译林牛津版高中英语选修9教案：U3 Reading 2

英语高三译林牛津版选修9同步精品教案：Unit2（Grammar）Unit 2 Witnessing timeGrammarTeaching aims and demands:To teach participle clauses.Difficult and key points:Participle clausesTeaching aids:Multi-mediaTeaching steps:1.Show some pictures with participle clauses.2.Ask students to read the guidelines and part1 on page 24 that a participleclause can be used as an attributive. An adverbial or a complement.3.Some examples :①________ from other continents for millions of years, Australia has many plants and animals not found in any other country in the world. (2005湖北)A. Being separatedB. Having separatedC. Having been separatedD. To be separated②__ in the mountains for a week, the two students were finally saved by the local police( 2005年江苏卷)A. Having lostB. LosC. Being lostD. Losing③The moment the 28th Olympic Games_______open, the whole world che ered.A. declaredB. have been declaredC. have declaredD. were declared④Having a trip abroad is certainly good for the old couple, but itremains___ whether they will enjoy it. (2005年福建卷）A. to seeB. to be seenC. seeingD. seen (NMET 2002)⑤I really can't understand ______ her like that.（2005年安徽卷）A. you treatB. you to treatC. why treatD. you treating⑥(2006年上海卷）______automatically thee-ail will be received by all the club members.A. Mailed outB. Mailing outC. To be mailed outD. Having mailed out⑦_______with so much trouble,we failed to completethe task on time.(2006年四川卷）A.FacedB. FaceC.FacingD.To face4.Ask students to read Part 2and the example sentences. The subject of theparticiple clause is the same as the subject of the sentence in most cases.Tell students that in other cases, the participle clause may have its own subject5.Ask students to have a discussion :Work in pairs and discuss what we should pay attention to when we use participle clauses6.Consideration:分词专练Ⅰ1. The girl _____ under that tree is my sister.A. sittingB. sitsC. is sittingD. sat2. There was a terrible noise _____ the sudden burst of light.A. followedB. followingC. to be followedD. being followed3. Do you know the boy ______ under the big tree?A. layB. lainC. layingD. lying4. The salesman scolded the girl caught _______ and let her offA. to have takenB. to be stealingC. to stealD. stealing5. Most of the people _____ to the party were famous scientists.A. invitedB. to inviteC. being invitedD. inviting6. Most of the artists _____ to the party were from South Africa.A. invitedB. to inviteC. being invitedD. had been invited7. All things ____, the planned trip will have to be called off.A. consideredB. be consideredC. consideringD. having considered8. The computer center, ______ last year, is very popular among the studentsin this school.A. openB. openingC. having openedD. opened9. The first textbooks _____ for teaching English as a foreign language came out in the 16th century.A. having writtenB. writtenC. to be writtenD. being written10. The Olympic Games, ______ in 776 B.C., did not include women playersuntil 1912.A. first playingB. to be first playedC. first playedD. to be first playing11. --- Let me introduce myself. I’m Albert.--- _______.A. What a pleasureB. It’s my pleasureC. I’m very pleasedD. Pleased to meet you12. Cleaning women in big cities usually get ______ by the hour.A. payB. payingC. paidD. to pay13. This news sounds ________.A. encouragingB. encouragedC. encourageD. to encourage14. The visiting Minister expressed his satisfaction with the talks, ______ that he had enjoyed his stay here.A. having addedB. to addC. addingD. added15. She’s upstairs ________ letters.A. writesB. is writingC. writeD. writing16. The secretary worked late into the night, ______ a long speech for the president.A. to prepareB. preparingC. preparedD. was preparing17. “Can’t you read?” Mary said ______ to the notice.A. angrily pointingB. and point angrilyC. angrily pointedD. and angrily pointing18. European football is played in 80 countries, ______ it the most popular sport in the world.A. makingB. makesC. madeD. to make19. _______ anything about the accident, he went to work as usual.A. Not knownB. Known notC. Knowing notD. Not knowing20 ___ the letter, he went out to post it.A. WritingB. Being writtenC. Having writtenD. Written6.Summary and homework1.Do the exercises in the workbook2.Make some sentences using Participle clauses。

牛津高中英语教学设计教材：牛津高中英语(模块九)高一上学期文档内容：教学设计——教案单元：Unit 2 Witnessing time板块：Reading1Thoughts on the design:本节课是一堂阅读课，是以培养学生的阅读能力为主。

通过阅读了解雅典卫城的历史、它所受到的破坏以及为了保护卫城所采取的措施，在提高阅读能力的同时进一步强化学生的世界文化遗产保护意识，最后通过拓展讨论，在提升学生表达能力的同时对如何保护身边的名胜古迹有更明确的认识。

Teaching aims:After learning the reading, the students will be able to know the general history of Acropolis, the damage done to the Acropolis and the ways undertaken to preserve this historic site. Also, enable the students to recognize reference markers.Teaching procedures:Step 1 Leading in and brainstorming1. Let’s enjoy some pictures,which country can you think of when seeing the pictures? (ppt5)(Athens, the capital city of Greece)2. Questions for brainstorming: (ppt6)1) When we talk about Greece, what do you think of?2) Do you know anything about Greece?Possible answers: Aegean Sea; First Olympic Games; Athena and mythology; 2004 Olympic Games;Elgin Marbles. (ppt7-8)3) Do you know the greatest symbol of Athens? The Acropolis.3. Let’s enjoy some more pictures about the Acropolis. (ppt9-13) 通过图片复习地名，课前写在黑板上。

牛津高中英语教学设计单元：Unit 3The meaning of colour板块：Reading 2Thoughts on the design:本课件为reading的第二课时，重点在课文字、词、句型的讲解和掌握。

第一部分复习上节课的内容；第二部分侧重于语言点的解析；第三部分在此基础上通过各种练习对学生进行有针对性的操练。

Teaching aims:After learning some specific words and phrases in the passage National flags, colours and cultures, the students will be able to know how to use the new words and phrases freely. Teaching procedures:Step 1 Revision1. Ask Ss to answer some questions. (PPT5)Question 1: What’s the motto of the French Revolution?Answer 1: Liberty, equality and fraternity.Question 2: What do the stars and the stripes of the American flag stand for?Answer 2: The stars stand for the 50 states of the US. The stripes stand for the original 13 states.Question 3: What’s the Indonesian national flag like?Answer 3: It’s a red band over a white one.2. Reading comprehension questions (PPT 6-9)(1) According to the passage, a country’s flag tells you the following information except __.A. a unique identityB. its values and beliefsC. the culture of the countryD. its history and future (Answer: D)(2) What was not the result of the French Revolution?A. The French chose red, white and blue for their national flag.B. Many of the past ways were abolished.C. The French people won liberation.D. France became a different country. (Answer: A)(3) The “stars and Stripes” is closely related to ________.A. the values of AmericaB. the World War IIC. the French RevolutionD. the independence of the USA (Answer: D)(4) Which of the following statement about the Indonesian flag is true?A. The red color stands for courage.B. The white colour stands for the spirits.C. The flag is a white band over a red one.D. The colours are linked to food. (Answer: D) [Explanation]本部分的教学任务为针对上节课的复习，目的是检查学生对上节课内容的掌握情况。

M9 Unit 3 Teaching plan (The meaning of color)Period l Welcome to the unitTeaching aims:1. To learn that colours have different meanings in different cultures around the world2 To discuss particular colours that are used on special occasions and what colours can be associated with different countries, as well as the colours they associate with their own characters. CharactersTeaching importance and emphasisTo have students be fully involved in the discussion, express their opinions, practice their spoken English, and participate in all the activitiesTeaching methods: DiscussionTeaching aids: Multi-computer / blackboardTeaching procedures:I BrainstormingT: The world is a very colourful place, Colours have different meanings in different cultures around the world. Can you name any colours?Ss: Red, white, blackT: Look at the screen, please read the name of different colours.T: Who can think of more name of colours?Ss: golden, greyT: Please refer to your dictionaries to find some more colors.Ⅱ Free talking What is brought into your mind when you see each colour?eg: I will be full of energy when I see red. I will be calm when I see blue.Ⅲ DiscussionT:Next. Let’s talk about the four pictures to learn colours in different meanings cultures.Picture l: 1.What things can you see in the building?2.Can you describe the national flag of any particular country?3.Why does each country have its own national flag with its own pattern and colours?Can you think of some reasons?Picture 2 1. What do you know about the tulip?2. Why do you think many people like tulips?3. Do you know of any national flowers for other countries?Picture 3 1. What colours are used for different roles in Chinese Opera?2.What do the terms sheng, dan jing and chou in Beijing opera refer to?Picture 4 1.What colour is always used in western wedding?2.What colour is always used in Chinese wedding?3.Do you think it is necessary to know about such cultural differences? Why or why not ?Ⅳ. Discussion1.Can you think of any examples of the use of a particular colour on a special occasion?2. Think of a foreign country. What colour do you associate with that country? Why?3 What colour would you choose to represent your character? Why?ⅤHomework Read the article in Part A on Page 122 and the one in Part B on Page 123 inPeriods 2 and 3 ReadingTeaching aims:1. To learn about the national flag of France, the USA and Indonesia.2. To learn The Reading strategy to compare their own knowledge with the new information learnt from the article and gain an overall understanding of the article3. To improve student abilities of reading and discussingTeaching emphasisTo learn about the national flag of France, the USA and IndonesiaTeaching difficultyTo improve students abilities of reading and discussingTeaching methods: Skimming ScanningTeaching aids: Multi-computer blackboardTeaching procedures:I Lead- in T: What can you see on the screen?2. What is our national flag like? Can you describe it?3. What do colours and the stars on the national flag of china symbolize?(please read the information of our national flag)T: Now we know something about our national flag would you like to know about other country’s national flag? Ss:T: Which countries would you like to know? Ss:T:OK. Today we’re going to learn three countries national flags France the USA and Indonesia.ⅡReading strategyT: 1.Can you guess what information may be covered about national flags?2. How can you get it?Please read the article in Reading strategy to learn the ways to find the information.ⅢReading comprehension1. Skimming Read the article quickly and answer the questions in Part A on Page 342. Discussion Why is each country’s national flag made up of different colours?3. Scanninga. Read the article carefully and answer the questions in Part C2 on Page 36b. Fill in the table in part C2 on page 36Ⅳ Useful words and expressionsⅤ DiscussionAsk students to discuss the questions in Part F on page 37Period 4 Word powerTeaching aims:1.To learn words and expressions related to national flowers and color idioms2.To enlarge their vocabulary by reading an article about different national flowers for different countries, as well as some common color idioms.Teaching emphasis and difficultyTo enlarge their vocabularyTeaching methods: Reading and learningTeaching aids: Multi-computerTeaching procedures:ⅠRevision and lead- inT: Before we learnt that a national flag usually represents a country. Look at the pictures please describe them. But do you know what else can represent a country? (Flowers)We call them National flowers.Ⅱ Presentation1. Who knows any national flowers?2. Do you know which countries they represent?And what they symbolize?2. Please watch these flowers that are used a national symbols for different countries.ⅢReadingⅣ Match Part B on Page 38 Match each country with its national flower, pleaseⅤ Colour idiomsThere are some idioms related to colour in English , please read the six sentences in Part A on page 39 to understand each colour idiomPlease complete part B on page 39Ⅵ Homework.To remember the meanings of the idioms learnt in classPeriods 5 and 6 Grammar and usageTeaching aims:1. To deal with apposition2. To learn what apposition are and how to from appositions in sentences3.To apply what they have learnt in practical useTeaching emphases and difficult y:To learn what appositions are and how to form appositions in sentencesTeaching methods: Explanation and practiceTeaching aids: Blackboard and exercisesTeaching procedures:Ⅰ.Revision1. Talk about some national flowers2. What are the symbols for countries?3. If your city would choose a kind of flower as your city flower, what flower should you choose? Why?Ⅱ. Lead-in 1. First ask students to read example sentences in apposition, and pay more attention to the wore in blue, then let them think the function of the words in blue. At last, the teacher give the definition of apposition.Ⅲ.Presentation1.To show some kinds of apposition by presenting examples.2. To learn the position of the apposition3. To show the words which can be used as apposition.4. To give the indicator as the apposition5. To learn the apposition clauseeg①The news that France had a successful revolution had a big affect on many other countries, particularly those in Europe.②The fact that some countries use the same colours on their flags can mean they share similar beliefs.③Everyone in the city is excited by the news that the team has won the gameⅣ ComparisonTo distinct the apposition clauses and the attributive clauses1. The apposition gives another name which often defines or explains it.An apposition is in the same case as the noun or pronoun it refers to. It may be expressed by a noun, a pronoun, or a numeral etc.2. An attribute is to modify the noun or pronoun ‘that’ in the attributive clause has a grammar function, as a part in the clause, while in the appositive clause it is just a conjunction.Ⅴ Reading Read through the grammar and usage on page 40Ⅵ Consolidation To do the exercises on page 41Ⅶ Homework 1. Review the grammar and usagePeriods 7 and 8 TaskTeaching aims:1 To learn and practice students’ l anguage skills of listening ,speaking, reading and writing2 To learn how to design Beijing opera masks3 To learn how to understand adjectives describing characteristics or personality, how to put words in the correct order, and how to record informationTeaching importance and emphasisTo learn and practice students’ language skills of listening ,speaking, reading and writing Teaching method : Reading listening speaking and writingTeaching aids: Tape / blackboardTeaching proceduresⅠLead-inT: If we’d like to describe a person ,what words will you use?S: kind, helpful, good….T: Today we are going to learn more words used to describe persons. Look at the screen ,who are they?S: EinstainT: What words can be used to describe them?S: clever, gifted….T: Any more ? Please learn Skills building 1 to know more words to describe people and things. Ⅱ ReadingAsk students to read the adjectives in the table on Page 42Ⅲ IntroductionTo introduce the meaning of different colors used in Beijing opera masks(Ask students to read the article in Part C on Page 43)Ⅳ ListeningListen to the tape and do the exercises in Part A and B in Step 1 on Pages 42 and 43Ⅴ PresentationTo learn to put words in the correct order in Skills building 2Ⅵ PracticeTo practise making up a dialogue according to the information given in Step 2 on Page 44 ,pay attention to putting words in the correct orderⅦ Recording informationTo learn to record a lot of information about the same topic by using categoriesⅧ WritingTo make a record of the information about the maskⅨ HomeworkPeriods 9 and 10 ProjectTeaching aims:1 To help students learn and use English through doing group work2 To help students have a better understanding of different colors in different cultures Teaching emphasis and difficultyTo learn and use English through doing group workTeaching methods: Reading and discussionTeaching aids: BlackboardTeaching proceduresⅠLead-inT：The world is full of colour. Everywhere you look, you see the colors of nature------blue skies, green trees, brown birds and colors created by humans--------cars that come jn a large variety of colors, advertisements and people who dress in almost every color imaginable. The world would be a far less interesting place without color! Next we are going to learn colors and cultures.ⅡReading1 skimming Skim the text and answer the following questionsWhat does the color red mean in China, the USA and South Africa?What is green always associated with?What does ‘in the black’ mean?Ⅲ ConsolidationTo do Parts B1 and B2 on page 119 in WorkbookⅣ DiscussionWhat other meanings do you know of for the colors mentioned in the reading passage? Can you give an example?Ⅴ ProjectAsk students to discuss the questions in Part B on page 47 and then finish the projectⅥ Homework。

Unit 3 The meaning of colour(教材P34)These flags are more than just pieces of cloth sewn together at random with thread.这些旗帜不仅仅是随意用线缝在一起的几块布。

(1)【要点提炼】“more tha n＋名词”表示超出该名词所指，意思是“不止，不仅仅是”。

She is much more than my friend to me.对我而言，她远远不只是我的朋友。

①“more than＋动词/形容词”时，more than起到加强语气的作用，意为“非常，很”。

②“more than＋数词”表示超出该数，意为“多于……”，相当于over。

③more...than... 可作“比……更多；与其说……倒不如说”解④not more than 意为“不超过；不比……更多”⑤no more than 意为“只不过；仅仅”He was more than fifty years old.他50多岁了。

She earns a lot more money than I do.她赚的钱比我多得多。

She is more a worker than a manager.与其说她是个经理，倒不如说她是个工人。

Tom is not more clever than Jack.汤姆不比杰克聪明。

He is no more than an ordinary driver.他仅仅是一个普通司机。

完成句子①他的收入远不止那些。

His income is far ______________．②她做事非常细心。

She is ________ careful in doing things.③竹子不只是用于建筑。

Bamboo is used for ________ building.【答案】①more than that②more than③more than (2)sew vt.& vi.(sewed，sewn/sewed)缝；做针线活My mother sewed a dress for me.我母亲给我缝制了一套衣服。

牛津高中英语教学设计教材：牛津高中英语(模块九)高一上学期文档内容：教学设计——教案单元：Unit 2 Witnessing time板块：Reading2Thoughts on the design:本节课是语言知识教学课。

高中英语教学旨在培养学生听说读写综合技能，但无论是其中哪一种技能，都离不开语言知识的积累，因此上好语言点课是高中英语教学的重中之重，是掌握一切技能的基石，学生只有通过语言知识的学习积累才能彻底地掌握所学的单词、短语、句型，并将其在不同语境中运用自如，为听说读写做好牢固的铺垫。

本节课将以“导入——归纳——操练——记忆——测试/竞赛——写作运用”的课堂教学模式，切实提高学生的语言运用能力。

教师可以根据自己的习惯作适当调整。

Teaching aims:After learning the language points, the students will be able to grasp the important usage of the some key words and some important phrases. And they can use them to make sentences freely.Teaching procedures:Step 1 Presentationand practicePresent some sentences containing important language points in various ways. After leading in, explain some language points. And practice according to various kinds of exercises.Activity 1: Present the language points by filling in the blanks. (ppt5 用填写单词的形式把重点词汇引出，然后进行归纳讲解，并用各种形式进行操练。