高中英语《Unit10 School education》教案 上海新世纪版必修1-上海新世纪版高一

英语基础模块二Unit10教案Salesperson WantedWe’re looking for an experienced salesperson. If you’re interested, please call us at 010-********, or visit our website: www.sports& for more information. You should:1. have at least one year of work experience in this field;2. be able to speak putonghua and basic English;3. have good communication skills;4. be able to work under pressure;5. be honest and responsible;6. be able to work well with others.Step4 Reading Practice (2)Dear Sir/Madam,I’m writing to apply for the position of secretary in your company. I major in secretarial skills, and I will graduate from a vocational school in July this year.I have studied Chinese, English, computer science and other subjects. I can use office software skillfully. Last year, I worked as a part-time office assistant for a company.I’m an open and responsible person. Though I’m young and still lack work experience, I believe I can learn new things quickly.Please contact me at 63201567 or email me at liuxin@.Thank you.Read again and fill.Step 5 Reading Practice (3)A successful interview includes the following things. First, shake hands with the interviewers to create a good impression. You have to appear to be confident. Make eye contact with the interviewers and thank them for inviting you.Second, make a brief and clear self-introduction, which is very important. Remember not to say too much about yourself as most of your information is already in your resume. Just highlight the important things or things you。

上海版高中英语公开课教案上海版高中英语公开课教案1教学目标I 重点词汇：manage; wave; nod; realize; agreement, disagreement; while, manners; communicate; make sb….;body language; one another; not all…II.日常交际用语：1).请求May / Could / Can I do that?I wonder if I can do that.Would / Do you mind if I come earlier?Will you tell me if can go now?2).允许Yes, please. / Of course. / Sure. / Certainly.Go ahead, please.That’s all right. / OK.It’s all right to me.3).拒绝I’m sorry, but it’s not allowed here.You’d better not.I’m afraid not. It’s not right.III.：动词不定式作宾语、定语、表语和状语。

教学建议对话分析This lesson is to use offer help and how to accept and refuse help. While the Ss learn about the way of expression from the dialogue. Give some phrases to practise how to use and grasp better the ability.课文分析This two materials about body language and train the Ss abilities of reading and speaking. Though reading the passages, the main idea is to have difference body languages of the countries. For example; welcome, agreement and disagreement, no, yes, happy, so on. Meanwhile the two passages offer the Ss the opportunity to talk about the body language of China , British and other counties.教学建议The teacher give the Ss the questions bout the dialogue firstly. For example: If you need some help , how do you offer them to help? So on.The teacher help the Ss to listen in order to understand well,after that the Ss speak and talk each other according the content of the dialogue., So the teacher organize some students to play a role about offers, or divide a few groups to discuss. Finally the teacher summarize the useful expression of the dialogue.上海版高中英语公开课教案2教学准备教学目标■To help studen ts learn to express attitudes, agreement disagreement and certainty■To help students learn to read the text and learn to write diaries in English■To help students better understand “friendship”■To help students learn to understand and use s ome important words and expressions■To help students identify examples of Direct Speech Indirect Speech (I): statements and questions in the text 教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, pack Expressionsadd up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join inPatterns“I don’t want to set down a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t want to set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?1. Warming up⑴ Warming up by defining friendshipHello, everyone. I’m so glad to be your teacher of English.I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.Then what is your opinion about friendship?Do you think that friendship is important to our life? Why?⑵Warming up by learning to solve problemsNice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss the situation below and try to solve the problems wisely.Common problems among teenagersSolutionSome of the common problems include forgetting friends’birthday, not keeping promises, letting out friends’ secretsand so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.Situation 1: Friends get angry with each other when they try to talk about something difficult.Try to understand your friend/ Try to talk about the problem in a different way.Situation 2: Friends don’t know how to apologizeStart by telling each other that you are sorry. A simple apology is often enough and is a good starting point.Situation 3: Some friends don’t know how to keep secrets. Keep your secrets to yourselfTips on being a good friendTreat your friends the way you want to be treated. Keep secrets that are told to you.Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.⑶Warming up by doing a surveyGood morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly, I’d like very much to keep a close friendshipwith you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).Now please do the survey on page one.Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You can just keep it a secret.上海版高中英语公开课教案3教学准备教学目标(1)知识目标：让学生通过阅读课文更多地了解我国的农业科学家袁隆平的科研成果及其影响。

新教材高一英语UNIT10教案1（第一课时）下Step Two Listening (Listening material) Show some pictures about air pollution，water pollution and waste pollution。

Picture 1Air pollutionPicture 2Water pollutionPicture 3Waste or rubbish/trashpollutionListen again and fill in the correct information in the space below。

123What kind of pollution is it? (air)pollution(water)pollution(waste)or(rubbish/trash)pollutionWhat are the causes?(cars， factories)burning coal and oil (factories)and drainage(下水道) (tourists)or peopleWhat are the effects?(As a result) of air pollution， many people （get sick）。

We can’t(use/drink)the water that is polluted。

Making the environment (ugly， dirty) and even dangerous。

Find out how to deal with the causes and the effects。

Ways to deal with causesWays to deal with effectsAirpollutionWe can make cars that (don’t pollute) the environment。

高一英语Lesson 104教学设计方案这篇《高一英语Lesson 104教学设计方案》是为大家整理的，希望对大家有所帮助。

以下信息仅供参考！！！教学设计示例Lesson 104 教学设计方案Teaching Aims1.Practise the listening firstly with the whole class.2.Practise the word study and writing.Teaching proceduresStep 1 Revision1 Check the homework exercises.2 Revise the reading passages about Bob Geldof.Step 2 Preparation for listeningTell the Ss In 1986, Bob Geldof had another idea. This time, he asked people to organize sports and games to raise money for Africa. Let’s find out what some people did to help. Read through the information in Wb Listening, Unit 26 and make sure the Ss understand what to do.Step 3 ListeningListening Cassette Unit 26. For each exercise, play the tape once or twice as necessary. Let the Ss discuss their answers in pairs and then withthe whole class.Step 4 Word studyAs this is a revision exercise, let the Ss work in pairs. For those groups of words where no word transformation is necessary (Compounds and Opposites), you can ask the Ss, if you like, to translate these words into Chinese. Check the answers with the whole class at the end.Step 5 WritingSB Lesson 104, Part 3. This exercise may be done as class revision or for homework, as time permits. If done in class, let the Ss work alone or in pairs first, then discuss the answers with the whole class.Answers:1. has collected2. found out3. is grown4. is given5. decided6. started7. bought8. used9. sailed 10. got 11. felt 12. were not doing 13. shoutedStep 6 ConclusionFinish the lessons by giving the Ss some advice on revising for the end of year examination.。

2019-2020年四年级英语上册 Unit 10教案上海新世纪版一、教育目标：让学生了解钱在我们生活中的意义，及指引学生正确合理使用钱。

二、知识目标：基础目标：Wonderland: one fen two fen five fen one jiao five jiao nine jiaoOne yuan two yuan five yuan ten yuan twenty yuan fifty yuan one hundred yuan Farmland:How much…?Grand Theatre: In the Fruit ShopLanguage Lab：根据课文内容回答Questions and answers中的问题，根据自己的实际情况回答On your own 中的问题。

Music Box:能掌握音标/w/，/j/并能看音标读单词。

Disneyland:能用正确的语音、语调朗读Rhyme: Riddles, 节奏基本正确。

Difficult Points:让学生认识和区分其它国家的纸币，并了解其中的换算。

三、发展目标：1. 学习认识人民币的同时，教师可出示一些欧洲国家的纸币，让学生熟悉它们的单位，符号与名称，如：100$, 100¥, 100£……2. 学习有关购物时的英语对话中，教师可提供与归纳一些相关的不同表达方法。

如：What canI do for you?/Can I help you?/Can you do me a favor? I’d like …/I wantsome…/I need …/May I have …?/Let me have a look./Let’s me try./Show me another one, please./How much are they?/It’s too expensive./This dress is more beautiful then that one./These trousers are shorter that ones./I’ll take it. 便于学生在生活中运用。

人教修订版英语高一上Unit 10 The world around usReading 研究性教案开拓课改实验新课型构建和谐英语新课堂——基于网络的高中英语新课改实验教学课例设计所用教材：人教修订版（2003年版）高一英语（上）所属年级：高一年级所教单元：高一英语（上）第10 单元The world around usReading部分课文Are we endangered ?第66 页）内容提要：多媒体网络的教学应用，重要的是教学设计。

好的教材，通过好的教学设计，可以使它的应用价值升值。

本文通过课文“ Are we endangered ”?的网络课例设计，探究下列几个问题：1、如何通过网络支持学生的主动学习；2、如何通过网络培养学生获取、选择、整合信息的能力；3、如何通过网络培养学生的协作精神；4、如何把网络作为德育、情感教育的基地。

关键词：网络教学“任务驱动”式教学主体性教学分组协作式探究课例设计伴随着科学技术的发展，以计算机和互联网为代表的现代教育技术，正以惊人的速度改变着人们的生存方式和学习方式。

我国正在实施的素质教育和正在进行的新一轮课程改革正迎合了这一趋势。

同时，随着现代教育思想、教学模式等的发展，教师和学生的地位与传统教学相比发生了很大改变，学生从被动接受知识转变为主动去获取知识，学生上升为教学诸因素的中心；教师不再是教学的主宰，而是学生学习的组织者和学习方法的指导者，教师的角色转变成教学信息资源的设计者、学生学习促进者，教学不再是单纯的知识传授与灌输。

有鉴于此，基于网络的中学英语课教学不应该是“新瓶装老酒” 或“大炮打兔子”，而应该是多媒体网络教学与英语教学改革创新的有机结合，是一种“再创造”：多媒体网络教学应用与英语教学改革创新，主要指多媒体网络的先进特性在现代教育思想、教育理论的指导下能够得以充分地发挥，探讨新的教改思路，培养新的教与学的思维方式，启发活学活用的创新精神，寻找教学改革的创新点。

组别：英语组设计主题：Unit10 Lesson3 Your Money__ 姓名：学校：性别：__________ _______________职称：教龄：联系电话：电子邮箱：指导老师姓名单位Para4. __________________________________________Para5. A ____________ of a tree-planting programme in Inner Mongolia.设计意图：通过寻找关键句或关键词的阅读策略，掌握各段大意。

Task 2 Careful readingRead the text carefully and answer the following questions.Q1: What is the problem with the Yellow River?Q2: What are the causes and bad effects of the problem?Q3: Who is responsible for the problem?Q4: What can you do to solve the problem?Causes Problems EffectsSolutions设计意图: 通过四个逐步深入的问题设置，引导学生阅读并理解全文大意；通过思维导图的引领，培养学生提取、组织文章细节信息，归纳全文写作框架的能力，为后面的语言输出活动做准备。

Unit 10 Lesson3 Your MoneyLearning objectives:1) find out the topic sentence of each paragraph.2) describe some information about Yellow River erosion and solutions to the improvement. 3) write an environment report .4) develop a sense of protecting the environment. Learning Procedures: Step 1. Lead in3) If you have five yuan in your pocket, what will you do with it? 4) A brief introduction of Yellow River erosion. Step 2. Reading Task1 Fast readingFind out a topic sentence or some key words to summarize the main idea of each paragraph. Para1. __________________________________________ Para2. __________________________________________ Para3. __________________________________________ Para4. __________________________________________Para5. A ____________ of a tree-planting programme in Inner Mongolia. Task 2 Careful readingRead the text carefully and answer the following questions. Q1: What is the problem with the Yellow River? Q2: What are the causes and bad effects of the problem? Q3: Who is responsible for the problem? Q4: What can you do to solve the problem?Causes Problems EffectsStep 3 Summary 1)Retell the text.FactsEvery year, a lot of soil ________ into the Yellow River. The soil, which keeps the __________ balance of the land, has been ___________. It has caused serious ___________.In some areas, this has ____________ almost all the land, and has __________ many local farmers to move.SolutionsIt is everyone ________ plays a role in stopping the erosion. First of all,we can use 5 yuan to _______ a tree and help soil stay on land. In this way, farmers can grow crops to make a __________ , which contributes to developing local ______________.2) Find out useful expressions in the text.______________________________________________________________________________________________________________________Step 4 WritingThink about the local environment you live in. What can you and your friends do to improve it? Please write a short report on it.___________________________Facts: ____________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Solutions: ____________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________Step 5 HomeworkPolish your writing.课后反思：本节课以讨论如何使用5元的零花钱为导入，贴近学生生活实际，调动起学生的学习兴致；在阅读过程中，让学生练习通过关键句找出段落大意，通过思维导图提取全文的写作框架Causes----Problems---Effects---Solutions；阅读之后通过一个Retell环节进一步巩固本课所学的内容和句型；最后，通过一则环境报告的写作，作为对所学内容的检测，内化课文信息和词汇，输出、操练语言。

上海高中英语教案大全一、教案简介本教案是为上海高中阶段的学生设计的英语教学计划，旨在帮助学生提高英语听、说、读、写四项基本技能，增强语言运用能力，拓展词汇量和语法知识，培养学生的英语学习兴趣和文化素养。

本教案遵循上海高中英语教学大纲和考试要求，结合现实生活情境，采用多样化的教学活动，使学生在轻松愉快的氛围中掌握英语知识。

二、教学目标1. 提高学生的英语听力水平，使他们能够听懂日常英语对话、短文和演讲，抓住关键信息，理解大意。

2. 加强学生的英语口语表达能力，使他们能够熟练运用英语进行日常交流，表达自己的观点和情感。

3. 提升学生的英语阅读能力，使他们能够快速阅读并理解各类英文文章，分析文章结构，掌握作者观点。

5. 拓展学生的英语词汇量和语法知识，提高语言运用能力。

6. 培养学生的英语学习兴趣，提高文化素养，了解西方文化背景。

三、教学内容1. 日常英语对话：学习问候、介绍、道别、道歉、感谢等情景下的英语表达方式。

2. 英语短文和演讲：分析文章结构，培养阅读策略，提高阅读速度和理解能力。

4. 英语词汇和语法：学习常用词汇和语法知识，提高语言运用能力。

5. 西方文化背景：了解西方文化习俗、节日、历史等，提高跨文化交际能力。

四、教学方法1. 任务型教学法：通过完成实际任务，提高学生的英语应用能力。

2. 情境教学法：创设真实情境，让学生在实践中学习英语。

3. 交际教学法：鼓励学生积极参与课堂互动，提高口语表达能力。

4. 合作学习法：引导学生开展小组合作，培养团队精神和自主学习能力。

5. 信息技术辅助教学：利用多媒体、网络等资源，丰富教学手段，提高学习兴趣。

五、教学评价1. 课堂表现：观察学生在课堂上的参与程度、态度和表现，给予及时反馈。

2. 作业完成情况：检查学生作业的完成质量，巩固所学知识。

3. 单元测试：定期进行单元测试，评估学生的学习效果。

4. 期中、期末考试：检验学生阶段性学习成果，为下一步教学提供依据。

教案2010～2011学年第二学期课程名称《高级英语（二）》院（部）外语学院、民生学院教研室(实验室) 英语第三教研室授课班级外语学院08级3班；民生学院08级1班主讲教师职称副教授使用教材《高级英语》第二册教务处制《高级英语（二）》第10课课程教案附页：Advanced English (II)Lesson TenThe Sad Young MenOutline:Part One: Warm-up: Questions on the text (4 minutes)Part Two: Text Appreciation (21 minutes)I. Text Analysis(6 minutes)1. Analysis of the structure of the text (3 minutes)2. General Analysis：theme & type of writing (3 minutes)II. Detailed Study of Paragraph 1 (15 minutes)Part Three: Entention: (5 minutes)I. Discussion (3 minutes)II. Assignment (2 minutes)Part One: Warm-up: Questions on the text (4 minutes) Answer the following questions on the text:1. What do you know about the authors Rod W. Horton & Herbert W. Edwards?Rod W. Horton & Herbert W. Edwards were the joint authors of the book Backgrounds of American Literary Thought, from which this piece is taken.2. What do you know about the Sad Young Men?This term was first created by F.Scott Fitzgerald in his book All the Sad Young Men,to describe the disillusioned post-World War I younger generation，who rebelled against former ideals and values, but could replace them only by despair of a cynical hedonism.It is also termed as The Lost Generation. The remark of Gertrude Stein, “you are all a lost generation”, addressed to Hemingway, was used as a preface to the latter’s novel The Sun Also Rises.An excerpt from the preface of The Sun Also Rises:You are all a lost generation.---Gertrude Stein in C onversation ¨One generation passeth away, and another generation cometh;but the earth abideth forever... The sun also ariseth, and the sun goeth down, and hasteth to the place where he arose... The wind goeth toward the south, and turneth about unto the north; it whirleth about continually, and the wind returneth again according to his circuits. .. . All the rivers run into the sea; yet the sea is not full; unto the place from whence the rivers come, thither they return again.¨Part Two: Text Appreciation (21 minutes)I. Text Analysis(6 minutes)1. Analysis of the structure of the text (3 minutes)How does the author organize his essay?Part I (1): IntroductionThe authors introduce the subject the Sad Young Men to the readers. Part II (29):Supporting detailsThe authors supply some historical materials concerning the revolt of the younger generation in the 1920s.Part III (10-11): ConclusionThe authors arrive at the conclusion that the “lost generation” was never lost.2.General Analysis：theme & type of writing (5 minutes) Theme of the essay:The theme is summed up at the very end: The intellectuals of the Twenties, the “sad young men”, as F.Scot Fitzgerald called them, cursed their luck but didn’t die; escaped but voluntarily returned; flayed the Babbitts but loved their country, and in so doing gave thenation the liveliest, freshest, most stimulating writing in its literary experience.Type of Writing:This essay is an expository writing, explaining a certain period in American literary and social history, focusing on the attitudes and revolt of the young people who returned from WWI, disappointed and disillusioned.II. Detailed Study of Paragraph 1 (15 minutes)1. No aspect of life in the Twenties has been more commented upon and sensationally romanticized than the so-called Revolt of the Younger Generation.:No aspect of life…more…than: After WWI, during the 1920s, every aspect of life in the U.S. has been commented upon, but the so-called Revolt of the Younger Generation has been more commented upon than all other aspects.sensationally romanticized: sensationally romanticized: treated in a passionate, idealized manner to shock, thrill and rouse the interest of people.How do you paraphrase this sentence?The Revolt of the Younger Generation in the 1920s has been most commented upon and has been treated very romantically and sensationally.2. The slightest mention of the decade brings nostalgic recollections to the middle-aged and curious questionings by the young.nostalgic:V. Detailed explanation of paragraph 1 andparagraph 2. (27 minutes)Paragraph 1:While I was still a boy, I came to the conclusion that there were three grades of thinking ; and that I myself could not think at all.1.What is the main idea of this paragraph?The author puts forward the subject of thinking in the very first paragraph.2.What are the three grades of thinking?Grade-three thinking: no thinking at all, but a combination of ignorance, prejudice and hypocrisy.Grade-two thinking: the detection of contradictions.Grade-one thinking: real thinking.Paragraph 2:It was the headmaster of my grammar school who first brought the subject of thinking before me. He had some statuettes in his study. They stood on a high cupboard behind his desk. One was a lady wearing nothing but a bath towel. She seemed frozen in an eternal panic lest the bath towel slip down any farther; and since she had no arms, she was in an unfortunate position to pull the towel up again. Next to her, crouched the statuette of a leopard, ready to spring down at the top drawer of a filing cabinet. Beyond the leopard was anaked, muscular gentleman, who sat, looking down, with his chin on his fist and his elbow on his knee. He seemed utterly miserable.1.It is … that/who …The emphatic it is used to lead emphatic sentences, whose structure is :It + be (in a certain form) +emphasized part + that/who-clause. Most of the members of a sentence, except the predicate verb, may be emphasized this way:e.g. My friend gave my son an interesting novel after he came back1) 2) 3) 4)from abroad.The four underlined parts can be emphasized in the following ways:1) It was my friend who gave my son an interesting novel after hecame back from abroad.2) It was my son whom my friend gave an interesting novel afterhe came back from abroad.3) It was an interesting novel that my friend gave my son after hecame back from abroad.4) It was after he came bace from abroad that my friend gave myson an interesing novel.Note:The following adverbial clauses can not be emphasized:The adverbial clause of reason caused by since, as; the adverbial clause of concession caused by though/although; the coordinate clause caused by whereas ; the predicative.If we want to emphasize the predicate verb, we must use the pseudo-cleft sentence:e.g. My friend helped me a lot in my English study.What my friend did was to help me a lot in my English study.The squad leader was persuading the enemies to give in.What the squad leader was doing was to persuade the enemies to give in.2.lest conj. (fml 文)1). for fear that; in order that … notHe ran away lest he (should/might) be seen.他怕人家看见他而跑开了。

课程名称：新世纪高职高专英语Period 1Unit 10 Rethinking Thinking授课内容：1. Understand the Text：What is critical thinking?2. Explain the key words and structures in the text.目的要求：1. Understand why college students need critical thinking and how toform the habit of critical thinking.2. Master the key words and structures in the text有关记录：板书设计：Unit 10 Rethinking ThinkingEducatio n→tertiary education(higher education) Secondary educationPrimary educationUniversity educationAdult educationFurther educationContinuing educationHigher education→universityCollegeInstituteSecondary education→high schoolSecondary schoolMiddle schoolVocational schoolTechnical schoolUnit 10 Rethinking ThinkingI.Lead in( 15 minutes)Question: What is critical thinking?Which do you think is more important, to acquire more knowledge or to form your own critical thinking?Possible answer: Critical thinking is the process of thinking characterized by careful analysis and judgment. Instead of h astily accepting others‘ —or sometimes authorities‘ —opinions, a critical thinker will, based on evidence available, make comments or draw conclusions independently, or even set forth to collect his own evidence if necessary. Critical thinking requires an open mind and creativity. It has been a driving force behind social development and formed the basis of a democratic and rational society. It is widely believed that for undergraduates, fostering of critical-thinking skills is more important than mere accumulation of knowledge. Ideas: creativityInventionHands-onExplorationIndependentThinkerII. Read in ( 65 minutes)1. Background Information ( 5 minutes)1）The Association of American Colleges and Universities (AAC&U)AAC&U is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantage of a liberal education to all students. Founded in 1915 by college presidents, AAC&U now represents the entire spectrum of American colleges and universities. AAC&U comprises more than 1,000 accredited colleges and universities that collectively educate more than five million students every year.AAC&U organizes its work around four broad goals:●Preparing All Students for an Era of Greater Expectations●Educating Students for a World Lived in Common●Making Excellence Inclusive●Taking Responsibility for the Quality of Every Student‘s Liberal Education 2）Liberal EducationLiberal education is an education mainly in the liberal arts (the subjects of an academic college course, including literature, philosophy, languages, history, and, usually, survey courses of the sciences, as distinguished from professional or technical subjects), providing the student with a broad cultural background rather than with training in any specific profession.3) Francis Bacon (1561 - 1626)―For myself, I found that I was fitted for nothing so well as for the study of Truth; as having a mind nimble and versatile enough to catch the resemblances of things … and at the same time steady enough to fix and distinguish their subtler differences; as being gifted by nature with desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and as being a man that neither affects what is new nor admires what is old, and that hates every kind of imposture.‖2. Developing vocabulary (30 minutes)1）assume v.（1）believe that sth. is true, even though no one has told you or even though you have no proof 假定，设想Everybody in the room assumes that she died.（2）officially start a new job or position担任，承担President Bush assumed his second-term presidency on Jan. 20, 2005.2）presume v.（1) think sth. is true because it is likely although you can not be certain 假定，假设I presume that Shanghai is the most modern city in China.（2) accept that sth. is true unless someone proves it is not true（没有证据地）相信Before the theory that the world is round was universally accepted, everybody presumed that the earth is flat.3）resume v.start sth. again after stopping temporarily 恢复，重新开始Now, let‘s resume our conversation.4）lack v.not have any or enough of sth. you need or want 缺乏Obviously, she lacked the ability to communicate with foreigners.n. a situation in which you do not have any or do not have enough of sth. you need 缺乏，不足The project had to be abandoned for lack of funds.5）reflect v.（1) throw back (heat, light, sound or an image)反射The river reflected the surrounding houses.（2) express; give an idea of 反映，表现American people‘s anger towards the war policy of Bush‘s government is reflected in those protests.（3) consider carefully and seriously 沉思，反省The educator reflected for some years on how to improve the education level in China.Related words: reflection, reflective6) land v.(1）get sth. that you want, especially a job or opportunity弄到Lacking of working experience, his chances of landing the job in this company are slim.(2) arrive at a place by plane or boat 到达When they landed, the athletes were amazed to find so many people waiting at the airport to receive their Olympic heroes.8) sharpen v.(1）make sth. such as a knife, tool, or pencil sharp削尖，磨快The pupils like to sharpen their pencils after class.(2) improve or make something improve 加强Students in this university are offered various opportunities to sharpen their skills in foreign languages.9）critical adj.（1）expressing an opinion when you think sth. is wrong or bad 批评性的Professor Smith is a very critical teacher.（2) very important紧要的Imitation is a critical practice in children‘s acquisition of a language.（3) difficult to deal with because a small mistake couldmake very bad things happen 关键的，危急的The negotiation between the two companies have entered a critical stage.10）considerable adj.large in size, number, amount, or degree 相当大的，很大的A considerable number of movie fans attended Zhang Guorong‘s funeral.cf. considerate adj.thoughtful of the rights and feelings of others 考虑周到的，体贴的Few young people in China are considerate enough to offer seats to old people.11）crucial adj.of deciding importance, for it has a major effect on the result of sth. 决定性的，紧要关头的Yao Ming plays a crucial role in the Houston Rockets.12) beckon v. signal to someone to come toward you 召唤In the middle of dinner, he beckoned several times the waiter for beverage.13) end up (doing sth./in a particular state):do that thing or get into that state even though one did not originally intend to 结束，告终He went to the party cheerfully, but ended up in a bad mood.cf: finish up14) explicitly adv.(1) clearly and fully expressed 明晰地He told me explicitly how to get there.(2) clearly and openly明确地，不含糊地She stated explicitly that the boss was her reason for quitting the job.15) collaborate v.work together, especially on a book or on some research协作，合作He collaborated with his wife on the English translation of a famous Chinese classic. Extended words: collaboration, collaborative, collaboratorRelated words: cooperate, coordinate3.Detail study of the text (30 minutes)Paragraph 1:1) Comprehension QuestionsWhy do millions of people apply to colleges and universities according to the paragraph?Because higher education at colleges and universities can definitely sharpen people‘s thinking skills besides helping them get a good job.2) Main ideaThe main topic for discussion: creative thinking in higher education.3) Difficult sentencesThinking is presumed to be the bread and butter of higher education.Thinking is believed to be an essential part of higher education.Paragraph 2-3:1) Comprehension QuestionsWhy do you think college graduates cannot solve problems in the workplace?Probably they were not taught to think critically in colleges, so they can‘t analyze the problems and find suitable solutions to them.2) Main ideaCriticism of college education: critical thinking is found missing in college education.3) Difficult sentencesraises serious questions as to whether undergraduates are absorbing these essential skillsRaises serious questions about whether undergraduates are learning these basic skillsCritical thought certainly receives considerable lip service on many campuses.There has been only all talk without real action about critical thought on many campuses.Paragraph Four1) Comprehension QuestionsWhat are the goals of a first-class liberal education according to Ms. Schneider?In her opinion, critical thinking is not the only goal of a first-rate liberal education; the goals also include social responsibility, reflective judgment and evidence-based reasoning, and so on.2) Main ideaAccording to Ms. Schneider, colleges don‘t achieve much in educati ng students to think critically.3) Difficult sentencesYet a research shows ―many college graduates are falling short in reaching these goals.‖Yet a research shows ―many college graduates have been unable to reach these goals.‖Paragraph Five1) Comprehension QuestionsWhat are some college faculties doing to improve the thinking skills of students?They are trying to teach thinking skills in all classes instead of in isolated courses only.2) Main ideaTeachers are trying to teach thinking skills in all classes instead of in isolated courses only.3) Difficult sentencesThat‘s why some college faculty are leading the charge to move the teaching of thinking skills out of isolated courses and into all classes.That‘s why teachers in some coll eges have become pioneers to take the teaching of thinking skills out of isolated courses and into all classes.Paragraph Six to Seven1) Comprehension QuestionsWhat was the result of the new approach of teaching history?The students found it difficult at first, but they grew to like it and gained confidence after learning about the topic all by themselves.2) Main ideaStudents should make an effort to develop their own thinking skills instead of simply absorbing material from textbooks and lectures.3) Difficult sentencesLater they collaborate in small groups, trying to identify in the newspaper clippings the voices being used to tell the story at a particular moment — and to note which perspectives and voices are missing.Later they work with each other in small groups, trying to understand in the newspaper articles the different positions being used to tell the story at a particular moment — and to see which viewpoints and positions they need to know.Paragraph Eight to Nine1) Comprehension QuestionsAccording to Professor Kingston-Mann, will students apply the critical thinking ability spontaneously?No, they will only think critically when required to in class.2) Main ideaStudents don‘t practice critical thinking in all areas and o nly a few colleges or universities are making an effort to train students‘ thinking skills.3) Difficult sentencesUnless the professor creates a situation where students are required to reflect explicitly on an issue, says Professor Kingston-Mann, ―they don‘t necessarily carry it anywhere else; it‘s just ‗something I took in that class.‘‖If the professor doesn‘t re quire students to think clearly about an issue, usually they will just know it as nothing more than what they learned in that class.III. Exercise ( 10 minutes)Practice Ex. IIV. Assignments1.Review the text and the key words/phrases2.Finish off Ex. II – Ex. VI3.Preview Grammar; Reading skills; Practical reading and writingPeriod 2Unit 10 Rethinking Thinking授课内容：1. Grammar: Prepositions2. Reading skills: Focusing your reading3. Practical Reading: Schedules4. Practical Writing: Poster目的要求：1. Master the use of Prepositions2. Master the reading skill:learn how to focusing your reading3. Learn how to read Schedules4. Learn how to write a poster有关记录：板书设计：Unit 10 Rethinking ThinkingGrammar –Prepositions1.prevent, keep, stop, prohibit, refrain, hinder+宾语+介词from+宾语2.rob, deprive, relieve, cure, rid, strip, clear+宾语+介词of+宾语3.provide，supply, fill, furnish, entrust(委托)+宾语+介词with4.change, develop, transfer, turn, build, translate, put+介词intoI.Review the text (15 minutes)1.Check the assignments2.Summarize the textII. Grammar Tips –Preposition(15 minutes)1．Note:注意介词的固定搭配：be different form, look forward to, be satisfied with, be busy with (in), be good at等。

unit 10 (2A) Frightening natureCONTENTS教材分析(Analysis of the teaching material) 1地位与作用(Status and function) 1教学目标(Teaching aims) 1课时安排（Teaching arrangement） 2教学计划(Teaching plans) 2Periods 1 & 2 Warming-up & Reading 2Period 3 Listening(Wb) Speaking & Talking 6Period 4 Integrating skills(Sb) 7Period 5Listening(Wb) Integrating skills & Writing (Wb) 10 Period 6 Grammar & Word Study 12附录一背景资料(Background knowledge) 15附录二参考网站(Websites for reference) 17附录三：Are you ready for a hurricane? 18教材分析(Analysis of the teaching material)1 地位与作用(Status and function)本单元的中心话题是“恐怖的自然”。

围绕这一话题讨论了台风、火山等自然灾害发生时的现象及带来的影响。

通过各个部分的学习，学生初步了解各种自然灾害及对人类带来的危害，从而增强保护环境和自我保护意识。

“热身”(Warming up) 通过四张图片引出自然现象：火山、台风和彗星及进行科学研究的仪器。

通过师生问答形式，学生能描述自然现象并对台风、火山等自然灾害有初步了解。

根据图式理论，将新学知识与学生已有的知识结合起来，能激活学生已有的图式，有利于新知识的掌握。

通过这个阶段的语言训练为以下各部分的学习打下基础。

Unit 10 School Education一、单元分析（Unit Analysis）（一）单元地位（Unit Position）1．本课在对教育方式描述时，谈及了不同时代对教育的要求以及当前的时代对教育的要求。

教师可围绕“当前时代对人才的要求”这一主题，设计活动让学生参与口语讨论，加强对当今学校教育情况的了解以及对自己在今后学习中的要求。

2．本单元结束时，充分利用本课“学校教育”这一主题，让学生围绕“对学校教育的调查”探讨探讨当今社会对人才的需求以及在当前教育模式下如何调整自己更加适应社会的发展。

3．本课中复习了情态动词+被动的语法。

（二）单元目标（Unit Target）1 复习情态动词+被动结构的语法现象。

2 能对教育方式发展进行简单描述。

3能对学校教育的调查作出简要的书面报告。

4能用英语写简单的感谢信。

（三）单元重点（Unit Points）1关键词：◆语言知识类purpose, devote…to, dominate, be supposed to do, pay attention to; suffer from, initiative,stimulate, play a vital role, try out, take into account, meet the needs of…◆交际功能类gain knowledge; learning skills, the Machine Age, the Industrial Revolution, memorize, leaning process, the Information Age, creative education, independent and creativelearners, ability to learn2 功能：Opinions about school life 参考课本第160页Useful Language●What’s your view/opinion of…●May I bother you with some questions?●I wonder if you could tell me…●Excuse me, do you happen to know…●Well, let me see…●Oh, let me think for a moment…●I’m not sure, I’ll just have to find out…●That’s a very interesting question, but…●I’m not really sure.●I can’t tell you at the moment, I’m afraid.●I’m terribly sorry, but I really don’t know.●I’ve no idea, I’m afraid.●I’d rather not answer that, if you don’t mi nd.3 语法点：本课出现了情态动词+被动结构，应作为本课的教学重点。

Unit 7 Future Education一、单元分析(Unit Analysis)(一) 单元地位(Unit Position)1.本课在对未来教育的描述时，谈及了美国大学教育的一些情况以及对如何取得学业成功提出了一些建议。

教师可围绕“如何在大学里成功〞这一主题，设计些活动让学生参与口语讨论或书面表达，了解成功人士的素养品质，培养自身的优秀品性，为学生将来的专业选择以及今后踏上社会后的职业志向作些指导。

2.围绕本课主题“如何在大学里成功〞，可以鼓励学生探讨成功的学生所应具备的因素：参与协作、适应环境、独立思考、规划未来……3.本单元的语法复习是倒装句型，教师有必要在课堂教学中在一定的句型操练的基础上，着重指出几个易错易混淆的知识点，如：倒装的原因、倒装的种类、常见的倒装结构等。

4.组织学生利用现代信息网络，收集优秀人才的事例故事，鼓励学生根据有关资料在小组内谈谈自己的体会和志向。

(二) 单元目标(Unit Target)1.了解倒装句型的特点，了解倒装的种类、常见的倒装结构，并能熟练运用倒装句型进行描述和会话。

2.学会描述一个成功人士的优秀品质和素养。

3.能运用新学的词语和句型，就自己或同学的学习情况进行描述。

(三) 单元重点(Unit Points)1.关键词：♦单词expect, offer, tip, adjust, interact, munity, support, manage, distraction, priority, vital,memorize, survey, create, jot, review, stress, key, seek, noted, inspiration, voyage, broaden,select, occupation, pel, mold, …♦词组drop out, focus on, participate in, turn to, cut off, take a trip, make sense, later on, base …on …, fall behind, go down, be willing to, view … as …2.功能：♦Famous sayings about education 〔教育名言〕参考课本第120页Useful Language1)Knowledge is power.2)Education is a progressive discovery of our own ignorance.3)The education of a man is never pleted until he dies.4)I have never let my schooling interfere with my education.5)Education begins its work with the first breath of the child.6)In education we are striving not to teach youth to make a living, but to make a life.♦Describing things using inversion patterns〔运用“倒装句〞描述事物)There are professors noted for their inspirational teaching style, for their way of make a course an exciting voyage into the unknown.Would you take a trip by stopping for directions at every station instead of reading a map? 3.语法点：倒装句型的复习二、教学设计(Teaching Designs)[1]1. 教师在黑板上写下 “Future Education 〞，并提问 “What occurs in your mind immediately when you see this topic?〞2. 在“头脑风暴〞的过程中，教师鼓励学生列出尽可能多的关于“教育〞的词汇，并在黑板上分类 “noun 〞, “adj.〞 “verb 〞 三栏。