struggled是什么意思uggled在线翻译读音

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要使用的稿子，全部在这里了。每年都是这几个

题目，大家好好分享吧，祝你们每个人考过！

ok1AUnit4Reading“TheRescue”P24

2．SEFCBook1AUnit12SpeakingP79

3．SEFCBook1BUnit21ListeningP57

4．SEFCBook1BUnit20GrammarP54

5．SEFCBook1BUnit16P27

6．SEFCBook2AUnit4Reading:“EnglishPoetry”

7．SEFCBook2AUnit9Integratingskills

“VoicesoftheEarchSummit”P71

8．SEFCBook2BUnit20GrammarP78

Unit4Reading\"TheRescue\"

Reading

TheRescue

he

sosurpris

edthatshecouldn’r,beforeshecouldth

inktwicethewaterwasuponher.

“Run”gherarm.

Thenextmoment,thefirstwavesweptherdown,

hingwentsofastshecouldn’

retheyreachedthehouse,ngdowntreesandsw

thwentdownunderwater.

tanding,holdingontoatreethatgrewagai

’sheadwasabovethewater,butshecouldn’

shandwasholdingh

,thewater,wh

dF

loralookedintoeachother’sfacewithalookoffright.

“Gettothesteps”Jeffshouted.

Itwasonlyjustaroundthecorner,kedathimbutshe

ewaterseemedtogodownalittle,

uic

!Anotherwavestruckthehouseandthestra

anupthestairs.

Thereshestopped,listeningtothestrangesounds,whilethewholehousemoved.

Flora,whosebeautifulhairanddresswereallcoldandwet,startedcrying.

“Thehouseisfallingdown”shoutedJeff“whereisthechimney,whichroom

thechimneywillstand?”

,thewatersweptpastthehouselike

tertreewentdown,cutdownbythewaterwhichmusthave

beenthreemeter’denthatwasoncesobeautifulwascompletely

destroyed,sweptawaybythewildwater.

fthehousehadgonedown

emomentsbothwer

esilent.

“imney!!

Allright!Allright!”

SEFCBook1AUnit4Reading“TheRescue”

Aims:

studentsunderstandthewholepassagefully.

omeknowledgeabouthowtorescuethemselvesifnatural

disastershappened.

Aids:multi－media

Step1:Pre-reading(lead―in)

outunforgettableexperiences.

Listsomenaturaldisasters

Naturaldisasters:fire;flood;draught;earthquake;typhoon;tornad

o….

k:

isasterisit?

nyouseeinthevideo?

water;waves;manypeoplearesweptdownbythewaves,strugglin

ginthewater;.

Theyaretyingtorescuethemselves.

ereinaflood,whatshouldyoudo？

Thestudentscangivedifferentanswers.

anttoknowmoreinformationabouthowtorescueyour

selfinaflood?

Todaywewilllearnanewlesson”Therescue”

Openyourbooks,andturntoP24.

Step2:While-reading

Fast-reading

astanddotheexercises“trueorfalse”

efloodcame,Florawasinthehouse.F

hesecondwavecame,Jeffheldontoatreewhichgrewagainst

thewall.T

’sbeautifulhairanddresswereallwetandcold,butshestillfelt

veryhappy.F

nd,theydidn’tfindthechimney.F

ainanddividethepassageintothreeparts.

Part1(prar1toprar2)inthegarden

Part2(prar3toprar6)onthewaytothehouse

Part3(prar7toprar11)insidethehouse

Carefulreading

Readthepassagecarefullyandfindoutwhattheydidineachpart.

Partonelookaround;run;wave;hear;see;shout;seize

Parttwodrag;sweep;pullup;holdonto;struggle;fightfor;

Lookinto;run;gettothesteps;openthedoor

Partthreeclimb;runup;stop;listento;startcrying;lookoutof;shout;

rescue;

-reading

Task1:terwillinterviewyouabout

howyourescuedyourselffromtheflood.

First:saw;running;waving;lookedaround;sawawallofwater….

Next:swept…down;struggled…for

Then:triedtogettothehouse;climbedthestairs…

End:chimney;rescued…

Task2:Discussion:

Whatshouldyoudoifafirehappenedintheclassroom?

Showsomeusefulwordsandexpressionstohelpthestudents.

Afterdiscussing,.showthemsomepicturestosummarizewhatshould

bedoneifafirebrokeout.

rk

Writeanarticleaboutoneofyourunforgettableexperiences.

SEFCBook2AUnit4Reading:“EnglishPoetry”

一、TeachingGoals:

goals:

(1)Tolearnaboutpoetsandpoemsofdifferentcountries.

(2)Toimprovethestudent\'sreadingability.

(3)Toteacherthepastparticiple:usedasAdverbial.

demands:

(1)Tomakeabetterunderstandingofthesimilaritiesanddifferencesbetweenthe

ChineseandEnglishpoetsandpoems.

(2)Tolearnabouttheadvantagesofreadingpoems.

(3)Tomasterthegrammar.

二．teachingkeypointsanddifficultpoints

ngkeypoints:

keywords,phrasesandsentences:

grammar,glory,absence,district,atmosphere,introduction,translate,translation

playwith,callup,standout,lightup,comeintobeing,sendfor

grammar:thepastparticipleusedastheAdverbial

ngdifficultpoints:

(1)HowtoleadthestudentstounderstandtheEnglishpoetry,toenjoythebeautyof

poetry,lly.

(2)Summarizetheuseoftheparticiples.

(3)Helpthestudentstodevelopthefeelingaboutbeauty.

三、

textbook:SeniorEnglishforChinaStudent\'sBook2A

teachingaids:acomputer,aprojector

teachingapproaches:task-basedmethod,communicativemethod,interactive

method

六、Teachingprocedures:

Step1Greeting&Warming-up

(Beforethebeginningoftheclass,showthestudentsaclipofvideofromthemovie

DeadPoetsSociety.

T:Justnow,wesawavideoclipfromthemovieDeadPoetsSociety.(Showthe

posteronthescreen)Haveyoufoundwhatistheboydoing?

SA:Heiscreatingapoem.

T:Yeah,quietright!poetry

anttowriteagoodpoem,youneedtoputyourself

inthedreamworldofthepoem.(Showthewordsonthescreenonebyone)

Step2Lead-in

T:se,inthefieldof

poetry,wehavemanyoftheworld\'namesomefamouspoets?

SB&SC:LiBai,DuFu,BaiJuyi,WangWei……

T:Goodjob!Thanks.(ShowtheportraitsofLiBai&DuFuonthescreen)Chinese

poets,suchasLiBai&DuFuusetheirgeniustomakethedreamworldofpoetrymore

apoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.

(Showthepoem望庐山瀑布onthescreen)

T:Okay,let\'sreaditaloudtogether.

GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryof

theLuShanMountainWaterfall,wecanfeelthepower&magicofthewaterfallthrough

reciteanyotherpoemsthatwrittenbyChinesepoets?

(Callseveralofthemtorecite)

T:Welldone!,

we\'lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).English

poetryisasinterestingandattractiveasChinese.I\'llbetheguidetoshowyouaround.

Areyouready?

Ss:Yes!

Step3Fast-reading

T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,

,Iwantyoutogothroughthetextquicklyandfindtheanswersto

thefollowing2questions:

Questions:

ethedifferencesbetweenpoetryandotherformsofliterature?

oetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?

(Givethem2minutestofindtheanswers)

T:Well,let\'sdealwiththe2questions.

Step4Careful-reading

Task1:.Themainideaofeachparagraph

T:Goodjob!Howmanyparagraphsinthetext?(7)Ok,nowlistentothetape&

antyoutosummarizeeachparagraph\'smainidea.

Para.1Thecharactersofpoetry.

Para.2AlookonChinesepoetry.

Para.3ThefirstperiodofModernEnglishpoetry.

Para.4ModernEnglishpoetryinthe19thcentury.

Para.5Whymodernpoetshavespecialattraction?

Para.6TheintroductionofEnglishpoetrytoChina.

Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.

Task2Atimeline

T:Excellent!focusonparagraph3-5andfinishthe

timeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionof

t!

Step4Post-reading

Task1

T:Let\'P28,Ex.1,makesuretogettherightchoices.

(After2minutes,checktheanswers)

Keys:1.A2.C3.B4.D5.C

Task2

T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdothey

referto?

Para.1:Thatmakespoetrydifficulttowrite,butveryinterestingtoread.

------Poetryplayswithsounds,wordsandgrammar.

Para.3:Despiteitsshorthistory,thereisalotofgoodpoetryaround.

------Englishpoetry\'s

Para.4:Thestyleandatmosphereintheirpoemshasoften…

------WilliamWordsworth,Byron,JohnKeats

Para.5:Finally,modernpoetshavetheirspecial…inthelanguageandimagesthey

use.

------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…

------poemsandliterature

Step5Further-understanding

T:Thislesson,we\'velearntmuchofEnglishpoetry,it\'

isaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.

Thinkthisquestion;

Task1

Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whatare

somedifferences?

A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,

figuresofspeechofthepoem,etc.).七步诗.)

Task2

T:ThepoetMuDanwroteashortpoem,\"Quietly,weembraceInaworldlitupby

words.\".

Q:Canyouuseyourownwordstoexplainit?

A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruck

bywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.

Step6Enjoyment

T:Youhaveunderstoodthemagicthatpoetrybrings,that\'sgreat!There,wecanuse

aimagetodescribethespecialrolethatpoemsandliteratureactas,\"Poemsandliterature

canbebridges.\"Canyougiveotherimagestoexpressthesameidea?Who\'dliketohave

atry?

A:ndliteraturecanbetiesthatbringtheEastandtheWesttogether.

ndliteraturecanbefinewineenjoyedbytheEastandtheWest.

T:Wesay,ans

notmatteryouareaEnglishorChinese,to

enjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknow

whatprinciplestheyare?(Yes!)Well,let\'sseeaclipofvideo.

(Aftertheendofthevideo,showthenextslide)

T:WhenenjoyanEnglishpoem,youshould:rheartandemotion.2.

Imagineyouareexactlyinthedreamworldofthatpoem.

ThenIsawtheCongocreepingthroughtheblack,

Cuttingthroughtheforestwithagoldentrack.

Step7Discussion

T:It\'sreallyamusing!Attheendofthislesson,let\'shaveadiscussion.

Arepoemsgoodforourlife?Whatcanwegetfrompoems?

ringpassion(激情)elpustounderstandlife,

virtues,beautyandromance…akeusknow,wearehere,wecanmakeour

lifeandtheworldmorecolorful!

Step8Homework

dtranslateseveral

goodEnglishpoems.

einformationaboutfamouspoetsoninternetifpossible.

四、Teachingreflections

ethe

hestudentstoenjoy

o,theuseofacomputershouldnotdominatethe

ldbeahelpfulpartforteachingandlearning.

Unit9VoicesoftheEarthsummit(integratingskills)

Hello,verypleasedtohaveanopportunitytotalkaboutsomeofmy

cisvoiceofearthsummittakenfromUnit9,anditismadeupof

threeparts.

Part1Myunderstandingofthislesson

Theanalysisoftheteachingmaterial:

Thislessonisintegratingskills,anditplaysaveryimportantpartintheEnglishteaching

yingthisLesson,Sscanimprovetheirlisteningandspeakingability

houlddosomelistening,speaking

andwriting,se,letthestudentsknowtheimportanceofprotectingourearth.

TeachingAims:

ndmasterthefollowingwords:defend,incorrect,affect,advise.

hestudentslisteningandspeakingabilities.

owriteanevaluationparagraph.

T今日新闻最新 eachingImportantPoints:

theusefulwordsandphrasesappearinginthisperiod.

/

#TeachingplanforUnit16book1

Goodafternoon,everyone,It’tent

ofmylessonisSeniorEnglishforChinaBook1BUnit16Scientistsatwork.I’llbereadytobeginthis

isoftheteachingmaterial,theteachingmethods,thestudyingmethods,

theteachingprocedure,,letmetalkabouttheteachingmaterial.

Part1TeachingMaterial:

yingofthisunit,we’llEnablethestudentsto

knoametime,Letthe

ssonplaysanimportantpartintheEnglishtea初秋行圃宋杨万里 chinginthis

islesson,itstartsaskingtheSstograspcontents

ore,scan

learnitwell,lknow,readingbelongs

uthasgreateffectonoutput,suchas

ingtothenewstandardcurriculumandthesyllabus(新课程标准和教学

大纲),afterstudyingtheteachingmaterialandanalyzingtheruleofchildren’sgrowingofmind,Ithink

theteachingaimsarethefollowings:

dgeobjects:

a)TheSscanhear,read,andusethemainsentencepatterns

b)TheSscanunderstandthecontentofthelesson.

c)TheSscanusethepatternstoexpresstheirthoughtsinthepropersituation.

yobjects:

(1)TodeveloptheSs’abilitiesoflistening,speaking,readingandwriting.

(2)TotraintheSs’abilityofworkinginpairs.

(3)ToImprovethestudent’sreadingability,especiallytheirskimmingandscanningability.

normoralobjects:

a)Bycompletingthetask,theSsincreasetheirinterestandsetupself-confidenceinscience;

b)TeachtheSswhatis“science”,putthemoraleducationinthelanguagestudy.

now,let’scometotheImportantpointsandtheDifficultpoints.

Well,howtoachievetheteachingobjectsbetter,howtostresstheimportantpointsandbreak

throughthedifficultpoints?Asisknowntousall,Themodernteachingdemandstheteachershould

improvethestudents’eachingmethodrequiresthattheteachershouldhavetheleading

ingtotheanalysisoftheteachingmaterialandthestudents’learningbackground,Iwill

usethefollowingmethods.

Part2TeachingMethods:

Inmyopinion,themaininstructionalaimsoflearningEnglishintheMiddleSchoolistodevelopthe

students’abilitiesoflistening,speaking,reading,writingandtheirgoodsenseoftheEnglishlanguage.

SointhislessonI’llmainlyuse“Communicative”Approach(交际教学法),“Wholelanguage

teaching”(整体语言教学法)and“Task-based”languageteaching(任务教学法).Thatistosay,I’

llingtothemodern

socialcommunicationteachingtheories(现代社会交际教学理论),IadopttheTSAmethod(情景教学)

andTBLTmethod(语言任务教学)inmyteaching,namelyTotalSituationalActionandTask-based

merisa“scene—activity”blishesarealscene

terofferstheSsanopportunitytocomplete

ivityreflectsreallifeand

learnersfocusonmeaning,ametime,I’llmakeuse

ofthemodernelectricityteachingequipmentsandallkindsofteachingmeans,itcandeveloptheSs

creativityinlearningEnglish.

Part3StudyingMethods:

elackofgeographyknowledgeandthecultural

orstudents,

beautifhelearning

methods,udentsarenotactiveintheclass,andsome

studentsdon’ore,I’rstandthenew

knowledgeincertaindegreethroughthementalprocessofseeing,hearing,saying,observing,thinking

eelingandunderstandingthe

languagepoints,d,we’ll

heSshowtobesuccessfullanguagelearners.

Sspass\"Observation—Imitation—Practice\"（观察—模仿—实践三步教学法）tostudy

language.

heSshowtomasterdialoguesandhowtocommunicatewithothers.

Part4TeachingProcedure:

Step1Lead-in.

Asweallknow,BenjaminFranklinisafamouspoliticianandwriter．Buttoday,wewillreada

’sseehowFranklinmadehis

famouselectricityexperimentbyflyingakite．

1).Groupcompetition

Inthe18thand19thcentury,scientistsallovertheworldmademanyimportantdiscoveriesand

inventionsindifferentfieldsofphysics,chemistry,medicine,thewholeclass

intofourgroupstonamesomeofthem.

2).Groupwork

reexamplestomakeSsget

information.

Purposeofmydesign:Togettoknowsomethingaboutthestoryoffamousscientists.

Tohallydifficultfor

thescientiststoachievetheirgoal,andonlyaftertensofthousandsofattempts,experiments,thinking

,wearegoingtolearnoneexampleofthem:

Franklin’sfamouskiteexperiment.

Step2Reading

1).Individualwork

Skimming:ReadthematerialfasttofindouttherightpictureaboutFranklin’sexperiment.

2).Individualwork

Scanning:Listentothetapepartbyparttofindoutthetopicforeachone.

Para1-3thedescriptionoftheexperiment

Para4theequipmentoftheexperiment

Para5-6thestepsoftheexperiment

Purposeofmydesign:Enablestudentstounderstandthegivenmaterialbetterusingdifferentreading

entSampleAbyCAI（电脑辅助教学）ismucheasierfortheSstolearnandgraspthe

providearealsituationwithitssoundandpictureanditmakestherelationships

course,Sscanunderstandthemaincontentsofthisdialogueandgetthe

keypointsbyfollowingtheexample.

Step3Practice

1).Classwork

Withalltheequipmentready(ahandkerchiefmadeofsilk,twopiecesoflightwood,strings,asharp

pieceofmetal,akey,asilkribbon),onestudentactsasthehosttoconducttwostudentshowtomakea

kiteastheonemadebyFranklin.

2).Individualwork

Afterthat,allthestudentstrytotellhowtomakesuchakiteintheirownwordswiththehelpof

thepicturesonthescreen.

Step4Furtherunderstanding

1).Pairwork

Readthroughthepassagetofillintheblanksintheforminpairs.

2).Classwork

Listentosomesentencestojudgewhethertheyaretrueorfalse.

Purposeofmydesign:“Task-based”teachingmethodisusedheretodeveloptheSs’abilityof

eSsweshouldbepolite

propercompetitioncanarousetheSs’

scanfinishthistaskwell,theywillbenefitalotintheirspoken

step,itachievedtheteachingaimofunderstandingandtalkingthedialogueofthis

lesson.

Step5Post-reading

1).Pairwork

Franklinwasdoingtheexperimentwithhislittleson,andhewasabitcuriousaboutwhathisfather

therhand,the

classintotwogroupstomakeadialogueinpairs,oneisbetweenFranklinandhisson,theother

Franklinandapersonwatchingtheexperiment.

2).Groupwork

letSsreadthepassagecarefullyandanswerthequestion:Discussthefollowingquestionsingroups:

StudentsmakeaconclusionofdeprocessofFranklin’sexperimentandretellthetipsofdoingthe

experiment。letSsfindoutthekeysoftheexercisesaftertheirreading.

Purposeofmydesign:MostSscantaketheirpartsintheactivities,especiallyfortheSswhohave

roupactivities,tdoubt,thiswill

,ulinsiji（苏霍

穆林斯基）says:“Inone’smind,thereisalwaysakindofdeeplyrooteddemand,thatisthehopetofeel

’spirits,suchdemandisspeciallystrong.”Thisstepalsoleadstothe

emotionobjectiveofthislesson,thatistohavemoraleducationinthisstep.

Step4Homework.

Summarizethewholelesson,andarrangethehomework.

hemasteringofknowledgeofthislesson.

ointerviewtheirfriendsaskingthepriceandsizeoftheirclothingandmakerecordsofthe

information.

Purposeofmydesign:IthinkhomeworkissoimportantthattheSsshouldspeakEnglishasmuchas

cessaryfortheSstodosomeexercisesafterclasstomasterthe

ntentisanextensionofthepreviouslesson,tomeettheneedsof

increasingcommunicatingdemandofsomeSs.

Part5BlackboardDesign.

Anyway,theteachingofthislessonaimstodevelopnotonlytheSs\'languagetechnicalabilities,but

eofmydesign:

1、Makethestudentsbefreetotalkaboutsocialbehaviors

2、Understandthereadingpassageandcantalkmoreaboutteamwork.

3、Improvethestudents’readingandwritingskills.

Asteachers,tomakeourEnglishclassroomsshinewithvitality,wearelaidwithheavyburden,and

studentstopickouttheuseful

expressionfromthetext,givethemmoreexamples,anddosomeexercisestopracticethelanguage

points.

ouverymuch!

Unit4UnforgettableExperience

ReadingComprehension

Typeofthelesson:ReadingComprehension

TeachingAim:eSstounderstandthetextcompletely.

eSstoknowhowtoskimthetexttofindthegeneralidea.

eSstoscanthetexttofindoutspecialinformationquickly.

eSstorecognizethedangerofthenaturaldisasters.

TeachingFocus:OrganizeideasinatextusingFirst,Next,Then,Finally

TeachingAids:Atape-recorderandOHP.

TeachingProcedures:

-reading

outsomet别梦依稀 hingaboutnaturaldisasters.

(Checktheirhomework)

GivetheSsseveralminutestodiscussthequestionsingroups

Givethemchancestoanswerthetwoquestionsinthetextinclass

DirectthemtodescribesomekindofnaturaldisasterwiththecorrectstructureusingFirst,Next,

Then,Finallyinpairs.

EncourageoneortwoSstoactouttheirpassage.

g:

Warming-up:

onetalkabout

it,he/shewillbeasked:

Whereweretheyatthattime?

Whatweretheydoing?

Howdidtheyfeelnow?

Howdidyoudescribetheflood?

2Brainstorming:

msharetheinformationinclass.

(TheyhavelearnedthefloodinSouthChinain1998.)

Readingcompreh关于中秋节的内容 ension

ng:FirstReadingin3minutes,thenanswerthequestions:

ecaughtintheflood?

(FloraandJeff)

idtheystaynow?

(Inafallinghouse)

ppenednow?

ng:Readthistextagain,andunderlinetheunknownwords,phrasesorsentencesinthetext,

anddiscussinpairsoringroups.

Sstotalkoutwhattheydon’tunderstandinthetextandexplaintheminclass.

Ssreadthetextaloud,andthenfindoutsomesentencesintheAttributiveClauseand

analysisthem.

-Reading:

AsktheSstofinishExx1-3inthepost-readinginpairsoringroups.

Checktheanswersinclass.

HelptheSstotellthestoryintheirownwordsusingFirst,Next,Then,Finally

GetoneortwoSstoactitoutinclass.

rk:

AsktheSstocollectsomematerialofnaturaldisastersandtrytowriteapassage.

Asample:

ausegreatlossoflivesbydestroying

buildingsandbridges,1976,wehadaverybigearthquake

thousandsofpeoplewerekilledorinjuredinthatearthquake.

Book1AUnit12

Period2Speaking

Teachingaims:

nstudents’speakingability.

dentsaretrainedtoexplainEnglishwordsinEnglish.

Teachingprocedures:

Step1------Leadingin

dentstoreviewthefunctionalsentencesofphoning.

(1)…

(2)May/Can/CouldIspeakto…?

Step2------Functionalsentenceslearning

Task1------Invitingsomeonetoafilm

dentstoreadthesituation(StudentApart)andfillinthetable.

NameLastChanceUndertheMoon

KindActionRomanticcomedy

ContentTheherohastosavehis

girlfriendwhohasbeentaken

awaybyabadman.

Afunnyfilmaboutagirland

herboyfriendwhohavean

adventuresvocation.

AttractionThefilmhaslotsofactions:fast

cars,shootingsandfights.

Thefilmissweetandfunny

andhasahappyending.

Ticketprice$3$4

TimeSunday6pmSunday8pm

PlaceRedSunCinemaGreenFieldCinema

studentstoreadStudentBpart.

(1)Whichfilmdoyouwanttosee?

(2)Whatkindofisit?

(3)Whatisthefilmabout?

(4)Whatisthemostattractiveinthefilm?

(5)Howmuchiseachticket?

(6)Whenandwhereisthefilmshown?

dentstoactoutthetwosituationsinturnaccordingtothecard.

A:Hello,thisis…

B:Hi,…Wouldyouliketo…?

studentstopresenttheirdialogues.

Task2------Findingouttheinformationofthefestival

studentstoreadthegiveninformationandthefunctionalsentences.

dentstoactoutthesituationsaccordingtothetable.

TimeTable

SaturdaySunday

9amClassicalmusic9amPlay

11amArtexhibition11amLunchandMusic

1pmPopconcert3pmArtexhibition

5pmPicnic6pmFolkMusicConcert

7pmRockconcert

TicketPrices

OnedayAdults--$25Under18--$15Groups--$10

TwodaysAdults--$35Under18--$25Groups--$15

(1)What三张纸 canIdoatthefestival?

(2)WhenisthePopconcert?

(3)WhatpaintingscanIseeatthefestival?

(4)Whenisthepicnic?

(5)Isthereanydiscountforatwo-dayvisit?

(6)What’sthedifferencebetweenaone-dayticketandatwo-dayticket?

Task3------Summarizingthefunctionalsentencesofmakingdecisionsandgive

opinions.

(1)Whatshallwedo?

(2)Wouldyouliketo…?

(3)I’dliketo…

(4)Maybewecould…

(5)I’dpreferto…

(6)Whichdoyouprefer,…or…?

(7)Can’twe…?

(8)Thereareseveralthingswecoulddo.

一、TeachingGoals:

goals:

(1)Tolearnaboutpoetsandpoemsofdifferentcountries.

(2)Toimprovethestudent\'sreadingability.

(3)Toteacherthepastparticiple:usedasAdverbial.

demands:

(1)TomakeabetterunderstandingofthesimilaritiesanddifferencesbetweentheChineseand

Englishpoetsandpoems.

(2)Tolearnabouttheadvantagesofreadingpoems.

(3)Tomasterthegrammar.

二．teachingkeypointsanddifficultpoints

ngkeypoints:

keywords,phrasesandsentences:

grammar,glory,absence,district,atmosphere,introduction,translate,translation

playwith,callup,standout,lightup,comeintobeing,sendfor

grammar:thepastparticipleusedastheAdverbial

ngdifficultpoints:

(1)HowtoleadthestudentstounderstandtheEnglishpoetry,toenjoythebeautyofpoetry,andto

lly.

(2)Summarizetheuseoftheparticiples.

(3)Helpthestudentstodevelopthefeelingaboutbeauty.

三、

textbook:SeniorEnglishforChinaStudent\'sBook2A

teachingaids:acomputer,aprojector

teachingapproaches:task-basedmethod,communicativemethod,interactivemethod

六、Teachingprocedures:

Step1Greeting&Warming-up

(Beforethebeginnin狠组词组 goftheclass,showthestudentsaclipofvideofromthemovieDeadPoets

Society.

T:Justnow,wesawavideoclipfromthemovieDeadPoetsSociety.(Showtheposteronthe

screen)Haveyoufoundwhatistheboydoing?

SA:Heiscreatingapoem.

T:Yeah,quietright!poetryisaspecialform

anttowriteagoodpoem,youneedtoputyourselfinthedreamworldofthepoem.

(Showthewordsonthescreenonebyone)

Step2Lead-in

T:se,inthefieldofpoetry,wehave

manyoftheworld\'namesomefamouspoets?

SB&SC:LiBai,DuFu,BaiJuyi,WangWei„„

T:Goodjob!Thanks.(ShowtheportraitsofLiBai&DuFuonthescreen)Chinesepoets,suchas

LiBai&apoem

writtenbyLiBai,Ithinkyouarefamiliarwithit.

(Showthepoem望庐山瀑布onthescreen)

T:Okay,let\'sreaditaloudtogether.

GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShan

MountainWaterfall,wecanfeelthepower&magicofthewaterfallthroughthewordsthatLiBaiuse.

CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?

(Callseveralofthemtorecite)

T:Welldone!,we\'lltakea

journeytoEnglishpoetry(showthethemepageonthescreen).Englishpoetryisasinterestingand

attractiveasChinese.I\'ready?

Ss:Yes!

Step3Fast-reading

T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,,

Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:

Questions:

ethedifferencesbetweenpoetryandotherformsofliterature?

oetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?

(Givethem2minutestofindtheanswers)

T:Well,let\'sdealwiththe2questions.

Step4Careful-reading

Task1:.Themainideaofeachparagraph

T:Goodjob!Howmanyparagraphsinthetext?(7)Ok,nowlistentothetape&readthetext

antyoutosummarizeeachparagraph\'smainidea.

Para.1Thecharactersofpoetry.

Para.2AlookonChinesepoetry.

Para.3ThefirstperiodofModernEnglishpoetry.

Para.4ModernEnglishpoetryinthe19thcentury.

Para.5Whymodernpoetshavespecialattraction?

Para.6TheintroductionofEnglishpoetrytoChina.

Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.

Task2Atimeline

T:Excellent!focusonparagraph3-5andfinishthetimeline(showit

onthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.

Nowdoit!

Step4Post-reading

Task1

T:Let\'P28,Ex.1,makesuretogettherightchoices.

(After2minutes,checktheanswers)

Keys:1.A2.C3.B4.D5.C

Task2

T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?

Para.1:Thatmakespoetrydifficulttowrite,butveryinterestingtoread.

------Poetryplayswithsounds,wordsandgrammar.

Para.3:Despiteitsshorthistory,thereisalotofgoodpoetryaround.

------Englishpoetry\'s

Para.4:Thestyleandatmosphereintheirpoemshasoften„

------WilliamWordsworth,Byron,JohnKeats

Para.5:Finally,modernpoetshavetheirspecial„inthelanguageandimagestheyuse.

------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,„

------poemsandliterature

Step5Further-understanding

T:Thislesson,we\'velearntmuchofEnglishpoetry,it\'aquestion

foryou:hisquestion;

Task1

Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresome

differences?

A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeech

ofthepoem,etc.).七步诗.)

Task2

T:ThepoetMuDanwroteashortpoem,\"Quietly,weembraceInaworldlitupbywords.\".

Q:Canyouuseyourownwordstoexplainit?

A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatis

insidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.

Step6Enjoyment

T:Youhaveunderstoodthemagicthatpoetrybrings,that\'sgreat!There,wecanuseaimageto

describethespecialrolethatpoemsandliteratureactas,\"Poemsandliteraturecanbebridges.\"Canyou

giveotherimagestoexpressthesameidea?Who\'dliketohaveatry?

A:ndliteraturecanbetiesthatbringtheEastandtheWesttogether.

ndliteraturecanbefinewineenjoyedbytheEastandtheWest.

T:Wesay,ansnotmatteryou

areaEnglishorChinese,toenjoyaEnglishpoem?Weneed

toknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let\'sseea

clipofvideo.

(Aftertheendofthevideo,showthenextslide)

T:WhenenjoyanEnglishpoem,youshould:eyouare

exactlyinthedreamworldofthatpoem.

ThenIsawtheCongocreepingthroughtheblack,

Cuttingthroughtheforestwithagoldentrack.

Step7Discussion

T:It\'sreallyamusing!Attheendofthislesson,let\'shaveadiscussion.

Arepoemsgoodforourlife?Whatcanwegetfrompoems?

ringpassion(激情)elpustounderstandlife,virtues,beauty

andromance„akeusknow,wearehere,wecanmakeourlifeandtheworldmore

colorful!

Step8Homework

dtranslateseveralgoodEnglish

poems.

einformationaboutfamouspoetsoninternetifpossible.

四、Teachingreflections

ethestudentsenough

hestudentstoenjoythepleasureofstudyingEnglish.

Andalso,ldbeahelpfulpartforteaching

andlearning.

Book1Bunit21

Period1Warmingup&Listening“听力”(Listening)部分是以听的形式进一步

向学生介绍了肢体语言的交际功能，然后以选择的形式考查学生对听力材

料信息的筛选能力，同时又要求学生把所听到的信息应运于讨论之中。

Step1Warmingup

torm:thewordsofemotions/feelingsofhumanbeings

Asweknow,,humanbeings,’s

brainstormemotionswe’velearnedsofar.

happy,sad,angry,confused,tired,puzzled,hateful,excited,frightened,embarrassed,depressed,

uneasy,thrilled,easy,confident,delighted,kind,curious,etc.

’slookatpictureswithdifferentemotionsandmatcheachpicturewiththecorrectemotion

ile,askstudentswhatmakeshe/shethinksthatthepersoninthe

pictureisfeelingacertainway.

Possibleanswers:

Picture1:Confused;Idon’tknowwhattodo.

Picture2:Angry;Ican’tbelieveshesaidthat!Thatissounfair!

Picture3:Sad;I’velostmywallet!

Picture4:Happy;IgotanAinmyexam!

Picture5:Tired;It’’tkeepmyeyesopen.

e’sfacialexpression,wecanknowhowhe/s,wecanknowhowhe/she

isfeelingfromhis/hergesture,thatistosay,thewayhe/shestandsorsitscanalsotellushowhe/sheis

katyourclassmatesandtellhowtheyarefeelingtodaybythewaytheysitorstand.

Step2Listening

-listening

Justnowweseewecanlearnhowoneisfeelingfrombothhis/herfacialexpressionsandgestures.

guesswhatthesegesturesmean?

1)shakethehead

2)wavethearms

3)standwitharmsfolded

4)……

(Studentsmaynotguessallthemeaningsofthesegestures,andthenteacherscansay“Let’slistento

twoshortpassagesandfindoutwhatone’sbodymovements/gesturescantellus.”)

ing

1)ListentoPart1forthefirsttimeandgetthestudentstodothefirstquestionofPart1.

2)ListentoPart1againanddotheresttwoquestionsofPart1.

3)entscan’tfollowit,listenagain.

-listening

Basedonwhatyouheardjustnowandyourownexperience,discusswithyourpartner:Howcanyou

useyourbodylanguagetocommunicatethefollowingideas?

Homework

istoffacialexpressionsandgesturesandtheirmeaningswe’velearnedtoday.

wthefollowinglesson.

Period2Listening(WB)&Speaking

Step1Listening

aterialistoodifficult,teacherscangive

studentssomedifficultsentencesfirstorevengivethelisteningmaterialtostudentsaftertheylistento

thetapetwice.

Step2Pre-speaking

Makesomerequestsandask/helpstudentstoanswerandmakeoffers,forexample:

T:Couldyougivemeahand?

S:Yes,nIdoforyou?

T:Couldyoupleasecleantheblackboardforme?

S:Withpleasure.

T:That’sveryniceofyou.

(Teacherscanalsoaskstudentstoopen/closethewindow,turnontheprojectorandsoon.)

book1Bunit16

TheFourthPeriod

TeachingAims:

readingandknowdifferentopinionsaboutanimalexperiments.

writingandlearntowriteanessay.

theexpressionsandwordformationlearntinthisunit.

TeachingImportantPoints:

studentstounderstandthegeneralideaofthepassage.

hestudentstowriteanessay.

TeachingDifficultPoints:

mprovethestudents\'readingability.

riteanessay.

TeachingMethods:

adingtogothroughthereadingmaterial.

siontofinishthewritingtask.

dual,pairorgroupworktomakeeverystudentworkinclass.

TeachingAids:

projectorandacomputerformultimediause

ecorder

TeachingProcedures:

StepⅠ.Greetings

Greetthewholeclassasusual.

StepⅡ.Revision

T:Inthelastperiodwelearntsomewords,suchas,charge,cross,tie….Fromthesewords,welearned

thatoftenacertainwordcanbelongtomorethanoneclassandperformdifferentfunctions,soithas

urememberedthesewords?Let\'sreviewthem.

Pleaselookatthewordsonthescreen.(Showthewordsonthescreen.)Givemetheirmeaningsin

Chinese.

chargecrosssharpteartieconduct

(ile,teachertypesthemeaningsonthescreen.)

chargevt.①要价；②充电vi.冲击

crossvt.穿过；渡过n.①十字形记号；②杂交；杂种

sharpadj.①锋利的；②敏锐的；③明显的；清晰的

tearvt.撕；扯n.眼泪

tievt.系；拴n.①领带；②平局

conductvt.①带领；②传导(热、电)；③指挥

T:giveusthefirst

example?

S

1

:…

T:(ile,teachertypesthesentencesonthe

ssary,teachertranslatessomeofthemintoChinese.

Sentences:

hdoyouchargeforthebook?

ldrenchargedintotheplayground.

cellphonecharged?

ucrossthestreet,pleasebecareful.

edthewronglyspeltwordwithacross.

teisacrossbetweencoffeeandchocolate.

feissharpenoughtocutthemeat.

harpchild.

toissharp.

eaholeinherdresswhensheclimbedoverthewall.

tlegirlwasintearsbecauseshe\'dlosthermother.

matchesthesuit.

eendedinatie.

candrubberwon\'tconductelectricity,butcopperwill.

deconductedusaroundthecity.

ousconductorconductedtheconcert.

StepⅢ.Reading

T:Nowadaysscienists

keepdevelopingnewmedicinestotreatallkindsofdiseases,

newmedicineisdeveloped,nowthis?

Ss:No.

T:earmany

hinkit\'sfairforhumanstodothis?

Todaywe\'reading,wefirstlearnsomenewwordsand

thescreen.

Newwords:

shampoon.洗发精

drugn.药

doubtn.怀疑；疑惑

activistn.激进主义分子；行动主义分子

pron.赞成

contran.反对；相反

conclusionn.结束；结论

concludevi.得出结论

testn.&v.测试；试验

teston…

(Teacherasksstudentstoreadthenewwordsseveraltimesandtrytorememberthem.)

T:NowopenyourbooksonPage27andreadthepassagequicklyandanswerthequestionsonthe

screen.

(Showthequestionsonthescreen.)

cientistsuseanimalsforsuchexperiments?

omescientistssaythatanimaltestingdoesn\'twork?

omepeoplesayhumanshavenorighttouseanimalstotestmedicines?

(Teachergivesstudentsenoughtimetoreadthepassageandthencheckstheanswers.)

T:Haveyoufinished?Let\'answerthefirstquestion?

S

3

:Medicalscientistssaythatanimalexperimentshavebeenveryimportanttofindnewmedicines.

Almosteverymedicineweusehasbeentestedonanimals.

T:Whataboutthesecondquestion?

S

4

:rkswithanimalsoftendoesnot

workwithhumans.

S

5

:relawstoprotectthe

havenorighttokillthem.

T:istsandanimalrightsactivistshave

ext,youshouldpayattentiontothesephrases:suchas,

test…on…,atleast,Thereisnodoubtthat…,fightfor.

(Teacherwritesthemontheblackboard.)

T:Lookatthesentencesonthescreen.

ksseverallanguages,suchas,English,ChineseandJapanese.

cheristestingthestudentsontheirEnglish.

satleast50yuan.

snodoubtthathe\'llcome.

enwerefightingfortheirrights.

(TeachergivesbriefexplanationtotheSstomakesuretheyunderstandhowtousethemcorrectly.)

StepⅣ.ListeningandReading

T:Now,I\'llplaythetapeforyoutolisten.

ThefirsttimeIplayit,ondtime,nreadthe

clearaboutthat?

S

s:

Yes.

(Teacherplaysthetapetwiceandthengivesthestudentstoreadthepassage.

StepⅤ.Writing

T:Weknowthepassagewhichwejustreadisaboutdifferentideaswhetherweshouldtestmedicines

\'syouropinion?Pleasewriteanessaytogiveyouropinionabout

writingit,ingtothetips,

makeanoutlineforyouressayingroups.

(ecktheoutlineand

thenwriteitontheblackboard.)

Outline:

Paragraph1:Explainthereasonswhyanimalsareusedinexperiments.

Paragraph2:Explainwhyyouarefororagainsttheidea.

Paragraph3:Explainwhysomepeoplewhohavedifferentopinionfromyouarewrong.

Paragraph4:Giveyourconclusion.

T:\'sbegin.

(acheraskssomestudentstoreadit.)

T:ufinished?

S

s

:Yes.

T:Now,who\'dliketoreadusyouressay?

S

6

:ys…

(Thestudentreadshis/heressaytotherestoftheclass.)

T:lass,youshouldcopytheessayinyourexercisebook.

Samplepassage:

Nowadaysmanyanimalsareusedinexperimentstotestnewmedicinesandotherproducts,suchas

shampoo,skin,animaltestingisveryimportanttofindnew

medicines.

icineworkswithanimals,

thereisaveryhighchancethatitalsoworkswithpeople.

Butsomepeoplesaywhatworkswithanimalsoftendoesnotworkwithhumansandthathumanshave

shouldtakecareofanimals,butIthinkitisthebestway

totestnewnsof

nimalsformedicalscienceismoreimportant.

Animalsarehuman\'tanimals,humanscan\'etimes,weneedthemtodo

we\'lltrytousefeweranimalsandtakebettercareofthem.

StepⅥ.Test

T:Inthisunit,we\'\'llgiveatesttosee

whetheryou\'thescreen,please.

Completethesentences,usingtheexpressionslearnedinthisunit.

re__________(做实验)whenIenteredthelab.

themedicine__________(不起作用).

ared__________(在睡觉).

lphonehas__________(充电).

t__________(大量)moneyinbuyingbooks.

n__________(阻止)megoingout.

ists__________(检验)newmedicinesonanimals.

8.__________(毫无疑问)thatheknowsit.

__________(哭)inthestreet.

10.__________(知道)hismotherwasill,hewenthome.

Suggestedanswers:

nexperiment

\'twork

eeping

arged

dealof

d

snodoubt

s

known

StepⅦ.SummaryandHomework

T:Inthisclass,we\'\'velearnthowtowriteanessaytoexpressyour

\'lass,goover

alltheimport\'sallfor

today,calssisover.

TheDesignoftheWritingontheBlackboard

Unit16Scientistsatwork

TheFourthPeriod

Phrases:suchas,test…on…,atleast,fightfor

SentencePattern:Thereisnodoubtthat…

Outline:

Paragraph1:Explainthereasonswhyanimalsareusedinexperiments.

Paragraph2:Explainwhyyouarefororagainsttheidea.

Paragraph3:Explainwhysomepeoplewhohavedifferentopinionfromyouarewrong.

Paragraph4:Giveyourconclusion.

RecordafterTeaching

_____________________________________

_____________________________________

_____________________________________

_____________________________________

book1Bunit20

TheFifthPeriod

Languagestudyandgrammar

TeachingAims:

he“-ing”formusedastheAttributeandObjectComplement.

boutwordformation.

ethestudents\'abilitytomakesentencesandwrite.

TeachingImportantPoint:

Howtogetthestudentstomasterthe“-ing”form.

TeachingDifficultPoint:

Thedifferencebetweenthe“-ing”formusedastheAttributeandObjectComplement.

TeachingMethods:

siontomakeeverystudenthaveaclearunderstanding.

ationtomakeeverystudenthaveaclearconcept.

rkorgroupworktomakeeverystudentactive.

TeachingAids:

ctorandsomeslides

terformultimediause

TeachingProcedures:

stepⅠ.Revision

Teacherchecksthestudents\'homework.

udy

anslatethesentencesinto

nowwhat“thewordsofthesameroot”means?Forexample,wehavelearnedthe

words:nationn.;nationaladj.;ansaythatthethreewordshavethesame

root,becauseeachofthemhasthewordroot“nation”

r

Grammar:The-ingform(1)canoftenbeusedastheAttribute.

TheAttribute:Ifan“-ing”formisasingleword,

tenplacedaftertheworditmodifies.

Examples:

stingcrosstalkamusingstory

laughingaudiencecross-dressingmen

llenisfamousforherroleactingasawoman.

Inthefourphrases,each“-ing”eitisasingleword,itisput

beforetheworditmodifies,whileinthesentence,the“-ing”formisplacedaftertheworditmodifies,

becauseitisaphrase

Moreexamples:

aflamingray灼热的光线；thedancinggirl舞女

workingpeople劳动人民smilingfaces微笑的面孔；

aflyingkite翱翔的风筝aninterestingcrosstalk有趣的相声；

anexcitingevent激动人心的事件therisingsun升起的太阳；

thesufferingpeasants受苦受难的农民thecomingweek下周；

TheObjectComplement:Itisusedaftertheverbs:see,hear,feel,watch,notice,keep,find,

get,haveetc.

Now,let’slookatthev-ingusedasobjectcomplement

emforcing(force)thedooropenwithahammer.

dthemlaughing(laugh)afterthecomedyshow;theysoundedveryhappy.

himdropping(drop)somethingheavyintotheriver.

seethemperforming(perform)everynightthisweekattheNewTheatre.

hearthenewly-marriedcouplequarrelling(quarrel)everydayoververysmallmatters.

hedthearmymarching(march)downthestreettowardsthepark.

epeopleentering(enter)thetheatre,andtherewere286ofthem.

hedthreeoldmensharing(share)theirfoodwitheachother.

hedthechildrendiving(dive)intothewaterfromthetopdivingboard.

edyouhelping(help)sverykindofyou.

ce

Putthecorrectverbintothe-ingformtocompleteeachsentence.

fasten,knock,settle,deliver,enter,lay,bathe,measure,weigh,remove

ple__________thepalaceweredressedintheirbestclothes.

cedalotofchildren__________intheriverinthehotweather.

an__________fruitinthemarketwascarryingachildonherback.

__________inthenorthofChinaneedwarmclothesforthewinter.

edtheman__________thearmchairsfromtheroom.

lor__________meformynewcoataskedmealotofquestionsaboutmusic.

someone__________onthefloor.

vant__________thetablefordinnerwassingingquietly.

__________theletterssaidthatitwasdifficulttofindourhouse.

edtheofficer__________hishorsetoatreewitharope.

Suggestedanswers:

ng8.

ing

补充归纳：

一、关于“动词+宾语+补语”结构

1.不定式作宾语补足语

(1)可用不定式作宾语补足语的动词有：

ask,beg,cause,expect,force,forbid,oblige,invite,order,permit,require,persuade,want,warn,callon,

waitfor等。

Buthedidn\'tinvitehertohavedinnerwiththem.

(2)下列动词后面跟不定式作宾语补足语时要省略tohave,let,make,hear,see,watch,

notice,observe,listento,lookat,feel等(help后带不带to均可)。

Helistenedtohismotherclimbthestairs.

Willyouhelpme(to)repairmybike?

(3)另外下列动词后面也可以用不定式作宾补：allow,drive,get,wish,hate,leave,like,

set,teach等。

I\'dlikeyoutocomeandmeetmyrelatives.

2.现在分词作宾补

可带现在分词作宾补的动词：

(1)feed,find,get,have,hear,keep,see,send,watch等。

Thenightbeforetheprocession,thetwocheatshadtheirlightsburningallnightlong.

AfteranhourortwoIfeltthewindgettingstronger.

(2)leave,observe,set,smell,listentolookat等。

Theywentofftogetherandleftmesittingthere.

3.过去分词作宾补

可带过去分词作宾补的动词：

(1)find,get,have,leave,keep,see等。

Whenthekingshadthepyramidsbuiltforthem,theyperhapsneverthoughtthiswouldhappen.

(2)hear,make,watch等。

HaveyoueverheardthesongsunginEnglish?

Youmusttakeyourselfrespected.

4.形容词或名词作宾补

除上面的非谓语动词之外，还有少数动词可以带tobe加形容词作宾补，用来说明宾语的状态或特

征。

TheArcticOceanisconsideredbysomepeopletobeanorthernpartoftheAtlanticOcean.

另外，find,think,know,believe,suppose等也可以如此用法。其中consider,find,think的

宾补也可不用tobe，直接用形容词或名词。

Wefoundhim(tobe)dishonest.

TheythoughtMary(tobe)thebestsingerintheclass.

Weknowthistobeafact.

5.注意各种不同宾补的区分

(1)现在分词和过去分词作宾补的区别：现在分词作宾补时，宾语和宾补有逻辑主谓关系。

TomheardMarysinginginthenextroom.

而过去分词作宾补时，宾语是后面过去分词的承受者。

Jackwantstohavehishaircut.

(2)不定式和现在分词作宾补的区别：不定式作宾补时，宾语和宾补有逻辑主谓关系，并有将要发

生的含义，而现在分词作宾补时有正发生或已发生的含义。

JackaskedTomtogotoLondonwithhim.(togo含有将要发生)

Don\'thavehorsesrunningatthedoor?(running表示正在或一直不停地跑)

Doyouhearsomeoneknockingatthedoor?

Iheardsomeoneknock(atthedoor)threetimes.我听见有人敲过三次门。

二、with的用法归纳

(1)表示“和……一起”。

HeisgoingtostudyEnglishwithme.他要和我一起学英语。

Heisstayingwithhisuncle.他和他叔叔住在一起。

(2)表示“一致；同意，同情”。

AstothispointIcannotagreewithyou.关于这点我不能同意你。

(3)表示“与……同时或同向，随着”。

Withthesewordshewentout.他说完这些话就出去了。

Hisearningsincreasedwithhispower.他的收入随着他的能力而增加。

(4)表示“用……材料覆盖、填充、装饰、供应等”。

Filltheglasswithwine.把杯子倒满酒。

Wearewellprovidedwithfoodandclothing.

我们吃得好，穿得好。

(5)表示工具、媒介，作“用……，以……”解，with在此种用法中可用于主动语态和被动语态的句

子中。

Idrymyhandandfacewithatowel.我用毛巾擦干手和脸。

(6)表示“具有、附有”之意，相当于“having”。

Therewasaboxwithalidonthedesk.桌上有一只附有盖子的盒子。

(7)表示“带在……身上”，多用在bring,carry,have,take等动词之后。

Ihavenomoneywithme.我身上没有带钱。

(8)表示关系，作“关于；对于……而言，在某人眼里”。

ItisacustomwiththeChinese.那是关于中国人的习惯。

Howarethingswithyou?你的近况如何？

(9)表示“状态”。with在此种用法中，后面常与一抽象名词连用，形成一副词短语，其中大部分可

等于一副词。

HecanreadFrenchwithease.他能轻易地读法文。

Heswamacrosstheriverwithdifficulty.他好不容易才游过河流。

(10)表示原因、理由，常作“因为、由于”解。

Shewastremblingwithfear.她因恐惧而发抖。

(11)表示“比较”，用在comparewith或incomparisonwith的形式中。

HisEnglishcannotcomparewithmine.他的英语比不上我。

(12)表示“对照、对比”常和contrast连用。

Youmaycontrastthisbookwithanotherone.你可以把这本书和另外一本对照一下。

(13)表示“归……照顾、管理、保存”。

Leavethechildwithitsaunt.把小孩留给他的姑妈照顾。

(14)表示“与……分离，放弃”。

Shehaspartedwithhercar.她已把她的车子卖了。

Ipartedfromhimatnoon.我中午和他分手。

(15)表示“不一致，敌对，反对”之意。

Hearguedwithhisfather.他和父亲争论——意见不一致。

Theywereatwarwith教师节手抄报内容精选 Germany.他们与德国交战。

(16)表示让步，作“尽管、虽然”解，相当于“inspiteof”。

Withallhismoney,heisunhappy.尽管他有钱，他并不快乐。

(17)表示“某一动作的附带状态”，常形成“with+obj.+补语”的句型。

Isleepwiththewindowsopen.我开着窗睡觉。

Hewentoutwithhishaton.他戴着帽子出去。

(18)与副词连用形成“副词+with+宾语”的感叹句。

Offwithyourhat!=Takeoffyourhat!脱帽！

Downwithyourmoney.交出钱来。

三、词语辨析

(一)kind,sort,type

1.汉语中的“种”“类”意思相近而又有区别。英语中也一样，kind,sort,type等用法相同又有区

别。总的来说，kind和sort用法是相同的，只是kind较正式，sort则多用于口语和商业用语，另

外，sort有时含有轻蔑的意味。type则指更为具体的东西，译为“类型、型号、样式”。

Doyouknowwhattypeofbloodisyours?

你知道你的血型吗？

常见的表示种类的词组有：akind/sortof,thiskindof,thatkindof,allkindsof,manykindsof,

differentkindsof,variouskindsof,等；of后面的名词多用单数，且不用冠词。如：akindofflower,

allkindsofbamboo.

2.说某一种类的东西常用ofakind的结构。

Theyareallofakind,Ilikerosesofthiskind.

3.问种类常见的方法是：

Whatkind/sortofbookdoyoulike?你喜欢哪类书？

Whatkind/sortofmanishe?他是哪种类型的人？

含有轻蔑的意味。如：

Howdidyougetthissortofideaintoyourhead?你怎么想出这种主意来呢？

I\'lldonothingofthissort.这种事我不干。

fcar,asortofcar,anewtypeofcar等都可以说，而type更侧重外观“式样”，含“风格”

的意思。

Herbeautywasofanothertype.她的美丽是另一种风格的。

(二)makefunof,playajokeon,laughat,意思是“取笑，嘲弄某人”；

playajokeonsb.意思是“开某人玩笑、戏弄某人”;

laughatsb.意思是“讥笑、讽刺某人”。

It\'swrongtomakefunoftheblind.取笑盲人是不对的。

Weshouldn\'tplayajokeonthecripples.我们不应捉弄残疾人。

steinstucktohistheoryandwentonwithhisresearch.

许多科学家嘲笑这个理论，但是爱因斯坦坚持他的理论，继续从事他的研究。

rk

FinishtheexercisesinWorkbook.

（补充练习

I.句型转换

完成B句，使其与A句意思相同或相近。（每空一词）

anssoundfunnywhentheyspeakwithaforeignaccent.

BAmericanssoundfunny_____withaforeignaccent.

sandtalksinastrangeway,whichmakespeoplelaugh.

_______________hewalksandtalksmakespeoplelaugh.

owIcan\'tbesurewhetherthisisgoingtobeasuccessfulfilm.

owIcan\'tsay__________whetherthisisgoingtobeasuccessfulfilm.

earsthatfollowedhehadtomovefromcountrytocountry.

_____years,hehadtomovefrom_____countryto_____.

veryrudetohim,hegotangry.

ngry_____me__________beenveryrude.

【答案】ing;one;;

forhaving

II.单句改错

下列句子均有一处错误(或多一词；或缺一词；或错一词)，请找出并加以改正。

hreesons,oneofthemisadoctor.

ayhome,ult,hedevelopedacold.

andforkareneededwhenyouhavesupperinthishotel.

dtothreemakeseight.

herehavebeenfourbuildingsputtinguphere.

thepartyinhonourforthefamouswriter.

nSaturdaywhenhereachedthiscity.

stoldustofinishthejobasquicklyaspossible,whichwethoughtitimpossible.

9.I,whoisinAmerica,feelproudofbeingChinese.

refulwhendoyourhomework.

【答案】改为改为改为改为g

改为put

改为改为that8.去掉改为改为am

教后记：

Unit16Lesson63

Hello,’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteachingideas.

MytopicislifeintheoceanstakenfromLesson63ofUnit16inSEFC（2）.Itismadeupoffourparts.

Part1Myunderstandingofthislesson

Theanalysisoftheteachingmaterial:

saveryimportantpartintheEnglishteachingofthisunit.

yingLesson63,Sscanimprovetheirreadingability,

ametime,weshouldgetthestudentsto

houlddosomelistening,

speakingandwriting,se,Ssunderstand

theseabetter,lovetheseaandsavetheseaandthelifeofthesea.

Teachingaims:

dgeaim:Understandthemainideaofthetext.

yaim:Retellthetextintheirownwords.

nalaim:MaketheSslovethelifeoftheseaanddosomethingtostopitbeingpolluted.

Keypoints/Teachingimportantpoints:

Howtounderstandthetextbetter.

Teachingdifficultpoints:

rownwordstoretellthetext.

sthepollutionoftheseaandhowtosavethesea.

SomethingabouttheSs:

aveknownsomethingabouttheseaandsealifethroughtheInternetandotherways.

elackofvocabulary.

n’toftenuseEnglishtoexpressthemselvesandcommunicatewithothers.

arenotactiveintheclassbecausetheyareafraidofmakingmistakes.

Part2Myteachingtheories,methodsandaids

Beforedealingwiththislesson,I’lldomybesttocarryoutthefollowingtheories:MaketheSsthereal

mastersinclasswhiletheteacherhimselfactsasdirector；Combinethelanguagestructureswiththe

languagefunctions;LetthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglish

language.

Teachingmethod:

Doubleactivitiesteachingmethod

Question-and-answeractivityteachingmethod

Watch-and-listenactivity

Freediscussionmethod

Pairworkorindividualworkmethod

Teachingaids:

ctor

ecorder

edia

ckboard

ngsteps/procedures

Ihavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,

especiallyreadingability.

Theentirestepsare:

Greetings,Revision,Lead-inandpreparationforreading,Fastreading（scanning）,Listening,Intensive

reading,Preparationfordetailsofthetext,Consolidation,Discussion,Homework

Step1Greetings

Greetthewholeclassasusual.

on

dentssomequestionstorevisethelastlesson（showthemonthescreen）.

hsaltdotheoceanscontainperthousandpartsofwater?（35partsofsalt.3.5%byweight）

coral?Whyarecoralsnotfoundindeepwater?

heDeadSeacalledtheDeadSea?

hehomework（madeasurveyabouttheseaorsealifebysurfingtheInternetoraskingforhelp

fromotherpeople）.Throughthispartwecanconsolidatewhattheystudiedyesterday,communicate

withothersabouttheirsurveryresultsandprepareforthenewlesson.

-inandpreparationforreading

Showthemsomepicturesandletthemtalkeachother,andthenusethepicturesaboutseaandlifeinthe

oceanstolearnnewwords,forexample,Antarctica,hugewhale,spermwhale,squidandsoon.

Purpose:Arousethestudents’interestofstudy.

Bringinnewsubject:Lifeintheoceans.

ading

hequestionsonthescreenandletthemgetthemain

ideaofeachparagraph:

livingthingsliveinsuchoceansaroundtheAntarctica?

esthewhalefeedon?

thedifferencebetweenthespermwhaleandotherwhales?

Method:Readthetextindividually,usequestion—and—answeractivity.

Purpose:Improvethestudents’readingability.

Understandthegeneralideaofeachparagraph.

ing（bookclosed）

tothetapethendoanexercise（wbpage90,part1）

falseexercise.（onthescreen）

TraintheSs’listeningabilityandprepareforlaterexercises.

ivereading

Readthepassagecarefullyagainandanswersomedetailedquestionsonthescreen.

hdoesawhaleeatatatime?

hewhalesfeedonsmallfish?

pcanaspermwhaledive?

sreadingfordetailedinformation.

Purpose:Furtherunderstandthetext（Trainfurtherreadingability）tofindoutsomedifferentsentences

anddetailsofthetext.

ationfordetailsofthetextonthescreen

me/makeslower.

Presentparticipleusedasadverbial.

.

h.

e:eachtime

Purpose:TraintheSs’abilityofunderstandingandusinglaguage.

idation

tthetopicsentences.

thepassageaccordingtothetopicsentences.

Purpose:IwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatImean

’smore,Iwanttoletthemhavetheabilityofintroducingandanalyzing

ametime,Iwillwritedownthetopicsentencesontheblackboardaccordingtowhat

thestudentsfind,sotheycanretelliteasily.

sion

Showthemsomepicturesaboutthepollutedseaandmanylivingthingswhichareindangerandask

them:Whataretheiropinionsaboutit?Inordertoletthemhavefreechoice,Igivethemanothertopic:

ouldtheydo?

Purpose:hemmulti-mediapicturestoarousetheir

omakethemrealize:Theseaisindanger!

neshoulddosomethingto

loveandprotectourhome.

rk

ametime,trainthe

abilityofdo-it-yourselfandlookinguptheinformationbythemseleves.

Unit4UnforgettableExperiences

(Reading:Therescue)

Hello,’mverypleasedtohaveanopportunitytotalkaboutsomeofmyteaching

deupofthreeparts.

Part1:Myunderstandingofthislesson

Theanalysisoftheteachingmaterial:

saveryimportantpartintheEnglishteachingofthisunit.

Bystudyingthislesson,Sscanimprovetheirreadingabilityandlearntodescribepeople,things,events

andpeople’ametime,weshouldgetthestudentstounderstandsomedifficult

course,Ssunderstandtheunforgettableexperiences

well,lovelifeandlovetheearth.

Teachingaims:

dgeaim:

(1)Understandthemainideaofthetext.

(2)Mastersomeimportantwordsandexpressions.

yaim:

(1)Improvethestudents’readingability

(2)Learnhowtoorganizeideasinatextusing“First”,“Next”,“Then”and“Finally”

nalaim:

LettheSsunderstandtheunforgettableexperienceswell,lovelifeandlovetheearth.

Teachingimportantpoints:

Helpthestudentsunderstandthepassagebetter.

Teachingdifficultpoints:

mprovethestudents’readingability.

rownwordstoretellthetext.

SomethingabouttheSs:

aveknownsomenaturaldisasterandhadsomeunforgettableexperiences.

elackofvocabulary.

n’toftenuseEnglishtoexpressthemselvesandcommunicatewithothers.

arenotactiveintheclassbecausetheyareafraidofmakingmistakes.

Part2Myteachingtheories,methodsandaids

Beforedealingwiththislesson,I’lldomybesttocarryoutthefollowingtheories:MaketheSsthe

realmastersinclasswhiletheteacherhimselfactsasdirector；Combinethelanguagestructureswith

thelanguagefunctions;Letthestudentsreceivesomemoraleducationwhiletheyarelearningthe

Englishlanguage.

Teachingmethod:

Question-and-answeractivityteachingmethod;

Watch-and-listenactivity;

Freediscussionmethod;

Pairworkorindividualworkmethod;

Teachingaids:

Projector;taperecorder;multimediaandblackboard

ngsteps/procedures

Ihavedesignedthefollowingstepstotraintheirabilityoflistening,speakingandreading,

especiallyforreadingability.

Theentirestepsare:

Greetings;Lead-inandpreparationforreading;Fastreading（scanning）;Intensivereading;

Listeningandreading;Explanationandfurtherunderstanding;Homework

Step1Greetings(Greetthewholeclassasusual)

Step2Lead-inandpreparationforreading

①T:Today,we’turaldisastersdoyou

know?Nowdiscusitquickly(2minitus)

②Showpicturesaboutnaturaldisasterstolearnnewwords(suchastyphoon/hurricane,tornado/twister,

tsunami,volcaniceruption;avalanche/snowstormandsoon.)

Purpose:Arousethestudents’interestofstudy.

Bringinnewsubject:Therescue

Step3Fastreading(Skimming)

hequestionsonthescreenandletthemgetthemain

ideaofthetext.(2’)

Whatdisaster:Averyterribleflood

Who:Flora&Jeff

Where:Neartheirhouse.

Theendofthestory:Theyweresafenexttothechimney.

Method:Readthetextindividually,usequestion—and—answeractivity.(answeritonebyone)

Purpose:①Improvethestudents’readingability.

②Understandthemainideaofthetext.

ivereading

Readthepassagecarefullyandanswersomedetailedquestionsonthescreen.

ywavesarementionedinthestoryandwhatdidthewavesdo?

①thefirstwave:sweepdown,swallow

②anewgreatwave:sweepdown

③anothergreatroar:shakethewall

④anotherwave:strike,moveup,sweepaway

⑤Aterriblenoise:pulldownapartofhouse

outthechangesofJeffandFlora’sfeelings.(2’)

Shelookedsosurprisedthatshecouldn’se

Shewantedtowatchit.

wonder

JeffandFloralookedintoeachother’sfacewithalookoffrightfright

Florastartedcrying

inpanic

Yes!Allright!Allright

Hopeful

sreadingfordetailedinformation.

Purpose:Furtherunderstandthetext（Trainfurtherreadingability）

ingandreading(Listenandreadthepassageagaintoanswerthefollowingquestionson

thescreen)

Questions:

dFloraseeattheverybeginning?

Shesawawallofwateradvancingtowardsher.

Jefflookingforthechimney?

Becausethechimneyisthestrongestpartofthehouse.

’stheresult?

FloraandJeffmanagedtosavethemselveswiththeirstrongwillbystruggling

Purpose:TraintheSs’listeningandreadingability

Step6Explanationandfurtherunderstanding

tdifferentwordsfornoisesduringaflood

1)roar2)boom3)cracking

tthemetaphorsentencesandexplainthem.

1)Thefirstwaveswallowedthegarden.(swallow:totakein,causingtodisappear)

2)Treeaftertreewascutdownbywater.

3)Shesawawallofwaterthatwasquicklyadvancingtowardsher.

Step7Summaryandhomework

T:Today,we’velearntapassageaboutafloodandwe’vealsolearntsomeusefulwordsandexpressions.

Afterclassyoushoul’

homeworkistoretellthestoryusing“First”,“Next”,“Then”and“Finally”.

Duringmyteaching,I’lltrymybesttogetmyclassaliveandencouragethestudentstotalkwith

thegeneralaimofEnglishteachingistoimprovetheabilityofusing

’llusethistoguidemyteaching.

Thankyou!

SeniorEnglishBook2Unit4TeachingPlanof“AGarden

ofPoemsReading”

TeachingMaterialsAnalysis（rearrangethematerials:first,teachingthepoemsofthe

integratingskills,especiallyRightHerewaiting,thenplayandteachthesong.)

poem“RightHereWaiting”asagoodexampleofRhythmandRhyme

hdiscussionofpoems,

makestudentsprepareReadinginthecontent.

2.“ReadingEnglishPoetry”

ofthedetailedinformationaboutthehistoryandthedevelopmentofEnglishpoemsis

parisonofEnglishandChinesePoemsshowsusaclear

tsingshighsimilarityandthedifferencebetweenthepoemsof

tsingshighpraiseforthetwogreattranslators—LuXun

r,attheendofthetext,thewritertellsusthatsomethingofthe

ansthatweshouldreadthe

originalworksinsteadofthetranslatedonesasmanyaspossible.

ofexercisesafterthetextgettheSstounderstandthewholetextand

graspitsdetailedinformation.

Teachinggoals

language

a)Keywords:glory、pattern、belong、absence、translate、translation、

shade瑶瑟怨 、Keats、sonnet、Donne、Marvell、JohnMilton、PopeJohnson、

Wordsworth、Byron、isle、Shelley、RobertFrost、callup、belongto、comeinto

being、leadto、poem、poet、pattern、rhyme、rhythm、absence；

b)Keysentences:

ananyotherformofliterature,poetryplayswithsounds,wordsand

grammar.

ehasalonghistoryduringwhichmanyoftheworld’sgreatestpoets

wereactive.

liestpoemwaswritteninakindofEnglishthatisnowdifficultto

understand.

blished,hisworkbecamefamousfortheabsenceofrhymeattheend

ofeachline.

ylovedinChinaaretheEnglishRomanticpoets.

y,poemsandliteraturecanbebridgesbetweentheEastandtheWest.

ygoals:

studentstolearnmoreaboutpoemsandpoetsandtotelleachother

aboutusingthetargetlanguage,

atestudents’literature-awareness

Teachingimportantpoints

Explainthetextwithquestionsinpostreadingaguidelineandusecomparisonand

imagesinwriting.

Teachingdifficultpoints:ExplainpoemsinEnglish.

Teachingmethods:scanningSkimminggroupwork

Teachingaids:atapeplayer、ablackboard、somepiecesofcolorchalk

Teachingprocedures&someways

Step1Lead-in

eEnglishsong“RightHereWaiting”,whichwastaughtinthelastclass

(itisintheintegratingskills,butbeforeteachingWarmingUp,Ihavetaughtmyclassto

singit).

ethefeatureofthepoem.

Question:Whatisthefeatureofthepoemintheform?(Thenumberofthelinesandthe

mfollowsspecialpatternofrhythmand

rhyme.)

thesongRightHereWaitingagain,payattentiontotherhythm

“day、insane”“never、forever”“baby、crazy”etc,andthecontinuousand

pausesometimes,whichwecallrhythm.

etapeandaskStudentstickoutnewwordstheydon’tknowandask

themtoreadWordsandExpressionsorNotesonPages157-159iftheyneed.(Explain

someontheBb,ifnecessary.)

etextandtrytodoPre-readinng3.2.(Answer:ReadingPoetryof

WilliamWordsworth’GordonByron’s,JohnKeats’willremindusofLiBai,Du

Fu,whilereadingpoetryofJohnDonne’swillremindusofSuDongpo.)

Step2Detailedreading,usetheinteractivemethod.

Questions:

kespoetrydifficulttowrite,butveryinterestingtoread?(Thatpoetry

playswithsounds,words,andgrammarmorethananyotherformofliterature.)

spoetrymakeaninfluenceonpeople?(Poetrycallsupallthecolors,

feeling,experiencesandcuriousimagesofadreamworld.)

ingtotext,whatisthefeatureofsomegoodpoem?(Thenumberofthe

mfollowsspecialpatternof

rhythmandrhyme.)

talkedabouttheearliestEnglishpoetryaccordingtoParagraph3?

(TheearliestEnglishpoetrywaswritteninakindofEnglishthatisnowdifficultto

understand.)

dmodernEnglishstart?Whattimedowecallit?(Towardstheendof

the16thcentury/WecallitthetimeofWilliamShakespeare)

edatthesametimeasJohnDonne?Whatwashisworkfamousfor?

(kisfamousforabsenceofrhymeattheendofeachline)

dAlexanderpopelive?(Inthe18thcentury.)

ndofEnglishpoemsaregreatlylovedinChina?(Romanticpoems)

tethenaturepoems?Whowrotethesonnetsandlongpoems?And

whowasthewriterofIslesGreece?(WilliamWordsworth./JohnKeats./George

Byron.)

odernpoetsattractus?WhatnationalityitPoetRobertFrost?(Because

ricanpoet

RobertFrost.)

dChinesereadersstartreadingforeignpoetry?Whowerepraisedas

translators?(Towardstheendofthe19thcentury./LuXunandGuoMoruo.)

ranslatedpoemsmatchtheoriginalones?Whyorwhynot?(e

thespiritoftheOriginalworkislost.)

AsktheSstofinishExercise3onPage29.

Step3Languagepoints

ananyotherofformofliterature.--Mostorgreatestinnumber,degree

ofalltheformofliterature.

eg:Tomswimsbetterthananyotherboyofthethree=Tomswimsbestofthethree.

asalonghistoryduringwhichmanyoftheworld’sgreatestpoetswere

active.

Here“duringwhich…”clausemodifies“history”.Itisa“prep-which”attributiveclause.

eg:Themeetinglasted4hoursduringwhichtheydiscussedtheissue.

liestEnglishpoetrywaswritteninakindofEnglishthatisnow

difficulttounderstand.

Here“thatisnowdifficulttounderstand”isanattributiveclausewhichmodifies“akind

ofEnglish”,anditistheinitiativeformoftheinfinitive,here“tounderstand”dominates

“akindofEnglish”Thesimilarstructuresare:havesomethingto/withsomethingtodo/

thereissomethingtodo

blished,hisworkbecamefamousfortheabsenceofrhymeattheend

ofeachline.

ittedthesubject“hiswork”andverb“was”

eg:Ifheispraised,hewillbehappythewholeday.=Ifpraised,hewill…

Whilewewerewaitingforthetraintostart,wefeltexcited.=Whilewaitingforthetrain

tostart,wefeltexcited.

gpoetryinEnglishalsoopensthedoortofindingsnewwaysofexpressing

ndliteraturecanbebridgesbetweentheEastandthe

West

Bothofthesentencesusetheimages:theformersentencemeans“Readingpoetrymakes

itconvenientforustexpressourselves.”Whilethesecondsentencemeans“Thepoems

andliteraturecanbetiesthatbringtheEastandtheWesttogetherandfinewineenjoyed

bytheEastandWest.”

sExercise6inPostReading.“Quietly,weembrace,inaworldlitupby

words.”

(dsusedin

poetryarelikelampsthatlightup,andinthislightwecanmeetandembraceother

people,whomwewouldnothaveseeninthedark.)

Step4:Homework:Post-readingExercise1、2.