高三英语教案unit12

Unit TwelveTEXT IGRANT AND LEE: A STUDY IN CONTRASTSBruce CattonObjectives: to make a table of all the contrasts and similarities between Grant and Lee and explain them;to analyse the organization of this essay and learn the ways of comparison and contrast;Pre-class work1. Find some brief information about the following persons and events.--- American Civil War--- Ulysses S. Grant--- Robert E. Lee2. Try to answer the questions in Org. & Devl. , and Analysis.3. Identify in the text as many contrasts and similarities between Grant and Lee as you can, and make a table of your own to show all these.Contrasts in family background, in personality, in opinions on privilege, equality, past and future, what to fight for, etc.Similarities as shown in LW 4, but try to explain.Pre-reading Questions1. Tell what you know about American Civil War, Ulysses S. Grant, and Robert E. Lee.(Refer to the attachment copied from Encyclopedia Britanica.)In-reading DiscussionStep 1The usual ways or the basic patterns to organize the comparison and contrast (Analysis)1. Subject-by-subject pattern: A1, A2, A3,...... B1, B2, B3, ......2. Point-by-point pattern: A1, B1; A2, B2; A3, B3; ......3. Subject-by-subject plus point-by-point pattern: combination of 1 & 2. Step 2 Part division (Org.& Devl.)--- Paras. 1-3: Introduction The purpose is to present the two generals for comparison and to put forth the significance of their meeting at Appomattox.--- Paras. 4-12: Contrasts between Grant and Lee.Subject-by-subject comparison (categories compared: background,personality, notions of equality, privilege, past and future, what to fight for, etc.) Paras. 4-6: Lee; 7-8: Grant; 9, 11: Grant; 10: Lee; 12: Summary of the contrasts--- Para. 13: Transition to link the section about the contrasts to the section about the similarities. The transitional word ‘yet’ and the concessional clause prepare the readers for the turn of direction. Their similarities are briefly mentioned in the last two sentences.--- Paras. 14- 16: Similarities between Grant and Lee.Point-by-point comparison (categories compared: tenacity and fidelity, daring and resourcefulness, ability to make peace)Step 3 Contrasts between Grant and Lee in background, in personality, in underlying aspiration (para. 13) including opinions on / notions of privilege, equality, social structure, past and future, what to fight for, etc.(Ask individuals to talk about the contrasts one by one while the teacher makes some necessary explanations of the difficult sentences in the text.)1. tidewater Virginia:(Note 3) a state in the South of America, known at that time for its large plantations and its slaveholding tidewater aristocracy.2. Ohio: (note 8) a part of the Western frontier for those oppressed,discontented, ambitious, and restive people who sought adventures and made fortunes in the West.1. What does the word ‘chivalry’ suggest? (3-1) Or, what are the personality of chivalry, knight, the English country squire?the qualities that knights in the Western countries in the Middle Ages were expected to have, such as courage, honour, courtesy, loyalty, generosity, devotion to the weak and helpless, to the service of women1. pronounced: definite2. There should be a leisured class ... as the chief source of wealth and influence.Society is in need of a class of people who are not job-holders butland-owners, for their land may well help make society rich and powerful.3. Why should the leisured class enjoy privilege? (ll. 25-31)It was this leisured class of wealthy people that supported the society and made the nation powerful. They had a strong obligation to save or help the community instead of gaining advantage for themselves. It was this privileged class that should gain the leadership, decide social values - of thought, of conduct, of personal deportment.4. No man was born to ... how far he could rise.Nobody was born into this world with any rights or privileges; what he might do is to fully utilize every single opportunity with his reach and strive to achieve success.1. What do the words ‘steel and machinery’, ‘crowded cities’ symbolize?And what do the words ‘restless burgeoning vitality’ connote? (3-4) Mechanization, industrialization, and urbanizationDynamism, life, potential of growth and development1. Through him, the landed nobility justified itself.2.He had passed into legend before Appomattox.3. What was Lee’s ideal?a leisured class that had the ownership of wealth, that had all the privileges, that had the obligation to support the nation, to lead the nation in its development, to decide everything including social values.4. What did his men fight for? Why? (ll. 34-41)They fought for the ideals Lee stood for, for him himself. They fought heroically and desperately because they thought they were carrying on a holy cause. They were even willing to die for him because they considered him the Confederacy, the symbol of everything.Their faith in Lee was nearly fanatical, don’t you think so? (3-2)5. Why did Lee fight for his own community / locality?to defend his locality, i.e., all the wealth, the privileges, the power, which are the things that made his life meaningful. (ll. 70-71) So he treasured them and would do everything to preserve them.6. Why did Grant fight for the national community?He believed people could prosper only when their community prospered. He saw his fate in terms of the n ation’s own destiny. (= He had linked his own future with that of his country.) He would become wealthy if his country grew and developed well. (He had an acute dollars-and-cents stake in the continued growth and development of his country.) (para. 9)His living was closely connected with the growth, expansion, and development. He would survive as his country survived; he would fall if his country fell. Therefore, he would take some actions to defend his country when it was in danger. He would fight for his country against the danger with all his might because he thought this danger would bring forth the destruction of the country in which he lived. (He would combat it ... from under his feet.) (para. 11)7. What does ‘it’ in para. 11 refer to? (3-3)An attempt to destroy the nation.Summary:1. Each man was the perfect champion of his cause, drawing both his strengths and his weaknesses from the people he led. (= Each of the two men was the leading figure of his cause, defending his own faith, and each of them was the representative of his class, possessing all the characteristics and qualities - strengths and weaknesses - of his own class.)2. What is the most striking contrast between Grant and Lee according to Catton? What, in your opinion, makes him think so? (3-11)Grant was a nationalist and a democrat while Lee was a regionalist, an aristocrat, and a conservative.Of all their differences, this perhaps was the most essential one, which determined their different notions of the kind of nation America was to be built into.Step 4 Similarities between Grant and Lee1. Refer to LW4, and try to explain by giving synonyms in right column for the words in the left column.2. What is the most important similarity between Grant and Lee? Do you agree with Catton on this? Why? (3-10)to turn quickly from war to peace once the fighting was over. (16)This was the most important similarity because it made possible the reconciliation at Appomattox, which led to the reunification of the North and the South and the creation of the American nation, a most significant event in American history.3. Is the last para. the conclusion? Why did the author conclude the essay in this way? (Org. & Devl. - 3)There is not a separate para. that concludes the essay, but it is properly concluded in the last para., which is supposed to present the last, and also the most important similarity. This has such great significance for the outcome of the encounter at Appomatox that it is hardly possible for Catton to start another para. to restate the historic meaning of this event.Post-reading Activities1. Comp. 1, 22. In this comparison between two historical figures, no mention is made of their physical appearance. Is this a weakness of the essay or is there some justification for avoiding such details? Explain your answer. (3-12) Normally it would be considered a defect. But C. is writing about the two soldiers as large-than-life exeplars of social trends. Also he is writing about their beliefs and deeds rather than about their personal appearance.3. How is the beginning of the essay echoed by the ending? (3-13)What is said in the 1st para. ‘... a great chapter in American life came to a close, and a great new chapter began’ is restated in the last sentence ‘... one ofUnit 12Organization and Development Paras. 1-3IntroductionParas. 4-11Paras. 12Summary of the contrasts Para. 13TransitionParas. 14-16Similarities between Grant and Le (Language Work IV)。

▁▂▃▄▅▆▇█▉▊▋▌精诚凝聚 =^_^= 成就梦想▁▂▃▄▅▆▇█▉▊▋▌Unit 12 EducationReadingPre-reading1 Look around your school and list all the equipment, people and plans that are needed to run a school.(desks, chairs, books, blackboards, empty classroom, timetable, teachers, employ enough teachers, train teachers, make timetable, group students into classes, maintain and clean the building, security and safety. )2 Are there any students around you who are too poor to go to school. What’s your opinion about that?(Call some students to say their opinions.)Now, this class, we will learn more about these we discussed just now. Education for all. ReadingThere are 7 paragraphs here. Read carefully then do exercises.Introduce some phrases.Introduce compulsory education to begin with play an important role attach importance to tendency to drop out take in a shortage of distribute spread out rely on make sure Post-readingExercise 1. P104GFADCEBExercise 2.1 There were 113 million children not in school in 2000.--The figure of 113 million was from 2000.2 Parents who live on farms often do not like their sons or daughters to attend school.--The passage says that parents don’t like children attending school, it does not state or imply that the children do not want to attend.3 The number o students at rural school is lower than in city schools, so the countryside schools often have mixed grade classes.--The passage says that rural schools teach multiple grade classes because there aren’t enough students at each level. It does not say that the class sizes are smaller in countryside schools.4 It will be very difficult to meet the goal of providing mime years of compulsory education for every child by 2015.--Chinese law states that every Chinese child will receive nine yeas of education. The goal of UNESCO is to provide primary education to all.▃▄▅▆▇██■▓点亮心灯 ~~~///(^v^)\\\~~~ 照亮人生▃▄▅▆▇██■▓。

Unit 1 Can you play the guitar?Section A (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词：guitar, sing, swim, dance, chess, play chess, draw, speak, speak English, join, club能掌握以下句型：①—Can you play the guitar? —Y es, I can./ No, I can't.②—What can you do? —I can dance.③—What club do you want to join? —I want to join the chess club.2) 能了解以下语法：情态动词can的用法want to do sth.的用法2. 情感态度价值观目标：该部分内容贴近学生的生活，谈论的话题是能力。

通过互相询问或谈论自己或对方在某一方面的能力，可以培养学生的一种群体意识。

二、教学重难点1. 教学重点：1) 学习询问和谈论彼此的能力和特长；2) 掌握一些弹奏乐器的表达方式。

2. 教学难点：情态动词can的构成和使用。

三、教学过程Ⅰ. Lead in1. 教师可携带一些易于演奏的乐器，也可带一些演奏乐器的图片，一边演示乐器，一边说: I can play the guitar．…等；再指着图片说：He／She can play the violin．But I can’t play it．等；然后询问学生：Can you play the guitar?…．并引导学生进行简单的回答。

2. S s look at the picture in 1a. Then read the words and phrases. Let Ss match theactivities with the people.Then Check the answers with the class together.Ⅱ. Presentation出示一些反映各种活动的图片、幻灯片或播放课件，引导学生谈论活动：He／She can dance／swim／sing／"··But I can’t dance／swim／sing／...等，学习表达活动的动词短语。

课题：Unit 12 What did you do last weekend?(1) Daily greeting to the Ss （日常问候）(2) Show the six pictures and explain the new phrases to Ss.T: Sally and Jim had a busy weekend. Look at the pictures. Can you tell me what they did?T: What did Sally do yesterday?T: What did Jim do yesterday?(Help Ss to use the other phrases in 1a to answer the questions. such as sang and played the guitar, studied for a test, had dinner with friends, went to the library.) （2）Flash the pictures on the screen as quickly as possible. Then ask Ss “What did he/she do?” Have Ss answer the question as quickly as they can.(3) Show the phrases again and help Ss change the verbs from the present tense to the simple past form.Have Ss work on 1b.T: Do you think the activities in 1a are fun? Draw a happy face or an unhappy face under each picture.Give Ss some phrases that they can use, such as zoo, school, beach, my aunt’s, mother, father, my best friend … They can use these phrases to make their conversations.。

高一英语Unit12 Culture Shock教案高一英语Unit12 Cultu教案Unit12 Cultu(4)Lesson 2 Mind Your Ma编写人: 田娟娟审核:高一英语组Tips: Believe in yourself. 相信你自己！Learning aims：通过听第一课的录音复习课文以及提高听力能力（A级）Learning important difficul：掌握本课重点单词的用法并能运用（B,C级）Learning steps：重要单词（A级）1.礼貌 n.________2.谦虚的，适度的adj.____________3.温暖舒适的 adj.______4.请求 n.____________5.指示，表明 vt._______6.非正式的adj._____________7.好奇地 adv.__________8.马戏团n.____________2.重要短语（B级）between_________ 2.go bowling____________angon____________4.repl’s letter___________5.把…与…相比___________6.拒绝邀请___________7.提出要求____________ 8.跟上赶上____________ 9.让某人搭便车__________ 10.去度假___________复习第一课的课文，听课文录音（B级）疑难解析（B级）dest adj.【导学】modest用作形容词，意为“谦虚的，适度的”。

Madest about her achievements.玛丽对自己的成就很谦虚。

【拓展】（1）adj.不浮夸的；朴素的；不豪华的[翻译]他住在一个朴素的小房子里。

___________________（2）adj.端庄的；高雅的[翻译]她穿着高雅的连衣裙。

______________________(练一练)She always wears her white cl_____ in dA.modest B. pride C. good D. mod2.indica【导学】indicate 用作动词，意为(1)指示(2)象征；表明或暗示…的可能性。

Unit 12 Culture Shock基础知识默写(学生用书285～288页)[默写(一)]1.tip v.给小费；n.小费2.owe vt.欠(情、债等)3.apology n.道歉，认错→apologize v.道歉，谢罪4.absorb vt.理解，掌握；吸收→absorbed adj.被……吸引住的→absorbing adj.吸引人的5.brief adj.短暂的，简短的→briefly adv.短暂地；简略地6.expectation n.期待的事物，预期→expect vt.预料；期待→expected adj.预期的，预料的7.exchange vt.兑换，交换8.tasty adj.美味的→taste v.品尝；尝起来n.味觉9.foggy adj.多雾的→fog n.雾ughter n.笑；笑声→laugh vi.笑；嘲笑11.majority n.大半，大多数→major adj.主要的vi.主修→minority(反)n.少数；少数民族12.anyhow adv.总之，反正；不管怎样13.curiously adv.好奇地；奇怪地→curious adj.好奇的→curiosity n.好奇心14.reasonable adj.合理的，正当的→reason n.理由v.推论；劝说；理解→reasonably adv.合理地；相当地15.manners n.礼貌16.modest adj.谦虚的；适度的17.indicate vt.表明；表示18.request n.请求19.aspect n.方面20.movement n.动作；活动→move v.移动；感动→movable adj.可移动的→moving adj.令人感动的→moved adj.感动的21.atleast至少22.get/beusedto习惯于23.give...alift让……搭车24.dropsb. off让某人下车25.hangon不挂断(电话)26.stareat盯着看；凝视27.soundlike听起来像28.insiston坚持29.Idon’tknowwhatyourexpectationsareofLondon，but knowingthatyou’venevertravelledoutsideofAsia，IthoughtI’dtellyouabitaboutwhatyoucanexpecttofind.我不知道您对伦敦有什么期望，但是我知道您从来没有到过亚洲以外的地方旅行，所以我应该告诉您一些这里您要知道的情况。

Unit 12 Life is full of the unexpected.Section A 1 (1a-2d)一、教学目标：1. 语言知识目标：1) 能掌握以下单词及短语：unexpected, by the time, backpack, oversleep, ring,give …a lift,2）掌握By the time I got outside, the bus had already left.When I got to school, I realized I had left my backpack at home.3) 掌握过去完成时时态，结构及用法。

2. 情感态度价值观目标：能学会合理安排自己的学习和生活，做到守时守信。

二、教学重难点1. 教学重点：过去完成时的用法。

2. 教学难点：用过去完成时叙述过去的事件。

三、教学过程Ⅰ. Warm-upGreeting.Ⅱ. Lead-inDo you remember any unexpected situation in your daily life?展示几张尴尬的人的图片。

Ask: What do you think of the people in these pictures?Ss: They look scared/bad.T: What happened to the boy?Ss: He broke his arm. He is getting an electric shock.T: I was late for work today. When I got up, I found my clock had rung. It was 7:30. By the time I went to the bathroom, my son had been in. So I had to wait. When I went out, I found my motorbike had broken down. (老师讲述自己迟到的经历，激起学生对一下内容的学习)。

Unit12Review and check教学目标：１、通过本单元全面、综合的复习，要求学生能较熟练地听、说、读已学过的单词。

２、通过本单元的复习，要求学生能综合使用本册书所学的日常交际用语。

教学重点：熟练掌握已学过的单词，综合运用所学日常交际用语。

教学难点：能综合运用本册书所学的日常交际用语。

教具准备：单词图片、教学挂图、人物头饰、磁带。

教学时间：四课时。

教学设计：第一课时教学目标：1.Enable the Ss to understand and say24words.2.Enable the Ss to understand and use the communicative words.3.Raise the Ss’interest to learn English.教学重难点：1.Enable the Ss to understand and say24words.2.Enable the Ss to understand and use the communicative words.教具准备：pictures,tape recorders.教学过程：Step 1Warm-upa.Say rhymes《We are happy today.》《Let’s learn A B C.》《Green tea.》b.Greetings.T:Good morning/afternoon,class.Ss:Good morning/afternoon,Miss Wang.T:How are you today?Ss:Fine,thank you.And you?T:I’m fine,too./Me,too.Step2Revision.Ａ、口令练习。

a.Stand upb.Hands up.C Open your mouth.d.Close y our eyes.e.Sit down.B、Free talkStep3PractiseA.Unit7a.游戏：Draw and guess(通过老师的几笔，让学生猜，师画的是什么衣服？)b.Show the wall picture.Look at the picture and try to act.(练习ＣLook and say)Practise in pairs.Check.(学生到讲台前表演对话)B.Unit8a.游戏：Look and guess.(通过老师或学生的表演，让其它同学猜在哪里？在游戏中复习单词 a zoo, a park, a cinema, a supermarket,the Great Wall.)b.Play a game.出示两个转盘，根据指针所指的场所和交通工具练习对话。

Unit 12 TEXT 1THE ROLE OF CUSTOMRuth BenedictObjectives: to catch the central idea of each para. and understand the organization and development of the essay.to answer the teacher’s questions concerned with the interpretation of each para. and comprehend the whole text.Pre-class work1. (Lib. work) Find out the similarities and differences among custom, habit, behavior, institution, culture.2. (Pre-reading Q2) What do you think of the ways that custom affect our life?3. (Pre-reading Q3) Do different societies have different customs? What causes the differences, if any?4. Read the text to catch its central idea and the central idea of each paragraph.Section onePre-reading questions: (30 mins.)1. (Lib. work) Find out the similarities and differences among custom, habit, behavior, institution, culture.2. (Pre-reading Q2) What do you think of the ways that custom affect our life?3. (Pre-reading Q3) Do different societies have different customs? What causes the differences, if any?All these questions can be referred to Answers for Reference, pp56, 57.4. (comp.1) What’s the central idea of this passage?(C) Custom plays an important role in determining people’s beliefs and behavior, and all manifestations of human custom should be studied without discrimination. 5. (O&D) What’s the central idea of each paragraph?1st: The thesis is stated: The fact of first-rate importance is the predominant role that custom plays in experience and in belief, and the very great varieties it may manifest. --- the importance and varieties of custom2nd: The first half of the thesis statement The role that custom plays in experience and in belief is developed.3rd & 4th: The second half of the thesis statement the very great varieties of customs, though not adequately, is developed.In-reading questions:Para.1(10 mins.)1. The thesis is stated at the end of this para., from which we know the author’s view that custom plays a predominant role in society. Do people usually have the same opinion with her? If not, what do they usually think of custom?They consider custom as a subject of no great moment (= significance), which is only the most commonplace behavior.2. How do you interpret the word ‘what’ in ... than what any one person can ever evolve in individual actions.Can you restore the deleted words in the clause that follows, i.e., ... no matter how aberrant.?(comp.3-1)what: the behavior... no matter how aberrant the behavior of the individual is.Most people value highly the inner workings of human brains and regard custom as a subject of no great significance. But according to B., this should be the other way round, i.e., value custom highly and take it as a subject of great significance because custom is a kind of social behavior more astonishing than individual behaviors or actions.Para.2 (40 mins.)1. This para. focuses the role that custom plays in experience and in belief. How does the author develop this paragraph? (refer to Analysis II)1) by the indirect quotation of John Dewey (ll.13-20)2) by the illustration of the life history (ll.20-27)2. Try to explain what B. quotes of Dewey: the part played by custom in shaping the behavior of the individual as over against any way in which he can affect traditional custom, is as the proportion of the total vocabulary of his mother tongue over against those words of his own baby talk that are taken up into the vernacular of his family.(comp.3-3)A comparison is used in what Dewey said: the influence of custom on the individual is likened/ compared to the total number of words in his mother tongue and the influence of the individual on custom is likened to the number of words of his baby talk that have been admitted into the language of his family. The contrast in proportion is made clear.This is an indirect quotation plus example plus analogy, which are some of the ways to develop an exposition. (Analysis)3. What does she intend to illustrate by quoting John Dewey? (comp.3-3)Compared with the role custom plays in shaping the behavior of the individual, the influence of the individual on custom is insignificant.4. What kind of social orders are those that have had the opportunities to develop autonomously? What does the word ‘figure’ mean and refer to? (comp.3-5, 4) Social orders means the established states of society. (comp.2-4)The social orders here are those that have developed independently of any outside influence, with little cultural exchange with the outside world.figure = figure of speech It refers to the analogy Dewey used.no more than =5. Paraphrase The life history of the individual is first and foremost an accommodation to the patterns and standards traditionally handed down in his community. (LW5-1)first and foremost =accommodation = adaptationpatterns and standards = customsA person’s life is, above all else, shaped by conformity to the customs passed down in his society.6. How is the life history of an individual affected by custom? / Tell in details the relation between the life history of an individual and custom. / How can we know (Explain in details) that the life history of an individual is an accommodation to social customs? / How does the author explain the relation between the life history of an individual and custom?From the moment of his birth (a baby)-By the time he can talk (an adolescent) -By the time he is grown (an adult) -A conclusion: Every child that is born into his group will share them (= the customs) with him.7. Do you agree with the author on the statement Every child that is born into his group will share them with him, and no child born into one on the opposite side of the globe can ever achieve the thousandth part. Do you think she has somewhat overstated the fact? Whatever you think, give support to your argument. (comp.3-6)This sentence implies that different races have different cultures and customs which are not intelligible and reconcilable. The 2nd half of the statement seems to be overstated. In today’s world interactions between different cultures have become very common. For instance, some Chinese are beginning to observe Christmas. 8. As for the role of social custom and other social problems, which is more important for us to understand according to the sentence There is no social problem it is more incumbent upon us to understand than this of the role of custom.?(note 3) This sentence means that it is more important for us to understand this social problem of the role of custom than to understand any other social problems. 9. Paraphrase Until we are intelligent as to its laws and varieties, the main complicating facts of human life must remain unintelligible. (LW5-2)We cannot understand the complexities of human life unless we know the role of custom in all its manifestations.10. The first three sentences in this para. also serve to demonstrate the role custom plays in experience and in belief. How do you interpret them?No one observes the world from an unchanged standpoint because people’s feelings, thoughts change as the world is developing. The world one sees is altered by customs, institutions, and ways of thinking of one’s own community. In other words, customs make the world change. Hence the important role custom plays in experience. The role custom plays in belief is apparently demonstrated in the following, esp. his very concepts of the true and the false will still have reference to his particular traditional customs.Section twoParas.3, 4 (20 mins.)1. These two paras are the ones to develop the second half of the thesis: the very great varieties custom may manifest.How does the author develop these two paras.? (refer to Analysis II)1) by contrast between the research ways in scientific study and anthropology as in the 3rd para. (contrast plus examples)2) by narration as in the 4th para.She applies these ways to develop the thesis and manifests the varieties of customs in round-about way instead of the direct way of displaying all the different customs the world over.2. Paraphrase any scientific study requires that there be no preferential weighting of one or another of the items in the series it selects for its consideration. (LW5-3) preferential weighting =(note 4) tendency in favor of, (comp.3-7) favorable consideration, more attention paid toIf we conduct any systematic inquiry, it is essential for us to be unbiased / we need to be unbiased towards every component part of the subject under examination.3. Why do you think that fields like the study of cacti or termites or the nature of nebulae are less controversial than the field of anthropology? (comp.3-8) In the field of anthropology the object of study is no other than human beings themselves. It is difficult for the anthropologists to remain unbiased.4. What are the research way in scientific study and the way in anthropology?scientific study: to group the relevant material and to take note of all possible variant forms and conditionsanthropology: Western civilization has been used as the only material or item relevant to the study of mankind. This is not as unbiased as the way in scientificstudy.5. Paraphrase Anthropology was by definition impossible as long as these distinctions between ourselves and the primitive, ourselves and the barbarian, ourselves and the pagan, held sway over people’s mind. (LW5-4)hold sway over = have control overWhile people were convinced that differences between themselves on the one hand and aboriginal and backward people on the other hand were irreconcilable, the scientific study of the human races as such was not possible.6. What can you infer from the last para. about the state of anthropological studies in the days when the passage was written? (comp.3-9)Some anthropologists were strongly prejudiced against certain cultures which they thought were unevolved/backward and even barbarian, and they thought what they needed to study was only the highly developed civilizations such as Western civilization.Post-reading1. What appeal does B. make to her colleagues in their approach to the subject? (comp.3-10)Do away with prejudices and study all cultures without discrimination. (5 mins.)p.2: MCQ (5 mins.)[文档可能无法思考全面，请浏览后下载，另外祝您生活愉快，工作顺利，万事如意!]。

一、教学目标：1.语言知识目标：Unit12 What did you do last weekend?Section A (Grammar Focus-3c)•To learn the new words: run away,mouse,baby,shout at,woof,language.•To review the simple past tense.•To know how to use who,what,when,where and how.2. 能力目标：1.To know how to talk about my last weekend in English.2.Improve the students’ listening , speaking and reading skills.3.情感态度目标：Everyone should enjoy your life.二、教学重难点1.教学重点：1)Key vocabulary, 特殊疑问句练习。

2)Talk about recent past events2.教学难点：Talk about recent past eventsPractice students’ listening, speaking, reading and writing skills.三、教学过程Ⅰ.Learning aimsⅡ. Free talk & Leading- inWatch a video. Ask students what they did last weekend.Ⅲ. 预习展示：Words and phrasesⅣ. 通过警察和小偷的对话，让学生记录听到的特殊疑问句：1、How was your weekend? It was fine.2、What did you do last weekend?3、Where did you play basketball?探究乐园：一、一般过去时态的特殊疑问句1.特殊疑问词+ was/were + 主语+ 其他？上个周末你过得怎么样？your last weekend?昨天下午他们在哪里？they yesterday afternoon?昨天晚上谁在教室里？in the classroom last night?昨天你为什么迟到了?you late yesterday?2.特殊疑问词+ did + 动词原形+ 主语+其他？昨天他做了什么事情？he do yesterday?上个周末她参观了什么地方？she last weekend?你和谁一起去的动物园？you go to the zoo ?他们什么时候到达北京的？they arrive in Beijing?Ⅴ.Practice1.Look at 3a. Tell Ss to fill in the blanks with who, what, where or how. Make the students finishthe sentences by themselves.2.Check the answers.1 What , Who,2 How, Where 3. What, Who.3.Say, Now practice asking and answering questions like this about what the people did over the weekend. Practice in pairsHelp students find partners. Then say, First read the dialogue together. Both students read both parts.VI. Pairwork•How was your weekend?•------------•What did you do last weekend?•-----------•Where did you go last weekend?•-----------•Who did you go with?•-----------Ⅶ. Grammar Focus.1.学生阅读Grammar Focus 中的句子并完成下列填空题。

Teaching ProcedureI.IntroductionIn the course of learning English, whenever you listen to the recordings or watchmovies, you may often attracted by the wonderful tones of the English language. Like music, English has its heaving and dipping rhythm which sometimes is slow and sometimes is fast. That’s why people describe fluent English as good flow of speech, and beautiful rhythm.在学习英语的过程中，无论是听录音还是看电影，你都会被英语美妙动听的音调和节奏所吸引。

就象音乐一样，似乎英语也有着上下起伏,时快时慢的节奏和美丽的旋律。

的确是这样，英语给人的感觉像流水一样，它象波浪一样起伏，也象江河一样连续不断。

人们把流利的英语形容为“语流好”、“节奏美”，就是这个道理。

Rhythm of English SpeechEvery language in the world has its own rhythmic patterns. English is very different from Chinese in its rhythmic patterns.What is the rhythmic pattern in English speech?Rhythm in English speech is based on stress.A rhythm unit is formed by a stresses syllable, together with unstressed syllables.1 2 3 41 and2 and3 and 41 and a2 and a3 and a 41 and then a /2 and then a /3 and then a /4You can hear a beat on the stressed syllable. When you are practicing, you can even tap your hands to keep the rhythm. Therefore, in the rhythmic patter of an English sentence the stressed syllables follow each other at roughly equal intervals of time, and the unstressed syllables occupy almost the same period of time between the stressed syllables. Thus the unstressed syllables before the stress are said very quickly ---- sometime you have to say them as quickly as possible in order to catch up with the beat (the greater the number of unstressed syllables, the quicker they are pronounced).Turn left.He was turn ing to the left.In the rhythmic patter of an English sentence, the stressed syllables follow each other at roughly equal intervals of time, and the unstressed syllables occupy almost the same period of time between the stressed syllables.In order to catch up with the beat, you have to say the unstressed syllables as quickly as possible.More examples:Let’s look at the pairs of word phrases and sentences on page 130 in your textbook.Black or white? It was black and it was white.soft and light It's soft and it's light.Dan and Sue It was Danny and it was Susie.bread and milk Some bread and some milk.Get a purse. Get us her purse.a dark room It was dark in the room.cold winter It was cold in the winter.On the left hand side column we see sentences or phrases with three syllables among which two are stressed. On the right hand side column, there are four to nine syllables in each of the sentences. We notice, however, it takes about the same length of time to say each pair of these phrases and sentences because the number of syllables may vary but the number of stressed syllables are the same.How to achieve this "similar length of time" ?To achieve this "similar length of time", we have to adjust the length of words according to the context. The stressed information words are usually long, specially when there are few or no function words between them. When there are function words between the strong stresses, English speakers make them very short so they fit between the stresses by1.reducing the vowels (using the weak vowel or schwa, for example),2.linking words together, and3.squeezing the words together and say them quickly.Conclusion•句中重读音节相继出现的地方，通常语速会慢一些，音节听起来也清楚一些。

Unit 12 Culture Shock□cheque n. □toast n. □sheet n. □bark vi.□canteen n. □waiter n. □parcel n. □dinosaur n.□appetite n. □waitress n. □handkerchief n. □a cre n.□detective n. □mushroom n. □mailbox n. □chef n.□well­off adj. □mosquito n. □courtyard n. □fusion n.□headmaster n. □lemon n. □twin adj.&n. □garlic n.□multi­cultural adj. □flashlight n. □dessert n.□apron n.□steak n. □cave n. □whisper vi. □ashtray n.□roast n. □cosy adj. □yummy adj. □cassette n.□tip v．&n. □circus n. □fur n. □comb n.□bacon n. □jeep n. □band n. □scissors n.□slice n. □blanket n. □burglar n.(2018·全国卷Ⅲ)He turned up at the hospital bearing gifts for the new mother Lindsey and her baby boy.携带[单词拼写·运用]核心单词语境运用1．owe vt.欠(情、债等)2．brief adj.短暂的，简短的3．exchange vt.兑换，交换4．laughter n．笑；笑声用所给词的适当形式填空。

1．Didn't let me forget that I owed (owe)you for the concert tickets.2．Let me tell you briefly (brief) whatI had a similar experience the last timeI visited China.I was attracted by the beautiful sceneryof Mount Huangthe_last_time_I_visited_it.1．owe vt.欠(情、债等)；归功于owe sb.sth.＝owe sth.to sb. 欠某人某物owe...to... 把……归功于；归因于owing to 因为；由于owe it to sb.that... 多亏了某人owe these people more respect 应该给予这些人更多的尊重be out of work owing to a physical injury 因为受伤而失业owed his survival to his strength as a swimmer 因为水性好他才幸免于难的[基础练习]——单句语法填空①The old m an owes his good health to his lifestyle.②I owed it to you that I finished my work on time.③Owing to the rain，they could not come.[链接写作]——句式升级(普通表达)You should owe your success to your mother.(高级表达)You should owe_it_to_your_mother_that you are successful.2．absorb vt.理解；掌握；吸收(1)absorb...from... 从……中吸收……absorb...into... 把……吸收进……absorb oneself in 全神贯注于absorb/attract/draw one's attention 吸引某人的注意(2)absorbed adj. 全神贯注的(be) absorbed in... 全神贯注于……be absorbed by/into被……吞并(吸引)be forced to absorb large losses 被迫承受巨大的损失absorb half the information in the manual 对于说明书上所说的一知半解can't absorb those costs负担不起那些费用give employees time to absorb the bad news给员工时间来慢慢接受这一坏消息[基础练习]——单句语法填空①However，when something did interest me，I could become absorbed (absorb)．②The surrounding small towns have been_absorbed(absorb) into the city.[链接写作]——句式升级(普通表达)He was so deeply absorbed in working that he forgot all about eating or sleeping.①(高级表达)So_deeply_was_he_absorbed_in_working_that he forgot all about eating or sleeping.(so...that...倒装句)②(高级表达)Deeply_absorbed_in_working，he forgot all about eating or sleeping.(过去分词作状语)3．exchange vt.兑换，交换n．兑换，交换(1)exchange sth.for sth. 以某物交换某物exchange sth.with sb. 与某人交换某物(2)make an exchange 交换in exchange for sth. 交换某物exchange addresses and Christmas cards 交换地址和圣诞贺卡can exchange the car for another可随时另换一辆车some bitter exchanges between the two groups两组之间一些激烈的争吵[基础练习]——单句语法填空①During the two­week activities，we surely exchanged (exchange) our ideas on learning，ways of life and culture.②It is illegal for a public official to ask people for gifts or money in exchange for favours to them.③I exchange a few words with the manager.[链接写作]——完成句子与此同时，他们彼此交流思想和情感，通过这些他们能获得更多的知识。