新世纪3unit4教案

New Century College English, Book IIIUNIT 4 HealthUnit 4 HealthLesson A: How do you feel?Lesson B: Getting better1. Teaching Objectives:1) They will get the theme-related background knowledge;2) They will be able to understand the theme-related listening materials;3) They will learn to use simple and understandable English to express themselves about the theme “Health” (Talking about food and eating in a restaurant);4) They will get to know some basic listening skills.2. Time Allotment: (2 periods):1st period (Lesson A):1. Do Vocabulary Link:It gave me indigestion.2. Do Listening: 1-5.3. Do pronunciation:Reduced pronunciation of going to.4. Do Speaking & communication: Activities1-22nd period (Lesson B)1.Do Global Viewpoints: After graduation;Five years from now...2. Do City Living: The letter.3.Teaching Procedures:Lesson A How do you feel?1. Vocabulary Link It gave me indigestionStep 11) Present the new vocabulary. Ask, What part of speech are these words? (verbs)2) Have students work individually to complete the sentences.3) Check answersStep 21)Have students work individually to match the columns.2)Check answers.2. ListeningActivity 1：Mystery illnessStep 1Familiarize students with the new words. Ask them to read the new words aloud after you.Step 21) Tell students they are going to hear a news report about an illness. They should find the correct headline.2) Play the recording.3) Check answers.Step 31) Tell students to listen again and number the events in order.2) Play the recording.3) Check answers.3. Speaking I’m planning to rent a car.Step 1Ask students how they talk about health problems in English and direct their attention to the useful expressions. Explain that are you OK? And Are you all right? Are used when there is obviously a problem, such as after an accident. Is anything the matter? And is something wrong? Are used to check about a possible problem. How do you feel? And how are you feeling? Are questions that ask for more information?Step 21) Present the conversation.2) Tell students to listen and underline Chad’s problems.3) Play the recording.4) Check answers.Step 3Pair WorkHave students practice the conversation with their partners.Step 4Pair Work1) Have students work in pairs to talk about the two pictures.2) Compare answers with the class.Step 5Pair Work, Role Play1) Match students with a partner and have them prepare and practice a conversation about one of the situations pictured.2) Encouraging students to follow the model dialogue and use the Useful Expressions they’ve learned.3) Invite one or two pairs to present their conversations to the class.4. Communication Have you tried hypnotism?Step 1Introduce the topic: discuss different people that students talk to about their health problems.Step 2Pair workHave students work with a partner to talk about the three forms of treatment. If any of the treatments are completely unfamiliar, explain that hypnotism uses suggestion to influence the patient’s mind and body, acupuncture uses needles to treat the body’s energy system, and yoga is a form of exercise developed in ancient India.Step 3Group work. Role play.1) Divide the class into groups of four. Designate one student in each group to be the patient, the others to give advice ( based on the positive aspects of each treatment).2) Model the activity by talking about a health problem of your own---real or imaginary---and having students recommend treatments for it.Step 4Group work. Role play.1) Have groups practice the conversation.2) Have students change roles and repeat the activity until all students have presented the group with a health problem.3) Finish with a whole-class discussion of interesting or unusual treatments that groups talked about. Has anyone in the class tried these treatment?Step 5Pair work.1) Talk about the concept of a health history---all the health problems a person has had in his/her life. When do people discuss their health history? (When they go to a new doctor._2) Have students work individually to match the medication with the statement.3) Check answers.4) Have students work in pairs and talk about the health problems they’ve experienced and what they did about them. Encourage students to follow the model dialogue.5) Finish with a whole-class discussion of any unusual treatments students heard about.Lesson B Getting betterGlobal Viewpoints: Getting better1. Before you watch1) Say the list of vocabulary items aloud as students repeat for pronunciation practice. If necessary, explain the meaning of the words.2) Explain to students that they are going to watch several people talking about their treatment for different illness.2. While you watchStep 11) Before playing the video, make sure that students understand remedies as ways of making an illness better. Students need to check the remedies they hear in the interviews.2) Play the video.3) Check answers.Step 21) Before playing the video, ask students to read the sentences. They need to match the name with the statement about the future.2) Play the video.3) Check answers.Step 3Pair workHave students work in pairs and take turns asking and answering the questions.Part 2 Video CourseCity Living; Go with the flowIntroduce the main characters to students.1. PreviewStep 1Have students look at the pictures and read the story line aloud or to themselves. Check student comprehension. You may have students predict what they think happens in the episode.Step 21) Have students use the information from the photos and captions to check Yes or No for each sentence.2) Check answer3) Ask students how they feel before an important exam or job interview. What do they do about it?2. While you watchStep 11) Before playing the video, give students time to read the questions and answer options. They may guess the answer based on the preview.2) Play the video.3) Check answers.Step 21) Direct students’ attention to the useful expressions used i n the video.Explain to students the meaning of the items in the Everyday English box.2) Have students practice saying them aloud.3) Give students time to study these expressions.Step 31)Play the video while students fill in the missing words.2) Give students time to complete their writing3) Check answers.3. After you watchStep 11) Present the situation. Go over the pictures, eliciting useful vocabulary.2) Have students complete the conversation individually or with a partner.3) Compare answers with the class.Step 2Group workDivide the class into groups of four. Have them practice the conversation, then switch rolesStep 3Pair work1) Match students with a partner2) Have them prepare and act out a similar conversation between doctor and patient.3) Invite pairs to present their conversations to the class.4. Assignment1) To review the vocabulary and expressions of the unit2) To learn the conversations in this unit by heart3) To prepare for the next unit。

（新世纪版）五年级英语下册教案
Unit 4 What Makes the Weather? （Wonderland）
一、教材分析
本课要教学的是自然界中的事物及天气的变化,五年级的学生已经基本了解天气的变化主要和太阳有关系.掌握这些单词的读音,意义,并能用各种句型操练单词.其中kind以前已经学过,但本课a kind of有着另外一种意思,要求学生会区分两种不同的意思.
二、学情分析
本课中大多数单词已初步接触过,对大多数学生来说并不陌生,可以读一下,然后通过组词,造句,编对话的形式来巩固这些单词.
三、教学目标
(1)基础目标
1.掌握8个单词和句子,并能用它们组词造句.
2.让学生这些单词中元音字母及元音字母组合的发音,帮助单词的拼写.
3.重点:a kind of 的两种不同意思.
4.难点:comfortable单词的发音,特别是中间元音的发音.
(2)发展目标
写一段话,尽量使用本课的新单词.
(3)情感目标
培养学生了解大自然,热爱大自然,热爱生活的情操.
四、教学过程。

Unit 4 Astronomy：the science of the stars I 教学内容分析本单元的中心话题是“天文学”。

本单元的两篇文章都采用了叙述性文体。

第一篇阅读短文按照时间顺序主要叙述了地球上生命的起源和发展过程。

第二篇阅读短文中作者用第一人称的口吻讲述了他和朋友的登月经历。

可以说本单元科学知识含量较高，更能激发学生的学习兴趣和好奇心。

Warming Up 部分共有两个问题,第一个问题让学生说出八大行星并看图指出各个行星的名称；第二个问题让学生说出自己对天文学哪些方面感兴趣以及天文学家所关注的方面。

在高考的重压之下，同学们都想能利用科学的学习方法做到事半功倍而且很多学生也一直做着将来能成为科学家的梦。

所以，该话题会让学生们兴趣盎然，积极思考和讨论此方面的内容，从而达到热身的目的。

Pre-reading部分也提出了三个问题，主要是让学生区分宗教信仰、文化传统和科学思想之间的不同。

可以以讲故事的方式让学生彼此之间分享一些有关宇宙和地球起源方面的传说或故事，这样既能激活他们的思维也能为阅读部分打下基础。

Reading部分描写了地球上生命的起源和发展过程，具体写了由于水的形成才使得地球上生命的诞生成为可能。

科学家认为，地球上的生命最初诞生于水中。

数万年后，陆地上才长出了绿色植物，随后出现了陆栖动物和水陆两栖动物。

最初的动物靠孵化繁衍后代， 再之后诞生了哺乳动物，人类也随之诞生了。

文章最后讲述的现象发人深省：The earth may become too hot for the lives on it.它关系到地球上生命的未来。

Comprehending 部分通过五个练习题检测学生对本文核心内容的理解。

练习1是对文章结构的分析以及大意的概括；练习2通过排序的方式帮助学生弄清本文的行文线索，也就是地球上生命的起源和发展历程；练习3提出5个小问题，考查学生的深层理解和推断能力；练习4让学生找出文章中出现的连接词，检查学生对文章中句型的熟悉和理解程度，同时还有助于学生在写作方面得到提高；练习5让学生选择一个问题进行回答并向全班汇报，开拓学生的思维并锻炼他们的语言表达能力。

The Fourth PeriodTeaching Aims:1.Get the students to grasp the main idea of the text so as to improve their reading ability.2.Get the students to learn the scientific way for the scientists to do their research work—the way to think and observe.3.Get the students to write a description of plants.Teaching Important Points:1.How to analyse an article so as to grasp its main idea.2.How to write a description according to the information given.Teaching Difficult Point:How to improve the students’ reading ability—how to analyse an article.Teaching Methods:1.Pair work or group work to make every student take an active part in the class.2.Discussion to get the students to understand what they are learning better.Teaching Aids:1.a puter2.a courseware3.a tape recorderTeaching Procedures:Step Ⅰ Greetings and RevisionGreet the whole class as usual.T:In the last period,you were told to make sentences with the useful words and expressions in the text.Have you got prepared?(Ss:Yes.)Now read the sentences to us.V olunteer!One student,one sentence.S a:make attempt to do sth.They made no attempt to escape.(at escaping)S b:classifyThe books in our school library are classified according to subject.S c:groupGroup together in two!S D:identificationHe carries identification with him at all times when he is out.S E:promoteHe works to promote the friendship between the two countries.S F:privilegeThey fight against privilege in order to create a fairer society.S G:cosyHe lives in a nice cosy little house.S H:have an appetite forThe enemy had no appetite for the fight.S I:appointHe was appointed minister to a foreign country.S J:calculateThe scientists calculated when the spaceship would reach the moon with a calculator. S K:on a large scaleThe work of reforming industry carried out in all provinces on a large scale.S L:involveThe case involved several leaders.S m:accumulateHe accumulated a fortune by investing wisely.S n:abandonHe found a baby abandoned by his parents.Step Ⅱ Preparation for Reading’s read the new words and expressions of this period.Who will read them to us?S a:I’ll try....(Teacher asks some students to read the new words and expressions.While reading,let other students correct the mistakes made by the students.Then play the tape to get the students to follow.Teacher may give brief explanation about their usages when necessary.)Step Ⅲ Fast-readingT:You’ve learnt something about Carl Linnaeus,Daniel Solander and Joseph Banks in the text we’ve just studied.And you’ve read about Michurin and Darwin.Today,we’ll learn about another two scientists Gregor Mendel and Gote Turesson.What did they do?What contribution did they make?After we’ve learnt the passage,I’ll sure you’ll have a clear idea.(Show the following on the screen.)Now read the text fast and try to grasp the main idea of the text as much as possible.Then find answers to the questions on the screen.Answer the following questions:1.What was Charles Darwin’s hobby when he was young?2.What led Darwin to write his famous book “On the Origin of Species”?3.Who founded the science of genetics?4.Who made contribution to the improvement of the output of crops according to the text? (Students begin to read the text.After a few minutes,teacher says the following.)T:Have you finished?Ss:Yes,we have.T:Now give us the answers,please.One student,one question.S b:1.When he was young,Darwin enjoyed doing all kinds of experiments and studying physics,chemistry and later botany was his hobby.S c:2.When he was twenty-two years old,he was invited to take part in the scientific expedition on the Beagle.His observation on the five-year voyage led him to write his famous book.On the Origin of Species.S d:It was the research work of Mendel that gave birth to the science of genetics.S e:Mendel’s genetics and Turesson’s findings are both important to the output of crops.T:What you said is right.Thank you for giving us such good answers.Step ⅣReading and prehensionT:(Show the following on the screen.)Now let’s read the text again and discuss the questions on the screen.Pair work or group work.1.The research of Charles Darwin,Gregor Mendel and Gote Turesson is like pieces in a puzzle that show a plete picture when put together.(1)What did Darwin discover about bird species in Galapagos?(2)What did Mendel observe in his experiments with peas?(3)Looking at wild plant species in Sweden,what did Turesson discover?2.plete the following sentence.Darwin’s discoveries in Galapagos were based on differences_________wild species,while Turesson’s observations showed that there are stable varieties _________wild species.3.That soil conditions are important to the output of crops was known more than 2000 years ago.Why are Turesson’s discoveries still important to agriculture then?(Teacher goes among the students and joins the students in their discussion.)T:(After some minutes’discussion.)Now give us your answers,please.Who will answer the first question?S f:He found 13 kinds of findes,related to each other in the structure of their beaks,tails,shape of body and colour of their feathers.The most curious fact was the differences in the size of the beaks.This could only be explained from the differences in habitat and source of food.The birds with broad beaks would eat hard seeds,while the birds with smaller beaks would eat soft seeds or insects.T:Please give us the answers to the second question.S g:He found that many characteristics were passed on from one generation to the next,without influence by the environment.S h:I’ll answer the last question of Part 1.He found evidence for the existence of stable varietieswithin species in nature.He showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.S i:I think,in Part 2,for the first blank,we should fill in the words “of different” and the second,“of the same”.Am I right?T:What do you think,S j?S J:I think he is right.T:For the last question,what are your opinions?S k:Soil conditions are important to the output of crops.But that is one side of the question.The research by Darwin,Mendal and Turesson shows that both genetics and the environment are important to plants.If we don’t have good seeds,good soil conditions are not enough for us to improve the output of the crops.Am I right?Ss:We agree with you.(Teacher plays the tape after the students’discussion.Then teacher asks students to read the text aloud and find questions in the text.Teacher gives brief explanation to them.)Step Ⅴ Summary and HomeworkT:Now let’s think about a question:What can we learn from the text?(Write it on the blackboard.)Discuss it with your partner.(After a while.)Who can tell us what you think?S1:We should observe everything carefully and think deeply,then we can draw a good conclusion....T:Very good.Now let’s see how the scientists observe and think.(Teacher writes Observation,Thinking,Conclusion...on the Bb.)T:So much for the text.Now today’s homework:1.Make sentences with the words and phrases:whatever;lead sb. to do sth.;nowhere,variety;in view2.Do Writing on Page 35.Sample writing:DandelionsIn nature,there are varieties of environmental conditions for the plants to grow in.Some places are hot and dry and there is little rain while in other places it is cool and wet.So the same plants that grow in different places are quite different.Let ’s take dandelions as an example.They are widespread and can be found almost everywhere.Their yellow flowers are beautiful and their leaves look like the teeth on a saw.The wind spread their flowers and seeds everywhere,so when they grow in hot and dry places,they are low and thin.Their flowers and leaves are short and light in colour,5-10 centimetres long.They grow close to the ground and their roots are deep in it.Their hearts are a little sunken into the earth,so that the rain water can flow from the leaves to the heart where the roots are.But in places it is cool and wet,things are different.They bee higher and stronger and can grow as long as 15-20 centimetres.Their leaves are broader and their flowers are larger.The colour of the flowers and leaves bees darker green.If some weeds are taken here,there will be many of them a few weeks later.A great Swedish scientist Gote Turesson said that differences between plants of one species occured as a result of the environmental conditions in their habitat.From dandelions we can see this clearly.Step Ⅵ The Design of the Writing on the BlackboardUnit 4Green worldsThe Fouth PeriodWhat can we learn from the text?⎪⎭⎪⎬⎫conclusion thinking n observatio⎪⎪⎪⎪⎪⎩⎪⎪⎪⎪⎪⎨⎧⎩⎨⎧⎪⎩⎪⎨⎧⎩⎨⎧es .differenc evidence.. found plant wild a studying Turesson genetics of science peansand flowers with ts experinmen Mendel Species of Origin on the Beagle on the voyage Darwin Step Ⅶ Record after Teaching____________________________________________________________________________________________________________________________________________________________。

Unit 4 Man and WomanTEACHING OBJECTIVES:1. Master the key words and structures;2. Be able to explain the differences between men and women with respect to the social position and the career ladder as well;3. Develop the students’ listening and speaking skills including the knowledge of phonetics (Rising Dipthongs);4. Master the grammar rules related to active and passive voices;5. Learn how to write greeting cards.TEACHING TIME: 4 periods/weekIMPORTANT POINTS:1. V ocabulary2. Some useful expressions3. Study dialogues and practice4. Rising dipthongs5.Active and passive voicesDIFFICULT POINTS:1. Text understanding2. Word Usage3. Active and passive voicesTEACHING AIDS: Blackboard, chalks, tape-recorder, CDTEACHING APPROACHES: Task Based Language Teaching, Communicative Teaching MethodTEACHING PROCEDURE:I.QuestionsIf you had a choice, would you choose to be a man or woman? Why or why not? II. Lead In1. Background information1) Bachelor’s Degrees Earned by American WomenWomen have earn ed more than half of all bachelor’s degrees every year since 1981–1982. They still trail men in certain fields but have made substantial gains since 1970 –1971.Women earn a greater proportion of bachelor’s degrees than they did 30 years ago. In 1970–1971, women earned 43 percent of all bachelor’s degrees. In 2001–2002, women were awarded 57 percent of all bachelor’s degrees. Some fields that were female-dominated in 1970–1971 remained so in 2001–2002, including health professions and related sciences, education, English language and literature/letters, and visual and performing arts. Though women earned less than half of the bachelor’s degrees in the traditionally male-dominated fields, and in 2001–2002, they have made substantial gains since 1970 –1971.II. Reading of the text1. Global readingQuestions and AnswersDirections: Skim the paragraphs for answers to the following questions.Paragraph 1:Question: What makes it difficult to understand what boys and girls show while choosing subjects?Answer: Besides genetic differences, there are many other important factors that may influence their choices.Paragraph 2:Question:What do the statistics and the report show?Answer: Although girls are equal to boys in mathematics, they have not been encouraged to do so.Paragraph 3:Question:What’s t he difference in nursery school?Answer: Only boys, not girls, are encouraged to work on their own and complete tasks.Paragraph 4:Question: What does the further report reveal?Answer: The teachers seem to give more attention to boys than girls.Paragraph 5:Question: Why do girls avoid mathematics courses?Answer: Girls avoid mathematics courses mainly for social reasons rather than being afraid of the difficulty.Paragraph 6:Question:Why don’t the teenage gir ls like to take mathematics and science up? Answer: Because girls regard mathematics and science as “masculine” subjects, they are less likely to take them up.2. Detailed readingLanguage points and the paraphrases of difficult sentences:1.anyway: ad.1) in any way or manner 不论用何种方式e.g. Get the job done anyway you can.2) in any case; at least无论如何；至少e.g.I don’t know if it was lost or stolen; anyway, it’s gone.3) nevertheless; regardless但是；不顾e.g.It was raining but they continued the Marathon anyway.e up with: find or offer (an answer, a solution, etc.)提出e.g.He couldn’t come up with an answer.3.convincing: adj. capable of causing someone to believe that something is true orreal有说服力的；令人信服的e.g. There is no convincing evidence that advertising influences total alcohol consumption.Related word:persuasiveExtended words:convince, convinced, conviction4.point out: indicate指出e.g. I will point out that his help isn’t welcome.5.influence: v. have an effect on影响e.g.The weather influences crops.n. the effect that a person has on sb.’s decisions, opinions, or behavior or the way sth. happens影响e.g.My teacher’s influence made me study science at college.Related word:affectExtended words:influential6.suggest: v.1) offer for consideration or action建议，提出，暗示e.g.The teacher suggests things for children to do.2) bring to mind by logic or association 使人想起，使人联想到e.g.The thought of summer suggests swimming.3) state sth. in an indirect way暗示e.g.That girl’s sun-tanned face suggests excellent health.Related word: advise, imply, proposeExtended words:suggestion, suggestible, suggestive7.It is … for sb. to do sth.:某人干某事……e.g.It is very good for someone to table a proposal (提出建议).8.While it is socially unacceptable for people not to be able to read and write, it isstill acceptable for women to say that they are “hopeless” at maths.Paraphrase:Although in a modern society it is unthinkable that people are unable to read or write, it seems to be acceptable for women to claim that they are very bad at maths.9.encourage: v. inspire with hope鼓励e.g.I encouraged them to work hard and to try for the examinations.Related word:inspireExtended words:encouragement, encouraging, encouraged, discourage10.The explanation for the difference, which is apparent during the teenage years, goes as far back as early childhood experiences.Paraphrase:The explanation for the difference, which is apparent during the teenage years, could be found in some of the early experiences of childhood.11.apparent: a. clearly seen or understood明显的e.g.It was apparen t to all of us that there wasn’t enough water.Extended word: apparently12.go back (to): have one’s origins in (an earlier time) 追溯至e.g.This festival goes back to the 1980s.13.on one’s own: by one’s own efforts独自地e.g.She got the job on her own.14.Interes tingly, both boys and girls tend to regard such “masculine” subjects like mathematics and science as difficult.Paraphrase:It is interesting that both boys and girls often look upon these boys’ subjects like mathematics and science as difficult.15.Most teachers who took part in the study claimed that they expect their male students to do better at mathematics and science subjects than their female students.Most teachers taking part in the study of the difference between boys and girls said that they expect their boy students to do better at mathematics and science subjects than their girl students.16.avoid: v.1) keep away from避免e.g.I crossed the street to avoid meeting him.2) keep … from happening 防止……发生e.g.We can avoid illness with rest and a balanced diet.Related word: shun, evadeExtended words: avoidable, avoidance17.take up: begin to do or learn开始从事e.g.He took up art while at school.3. Text analysisParagraphs Main Ideas1 The scientists have tried to explain the differences between men andwomen at science and maths.2 Girls are equal to boys in mathematics. Girls only stop studyingmathematics because of social attitudes.3 The differences during teenage years result from educationalattitudes in childhood.4 The teachers seem to give more attention to boys than to girls.5 Both boys and girls tend to regard subjects like mathematics andscience as difficult.6 Mathematics and science are mainly masculine subjects, so theteenage girls are less likely to take them up.To summarize the textIII. Exercises1.Let students do the exercises on pages 55-57.2.Check the exercises.3.Teacher explains important points in detail.IV. Listening and speaking1. Listening1.Give students a few minutes to read through the printed materials for eachlistening item.2.Listen to the material for the first time without looking at the book.3.Listen to the material for a second time, and ask students to try to do theexercises.4.If the class finds it a difficult job fulfilling the tasks, teacher can play therecordings third or more so that most of them can understand.5.Listen to the material for one more time with a pause after each sentence, andask students to repeat the sentence during the pause.6.Do exercises in the section.2. SpeakingUseful Expressions:What do women like most?Women really enjoy shopping.Are boys interested in football?Boys are usually crazy about it.Do men and women share the same interests?Men and women are usually keen on different things.V Grammar and Phonetics1. Grammar: Active V oice and Passive V oice1. Introduce the rules related to active voice and passive voice in grammar tips.2. Ask students to do the exercises.3. Check the answers.2. Phonetics: Rising Diphthongs ([ei] [ai] [ i] [əu] [au] )1. Invite some students to read the rising diphthongs, words and sentences.2. Play the recording.3.Tell the students the different positions of the speech organs for these sounds.4. If the class finds it an easy job fulfilling the task, play the recording once and check the students’ answers.5. If not, better play the recordings two or three times and let the students listen and repeat after the recordings.6. Ask the students to read and translate the sentences in Task III and then present the references.VI. Practical Writing1. Teach the Format of Greeting Cards卡片的写作与非正式的信件类似，首先要注明收信人的姓名，最后要有署名。

Unit 4 练习答案VocabularyI.Explain the underlined part in each sentence in your own words.1.we would be morally too strict with ourselves to enjoy life2.that made all other questions less significant3.counting fun as the most important quality of life4.the best example of having fun5.by nothing more than simple exposureII.Fill in the blank in each sentence with a word taken from the box in its appropriate form.1.overshadows2. traipse3. fetish4. flunked5. swilling6.flicked7. epitome8. licentiousnessIII.Fill in the blanks with the appropriate forms of the given words.1. insured2. undeserved3. generosity4. benefits6.mirthful7. blasphemy8. reverence5. regrettableIV. Fill in the blanks in each sentence with an appropriate phrasal verb or collocation takenfrom the text.1. turn into2. occurred to3. end up4. step up5. pay back6.look forward to7. look for8. managed toV.Give a synonym or an antonym of the word underlined in each sentence in the sense it is used.1. excursion2. failing3. irreverently/disrespectfully4. advertisements5. quintessence/embodiment6. grief7. profane8. examineVI. Explain the underlined phrasal verbs in your own words.1. drew attention2. represents3. fully explain4. challenged by5. support6. bored7. be well understood8. visitedGrammare the words in brackets to link the cause and effect in the following sentences.1.Since everybody says Woody Allen’slatest film is good, I think I ’ll go and see it.2.All of us were very excited because the departure was approaching.3.The excitement will be so great that nobody will be able to sleep.4.As Mr. Jordan liked Morocco very much when he first went there, he wants to go thereagain.5.This album of Bruce Springsteen sounds exciting, so we are thinking of buying it.6.My wife coughed a lot last night. As a result, she is thinking of giving up smoking for awhile.7.Seeing that the students were not interested, Professor Jones ended the seminar.8.I feel much better now that I ’ve talked to you.II.Make sentences, linking the openings on the left with the conclusions on the right. Use the linking expressions in the middle.1.New investment has been made in order that roads can be improved.2.Being late, she took a taxi so as not to lose time.3.Audiovisual equipment is often used for language learning.4.She never walked through the park for fear that she might meet him again.5.She decided to move to London so that she could be near her child.6.She’llbe at the airport in order to meet the new tourist group.7.Take your passport in case they ask for identification.8.She goes to work by bus to avoid using the car.III.Correct the errors, where found, in the following sentences.1.So quickly did it all happen that I never got a good look at his face.2.He’salways in trouble because of his habitual tardiness.3.He enlisted support from several minority groups, thereby guaranteeingthat he would win the election.4.I slapped her hand and she got such a shock that she dropped the bag.5.They found him guilty for he had no convincing explanation for his actions.6.He went to a night school in order that he could learn accounting.7.We found so much to talk about that it was late at night when we remembered the time.8.They were showing each other out of the way in order that they could get to the front IV．Complete the following sentences with the words and phrases in the box.1. such⋯that2. thus3. in that4. With5. so⋯that6.Owing to7. for8. Seeing thatIV. Complete the following letter with the appropriate forms of the verbs given.Dear Peter,Do you by any chance know where Bob is? I should / would like to find out because I havejust heard of a job that would exactly suit him, but if he doesn ’tapply fairly soon, of course hewon’tget it.I last saw him about a month ago, when he had just left / was just leaving his job withthefilm company. He said he was going to France for a holiday and promised to sendme a postcard with his French address as soon as he (had) found a place to stay.But I have heard nothing since then and don ’tknow even whether he went toFrance or not.If you know his address, I should be / would be very grateful if you wouldphone me. I have tried to phone you several times but your phone doesn ’tseemto be working.Yours,JackTranslationII.Translate the following sentences into English, using the words and phrases given in brackets.1.It goes without saying that Shakespeare overshadows all the other playwrights throughout the ages.2.The Great Gatsby is commonly deemed as the epitome of the Jazz Age of the last century inAmerica.3.It is advisable for you not to put a damper on his enthusiasm to further his studies at Harvard.4.Young people tend to make a fetish of glamorous stars in sports and entertainment circles.5.They traipsed all the way to the downtown area to watch the National Day fireworks display.6.He does not deserve such a severe punishment as he has committed neitherserious errors nor grave crimes.7.Every time I met him, he would talk a whole lot of nonsense.8.Reputation is a trap into which many people are ready to fall.Exercises for Integrated Skills2. Fill in each blank in the passage below with ONE word you think appropriate.Over the years, (1) ________ working hours have shrunk, people found that they hadmorefree time on their (2) ________ to spend on leisurely activities. Sitting home with a book could only (3) ________ so far, and thus an entire industry sprung (4) ________ to make money on those who wanted “ something to do. ” This is the leisure industry, which actually spans numeroustypes of (5) ________. Leisure industry resources returned limited (6) ________ no results. Leisure industry resources have been expanded to (7) ________ entertainment industry, restaurantindustry, lodging industry, sports industry and gambling industry resources.Essentially, the leisure industry, which continues to grow, works (8) ________ helping people spend their money. This is not (9) necessarily a negative. Numerous jobs are (9)________by leisure industry businesses. Leisure industry businesses can also be highlyenjoyable places to visit, especially when they (10) ________ at making patrons feelimportant and welcome. They can offer entertainment, excitement, nourishment or pampering, but they do come at a price.Keys:1. as 6. or2.hands7.include3. go8.on4. up9.provided5. industries10. aimHints:(1)Here needs a conjunction; otherwise, the two simple sentences would be incomplete.(2)A noun is expected in this prepositional phrase. And in terms of meaning, this phrasemeans“under control ”.(3) After modal verb the basic form of a verb is needed here.(4) Spring often collocates with up and this phrase means something suddenly appears.(5)Based on context and grammar, a noun is needed.(6)Limited results and no results are two different results which needs aconjunction to link them.(7)After the infinitive marker “to ”, the basic form of a verb is naturally expected.In terms of meaning, entertainment industry, restaurant industry, lodging industry, sports industry and gambling industry resources are parts of leisure industry resources.(8)Between works and helping, a preposition is needed. In terms of meaning, itmeans trying very hard to achieve or improve something .(9)The sentence is in passive voice, and here a verb of past participle is needed.(10)T his sentence lacks a predicate which means plan or hope to achieve something.(11)。

Unit 4 Drama一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1．本课在对戏剧描述时，谈及了戏剧的特点以及如何欣赏英语戏剧。

教师可围绕“戏剧”这一主题，让学生知道：what is drama？同时设计活动让学生参与戏剧的改变或者表演，加强对戏剧的基本要素的了解以戏剧演员的自身要求。

了解了戏剧的方方面面，学生才能学会如何欣赏和评论戏剧这一单元会弥补学生对戏剧知识的空白，激发学生热爱戏剧，自编戏剧，同时也提高了学生的文化素养。

2．围绕本课主题“戏剧”，学生探讨一部戏剧的定义和戏剧的基本要素：plot，character，setting，theme，language，setting，spectacle，music…。

并在此基础上，学会欣赏，表演或改编戏剧。

3．本课中依然是复习上单元的语法现象——虚拟语气。

本单元主要学习以下的虚拟：I wish I could…; If only… 对于这一语法现象，教师有必要在课堂教学中加以一定的句型操练。

同时结合上一课的虚拟复习整个虚拟语气现象。

4．设计对话，小品等形式，让学生在任务型教学模拟情境中反复操练本单元出现的虚拟语气从句语法现象。

（二）单元目标（Unit Target）1 了解虚拟语气语法现象，能掌握虚拟语气的用法。

2 学会如何欣赏英语短剧。

3学会把英语短故事改编成短剧。

4练习辨别和听信息中的要点：the first/ second point/ reason/ …is…5学会评论戏剧（三）单元重点（Unit Points）1、关键词：◆语言知识类Make/ win/ lose a bet a bet. Set out, fade in, in the name of , cheer sb up, in pairs, mistake A for B , delay doing sth，under arrest , the specified time . a most unfortunate resemblance , make today an exception , note that , reach one’s goal ,on top of the world , five seconds more,There is no point in doing …◆交际功能类1）戏剧的基本要素：characters，（narrator ），setting（place，time）theme（music）2）theme 的特点：dramatic，anxious，unhappy，fade in，exciting，triumphant2 功能：1）commenting on dramas and operas 参考课本第68页Useful Language●Did you enjoy the play?●Did they put on a good performance?●How did you like the stage setting?●I cannot honestly say I followed every word.●I can’t say much for the play.●The costumes and scenery were terrific/ marvelous.●George was really great in the part of Fogg, wasn’t he?●He is very good at playing the role of Fix.●I haven’t seen a better play for quite a long time.●The plot’s quite simple, but the theme’s great.2）Describing things using subjunctive mood （“虚拟语气”描述事物）●I wish I had traveled around the world in eighty days.●If only I had a million pound note!3 语法点：本课出现了虚拟语气的现象：if he did not return to the club，I wish，，，，if only，应作为本课的教学重点。

M3 U4 Astronomy: the science of the starsPeriod 1 Reading: How life began on the earth学校:开课班级:高一(12)班开课教师:指导教师:Ⅰ. Three Dimension objectives1. Knowledge and ability1) Help the students find out the main idea of each paragraph.2) Make sure the students fully understand the whole passage and can retell it.3) Enable the students to think and talk about what to protect for the earth.2. Process and MethodsReading and discussing.3. Emotion, attitude and valueStimulate the students’ interest in the science of the stars, the earth and the living things. Ⅱ. Teaching important pointsEnable the students to talk about the beginning of life on the earth.Ⅲ. Teaching difficult pointsHow to help the students to summarize the main idea of each paragraph.Ⅸ. Teaching method1. Task-based teaching2. Process-oriented teaching approach3. Students-oriented teaching and learningⅤ. Teaching resources1. The reading passage in Module3 Unit4, How life began on the earth.2. Multimedia and a computer.VII. Design on the blackboard and the screenModule3 Unit4 AstronomyPeriod 1 Reading: How life began on the earthA timeline with some key words.VIII. AssignmentWrite an article on what we can do to protect the earth according to the discussion (At least 3 aspects, about 150 words).IX. ReflectionIt is a difficult article, so the teacher had better try to make it easier for the student to understand by reading it paragraph by paragraph and get some details.And the passage tells the readers the scientific idea in order of time. So a timeline is helpful for the students to better grasp the main idea of it.The earth itself and the living things on it are all very important to us human beings. So we should protect the earth, but how? So the students are to discuss what we can do to protect the earth according the development of the earth and life. The students can brainstorm as many ideas as possible. The students’ performance will be evaluated after and according to their presentation.2。

Unit 4 HealthListeningAudio Track 3-4-1A: Has anyone you know ever fainted?B: Oh, yes. He was one of my high school friends. One day he just fell on the floor and lost consciousness.A: What happened then?B: We felt very anxious. So one of us hurried to tell our teacher, and the rest of us waited beside him.A: Was it serious?B: Thankfully, it wasn’t. He recovered before our teacher arrived.A: How lucky!B: , he really was. He told us that he had been playing online games all night and he hadn’t eaten anything. That’s why he felt lightheaded and fainted.Audio Track 3-4-2/Audio Track 3-4-3/Audio Track 3-4-4Female newscaster (F), Male newscaster (M), Woman (W)F: Well, Jim, our next story is a strange one, isn’t it?M: Yes, Irene, it sure is. It surprised everyone. Almost 200 people on a two-week holiday trip to Saint Martin became sick. They’re calling it the “holiday cruise disease.”F: It sounds scary. What caused it?M: The doctors aren’t exactly sure, but they know it was somet hing in the food the passengers ate.F: OK, give us the details.M: All right, here’s the story: On Friday night, the ship departed around 10 p.m. with 300 passengers on board. By Sunday morning, some people reported feeling lightheaded.They stayed in bed. By that afternoon, more than half of the passengers had severe indigestion. Some of them got very sick. We spoke to one woman about her experience.W: Everyone was complaining. My stomach hurt so much I couldn’t eat anything. It was really terrible!F: What’s the situation now?M: Well, the ship had to return home on Monday —after only two and a half days at sea —and most of the passengers went straight to the hospital then.F: How are they doing now?M: They’re exhausted —many haven’t slept fo r 48 hours —but they’re doing fine.F: That’s good news. It’s too bad they couldn’t enjoy their vacation.M: Yes, it is. And that’s the next problem. The passengers are asking for their money back, but the company doesn’t want to refund the full amount.F: What’s going to happen then?M: Nobody knows. I’ll keep following the story, though, and I’ll have more details for you tomorrow.Audio Track 3-4-5/Audio Track 3-4-6/Audio Track 3-4-7Mom: Have you finished packing?Bill: Almost. I just have to check my tent one last time. I don’t want to forget any of the pieces. Mom: Is that your first aid kit?Bill: Yep.Mom: Well, I see bandages and some aspirin. Where’s everything else?Bill: Like what?Mom: Well, your toothbrush and toothpaste, for example.Bill: I’ll put it in. Don’t worry.Mom: And where is your allergy medicine? You’ll need your nasal spray and some lozenges. Just in case.Bill: OK.Mom: Are you going to pack any lotion? You know, you might touch some poison ivy or something and then …Bill: Mom, it’s only an overnight camping trip.Mom: OK, all right then. Oh … what about mouthwash? After you brush your teeth you’re going to want …Bill: Mom, I’m not preparing for a date. I’m going on a camping trip! An overnight camping trip.I think I can live without mouthwash for 24 hours!Mom: All right, then. I was just trying to be helpful. … I’m sure you’ll have a great time.Audio Track 3-4-8Susan: What’s wrong?Anne: I feel exhausted. I didn’t sleep well last night.Susan: Do you have a cold?Anne: No, I’m fine. It’s Fred — he has the flu.Susan: I’m sorry to hear that.Anne: , it’s pretty bad. He can’t stop coughing. It keeps me awake at night.Audio Track 3-4-9I stopped drinking coffee because I couldn’t sleep at night. It was hard to break that habit, but now I sleep very well, and I don’t wake up in the middle of the night. If you want to stop drinkingcoffee, here’s some advice for you. Don’t stop drinking coffee suddenly. You might get a headache. Reduce the amount of coffee slowly. Drink juice or herbal tea instead. If you usually have coffee in the morning, go for a walk or do exercises instead. That will wake you up. And go to bed early!A lot of people drink coffee just because they feel tired.Audio Track 3-4-10/Audio Track 3-4-11Get in the habit!We all know that good habits bring good health, but we don’t realize how much difference they can make. In the 1970s, scientists at the University of California-Los Angeles interviewed 7,000 people about their health habits. Then they followed these people to see how long they lived. The scientists discovered that seven habits were closely linked with a longer life.These habits are:1. eating breakfast every day2. avoiding snacks between meals3. keeping an ideal weight — not too heavy or too thin4. exercising regularly5. sleeping seven to eight hours per night — not more or less6. not smoking7. drinking two or fewer alcoholic drinks per dayThe researchers found that these habits had a powerful effect on health. People in this study who had three or fewer of these habits lived another 21.6 years. People who had six or seven could expect to live another 33 years! People aged 55 to 64 with all seven good habits were as healthy as younger people aged 25 to 34 who practiced only one or two of the habits.But how do you change your habits? A slow approach is the best way. Make one small change every week. And be patient. It takes about 21 days to form a new habit.Audio Track 3-4-12/Audio Track 3-4-13Surprising syndromes of modern lifeMargaret’s friend is taking a new job in a faraway city. She wants to hold a farewell dinner party at her home. But she can’t. Margaret suffers from CHAOS (Can’t Have Anyone Over Syndrome). Her apartment is messy and she’s embarrassed by it. “I’ve never been a tidy person,” she says. “My best friend gave me some good advice. He told me to get a maid.”Today it’s so easy to get information … and lots of it. We receive telephone calls all day long. People expect a quick response to their faxes, text messages, and messages. For some people, it’s too much. They have information fatigue syndrome. There is so much information, they become paralyzed and can’t think clearly. “I can’t sleep at night because I worry,” says Bahman, a college seni or. “It’s terrible.” Hurry sickness is a straightforward name for another syndrome of modern life. “I’m always rushing. I get headaches a lot. Taking aspirin seems to help,” says Mari, a mother of two and a part-time company employee. Do you engage in “deskfast” (eating breakfast at your desk at work) more than once a week? Then you, too, may suffer from hurrysickness!We’ve all complained about having too much work to do. Well, how about not having enough work? Underload syndrome is caused by having little or nothing to do at the office. You have to pretend that you’re working. Steven works as a project manager. “I can finish my work in about four hours, but I’m afraid to say anything about it. I don’t want to be assigned too much work!” In severe cases, people with this syndrome can get very bored and even become depressed. Chances are you’ve experienced phone neck before. Another name for it would be “pain in the neck,” because that’s what people with this condition experience. Holding the phone between y our neck and your ear for a long time causes phone neck. A good long massage is the suggested treatment for this syndrome.Audio Track 3-4-14Ed is about to faint.Stop him from falling.Ask him to sit down.Loosen his collar.Ann has already fainted.Lay her on her back.Raise her legs.Check her body for injuries.Speaking and CommunicationAudio Track 3-4-15Chad: Hi, Doctor Park.Doctor: Hi, Chad. How are you today?Chad: Not so great.Doctor: What seems to be the problem?Chad: Well, I hav e a rash on my arm. I can’t stop scratching it.Doctor: Is there anything else?Chad: Yes. I have a slight fever.Doctor: I see. Have you been in the woods recently?Chad: Let’s see … I went hiking last week.Doctor: Maybe an insect bit you. Please si t up here. Let’s take your temperature.Audio Track 3-4-16A: Excuse me. Are you all right?B: I’m not sure.A: What happened?B: I had a bicycle accident.A: How do you feel?B: My ankle hurts badly.A: Maybe you can’t ride your bike for now.B: , you’re right.A: Is there anything I can do for you?B: Yes, please. Would you mind calling an ambulance for me? Thanks a million.Audio Track 3-4-17A: I seem to have a headache all the time.B: Well, you should try acupuncture.A: Really? Have you tried it yourself?B: Absolutely. It really works.A: I don’t know ... I’m scared of needles.B: Don’t worry. It doesn’t hurt and it’s very safe. You know, it has been used for more than 2,000 years in traditional Chinese medical practice.C: If you’re afraid of needles, perhaps you should try hypnotism.A: Is it effective in curing headaches?C: Sure it is. It has been used to treat nervous energy and pain. The biggest advantage is that no medicine is required because it uses your mind to bring you peace of mind. It will definitely do you good.A: But I’m not sure if I could be hypnotized.C: Relax. I’ll recommend you a very nice hypnotist.D: If you find it difficult to be hypnotized, you should try yoga.A: But it’s physically challenging.D: That’s true but yoga emphasizes control of breathing and it’s a very good way to exercise. Daily exercises are said to help ease aches and pains.Video CourseVideo Track 3-4-1Alejandra: Unfortunately, I get colds a couple of times a year. When I get a cold, I feel very weak and my … I’ve got headaches, my throat aches, and I just don’t want to get out of bed. So I stay home, I take medicines and try to drink a lot of liquids.Gian: When I get sick —and I mean really sick —the first thing I do is run to the medicinecabinet and try to find something to make me feel better. And if I’m not feeling better after a little while, I’ll call the doctor and trudge in to make sure that I’m really OK, and it’s just a matter of time.Malinda: When I was younger and I had a sore throat, my mother would always make me gargle with hot water and salt. Surprisingly, it worked.Dave: I have an aunt in Mexico that believes that toothpaste can cure everything. Toothpaste can cure burns … bee stings … uh … bites … it’s … amazing. “I got a bee sting — ah, put toothpaste on it.” “I got burnt —ah, put toothpaste on it.” “I have cancer —ah, put toothpaste on it.”Kumiko: I use aloe vera. I use it for burns and things on the skin. I think it really works. Catherine: My f ather’s been recently very interested in acupuncture. He’s been having a lot of headaches and backaches so he’s been studying up on acupuncture and he realized that if he puts a needle right here for his headache and a needle right here for his back it eases his pain. I think it works for him. For me I’m a little skeptical but I think if you really believe in it, it works.Video Track 3-4-2Gian: When I get sick — and I mean really sick — the first thing I do is run to the medicine cabinet and try to fin d something to make me feel better. And if I’m not feeling better after a little while, I’ll call the doctor and trudge in to make sure that I’m really OK, and it’s just a matter of time.Dave: I have an aunt in Mexico that believes that toothpaste can cure everything. Toothpaste can cure burns … bee stings … uh … bites … it’s … amazing. “I got a bee sting — ah, put toothpaste on it.” “I got burnt —ah, put toothpaste on it.” “I have cancer —ha, put toothpaste on it.”Kumiko: I use aloe vera. I use it for burns and things on the skin. I think it really works. Catherine: My father’s been recently very interested in acupuncture. He’s been having a lot of headaches and backaches so he’s been studying up on acupuncture and he realized that if he puts a needle right here for his headache and a needle right here for his back it eases his pain. I think it works for him. For me I’m a little skeptical but I think if you really believe in it, it works.Video Track 3-4-3Gian: When I get sick — and I mean really sick — the first thing I do is run to the medicine cabinet and try to find something to make me feel better. And if I’m not feeling better after a little while, I’ll call the doctor and trudge in to make sure that I’m really OK, and it’s just a matter o f time.Kumiko: I use aloe vera. I use it for burns and things on the skin. I think it really works.Video Track 3-4-4Tara: (opening the door to find Takeshi and Mike) Hi (i)Takeshi: Hi.Tara: Thank goodness you’re here! This morning she almost fai nted, then she felt very tired, and now she says she feels very lightheaded. I don’t know what to do.Takeshi: Has she seen a doctor?Tara: She won’t go. She says she just needs to get some rest.Mike: Did anything happen?Tara: Nothing out of the ordinary. The worst thing is, she has this big meeting with the president of the university tonight. She’s been pretty anxious about it.Takeshi: OK. Let’s take a look.Tara: Sun-hee, Mike and Takeshi are here.Takeshi: Hi.Sun-hee: (wakes up) Hey.Takeshi: How are you feeling?Sun-hee: Very tired … and I feel dizzy … and my stomach is killing me … (sighs) I think I might even have a fever. Oh … why do I have that meeting with the president tonight? I can’t stop thinking about it …Mike: Eat something, you’ll feel better.Sun-hee: Are you kidding? I can’t eat. I’m not hungry.Takeshi: Maybe you should go for a walk … you know, get some fresh air …Sun-hee: No, I just need to rest.Tara: (phone rings) Hello? Yes … no, this is her roommate, Tara. What? OK … I’ll let her know. Thanks. (to Sun-hee) That was the president’s secretary.Sun-hee: What did she say?Tara: She told me to tell you that tonight’s meeting has been canceled.Sun-hee: Oh, thank goodness. Uh … Mike, can you hand me that orange juice?Tara: (to Takes hi) I don’t know … maybe we should call a doctor.Takeshi: (to Tara as Sun-hee starts eating and drinking) , maybe we should.Sun-hee: What’s the matter? Haven’t you ever seen anyone eating before?Tara: (to Sun-hee) I take it you’re feeling better?Sun-hee: I am feeling pretty good. It must be a miracle, or something.Tara: (to Takeshi) Or a lucky phone call.Video Track 3-4-5Tara: (opening the door to find Takeshi and Mike) Hi (i)Takeshi: Hi.Tara: Thank goodness you’re here! This morning she almo st fainted, then she felt very tired, and now she says she feels very lightheaded. I don’t know what to do.Takeshi: Has she seen a doctor?Tara: She won’t go. She says she just needs to get some rest.Mike: Did anything happen?Tara: Nothing out of the ordinary. The worst thing is, she has this big meeting with the president of the university tonight. She’s been pretty anxious about it.Takeshi: OK. Let’s take a look.Video Track 3-4-6Tara: Sun-hee, Mike and Takeshi are here.Takeshi: Hi.Sun-hee: (wakes up) Hey.Takeshi: How are you feeling?Sun-hee: Very tired … and I feel dizzy … and my stomach is killing me … (sighs) I think I might even have a fever. Oh … why do I have that meeting with the president tonight? I can’t stop thinking about it …Mike: Eat something, you’ll feel better.Sun-hee: Are you kidding? I can’t eat. I’m not hungry.Takeshi: Maybe you should go for a walk … you know, get some fresh air …Sun-hee: No, I just need to rest.Tara: (phone rings) Hello? Yes … no, this is her roommate,Tara. What? OK … I’ll let her know. Thanks. (to Sun-hee) That was the president’s secretary.Video Track 3-4-7Sun-hee: What did she say?Tara: She told me to tell you that tonight’s meeting has been canceled.Sun-hee: Oh, thank goodness. Uh … Mike, can you hand me that orange juice?Tara: (to Takeshi) I don’t know … maybe we should call a doctor.Takeshi: (to Tara as Sun-hee starts eating and drinking) , maybe we should.Sun-hee: What’s the matter? Haven’t you ever seen anyone eating before?Tara: (to Sun-hee) I take it you’re feeling better?Sun-hee: I am feeling pretty good. It must be a miracle, or something.Tara: (to Takeshi) Or a lucky phone call.。