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Book3Unit2Healthyeating词汇复习课教学设计教学课题Revision of words and phrasesBook 3 Unit 2 Healthy Eating课程类型词汇复习课授课地点多媒体教室教理学论设依计据英语教学是一种生活教学，所以它也是活动教学，教学过程也是交际活动过程。
只有从组织教学活动入手，结合生活实际，大量地进行语言实践，使英语课堂生活化，交际化，才能有效地培养学生运用英语进行交际的能力。
新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。
”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，在结合本班学生的实际，对复习材料进行了适当处理。
教材分析秉承本单元healthy eating的话题，在学生先期预习了词汇的基础上，让学生进一步通过对本节课设计语段及相关复习、练习的训练之后，达到对所需复习内容的进一步夯实。
学情分析经过高三一段时间的复习，学生对于高考大纲内词汇要求比较熟悉，同时表现出对词汇的学习缺乏兴趣。
考虑到学生的基础较好，能主动配合老师，愿意开口讲。
有着高中生独立、爱表现，张扬个性的特点。
因此，一旦因材施教，设置他们感兴趣的活动，就能让他们投入到课堂活动中来。
教学重点 1.掌握本节课的重要复习内容：words: diet \balance\benefit\ lie \combinephrases: form the habit of \cut down\ get away withstructures: have+O.+O.C.2.能回答出个段所设置的相关问题，提高运用英语的综合能力。
3.使学生能够合作完成此课任务教学难点1．如何使学生能正确的进行英语表达，提高交际的能力2．如何能使学生积极地参与双人或小组的讨论，创设情景进行交际，有效掌握本节课内容在语言使用过程中的运用。
3. 如何引导学生通过课文的学习明白健康的饮食重要性并且积极讨论总结方法，促进学生自主学习。
Section One Around the topic Step 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to thecan give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival? Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。
英语3苏版新资料unit2教案（语法01）Unit2Healthyeating----GrammarⅠ1.教材分析〔Analysisofteachingmaterial〕Thisteachingperiodmainlydealswiththegrammar:learntheuseofoughttoandreviewtheuse ofmay,might,will,would,can,could,shall,shouldandmust.Ssoftenfeelmodalverbsabstr actanddifficult,soitisnecessarytomakethelessoninterestingandconnectitwiththeird ailylifeinordertoletiteasytoacceptandunderstand.TheteachercanasktheSstodotheexe rcises,thensummarizetheuseofmodalverbsandletSsmakeitclearhoweachmodalverbisbein gusedinthesituation.2.学情分析〔Analysisofthestudents〕Sswillmostprobablybeconfusedwhenlearningthisgrammar.Becausetheyevencannotgetcle arthefirstkindofModalverbs.Buttheymustlearnitwell.3.教学目标(Teachingaims)知识目标(Knowledgeaims)GetSstoknowmoreaboutmodalverbs.LetSslearntheuseofoughtto.能力目标(Abilityaims) EnabletheSstouseModalverbscorrectlyandproperlyaccordingtothetext.情感目标〔EmotionalaimsGettheSstobecomeinterestedingrammarlearning DeveloptheSsspiritsofcooperationandteamworks4.教学重点和难点〔Teachingimportantpointsanddifficultpoints〕Teachingimportantpoints:Reviewandconsolidatetheuseofmodalverbs.Teachingdifficultpoints:Howtousetheseverbscorrectly.5.教学过程(Teachingprocedures)Step1RevisionCheckthehomeworkMakeadictationStep2lead-inLettheSsworkinpairs.oneaskaquestionandtheotheranswersit.Remindthemtousemodalver bsintheiranswer.T:whatshouldwedoafterschool?S1:Ihavetogohomeatonce.Ineedtotakeabus,IoughttodomthomeworkassoonasIgethome. T:Doyouknowwhatyouhavetodowhenyouborrowbooksfromlibrary? Doyouknowwhattodowhenyourteethache? Doyouknowwhattodoifyouneedtomeetsomeoneyoudon'tknwattheairport? Doyouknowwhattodoifyouwanttogetadiscountinashpo? Doyouknowwhattodoifyoumeetthehostessinyourfriend'shome?Step3Grammarlearn1.情态动词表示对过去情况的推测与过去事实相反的表达时的形式的变化Yououghttohaveseenthatmovie.你早就应该去看那不电影去了。
英语3苏版新资料unit2教案（03—语言点01）Unit2HealthyEatingLanguagepoints11.教材分析〔analysisofteachingmaterial〕Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsandsentenc espatternsinthepartsWarmingUp,Pre-readingandComprehending.2.学情分析〔analysisofthestudents〕Sscanunderstandthemeaningsofthesewordsinthecontext,thentheteacherwillgivesomeex tertheSswillbeofferedsomeexercisestomastertheirusages.3.教学目标(Teachingaims)结果性目标〔知识目标&能力目标〕：知识目标(Knowledgeaims)GettheSstolearnandgraspnewwordsandexpressions:diet,energy,fiber,digestion,bean,cucumber,mushroom,lemon,balance,ham,mutton,roa st,slim,curiosity,raw,lie,research,customer,weakness,strength,rid,amount,debt,g lare,gently,limit,benefit,sigh,combine,item,packet,tin;etc.keysentences:1.Hisfriedricewashotbutdidnottasteoffat.2.Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.3.Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.4.Itwas notgivingitscustomersenergy-givingfood!5.SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealways did.6.Hewonderedifheshouldgotothelibrarytofindout.7.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!能力目标(Abilityaims) EnabletheSstousesomeusefulwordsandexpressionscorrectly. EnabletheSstomakesentencesaftertheusefulsentencepatterns.程序性目标〔即过程与方法〕：Teachershouldpickuptheimportantsentencesandtranslatethemtostudents,thenpointout thelanguage points.Studentscanreadtheexercisebookfirstlyanddosomeexerciseinthec lass.Ifstudentshavesomequestions,theycanaskteacheranddowithit.体验性目标〔情感目标〕情感目标〔Emotionalaims〕StimulatetheSs’interestinlearningEnglish.DeveloptheSs’knowledgeofhealthyeating.4.教学重点和难点〔importantpointsanddifficultpoints〕#Teachingimportantpoints: EnabletheSstolearnandgraspnewwordsandexpressionsandkeysentences.#Teachin gdifficultpoints:EnabletheS stolearnandusethesephrases:amaze;getawaywith;admire;etc.5.教学过程(Teachingprocedures)1.WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.feeling那个地方是用动词的-ing形式做伴随状语。
Section One Around the topicStep 1 Topic introduction:The theme of this unit is relationships between friends, relatives, families and so on. The significance of this topic is for students to understand, maintain and appreciate relationships.Step 2 Your ideas1.Listen to the song. Fill the blanks in the lyrics while listening.I believe I can loveYou give me your loving careI believe in what we areI don’t know where I would beWithout you staying with meSometimes, I’m lost in miseryYou will take me all the wayI’m not afraidOh, you and mehand in hand to everywhereAmazing be my friend, oh friendWe are forever friendsOh babyYou give me all the love I needYou are the only onePlay the song twice constantly and then encourage students to tell the answer by themselves. Step 3 vocabularyA.Work in pairs and think of as many English words as possible that havemeanings similar to friendly and unfriendly. Compare your list with anotherpairThis is a pair-work task. Ask students to brainstorm as many related words as possible.Then ask them to exchange opinions with other pairs. You may let them read out thewords they have got in front of the class.B.The underlined adjectives in the sentences below are all about friendliness.Read them and work out the meanings.Ask students to read these sentences carefully and discuss their meanings in pairs. Havethem explain the meanings in English.Answers:Friendly: acting or ready to act as a friendSociable: fond of making friends with people and enjoying being with othersAmiable: having a pleasant and friendly nature; good temperedIntimate: close in relationshipClose: near in relationship, friendshipWarm: friendly in a pleasant wayStep 4 discussionPut the class into small groups. Each group selects one student to note down the opinions of each speaker. After the discussion, you may collect their ideas by having some students give a report. This can be really interesting when show diverse opinions.1). In your opinion, what is a friend? What does friendship mean to you? What do youthink are the most important factors that can keep a long-lasting close relationship with your friends?2). What about with your family members and relatives?3). How can we make our close relationships last long?Step 5 listening and speakingA: Do you have family members, relatives or friends who live in a faraway place? What do you do to keep in touch with them? Do you do the following?●phone them●write letters to them●send them recorded cassettes●send them postcards●have flowers or other gifts delivered to them●e-mail them●send them text messages●visit them during holidays●chat with them onlineB: listening: John lives in Manchester. His sister, Mary, is studying French in Paris. She’s been there for five weeks. He wants to visit her in Paris and he wrote to her about it through an e-mail. He’s just received a message on the answer phone from her.This activity involves skills of both speaking and listening. Use the questions in task A to start a talk among students. The items listed in the text can give students some topics for continuing their talk.After the activity in task A, move on to the listening section. At the same time, ask students to pay attention to decide whether they are true or false. Have a class feedback when they finish. Section 2 Reading: Bonded by loops and flaresThe text Bonded by loops and flares is taken from the newspaper International Herald Tribune, written by David Brooks. Students may find the ideas expressed in this article quite new. Ask students to read the text carefully and have them do exercises individually. When they finish, ask them to exchange and discuss the answers with their partners.Step 1 Pre-reading questionsRead these questions and then put students into small groups for a brief discussion. Give them a few minutes to prepare. Ask one or two groups to tell the whole class their conclusions and reasons when they finish.Do you think people’s perception and thinking are greatly influenced by others? If so, by whom are people most probably influenced? Discuss these questions in groups.Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the textand get a general understanding about it or not beforehand.2) Ask students to summarize the text3) The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. loop n. a shape like a curve or circle made by a line curving back towards itself 环形，圈状。
综合教程2unit3教案Unit 3 My Stroke of LuckSection Four Consolidation ActivitiesI . Vocabulary Analysis1 Phrase practice1. given that if one takes into account that 考虑到，假定e.g. Not everybody is in the mood to consider dressing carefully given that we feel stressed andtired almost everyday. 考虑到我们⼏乎每天都很紧张、很累，所以并不是每个⼈都有⼼情去精⼼打扮。
Given that they are inexperienced, they’ve done a good job. 考虑到他们没有经验，他们的⼯作算做得很好了。
2. then and there at that time and place, esp. without any delay 当场，当时当地e.g. He resolved then and there that he would find a way to help the boy. 当时他就下决⼼，⼀定要想办法帮助这个孩⼦。
3. in the midst of when 在……之中，当……的时候e.g. She found it in the midst of sorting her suitcase. 她在整理⼿提箱时发现了它。
If you are in the midst of a financial deal, this is your lucky day. 如果你正要处理⼀笔交易，今天就是你的幸运⽇。
4. set … apart distinguish 使分离，区别e.g. We have set apart a special sum of money for new equipment. 我们留出⼀笔专款添置新设备。
Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 21 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 24 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 24 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 25 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 25 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。
千纸鹤1. 这个故事开始于1945年。
当时，一个名叫佐佐木祯子的小女孩和其他50万人一样，住在日本的广岛市。
祯子两岁的时候，历史上第一颗以人类为攻击目标的原子弹在广岛投放。
这个城市的大部分地区被彻底摧毁，夷为平地。
祯子当时就在离原子弹爆炸地点约一英里的地方，但是她没有被烧到，也没有受伤，至少看起来是这样。
2. 原子弹爆炸后几个星期，广岛的市民开始陆续死去，他们的死因连医生都无法诊断。
这些看上去非常健康的人突然间变得虚弱无比，呈现病态，然后就死掉了。
这种现象非常奇怪，大家都不知所措3. 原子弹爆炸事件过去十年之后，祯子已经12岁了。
读七年级的她，和其他孩子一样玩耍，一样学习。
她最喜欢的事情就是跑步。
4. 有一天，她参加了一场很重要的接力赛，比赛结束后，她觉得十分疲倦，还有些眩晕。
过了一会，她感觉好点了，心想应该没什么问题，所以很快就把这件事情忘记了。
但是，自那以后，她开始经常感到眩晕，尤其是在跑完步后。
这件事情她没有对任何人说，甚至连她最好的朋友千鹤子也没有告诉。
直到一天早晨，她严重眩晕，倒在地上躺了好一会儿。
这一次，每个人都注意到了。
他们把祯子送到了红十字医院，接下来的检查结果让大家难以置信。
祯子患了白血病，这是一种血液的癌症。
几乎所有的白血病患者都会死亡，这让祯子非常害怕。
她不想死。
5. 祯子被送往医院后不久，她最好的朋友千鹤子来看她。
千鹤子给祯子带来了一些纸鹤，并告诉她一个传说。
她说，鹤在日本是一种能活千年的圣鸟，如果生病的人折够一千只纸鹤，他/她的病就能痊愈。
于是，祯子决定折一千只纸鹤。
因为患病，祯子常常感到虚弱疲惫，所以她不能不停地折纸鹤。
但从那一天开始，只要身体情况允许，她都在折纸鹤。
6. 祯子真的折完了一千只纸鹤，然而她的身体并没有好转。
但祯子并没有放弃，她决定折更多的纸鹤。
她开始向两千只的目标努力。
每个人都惊叹于祯子的勇气和耐心。
1955年10月25日，在挚爱她的家人的陪伴下，祯子最后一次平静地睡着了。
Section One Around the topicStep 1 Topic introduction:The topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace. In the Extension part, students will read about the benefits of a digital library.Step 2 watch the video1.Watch the video “April Fool’s Day in the Internet Age”. What tricks did the websites play?How are they different from the past?2.How has internet changed your life? Discuss in groups.Play the video twice and try to have students think about the questions in the PPT and then ask some volunteers to express their viewpoints.Step 3 Your ideasA.Which of the following famous IT faces do you recognize? Do you know what they arefamous for?Start the unit by encouraging students to think of IT entrepreneurs and their IT business success. The aim here is to get students talking about the benefits they enjoy in the electronic era. Ask students to identify the three IT entrepreneurs and match them to their companies.Conduct a class feedback and familiarize students with the benefits of high-tech products. If there is enough time, the teacher can add some questions such as how do they like the products of the above three companies, etc.B.How often do you use products made by these international IT giants? Has your life becomemore convenient since you started to use them? Share your ideas in pairs.Encourage student to discuss the effects of information technology on our daily life. You may elicit topics and write them on the board to start students thinking, e.g. travel, education, communication, food, interpersonal relationships, work, hobbies, sports, money, health, family, agriculture.C.How often do you do the following things?●check e-mail●chat on the net●buy things through internet●listen to music on the net●learn English on the net●play games●search information●read e-books●read news reports●watch movies onlineInvite some students to talk about their own internet experiences.Step 4 vocabularyA.Many web-related words are newly created or are common words assigned with newmeanings. Match the following words with their definitions.Ask students to do this exercise in pairs. Check answers by asking students to read out the definition of each word.Answers:1.BBS2.browser3.virus4.e-mail5.hacker6.cyberspace7.e-commerce8.blogB.Do you know any other new words in the computer world? Describe and explain them inpairs.Encourage students to brainstorm more words related to the cyberspace or the computer world.Step 5 Listening and speakingThe aim of this section is to help students learn about the drawbacks of searching information on the internet. Ask students to think of their own experiences of using the internet as a tool when doing homework. Is it time-consuming or is it worth the while to do so?Are you easily distracted by looking at other things? Play the recording and ask students to tell whether the statements are true or false.A.Listen to a man and a woman talking about surfing the internet. Decide whetherthe following statements are true (T) or false (F).Play the recording once or twice if necessary. Ask students to take notes while listening to the recording, and tell them the importance of taking note in the listening practice.And then ask for the feedback from several volunteers and check the answer together asa class.B.Listen again and answer the following questions.1.What has the man been doing for the last few hours?2.What information did the man want to find?3.Why does the woman say surfing the internet can be distracting?4.What is the thing the man really doesn’t like about the internet?Play the recording again and encourage students to improve their notes and find answers from the notes. Then check the answer as a class.C.Work in groups and discuss the following questions.1.How convenient is it for you to use the internet on campus?2.Do you regularly chat in a certain online group? What’s it about?3.What topics do you usually talk about when you chat online?Divide students into groups and have them discuss on the above questions and exchange ideas, then ask several representatives from each group to express their ideas.Section two ReadingStep 1 introductionThe topic of this unit is about cyberspace. This unit provides some information about the history of the internet and discusses some uses of the internet that have grown dramatically in recent years. The main reading text enables students to access and reflect on the future of cyberspace.This is an argumentative article, aiming at discussing the future of the internet. In the firsttwo paragraphs, the writer presents the definition of cyberspace and the influence of the internet---the soaring use of the internet leads to the heated discussion of the net future. In the following paragraphs, the writer views the net future from two opposite opinions. Some are pessimistic, particularly because of the threat of cybercrimes. Others are optimistic, because life has been made easier and more convenient. This article ends with uncovering the nature of the internet---a non-existing entity.Step 2 pre-reading questionsDiscuss the following questions in groups:1.In what way has the Internet made our life easier or less convenient?Read the question as a class. Divide students into groups and assign a group leader to take notes on the advantages and disadvantages of using the net.1.Imagine life in the next 20 years. How do you think the Internet will further change our lives? Ask students to discuss he question in pairs or groups. Students may have interesting and creative ideas. Let their imagination go!Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. backbone n. the most important part of an organization or group of people 骨干，中坚e.g. Such people are the backbone of the country.2. case n. actual state of affairs; situation 实情，情况e.g. If that’s the case, you’ll have to work harder.3. access n. opportunity or right to use sth. 使用某物的机会或权利e.g. Students must have access to a good library.4. cyberfraudster n. a person who deceives people on the Internet in order to gain money, power, etc. 网络骗子e.g. The Internet has given birth to the cyberfraudster5. chaos n. a state of complete disorder and confusion 混乱；无秩序状态e.g. The wintry weather has caused chaos on the roads.6. crash v. to (cause to) have a sudden, violent, and noisy accident（使）猛撞，（使）撞毁e.g. The plane crashed into the sea.7. essential adj. extremely important and necessary 必要的，不可缺少的，最重要的8. simulated adj. not real, but made to look, sound, or feel real 伪装的，模仿的e.g. The movie’s simulated tropical storm used up huge quantities of water.9. undoubtedly adv. used for saying that sth. is certainly true or is accepted by everyone 无疑地，肯定地e.g. The painting is undoubtedly genuine.10. assimilation n. the process of becoming an accepted part of a country or group 融合，同化assimilate v.e.g. The USA has assimilated people from many different countries.11. physical adj. relating to real objects that you can touch, see, or feel 物质的e.g. the physical world around us the physical environment12. purchase v. to buy sth. 购买e.g. They purchased a large house.13. the masses all the ordinary people in society who do not have power or influence 劳动者阶层e.g. Leaders should trust and rely on the masses.14. dedicated adj.made for or used for only one particular purpose 专用的e.g. a dedicated word processor15. staple n. the main product that is produced in a country 主要产品e.g. Cotton is one of Egypt’s staples.16. productive adj. causing or resulting in sth. 造成某种结果的；产生某种事物的e.g. The changes were not productive of better labor relations.17. charge v. to ask someone to pay for sth. you are selling 收费e.g. I’m not going there again—they charged me ￡1 for a cup of coffee!18. entity n. things with distinct and real existence 实体e.g. The mind and the body are seen as separate entities.Step 3 Post-reading exercises1.The following sentences are taken form the text. Put them back in the correct place.1)We will work in virtual offices, shop in virtual supermarkets, and we will even study invirtual schools.2)In the 1980s, there were only hundreds of users3)Secondly, it is a sort of modern library where anything imaginable can be researched.4)The internet is now also seen as a new form of expression---freedom.5)Information can be easily downloaded using a searching engine.Have students scan the text. Set a gist question, such as “what are the changes brought by the wide use of the internet” to test students’ overall understanding of the text. Then ask students to complete the text with the missing sentences. Let students check their answers in pairs before checking with the whole class.2.Why do experts worry about the future of cyberspace? Why do people feel optimistic aboutthe internet future? Find reasons in the text.Ask students to do this task in pairs. Tell them to look at the two opposite viewpoints and skim through the text to find supporting evidence for each viewpoints. Remind them to underline or note down the evidence and discuss with their partners. When you give feedback, elicit evidence from different pairs and discuss why student s’ views differ.Answers:Reasons to be optimisticWorking lives and leisure time are being changed. The internet has become an essential part of life at our universities, offices, schools and homes.●It has given people a new way to communicate, through e-mail and webcams. Messagesare being sent to people all over the planet form other people who have access to the internet.●With the development of multimedia software, people can click their mouse on a page,view a film clip and listen to music at the same time.●The way we do business and shop are being changed by electronic commerce. Reasons to be pessimisticOne worry is the activity of cyber crime●Young hackers can get into the computer systems of banks and governments.●Cyber fraudsters may deceive people in order to gain money and power.●Cyber terrorists may use the internet to damage computers to cause chaos, and makeplanes and trains crash.3.Vocabulary and structureA.Read the text again. Match the words with their definitionsAsk students to find and underline the words in the corresponding sentences in the text. Tell them to work out the meaning of words from the context. Go around the class to monitor their work and offer any necessary help. Check their answers when they finish.Answers:1.case: an example of a particular situation or of something happening2.cyberfraudster: someone who cheats people on the internet3.chaos: a confused and disordered situation4.staple: the main product that is produced in a country5.entity: something that exists as a single and complete unit6.deceive: to trick someone7.charge: to ask someone to pay8.physical: relating to real objects that you can touch, see or feelB.Read the following sentences taken from the text. Underline the verbs referring to the futureand decide:a.which talks about a future event we can predict from present situation.b.which expresses our views and intentions in the near future.The aim here is to practice using “will”and “be going to do”to talk and write about the future. Ask students to work in pairs, find the sentences in the text and discuss the uses of the two future forms.C.Study the meaning of conjunction “as” in the following sentences. Then explain the meaningof “as” n sentences 1-4Have students read the sample sentences. Clarify and summarize the function of “as” in each sample sentence. Ask students to explain the meaning of “as” in the following sentences.Answers:1.at the same time2.because3.what Napoleon has said before4.although4. WritingSome people are optimistic about the future of cyberspace, but some are pessimistic about the changes brought by the use of the internet, write a paragraph about the predictions you make about the life by the year 2050. you may start by listing the possible changes or problems of the internet.Elicit both optimistic and pessimistic predictions. Help students state and list their views onthe board, for example, “I think there will be no newspapers”, “I think all newspapers will be in color.” Ask students to discuss the future of cyberspace in small groups. The groups report to the class and see if their views are shared by the rest of the class. Remind students of the correct use of future forms and computer vocabulary in their writing. This task can be either left as homework for students or done on class if time is enough.Section 3 Language in use: type 1 conditional and type 2 conditionalStep 1 test your grammarStudents may have already learned the different uses of the modal verb “would”. However, they may find themselves not so sure about the correct answer to these questions. This grammar exercise aims to further enhance students’ understanding of “would”.Read the examples sentences as a class. Ask students to explain the use of “would” in each sentence.The word “would”has several different uses. Look at these examples and decide which sentence expresses the future in the past, which expresses a situation which is contrary to reality and which expresses a habitual behavior in the past.a.When I was a kid, I would get up at 7:00 and take the dog for a walk.b.If I were taller, I would join the police force.c.In Paris Hans met Christina, whom he would marry three years later.Step 2 illumination and developmentBriefly explain the grammatical knowledge of the uses of “type 1 conditional and type 2 conditional”. Then ask students to finish these exercises. Check their work when they finish. Type 1 conditionalType 1 conditional is used to discuss things that will probably happen in the future as the result of something else that happens in the present.The first conditional consists of two clauses, one with If + simple present verb and the second with simple future verb, as in, "If you do something bad, something bad will happen to you."We can also use the first conditional to make predictions about the future. For example, we can predict that "If my brother crashes the car tonight, my mother will be furi ous.” Type 2 conditionalType 2 conditional refers to present and future situations. It is used to talk about unreal—impossible, improbable or imaginary—situations. It refers to an unlikely or hypothetical condition and its probable result.Type 2 conditional consists of two clauses, one with if + subject + simple past verb and the second with subject + would + verb, as in, “I would buy a big house if I had a million dollars.”Step 3 Doing exercisesThen ask students to finish these exercises. Check their work when they finish. Try to encourage students to explain the answers by themselves. The teacher is supposed to offer some explanations where necessary.plete the sentences with the correct form of the verbs in the brackets.Ask students to fill the gaps with the correct form of verbs according to Type 1 conditional. Ask for class feedback when they finish.B.Who would say these things, A or B?Remind students that these statements are not based on facts.e the cues below to write Type 2 conditional. The first one has been done as an example. Ask students to think of the Type 2 situations in which the statements would be appropriate.Step 4 Vocabulary building: words to do with computerThis section aims to expand students’computer-related vocabulary by forming compounds and collocations.With the development of computer technology, many new words related to computer are created by way of combination, which has greatly enlarged the English vocabulary.1、词义转移、引申许多计算机英语词汇从普通英语中转移过来,词义转移或引申是构建计算机英语词汇的一种常见的方法。
Period One – Around the TopicPeriod Length: 50 minutesGoalsPeriod Length: 50 minutesGoals-Activate background knowledge about workPurposes-Get familiar with vocabulary related with work-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 150-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the activity on Pages 150 & 151 as a whole and give explanations if necessary to understand the necessity of work-Discuss the issue of work with reference to the questions listed on Pages 150 & 151-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Two – Reading (1): The Metropolitan Police Period Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the short passage on Page 152 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Three – Reading (2): The Metropolitan Police Period Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 154Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Four – Reading (3): The Metropolitan Police Period Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 155 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 155 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 156 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-Present Simple and Present Continuous-Phrasal VerbsStep 1: Present Simple and Present Continuous (30 minutes)-Test grammar knowledge on Page 157 for checking grammar abilities -Work on exercises A, B & C on Pages 157 & 158 in groups-Ask students to present their answers and provide necessary explanations-Give supplementary information on those structures if necessaryStep 2: Phrasal Verbs: Liberal or Idiomatic? (20 minutes)-Work on exercises A & B on Pages 159 in groups-Ask students to present their answers and explain phrasal verbs-Give supplementary information on phrasal verbs if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Do jobs change people? Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading -Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Do Jobs Change People? on Page 162 in groups -Understand new words and sentences within the group by negotiating in English-Finish Vocabulary Check on Page 163Step 2: Discussion (30 minutes)-Discuss the job related topics in class-Ask each group to present their opinions for the questions in front -Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Seven – Project (1): Hunting for Jobs Period Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Search for a Job Vacancy (25 minutes)-Work in groups and decide which role you would like: a job hunter or an interviewer? With reference to Page 160.-Read the above help-wanted ad. What qualities are needed for a good manager?Step 2: Vocabulary (25 minutes)-Ask students to work in pairs or groups to work on the vocabulary about jobs-Write down the questions you should ask the job hunter or interviewer.Key points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Eight – Project (2): Hunting for Jobs Period Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Act out a job Interview (25 minutes)-Find a partner, either a job applicant or an interviewer and act out an interview. Be polite and friendly. You should at least interview or being interviewed once. .Step 2: The Best Person for the Job (25 minutes)-Students who have conducted interviews report to the class. First tell the class which questions you asked and then state clearly the reasons why you think you have chosen the right applicant.-Give remarks to the presentations-Group members should also talk about what they have learnt from this project.Key points-Give instructions for discussion and presentationHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: What Drives US EmployeeSatisfactionPeriod Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on What Drives US Employee Satisfaction on Page 164 -Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the situations that may occur in the job situations in the future.Key points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to LearnPeriod Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework（注：可编辑下载，若有不当之处，请指正，谢谢!）。
英语3苏版新资料unit2教案（06—语言点01）Unit2HealthyEating---------Languagepoints11.教材分析〔analysisofteachingmaterial〕Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsandsentenc espatternsinthepart sWarmingUp,Pre-readingandComprehendingabouthealthyeating.2.学情分析〔analysisofthestudents〕Sscanunderstandthemeaningsofthesewordsinthecontext,thentheteacherwillgivesomeex tertheSs willbeofferedsomeexercisestomast ertheirusages.3.教学目标(Teachingaims)结果性目标〔知识目标&能力目标〕：知识目标(Knowledgeaims)GettheSstolearnandgraspnewwordsandexpressions:fiber,digestion,bean,slim,curiosi ty,lie,debt,glare,limit,benefit,item,protectivegetridof,throwaway,getawaywit h,telllies,etc.GettheSstolearnandgraspthekeysentences:1.WangPengsatinhisemptyrestaurantfeelingveryfrustrated.2.Hethoughtofhismutton,beefandbaconcookedinthe…..3.SuddenlyhesawhisfriendLiChanghurryingby.4.Somethingterriblemusthavehappened,if……能力目标(Abilityaims) EnabletheSstousesomeusefulwordsandexpressionscorrectly. EnabletheSstomakesentencesaftertheusefulsentencepatterns.程序性目标〔即过程与方法〕：TeachershouldpickuptheimportantsentencesandasktheSstotranslatethem,thenpointout thelanguagepoints.Studentscanreadtheexercisebookfirstlyanddosomeexerciseinthecl ass.Ifstudentshavesomequestions,theycanaskteacheranddowithit.体验性目标〔情感目标〕：情感目标〔Emotionalaims〕StimulatetheSs’interestinlearningEnglish.DeveloptheSs’knowledgeofhealthyeating.4.教学重点和难点〔importantpointsanddifficultpoints〕#Teachingimportantpoints: EnabletheSstolearnandgraspnewwordsandexpressionsandkeysentences.#Teachingdifficultpoints:EnabletheSstolearnandusethesephrases:getridof,throwaway,getawaywith,telllies,etc.5.教学过程(Teachingprocedures)Step1.Readthenewwordsandexpressionsinthisunitloudly.Step2.Listentothetextandasksomestudentstotranslatesomesentences.Step3.Learnsomelanguagepoints.1.dietn.日常饮食/v.节食putsb.onadiet给某人规定饮食词语辨析：diet&foodDiet：惯常的或规定的食物，指维持健康的定量或定质的食物。
