高二英语外研版选修10教案：module 3 the sixth period含解析

The Third PeriodListening and speakingTeaching goals 教学目标Target language 目标语言1. Key words and expressions重点词汇和短语apologize, approve (of), convince, go mad, jewel, relieved, request2. Learn the steps to end a story.Ability goal能力目标Enable students to listen to and present a story.Learning ability goal学能目标Help students learn how to listen to and present a story.Teaching important and difficult points教学重难点How to listen to and present a story.Teaching methods教学方法Cooperation and task-based learning.Teaching aids教具准备A projector and some slides.Teaching procedures & ways教学过程与方式Step I RevisionActivity one: Revision1. In what situations can’t you use “very”?Keys: “Very” can’t be used in the following situations:1. Very can’t be used to strengthen comparative or superlative adjectives.2. Very can’t be used to strengthen adjectives which are already absolute, e.g. dead, alive, finished, destroyed.3. With many adjectives starting with a, e.g. awake, asleep, we use other words as intensifiers, not very.2. Give me an example to show that “most” is similar to “very” in usage.Keys: It is most (very) important to master a foreign language.3. Translation用钢笔写, 以温柔的方式说话, 穿着套装, 惊讶地, 在雨中Sample answers:in ink, in a soft voice, in a suit, in surprise, in the rainStep ⅡListeningActivity one: Pre-listeningT: Turn to page 6 and look at activity 1. Answer the questions about the words in the box. Sample answers:1. After we landed safely on the airport we all felt relieved.2. People wear jewels as necklaces and rings.3. I think Mrs. Bennet will approve of the engagement.4. Because he was too proud and insulted Elizabeth’s family, which hurt Elizabeth much.5. Darcy invites Elizabeth to dance and in extract 2 he asked her to marry him.6. Yes, because he is a proud man and he thinks she will.7. It is very unpleasant to go mad.Activity two: PredictionT: According to the above answers, can you predict what will be the listening material about? Ss: I guess Darcy will ask Elizabeth to marry her.Activity three: Listening for the first timeT: Listen to another extract from Pride and Prejudice for the first time and answer the questions in activity 2.Check the answers with the class.Activity four: Listen for the second timeT: Listen to the tape again and find out the correct answers to the questions (activity three on page 6).Check the answers by asking some students to read the sentences.Activity five: Post listeningAsk students to work in pairs and discuss the questions in activity 4.Step ⅢPresentationActivity one: Warming upT: Just now we listened to another extract of the story. Now you have known more about the whole story. And also you’ve been able to predict and develop a story in your own sense. This time please go through extract 1 quickly and predict the sequence of the story.Sample prediction:Sa: I think Elizabeth doesn’t enjoy dancing with Darcy. Darcy is silent and unsociable. They didn’t talk much when they were dancing.Sb: I agree with Sa. But I think the reason is different. Elizabeth doesn’t like being together with Darcy because she has had the prejudice against Darcy. If her attitude doesn’t change, she will not like Darcy at all.T: You have come to the same conclusion according to different reasons. This proves that you’ve understood the story very well. Now please write down the ending for the story.Sample endings:1. The silence continued for a few minutes and Elizabeth found it a pleasure to have mocked at Darcy. Just then, the music stopped and Elizabeth asked Darcy to excuse her and left.2. Although Elizabeth forced him to speak, Darcy still kept silent after each mechanic question and answer practice. This made Elizabeth annoyed. She decided to end their partnership as soon as possible.Ask students to write an ending for extract 2.Sample endings:1. After hearing Elizabeth’s refusal, Darcy felt very frustrated because he never expected he would be rejected. However, his pride made him not express his disappointment on his face. He left Elizabeth without a word.2. Elizabe th’s refusal didn’t hurt him at all. He thought he would still have chances to win her heart. However, the defeat really eliminated his pride. He left the room silently.Activity two: Summarize skills to end a storyT: Just now we have learnt how to end a story, what skills do we need to end a story?Sa: First we should predict the sequence of the story in a reasonable way.Sb: We can write down the reaction of the hero or heroine.Sc: We can follow the clue of the story. It may be the character of hero/heroine or it may be the plot.T: Good. We should find out the main clue and or characters of the story and predict the sequence in a reasonable way. This way we will develop our logic of prediction in a reasonable way.Show the following.1. Predict the result in a reasonable way.2. Pick out the clue that threads the whole story such as the characters of the hero and heroine.3. Write down the reaction of the hero or heroine.4. Integrate all the factors.5. Organize the language and write down the ending of the story.Activity three: Develop a storyT: When we develop a story, we should use some skills to make your story readable. In extract 2 we can find a lot of expressions about time. These expressions are very useful because they can thread the story logically and make the story readable. Look at the following connectives and learn to use them in your own story. Now pick out the original sentences with the connectives in the sentences and find out their functions in the whole text.Sample answers:Sa: The expressions of time are used mainly to continue or carry on the topic. They make the story develop continuously.Sb: “But, unfortunately, in spite of” are used to change or convert the topic. Therefore, they are used to make the story full of excitement.Sample connectives:1. The doorbell rang, and a few minutes later, to her complete astonishment, Elizabeth saw…2. He sat down for a few minutes, and then getting up…3. After a silence of several minutes, he came towards her and …4. Her silence encouraged him to speak and …5. He spoke well, but unfortunately, he did not…6. In spite of her powerful dislike for him, Elizabeth…7. Then, as he contin ued to insult her family, she began to …8. When he at last finished speaking, she …9. Unfortunately, I have no desire to …10. However, I never meant to do so, and I …T: Besides connectives, we should also pay attention to use correct tenses to develop a story. The proper use of tenses in the story makes the story develop logically. Therefore we should consider using correct and suitable tenses when we develop a story. When we read the story we find different speeches are used to organize the two extracts. Go through the story again and find out the functions of the two different speeches.Sample answers:Sa: In the extracts, Elizabeth and Darcy talk a lot when they are dancing. The dialogue（direct speeches）reveals their characters more clearly. In extract 2 there are two scenes which use direct speeches: Darcy asks Elizabeth to marry him, Elizabeth rejects his request. From the dialogue we can see direct speeches make the passage more readable.Sb: In extract 2 the author uses a lot of indirect speeches. I find indirect speeches make the novel more story-like and continuous.After this, show the following.Skills to develop a story1.Make sure to use connectives when necessary.2.Pay attention to the use of different tenses.e different kinds of speeches to make your story readable.Activity five: Start a storyT: We have learnt how to end and develop a story. Now I’ll show you some examples to start a story. Read the examples carefully and try to use them in your writing.Show the following.Examples:Step ⅣPresent a storyActivity one: Write a storyT: Now please think out a story that happened to you or your friend. Next list the points you want to write down. Then learn to use the skills we have learnt to organize your story.Sample version:I had always expected that my visit to Mount Tai would be quite an experience. However, my expectation failed because of the bad weather and my illness. (Comparison to open the passage) On arriving at the foot of Mount Tai on May 1st, it began to rain heavily. We had to stay in the hotel waiting until it became sunny. The bad weather continued till the next evening. We were about to celebrate the coming sunny day when I caught a bad cold. I coughed and coughed. I got so sick that I had to be sent to hospital. My illness cast anxiety over the whole family. Besides, my cold also cost our family the whole holiday because it lasted 5 days. When I was getting better in the hospital, we had no time left to climb Mount Tai. Thus we had to leave Mount Tai with regret.Activity two: Tell a storyT: Now you have learnt to organize a story. This time you can present your story in front of our class. But make sure to use the key points.1. Change your voice to indicate different characters.2. Look at the audience and speak slowly and clearly.Step ⅤHomeworkAsk students to1. revise their stories.2. preview READING AND VOCABULARY (2).。

---Subject: High School EnglishGrade Level: Grade 10Unit: Module 3, Unit 1 - "My Favorite Pastime"Lesson Title: "Exploring Hobbies: A Discussion on Reading and Writing"Teaching Objectives:1. Knowledge Objectives:- Students will be able to understand and use new vocabulary related to hobbies and leisure activities.- Students will be able to recognize and use past tense verbs to describe past experiences.2. Skill Objectives:- Students will be able to engage in a discussion about their favorite pastime.- Students will be able to write a short paragraph describing their pastime in the past tense.3. Emotional and Moral Objectives:- Students will develop an interest in different hobbies and appreciate the importance of leisure activities in their lives.- Students will learn to express their opinions and respect others' choices in a healthy manner.Teaching Aids:- Whiteboard and markers- Projector and multimedia resources- Handouts with vocabulary lists and writing prompts- Cards for group discussionsTeaching Procedures:1. Warm-up (10 minutes)- Begin with a quick review of the previous unit to activate prior knowledge.- Ask students to share what they remember about hobbies and leisure activities.- Use a quick survey to gauge students' familiarity with different hobbies.2. Vocabulary Presentation (15 minutes)- Introduce new vocabulary related to hobbies using flashcards or a PowerPoint presentation.- Provide definitions and examples for each word.- Engage students in activities such as matching words with their definitions or using the words in sentences.3. Grammar Focus (10 minutes)- Explain the past tense and demonstrate how to form past tense verbs from regular and irregular verbs.- Provide examples and have students practice forming past tense sentences.- Use a fill-in-the-blanks activity to reinforce the grammar structure.4. Reading Activity (15 minutes)- Read a short passage about a person's favorite pastime, using a variety of reading strategies such as skimming and scanning.- Discuss the passage as a class, asking questions to check for understanding.- Analyze the structure of the passage and identify key information.5. Writing Activity (20 minutes)- Give students a writing prompt: "Describe a hobby you had when you were younger."- Have students write a short paragraph using the past tense.- Circulate around the classroom to provide feedback and support.6. Group Discussion (15 minutes)- Divide the class into small groups and give each group a card with a different hobby.- Have students discuss their hobby, using the new vocabulary and grammar they have learned.- Each group will then present their discussion to the class.7. Conclusion (5 minutes)- Summarize the key points of the lesson.- Ask students to reflect on what they have learned about hobbies and leisure activities.- Assign homework: Write a short essay about a hobby that they are interested in and why it is important to them.Assessment:- Observe student participation in class activities and discussions.- Evaluate the quality of students' writing and speaking.- Collect and review homework assignments.Evaluation Criteria:- Correct use of vocabulary and grammar.- Clarity and coherence of writing and speaking.- Engagement and participation in class activities.---This template provides a structured outline for a high school English lesson using materials from Yanran Press. The teacher can adapt the activities and resources to fit the specific needs and interests of their students.。

The Sixth PeriodExtensive ReadingTeaching goals 教学目标1. Target language 目标语言a.重点词汇和短语anthem, lyrics, resourcefulness, icon, ballad, shearer, suicide, swag, competitive, ritual, extremely, incredibly, astonishingb. 重点句子1. It is recognized by every Australian, and has attained international status as the nation’s unofficial national anthem.2. The song, however, has long been the subject of controversy.3. This is astonishing for a country of only four million people.2. Ability goals 能力目标Enable students to understand the history of the unofficial national anthem of Australia. Enable students to learn about the sporting ritual of haka in New Zealand.3. Learning ability goals 学能目标Help students learn how to understand the meaning of a national anthem.Teaching important and difficult points 教学重难点What makes Waltzing Matilda so popular among AustraliansTeaching methods 教学方法Skimming, scanning and discussion.Teaching aids 教具准备Projector, tape recorderTeaching procedures & ways 教学过程与方式Step I Lead-inAsk students about Australia’s national anthem.T: What is Australia’s national anthem?S: Advanced Australia Fair.T: Good! It was officially declared the national anthem of Australia on 19 April 1984. Do you like to enjoy the song? Let’s listen!Play the song, and show the lyrics on the screen.Advance Australia FairAustralians all let us rejoice,For we are young and free;We've golden soil and wealth for toil;Our home is girt by sea;Our land abounds in nature's giftsOf beauty rich and rare;In history's page, let every stageAdvance Australia Fair.In joyful strains then let us sing,Advance Australia Fair.Beneath our radiant Southern CrossWe'll toil with hearts and hands;To make this Commonwealth of oursRenowned of all the lands;For those who've come across the seasWe've boundless plains to share;With courage let us all combineTo Advance Australia Fair.In joyful strains then let us sing,Advance Australia Fair.T: This song, as the national anthem, is known and beloved by every Australian. But today, I amnot going to tell you about this song. We are going to learn something about Waltzing Matilda. Write Waltzing Matilda on the board.Step II ReadingSkimmingT: Now turn to page 26, read the Introduction and find out what Waltzing Matilda is. (after reading) Look at the four choices in Activity 2 on page 25. Have you got the answer?S: Yes, the answer is (b), the national anthem of Australia.T: We have just listened to Australia’s national anthem. Do you mean Australia has two national anthems?S: This one is the nation’s unofficial national anthem.T: Right! Today we will focus on this song and stories behind it. What does the Introduction mainly tell us?S: It is mainly about the origin of the song and its meaning.T: So in which paragraph can you find about its origin and which paragraph its meaning?S: Para. 4 is about the creator of the lyrics and how the lyrics came about.S: Para. 5 is about two different versions of story behind the lyrics.T: Excellent! I think you have got the general idea of the passage. Now read the passage again and number the events of the song in the correct order.ScanningLet students finish activities 3 and 4. Check the answers.Then help students learn some new words by doing activity 5:anthem, resourcefulness (resource-resourceful), icon, ballad, lyrics, shearer (shear), suicide(commit suicide), swagNote:Swagman, billabong, billy, jumbuck, squatter are Australian wordsStep III DiscussionTalk about why Australians like the song so much and the questions in activity 6.First let students read the lyrics of the song.T: After reading the lyrics, we can find the song tells about a story of a swagman. Who can tell the story in your own words?Ask a student to tell the story.Sample version:A happy swagman lived by a billabong under a tree. One day as he boiled his belly over the fire, a sheep came and drank water at the billabong. The swagman jumped up and grabbed the sheep. Then he put the sheep in his bag. At that time, a squatter and three troopers came and shouted at him. The swagman jumped up and sprang into the billabong to avoid being caught.T: Good job! We know that Advance Australia Fair was proclaimed as Australia's national anthem, on 19 April 1984. But if you ask an average Australian to sing the national anthem, chances are that they will recite only the opening lines. However, if you ask an average Australian to sing Waltzing Matilda, it is almost certain that they will sing about the swagman who stole a jumbuck and fled from the troopers with some flourish. Here I have question: Why are Australians moved by such a petty criminal?Ask students to think independently. Then ask some students to share their ideas.Show the following passage on the screen. It will help students understand the song and its relation to Australians better.One Interpretation of Waltzing Matildaby Heather BlakeyModern Australians may live predominantly in urban zones but this does not lessen the call of the outback, the lure of the bush, or lessen their need to hear yarns of pioneering ancestors who left Old England's shore, picked up lumps of gold and went on to build a nation on the back of the sheep. The setting of Waltzing Matilda is enough to fuel a deep yearning within Australians to escape from the concrete cities of the urban fringes. Waltzing Matilda is poignant because of the combination of characteristics that sum up so much of Australian spirit and life. Waltzing Matilda reminds Australians of their ancestral history, defines nationhood and fills Australians with a senseof pride that the country was built by people who had been deemed dregs, but who were courageous and innovative and built something from nothing. Australians will never fully accept Advance Australia Fair as their national anthem because it is a city-based song. Australians willalways respond to Waltzing Matilda because Waltzing Matilda has moved from being a bush ballad to a creation myth, a yarn told in a language now almost as unfamiliar as Latin, a glorious romantic tale that helps to identify and separate Australia and Australians from every other country, every other people in the world.Then let students discuss the questions in activity 6 in groups.Suggested answers activity 6:1. A national anthem arouses people’s deep national pride. By singing or hearing the national anthem, people will love and respect their motherland more. So a national anthem helps to unite its people as a whole. Besides, a national anthem also reminds people of their country’s history and inspires them to work harder for it.2. A national anthem should be inspiring, serious, and typical of the national’s musical style.3. I think the Chinese national anthem is very powerful and heart-stirring. Every time I hear it, I feel exciting and proud.4. The Star Spangled Banner is the USA’s national anthem. It reflects American’s struggle for peace and freedom. “La Marseillaise” is the national anthem of France.Finally, play the song of Waltzing Matilda for students to enjoy.Step IV Cultural cornerIn this step, students will learn something about sport in Australia and New Zealand.T: Speaking of sport, what is the most popular sport in Australia and New Zealand?Ss: Rugby.T: Right! What kind of sport is it?Ss: It’s an outdoor game played by two teams of 15 players, each on a rectangular field 110 yards long with goal lines and goal posts at either end. The object is to run with an oval ball across the opponent's goal line or kick it through the upper portion of the goal posts.T: So do you think it is competitive? (write “competitive”on the board) Competitive means relating to competition.Ss: Yes.T: Do you like watching rugby game? Can you name some strong rugby teams in the world?S: The All Black team is New Zealand’s national rugby team, and it is one of the best rugby teams all over the world.T: Thank you! Now turn to page 27. Let’s learn something about sport in Australia and New Zealand. First read the first paragraph and tell me what it is mainly about.After readingS: It tells about the similarities of sport in Australia and New Zealand.T: So what do they have in common?S: Competitive sport is very important in both countries.S: Both countries are extremely successful sporting nations.S: Both countries have very strong rugby teams.T: Look at the first question: What is astonishing about the record of the New Zealand rugby team?S: It is astonishing because New Zealand has a population of only four million people.Then let students read the rest part of the passage.After readingT: What does the rest paragraphs tell us about?S: They tell us about the ritual of haka.T: So what is haka? Can you give me definition after reading the passage?S: Let me try. Haka is a traditional Maori war dance performed by New Zealand All Blacks team before every international rugby match.T: What’s your opinion on the ritual of haka? Do you think it is aggressive and warlike? Do you think it is a good thing to have such a ritual?S: It may look aggressive and warlike, but actually it isn’t. I think it is good to keep this tradition as a sporting ritual. It sure will bring the whole team together and go for success. It is also a good chance for New Zealand to publicize its tradition and culture to the world.T: Now look at question 2: Are there any sporting rituals in China like the haka?S: No.Notes:1. incredibly, extremely: very2. astonishing: so surprising that it is difficult to believe= amazing3. Compare respectful and respectablerespectful: feeling or showing respectrespectable: someone who is respectable behaves in a way that is considered socially acceptableStep V Reading (WORKBOOK)T: Have you heard of James Cook? (…) Look at the picture on page 100. Then answer the questions in activity 6 on page 99.Students work alone. Their answers will be checked after they read the passage.Give students a few minutes to read the passage.T: Have you finished? Now let’s answer the questions together. Which century did he live in? Ss: the 18th century.T: What nationality was he?Ss: British.T: What did he do?Ss: He was an explorer.T: So who got all the answers right? Put up your hand please.…T: Now look at the events in activity 7. They are all related to James Cook. Scan the passage and number the events in the correct order.After they finish, check the answer together.Then let students finish activity 8 and 9. Check the answers.T: This passage mentioned another explore. Who was he?Ss: Abel Tasman.T: What did he discover in the Pacific Ocean?Ss: New Zealand and the island of Tasmania.T: Yes. He was a Dutch explorer. In 1642, Anthony Van Diemen, Governor-General of the Dutch East Indies, commissioned Abel Tasman, a sea captain employed by the Dutch East India Company, to undertake a voyage to the unknown south seas. Leaving Batavia in August, 1642, Tasman first set a course towards Mauritius, then sailing southward, and later easterly, he reached inNovember, 1642, the west coast of Tasmania, which he named Van Diemen's Land. The names of his ships -- Heemskerck and Zeehaen -- survive in the names of two mountains, the first land he sighted. Two years later, on another voyage, Tasman sailed along the northern coast of Australia (which became known as "New Holland") from Cape York to North West CapeStep V HomeworkLet students finish TASK in groups of four by following the instructions. At the beginning of the next period, ask some groups to present the map they have made to the class.附件I. 重、难句解析1. Few people survive a meeting with a box jellyfish. … Victims only survive an attack if they get immediate medical attention. (P16)survive, [intransitive and transitive] to continue to live after an accident, war, or illness Only 12 of the 140 passengers survived.She survived the attack.people who survive cancer2. After contact, the victim usually leaves the water screaming and faints on the sand. (P16) leaves和faints是并列谓语动词，screaming是现在分词做leaves的伴随状语。

Module 3Slavery and the American Civil War话题导入随着美国领土面积的扩大，独立前就存在的两种不同的经济形式之间的矛盾更加突出。

南北部的不同状况造成了北方工业资产阶级和南方种植园奴隶主之间的矛盾。

北方需要大批便宜的“自由”劳动者和工业原料，主张解放奴隶；而南方的奴隶制种植园却占用了大批劳动力。

双方的矛盾变得不可调和，于是爆发了美国内战。

内战的结果是废除了黑人奴隶制度，维护了国家的统一，加速了美国资本主义经济的发展。

林肯为维护国家的统一和解放黑人奴隶作出了贡献，他成为美国历史上受人爱戴、受人尊敬的总统。

背景知道美国的奴隶制度1.引言人们初次接触美国开国历史的时候，总有些困惑：领导美国取得独立战争胜利的乔治·华盛顿竟拥有三百多名奴隶；而独立宣言的撰稿人，一生为人的平等和宗教信仰自由呼唤的杰佛逊，却率领着一个奴仆班子进驻首都华盛顿，做了白宫的第一任主人。

独立、民主、自由的象征，国家英雄，同时又是奴隶主。

现代人很难把这两个根本冲突的形象拼贴在一起，形成一个立体的人物造型。

然而，他们每一面的形象都是真实的。

2.起源1619年，一个荷兰人把二十名黑人运入美国拍卖。

这二十个黑人成了第一批黑人奴隶。

在这之前，存在着一种“契约奴工”（indentured servant）那是从欧洲流传到殖民地的一个传统。

负债无力偿还，只好和债主签约：小子无能，还债无钱，甘愿做工抵偿，若干年内任凭遣唤等等。

卖身的人，往往也是白人。

可以想像，债主通常会对契约奴工很苛刻，提高劳动强度，增加劳动时间，以期在最短时间内收回债务。

也有契约奴工忍受不住，毁约逃跑的，殖民政府还协助捕捉，罚抽皮鞭，另要延长奴工期限。

黑人奴工的出现又给殖民地增添了新的色彩，为了区别原有的“契约奴工”，创造了一个新名词“非自愿契约奴工”（Involuntary Servitude）——一个比“奴隶”稍微好听一点的法律词汇。

The Third PeriodLanguage studyTeaching goals 教学目标1. Target language 目标语言going to, take, then, there be, time2. Ability goals 能力目标Enable students to learn the use of the target language.3. Learning ability goals 学能目标Help students learn the different meanings and uses of the target language through context.Teaching important and difficult points 教学重难点“Going to” and “there be” structures.Teaching methods 教学方法Explanation and practice.Teaching aids 教具准备Projector and blackboardTeaching procedures & ways 教学过程与方式Step I The uses of going toAsk students two questions to introduce the uses of going to.Q1: What are you going to do this weekend?Q2: Is it going to rain?Elicit the answers that “be going to” in the first sentence refers to plansand intentions and that in the second sentence is used to make a prediction about the future.T: Does “going to” have any other functions? (…) Now turn to page 19, look at activity 1. To make a prediction about the future, “going to” can be used in two situations, what are they?S: First, without any reference to the present time; second, based on some evidence at the present time.T: Good! Now match the sentences on the left with the uses on the right.After students have finished, check the answers.Step II The uses of takeT: “Take” is a frequently used verb in English, and it has many different meanings and can be used to form different verb phrases. Can you give me some sentences or verb phrases with take?Collect students’ examples on the left side of the Bb. Then let students write their meanings on right side of the Bb. Finally, summarize the different meanings of the verb take.T: Now look at activity 2 on page 19. Check the meanings you have written with the meanings given (a-j). (Focus on the meanings students haven’t mentioned.)Then match the sentences with the meanings of take.After students have finished, check the answers.Step III The use of thenT: As an adverb, “then” also has different meanings and can be used indifferent situations. Now look at the phrases in activity 3, the right column. Each gives a different meaning of “then”. Choose the correct phrases to rewrite the sentences on the left.After students have finished, check the answers.Finally, let students complete the conversation in activity 4 with going to, take or then.Call a pair to demonstrate their answers.Step IV The use of “there be” structureT: We have learned the structure “there be”. How many different tenses does this structure have? Discuss with your partners.Then let students write the form of different tenses on the Bb.Tense FormPresentsimplethere is/arePast simplethere was/werePresent perfecttherehas/have beenSimplefuturethere will beT: OK, now complete the sentences in activity 1 on page 21 with there and the correct form of be.。

The Fifth PeriodIntegrating SkillsTeaching goals教学目标1.Target Language目标语言a.重点词汇和短语stimulate, capture, reward, moving, review, superb, former, more often than notb.重点句子1. I can count on the fingers of one hand the programmes that have really stimulated me in the last six months.2. But what made the programme really special were the imaginary scenes with the slaves and the helpers.2.Ability goals能力目标Enable the students to learn about the TV Review about the Underground Railroad.3.Learning ability goals学能目标Help the students organize a TV Review.Teaching important and difficult point教学重难点Teach the students how to organize a TV Review.Teaching methods教学方法reading, listening, discussing and writingTeaching aids教具准备A tape recorder, a multiple-media computer and a projectorTeaching procedure and ways教学过程与方式Step I Lead-inT: Who can tell us something about the Underground Railroad?S: The Underground Railroad was perhaps the most dramatic protest action against slavery in United States history.S: The operations of secret escape networks began in the 1500s, and were later connected withorganized abolitionist activity of the 1800s.S: Neither an "underground" nor a "railroad," this informal system arose as a loosely constructed network of escape routes that originated in the South, intertwined throughout the North, and eventually ended in Canada. Escape routes were not just restricted to the North, but also extended into western territories, Mexico, and the CaribbeanS: From 1830 to 1865, the Underground Railroad reached its peak as abolitionists and sympathizers who condemned human bondage aided large numbers of bondsmen to freedom. They not only called for slavery destruction, but also acted to assist its victims.T: You have learned a lot about the American Underground Railroad. Have you ever watched the TV review about this topic? Today we will read a review about the Underground Railroad.Step II Pre-readingT: Do you often watch TV programmes? Do you often write TV reviews about them?S: I often watch TV programmes, such as “Approaching Science” and “English Outlook”. I seldom wrote TV reviews about them. I don’t know how to write the TV reviews.T: Writing a TV review is not so difficult as long as you know how to organize it. Now here is a passage which is out of order. Read it and then put the topics in the order you think is correct. Now work in pairs and have a discussion.S: First we should write the general opinion of the programme. Then we should give the explanation of the programme’s title - what the programme is about. And then we add more information about the programme. At last we should tell the reason why the programme is so good.T: These topics give you an example to write a TV review. So in future you should write more TV reviews, for you know how to organize a TV review.Step III ListeningT: Listen to the tape and then finish Activity 2.S1: We use “So what”, when we think something is unimportant.S2: I can count on the fingers of one hand means that there are very few interesting programmes. S3: That made me believe in television means that the reviewer think that TV is beneficial.S4: “For ages” means for a long time.S5: “pass from house to house” means that the slaves stayed in different houses.S6: The interviews talked about the Underground Railroad.S7: “imaginary scenes” means these scenes had not actually taken place.S8: The reviewer watched from behind the sofa because he was enjoying the programme.Step IV ReadingT: Read the passage again and answer the questions of task 3.T: How does the reviewer feel about most TV prorammes?S: The reviewer feels dull and boring about most TV prorammesT: What did the people who worked on the Underground Railroad do?S: They helped the slaves from the American Southern escape to the safety of the North and Canada.T: What was special about Harriet Tubman?S: Harriet Tubman was a black woman who was herself a former slave. She made 19 secret trips to the South and led more than 300 slaves to freedom.T: Why did plantation owners want to catch her?S: The plantation owners needed the slaves badly, but what she did was to save the slaves. In this way, the plantation owners would lose the labor force.T: Why did the reviewer like the programme so much?S: There were helpful and interesting interviews with various experts on the subject. The imaginary scenes made the programme really special and the scenes were completely believable and the acting was superb. That was why the reviewer liked the programme so much.T: What was unusual about the imaginary scenes?S: The scenes were completely believable and the acting was superb.T: Well done! You understand the text very well.Step V DiscussionT: Is the review written in a forma or informal style? Give examples.S: The review is written in informal style. Such as: my reaction is to say “so what?”and I cancount on the fingers of one hand.T: In your own words. Can you describe what the reviewer liked best about the programme?S: What the reviewer liked best about the programme is the imaginary scenes which were completely believable.T: Does the review make you want to watch the programme? Say why / why not.S: Yes, because there were helpful and interesting interviews with various experts on the subject. The scenes were completely believable.T: Do you think the review could be improved in any way? For example, would you like more information abut the programme?S: I think the review could still be improved. I’d like more information about the background of the history event, which helps us understand it easily.T: Please work in pairs to prepare for Activity 6.S1: The Underground Railroad helped the slaves from the American Southern escape to the safety of the North and Canada.S2: Can you tell me where the slaves escape to?S1: They escaped to the safety of the North and Canada.S2: How did the slaves escape?S1: The slaves traveled at night, and were passed from house to house, until eventually they reached a place of safety.S2: Harriet Tubman was a heroine who did a lot of contribution to the cause of the Underground Railroad. Do you know how many trips she made?S1: She made 19 secret trips to the South and led more than 300 slaves to freedom.S2: If the helpers were caught, what was the result?S1: They would be cruelly punished if they were caught, so helping the runaway slave was an extremely brave thing to do.T: Well done! Thank you very much. Let’s give them a big hand for their good performance.Step VI TaskT: Just now we read a TV review. You have known how to appreciate a TV review. Do you want to plan a TV programme by yourselves?Ss: Yes!T: Work in pairs now. First choose a period of Chinese history where there was real social progress. Then use books and the Internet to research the most important events connected with the changes. At last, decide what aspect you want to talk about in you TV programme. You are given 5 minutes to have a discussion.T: Which group would like to tell us your plan?S: We choose The Republican Revolution of 1911. This period of Chinese history was real social progress.S: We want to talk about Sun Yat-sen, the leader of The Republican Revolution of 1911 and the course of the republican revolution.T: You choose a good topic. You can plan your programme now. In your programme, you should include a presenter, interviewers with experts, imaginary scenes and photos or pictures from the period. Please have a discussion to plan your programme.T: Are you ready?Ss: Yes!T: Now please write a description on the programme. Here is a sample for you to refer to. You are given6 minutes to do it.T: Who would like to read your description on the programme? Volunteer?S: The programme will have a presenter who will introduce the topic. He will talk about: “the revolutionary leader was Sun Yat-sen (Sun Yixian in pinyin, 1866-1925), a republican and anti-Qing activist who became increasingly popular among the overseas Chinese and Chinese students abroad, especially in Japan. In 1905 Sun founded the Tongmeng Hui (or United League) in Tokyo with Huang Xing (1874-1916), a popular leader of the Chinese revolutionary movement in Japan, as his deputy. This movement, generously supported by overseas Chinese funds, also gained political support with regional military officers and some of the reformers who had fled China after the Hundred Days' Reform.” S: Wile he is talking, we will show some pictures from this period.S: Then we will have an interview with an expert on the period. He will talk about Three Principles of the People: Sun's political philosophy was conceptualized in 1897, first enunciated in Tokyo in 1905, and modified through the early 1920s. It centered on the Three Principles of thePeople: "nationalism, democracy, and people's livelihood."S: After that, we will show an imaginary scene. In this scene, we will show some vivid film snippets about The Republican Revolution of 1911.T: Terrific! Your group really did a good job which showed you strong team spirit.Step VII HomeworkFinish off the exercise 6 of Vocabulary in Workbook.Review what we have learnt today.。

MOUDLE 3 Slavery and the American Civil War I．模块教学目标II.目标语言III. 教材分析与教材重组1.教材分析本模块以美国内战（1861～1865）为话题，阐述了美国的奴隶制度，美国内战的原因及“地下铁道”解放奴隶的运动。

19世纪40年代以后，美国北部工业生产迅速发展, 以残酷剥削黑奴和大量消耗土地为基础的南部种植园奴隶制成为美国资本主义发展的严重障碍。

两种社会制度的斗争日趋尖锐。

美国内战是美国历史上第二次资产阶级革命，它不仅恢复和巩固了联邦的统一，摧毁了奴隶制，解放了生产力，为美国资本主义发展扫除了内部障碍，而且对欧洲革命、各国工人运动和黑人运动也产生了积极影响。

1.1 INTRODUCTION Vocabulary and speaking以一幅美国奴隶主种植园里奴隶主恐吓奴隶的图画引入话题，使同学们通过讨论激活美国奴隶主制度的背景知识。

设置了四个活动，第一活动:设置六个问题，要求同学们根据所给出的图画回答所提的问题。

第二活动让同学们阅读所给出的四句话并回答所给出的五个问题。

第三活动让同学们通过讨论用自己的语言把句子补充完整。

第四活动让同学们通过讨论回答奴隶制度存在的原因。

为本模块的学习作好了铺垫。

1.2 READING AND VOCABULARY (1) 设置了两篇文章。

即Causes of the American Civil War 和The True Story of Solomon Northrup，a Black Slave的通过阅读这篇文章，同学们可以进一步了解美国内战的原因及美国奴隶的悲惨境遇。

本部分设置了七部分练习。

第一部分练习考察学生对文章的理解能力。

第二、三部分练习考察学生对文章词汇的理解和运用。

第四部分要求同学们解释所给出的几个时期的重要性。

第五部分练习考察学生对文章中内容更深层的理解。

第六部分完成句子，解释事件发生的原因。

(外研版)高二英语选修10（全册）精品课前导入备课材料汇总Module 1Pride and Prejudice话题导入简·奥斯汀的代表作《傲慢与偏见》可谓传世经典, 而魅力迫人的达西先生更是无数少女的最爱, 1948年劳伦斯·奥立弗就用古典雅致征服了少女的心, 1995年BBC版本中的柯林·法思更是成为完美达西的标准, 新版本的马修·麦克法登虽名不见经传, 帅气的外形和更具威胁性的达西味道却给了影片更鲜活的生命. 比起前几部作品中不甚抢眼的女主角, 含苞待放的英伦玫瑰凯拉·奈特丽显然美丽得耀眼, 尽显古典气质的她锋芒毕露, 银幕上的最佳伊丽莎白非她莫属！背景知识1.简·奥斯汀（1775～1817）英国女小说家. 生于乡村小镇斯蒂文顿, 父亲是当地教区牧师. 奥斯汀没有上过正规学校, 在父母指导下阅读了大量文学作品. 她20岁左右开始写作, 共发表了6部长篇小说. 1811年出版的《理智和感伤》是她的处女作, 随后又接连发表了《傲慢与偏见》（1813）、《曼斯菲尔德花园》（1814）和《爱玛》（1815）. 《诺桑觉寺》和《劝导》（1818）是在她去世后第二年发表的, 并署上了作者真名.奥斯汀终身未婚, 家道小康. 由于居住在乡村小镇, 接触到的是中小地主、牧师等人物以及他们恬静、舒适的生活环境, 因此她的作品里没有重大的社会矛盾. 她以女性特有的细致入微的观察力, 真实地描绘了她周围世界的小天地, 尤其是绅士淑女间的婚姻和爱情风波. 她的作品格调轻松诙谐, 富有喜剧性冲突, 深受读者欢迎.从18世纪末到19世纪初, 庸俗无聊的“感伤小说”和“哥特小说”充斥英国文坛, 而奥斯汀的小说破旧立新, 一反常规地展现了当时尚未受到资本主义工业革命冲击的英国乡村中产阶级的日常生活和田园风光, 尽管反映的广度和深度有限, 但对改变当时小说创作中的庸俗风气起了好的作用, 在英国小说的发展史上有承上启下的意义.2. 《傲慢与偏见》简介:18世纪的英国, 班纳特家的五个姐妹在母亲“凡是有钱的单身汉, 总想娶位太太”思想的调教下健健康康地成长着. 其中的四个姐妹简、玛丽、凯蒂和纳蒂娅也绝对赞同母亲的说法, 寻找门当户对的心上人是她们最大的追求, 然而聪明伶俐的二女儿伊丽莎白（凯拉·奈特丽）则希望寻求更广阔的人生.姐妹们平静的生活很快被新搬到镇上的两个年轻富家小伙子的到来打破. 诚恳富有的宾格里和好友达西优越的条件让班纳特太太大为兴奋, 她开始自作主张张罗起了女儿们结识两位小伙子的一切事宜. 美丽的大女儿简赢得了宾格里的心, 而在短暂的交往中, 达西也深深地爱上了倔强聪慧的伊丽莎白.然而出身富贵的达西常常表现出不可一世的傲慢, 这令正直善良的伊丽莎白讨厌不已. 因此, 即使当达西不顾门第和财富的差距, 勇敢地向她求婚, 却依然遭到了拒绝. 傲慢与偏见的爱情, 在英国的小镇中悄悄展开....引入型阅读Jane AustenJane Austen was born on 16 December,1775 at Steventon Parish, Hampshire, England. She was the seventh child and second daughter of the Rev. George Austen and Cassandra Leigh-Austen. When Cassandra, age 10, was sent away to school in Oxford, Jane begged to be sent along with her even though she was too young. Mr. Austen, however, couldn’t really afford their schooling and the girls were back home after less than three years. Apart from this, Jane never lived outside of her family circle again. She ended up very well-educated for a female, though. Her oldest brother James helped her out by organizing reading lists for her, and Jane could lay claim to a good knowledge of history as well as a little Latin, Italian and musical training.It was 1787 when Jane made the decision to devote all her spare time to writing. This early work made three volumes of Juvenilia, and you can see all that satire just dying to come out. In 1791, she wrote a parody of Oliver Goldsmith’s History of England. A few years later, when she was only about n ineteen, she started work on Lady Susan, an epistolary novel which was Jane’s first attempt at a serious theme. It didn’t work well in the format she used, but it was good enough to encourage her to keep going. She began another epistolary novel in 1795, which was titled Elinor and Marianne, and 1796 saw the beginning of First Impressions.Though she began another novel during a period of remission, Jane’s health was very poor. She probably had the then—unnamed Addison’s Disease, which attacks the adrenal glands and is still incurable today. In April of 1817, Jane quietly made her will, and left everything, except two small bequests, to her beloved Cassandra. She died early on the morning of 18 July 1817, with Cassandra at her side.Module 2Australia and New Zealand话题导入澳大利亚人的饮食习惯与英国人相似, 但更喜欢吃鱼类. 讲究菜肴的色彩和质量, 讲究食物的新鲜. 饮食风格多样化, 喜欢用中餐, 印度、德国、意大利、日本等国的饮食也比较受欢迎. 主食为面包和其他面食, 尤其喜欢中国水饺. 澳大利亚人口味清淡, 偏酸甜, 不喜欢太咸和有辣味的食品, 喜欢吃鸡、鸭、鱼、海鲜、牛肉、蛋类、西红柿、生菜、菜花、豆芽等食物. 烹调方式以煎、炸、炒、烤为主.新西兰人的饮食习惯大体上与英国人相同, 饮食以西餐为主. 喜欢喝啤酒, 人均年啤酒消费量达110公升. 国家对烈性酒严加限制, 有的餐馆只出售葡萄酒, 专卖烈性酒的餐馆对每份正餐只配一杯烈性酒. 饮茶也是新西兰人的嗜好, 一天至少七次, 即早茶、早餐茶、午餐茶、午后茶、下午茶、晚餐茶和晚茶. 茶馆遍布各地, 许多单位都有专门的用茶时间.背景知道1.澳大利亚简介澳大利亚位于南太平洋, 在大西洋南部和印度洋之间, 领土包括澳大利亚大陆和塔斯马亚岛. 澳大利亚大陆地广人稀, 四面环水, 是一个风景美丽气候宜人的国家, 也是世界上独一无二的占据一整块大陆的国家. 国土面积约768万平方千米, 海岸线长达36 700千米, 是目前世界第六大国.澳大利亚也是世界上最古老和最平坦的大陆之一, 拥有许多独特的珍稀动物和植物. 按照气候带划分, 澳大利亚的北部为热带, 中部为辽阔的干旱地带, 南部为温带. 澳洲的气候比较温和, 全年温差不大. 澳洲的四季正好与北半球相反——夏季从12月份开始, 3至5月份是秋季, 6月份是冬季的开始, 9月份进入春季. 南回归线以北的地区年平均气温为23～26度, 回归线以南地区温差略为明显, 冬季平均气温约14度, 夏季平均气温约26度.澳大利亚的人口密度很小, 每平方千米平均只有2人, 人口主要集中居住在中心城市和沿海地区. 现有人口18 426 900人, 其中土著人口约占2%, 英国血统和爱尔兰血统在人口中占有较高的比例. 澳大利亚是一个移民国家, 总人口中约有四分之一出生于海外. 居民来自100多个国家, 主要少数民族包括意大利裔, 希腊裔, 越南裔及华裔等. 目前来自亚洲的移民数量正在不断增加. 澳大利亚政府奉行多元文化政策, 在“公正、平等、正义、宽容”的原则下, 各民族和平相处. 其多元文化政策, 良好的生活、投资环境及优越的社会福利, 优良的教育体系, 使其成为世界上的移民热点.澳大利亚由六个洲——新南威尔士, 维多利亚, 昆士兰, 南澳, 西澳, 塔斯马尼亚, 及两个领地——首都领地和北领地组成. 澳洲目前仍是英联邦成员国之一, 奉英国女王为元首. 澳大利亚宗教信仰自由. 官方语言为英语, 但各少数民族社区都有自己的语言, 澳大利亚通用货币是澳元. 澳元与人民币的汇率约为1澳元相当于5元人民币.2.新西兰简介新西兰位于太平洋南部, 是一个由北岛、南岛、斯图尔特岛及其附近一些小岛组成的美丽岛国, 领土面积为27万多平方千米, 人口约390万. 在全国人口中, 欧洲移民后裔占78.8％, 毛利人占14.5％, 亚裔占6.7％. 新西兰的官方语言为英语和毛利语.新西兰境内山脉和丘陵约占其总面积的75％以上. 那里四季温差不大, 绝大部分属温带海洋性气侯, 植物生长十分茂盛, 森林面积约占全国土地面积的29％.新西兰是一个经济发达的国家, 畜牧业是其经济的基础. 新西兰农牧产品出口量占其出口总量的50％, 羊肉、奶制品和粗羊毛出口量均居世界第一位, 其中粗羊毛出口量占世界出口总量的25％. 新西兰的文化是独特并富有活力的, 受到欧洲、毛利、太平洋岛国和亚洲文化的多重影响. 庆祝不同的民族节日和民间传说已成为一种新西兰文化.惠灵顿是新西兰的首都, 它地处北岛的南部, 是往来南北二岛的交通枢纽. 惠灵顿背山面海, 在海洋性气候的影响下, 天气和暖, 阳光充沛. 市内文化气息浓厚, 到处洋溢着西方的酒吧及咖啡文化. 走在大街上, 可见街头表演者或自由职业者在努力地工作, 平和而宁静, 少见大都市的喧嚣.引入型阅读New Zealand is situated in the South Pacific Ocean 6500 kms south-south-west of Hawaii and 1900 km to the east of Australia.With a land area of 268 000 sq kms it is similar in size to Japan,Great Britain or Colorado in the Unites States.It is comprised of two main adjacentislands,the North Island and South Island,and numbers of small outlying islands.New Zealand has a population of just over four million.More than one million people live in Auckland in the North Island.The capital city is Wellington,situated at the southern tip of the North Island.Christchurch is the largest city in the South Island.Over half of New Zealand’s total land area is pasture and arable land,and more than a quarter is under forest cover.It is predominantly mountainous and hilly,with 13% of the total area consisting of alpine terrain,including many peaks exceeding 3000 kes and rivers cover 1% of the land.The climate is temperate and relatively mild.Module 3Slavery and the American Civil War话题导入随着美国领土面积的扩大, 独立前就存在的两种不同的经济形式之间的矛盾更加突出. 南北部的不同状况造成了北方工业资产阶级和南方种植园奴隶主之间的矛盾. 北方需要大批便宜的“自由”劳动者和工业原料, 主张解放奴隶; 而南方的奴隶制种植园却占用了大批劳动力. 双方的矛盾变得不可调和, 于是爆发了美国内战. 内战的结果是废除了黑人奴隶制度, 维护了国家的统一, 加速了美国资本主义经济的发展. 林肯为维护国家的统一和解放黑人奴隶作出了贡献, 他成为美国历史上受人爱戴、受人尊敬的总统.背景知道美国的奴隶制度1.引言人们初次接触美国开国历史的时候, 总有些困惑: 领导美国取得独立战争胜利的乔治·华盛顿竟拥有三百多名奴隶; 而独立宣言的撰稿人, 一生为人的平等和宗教信仰自由呼唤的杰佛逊, 却率领着一个奴仆班子进驻首都华盛顿, 做了白宫的第一任主人.独立、民主、自由的象征, 国家英雄, 同时又是奴隶主. 现代人很难把这两个根本冲突的形象拼贴在一起, 形成一个立体的人物造型. 然而, 他们每一面的形象都是真实的.2.起源1619年, 一个荷兰人把二十名黑人运入美国拍卖. 这二十个黑人成了第一批黑人奴隶. 在这之前, 存在着一种“契约奴工”（indentured servant）那是从欧洲流传到殖民地的一个传统. 负债无力偿还, 只好和债主签约: 小子无能, 还债无钱, 甘愿做工抵偿, 若干年内任凭遣唤等等. 卖身的人, 往往也是白人. 可以想像, 债主通常会对契约奴工很苛刻, 提高劳动强度, 增加劳动时间, 以期在最短时间内收回债务. 也有契约奴工忍受不住, 毁约逃跑的, 殖民政府还协助捕捉, 罚抽皮鞭, 另要延长奴工期限.黑人奴工的出现又给殖民地增添了新的色彩, 为了区别原有的“契约奴工”, 创造了一个新名词“非自愿契约奴工”（Involuntary Servitude）——一个比“奴隶”稍微好听一点的法律词汇. 奴隶来自非洲, 最著名的就是非洲西部既被称作“黄金海岸”, 又被称作“科特迪瓦”的港口, 在十七八世纪, 还有一个名称“奴隶海岸”. 那时候, 非洲各小王国之间经常打仗, 俘虏和被征服的部落的妇孺, 都是奴隶的来源. 在货源紧张时, 国王甚至从自己的仆从中挑一些不喜欢的人, 补上去顶数.3.种族主义加深奴隶制度的黑暗对契约奴工的虐待——那是白人对白人的虐待, 人们还显示关注和怜悯. 但是对黑奴的虐待, 人们就没有什么声音了, 原因是当时的社会普遍存在着白人种族主义. 汤姆斯·杰佛逊早期写过一篇关于黑人的文章, 带有学术研究性质, 其中对黑人这样描述: 黑人能经受消耗体力的艰苦劳动, 只要给他们一点娱乐和短时间休息, 他们的体力就恢复了; 黑人做事没有深远打算, 缺乏理智不计后果, 敢冒险而不是勇敢, 真正危机临头又惶惶不知所措——这里他把黑人描述成四肢发达, 头脑简单, 智力开发迟, 心理素质差, 天生需要白人督导的奴隶材料. 从这些描述中可以想像当时社会对黑人的歧视. 这种歧视给黑奴制度的存在增加了合理性, 淡化甚至抹去了奴隶主虐待黑奴的罪恶. 奴隶的命运完全决定于主人. 摊上一个心肠好的主人, 日子尚能过得去; 摊上脾气暴躁的主人, 奴隶便只有饱受折磨. 有记载说, 有的奴隶主砍掉奴隶的脚作为逃跑的惩罚, 杀鸡给猴看——恐吓其他奴隶. 黑人能忍受酷暑潮湿, 而且不易生病, 是美国南方种植园主的最爱. 在美国开国初期, 美国南方各州, 已经有二百万的黑奴（1860年为350万）. 他们成为种植经济的重要劳动力. 黑奴是种植园主私人财产的一部分, 可以继承、买卖. 可以做种植园主女儿的嫁妆.最先进行这种贩卖人口行业的是葡萄牙人, 随后扩散到西班牙、荷兰、法国、英国等. 两个多世纪以来, 将近有一千万人被贩卖到美洲、加勒比海沿岸国家. 贩卖人口的生意, 成为人类历史上最大规模的海外移民活动. 奴隶贩子有他们的说法: 大规模贩卖黑奴促进了非洲文明的发展. 从那时起, 非洲国家不再杀死俘虏; 在这之前, 俘虏被处死是很普通的事.引入型阅读Abraham Lincoln,U.S.PresidentBorn:12 February,1809Birthplace:Near Hodgenville,KentuckyDied:15 April,1865（assassinated by gunshot）Best known as:The Civil War president who wrote the Gettysburg AddressThe stories really are true:Lincoln grew up on the American frontier,educated himself by reading borrowed books,and worked as a general store clerk long before he became the 16th president of the United States.His claims to fame are too numerous to list here:he is most often remembered for leading the Union through the Civil War and freeing Confederate slaves with the 1863 Emancipation Proclamation;for delivering the Gettysburg Address,the most famous oration in American history;and for his tragic assassination by John Wilkes Booth.Upon Lincoln’ sdeath,Andrew Johnson assumed the presidency.Yes,that’s Lincoln on the U.S.penny and the five dollar bill.In 1864 Lincoln named Samuel—Chase to be Chief Justice of the Supreme Court—Chase is on the ten thousand dollar bill.Lincoln was preceded by James Buchanan,the only president to remain a bachelor for life. Lincoln was the first president to wear a beard while in office.Lincoln’s oldest son,Robert Todd Lincoln, was present at three assassinations:his father’s,President Garfield’s in 1881 and President Mckinley’s in 1901.A famous（and enormous）biography of Lincoln was written by the 20th-century author Carl Sandburg.Module 4The Magic of Film话题导入“奥斯卡金像奖”的正式名称是“电影艺术与科学学院奖”, 每年在美国洛杉矶举行一次. 半个多世纪以来一直享有盛誉. 它不仅反映美国电影艺术的发展进程和成就, 而且对世界许多国家的电影艺术有着不可忽视的影响. 奥斯卡金像奖从1929年开始, 每年评选、颁发一次, 从未间断过. 凡上一年1月1日至12月31日上演的影片均可参加评选. 获奖名单是高度保密的. 奥斯卡奖分为成就奖、特别奖及科学技术奖三大类. 在众多奖项之中, 最具影响的为“最佳影片奖”, 而“最佳男女主角奖”属表演奖, 获奖人有“影帝”与“影后”之称, 是男女演员们梦寐以求的殊荣.背景知道1.奥斯卡奖的由来“奥斯卡奖”（OSCAR）是世界上最享盛名的电影奖. 它是美国电影艺术与科学学院颁发的, 所以又被称为“学院奖”. 起始于1929年. 它的标志是一个高13.5英寸的镀金雕像: 在一块电影胶片的底座上, 屹立着一个身材魁伟的男性, 他的双手紧握着一柄长剑. 凡是从事电影工作的, 不论是编剧、导演还是美工人员, 只要有新的贡献和成就, 就可以得到这份荣誉.关于“奥斯卡”这个名称的由来, 也是件十分有趣的事. 1931年, 有一个艺术与科学学院图书馆的管理员玛格丽特·赫丽克在休息的时候, 走过那座镀金雕像旁边, 先是看了一眼, 好像很面熟, 仿佛在什么地方见过, 接着便仔细端详起来. 不一会, 她便大声惊叫起来: “啊！这雕像看上去多么像我的舅舅奥斯卡呀！”正巧, 这时有一位新闻记者在学院里采访, 他在图书馆隔壁的房间听到了玛格丽特·赫丽克的惊呼声, 便在第二天的报道里介绍了镀金塑像, 并写上了一句: “艺术与科学学院的工作人员深情地称呼他们的金塑像为’奥斯卡’”.当金塑像成为电影奖的标志时, “奥斯卡”的名字也同时在世界各地传开, 学院干脆正式命名它为“奥斯卡奖”了.迄今为止, 奥斯卡奖颁奖仪式已进行了78届.2.影响在世界各国设立的电影奖中, 美国的奥斯卡金像奖最引人注目. 它历史悠久, 规模宏大, 不仅反映美国电影的发展进程和成就, 而且还对其他国家电影艺术发生不可忽视的影响.奥斯卡奖以上一年公开发行的英语影片为选择对象, 奖项分为成就奖、特别奖及科学技术奖三大类, 现有28个奖项, 如最佳影片、最佳男主角、最佳女主角、科技成果奖等. 评选结果由电影艺术与科学学院会员以投票方式产生. 投票分两个步骤: 第一次投票选出5名（部）最佳候选者, 即所谓“提名”; 最后投票则是在提名基础上产生. 投票结果绝对保密, 于颁奖时当众启封. 评选工作比较慎重、细致, 且讲求专业技术方面的高标准, 因此奥斯卡奖一直被视为比较严肃的电影奖. 后来由于影片和演员的票房价值在得奖后大为增加, 各制片公司在投票前竞相宣传以影响会员投票, 所以它难免带有浓厚的商业气息和某些偏见.引入型阅读Motion PicturesA motion picture is a series of images recorded on film or tapes that appear to move when played through a film projector or a videotape player.Also known as the movie,film,or cinema,the motion picture is one of the most popular forms of art and entertainment throughout the world.It is also a major source of information.Every week,millions of people go to the movies.Many millions more watch movies that are broadcast on television or are played back on a videotape player.But movies are much more than just entertainment.The motion picture is a major art form.Artists express themselves by using paint and filmmakers express their idea through a motion picture camera.By the camera in different ways,the filmmaker can express different points of view. A filmmaker may film scenes for a picture in a desert,on a mountain,and in a large city.Filmmakers can also film scenes from different ter,through a process called editing, they can select the angle which most effectively expresses a dramatic point.Through editing,the filmmakers can also show events happening at the same time in different places.Movies have become a gigantic industry.A typical feature-length film costs several million dollars to make and requires the skills of hundreds of workers.Highly technical devices,including cameras,sound-recording equipment,and projectors,are needed to film and show movies.In fact,motion pictures could not exist without many of the scientific and technical discoveries madesince the late 1800s.For this reason,movies have been called the art form of the 20th century.Module 5High-tech Living话题导入不管人们有没有意识到, 科学技术已经深深地影响着我们的日常生活, 在经济社会发展中扮演着不可或缺的角色. 作为当前社会的一员, 我们不仅应该认识到科技的重要性, 还应该努力学习科学技术, 用科学技术来武装我们的头脑, 具有献身科学的勇气和决心, 具有用科学技术来发展全人类的博大胸怀. 更重要的是, 我们还应当教育我们的后代, 要热爱科学, 尊重科学.背景知道闫诺荣获微软MVP后的自我介绍:我叫闫诺, 男,16岁, 汕头金山中学学生. 非常高兴可以荣获微软MVP称号. 自从1995年开始接触计算机和互联网, 我就一下子被它吸引住了. 在熟悉计算机基本操作以及基础知识以后, 我便开始深入学习了Windows系统和网络管理. 在这期间, 我钻研了各个版本的Windows包括9x和NT,自学了NT4的MCSE课程, 并参与了CTEC的MCSE2000等培训, 来充实自己的系统管理技能. 同时, 我也学习了一些编程语言, 前几年我学习了Windows应用程序的编写, 最初接触的是VB,但是现在我已经转向C＃.NET, 并开始编写网络应用程序. 学习各种技能的同时, 我深深地感到社区交流的重要性, 所以在学习所有的计算机技术和得到社区专家技术支援的同时, 我总是记住我最终的目的——尽力帮助有需要的人. 我深知有技术问题而未被解决的难受心情, 也深知帮助别人解决技术问题的同时也能大大提高自己的水平. 现在, 我每天在微软新闻组上跟网友和专家们讨论技术问题, 即使有时完成学校的任务已经到了深夜, 我也要到新闻组上看看网友是否有尚待解决的技术问题. 同样, 对于已经掌握的技术, 我写了一些原创文章和FAQ文章发表在讨论微软技术的网站（比如微软中国社区网站）上, 我也会继续这方面的努力, 共享资源与知识. 同时, 我也正在联合各技术专家来建立一个讨论微软技术的站点, 估计6月份可以开通, 网址是. 我会继续努力下去, 不断学习和实践新的微软软件技术. 我喜爱Windows, 喜爱C#.net,喜爱尽力帮助别人, 喜爱和更多的人共享技术资源.引入型阅读I HA VE SEEN AMAZING THINGSMy first visit was to a space station considered the most modern in this part of space. Described as an enormous round plate,it spins slowly in space to imitate the pull of the earth’sgravity.Inside,it is divided into zones with extraordinarily different atmospheres and gravities.Here the alien creatures live while they work with human space scientists searching for new worlds.So you can imagine how exciting that is！The friendliest creatures are the mu-mu,a family from the Pleiades group of stars.They see in the dark so they live in an area without light of any kind.If you go there,you must wear red nightlights on your helmets so that you can see,but the mu-mu won’t be disturbed.They have assisted in the discovery of planets round the fourth star in the Pleiades system.Next year the World Space Agency will send a spaceship to examine this star and its planets.The most interesting creatures are the tiny dimpods from a galaxy near NGC 6240.They skip around the pipes and between the wooden walls of the space station.They require the same atmosphere as humans and are great engineers.If you give them a drawing of a new spaceship,they can build it in twenty-four hours！Then it will be able to travel many light years away from the earth.They can also produce a liquid from their bodies, which melts metal.If you cover something with a little of that liquid it will go soft and,with a lot,it will change into a kind of rubber that sets very hard.It is wonderful for the outside of spaceships！Neither of these creatures is easy to talk to.You have to use a language-changer to help.The mu-mu only speak in whispers but the dimpods shout loudly in your ear.Both eat food that contains carbon.The mu-mu drink a strange mixture of carrot juice and cocoa,while the dimpods drink lemon ade mixed with herbs.The mu-mu are tall and thin with black and white faces.They have six “arms”, which they wave about when they talk.They move forward by slowly shaking from side to side on a shell-covered “leg”.The dimpods have so many arms and legs you cannot tell which is which.They are small,just the size of a little cat.They are purple or blue and the colour changes depending on their mood.问题: What are the features of the mu-mu?答案: They are very friendly and they can see in the dark so they live in an area without light of any kind.Module 6The Maple Leaf Country话题导入加拿大没有悠久的历史,却拥有多姿多彩的地理,崇山秀水在四季的轮转中显现出迷人的风采. 加拿大疆域广阔,领土面积在中国之上. 北面、东面、西面分别被北冰洋、大西洋、太平洋所环绕,只有南面与美国大陆邻接,西北面的一小部分与阿拉斯加相连. 整个国土处于高纬地区,是典型的“北国风光”,常年吸引着成千上万来自世界各地的游客.背景知道加拿大（Canada）独立日:7月1日（1867年）国庆日:7月1日国旗:呈横长方形, 长与宽之比为2∶1. 旗面中间为白色正方形, 内有一片11个角的红色枫树叶; 两侧为两个相等的红色竖长方形.国歌:1980年7月1日加拿大政府宣布《啊, 加拿大》为正式国歌, 并在首都渥太华举行了国歌命名仪式. 加拿大的国歌有英、法两种歌词.国树:枫树, 加拿大素有“枫叶之国”的美誉.自然地理:面积为9 984 670平方千米, 居世界第二位. 加拿大境内多枫树, 每到秋天, 满山遍野的枫叶或呈橘黄, 或显嫣红, 宛如一堆堆燃烧的篝火, 因此加拿大有“枫叶之国”的美誉. 加拿大国旗上的枫叶代表了加拿大人对枫叶的钟爱.人口:3227.05万（2005年7月1日）. 其中, 英裔居民占42％, 法裔居民约占26.7％, 其他欧洲人后裔占13％, 土著居民（印第安人、米提人和因纽特人）约占3％, 其余为亚洲、拉美、非洲裔等. 其中华裔人口已占加拿大总人口的 3.5％, 成为加拿大最大的少数族裔, 即白种人和原住民以外的最大族裔. 华裔人口中25％的人是在加拿大本土出生的, 其余大部分来自中国大陆、香港和台湾. 英语和法语同为官方语言. 居民中信奉天主教的占47.3％, 信基督教新教的占41.2％.首都:渥太华（Ottawa）, 地处安大略省. 首都地区（包括安大略省的渥太华市、魁北克省的赫尔市和其周围城镇）人口112.89万（2002年）, 面积4662平方千米.主要城市:多伦多、温哥华.引入型阅读How Much Do You Know About the Maple Leaf Country?ClimateClimate sculpts the landscape through heat, cold, humidity, light and wind.In Canada, the variety of landscapes shows the diversity of our climate.In the north, low precipitation and cold temperature favour permafrost and suppress vegetation growth, resulting in treeless tundra.South of the tundra, summers are short and warm, and winters are long and cold.Finally, around the Great Lakes and along side the Saint Lawrence River as far downstream as the city of Quebec, the climate is characterized by relatively warm summers and cool winters, moderated by surrounding water bodies.These conditions are suitable to the development of mixed wood and broadleaf forests.EcologyCanada is not only a large country but an ecologically diverse one as well.Canada borders on three oceans, contains vast areas of boreal and temperate forest ecosystems, mountainous ecosystems, arctic ecosystems and prairie grassland ecosystems.These ecosystems support numerous human activities such as agriculture and forestry upon which the country’s economy heavily depends.FreshwaterWater covers nearly three quarters of the earth’s surface mainly in oceans but also as rivers,。

The Seventh PeriodIntegrating SkillsTeaching goals教学目标1.Target Language目标语言a.重点词汇和短语establish, environment, flourish, take on, be engaged inb.重点句子1. As slave owners established households, women were brought in form the fields to take on duties as servants, nurses, dressmakers, and cooks.2. They created the environment – and the wealth – that allowed their owners and families to flourish.3. Now we are engaged in a great civil war.2.Ability goals能力目标Enable the students to the triangular trade and the Gettysburg Address.3.Learning ability goals学能目标Help the students to write a news report.Teaching important and difficult point教学重难点Teach the students how to write a news report.Teaching methods教学方法reading, listening，discussing and writingTeaching aids教具准备A tape recorder, a multiple-media computer and a projectorTeaching procedure and ways教学过程与方式Step I RevisionT: I will ask one of the students to read your compositionA Sample Version:It is known to us all that some students cheat in examinations at school.As student, we often take examinations at school, but sometimes we have too many examinations which are too difficult for us. On the other hand, some of us are lazy and don’t work hard at their lessons. So when taking examinations, they sometimes cheat in order to get better results to please their parents and teachers.In my opinion, it is wrong to cheat in examinations because it breaks the rules of schools. We students should be honest and try to get good results by studying hard instead of cheating in examinations. What’s more, we should improve our study methods and get well prepared for examinations.Step II Reading (READING PRACTICE）T: We have learnt something about the American slavery. Can you tell me what you have known about the American slavery?S1: We knew that the reasons of the slavery.S2: We learned about the slaves’ miserable life.S3: The Underground Railroad system helped the slaves escape to the safety.S4: Brown developed a plan to lead a war to free slaves, he traveled the round the country, gathering money and guns from wealthy abolitionists and he and21 men attacked a fort in the southern state of Virginia.S5: The America Civil War ended the slavery.T: I am glad you’ve grasped so much information about the American slavery. Today we will learn something about the triangular trade. Now work in pairs and discuss your answers to the questions of task 1.T: How long did the slave trade last?S: The slave trade last from the middle of the 15th century to the late 19th century.T: Where did the slaves come from?S: The slave came from Africa.T: What were the consequences of the slave trade in America?S: The slave trade brought a lot of labors to America who created the environment and wealth. T: What do you think were the consequence in Africa?S: The slave trade made Africa poorer and poorer, and at the same time brought it a lot ofdisasters.T: Well done! Now read the passage and finish task 2: complete the diagram.…T: Read the passage again and finish off task3, task4 and task 5.…Step III SpeakingT: Let’s deal with task 6. Here are three items of the hardships suffered by slaves. Work in pairs and add more items to the listS: The slaves lived in the rough cabins or shelters.S: They had little to eat and were always starving.S: They were always beaten if they wanted to rest.S: They had no rights at all just like animals.T: Now discuss the items of the list and decide which were the worst hardships, and why?S: The worst hardships were that they had to work all day long and had little food to eat and no time to rest. It was very cruel for a person to work so long time without rest.S: The worst hardships were that they had no rights at all just like animals. All men are created equal, so all men deserve freedom. But the slaves suffered such inhumanity.T: Your reasons are all reasonable.Step IV Reading（CULTURAL CORNER）T: Let’s deal with the passage of the CULTURAL CORNER. On November 19, 1863, President Abraham Lincoln delivered his immortal address to the crowd gathered at Gettysburg to dedicate the newly established "Soldiers National Cemetery". Read the passage and answer the questions. After reading, you can have a discussion about these two questions.T: The first one, why is the Gettysburg Address so famous, in your opinion?S: Lincoln brought forward the thought: all men are created equal in the Gettysburg Address T: Can you think of a similar speech made by a Chinese leader?S: I think it is Sun's Three Principles of the People: It centered on the Three Principles of the People "nationalism, democracy, and people's livelihood." The principle of nationalism called foroverthrowing the Manchus and ending foreign hegemony over China. The second principle, democracy, was used to describe Sun's goal of a popularly elected republican form of government. People's livelihood, often referred to as socialism, was aimed at helping the common people through regulation of the ownership of the means of production and land.T: Well done!Step V Writing (Workbook P108)T: Read the passage and answer the questions.Suggested answers on the teacher’s book.T: Where can you find this passage?S: In the newspaper.T: It is a news report. What do you think of the title “President Killed by a Southerner”?S: The title is very striking.T: Now let’s come to Activity 16: make some notes using the following information. Then write an article using the notes you made in Activity 16.A Sample Version:The People's Republic of China was founded On October 1, 1949On October 1, 1949, the Chinese people won a great victory in the new democratic revolution and founded the People's Republic of China (PRC). The Kuomintang (KMT) ruling clique retreated from the mainland to China's Taiwan Province.Chairman Mao announced that The People's Republic of China was founded. All the people went to streets to celebrate the victory and the foundation of the new china. They are sing and dancing. The whole nation was immersed in a happy festival atmosphere. Oppression and exploitation were ended. The Chinese people stood up.The whole world was shocked by this big event in China.Step VI HomeworkReview what we have learnt in MOUDLE 3.附件1．文化背景知识Abraham LincolnAbraham Lincoln, the 16th president of the United States, guided his country through the most devastating experience in its national history--the CIVIL WAR. He is considered by many historians to have been the greatest American president.Lincoln warned the South in his Inaugural Address: "In your hands, my dissatisfied fellow countrymen, and not in mine, is the momentous issue of civil war. The government will not assail you.... You have no oath registered in Heaven to destroy the government, while I shall have the most solemn one to preserve, protect and defend it."Lincoln thought secession illegal, and was willing to use force to defend Federal law and the Union. When Confederate batteries fired on Fort Sumter and forced its surrender, he called on the states for 75,000 volunteers. Four more slave states joined the Confederacy but four remained within the Union. The Civil War had begun.The son of a Kentucky frontiersman, Lincoln had to struggle for a living and for learning. Five months before receiving his party's nomination for President, he sketched his life: "I was born Feb. 12, 1809, in Hardin County, Kentucky. My parents were both born in Virginia, of undistinguished families--second families, perhaps I should say. My mother, who died in my tenth year, was of a family of the name of Hanks.... My father ... removed from Kentucky to ... Indiana, in my eighth year.... It was a wild region, with many bears and other wild animals still in the woods. There I grew up.... Of course when I came of age I did not know much. Still somehow, I could read, write, and cipher ... but that was all."Lincoln made extraordinary efforts to attain knowledge while working on a farm, splitting rails for fences, and keeping store at New Salem, Illinois. He was a captain in the Black Hawk War, spent eight years in the Illinois legislature, and rode the circuit of courts for many years. His law partner said of him, "His ambition was a little engine that knew no rest."He married Mary Todd, and they had four boys, only one of whom lived to maturity. In 1858 Lincoln ran against Stephen A. Douglas for Senator. He lost the election, but in debating with Douglas he gained a national reputation that won him the Republican nomination for President in 1860.As President, he built the Republican Party into a strong national organization. Further, he ralliedmost of the northern Democrats to the Union cause. On January 1, 1863, he issued the Emancipation Proclamation that declared forever free those slaves within the Confederacy. Lincoln never let the world forget that the Civil War involved an even larger issue. This he stated most movingly in dedicating the military cemetery at Gettysburg: "that we here highly resolve that these dead shall not have died in vain--that this nation, under God, shall have a new birth of freedom--and that government of the people, by the people, for the people, shall not perish from the earth."Lincoln won re-election in 1864, as Union military triumphs heralded an end to the war. In his planning for peace, the President was flexible and generous, encouraging Southerners to lay down their arms and join speedily in reunion.The spirit that guided him was clearly that of his Second Inaugural Address, now inscribed on one wall of the Lincoln Memorial in Washington, D. C.: "With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds.... "On Good Friday, April 14, 1865, Lincoln was assassinated at Ford's Theatre in Washington by John Wilkes Booth, an actor, who somehow thought he was helping the South. The opposite was the result, for with Lincoln's death, the possibility of peace with magnanimity died.UNCLE TOM'S CABINIn Kentucky Mr. Shelby, the land owner, was widely known as a kind man. He treated all his slaves well. One day, however, he was forced to sell some of his slaves to Mr. Haley, a slave dealer from New Orleans, to whom he owed much money. From Shelby's slaves Haley picked Uncle Tom, a loyal middle-aged Negro, and Harry, a five-year-old Negro boy, the only son of Mrs. Shelby's personal maid, Eliza. In spite of his wife's objection, Mr. Shelby finally agreed to Haley's choices. Eliza told her husband, George Harris, about this serious matter. George, working on a neighboring farm, hated his stern master. He had long planned to make his escape to Canada. After dinner the Shelby slaves got together for a religious meeting in the cabin of Uncle Tom. They sang songs and listened to young George Shelby's reading from the Bible.In the living room Mr. Shelby signed the papers concerning the sale of Uncle Tom and little Harry. When she learned that her son had definitely been sold, Eliza fled with the child immediately. In the meantime, Uncle Tom, hearing of the sale, silently accepted his master's decision.The next morning, after discovering his loss, Haley started to chase Eliza. However, she had made a good start. Moreover, the kind Mrs. Shelby delayed Haley by purposely serving him and the other pursuers a late breakfast . When she came to the Ohio River, Eliza jumped into it, just a short distance ahead of the pursuers. With God's help, she safely reached the other side of the river and found shelter at a Quaker settlement in Ohio.Haley hired Marks and Loker, two active slave-catchers, to track down Eliza. He promised to give her to them in return for their trouble. They set off at once.Meanwhile, Uncle Tom was taken away, irons on the leg. Young George Shelby, in tears, promised to buy him back some day. On their trip along the Mississippi River, Haley kept buying more slaves, among whom were a Negro woman and a ten-month-old baby. Soon the baby was sold; the woman escaped the next day. Haley took this as a bad omen.On the Mississippi steamship there was a gentleman from New Orleans, Mr. Augustine St. Clare. He was traveling along with his daughter, Eva, a six-year-old little girl. Eva was a lovely little lady and Uncle Tom began to like her very much. It happened that Eva accidentally fell into the river. Uncle Tom jumped to save her from being drowned. In gratitude St. Clare bought Tom from Haley. Mr. Augustine St. Clare and his wife, Marie, were quite different from one another in their personalities. The husband, disgusted with the slave trade, was humane and generous toward his own servants, but the wife was cruel to her slaves. Luckily, because Eva liked him, Uncle Tom was treated comparatively better than other slaves were. Eva read the Bible to Tom and helped him learn how to write.At the same time, George Harris made his escape and family joined his wife in the settlement in Ohio. Soon Marks, Loker, and their followers arrived to catch them. With the help of two Quakers, George and his wife wounded one of their pursuers and got to Canada in safety.Many years passed. Life on St. Clare's farm was usual except that Eva's health was failing. As her health became worse, she expressed more and more pity for the slaves. Many times she had tried to persuade her father to free Uncle Tom. One day she told Tom that she had heard the voices of the angels; shortly afterwards she died.After Eva's death St. Clare took her wishes seriously. He treated Uncle Tom even better than before. In return, Tom encouraged him to read the Bible and believe in God. Though St. Clare was interested, he did not become a Christian because he was suddenly killed one evening when hetried to separate two quarreling men. Against her husband's will, Marie sold all the slaves to the slave market.Along with Emmeline, a 15-year-old girl, Tom was sold to a cruel land owner Simon Legree. Legree controlled his slaves by his fists, whips, and dogs. He wanted to make Tom his assistant. However, instead of treating the other slaves harshly, Tom helped them. One day he gave some cotton to a sick woman. For this he was severely punished. Cassy, a woman slave, came to console him.Being a superstitious man, Legree believed that Cassy had power over him. Thus, Cassy decided to work on his superstition and escape with Emmeline. They succeeded at last, but Legree blamed Tom for their escape. He wanted Tom to tell him where the woman had gone. Tom refused and was cruelly beaten. In fact, he was wounded so badly that he could neither speak nor stand.Two days later George Shelby arrived to take Tom back to Kentucky. He came too late, however. Tom was dying. Angrily George knocked Legree down to the ground. Later, he helped Cassy and Emmeline reach Canada, where Cassy had a happy reunion with Eliza and George Harris Elisa, in fact, turned out to be Cassy's long-lost daughter.Back in Kentucky, George Shelby, in memory of Uncle Tom, freed all the slaves on his plantation. 注解：slave dealer贩奴商objection反对stern严厉的cabin小屋pursuers追捕者shelter庇护所Quaker settlement教友派信徒定居地omen预兆to be disgusted with厌恶humane慈悲的comparatively比较地failing变坏的；恶化的shortly afterwards不久之后console安慰superstitious迷信的knock down打倒reunion团圆2. 高考链接解析1．B 本句意思是：修理并不难，你所需要的只是一把锤子和几个钉子。

The Fourth PeriodGrammarTeaching goals 教学目标1. Target Language 目标语言重点词汇和短语though ( adv. ), try … on, one, countable, leave… out, in bloom, reaction, purpose, sense, urgency, make up one’s mind, make a call, despite, a bit, still, cancel, informative重点句子1. I don’t want a coat made of the material, though.2. I’d prefer it to be made of natural material.3. Still, it was worth it in the end.4. I would like to have gone to Canada to see the Winter Olympics.5. There are informative talks in place of them, though.2. Ability goals 能力目标Enable the students to review the usages of One, For, Still, Could, Place and use them correctly. 3. Learning ability goals学能目标Help the students learn how to analyze the functions of the five words and how to use grammar knowledge to deal with problems.Teaching important and difficult points 教学重难点Review different functions of each word.How to use them in right situations.Teaching methods 教学方法Explaining and practicing in pairs.Teaching aids 教具准备A projector and slides.Teaching procedures & ways 教学过程与方法Step I Greetings and RevisionT: Good morning / afternoon, class.Ss: Good morning / afternoon, teacher.T: Have you finished your homework?Ss: Yes!T: OK. Which pair is willing to act their dialogue out?Ss: We’d like to try. SA acts as a reception manager of a tourism hotel in Vancouver; SB acts as a Chinese visitor. SB is asking SA something about Vancouver at the reception desk. Shall we begin? T: Sure. Go ahead!SA: Welcome to Vancouver! Is there anything that I can do for you?SB: Yes. You know, it’s the first time for me to come to Vancouver. So would you mind introducing the city to me in detail? For example, can you tell me something about the First Nations people? SA: Of course, I’ll be honored to introduce our city to a visitor like you. As far as I know, they have been living here for more than 10,000 years. They lived in villages of wooden house. They believed in totem, so they set up a totem pole near their house.SB: Wow, it’s so interesting. What was their life like?SA: They were skilful craftsmen who made tools, ornaments and carvings from copper, stone, bone and wood. They ate various food: salmon, shellfish, seal and porpoise, deer, goats, bears and lots of wild fruit.SB: How creative they were! And their life sounds so wonderful. I must say Vancouver is a city with a long and splendid history. Today, it has become a modern city. What changes have taken place here?SA: Definitely the city has changed a lot. Now it is clean, colorful and friendly where all ethnic communities are living in harmony.SB: By the way, how many are there?SA: Many. For example, we have the third biggest Chinatown in the world. Besides, there are also other different communities such as Little India, Little Italy, South American, East Indian and Japanese communities, just to name a few.SB: It sounds fantastic. As a Chinese, I’m so glad to know you have a large Chinatown here. But where is Chinatown? Can I find some typical restaurants there?SA: Chinatown is located around the Chinese Culture Center (CCC) with a history of over 200 years. I’m sure you can find diverse restaurants there in different flavors, ranging from Sichuan Springfood, Guangdong food to traditional Beijing Roast Duck.SB: Great! In addition, do you have any special activities or sports to recommend?SA: Well, I strongly suggest that you go skiing in the mountains or windsurfing in the sea. And surely you can do the both on the same day!SB: Really? How nice it is! I can’t wait. Thank you so much for your wonderful introduction.SA: My pleasure. Enjoy your stay here.T: Great job! Now let’s get down to our grammar learning.Step II Grammar (1)Activities 1 - 4 on the Page 75.The teacher leads the students to learn the grammar and do the activities.T: Now, please turn to Page 75 and read the conversation and check the true statements.Ss: All right.Suggested answers:True statements: 1, 5, 7, and 8.2. One has plural forms in place of plural nouns.3. We can put an article (a / an / the) before one, esp. a / an / the + adj. + one4. One can only be used to replace countable nouns.6. One can be left out after superlative adj.9. The verb after one of is always singular form.T: Good. So one is a pron, it is often used to replace a noun and has plural form. Now let’s go to Activity 2. Please match the sentences with the uses of for.Then the students will do the activity in pair. The teacher can go around helping with their difficulties. After a few minutes.Suggested answers:1. to expresses personal reactions.2. to talk about the purpose of an object3. to express a purpose4. to say how long something has lasted5. to express a period of time6. after too and enough7. to express a sense of urgency or importance.T: So for is a prep. Usually put it before noun or pron. It is mainly used to express purpose, a period of time, etc. Let’s continue Activity 3. Do you know what the function of Still is?Ss: Adverb.T: Right. Now let’s work together to give it a good summary.Still: 1. up to and including the present time or the time mentioned到目前或当时为止；仍然，依旧，还是e.g. She is still busy.Do you still live here?I still can’t decide yet.2. in spite of that, nevertheless, even so尽管那样，不过，虽然如此e.g. He’s treated you badly; still, he is your brother and you should help him.Although he felt ill, she still went to work.3. (与比较级连用) in a greater amount or degree, even. 更，还要e.g. Tom is tall, but Mary is still taller.T: So much for the explanations of Still. You are going to answer questions in Activity 3. Suggested answers:Q1: The speaker has been trying to decide something for a long time.Q2: It has been cold for a long time before the moment of speaking. It is cold now. The speaker is expressing surprise about the weather now.Q3: “Still”is used here to emphasize how high Churchill peak is: it’s even / much higher than Mount Columbia.Q4: “Still” here means “despite the expense”.T: OK. Now, go on Activity 4 on Page 75, please. Complete the conversation with one, for, still or other words.Then check the answer together and ask the students to read the conversation in pairs.T: Here is something you still need to pay more attention.Notes:1. I don’t want a coat made of that material, though.Though: an adverb here usually used at the end of a sentence with a comma before.e.g. It is cold today. It’s a fine day, though.However, though / although are often seen as a conj., leading to an adverbial clause.e.g. Though / Although he tried hard, he failed again.2 …, but Churchill Peak is higher still.When modifying an adj., still is either put before the comparative adj. or after it.We still have such words like “still”, as much, even, far, etc.3. despite: prep. in spite of; without being affected by ( the factors mentioned)e.g. They had a wonderful holiday, despite the bad weather.Step III Grammar (2)T: Now please turn to Page 77. Look at Part 1. Match the sentences with the meaning of could.S1: sentence 1 means permission.S2: Sentence 2 refers to possibility.S3: sentence 3 means ability.S4: Sentence 4 means offers/ requests.S5: Sentence 5 shows possibility.S6: Sentence 6 refers to suggestions/ requests.S7: Sentence 7 shows offers / requestsS8: Sentence 8 means ability.T: Good. Let’s summarize the main usage of could. It is a modal verb., which can express possibility, ability, offers / requests, permission and suggestions/ requests. Now look at Part 2. Choose the best meanings.Check the answer together.T: You’ve got right answers. Like can be used as a verb. and prep. (喜欢；像) Then let’s deal with Activity 3 on the same page. Please rewrite the underlined words with the underlined words with the correct form of the words in the box.Suggested answers:1. A: places = areas B: place = city; place = house2. A. place = home B: place = restaurant3. A: take place = happen B: in place of them = instead of them A: places = seatsT: Great. So now you have known place can be used as a noun., and also a verb. For example, Yesterday I placed / put / laid a book here, but now it is gone. Clear? Anything else you want to ask about? All right. I’ll say something about the following.Notes:1. You couldn’t have been there. I didn’t see you.A modal verb. + have done indicates subjunctive mood.e.g. You needn’t have told her. I told her the moment I saw her.2. a cup of coffee = a coffee two teas = two cups of tea.T: You are working so hard.Step IV Homework1. Review what the students have learned in this period.2. Finish Activity 1- 4 in Workbook on Page 121.。