NSEFC-II Unit08The Fifth Period The Subjunctive Mo

大学英语综合教程2UNIT8environmental cancer run against the grain either________ ________ ________ ________ environment cataract contemporary proposition________ ________ ________ ________ sensitivity plankton worship consumption________ ________ ________ ________ belief reality to the point of come through ________ ________ ________ ________ democracy speculative excess in part________ ________ ________ ________ conflicting consequence organism dependence________ ________ ________ ________ conflict deadly spiritual ridiculous________ ________ ________ ________ proposal melt nothing more than sentimentalism ________ ________ ________ ________ restriction urgent sentimental deny________ ________ ________ ________ regulation universal selective attainable________ ________ ________ ________in the name of unashamedly Bengali attain________ ________ ________ ________ distinguish man-centered jungle disrupt________ ________ ________ ________ regardless call for current breeding ground ________ ________ ________ ________ fundamental on the grounds of debate breed________ ________ ________ ________ environmentalism self-preservation rage reindeer________ ________ ________ ________ combat sentimentalize wildlife Arctic________ ________ ________ ________ ecological creature refuge mate________ ________ ________ ________ atmosphere resistance work one’s way similarly________ ________ ________ ________ ozone voter congress owl________ ________ ________ ________ layer vote exploration aesthetic________ ________ ________ ________ reduction snail darter conserve livelihood________ ________ ________ ________（自然）环境的癌，恶性肿瘤与…格格不入；违反意愿只能两者选择其一的________ ________ ________ ________环境白内障当代的，现代的提议；命题________ ________ ________ ________敏感（性）浮游生物崇拜，崇敬消费（量）________ ________ ________ ________信念；相信现实；真实达到…的程度经历；从…活下来________ ________ ________ ________民主（制度）猜测性的，推测的过渡，无节制在某种程度上；部分地________ ________ ________ ________不一致的，冲突的后果，结果生物体，有机体依靠，依赖________ ________ ________ ________冲突vi. 致命的，毁灭性的精神的；非物质的可笑的，荒谬的________ ________ ________ ________提议，建议融化，溶化无异于；只不过感情用事；多愁善感________ ________ ________ ________限制；限制性规定紧急的；急迫的感情用事的；多愁善感的不给；不准________ ________ ________ ________规章；规定全世界的；普遍的选择的；有选择性的可达到的；可得到的________ ________ ________ ________以…为由坦然地，满不在乎地孟加拉人；孟加拉语达到；取得________ ________ ________ ________区别，辨别以人为中心的杂乱无章的事物；丛林使陷于混乱；干扰________ ________ ________ ________不顾一切地；无论如何要求当前的，现在的动物繁殖的地方________ ________ ________ ________基本的，根本的因为；以…为理由辩论，争论繁殖；产________ ________ ________ ________环境保护论；环境论自我保护激烈的进行驯鹿________ ________ ________ ________斗争，战斗感情用事地对待野生动植物北极（的），北极圈（的）________ ________ ________ ________生态的；生态学的生物庇护所；避难处（使）交配________ ________ ________ ________大气；气氛反对，反抗设法抵达；努力达到目标同样地，相同地________ ________ ________ ________臭氧投票者，选举人国会；立法机关猫头鹰________ ________ ________ ________层投票选举勘查，探测；探索美学的；美感的；美的________ ________ ________ ________减少蜗牛鱼保护，保存生计________ ________ ________ ________logging accommodate lesser moderate________ ________ ________ ________log fate pollutant concern________ ________ ________ ________ distinction bind generatorframe________ ________ ________ ________ charge e.g. fatal frame of mind ________ ________ ________ ________ well-being atmospheric ecosystem humanistic________ ________ ________ ________ accommodate threat________ ________106 words伐木业适应；容纳n. 较小的，更少的，次要的适中的；适度的________ ________ ________ ________砍伐；伐（木）命运；结局污染物有利害关系的事；担忧________ ________ ________ ________区别，差别捆；将…绑在一起发电机状态；框架________ ________ ________ ________被照顾的人例如致命的；毁灭性的心绪；心境________ ________ ________ ________幸福；福祉大气的生态系统人本主义的________ ________ ________ ________适应新的情况；迁就威胁________ ________106 单词。

单元整体教案NSEFCII-U02(Thethirdperiod)_高二英语教案TheThirdPeriodTeachingAims:1.Reviewthewordsappearinginlasttwo periods.2. Learn and master theuseofthePast Participle as AttributePredicative.Teaching Important Points:1.Howtoguessthe missing verbsandthem correctly accordingtothe given sentences.2.Howtotella positive,negative and neutral from each other.3.Helpthe students master thePast Participle as AttributePredicative.Teaching Difficult Point:HowtousethePast Participle correctly, especiallytousethePast Participle insteadofthe Attributive Clause.Teaching Methods:Practising tofinish each taskinWorld Study and Grammar.2. Individual orpair workmake every student workin class.Teaching Aids:1.a projector2. somepictures3.the blackboardTeaching Procedures:StepI GreetingsGreetthewhole classas usual.StepⅡRevisionT:Inthelast period, we’ve reada passage aboutandnewspapers. We’ve knownthat newspapers andother mediadomorethanrecord what happens. Experienced editorsandreporters make informed decision aboutwhat eventstohow toreport them and why. Can you tell me the reason for themthat?Ss: Yes. Because they must make sure that readers can relate tothestories.T:Right. Newspapers andother mediaplayan important partinourdaily life. Why?Ss: Because theyhelpus understand theworld betteronall sides.T: Quite right. You’ve known about news media better than before.Besides, we’ve learnt someinthisunit.Haveyoureallyremembered and mastered them?I’llgiveyouanaboutthem. Look atthe screen and prepare fora while. Then we’ll checkthe answers together.Spelloutthewords according tothe explanation foreach word.Thefirst letter of each word is given to you.1. f______ dismiss(an employee)from ajob2.s__________(causesth.to)or change, esp, suddenly3.r____________ show the natureor express (sth.)4.t________________ allowsth.thatone dislikes ordisagrees with) without interfering5.e______to choose someone foran official position, usuallyby voting。

Unit 8 Computers and SecurityPassage A: You Are the Weakest Link, GoodbyeI.Teaching Objectives1. To let students master some important new words and expressions listed fromP193-195.2. To let students learn something about the computer viruses through the passage A.II.Time Allotment1st period: Lead-in(Questions)(5min)2nd period: Related Information(10min)3rd period: Detailed Study of the Text(Learning new words, expressions and discussing Passage A)(55min)4th period: Doing the Exercises from P154-156(30min)5th period: AssignmentⅢ. Teaching Procedures1. Lead-in Questions1. Do you often download free software from the Internet? Explain.Reference:Yes, I often do, as I like to explore the potentialities of the Internet. Many people also welcome free software because they don’t have to pay for it. Others don’t do so because there is no protection guaranteed against viruses.2.Have you installed anti-virus software on your computer? If so, what is it? Reference:There are different kinds of anti-virus software, e.g. Norton, Rising Star and some others. The computers I use in the library all have one kind or another of software installed to prevent viruses from being brought in.3.Is it possible for us to find a way to get rid of computer viruses permanently? Reference:When old types of viruses have been taken care of, new ones may appear. It would be impossible to get rid of computer viruses permanently.2.Related InformationMacro viruses are computer viruses that use an application's own macro programming language to distribute themselves. These macros have the potential to inflict damage to the document or to other computer software. The infecting files can be modified or deleted and may not be recoverable.The virus is circulating through email and affecting many customers. If run, the virus could overwrite .jpg, .mp3, and other file types, and attempt to send a copy of itself to everyone in the recipient's address book.3.Detailed Study of the TextLanguage Points1.innocent: adj.( of things) harmless, knowing nothing of evil or wrong; (of people)guiltlessExamples:Don’t be so innocent as to believe everything you see.Is she guilty or innocent of the crime?2. or so: aboutExamples:She will be back in a day or so.In another year or so, Lucy will have forgotten all about him.3.encounter v.1) meet or be faced by (something bad, especially a danger or a difficulty) Examples:The plane encountered a storm over the Rockies.They encountered little resistance to the plan.2) meet unexpectedlyExamples:He encountered many interesting people on his travels.They came sneaking round the corner and encountered a policeman.4. unusual: adj. not common; rareExamples:It’s unusual to find diamonds of this size.Earlier this century, it was unusual for women to have a career.5. infect: vt.1) fill with disease, germs; give disease to (a person);2) If your excitement, eagerness etc. other people, it makes them begin to feel the same way.Examples:You can only be infected with with HIV in a limited number of ways.Lucy’s enthusiasm soon infected the rest of the class.6. transmit: vt. send or pass from one person, place or thing to another. Examples:The US Open will be transmitted via satellite.Do you know that an infection may be transmitted by mosquitoes?7. clean up: clean thoroughlyExamples:We spent all Saturday morning cleaning up.Let me just go and clean myself up.8. in place: in the right or proper placeExamples:Have you got all the lights in place yet?cf. out of placeExamples: I felt completely out of place among all those smart rich people.9. ensure: vt. make (something certain) to happenExamples:All necessary steps have been taken to ensure their safety.His husband ensured that he took all his pills every day.10. adequate: adj. enough for the purposeExamples:Without the proper resources the department cannot do an adequate job.Are the parking facilities adequate for fifty cars?11.detect: vt. find out; noticeExamples:Many forms of cancer can be cured if detected early.Do I detect a note of sarcasm in your voice?adj. Detectable12. update: vt. make more modern or up-to-dateExamples:We need to update the defensive weaponry.The files need updating.13. considerable: adj. fairly large or great in amount, size, or degreeExamples:He has been ill for a considerable time.The sun was now high in the sky, and the heat very considerable.14. identify: vt. prove or show who or what somebody is or something is Examples:The light was too dim for me to identify her.I identify myself first.They were reluctant to identify themselves fully with any particular side. 15. inflict: vt. give (a blow, etc); cause to sufferExamples:They won’t let any foreign power inflict any further blows on their national pride.Our army is inflicting heavy losses on the enemy.16. set in: begin and (probably) continueExamples:Luckily the wound was treated before infection could set in.He must try and get my garden tidied up before the bad weather sets in. 17. recede: vt. (of thing) move back or awayExamples:The coast receded as we sailed away.The plane gradually receded out of sigh18. at risk: in dangerExamples:The disease is spreading, and all children under 5 are at risk.The economy will fall further, putting more jobs at risk.19. more often than not: in most casesExamples:On weekends, more often than not, you’d find my uncle at work.More often than not the patient recovers.21. odd adj.1) not regular, habitual, or fixed; occasional2) strange; unusualExamples:He had some odd change in his pocket.It is odd that I can’t remember Mary’s address.22. as a matter of course: as a regular habit or usual procedureExamples:I check my e-mail every morning as a matter of course.Notes to the Text1.It wasn’t unusual to find hundreds of commuters within one company infected by viruses transmitted via email attachments.As often the case that in the same company hundreds of computers would have viruses if the employees had opened email attachments containing these viruses.2. Companies now realize that viruses aren’t “urban myths” and can have a serious impact on their operations.Companies now understand that viruses are not modern made-up stories, and they can do great harm to a company’s operations.3. With the rapid transmission of files through networks and the Internet, a virus can spread a considerable distance before it can be identified and protected against.With the fast spread of information through networked computers and the Internet, a virus can reach many computers before anything can be done about it.4. Complacency can set in when there is no perceived “action” on the virus front and no global crisis and the importance of being vigilant about viruses recedes in your users’ minds.People may ignore viruses and stop worrying about them when no major worldwide viruses have been reported recently, and the need to be very on guard against viruses if easily forgotten6. Virus writers and hackers often use such software as the ideal “kick-start” for their virus distribution.Virus writers and people who break into other people’s computer files often use such software as the best means to get their viruses to start spreading.SummaryThe weakest link in the protection of a company's computers against viruses is the individual computer user. There is a strong tendency that the employees assume itis the company's computer security experts' job to worry about the viruses and they can bring the problem under control. But everyone must do their share to prevent viruses. Any unsolicited email attachment or any untested type of software may contain a virus.Even the best anti-virus software is not always effective and must be frequently updated. Constant education of all employees about viruses is the key to virus prevention. No one should ever be allowed to relax their defenses, even if this means the company must have some rules set that employees might not like.4.Doing the Exercises(omitted)Ⅳ.AssignmentAsk students to read the passage and the new words again, try to recite the new words and the translations on P156.。

The Fifth PeriodⅠ. Teaching Aims and DemandsKnowledge Objects(1) Key Vocabularycall up, hand ou t, call-in(=phone in), strategy, work out(2) The new and old phrasal verbs.(3) The reading passage.2. Ability Objects(1) Train the students’ reading sk ill on how to make notes.(2) Train the students how to use the phrasal verbs.(3) Train the students’ writing and speaking skills.3. Moral ObjectIf you get in trouble in your volunteer work, go to the people around you to ask for help.Ⅱ. Teaching Key Points1. To help the children understand the article.2. To teach the new phrasal verbs.3. To direct the students how to make notes based on an article.Ⅲ. Teaching Difficult Points1. Teaching the new phrasal verbs.2. Directing the children to make notes based on an article.Ⅳ. Teaching Methods1. Giving examples2. Asking questions3. Making notes4. BrainstormingⅤ. Teaching AidsSome pictures on volunteer work, especially a picture on repairing bikes.Ⅵ. Teaching ProceduresStep I Revision1. Revise the phrasal verbs that taught last class by asking students to make sentences with them again.2. Check homework by asking students to read their sentences and conversations to the class. Tell them to hand in their homework.3. Revise the story about Jimmy. Ask two or three students to tell the story to the class, showing the picture of repairing bikes to remind them.Step Ⅱ 3aThis activity provides reading and writing practice using the target language. We have learned something about Jimmy.We know he is a Bike boy. He fixes up old bikes and gives them away. But he ran out of his money to buy old bikes last week. Has he come up with any way of getting money? or Will he have to stop?Let’s find out the answer in the article inActivity 3a. Please read the article once quickly and tell me the answer.Have the students scan the passage and catch the main idea of it. After around two minutes, Ask the question again.Step Ⅲ 3hThis activity provides reading and writing practice using the target language. Read the instructions to the students.We knew Jimmy had solved his problem.What things did he do to solve his problem? Please make a note of the things that Jimmy did to solve his problem.Ask a student to read the sample sentence in the book. Tell them to write out the things that Jimmy did. Use the sample sentence as a model. And they can reread the article to search for the answers. Let the students complete the work on their own.Walk around the room while they are writing, checking progress and correcting the mistakes they may make while writing.After they all finish writing, ask a few students to give their answers. Point out the mistakes they may have made in writing.Who can tell me the main idea of the article now?Ask some students to answer with the main idea. They may answer like this: Jimmy has come up with some ways of getting old bikes, so he will not have to stop fixing up and giving away old bikes.They can answer in their own language.After that, write the following words and phrases on the blackboard.call up, hand out, work Out, call-in, strategyTell them to note these new words and phrases in the article, ask children to read the article again. Tell them to read in context, guessing the meanings of new wordsand phrases from the other words around them.Students read the article again for comprehension this time. Allow them to read a little longer this time.After a while, point to the new words and phrases on the blackboard and let the students guess the meanings of them. The teacher does some explanation at the same time.Look at the blackboard now. Let’s explain these new words and phrases one by one.First, let’s see call up. Who can tell me the meaning of it by reading?Ask several students to tell the meaning of it by guessing. Some of the childrenmight get the correct meaning. Say congratulations to any children who can tell the right meaning. If no one can tell the correct meaning. Explain it to the class. Tell them call up means make a telephone call.After explaining, provide another example to the children, for example, Call me up tomorrow.Ask the students to make some sentences with it if time permits. Let them do it as homework if there is no enough time in class.Do the same with the other new words and phrases on the blackboard. Explain each one and give at least one example for each new word or phrase.Get the students to read the instructions together.Say, Read the article a third time now.Please underline all the phrasal verbs while you are reading.Ask students to complete the work on their own.Get some students to tell the class their answers. Check the answers with the whole class.Answerscheer up, run out, put up, called up, handed out, set up, come up with, fix up, give away.Then have them work in pairs. Tell them to check each other’s answers carefully and point out the mistakes their partners may have made. Tell them to help each other like this as often as possible.Write the correct answers on the blackboard to help them.After checking the answers, ask the students to read the article loudly. Teach them to read the new words or even the whole text before they start reading if necessary.Ask them to read for a while, ask one or two to read it to the class, correcting any pronunciation errors they may make.Then ask the whole class to practice reading in pairs. Tell them to read the article loudly in turns in pairs. The one who is listening has to point out his or her partner’s pronunciation errors and help to correct them. If they are not sure about any words, tell them to ask for help from the teacher.After practice reading the article, ask if they have any words or sentences they don’t understand. Tell them to raise their hands and say which words and sentences they don’t understand.Help solve the problems.Answers1. He did a radio interview.2. He put up signs.3. He called up friends.4. He handed out advertisements.5. He told teachers.Step Ⅳ Part 4This activity provides reading, writing, listening and speaking practice using the target language.Read the instructions to the class.Let’s do it in groups of four. Each group will have to brainstorm a plan for helping out in your community. Talk about it and make notes on where you will help and what you will do.Each group has to write out your own list of possible places and volunteer activities first.Point out the chart in Activity 4. Tell them to note the two given statements Where and What.Your task is to write the places after the word Where and the volunteer activities after the word What.Show some pictures or signs on volunteer activities to help the children come up with some ideas.For example, show the class a picture of helping clean up the city parks. Where will you help? The students may answer with the city parks. Then continue asking what will you do there. The students may answer. "We will pick up plastic bags and papers."Write the place and the volunteer work on the blackboard like this:Where 1. the city parks 2.…What 1. pick up plastic bags and papers 2.…Let the students work in fours. Brainstorm their plans and write their own lists, using the answers on the blackboard as a model.Walk around the classroom, offering help as necessary.After they all finish brainstorming and writing, tell them to practice together what they will say to the class.Each group will have to report your plan to the class. Now practice together what you will say. You can select one to report mainly and the others complete or you can say in turns. Each one tells about one place. And you can also have one write notes on the board if you wish.Let them practice for a while. Then ask each group to make their presentations. They may begin like this:We plan to go to the city parks. We will help clean up the city parks by picking up the plastic bags and papers.…They can say in their own words.Sample answers:Where: 1. the city parks 2. the hospital3. the primary school4. the elderly people’s houses5. …What: 1. help clean up the parks2. cheer up the sick kids3. coach a football team for little kids4. help do the housework5. …Step Ⅴ SummarySay, In this class, we’ve read an article about Jimmy. We’ve known Jimmy has got sixteen bikes to fix up and give away.And we’ve learned to make reading notes. We have done some reading, writing, listening and speaking practice using the target language through groupwork. Step Ⅵ Homework1. Make one sentence with each of the phrasal verbs below, call up, hand out, work out, run out, set up, fix up.2. Try to remember the new words on page 64.Step Ⅶ Blackboard DesignUnit 8 I’ll help clean up the city parks.Section B The Fifth PeriodNew words and phrases in Activity 3a:call up, hand out, work out, call-in, strategy.Answer to Activity 3a:cheer up, run out, put up, called up, handed out, set up,come up with, fix up, give away.Answers to Activity 3b:1. He did a radio interview.2. He put up signs.3. He called up friends.4. He handed out advertisements.5. He told teachers.Sample answers to Activity 4:Where：1. the city parks 2. …What： 1. pick up plastic bags and papers。

单元整体教案NSEFCII-U02(The Secondperiod)The Second PeriodTeaching Aims:1。

Learn and master the following words and phrases :headline， editor， informed， relate，talented， swith， for once，present， reflect， unique， spiritual，seldom， addict， be addicted to，social， ignore， even if， draw attention to，on all sides， tolerate;change one's mind， affair， current affairs 2。

Train the students' reading ability。

Teaching Important Points:1。

Words and phrases:more than， experienced， relate to， for once，be addicted to， evenif， draw attention to， on all sides， change one's mind2。

Understand the passage exactly。

Teaching Difficult Point:How to help the students learn more about reporters and newspapers。

Teaching Methods:1。

Fast reading to get a general idea of the text。

2。

Careful reading to further understand the text。

The Fifth PeriodNon-finite VerbsTeaching Aim:Revise the Non-finite Verbs and Non-finite passive form.Get the students to do some exercises to master its usage,and correct the common mistakes that students make when doing exercises.Teaching Important Point:Master the usage of the Non-finite verb form,especially how to choose the correct form when we use it.Teaching Difficult Point:How to choose the correct form when the v.-ing form is used as adverbial and how to change the v.-ing form into a clause.Teaching Methods:Review inductive,discussion methods.Teaching Aids:1.the blackboard2.the multimediaTeaching Procedures:Step ⅠGreetings and Lead-in(Greet the students as usual.)T:In this class,we’ll discuss how to use the Non-finite Verb.Let’s divide it into three parts,i.e.the Infinitive,the v.-ing and the Past Participle.Then we’ll do some exercises to master its usage and at last we’ll do a test.OK.Let’s study the first part: The Infinitive (Write them on the blackboard.)Step ⅡDiscussion(Teacher lets students look at some sentences on the screen and pay attention to the under lined phrases.)T:Please look at these sentences on the screen.As you know,the infinitives in these sentences are used as subject,object,object complement,attribute and adverbial for purpose.Maybe some of them are hard for you to master,but in fact they are very important.Step ⅢSummary the Forms,the Tensesand the Usages of the Infinitive and theInfinitive PhraseT:Today let’s sum up and review the forms and usages of the Infinitives.Please look at the diagram on the screen.(Show the following on the screen.)the action expressed by the infinitive is of the same time as or of later time than that expressed by the predicate verb,the infinitive or continuous forms should be used.If the action expressed by the infinitive is of earlier time than that expressd by the predicated verb,the perfect infinitive should be used.Please look at the examples on the screen.(1)The Infinitive without “to”is used after the verbs:make,have,let,feel,listen to,hear,watch,look at,see,notice,observe,etc.(Write them on the blackboard.)e.g.We saw him cross the street.I listened to her sing a song.But in the Passive Voice,the infinitive with “to”must be used.e.g.He was seen to cross the street.She was heard to open the door.(2)The infinitive can be with “to”or without “to”after the verb “help”.e.g.He helped me(to)carry the books upstairs.Step ⅣConsolidation and PracticeT:Now you have known the usages of the Infinitive.Let’s do some exercise.Please look at the screen.Suggested answers:1.A2.B3.C4.D5.B6.A7.B8.C9.C 10.AT:Now let’s deal with Part 2:the v.-ing(Write it on the blackboard)Please look at theT:Who can tell us the function of the v.-ing in each sentence?Please try your best.S1:I’ll try.No.1,“beating”is used as subject.No.2,3,4,5,all the v.-ing are used as objects.T:Can we transform the second sentence into “I hate to write letters”?Ss:No,we can’t.T:You’re right.In English,the v.-ing is only used after some verbs,they are:admit,avoid consider,delay,dislike,enjoy,escape,excuse feellike,finish,give up,can’t help,imagine,mind,miss,practise,suggest,understand.(Write them on the Bb.)e.g.Have you considered getting a job in the city?I enjoy travelling abroad.Attention,please.When the v.-ing is used after “need,require and want”,it can express the passive meaning.e.g.The garden needs watering.(=The garden needs to be watered.)T:Now,look at some other sentences on the screen.participle)in each sentence.(Teacher goes among the students to help them.)(A few minutes later)T:OK.Who wants to say?S2:Let me try.In No.1 and 2,the v.-ing is used as attribute.In No.3 and 4,the v.-ing is used as adverbial.T:You’re right.We should notice No.3 and 4.When the action takes place at the same time orimmediately before the action indicated by the main verb,we use the v.-ing form.When the action has been finished before the action indicated by the main verb,we should use the perfect participle—having done.Is that clear?Ss:Yes.Step ⅤPracticeT:Now,let’s do some exercises.Look at the screen,please.Change the clause into a v.-ing form in each sentence.You can make any change if necessary.You may discuss in pairs.1.Being ill,Peter decided to stay at home.2.Having finished my homework,I began to preview my lessons.3.Heating water,you can change it into steam.4.They stood at the east end of the bridge,waiting for the bus.T:From the sentences above,we can see that the v.-ing form can be used to express cause(1),time(2),condition(3)and manner or accompanied situation(4).Generally speaking,when the v.-ing form is used to express cause,time or condition,it is often put before the main clause;when it is used to express manner or accompanied situation,it is often put after the main clause.Are you clear about it?Ss:Yes.Step ⅥConsolidationT:Now let’s do some exercises on the screen.You can discuss in pairs.Then I’ll check the answers.1.Being2.Having set3.beating4.Having travelled5.waiting(A few minutes later,teacher checks the answers.)T:Now let’s look at the third part:Past Participle.(Write them on the blackboard.)We know that the Past Participle can be used as attribute to modify a noun.Now look at these sentences.S3:Let me try.The Past Participle in the first sentence is put before the noun it modifies,butthe one in the second sentence is put after the noun it modifies.T:Yes,you’re right.Does anyone know why?S4:I think it’s because in the first sentence,the Past Participle is only one word,but in the second sentence,it’s a Past Participle phrase.T:That’s right.Now,look at some different sentences.Ss:They’re all used as adverbial.T:Yes.You’re right.And we know that the Past Participle as Adverbial can express different adverbials,such as time,cause,condition,manner.Do you know what the Past Participle in each sentence expresses?Who knows?S5:The Past Participle in the first sentence expresses time.The second one expresses condition.And the last one expresses cause.T:Let’s look at the blackboard.S6:The first sentence uses the Past Participle as the Adverbial while the second sentence uses the Present Participle as the Adverbial.T:Good.Do you know why?S7:Because the subject in the first sentence is “our school”,but in the second sentence the subject is “we”.T:Very good.When we are using Participles,we should pay attention to the subjects in the sentences,and the Participle we use must have the same logical subject as the subject in the sentence.If the subject in the sentence receives the action,we should use the Past Participle as Adverbial;if the subject in the sentence does the action,we should use the Present Participle as Adverbial.Is that clear?Ss:Yes.Step ⅦPracticeT:OK.Now,look at the screen.Let’s do some more exercises.You may discuss with your partner.Suggested answers:1.D2.A3.A4.CStep ⅧTestT:That’s all for the three parts.Now let’s have a test.You have to do it by yourself.After a while,I’ll check the answers.Look at the screen.Suggested answers:1.D2.C3.C4.A5.C6.D7.D8.B9.C 10.CStep ⅨHomeworkT:After class,you should do more exercises to master them.OK.Time is up.So much for today.See you tomorrow!Ss:See you tomorrow!Step ⅪRecord after Teaching。

NSEFC-II Unit08The Fourth Period(人教版高二英语上册教案教学设计)Teaching Aims.1. Learn more about giving first aid.2. Do some writing practice to improve the students' writing ability.3. Learn some useful words and expressions.4. Learn to make a first aid kit.Teaching Important Points:1. Improve the students' integrating skills.2. Help the students know better how to give first aid correctly.3. Review the Subjunctive MoodTeaching Difficult Points:1. How to write a passage about giving first aid correctly.2. How to help students master the Subjunctive Mood better.Teaching Methods :1. Reading to train the students' reading ability and understand the passage better.2. Writing practice to improve the students' writing ability.3. Individual or pair work to make every student work in class.Teaching Aids:1. a tape recorder2. a projector3. a first aid kit4. the blackboardTeaching Procedures :Step I Greetings and Lead-in(Greet the whole class as usual.)T: We have learnt much about giving firs aid in this unit. Now, I want to ask you some questions to see how much you have mastered. Are you ready?Ss: Yes.(Teacher shows the picture on the screen.)T: What do you see in the picture? Wang Hun, you try, please.S: I can see a boy is crying. A man is washing the boy's leg.T: What else do you see?S: Oh, yes. I see a dog running away.T: So, what do you think has happened?S: I guess the boy has been bitten by the dog.T: I agree with you. What do you think the man should do?S: Wash the boy's wound under running water and then take him to hospital.T: Very good. Please sit down. Now, I'll tell you what happened to me yesterday. When I was cooking, suddenly the pan of oil caught fire and my hand was burnt. What do you suggest I do?S: I'm sorry to hear that. I suggest you wash your hand under cold water for a moment until you feel better. Then you should cover it with a piece of dry clean cloth or your handkerchief. If necessary you should go to see a doctor and get some medicine.T: Thank you very much. I feel much better today. It's not serious. But next time I'll be much more careful. Well done! The last question is what you should do if someone has been poisoned. Who knows?S: I'm not quite sure. We haven't learnt about this by now. l think we should make the person spit out what he/she has had. Or maybe we just call for a doctor.Step Ⅱ Reading and UnderstandingT: OK. T oday we'll read a passage about dealing with common injuries. From this passage you'll know whether your suggestions are right or wrong. Before you start, let's look at the screen. I'll explain something to you to help you understand better.(Show the following on the screen.)1. eventually: in the end; at laste. g. He felt ill and eventually died.Eventually he was tired of trying so hard.2. spit vt./vi. (spat/ spit; spiting)e. g. The injured man is spitting blood.People who spit can spread disease.3. call fore. g. Let's go to the meeting together, and I'll call for you. If you find a person injured in an accident, please call for an ambulance.4. make sure + that clausee. g. Before you leave the lab, make sure that the lights are turned off. Please make sure that electric wires are safe.5. find sb./sth. + prep. phr./doing/adj.e. g. She found her uncle on the point of leaving the market.He found a lot of people doing morning exercises there.Do you find the book interesting?(Bb: eventually ; spit; call for; make sure + that clause; find sb./sth. + prep. phr. /doing/adj. )T: Now, read the passage carefully and quietly to find the answers to the questions in Ex 1.(After a few minutes, ask some students to say their answers. ) Suggested answers:.1. We should clear the airway first and then try to get him/herto breathe using the mouth-to-mouth way.2. We must let the knife stay where it is. If we pull the knife out, blood may rush out. If the person loses one third of his blood, he may die. So we should call for an ambulance and send him or her to hospital immediately.3. First I should cheek to see if she is breathing. If not, clear the airway and try to get her to breathe. Then call for an ambulance. Don't forget to search the room for any pills or bottles that may be the poison. This will help the doctor know what kind of poison the girl has swallowed.4. Wash the wound under cold water Then see a doctor as soon as possible.5. Cool the area of skin at once. Wash the area of skin under the cold tap for several minutes. Cover the wound with a loose bandage or a piece of dry clean cloth. If it is serious, go to see a doctor soon.Step Ⅲ Listening and Reading AloudT: Now, let's listen to the tape twice. The first time I play the tape you should listen carefully and the second time you can read after the tape. Pay more attention to your intonation. Then read the passage by yourselves aloud. At last I'll ask several students to read the passage.(Play the tape for Ss to listen and repeat. Then ask several students to read the passage. One student, one paragraph.) Step IV PracticeT: By now, we've learnt a lot about giving first aid. I have a quiz for you to check if you know how to give first aid correctly. Look at the screen and do it by yourselves.(Show the following on the screen.)First Aid Quiz1. What should you do if you find a person who has stopped breathing?A. Run and find help.B. Try to start his/her breathing.2. What should you do if you find a person with a knife in his/her back?A. Leave the knife in.B. Pull the knife out.3. What should you do if you find a person whose leg is bleeding?A. Tie a piece of cloth around the leg above the bleeding point.B. Press firmly on the bleeding point using a clean handkerchief.4. What should you do if you find a person who has been hurt in a car accident?A. Leave him/her in the car.B. Pull him/her out of the car.5. What should you do if a person has drunk poison by mistake?A. Make the person throw up.B. Take the person and the poison container to a hospital at once.(A few minutes later.)T: OK. Now, discuss your answers in pairs.(Ss have a short discussion.)OK. Let's check the answers. Wang Jie, what's your answer to the first question?S: My answer is B.T: Can you tell us why?S: Because if we don't start the person's breathing within five minutes, the person will die.T: Good. Please sit down. Now, let's look at the second question.(Deal with the other questions in the same way.)Suggested answers:2. A3. B4. A5. BT; Well done. From this test I know that you've learnt much about giving first aid. After class, you can write your own first aid test in groups of four, according to the second practice on Page Step V WritingT: We've learnt a lot about first aid, and we can deal with some common injuries. But most people don't know about giving first aid. We should help more people to know first aid, so that more people can be saved in accidents. Now, let's write a passage about how to give first aid. You can choose one of the accident scenes from the reading passage or from the pictures in the warming up activity and explain what should be done. Before you write, you should think carefully about what you are going to explain. What are the basic steps? How would you explain them? In which order should you explain them? What does the reader need to know or think about in order to perform the steps? Look at the screen. The information may help you.(Show the following on the screen.)First, make sure that the accident scene is safe. Before you start giving first aid, you need to make sure that the accident scene is safe.Then, you must decide what to do.After giving first aid, you may place the person in the recovery position.Finally, you should keep the person warm.(Allow the students a few minutes to finish the task.)T: Have you finished?Ss: Yes.T: Good. Now, exchange your paragraph with your partner. After your partner reads your passage, ask them if you have explained all the steps, if it is easy to follow the steps, if the order is clear and if he/she needs more explanations.(A few minutes later)T: In this unit, we've learnt a lot about giving first aid. We know how to deal with common injuries. We know that many common injuries happen every day at home. So a first aid kit is needed. (Bb.-a first aid kit)Do you know what it is?Ss: No.T: OK. I'll show you one. (Show the students a first aid kit which the teacher has prepared.) Now, do you know what it is?Ss: Yes, it is a“急救箱”T: Right. We need a first aid kit to do first aid. So it is very useful. Do you know what we need to make one?Ss: We are not sure.T: Look carefully. (Show the students things like: bandages, a pair of scissors, a thermometer, a flashlight and a list of emergency phone numbers. Tell the students what they are and write them down on the blackboard.)Step VI Summary and CheckpointT: Today we've read more about giving first aid. We've also written a paragraph to explain how to give first aid. After class, show your paragraph to more people to help them know about first aid. We've also learnt how to make a first aid kit. When you go home you can make one. It will be very useful. Besides, we'velearnt the Subjunctive Mood. Now, let's do some exercises to review it. Look at the screen, please. Finish them quickly by yourselves.(Show the following on the screen.)Rewrite the following sentences:1. I didn't know more about giving first aid, so I couldn't help them.→If I had , I could have .2. We won't he able to help if we panic.→If we were to , we would .3. We won't be able to help if we get hurt trying to save someone.→If we were to , we would.(A few minutes later, check the answers with the whole class.)Suggested answers:1. If 1 had known more about giving first aid, I could have helped them.2. It we were to panic, we would not be able to help.3. If we were to get hurt trying to save someone, we wouldn't be able to help.T: Good. Well done. After class you need more practice to master it better. And remember to review the important words and expressions we learnt today. That's all for today. See you tomorrowSs: See you tomorrowStep Ⅶ The Design of the Writing on the BlackboardUnit 8 First aidThe Fourth PeriodWords and expressions:eventually, spit, call formake sure + that-clausefind sb. / sth. + prep. phr./doing/adj.A first aid kit:bandages, a pair of scissors, a thermometer, a flashlight, a list of emergency:phone. numbersStep Ⅷ Record after Teaching。