercises to enable the students to master what they’ve learnt.

Teaching Important Point:

How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.

Teaching Difficult Point:

How to apply what they’ve learned about word formation to guess the meaning of an unknown word.

Teaching Methods:

1.Explanation to make the students understand what they’ve learned clearly.

2.Practice to enable the students to master what they’ve learned.

3.Pair work or group work to make every student active in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Greet the whole class as usual.

(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)

Step Ⅱ Lead-in and Discussion

T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.

Complete the following sentences:

1.These gold rings are ______ while those glass ones are ______(value).

2.We all like the report given by the famous scientist yesterday. It is ______(encourage).

3.Mary’s daughter is old enough to ______ and ______ herself.(dress)

4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.

5.______(self) is a virtue of the Chinese people.

6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)

7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).

8.That plan was a waste of money. We ______(agree) with it.

(Teacher goes into the students and has a discussion with them. After a few minutes.)

T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.

S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?

Ss: Yes, you are right.

S2:The second answer is “encouraging”,I think.

S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.

S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?

S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.

T: Which is right,S4or S5?

S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.

T: Is he right?

Ss: Yes, he is right.

T: Please go on!

…

Suggested answers:

5.Unselfishness

6.careless;careful

7.unfair

8.disagreed

Step Ⅲ Further Discussion

T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?

S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.

S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN

T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?

Compare the following sentences:

1.a.It has not much taste.

b. The bread tastes delicious.

2.a.They had a quarrel yesterday.

b. They quarrelled for half an hour last night.

3.a.I’ve got an interview with National Chemicals.

b. We interviewed 20 people for the job.

S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.

T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation

Step Ⅴ Test

T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.

Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.

1.The hall can seat a thousand people.

2.The train slowed down.

3.They helped us bridge over the difficulties.

4.We must better the life of the people.

5.His holiday was ruined by a series of misadventures.

6.There is often subzero temperature in winter here.

7.I disbelieve every word Tom says.

8.He is extra-thin.

9.The article has a subtitle.

Suggested answers:

1.坐 2.慢了下来

2.度过 4.改善

5.不幸事件 6.零度以下

7.不相信 8.相当瘦

9.小标题

Step Ⅵ Summary and Homework

T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!

Ss: Good-bye!

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.