高三英语教学计划(一)

Teaching  Goals:

I  . Emotional teaching:

1.  To make the Ss familiar with the great works by Shakspere and the life story of  the great literaturer.

2.  To instruct the Ss to analyse the desire and the greed and the greatness of the  different characters . Help the Ss sort out the good qualities from the two  plays.

II.  Teaching aims:

1.  This unit includes two scenes of the play King Lear. Ss should learn the plots  by themselves after class and then put forward their questions and present their  views in class.

2.  Help the Ss to get rid of the hurdle of learning language and the grammer part  by combining practice and e_tension e_ercises.

III.  Teaching Important and difficult points:

1.How  to enable the Ss have a better understandnig of the theme of the play.

2.  How to instruct Ss to find approach to improving their ability, especially  reading, teaching themselves

Teaching  Procedures:

READING  (PART 1)

WARMING  UP

Complete  the following love test.

1.  Do you love your father?

Yes.___________

No.  ___________

2.  How much do you love him?

A.  Very much B. So-so

C.  Very little D. Not at all

3.  Which of the following best describes your feeling towards your father?

A.I  loves him more than my life.

B.I  love him as much as I love my eyes.

C.I  love him as much as I should, no more and no less.

D.I  don’t know how much I love him. I have never thought about the question.

E.I  don’t love him, but I don’t hate him either.

F.I  hate him.

G._________  (your own sentence)

4.  If you were married, whom would you love more, your wife/husband or your  father?

5.  If your father gave you 1,000 yuan on condition that you tell him that you love  him very much, would you say so?

Yes._______  No. _________

6.  If you could choose a father, which would you choose?

A.  A father who was very rich but didn’t love you.

B.  A father who had no money but loved you very much.

PRE-READING

Glance  quickly through Part 1 of the play and answer the following questions.

1.  List the characters who appear in this part of the play.

King  Lear, Goneril, Regan, Cordelia,

the  Dukes of Albany and Cornwall,

the  Duke of Kent

2.  Which of the characters do you think are shown in the picture on Page 11.

King  Lear and his three daughters----Goneril, Regan, Cordelia

WHILE-READING

3.1  Read the play and complete the plot diagram.

A  plot diagram Description

Setting

King  Lear has 3 daughters. He is old and wants to divide his kingdom among his  daughters. He is going to do this through a “love test”.

Conflict

Flattery  vs honesty; words vs action

Rising  action His first two daughters flatter him with nice words, but the youngest  daughter insists on telling the truth.

Clima_

Hearing  the truth, the king gets very angry. He gives all his land to the first two  daughters and leaves nothing to the youngest one.

3.2  Read the play again, and complete the following main points.

MAIN  POINTS:

King  Lear gave away his land to his daughters according to how much they  ________him.

1  King Lear wants to ______ and decides to ______ his land to three daughters.

2  He wants to know ____ ________ they love him.

3  Goneril and Regan make the king _________by saying they love him very much. They  ______ the land

4  Cordelia makes the king angry by being _________ and not _________ him. She gets  ________.

5.  Kent, the servant, makes the king _________ by defending Cordelia and begging  the king to listen to the _______.

3.3  Choose the proper words to describe the Characters’ Personality.

Honest  loyal hot-headed truthful deceitful hard-hearted respectful

corrupt  greedy Innocent foolish cunning bad-tempered loving

Characters  Personality

King  Lear Hot-headed, hard-hearted, foolish, bad-tempered

Goneril  Deceitful, corrupt, greedy, cunning

Regan  Deceitful, corrupt, greedy, cunning

Cordelia  Honest, truthful, loving, innocent

Kent  Loyal, respectful, honest, truthful

E_PLANATION

1.  hand over 移交;让与

to  hand over command of a ship

移交军舰的指挥权

The  pickpocket was handed over to the police.

扒手被送_方。

hand  down 传给后代

=  hand on, pass down

This  pair of bracelets were handed down from my greatgrandmother.

这副手镯是我曾祖母传下来的。

hand  on 1)传递

2)把…传下来  (= hand down)

Please  read this and hand it on.

请你读后加以传阅。

Please  read this notice and hand it on.

"请把这张通知看一下,并传阅。"

2.  riches (n.) 财富，财宝，金钱。

没有单数形式。  如：

Riches  have wings. 钱财易散。(谚语)

She  gave away all her riches. 她把自己的全部财产赠送给了别人。

3.  even 在句中起强调作用，常放在行为动词之前、助动词、情态动词之后。如： In order to watch the World Cup soccer  game, they even closed the sore.

为了看世界杯足球赛，他们甚至把店门关了。

I  didn’t even know his name. 我甚至不知道他的名字。

Some  robots can even talk to . 一些机器人甚至能和你对话。

4.  It’s one’s turn to do sth. 轮到某人做某事。

Today  it is my turn to clean our classroom.今天轮到我打扫教室。

It’s  your turn to recite the poem. 到你背这首诗了。

常用带turn的

Take  turns doing sth. 轮流做某事。

In  turn 轮流地; 挨个, 依次; 反过来

By  turns 轮流地; 时而...时而...

5.  be equal in 在某方面相等

如：Are  men and women equal in physical strength?男人和女人在体力上相当吗?

You  and I are equal in strength, but not in intelligence.你我力气相当，但智力有高下之分。

be  equal to 与… 相等

They  receive an income that is equal to the value of the goods they  produce.他们所得的收入与他们生产的产品价值相当。

6.  Try harder, Cordelia, or you may lose your share of the kingdom.

这是“祈使句+or/and  +陈述句” 句型，陈述句表示结果。

Get  up earlier, or you will miss the first train.早点起床，否则你会错过第一班火车。

Use  your head, and you will have a way to solve the problem.动动脑筋，你就会想出解决问题的办法。

7.be  a stranger to 对… 陌生，对… 没有经验，对…不习惯

He  is a stranger to our country. 他不了解我们国家。

He  is no stranger to hardship. 他曾历尽沧桑。

8.  We’ll see if either wants to be a bridegroom when she has no riches to bring to  the marriage. 我们倒要看看，她没有分毫嫁妆，谁愿意当她的新郎。

When  表示“如果，既然”之意，相当于if, since, now that.

How  can he get good grades when he doesn’t study hard? 他不用功的话

Why  does she always drive to work when she could easily take the bus?

9.  But sir,please hear me out. I speak on behalf of Cordelia.

但是，先生，请听我说完。让我代表科迪莉亚说几句。

hear  sb out 听某人说完

Don’t  interrupt, just hear me out.别打扰我，听我说完。

Sorry,  I wish I had time to hear you out, but could you make your story  shorter?我真希望我有时间听你说完，你能不能把故事缩短些?

on  behalf of 代表，为了…的利益

I  am writing this letter on behalf of my mother, who wants to thank you for your  nice gift.我代表我的妈妈写这封信，她要感谢你送的精美礼物。

They  are collecting on behalf of charity.他们以慈善的名义集资。

10.  Cordelia’s devotion to Your Majesty is beyond question. 科迪莉亚对陛下的爱是毋庸置疑的。

Beyond  question = cannot be doubted 不用怀疑的，毋庸置疑的

His  honesty is beyond question. 他的忠诚是毋庸置疑的。

out  of question 毫无疑问 out of the question不可能, 不容讨论

11.  I would rather lose my life than see you make such a mistake.  我宁愿丢了性命也不愿看到你犯这样的错。

would  rather … than … 宁愿 … 而不 …

I  would rather stay at home than go to cinema?我宁愿待在家里也不去看_?

Would  rather die than surrender.

宁死不投降。

12.  I will have you killed. 我叫人杀了你。

have  / get … done 1)叫别人做某事(= ask sb to do sth )

We’ve  just had the house decorated.我们刚叫人把房子装修了一下。

Doesn’t  Mike look smart? He has had that suit made specially for the  wedding.迈克看上去很潇洒，是吧?他那身西装是专为婚礼而定做的。

2)  遭受某种不幸

I  had my watch stolen last night. 昨晚我的手表被偷了。

Mind  you. It's easy to have your pocket picked in a big crowd.

"请注意,在人群中你衣袋内的东西是很容易被人扒窃的。"

HOMEWORK

1.  Act the play out with your mates.

2.  Complete the e_ercises in Comprehending and Learning about Language.

READING  AND SPEAKING (PART 3)

1.  WARMING UP

Predict  what will happen when Lear begins living with his daughter, Goneril?

2.READING

2.1.  Read the 3rd part and check your prediction.

2.2.  Read the play again and complete the Information Card.

2.3.  Try to find the proper adverbials to describe Goneril’s treating  Lear.Disrespectfully, rudely, coldly

3.  E_PLANATION

1.  Ok,Caius, I’ll give you a trial. And if you prove to be good at your job, I’ll  keep you on as my servant.

give  sb a trial 试用某人

I  did well in the job interview and they decided to give me a trial.  由于我在求职面试中发挥出色，他们决定试用我。

He  is capable man. It would be a mistake not to give him a trial.  他是精明能干的人。不给他试用机会是不对的。

keep  sb on = continue to employ someone 继续留用

How  many people will be kept on by the company? 有多少人会被公司留用?

You’re  not fit for the job. We can’t keep you on.你不适合这个工作，我们不能继续留用你。

She’s  a smart girl. It’s a pity that they don’t keep her  on.她是个挺聪明有女孩子。他们不继续留用她，真可惜。

2.  Sir, I am sorry, to tell you this, but it seems to me that you are not being  treated with the respect due to a king. 先生，我很遗憾地告诉你，我觉得你没有受到像一个国王应该受到的尊敬和礼遇。due  在句中之意是：应得的，应给的 。

还可表示：应支付的，适当的，预定的，到期的

A  great deal of money is due to you. 应当付你一大笔钱。

After  due consideration, they decided to retreat.他们经过适当考虑后决定撤退。

When  is your baby due? 你的孩子预计什么时候出生。

These  library books are due ne_t month.这些图书馆的图书下个月到期应还。

3.  I suspect the same, but I keep telling myself it was my imagination.  我曾这样怀疑过，但我不断告诉自己说，这只是我的想象罢了。

suspect  怀疑，猜想，后接名词或从句

He  seems poor, but I suspect that he has quite a lot of money.

他看上去很穷，可是我怀疑他很有钱。

Don’t  suspect my loyalty. 不要怀疑我的忠诚。

4.  Is it any wonder that I frown when your soldiers are continually drinking and  fighting?我皱眉有什么好奇怪的?你的卫兵老是酗酒斗殴。

Is  it any wonder (that)…? = It is no/little wonder (that) … “不奇怪，不足为奇”。 With such  talented players,is it any wonder they won?他们捅有如此优秀的运动员，获胜就不足为奇了。

Is  it any wonder that he speaks good English after living in the US for many  years.他在美国生活了很多年，英语说得很好，这难道有什么好奇怪的吗?

continually  和continuously 的区别

两者均可表示“连续的，不间断地”，但前者表示“一段时间内多次发生”、“时断时续”或“中断时间很短而以接连发生”;而后者指“连续不断地，不停歇地”The  telephone has be ringing continually in the office all morning.

整个早上办公室的电话铃声不断。

The  telephone rang continuously for five minutes.电话铃声连续响了五分钟。5. I suggest you teach  them how to behave properly.

我建议你还是教教他们怎样守规矩。

behave  (vi) 举动，举止，行为表现。可以用副词修饰。

The  boy behaved very well last night.这个男孩昨天晚上的表现挺好。

The  child behaved badly at the party.那孩子在聚会上的表现很差。

behave  还可作及物动词，但它只能接反身代词，behave oneself.

Please  behave yourself.举止要得体

The  children behaved themselves at the party. I’m proud of them.

孩子们在聚会上举止得体，我为他们而感到骄傲。

I  suggest 后接的宾语从句，谓语动词用should + 动词原形，should可省略.

在动词suggest，order，demand，propose，request，command，insist等后的宾语从句中，用虚拟语气(即Should+动词原形或只用动词原形)来表示愿望、建议、命令、请求等。I  suggest that we (should) hold a meeting tonight.我建议我们今晚开个会。

They  insisted that he (should) begin the work at once.

他们坚持让他立刻开始工作。

He  ordered that all (should) take part in the work.

他下令所有的人都要参加这项工作。6.  I won’t stay here to be insulted. 我不会呆在这里受辱。

不定式在句末多作结果状语，表示预料之外的结果，且常与only连用。

He  lifted a rock only to drop it on his own feet.他搬起了石头，结果砸了自己的脚。

The  news reporters hurried to the airport, only to be told that the film stars had  left.当记者赶到机场时，却被告知_明星已经走了。

4  HOMEWORK

1  Act the play out with your partners.

2  Complete the e_ercises on page 19.

LEAD-IN

In  Part 2 of the play, King Lear asks the Duke of Burgundy and the King of France  whether they still want to marry Cordelia. What do you think the two men will  say?

LISTENGIN

2.1  Listen to the tape to check your predictions with your partners.

Listen  the tape again and answer the following questions.1)What does Lear tell the two  men?

2)What  did Lear originally promise if one or the other married Cordelia?

3)Do  you think Cordelia’s inheritance is important to the Duke of Burgundy? Do you  think it is also important to the King of France?4)What does the King of France  think might be the reason for Lear turning against his daughter?

5)what  does Cordelia say to e_plain her father’s decision?

6)What  does Cordelia ask of her sisters just before she leaves for France?7)How do the  sisters react to her request?

8)At  the end of Part 2, what are the sisters worried about and why?

9)What  do you think they will do ne_t?2.3 Answer the questions in E_. 2 and check the  answers with your partners.

Q1:  Lear tells them that Cordelia is no longer going to have part of his kingdom.  She will be a poor woman when she marries.

Q2:  Burgundy says he cannot marry her after all.Q3: France asks Lear what Cordelia  has done to turn him against her. Cordelia e_plains she has done nothing bad,  just hasn’t found the words to tell her father how much she loves him.

Q4:  France decides to marry Cordelia even without her part of the kingdom.

Read  the questions in E_.3 and discuss them in groups, then report your discussion.N  =Narrator B=Burgundy C=Cordelia L=Lear F=King of France R=Regan G=Gaoneril

N:  After the king’s harsh words to him, Kent sadly leaves the room. Just as he  goes, the King of France and the Aduke of Burgundy enter, both these gentlemen  want to marry Cordelia.

L:Ah,  come here Burgundy. I have sth. to tell you. I no longer care for my daughter  and she is to leave my castle a ploor woman. She will have none of my riches  when she marries you.

B:That  was not our agreement, sir.

L:Well,it  is now.

B:I  am sorry but I cannot marry her under these circumstances.

L:  Fine, then don’t. And you, France. Are you willing to marry this daughter whom I  hate?

F:I  don’t understand. Yesterday Cordelia was your favourite. She was the child of  your old age, the best, the dearest of your daughters. She must have done  something most terrible to turn you against her.

C:Your  Majesty. I have committed no murder or any other dishonourable act. It

is  simply that I could not find the words to tell my father how much I love  him.

L:It  would have been better if you had never been born than you had displeased me so  much.

F:  is this her only fault?why ,then I shall marry her and take her to France where  she will be my queen.

L:Take  her, for she is no daughter of mine.come Burgundy. I do not want to look any  longer at her face.

N:The  King and Burgundy leave together with the Dukes o Albany and Cornwall.

C:Sisters,  goodbye. I pray that your grand speeches have some truth in them and that you  will be kind to my father.

R:Don’t  tell us what to do.

G:Yes,  mind your own business and look after your husband.

N:Cordelia  and the King of France leave.G:Sister, our father is much changed. He always  loved Cordelia best yet see how quickly he threw her out.

R:Yes,  I think he is becoming unwise in his old age.

G:Well,  he was always quick-tempered but now he is becoming far worse, I think we had  better find some way of making sure he can’t cause us any problems.R:Yes, Let’s  think about it.

N:Regan  and Goneril leave.

高三英语教学计划(二)

教学准备

教学目标

1.Students  learn some new words and e_pressions to describe people ,especially famous  persons;

2.Students  are encouraged to give more information about famous persons who they are  familiar:

3.  Students can realize that it is scientific spirit that makes those scientists  successful.

教学重难点

1.  Words and e_pressions in this unit

2.  Previous knowledge of some of the famous scientists

3.  Comprehending the te_t

教学过程

【导入】Words　learning

(Students  are assigned to learn the new words of this unit and find out the English  e_plainations of the new words )

Definitions  or e_planations

A.e_amine  1.general principles of an art or science

B.repeat  2.say or do again

C.theory  3.at once; without delay

D.immediate  4.look at...carefully in order to learn about or from...

E.complete  5.of great value, worth or use

F.valuable  6.having all its parts; whole; finished

G.announce  7.make known

H.control  8.come or bring to an end

I.positive  9.power to order or direct

J.conclude  10.quite certain or sure

【讲授】useful　sentences　learning

(The  sentences are picked from the te_t.)

1.“All  roads lead to Rome, ”he encouraged me after I failed the entrance  e_amination.

2.This  sentence doesn’t make any sense.

3.Our  English teacher is not only strict with us but also friendly to us.

4.He  is good-looking, apart from his nose.

5.It  is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth  successfully.

6.It  is not Tom but you who are to blame.

7.In  1995, the Chinese government put forward a plan for“rejuvenating the nation by  relying on science and education”.And it has helped Chinese scientists make many  breakthroughs.

8.Have  you drawn any conclusion after you read this passage?

9.Well  done.So much for the learning of the new words and e_pressions.

【讲授】Introduction　of　a　classic　article

Teacher  introduce a famous person --Qian _uesen and students learn to write an article  about the famous scientis using the words and e_pressions they just learn in  class.

【活动】Share　the　outcome

Students  share their article orally and discuss whether they have used some good and  advanced e_pressions.

【练习】Consolidation

完成句子

(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。

Einstein  ___________________ one of the greatest scientists in

the20th  century.

(2)他对实验结果感到满意,  他把成绩归功于大家。

He  ________________________ of the e_periment and _____

句型转换

(1)把句①改为非限制性定语从句。

Qian  _uesen was born into a wealthy family on December 11,

1911,  Zhejiang Province, __________________________

____________________________________________.

(2)把句②改为含状语从句的复合句。

___________________________________________________

_______,  he went to America for his further study and gained

his  doctor’s degree in the Science of Astronom

单词?分类记忆

短语?双语互译

语境取词——选用上面的单词或短语填空

句型?超级仿写

高三英语教学计划(三)

本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

1.  开展学生活动，发挥主体作用

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2.  实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3.  转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动，  为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4.  运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

【教材分析】

本单元教学内容为人教版新课标Module  5 Unit 3 Life in the  future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

第一篇Reading文章主要讲述主人公Li  Qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了Li  Qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

【学情分析】

1.  认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

2.  心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3.  学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

【教学目标】

(1)知识与能力

学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

(2)过程与方法

通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为Warming-up  and Reading, 第二课时为Learning about language, 第三课时为Using language, 第四课时为Listening  and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

(3)情感态度与价值观

通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

【重点难点】

重点：

1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

难点：

1.掌握过去分词作定语和状语的用法。

2.运用所学的词汇及句型写出具有一定想象力的短文。

【教学策略与手段】

1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

【教学准备】

1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

【教学过程】

Period  1: Warming-up & Reading

Teaching  Aims:

1.  Learn some new words and e_pressions.

2.  Improve the students’ reading skills.

3.  Know the more advanced forms of transport in AD 3005 and the advantages and  problems of life in the future.

Teaching  Methods:

1.  Inductive method

2.  Pair work & group work

3.  Competition

4.  Illustration

5.  Deductive Method

Step  1 Greetings and Lead-in

1.The  teacher can start with daily greetings and try to lead in some words in this  unit.

Q1:  Where do you come from? Do you live in the downtown or in the countryside?

Do  you live in a comfortable surrounding?

Is  it a suitable location for people to live in?

What  is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.Q2:  No matter where you live, I am wondering how do you usually go to school? (by  bike, by car, by bus…)

Bikes,  cars, buses and so on can be used to carry people or things from one place to  another place, and they are called vehicles. What other vehicles do you  know?

carriage,  ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.Now  let’s take a look at the screen to learn about the development of all the means  of transportation.

sedan  chair – carriage – bicycle – motorcycle – car – train – aeroplane – space  craft

4.Q3:  What will the future means of transportation be like? (Time travel)

Well,  today we are going to learn a te_t about time travel.

【设计说明】

由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到Warming-up中的Transport与Houses,  Villages,Towns, 以及Location of  settlement的联系不大，可单独提出，因此将Transport的发展变化应用于课文的导入中，这样比较科学自然。)

Step  2 Skimming

1.The  teacher will ask the students to predict the future life in various aspects as  to inspire their imagination and predicting ability.

Q1：What  will the future life be like?

2.The  students are given several minutes to read through the te_t and try to find out  the changes mentioned in the te_t.

Q2:  Which changes are mentioned in the te_t?

time  travel – transport – air quality – religion – clothing – eating – houses –  towns

3.The  teacher can ask the students to carry out a discussion about the changes.

Q3:  Which changes are good and which are bad?

【设计说明】

猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于Comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

Step  3 Reading for details

1.Before  the journey

Q1:  How many people are mentioned in the te_t? Who are they?

Q2:  When did the writer write this letter? And to which year did he travel?

Q3:  Why did Li Qiang travel to the year AD 3005?

Q4:  What did Li Qiang suffer from?

Q5:  How did Li Qiang feel? What makes him feel better?

Q6:  Where did they arrive?

【设计说明】

通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

2.During  the journey

1)  In the capsule:

Climb  through the round opening -- comfortable seats -- calming drink -- lay rela_ed  -- we rose slowly from the ground -- complete the journey -- 1000 years later --  ?

2)  Out of the capsule

Confused  by the new surrounding, I was hit by the lack of fresh air

Q1:  How did Li Qiang overcome the lack of fresh air?

1.  Hovering carriage: .

Q2:  How did the hovering carriage float?

Q3:  How can a person move swiftly?

2.  “A large market”

Q4:  What were people doing there?

Q5:  What happened to Li Qiang?

3.  A large building

Q6:  What is a “time lag” flashback?

【设计说明】

按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点Hovering  carriage, a large market, a large building来处理文章第三段。

3.After  the journey

(Arriving  home, he showed me into a large bright, clean room.

Description  of the house: brown floor, soft lighting, trees, leaves, computer screen,  tables, chairs, green wall…

Q1:  How did the author feel after visiting the special house?

E_hausted,  I slid into bed and fell fast asleep.

【设计说明】

通过精读课文，了解文章细致内容，按照“时空旅行前，时空旅行中及时空旅行后”的时间线索来处理文章细节。“时空旅行中”又可按照“在太空仓内与在太空仓外”分析文章信息。在此过程中锻炼学生精读的阅读技巧，处理文章生词，并适当地引入几个过去分词做状语及定语的句子，为语法部分的讲解作个铺垫。

Step  4 Consolidation

1.Put  the statements into correct order. ( C --- A --- D --- B )

A.  We are transported into the future by a comfortable time capsule.

B.  I arrived at Wang Ping’s home and everything in his house made me surprised.

C.  I won a travel to the year AD 3005.

D.  I have my first try to master a hovering carriage.

2.Discussion:  Compare the houses, towns, location of settlement of different period of time  and predict about the changes in the future

AD  1005: China ---- AD 2007: Modern World ---- AD______ : Your idea

3.A  telephone interview with Li Qiang

Ask  the students to discuss in group of si_ and raise as many questions to Li Qiang  as possible. Some questions about the problems in future life are  recommended.

【设计说明】

首先通过对文章故事情节的正常排序回顾文章梗概;其次通过Warming-up中过去、现在的房子、城镇及居住环境的比较来预测未来方的发展与变化;最后设置情景，进行角色扮演，模拟电话采访Li  Qiang回顾整篇课文，引出本节课的作业与任务。全面地锻炼学生的总结概括能力以及团体协作的讨论能力。

Step5  Assignment

1.Show  some pictures of various kinds of pollution to the students to arouse their  awareness of environmental protection and then ask the students what have caused  those environmental problems in groups.

Q1:  What problems are we facing now?

Q2:  What have caused those problems?

2.Show  some advanced and imaginative inventions to the students, and try to arouse  their imagination to design specific objects for a better future life

3.Assignment:  Object-designing

Design  an object which can help you change the world for a better future

【设计说明】

通过角色扮演以及情景设置中引出未来生活中将会存在的问题，以此导出现在生活中存在的问题，由此自然地引出阅读课的任务----发明设计，以此激发学生的发明创造能力，唤醒学生保护自然、爱护环境的意识，学习中渗透道德教育，一举两得。

Period  2: Learning about language

Teaching  aims:

1.  Learn past participle used as adverbial.

2.  Master some important words: swiftly, unsettle, constant, remind, previous,  bent, press, link.

Teaching  methods:

1.  Teach grammar in real situations.

2.  Learn grammar through practice.

Step  1 Revision and Preparation

1.Ask  the students to talk about the writer’s attitude towards the future life, was he  optimistic or pessimistic about the future? How do you know? Can you find some  sentences to support your opinion?

2.Ask  the students to find out some sentences which can support the opinion that the  author is pessimistic about the future life.

1  .Confused by the new surroundings, I was hit by the lack of fresh air.

2.  Worried about the journey, I was unsettled for the first few days.

3.  E_hausted, I slid into bed and fell fast asleep.

And  then ask the students to finish the e_ercises in their te_tbook.

E_.1.  Combine these two sentences using the past participate as the adverbial.

1.  I was frightened by the loud noise. I went to see what was happening.

Frightened  by the loud noise, I went to see what was happening.

2.  He was hit by the lack of fresh air. He got a bad headache.

Hit  by the lack of fresh air, he got a bad headache.

3.I  felt very tired after the long journey. I still enjoyed meeting the aliens on  the space station.

Tired  after the long journey, I still enjoyed meeting the aliens on the space  station.

4.  The museum was built in 1910. The museum is almost 100 years old.

Built  in 1910, the museum is almost 100 years old.

5.  The little girl was frightened by the noise outside. The little girl dared not  sleep in her bedroom.

Frightened  by the noise outside, the little girl dared not sleep in her bedroom.

6.  The student was given some advice by the famous scientist. The student was not  worried about his scientific e_periment any more.

Given  some advice by the famous scientist, the student was not worried about his  scientific e_periment any more.

3.Ask  the students to find out some sentences which can support the opinion that the  author is optimistic about the future life.

1.  His parents company named “Future Tours” transported me safely into the  future.

2.  A table and chairs rose from under the floor as if by magic.

3.  Tomorrow you will be ready for some visits organized by the company.

And  then ask the students to finish the e_ercises in their te_tbook.

E_.2.  Combine these two sentences using the past participate as the attribute.

1.  Soon we lost sight of that famous astronomer. He is called Li Qiang.

Soon  we lost sight of that famous astronomer called Li Qiang.

2.  I am going to buy a painting. It is copied from Vincent van Gogh.

I  am going to buy a painting copied from Vincent van Gogh.

3.  The castle is under repair. It was built in 1432

The  castle built in 1432 is under repair.

4.  I like that old private house. It is built of wood and mud.

I  like that old private house built of wood and mud.

5.  The vehicle is mentioned in the book. The vehicle is unknown to me.

The  vehicle mentioned in the book is unknown to me.

6.  The room is completely empty. The room is connected to the rest of the house by  a long passage.

The  room connected to the rest of the house by a long passage is completely  empty.

7.  The queen was sitting in a royal carriage. The carriage was drawn b four  horses.

The  queen was sitting in a royal carriage drawn by four horses.

【设计说明】

通过设置讨论作者对未来生活持乐观还是悲观态度来复习并提升Reading内容，巩固学生对Reading全文线索的了解与掌握，并通过讨论找出含有过去分词用法的句子来支持各自的观点。(由于Reading中Comprehending部分中关于作者对未来生活所持有的态度的讨论跟语法部分联系紧密，故将其从Reading中剪切，转至语法中作为回顾阅读课，导入新课)完成语法练习后，学生对过去分词作状语和定语的用法有了一定的了解，然后教师将过去分词作状语和作定语的用法系统归纳如下：

过去分词作状语可以表示时间、条件、原因、让步、方式或伴随，有时在其前还可以带上连词，以示明确。

1.  作时间状语。 Once discovered, the enemies were completely wiped out.

2.  作原因状语 Moved by his words, I accepted his present.

3.  作条件状语 United we stand, divided we fail.

4.  作让步状语 Although tired, they continued to work.

5.  作方式或伴随状语 The teacher stood there, surrounded by many students.

注意：

1)  作状语的过去分词通常与句子的主语存在着被动关系，她所表示的动作通常和谓语动词属于同一时间范畴，也可表示先于谓语动词发生的动作。有时为了强调先发生的动作，也可用having  been done.

e.g.  Having been told many times, he can’t still remember it.

2).  过去分词的逻辑主语要跟主句的主语一致,否则不能用过去分词作状语,应用状语从句。

(误)Checked  carefully, some spelling mistakes can be avoided.

(正)If  the composition is checked carefully, some spelling mistakes can be avoided.

过去分词作定语或状语时，该分词及修饰成分相当一句定语或状语从句，变为定语从句或状语从句中，该从句应该具备两个特征：1)从句的主语和主句中的先行词一致;2)谓语动词为被动语态形式。

Step2  Consolidation

非谓语动词练习

B  1. ___ and happy, Tony stood up and accepted the prize. (2006全国)

A.  Surprising B. Surprised C. Being surprised D. To be surprising

A  2.No matter how frequently _______, the works of Beethoven still attract people  all over the world. (2006广东)

A.  performed B. performing C. to be performed D. being performed

C  3._________ and I’ll get the work finished. (2007 重庆)

A.  Have one more hour B. One more hour

C.  Give one more hour D. If I have one more hour

B.  4. The repairs cost a lot, but its money well _____. (2006 湖北)

A.  to spend B. spent C. being spent D. spending

C.  5. _____ with a difficult situation, Arnold decided to ask his boss for  advice.(2006江苏)

A.  To face B. Having faced C. Faced D. Facing

B  6.When her father, the girl burst into crying. (2005湖北)

A.  asking of B. asked about C. being asked D. asked

D  7. The man kept silent in the room unless . (2006浙江)

A.  spoken B. speaking C. to speak D. spoken to

D  8. ________, the old man is living a happy life. (2006天津)

A.  taking good care B. taken good care

C.  having taken good care D. taken good care of

D  9.The Olympic Games, in 776B.C., did not include women players until 1912.  (NMET2004)

A.  first playing B. to be first played

C.  to be first playing D. first played

B  10. from his clothes, he is not so poor. (2006上海)

A.  Judged B. Judging C. To judge D. Having judged

A  11.European football is played in 80 countries, it the most popular sport in the  world. (NMET2003)

A.  making B. makes C. made D. to make

B  12.The secretary worked late into the night, a long speech for the president.  (MET2004)

A.  to prepare B. preparing C. prepared D. was preparing

C  13. a reply, he decided to write again. (2005北京)

A.  Not receiving B. Receiving not

C.  Not having received D. Having not received

B  14.The houses are for the old people and the construction work will start soon.  (2006江苏)

A.  built B. to be built C. to build D. being built

C  15.If ill, I’ll stay home a good rest. (2006辽宁)

A.  to fall, taking B. fall; to taking

C.  falling; taking D. falling; take

Step  3 Discussion: Life at present V.S. Life in the future

1.  Ask the students to carry out a discussion to compare the present life and life  in the future.

Do  you want to work for space? What worker should be needed for the space?

2.  Ask the students whether they would like to work for space if possible, and then  ask them to complete this advertisement choosing these words in their proper  forms.

(constant  remind unsettle previous bend press swiftly link)

Many  people need to be________of the job opportunities on space stations, which  _________ need space cooks, cleaners, teachers, and computer engineers. You can  be _____ trained with one-year space course and then be ready to enjoy the  benefits of working in space. People are _______ at first but soon feel better  as families are encouraged to come. For health reasons, only one stay of three  years is allowed. So any ______ e_perience working in space for this length of  time means you cannot apply. Many people ______ to stay longer but the _____  between illness and length of stay on a space station is too strong. It is sad  but the rules cannot be ___ for anyone. 【设计说明】

通过小组讨论让学生展开想象的翅膀，憧憬未来生活的美好，随后通过跟目前生活的比较，教育学生要珍惜现在，展望未来。然后让学生根据自己的实际情况，讨论是否愿意为空间站工作。

Step4  Assignment

Ask  the students to write an application letter for working in space.

【设计说明】

让学生设计自己的空间站求职信，一方面锻炼学生的写作能力，一方面又与实际生活相联系，一举两得。

Period  3: Using language

Teaching  Aims:

1.  Learn some new words and e_pressions.

2.  Encourage students to master the features of the two alien creatures, and try to  compare the similarities and difference between them.

3.  Train the students’ reading skills and predict the future humans.

Teaching  Methods:

1.  Prediction

2.  Pair work & group work

3.  Comparison

Step  1 Lead-in

1.The  teacher shows a video clip from Star War to the students.

2.The  teacher shows some pictures of those mentioned creatures from the video clip and  ask some questions.

Q1:  Where do those creatures live? Gala_y, planet

Q2:  How are they different from us humans?

Q3:  What do they eat and drink?

Q4:  Which language do they speak?

【设计说明】

该部分阅读是上一课阅读材料的延续，主要谈及Li  Qiang在太空中遇见的两类令人惊讶的生物。因内容与《星球大战》中形态怪异的太空生物有所类似，故笔者采取_《星球大战》片段导入，通过对太空生物的生理形态及生活的预测讨论引出课文内容。

Step2  Prediction and understanding of the title

The  teacher asks the students to talk about their own understanding of the title,  and try to predict what kinds of amazing creatures will Li Qiang come across in  AD 3005.

【设计说明】

引出课文内容后，首先让学生就题目发表讨论，预测作者在跨时空旅行中将会遭遇哪些形态各异的生物。

Step3  Reading for details

1.Ask  the students to describe the space station.

Q1:  What does the space station look like?

Q2:  How about the inside of the space station?

Q3:  What can you see inside the station?

2.Ask  the students to read through the following two passages and finish the following  questions:

Q1:  What two alien creatures are mentioned in the te_t?

Q2:  What are the features of these two amazing creatures?

3.Compare  the similarities and differences between these two alien creatures in various  aspects.

Name  of creature Mu-mu Dimpods

Size  Tall & thin small

Appearance  Face/head/leg Like a cat

Colour  Black & white Blue or purple

Personality  Friendly Interesting + lovely

Number  of arms Si_ Many

Number  of legs One leg / shell Many

How  it moves Slowly Skip around fast

Voice  Whisper Shout

Food  Carrot + cocoa Lemonade + herbs

【设计说明】

由于文章结构清晰，内容简单，主要介绍了Li  Qiang在太空中遇见的两类生物以及它们之间的比较。故笔者直接处理课文细节，让学生通过阅读找出文中对两类生物的描述，比较它们的特征。

Step4  Discussion

The  teacher asks the students to predict about the future humans by referring to the  following questions.

Q1:  When do the future humans live?

Q2:  Where do they live?

Q3:  What do they eat?

Q4:  Do their body parts have any other special functions?

Q5:  What are the features of the future humans?

Q6:  How do future humans work and live?

【设计说明】

文章原先安排的任务是猜测并绘出外星人的模样，并用文字描述将外星人的外形特征;由于考虑到这个任务的难度，笔者将任务改为对未来人类的预测，并提供问题提示，降低难度，将话题从漫无边际的想象转至日常生活，程度地调动学生想象的积极性。

Step5  Assignment

Draw  a picture of the future humans, then write a description based on your drawing.  【设计说明】

让学生参考文章结构与内容，用文字表述未来人类在生理、心理、生活、工作等方面的特点与变化，并将自己的设计做成Powerpoint文件，在第四课时中上台展示。

Period  4. Listening and speaking

Teaching  Aims:

1.  Train the students’ listening ability.

2.  Encourage the students to make up a dialogue about what life will be like in  their hometowns in 1000 years’ time.

Teaching  Methods:

1.  Listen to catch the main ideas

2.  Individual work and group work

3.  Cooperative study

Step1  Display the design of the future humans

The  teacher chooses several students to come to the front and display their design  of future humans to the class. Appropriate evaluation is required.

【设计说明】

抽取几位学生上台通过Powerpoint文件展示并讲解自己在上节课对未来人类的设计与幻想，教师进行适当的点评，检验学生的设计成果，并进行总结：想象力是人类与生俱来的本能，也是人类进步的动力，人如果没有想象力，世界必然一片空白，人生将会无限的单调乏味，因为有想象才有事实，有想象才能成功。为了拓展我们的生活领域，提高我们的生活品质，使未来的生活美梦成真，让我们利用我们聪明的头脑和灵巧的双手去想象、去创造、去发明吧!

Step2  Lead-in

The  teacher displays a picture of the solar system to the students, and asks the  following questions:

Q1:  Which planet would be the best residence for humans?

Q2:  What will life on Mars be like?

【设计说明】

因听力材料描绘了想象中一个在火星上充满奇迹的wonderworld，在那个世界很多高新科技被应用于日常生活与工作中，故笔者从一张有关太阳系的图片导入，引出听力材料中的planet,  o_ygen, gravity, space  creatures等生词，然后向学生提出问题，太阳系中哪个星球比较适合人类生存，让学生对火星生活作出预测，从而引出听力材料。

Step3  Listening for main ideas

□living  on another planet □new discoveries in space □space creatures

□why  a space station spins □how to get water on Mars □comets

□houses  in a town on Mars □Martian creatures □atmosphere and gravity

Keys:  living on another planet, atmosphere and gravity, how to get water on Mars,  houses in a town on Mars

【设计说明】

要求学生在听录音的同时提取听力材料的主要内容，并在书中的练习一上打勾。培养学生听取重要信息的能力。

Step4  Listening for details

1.  How can “Wonderworld” make sure there is enough o_ygen?

2.  How can “Wonderworld” make sure there is enough water?

3.  What is the advantage of living in “Wonderworld”?

4.  Do you think people will be healthy living in “Wonderworld”? Why?

Keys:  1. “Wonderworld” will provide a covered area for people to live in with a  special air supply.

2.collect  water from under the planet’s surface – cleaned and recycled – bacteria are

used  to clean the dirty water.

3.People  may become rich and famous.

4.People  will be healthy since they have a satisfactory climate, enough water and  sufficient accommodation to live comfortably.

【设计说明】

要求学生再听一遍录音，完成文中的细节问题。培养学生听取细节内容的能力。

Step5  Prediction & Speaking

Ask  the students to work in pairs and list some questions about what life will be  like in their hometown in 1000 years’ time by referring to the following  sentence patterns:

Suppose  that… Do you imagine that…?

I  wonder if … Is it possible that…?

Is  it likely/ unlikely that…? Do you suppose that…?

【设计说明】

要求学生根据本单元的学习，运用掌握的词汇与句型，预测1000年后家乡发生的变化，学生运用课本中提供的句型编造对话，先两两讨论，然后跟其他小组成员讨论编对话，培养口语及集体协作能力。新课标第一网

Step6  Assignment

Practise  asking your classmates what will their hometowns be like in 1000 years’  time.

【设计说明】

要求学生在课后跟自己的同学用英语交谈，讨论预测1000年以后家乡发生的变化，将英语学习融入日常生活，激发学生讲英语的_，在实践中锻炼学生的英语能力。

教案【二】  　　Step 1 Revision

1  Check the homework e_ercises.

2  Ask the Ss a few random questions to revise future time and introduce the topic  of the unit. For e_ample: What lessons do you have this afternoon / tomorrow?  Are you going to do anything special this evening? What do you think the weather  will be like tomorrow? What are you going to do on Saturday evening? Are you  planning to do anything on Sunday?

Step  2 Presentation

SB  Page 25, Part 1. Ask questions about the picture, and get Ss to tell you what  they think is happening. Teach the new words majority, goods, industry. Read the  introduction aloud.

Step  3 Reading

Say  Now read the dialogue silently and find out this information: What is being  planned at this company? Allow the Ss a few moments to carry out the task. Check  the answer. (A new factory may be built.) See if the Ss can guess the meaning of  out of work.

Step  4 Dialogue

Speech  Cassette Lesson 65. Play the tape of the dialogue for the Ss to listen and  follow. Go through the dialogue briefly and make sure the Ss understand it. Ask  questions like these: What are people at the company talking about? Who is going  to make the decision? Why does the company need to build a new factory? What is  the difficulty? Why do some people want the new factory to be built? Why are  some people against the new factory? E_plain that may have plans e_presses  uncertainty about the future. Play the tape again. This time the Ss listen and  repeat. Then let the Ss practise the dialogue in pairs. You may wish to ask one  pair to act the scene in front of the class.

Notes:

a  People have been talking of it a lot recently.:

Note  the Present Perfect Continuous Tense to e_press an activity which started in the  past and is still continuing.

b  I simply don‘t know. =I honestly don’t know.

c  Right now =At this moment

d  The problem is … it. =Finding land for building the new factory is a problem (  i.e. difficult).

e  The majority of people =Most people

f  a number of people =quite a lot of people

g  out of work =do not have jobs

h  But some people … built on. =Some people do not want them to build a factory on  good farm land. Note the structure not want something to be done.

i  I can see the problem. =I understand the problem.

j  is likely to happen =will probably happen

k  It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step  5 Practice

SB  Page 25, Part 2. Demonstrate how to make sentences from the table, then get a  few Ss to make e_ample sentences. Then let the Ss do this e_ercise in pairs. At  the end get Ss to write down 5 sentences from this table in their e_ercise  books.

Step  6 Workbook

Wb  Lesson 65, E__. 1 - 4.

After  E_. 1 is done orally, get the Ss to write the answers in their e_ercise  books.

Both  E__. 2 and 3 should be done in pairs first. Then check the answers with the  class. Get Ss to translate the sentences into Chinese and ask them to think if  they will be able to put them back into English. Pay attention to the sentence  structures.

When  doing E_. 4, warn the Ss not to do word for word translation. Special attention  should be paid to the sentence patterns and word order.

Step  7 Consolidation

With  a good class you can give the Ss the following phrases and get them to make up a  dialogue. Write these phrases on the Bb.

I  believe you’re right.

What  are the problems then?

What  do you think is likely to happen?

Write  them up on the Bb and demonstrate with a good S how it is possible to make up a  dialogue.

A:  I think the company will buy more land.

B:  I believe you‘re right.

A:  But it isn’t likely that the manager will make a decision soon.

B:  What are the problems then?

With  an ordinary class, just practise the dialogue in Part 1 again.

Homework

Finish  off the Workbook e_ercises.

Do  E_. 1 and part of E_. 4 as written work.

高三英语教学计划(四)

高一上学期是高中教育的起始阶段，是一个全新的起点，因此这一阶段的教育显得尤为重要。而我，作为一名新的教师，同样和学生站在了新的起跑线上。为了让自己能顺利进行新课标的教学任务，也能使学生_完成新课标的各项学习要求，尽快适应新的环境，以便他们在各方面能够健康发展。而我也必须严格要求自己，力争把英语教学搞的有声有色，特制定英语教学计划如下：

一.教材分析

教材是“课标”的具体表现，是学生学习的“蓝本”。现在使用的人教版每一个单元都围绕一个主要话题开展听说读写活动，共九个部分，即热身，阅读，理解，语言学习，语言运用，小结，学习建议和趣味阅读。语言知识和技能的呈现与训练，以及语法和句型等重点循序渐进，循环反复，符合学生的认知规律，有利于学生构建知识系统。新教材打破了传统的体系，用新的理念、新的方式、新的体系呈现出来。

我们应当以积极的态度去学习新教材，研究新教材，理解新教材各个栏目的编写意图，限度地发挥各个栏目的作用。一方面我们要努力去理解新教材、适应新教材、用好新教材，一方面我们又要努力站在新教材之上使用新教材，要根据教学目标和学生实际对其进行大胆的取舍和重组，力争做到教材为我所用。

二.教学目标

1、使学生明确学习英语的目的性,发展自主学习的能力和合作精神;

2、做好初高中的教学衔接工作，让学生了解和适应高中的英语学习;

3、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基