新教材高一英语UNIT2教案（共6篇）
I．单元教学目标
技能目标Skill Goals
Talk about agriculture: a pioneer in farming -Yuan Longping
Talk about organic farming & green food
How to write a brief summary
Try to consolidate how to express suggestions & advice
Master the usage of the -ing form as the subject and object
Learn how to design English posters
II． 目标语言
功
能
句
式 建议（ Suggestions & advice）
I would rather ...
If I have a choice I’d choose because ...
I don’t like ... because ...
You need to ...
I’d prefer ... because ...
May I suggest ...
It’s a great pity that ...
Let me suggest Leng Jianli because...
Should I/We ...?
Perhaps we should consider Leng Jianli because...
It’s better to ...
But what/how about ...
词
汇 1. 四会词汇
hunger, sunburn, struggle, super, output, expand, circulate, satisfied, equip, freedom, violin, motorcycle, grain, export, suitable, chemical, confuse, mineral, reduce, supply, bacteria, pest, level, whatever, summary, exchange, nutrition, certain
2. 认读词汇
hybrid, strain, sorghum, peanut, darken, organic, fertilizer, fertile, soybean
3. 词组
rid ... of, be satisfied with, lead a ... life, would rather, refer to, search for, thanks to, rather than, with the hope of ...
语
法 动词的 -ing 形式作主语和宾语的用法
（The -ing form as the subject & object）
a. Wishing for things, however, costs nothing.
b. His other hobbies include playing mah-jong,swimming and reading.
重 点 句 子 1. However, he cares little about spending the money on himself or leading a comfortable life. P10
2.His other hobbies include playing mah-jong, swimming and reading. P10
3. Wishing for things, however, costs nothing.P10
4. It also refers to crops growing with natural rather than chemical fertilizers. P13
5. Putting this in their fields, they argue, makes the soil ... P13
6. This is important because developing a healthy soil reduces diseases ...P13
7. However, using chemical fertilizers is a big problem. P13
8. Instead, organic farmers insist on changing crops every two or three years.P14
9. These put the minerals back into the soil, making it rich and healthy ...P14
10. ... make sure that what is left in the ground after harvesting becomes a ...P14
11. He advised farmers to clear weeds from the ground before planting crops. P52
12. He suggested changing crops in the field every year. P52
Ⅲ. 教材分析与教材重组
1． 教材分析
本单元的中心话题是“农业”， 学生通过讨论和阅读了解有关农业、农村和农作物种植的内容。让学生了解农业在整个人类生活中的重要性，了解农村生活，了解中国农民的生活现状，提高他们对农业的认识，并且帮助他们更深刻地理解农业科学家袁隆平的科学研究的价值。同时让学生了解organic farming 以及它对人们生活的重要性，进一步扩大学生的关于农业方面的词汇量，并通过写一则海报提高学生的写作水平。
1.1 WARMING-UP 通过提问有关农业、农村和农作物种植的内容，让学生谈谈自己对农村和农业劳动的认识或经验。教师可通过讨论让学生互相学习，相互交流经验以增加他们的农业知识。
1.2 PRE-READING 部分有两组问题。在第一组问题中，讨论大米在东亚和东南亚国家人民生活中的重要性；而第二组问题则提出世界部分地区所面临的饥饿问题。由此激发学生对世界的关注，培养学生的同情心。
1.3 READING 部分介绍中国著名的农业科学家袁隆平的生平和他的杂交水稻。第一段描述了袁博士的外表--他更象一个农民而不象一个科学家，农村就是他做科研的殿堂。他的科研成果就是超级杂交水稻。 第二段描述他的家庭出身，学业，献身水稻科研的原因及所取得的成就。第三段告诉我们袁博士过着跟普通人一样的生活却干着伟大的事业。即使在功成名就之后，他也淡泊名利, 有着无私奉献的高尚精神。
1.4 COMPREHENDING 部分设计了三个练习。第一个是判断练习，学生根据课文中理解和收集的信息做出判断，甚至通过讨论才能做出判断。第二个是词语理解题。第三个练习提出问题，要求学生在阅读课文后作出回答,以检验他们的理解力和训练他们的归纳总结能力。
1.5 LEARNING ABOUT LANGUAGE 部分学习本单元重点词汇和语法项目。词语学习部分采用给出词义而让学生从课文中找出与之匹配的词，然后用所找的词汇完成第二个练习中的短文，以及用课文中意义相近的词汇替换练习三句中划线部分。通过这三种练习帮助学生理解并能熟练应用课文中所学的词汇。语法部分通过从课文中找同义句引出动词的-ing 形式，教师此时可引导学生找出其他的句子，以启发学生理解-ing形式的句法功能。练习二通过模仿例句，用-ing形式做主语代替动词不定式改写句子。练习三要求学生连接短语造句，让学生学习ing形式作宾语的用法，并列举后面接动词-ing形式作宾语的动词。练习四则训练学生v-ing形式在实际生活中的应用能力。练习五则设计了一个游戏以丰富学生的想象力。
1.6 USING LANGUAGE 部分综合训练学生的听说读写能力。第一部分读写结合，学生先阅读文章，文章写的是 Organic Farming or green food,读完后要求学生写一个摘要。在此教师要首先强调写摘要时学生一定要抓住文章的主题并且运用所学的重要词语。听力部分通过回答问题来提高学生的理解能力和理解的正确性。Reading, speaking and writing 部分把读，说和写有机地结合在一起。假设你是一个“绿色食品” farmer，通过背景阅读，你要有充分的理由，利用所提供的句型，以对话的形式说服他人购买你的食品。最后为你的食品设计一个有说服力的广告。
1.7 SUMMING UP部分要求学生归纳总结本单元内容、词汇和语法结构三个方面。
1.8 LEARNING TIPS 部分对如何提高表达能力提出建议。
2. 教材重组
2．1 把Warming up 和Pre-reading 作为reading 的导入内容，将这三部分与Comprehending整合成一节阅读课。
2.2 将 Learning about Language on Page 11, USING STRUCTURES (P50)设计成一节词汇和语法课。
2.3 将 Using Language 中的 Reading 和 READING TASK in Workbook (P51) 还有USING WORDS AND EXPRESSIONS on P51设计成一节泛读课。
2.4 将Using Language 中的Listening（P14），LISTENING TASK（P50）和LISTENING（P48）设计成一节听力课。
2.5 将 Speaking and Writing（P15）和SPEAKING AND WRITING TASK（P53）及TALKING（P48）设计成一节写作课。
2.6将 SUMMING UP (P16), USING WORDS AND EXPRESSIONS (P49), PROJECT和CHECKING YOURSELF (P47) 设计成一节复习课。
3. 课型设计与课时分配 （经过教材分析，本单元可用五课时完成。）
1st period Reading
2nd period Words and grammar
3rd period Reading
4th period Listening
5th period Writing
6th period Summary
Ⅳ. 分课时教案
The First Period Reading
Teaching goals 教学目标
1. Target Language 目标语言
a. 词汇和短语
sunburn, struggle, super, expand, circulate, equip, export, rid ... of, be satisfied with, lead a ... life, search for, would rather, thanks to, with the hope of, rather than
b. 重点句子
This special strain of rice makes it possible to produce one-third more of the crop in the same fields. P10
He cares little about spending the money on himself or leading a comfortable life. P10
He also doesn’t care about being famous. P10
He feels it gives him less freedom to do his research. P10
His other hobbies include playing mah-jong, swimming and reading. P10
Wishing for things, however, costs nothing. P10
2. Ability goals 能力目标
Enable Ss to learn more about agriculture, countryside and farming. By talking they can exchange their experience with each other. By reading they will realize the role that agriculture plays in human life. In fact this world faces a serious problem-starvation. So after reading the passage about Dr Yuan students will know the importance of his achievement to man. Of course they will learn from Dr Yuan some noble character.
3. Learning ability goals 学能目标
Help Ss learn how to describe Dr Yuan Longping including his personality.
Teaching important points 教学重点
a. Help to comprehend the text and grasp the main idea of the text.
b. Grasp the usage of some words and expressions.
c. How to help students make up their minds to make contributions to motherland in the future like Dr Yuan.
Teaching difficult points 教学难点
a. How to help students learn more about agriculture.
b. Help students really master the usage of words and expressions.
Teaching methods 教学方法
Talking, questioning-and-answering activity and reading.
Teaching aids 教具准备
A tape recorder, a projector and a computer.
Teaching procedures && ways 教学过程与方式
Step Ⅰ Greeting and leading in
T: Hello, everyone.
Ss: Hello, teacher.
T: In last unit we learnt some great women. Today we’ll learn a famous man. Who will it be? At first let’s look at the two pictures on Page 9. What are the people doing?
Ss: They are planting rice.
T: Can you tell me something about rice?
S: Rice grows in the south.
S: But in some place of the north we can also find rice.
T: Yeah. You are right. In fact rice is a cereal grain that has been grown for at least 5,000 years and is eaten by 2.4 billion people everyday throughout the world. In Australia, farmers have had to struggle with their harsh environment to grow rice.
Ss: Really?
Step Ⅱ Warming up
T: Have you ever grown any plants? If so, what did you do to grow them? If not, what kind of plant would you like to grow? How will you grow it?
S: I have ever grown corn and potatoes. In autumn, my father and I ploughed the soil deep for the first time, then in the next spring, we ploughed the soil for a second time, this time I put the corn seeds into the tunnel following my father. Finally my father covered the corn seeds by ploughing again.
S: I never grow any plant. I’d like to plant sunflowers. They look beautiful. They always face the sun when they are young. I dig some holes in my garden, put some sunflower seeds in them, water them and finally cover them with some more soil.
T: Very well. Have you ever been to the countryside? What did you do there?
S5: Yes, I went there to see my grandfather. In the village I played with other boys in the little stream and caught little fish. I even helped my grandfather get in the corn by cutting the corn stems, which made me tired.
T: Are you from a farmer’s family? What do you know about farming?
S: Yes, my father is a farmer. In my view, farming is hard work. People have to plant crops, smooth away weeds and get in the crops at the right time. They have to get up early to work in the field so as to protect themselves from the sunshine.
T: That’s right. In the north, the biggest worry that farmers have is the drought. When it doesn’t rain, and they can’t irrigate the crops, the crops will die and they will have nothing after hard working.
Step Ⅲ Pre-reading
The purpose of this step is to let students know the importance of rice. By answering the two questions, students can easily understand why we call Dr Yuan Longping a pioneer for all people, and why he devotes all his life to the rice research.
T: Food is the basic need for man. Rice is a main food in all Eastern Asian and Southeastern Asian countries. It is said that there are 2.4 billion people to eat rice everyday throughout the world. What do you think would happen if tomorrow there was suddenly no rice to eat?
S: I think if that happened, people there would suffer from starvation. They would be panic and the whole country would get into trouble. Maybe the situation that human beings eat human beings will happen.
T: That’s too terrible. But this kind of thing once happened in history. Well, if you had the chance to do one thing to help end famine in the world, what would you do?
S: I would invent a new kind of plant to produce more food.
S: I’ll make a kind of fertilizer to give rice enough nutrition and let them grow quickly and have high product. But first without pollution to our environment.
T: A great idea! Your idea is just the same with Dr Yuan Longping. Do you know Yuan Longping?
S: I heard that he is an expert on agriculture.
T: Yeah, today we are going to read a passage about him. Let’s see how he helped the world to solve the problem- starvation. Please open your books to Page 9.
Step Ⅳ Fast Reading
The reading material is about an agricultural pioneer named Yuan Longping who worked hard at a new strain of rice. It has proved so successful that his technology spread into other countries. The purpose of fast reading is to let students find some useful information, and get familiar with the text. So in this step, teacher can design some questions for students, so that they can easily find the answers and finish the reading task.
T: Please scan the passage and find out the answers to the questions on the screen. Then I’d like to ask you to answer them.
Show the questions on the screen and give students three minutes to read the text quickly.
1. What does Dr Yuan look like?
2. What’s his achievement?
3. What do you think of him?
Three minutes later.
T: Now who’s the first volunteer to answer Question 1?
S: He has a sunburnt face and arms and a slim, strong body. He is more like a farmer than a scientist.
T: Good! What about his achievement?
S: He grows what is called super hybrid rice, which makes it possible to produce one-third more of the crop in the same fields. Thanks to his research, the UN is trying to rid the world of hunger. Using his hybrid rice farmers’ producing harvests twice as large as before.
T: What do you think of Dr Yuan?
S: It isn’t a quick question. I think Dr Yuan doesn’t like money. He gives millions of yuan to equip others for their research in agriculture. He doesn’t like fame too. Because he feels it gives him less freedom to do his research, and he would rather keep time for his hobbies. Besides, he is a man with colourful dreams. He wants to produce a kind of rice that could feed more people, and he can export his rice so that it can be grown all of the world.
T: I think that your eyes are like a scanning machine. You can find so many good points of Dr Yuan Longping in such a short time. That’s very good. But I can describe Dr Yuan in one word. Guess which word?
S: I don’t know.
T: Wise. In this world, many people warship material and fame. But just as you said Dr Yuan didn’t like money and fame. Because he knows he can’t own these things forever. All the money and fames are chains, which can trip a person’s happiness and freedom. So he is a wise man. Giving up all the fame and money means liberation. Here I’d like to praise him using a Chinese poem. That is “有如莲花出于水, 又如日月不住空。”. Don’t you agree with me?
Ss: Yes, we agree with you.
T: Thank you. Now let’s read the text again to find the main idea of the text. Doing this we can find how the writer designed the text. This can give us an idea to write an biography.
Step Ⅴ Careful Reading and Explanation
Give students 3 minutes to read and find the main idea of the text. While students are doing this, teacher can show the chart on the screen. After they have finished their task, ask them to look at the screen and fill in it.
T: Well. In last unit, we learn how to make a poster to tell everyone about a theme. Do you remember? Make a large heading, then make a smaller heading giving a little more information. Write down most of the information using the smallest size writing. Now, let’s practice it again. Look at the chart on the screen, in which I have written the large heading of each paragraph. What you should do is to fill in the smaller headings to finish the poster. Now, let’s begin. You may work in pairs to have a discussion to see what you should fill in. Should I give you some suggestions to finish this task?
Ss: Yes.
T: OK, 5 minutes is enough, I think.
Show the chart on the screen:
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
2. His biography.
3. His personality.
4. His dreams.
Five minutes later, teacher can ask some of them to fulfil the chart. They can use words, phrases, or sentences to do this. Here is a sample for teacher to refer to.
A PIONEER FOR ALL PEOPLE
1. He wants everyone to call him a farmer.
1) A scientist works the land.
2) Sunburnt face and arms, slim, strong body.
3) Grow hybrid rice.
4) The first agricultural pioneer.
2. His biography.
1) In 1931, born.
2) In 1953, graduated and devoted his life to finding ways to grow rice.
3) Last year, twenty billion tons of rice was produced. Now, Dr Yuan is circulating his knowledge.
3. His personality.
He is satisfied with his life. Because he doesn’t like
money and fame.
4. His dreams.
1) The first dream.
2) The second dream.
T: Wonderful! I believe that you have mastered the way to write a biography. Now do you have any trouble in understanding the sentences? Please go ahead.
S1: Yes, I don’t understand the sentence “... for that’s how he regards himself”.
S2: Can you explain the sentence “... has more, rather than fewer troubles.”?
T: OK, the phrase, “how he regards himself”, means how he thinks of himself. It refers to a person’s self-image; while“... has more, rather than fewer troubles” means that you expect fewer troubles but in fact you get more than you thought you would.
T: Now please look at the screen. Here are some explanations about the boldface words in our text. Copy the English explanation of these words and read the examples.
Show the following points on the screen.
1. struggle v to make great efforts
e.g. They have struggled for years to free their country from the enemy.
I’m struggling to finish the huge helping you gave me.
2. sunburnt adj sun-tanned
e.g. His sunburnt skin looks healthy.
3. super adj (infml) excellent; splendid
e.g. You’ll like her, she’s super.
You look super in your new clothes.
It was super of you to help.
4. expand v
(cause sth to) become greater in size, number or importance
e.g. Metals expand when they are heated.
Why not try to expand your story into a novel?
5. circulate v
(cause sth to ) pass from one person, place, etc to another
e.g. People who circulate false news are to be blamed.
Yet reports of this kind have been circulated by our newspapers.
The news of the enemy’s defeat quickly circulated round the town.
6. equip v
supply sb/sth (with what is needed, for a particular purpose)
e.g. Now all fishing boats are radio-equipped.
They can’t afford to equip their army properly.
Please equip yourself with a sharp pencil and a rubber for the exam.
7. export v
send (goods) to another country for sale
e.g. India exports tea and cotton to many different countries.
This company has a large home market but doesn’t export.
8. rid ... of make sb/ sth free from (sb/ sth unpleasant)
e.g. We all wish that we would rid the world of famine.
The farmer recently tried to rid the house of rats.
9. lead ... a life, live ... a life
e.g. Now we are leading a happy life.
In the old days farmers led a terrible life in the country.
10. be satisfied with, be content with
e.g. The young lady isn’t satisfied with the peaceful life.
Are you satisfied with his answers?
11. would rather, prefer to
e.g. I’d rather walk than take a bus.
I’d rather you knew that now, than afterwards.
Step Ⅵ Listening and Post-reading
At first, let students listen to the tape, and then finish the exercise in Comprehending. In Step Ⅳ and Ⅴ, we have involved some questions in Exercise 3, so teacher can choose some questions to do. For Ex 1 and 2, teacher can leave some time for students to finish and then check the answers with the whole class.
Step Ⅶ Summary and Homework
T: Today we talked about agriculture. And we also read about Dr Yuan Longping. We have known much about the great scientist. Of course we have learned some words and expressions about farming. Please try to grasp these words and expressions after class. Now please look at the poem on the screen:
Farmers weeding at noon,
Sweat down the field soon.
Who knows food on a tray,
Due to their toiling day?
T: Do you know it? Read it and say what does it mean?
Ss: Of course. It’s 悯农 written by Li Shen.
T: Right. The title is A HARD - WORKING FARMER. This is my gift to you. Please read it together. OK, hope you can remember it when you are having your dinners. Besides, I’d like you to think: even if Dr Yuan’s dreams come true, can this really solve the starvation? Why? This is the homework. Think it over. Next time I’ll ask some of you to give your opinion in the class. Another one is to finish the exercises in Learning about Language. Exercise 1, 2 and 3 are about useful words and expressions. Finish them. Next time we’ll check the answers. Ok, class is over. See you next time.
附件:
课文复述
Retell the text in about 150 words.
Notes:
1. Use the first person to retell the story.
2. Try to use the proper conjunctions.
3. Refer to the chart while retelling.
4. The possible version below can be used as a material for both retelling and dictation.
One possible version:
I’m Yuan Longping. Look at my sunburnt face and arms and my slim, strong body and you will think I’m more like a farmer than a scientist. In fact I have struggled for the past five decades to help farmers. In 1974, I began to grow a so-called super hybrid rice. This special strain of rice makes it possible to produce one-third more of the crop in the same fields.
I was born into a poor farmer’s family in 1931. When I was young, I saw many people go hungry often. So I have devoted myself to finding ways to increasing rice harvest without expanding the area of fields since I graduated from Southwest Agriculture College in 1953. Now more than 60 % of the rice produced in China each year is from this hybrid strain. I am circulating this knowledge in India, Vietnam and other less developed countries to increase their harvest. Perhaps you think I am rich. Actually I live a simple life. I care little for money. In my opinion a person with too much money will have more troubles. I don’t want to be famous because I prefer to have more time to do my research. In my free time I love listening to music, playing mah-jong and reading. I once had a dream, in which I saw rice plants as tall as sorghum and each ear of rice was as big as an ear of corn and each grain of rice was as huge as a peanut. Now I have another dream-to export my rice so that it can be grown all over the world.
详细内容请订阅
一、要尽快使学生适应高中英语教学
具体做法是:培养学生课前预习、课后复习的良好学习习惯;坚持用英语授课, 要求并鼓励学生用英语思考问题、回答问题;根据高考要求, 从高中一年级开始就需要培养学生的阅读能力, 教会学生一些阅读技巧, 养成良好的阅读习惯;另外, 课后要多与学生接触, 尽快和学生熟悉。高中英语教学要始终贯彻交际性原则, 强化学生的主体意识。“让游泳者到水中去。”这是交际语言教学理论的思想核心。贯彻交际性原则就是要把教学活化为实际:
1. 建立“课前五分钟会话”, 培养课堂交际氛围。
2. 适当让学生表演对话或课文内容。针对近期所学内容, 布置学生课后进行讨论排练, 然后再搬上课堂表演。
3. 多鼓励, 少批评。为了使学生更爱开口, 在练习中, 要重视运用鼓励性语言, 不断强化学生参加交际的信心。
二、培养学生的自学能力
只有通过辅导学生掌握一套科学的学习方法, 并培养学生的自学能力, 才能使学生的学习积极性和主动性得以发挥。具体包括:培养学生的预习能力、用各种方法掌握英语基本知识的能力、学生自己整理所学知识的能力。
教学的一个根本目的, 是要求学生学会独立思考、独立自学, 最终成为一个能独立工作的合格人才。课内教学的双边活动是至关重要的, 但由于学生多、时间少, 而学生主动活动机会则不多。所以, 课外作业便是学生个体完成作业的独立活动的基本形式。学生在完成作业过程中, 需要独立思考、独立钻研, 这就会使学生有充分的实际锻炼机会。课外作业, 有助于学生发展智能和创造性的才能;有助于培养学生灵活地应用知识解决问题;有助于培养学生的能力, 并能培养学生按时完成任务的习惯和责任心以及克服困难的精神。因此, 教师要在作业的布置和批改上下工夫, 不仅要重视答案的公平性、客观性和唯一性, 还要重视学生的选择性和创造性以及答案的开放性和多样性。
三、要及时反馈信息, 调整教学环节
每个学生对课堂上的知识掌握程度, 都会在作业中直接反映出来。对于难度较大的题目, 学生出现错误较多的作业, 教师批语应多加鼓励, 并且在讲解时要具体详细, 对课堂教学也必须做出相应的调整。对于难度较小, 作业一般不应该出现的问题, 批语应该严肃恳切, 并指导学生及时纠正。同时, 教师可利用批语针对不同层次的学生征求对课堂教学, 尤其是对单元教学的意见, 使自己对教学方法和教材的处理更加科学合理, 更加有利学生主动接受新知识, 提出新问题。例如, 教师可以在中下等水平的学生作业里用批语征求意见:Do you think this unit is difficult for you?What do you think is the most difficult point?或者What’s your suggestion on how to deal with the next unit?坚持这样做一段时间后, 学生会主动向教师反映上一个单元中还没有弄清的教学内容和在新课文预习的过程中遇到的问题。这样, 就能做到因材施教、教学相长。
【关键词】英语 课前导入 教启发思维
中图分类号：G4 文献标识码：A DOI：10.3969/j.issn.1672-0407.2015.05.004
“半亩方塘一鉴开，天光云影共徘徊;问渠哪得清如许，为有源头活水来。”朱熹的诗使人联想起英语教学也必须重视“源头”，才会有“活水”来。
教学规律告诉我们，任何一种学习或工作，长时间过多地采用某种单调呆板的模式，就容易让人产生疲劳。学生的学习常处于程式化的状态，就不可能在教学过程中真正领悟知识，进入自己的“角色”，这种学习状态其效率势必不高。因此，在教学过程中教师应善于采用各种教学手段，讲究英语课前导入艺术，努力使自己的课堂活起来。上课伊始，教师三两分钟的导入，犹如打开知识殿堂的大门，引导学生登堂入室，教师巧妙设计、扣人心弦的引入，耐人寻味的设问，独具匠心的渗透，均能启发学生思维，调动学生学习的主动性、积极性。真所谓，“随风潜入夜，润物细无声”。
俗话说，“良好的开端是成功的一半”（Well begun is half done.），英语教师在课堂教学前几分钟，如何充分利用各种教学手段，巧妙、灵活地进行课前导入，是关系整堂课成败的关键。
英语课前导入是一门艺术，教师应根据学生年龄特征和心理差异、教材的内容特点和类型，结合所教学生实际，遵循科学性、实用性、启发性和趣味性等原则，紧紧抓住学生的心，使他们产生一种孜孜以求、锲而不舍的学习愿望。我根据学生实际，结合所学语言材料特点和导入手段，在课堂导入环节进行了一些尝试。
一、图片导入
1.利用现成的教材插图导入。
教材每单元课文都配有插图，这些图片有的创设情景，有的提示教材重点或难点。贫困山区的高一学生见过的事物较少，抽象思维较差，单凭教师的机械讲解很难让学生产生深刻的印象，更不用说调动学生兴趣了。所以，恰如其分地运用直观图片，可以使复杂、抽象的教学内容变得简单、具体。艳丽的色彩、生动的形象，加上教师绘声绘色的描述，均能牢牢地吸引住学生，让学生觉得身临其境。
2.利用多媒体图片进行导入。
多媒体技术的应用，是教育系统的一道靓丽的风景线，它能够把文字、图形、声音、影像、动画等手段集于一身，其交互性能好，信息量大。多媒体优化组合教学，使学生保持强烈的兴趣，它能将抽象问题具体化、复杂问题简单化，为学生的理解和掌握知识提供捷径，始终处于不断探索的情景中，充分发挥学生潜能，提高教学效益，达到教学目标。例如，讲授Book2 Unit 6 Lesson44：Christmas with Jenny，Lesson45：Li Ming’s Favorite Festival两课时，利用网络上搜集的加拿大风光图、圣诞节盛况图，包括圣诞老人、圣诞树，以及中国的传统节日——春节的有关图片等等，让学生兴趣盎然，身临其境。
二、实物导入
实物是巧设情景最直观有效、最简便的手段，它能使课堂教学形象化、趣味化和交际化。实物导入可根据教学内容，结合学生实际，为学生创设一定的交际活动情景，把实物带入课堂，使学生觉得新鲜、有趣，而且方便、简洁、语境真实。
三、视听导入
视听法是学生最感兴趣，也最能吸引学生注意力的教学手段之一，播放电影片断或英文歌曲能够使学生在充分的视听效果中愉快学习。如身临其境的画面、美妙的旋律和欢快的节奏，会给学生带来全方位的视听感受，从而促进其智力和思维能力的发展。例如，Book2 Unit 2 Colors and Clothes，向学生展示一些色彩缤纷的图片，要求学生仔细观察说出各种物体的不同颜色，从而达到掌握知识的目的，使学生在视听中获得顿悟，在顿悟中享受愉悦，在轻松的氛围中完成教与学的任务。
又如，讲授“一般过去时”，利用歌曲形式，其导入效果不同凡响。选择有“一般现在时”的歌曲播放给学生听，然后让学生去跟唱，等学生熟悉了以后，再要求他们把歌曲中“一般现在时”改为“一般过去时”，反复演唱。
Song： Leaving on a jet plane
（Change all the verbs in the first verse into the simple past tense）
All my bags are packed， I am ready to go，
I am standing here outside your door，
But the dawn is breaking， it is early morn，
The taxi’s waiting， he is blowing his horn，
Already I am so lonesome I could cry.
这种轻松愉快的方式给学生留下的印象和理解，远比干巴巴地做语法练习要强得多。它能将枯燥无味的语法教学变得富有生机，令学生忘记了时间，忘记了疲劳，真正充分享受课堂。
四、巧问导入
教师课前机智巧妙的设问，无疑是一个调味剂。教师要善于创设问题情景，激活学生思维，有目的地设疑问难，讲究提问质量，问得有启发性，切忌发问肤浅。在提问方式上，少问些“是什么”，多问些“为什么，怎么办？”提问应注意难易度适中，科学合理，才能避免冷落后进生，使学生都能人人参与、个个发展。
五、游戏导入
高一年级学生心智尚未成熟，童心未泯，爱玩、好奇是他们的天性，创设情景让他们在玩中学、学中玩，以达到乐学的效果。正如教育家罗琳所说：“孩子们的工作就是游戏，在游戏中激发他们的思维，是他们最愿意接受的。”游戏的形式很多，例如，讲授Book1 Unit 7要求学生掌握数字的表达方式这一内容时，可巧妙设计一轮猜价格游戏，学生根据老师的提示，“有奖竞猜”。这样，原本枯燥的一节课顿时变得热闹非凡，笑声不断，学生的兴趣极大地激发出来。
六、结束语
英语课堂教学的导入方法多种多样，还可以用类比导入、背景知识导入、时事导入、讨论导入、演讲导入等。教师应根据教材内容特点和类型，结合所教学生的实际，遵循科学性、实用性、启发性和趣味性等原则加以灵活运用，切忌生搬硬套，同时还应避免盲目追求表面的花哨和热闹，不顾及导入内容，使导入流于形式的做法。“教无定法”，只有导入的得法，才能极大地提高课堂教学效益，让学生在轻松愉快的氛围中学好英语。
参考文献
[1]周小山.教师教学究竟靠什么——谈新课程的教学观.北京大学出版社，2002.6.
[2]李梅.基础教育课程改革教师培训全书.北京，人民日报出版社，2003.4.
a. Achieve language skills and related knowledge about the topic of sports and the Olympics;
b. Learn to express likes and interests and hobbies:
c. Vocabulary in this unit:
the words and expressions listed on the teacher’s book
d. Grammar:
the passive voice
Period 1
Main points
1.Words
stand for; well-known; host; shooting; interest; test; examine✓ match; sport; congratulation; fill in; information; while; beat&win
2.Sentence patterns
would rather…
be worth…
prefer…to…
3.Functional item
talk about interests&hobbies
Difficult points
would rather…
prefer…to…
Teaching procedures
Step 1 lead-in
Ss : talk about sports
T : Do you like sports?What sports do you know?
How much do you know about the Olympic Games?
Many of you are sports fans.And we all know China will host the Olympics in .Next I will give you a quiz to see which of you knows most about the Olympics.
Step 2 Warming up
1.Ss finish the multiple choices in given time.
2.Check the answers
Step 3 Listening
T : Most sports fans like to listen to sports news.How about you?Next you’ll listen to three sports reports.
1.Go through each task and understand what to do.
2.Play the tape two or three times as necessary.Pause at important points and give the students help as necessary.
3.Let the Ss discuss in pairs and then check the answers.
Steps 4 Speaking
1.Go over the useful expressions listed.T asks and Ss answers.
2.Ss practice asking and answering in pairs.
3.Set an example of an interview.
4.Ss practice in groups of 4.Using the expressions.
Step 5 Language points
1.would rather
(1)+do (d’rather do)
EP:He said he would rather play football.
I’d rather stay here with you.
(2)+not do sth
EP:He would rather not listen to jazz.
2.Prefer to do rather than do
EP：I prefer to write to her rather than telephone her.
I prefer to stay at home rather than go out.
Homework :Review useful expressions and practice.
Period 2
Main points
1.Words
take part in; competitor; rank; prtpare; every 4 years; in modern times; further&farther; event; history-making; make change; whole&all; honour.
2.Sentence patterns
…the same as…
following…
Difficult points
…the same as…
every 4 years
Teaching procedures
Step 1 Recision
Ask students to talk about interests and hobbies.
Step 2 Pre-reading
1.T:Which sport event do you like to watch most?Why?
2.T:Are the Olympic Games important to our society?Why or why not?
Possible answer:Yes,they are important.It is an opportunity to show how strong you country is and how much the people in your coutry love sports.
Step 3 Reading
Today we are going to learn more about the Olympic.Ask students to read quickly in silence and find the answer to the following question.
Q :Which would be another title for the text?
A .The Summer Olympic Games
B .The Winter Olympic Games
C. The World’s Greatest Sports Games
D. A Great Victory for China (c)
Step 4 Post-reading
Ask students to read the text again and answer the following questions.
1.How have the Olympic Games changed since the old Olympic Games were held in ancient Greece?
A :The Olympics have changed in many ways.Many sports are the same,but new sports have been added.Women are now allowed to take part in the Games.In ,over 10,000 athletes form 227 countries participated in the Olympics.
2. What will be done in preparation for the 2008 Olympics in Beijing?
A :New buildings and sports venues will be built,more trees will be planted and new roads will be built.
Step 5 Language points
1.take part in; join in; attend
(1) John takes part in many school activities. He takes an active part in politics.
(2) Join in sth./join sb in sth.
All the family join me in wishing you a happy future.
(3) attend a meeting;
attend the concert ;
attend a class
2 .in modern times time pl.
Times have changed,and we shouldn’t fall behind them.It is the fastest computer of modern times.
3. the same as…
The jacket is the same as mine.
She goes to the same university as her father did.
Step 6 Listening to the tape
Homework:Review words and language points in the text.
Period 3
Revision
Ask several students to say something about what he will do for the 2008 Olympics.
Grammar : The Future Passive Voice
1. Structure:will+be+v.-ed
2. Model-making
T:The classroom is very dirty.I will clean it.So it will be cleaned.
3. Drill&practice
Do exercise on P54-55 in book.Grammar Ex 1.
Homework :Ex 2 on P55.
Period 4
Main points
1.Words
height; point; skill; facial; live; live his dream; speed
2.Sentence patterns
more than
Difficult points
more than
Theaching procedures
Step 1 Recision
Review the structure of the future passive voice.
Step 2 Lead-in
Ss talk about their favorite sports stars.
You have your favorite sports stars.Would you like to know something about Yao Ming.
In this period,we’ll read the profile of Yao Ming.
Step 3 Ask students to read the profile and make a summary.
Step 4 Teach students how to read and write a profile.
Step 5 Language points
1. height n.
What is its height?(What height is it?)
It has a height of 5cm,a length of 10cm and a width of 4cm.
2. more than
We were more than happy to hear of your success.
He is more than our teacher.He is also our best friend.
Step 6 Listening
句型
(1)What is it that Joe can’t find in the bathroom .
(2)Sb has difficulty in doing sth .
(3)There is no quick answer to this question .
(4)For along time the language in America stay the same , while the language in England changed.
重点讲解
1. What is it that Joe can’t find in the bathroom ? Joe在浴室里不能找到的是什么?
这是一个强调句式的特殊疑问形式。
It is / was +被强调成份+that(who)+非强调部分。
eg. (1)对主语作强调
It is Joe that / who can’t find the toilet in the bathroom .
(2)对宾语作强调
It is the toilet that Joe can’t find in the bathroom .
(3)对状语作强调
It is in the bathroom that Joe can’t find the toilet .
2. 主语+ have +(no , little , some , much , great …)difficulty / trouble in doing sth .
eg. ① Everyone in the town knew him , so we had no trouble / difficulty in finding his house .
镇上谁都认识他，因而我们毫不费力地找到了他的家。
② We had great difficulty in building the house .
我们费了很大力才找到他的家。
注意：使用这一句型应注意以下四点：
(1)difficulty和trouble为不可数名词，意为“困难”。
(2)修饰语主要有：no , little , some , much , great ,(not)any等。
(3)句中介词为in , 有时可省略。
(4)介词in后必须跟动词的ing形式。
3. With so many people communicating in English everyday , we can see that it will be more and more important to have a good knowledge of English .
有这么多的人每天用英语进行交流，我们可以看出，懂得英语将会越来越重要。
(1)With sb. doing sth. 这是with的复合结构，在句中可作状语，表示原因。
eg. ① With the doctors treating me , I will recover soon .
有这些医生给我治疗，我很快就会康复。
② With the work well done , he got praised . 由于这工作做得好，他受到了表扬。
(2)
用来表示“越来越……”
eg. ① He is running faster and faster . 他现在跑得越来越快了。
② It was getting darker and darker . 天越来越黑了。
4. Many students want to know about the differences between American English and British English .
许多学生想知道有关美式英语和英式英语之间的差别。
know和know about的区别
know是vt. 后面跟名词，代词，意为“认识”“知道”指人与人之间直接的认识，了解;而know about(of)意为知道，了解关于……的情况，指间接地“了解”，或听说过某人，某物。
eg. ① I don’t know / about him . 我不认识/ 没听说过他。
② I know about(of)her , but I can’t say that I know her .
我知道有其人，但谈不上认识她。
5. Written English is more or less the same in both Britain and America though there are some spelling differences . 在英国和美国，书面英语大体上是相同的，尽管在拼法上有差异。
more or less : 大约;或多或少;在一定程度上
eg. I’d like to spend $10 , 000 more or less on a computer .
我想花一万美元买一台计算机。
6. For example , the words colour , centre and travelled are spelt color , center and traveled in American English .
例如：colour , centre , traveled 这些词在美国英语里拼成color , center , traveled .
for example是介词短语，为插入语在句子作独立成份，意为“例如”“譬如”可缩写为“eg”。
eg. He , for example , is a good teacher. 例如，他是个好教师。
7. However , most of the time , people from the two countries do not have any difficulty in understanding each other .
尽管如此，大多数时候，两国人民在互相理解上没有困难。
eg. ① However , he didn’t have any money on him .
② He will never succeed , however hard he tries .
③ You can write however you want to .
8. How did the differences come about ? 这些差别是怎样产生的呢?
(1)come about “发生”“造成”
eg. The police are investigating how the accident came about .
警方正调查事故是怎样发生的。
(2)happen和take place , happen to do
It happens that …
eg. ① The car accident happened under my eyes .
② I happened to meet him in the street yesterday .
③ It’ll happen that I’ll go to your university for a visit .
④ I don’t believe that the accident happened to him .
⑤ The May Fourth Movement took place in 1919 .
(3)come构成的短语
eg. ⑴ I have never come across such a thing before .
⑵ Come along with us if you like to .
⑶ He came from TaiWan .
⑷ Summer comes after spring .
⑸ The elder gentleman came down in the world with the bank crash .
⑹ The true story came down to our generation from last generation .
⑺ The new term began and we all came back to the school .
⑻ The rain stopped and the sun came out .
⑼ Leaves and flowers come out when spring comes .
⑽ My book will come out next month .
⑾ Your photo didn’t come out because the film was faulty .
⑿ He came off his bike and scraped his knees .
⒀ Her attempt to break the world record nearly came off .
⒁ It’s your turn . Come on .
⒂ His English has come on a lot since he joined the Listening class .
⒃ He came up with a new method for improving English .
9. At first , the language stayed the same as the language used in Britain , but slowly the language began to change from one part of the world to another .
起初，这种语言与英国使用的语言相同，但是慢慢地它开始在一个一个地区发生变化。
(1)stay：连系动词“保持(某种状态)”
eg. The windows stayed open all night long . 窗户整夜开着。
(2)the same … as “和……一样”
eg. She used the same pen as I(do)她用的笔和我的一样
(3)… used in Britain是过去分词，作定语。修饰前面的language。
eg. ① the broken glass
② returned students
③ the used pen
10. Sometimes , the English spoken in America or Canada or Australia changed , but sometimes the language spoken in these place stayed the same , while the language in England changed .
有的时候美国，加拿大，澳大利亚所说的英语发生了变化;但有时，这些地方所说的英语保持不变，而美国说的英语却发生了变化。
(1)spoken是过去分词后置定语修饰其前面的名词。
(2)while是并列连词“却，然而”
Unit2 English around the world单元同步检测
一. 单项选择
1. - Your father has given up smoking , hasn’t he ?
- Yes , he smokes now .
A. any more B. not more C. much more D. no more
2. There are many differences spoken English and written English .
A. is B. for C. between D. about
3. He told me that he better .
A. was , that day B. is , today C. was , this day D. is , the day
4. Miss Green , their new teacher of English , is European .
A. an , an B. the , / C. an , the D. / , a
5. It is said that the earth is becoming warmer and warmer , How does this ?
A. come from B. come back C. think about D. come back
6. The teacher said , “ stop ! ” so we stopped .
A. to talk , to write B. talking , writing C. talking , write D. talking , to write
7. English words come from foreign language .
A. A great many B. The great many C. A great many of D. A great much
8. - Take a short rest , will you ?
- Ok , I’m tired after a long walk .
A. more or less B. more and more C. as a result D. for example
9. I can hardly the difference between these two words .
A. point B. talk C. tell D. was using
10. I really don’t know when we’ll the mid-term exam .
A. take B. attend C. join in D. join
二. 完形填空
How long can you expect to live ? That is to say , 1 is the average life expectancy for us ?
The average life expectancy 2 from country to country , but for many countries nowadays , the average life expectancy is over 70 years . That 3 that the overage 4 will live to be at least 20 years old .
Actually , in the United States in 1980 , the average life expectancy was 73.8 5 . This age is a little 6 than the average life expectancy in 1970-70.8 years .
In fact , if you look at the average life expectancy 7 for this century , you’ll see that the
8 gets higher every year . For instance , in 1900 it was 47.3 , in 1910 it was 50 , in 1920 it was 54.1 , 1930 was 59.7 , 1940 was 62.9 , 1950 was 68.2 , and in 1960 the average lifetime was 69.7 years .
9 does the average life expectancy 10 getting higher and higher ? The main
11 are related to 12 care . First , health care , 13 general health care for 14 children has 15 steadily . Second , a large number of 16 have been 17 in the past 40 or 50 years . These 18 drug can prevent and cure many 19 that used to be fatalin the 20 .
1. A. Where B. Why C. Which D. What
2. A. changes B. turns C. varies D. rises
3. A. appears B. means C. proves D. says
4. A. expectancy B. life C. man D. person
5. A. years B. ages C. points D. long
6. A. later B. bigger C. higher D. older
7. A. number B. figure C. knowledge D. information
8. A. difference B. average C. result D. age
9. A. Why B. What C. How D. When
10. A. stay B. leave C. keep D. hold
11. A. explanation B. ideas C. answers D. reasons
12. A. health B. medical C. loving D. hospital
13. A. specially B. exactly C. especially D. actually
14. A. older B. young C. big D. small
15. A. changed B. risen C. increased D. improved
16. A. drugs B. medicines C. products D. goods
17. A. invented B. produced C. developed D. made
18. A. strong B. powerful C. effective D. wonderful
19. A. diseases B. sicknesses C. illnesses D. troubles
20. A. century B. period C. history D. past
三. 阅读理解
A
Let children learn to judge their own work . A child learning to talk does not learn by being corrected all the time : if corrected too much , he will stop talking . He notices a thousand times a day the difference between the language he uses and the language those around him use . Bit by bit , he makes the necessary changes to make his language like other people’s . In the same way , children learning to do all the other things they learn to do without being taught - to walk , run , climb , whistle , ride a bike-compare their own performance with those of more skilled people , and slowly make the needed changes . But in school we never give a child a chance to find out his mistakes for himself , let alone correct them . We do it all for him . We act if we pointed out to him , or correct it unless he was made to . Soon he becomes depandent on the teacher . Actually , the best policy is : “ Let him do it himself ! ”
1. The writer mainly wants to tell us it is important to let children .
A. make some mistakes B. correct their own mistakes
C. learn some useful skills D. judge their own work
2. Which of the following should teachers NOT do ?
A. Give children correct answers .
B. Always point out children’s mistakes to them .
C. Allow children to correct their mistakes immediately .
D. Help children notice their mistakes .
3. In the writer’s opinion , a child can not learn well if he .
A. depends too much on his teacher
B. notices the difference between what he does and what those around him do
C. makes changes now and then
D. learns to do things without being taught
4. The passage suggests that learning to talk .
A. is just the same as learning to ride a bike
B. is different from learning to whistle
C. is not as important as learning to walk
D. is more important than learning to climb
B
Visitors to Britain are sometimes surprised to learn that newspapers there have such a large cireulation(发行量). The “ Daily Mirror ” and the “ Daily Express ” both sell about four million copies every day . British families generally buy a newspaper very every morning and two or three on Sundays .
Besides the national papers , there is ,however , another branch of the British press which sells almost as many copies . Local(地方的)newspapers have a weekly circulation of 13 million . Almost every town and country area has one . Nearly all of them hold their own financially(财政)and many of them are very profitable(赚钱).
These papers are written almost entirely for readers interested in local event births , weddings , deaths , council(地方会议)meetings and sports . Editors(编辑)prefer to rely(依靠)on people who know the district well . A great deal of local news is regularly supplied by clubs and churches in the neighbourhood and it does not get out of date as quickly as national news .
The cditors must never forget that the success of any newspaper depends on advertising(广告). He is usually anxious to keep good will of local businessmen for this reason . But if the newspaper is well written and the news items have been carefully chosen to draw local readers , the businessmen are grateful for the opportanity(机会)to keep their products in the publie eyes .
5. Visitors to Britain are surprised to learn that .
A. there are so many local newspapers there
B. local papers should have a circulation of four million
C. the “ Daily Mirror ” and “ Daily Express ” sell as many as 4 million copies every day
D. British newspapers are so widely read
6. Local newspapers have .
A. a circulation as large as that of national newspapers
B. a daily circulation of 13 million
C. a slightly smaller circulation
D. an even larger circulation
7. Which of the following is true ?
A. Every town and country area has at least one paper of its own .
B. Nearly town and country areas have their own papers .
C. There is paper , national or local , in each town and country area .
D. A lot of distant town and country areas do not have their won papers .
8. Which of the following is NOT true ?
A. A great deal of local news is supplied by the clubs and churches .
B. Local readers are much interested in local news .
C. These papers written almost entirely for local readers .
D. These papers are likely to get out of date quickly .
一. 单项选择
1-5 D A A C A 6-10 D C A D D
二. 完形填空
1-5 D C B D A 6-10 C D B A C 11-15 D A C B D 16-20 A C B A D
三. 阅读理解
English around the world is about the historical development of English over the past fifty years, developing from a widely spoken national language to a Universally spoken world language.
Teaching Aims：
1. Train the students’reading ability
2. Let the students learn something about English around the world
Teaching Important Points：
1.Improve the students’reading ability
2.Learn about English around the world’s countries and population and the historical development of English over the past fifty years
Teaching Difficult Points：
How to help the students understand the text better
Teaching Methods：
1. Fast reading to find out the general idea of the text
2. Question-and –answer activity to help the student to understand the detailed information in the text
3. Individual or pair work to make every student work in class
Teaching Aids：
1. a tape recorder
2. a map of the world
3. the blackboard
Teaching Procedure：
Step I Greetings and Revision
Greet the students as usual , and then review the following useful expressions
1. for the first time
e.g He went to Beijing for the first time.
2.now then
e.g Now then ,don’t use such terrible words.
3.There are
e.g There you are; Then let’s have some coffee.
Step II .Pre-reading
Asking the students to discuss the following questions：
1. In which countries can we find most native speakers of English？
2. In which countries do people speak English as a second language?
3. Why is it more and more important to have a good knowledge of English ?
Step III.Reading
1.Fast reading
First ask the students to find out the main idea of each paragraph, and then make them do some exercises.
True or False
1. English is widely used in the world .
2. In India most people speak English as their mother tongue.
3. Nowadays , businessmen and tourists to China can communicate people in English .
4. To have a good knowledge of English today is more and more important.
2. Careful reading
Play the tape and ask the students to listen to it ,and then ask the following questions and make the students answer them：
1. What dose the writer mainly want to tell us in the passage?
2. What will happen in another fifty years according to the text ?
3. Which countries take English as their native language ?
Step IV Post –reading
1. Explanation
Teacher explains the following language points ,and use them to make some sentences:
1. all around the world :all over the world
2. majority :the largest number/biggest part of something
3. in total :when all have been added up
4. mother tongue :native language
5. trade :business
6. have a good knowledge of :information and understanding about a subject
2.Retelling the text.
Ask the students to retParagraph and some key words.
Step V Summary and Homework.
Summarize what they have learned and ask them to review the text and preview the next period.
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