人教版高中英语必修一全套教案

Unit 2 English Around the World

I Teaching aims

1.Knowledge aim

2.Master the words and phrases and get a view of the road to modern English.

3.Ability aim

4.Train students’ reading skill.

5.Emotion aim

6.Let students know more about English and inspire students to study English hard.

Teaching important points

The understanding and comprehension of the passage.

Teaching difficult point

How to get to master the useful words and expressions.

How to improve students’ ability to read an article.

Teaching Procedures

Teaching Time

Seven Periods.

Period 1 Warming up and Reading

Step1. Warming up

1. Lead in: Show Ss a map of the world, and ask them the following questions:

1) How many languages are there in the world?

2) How many English-speaking counties are there in the world?

3) How are you ever heard some differences between American English and British English?

Step2. Reading

(1) Skimming

Read the passage quickly and find out the answers of the questions in comprehension.

(2) Scanning

(3) Listen to the tape and tell the meaning of each paragraph.

1. Para1: Brief introduction of the change in English.

2. Para.2: An example of different kinds of English.

3. Para3: The development of English.

4.Para4: English spoken in some other countries.

(4) Post reading

Step3. Discussion

Some people say that Chinese is a much more elegant language, so it is more important for us to master it and it is not so necessary to master foreign language. Do you agree with this opinion and why?

Period 2 Language points

Language points：

Step3. Homework

Retell the passage and do the exercise in page11.

Period 2. Explanation.

I. Teaching aims

(1) Do some exercise to master words and phrases.

(2) Learn to use the words and phrases in daily life.

(3) Train students to perseverance and patience by remembering new words and phrases.

II. Teaching important point

The explanation of words and phrases and practice using them.

III. Teaching difficulty

How to let students master them well.

IV. Teaching procedures.

Step1.Greetings and revision.

Step2.Language points

1. Do you know that there is more than one kind of English in the world?

你知道世界上英语的种类并不止一种吗？

more than one +名词单数，后面的谓语动词用单数

例如：More than one student wants to go to swim.

2.In some important ways they are very different form one another.在某些重要的方面，它们彼此有些差异。

(1)in…way(s)/by…means 在……方面

We should solve this problem in a different way.

=We should solve this problem by a different way.

(2)one another/each other 彼此，相互之间

We should communicate with one another/each other.

我们应该相互交流。

We send card to one another/each other every year.

我们每年都相互寄卡片。

3.They include Canadian, British, American and India English.

include 包含、包括

The price includes dinner, beds and breakfast.

including(prep) included(adj)

The bill came to $450,including tax.

The bill came to $450, tax included.

contain 包含，容纳

contain指某物容纳在比其更大的东西之内

The basket contains a variety of fruits.

这篮子装有各种水果。

include指包括作为整体的一个部分或要素

The tour includes a visit to Paris这旅程包括游览巴黎。

4. English plays an important role as a first or second language.

plays a/an … role/part 扮演……的作用、角色

Monitor plays an important role in managing a class.

班长在班级管理中起着重要的作用。

5. Nearly all of them live in England.

他们几乎全部都住在英格兰。

almost与nearly

①两者都可以修饰 all, every, always等词，都可以用于否定句中。

②在very, pretty, not后用nearly, 不用almost。

例如：I’m not nearly ready.

③在any, no, none, never前用almost, 不用nearly。

例如：I almost never see her.

练一练：用nearly或almost填空

(1). He said ______ nothing interesting.

(2).______ 1000 people were here.

(3).There is not ________enough boo for the whole class.

解析(1)与nothing连用，所以填almost

(2).与具体数字连用，用nearly

(3).被not修饰时，用nearly

6. Native English speakers can understand each other even if they don’t speak the same kind of English. 把英语作为母语的人相互之间可以交流，

即使他们说的不是同一种英语。

even if /even though即使，引导让步状语从句

Even though/if he had got a good job, he still wants to look for a better one.

即使他找到了一份好的工作，他还想找更好的。

7.Would you please come up to my flat for a visit?

来我的公寓坐坐怎么样？

come up 上来，走近，被提出，发芽

Strangers came up to him and asked how much his books are.陌生人走到他面前，问他课本值多少钱。

The problem came up in the meeting.

问题在会议中被提出来了。

8. Actually, it was based on German than present day English.

事实上，那时候的英语更象德语，而不是今天的英语。

(1)actually/in fact/as a matter of fact 事实上，实际上

(2)base on/upon… 以、、、为基础

This movie is based on facts.

(3)present (adj) 　目前的、现在的

You should look clearly the present situation.

9. It became closer to the language you are learning now.

它和我们现在学的英语更加接近。

close to相近，靠近，几乎

Our house is close to the bus stop.

close(adv) 位置上接近

closely(adv) 抽象关系上的密切

Come close to me.

I looked into the matter closely.

10. Shakespeare made use of a wider vocabulary than ever before.

莎士比亚使用了比以前更为广泛的词汇量。

make (good/full/no…) use of 　使用

We could make good use of our resources.

Every minute should be made good use of.

11. India has a very large number of English speakers.

印度有很多的人讲英语。

a number of 大量的（其后谓语动词用复数）

A number of people have came.

the number of　……的数目（其后谓语动词用单数）

The number of homeless people has increased.

只能修饰可数名词的：

a large/ great/ good number of,

a good/ great many, dozens of,

scores of, quite a few

只能修饰不可数名词的：

a great deal of, a large amount of,

quite a little, a large sum of

既可修饰可数也可修饰不可数名词的：

plenty of, a lot of, lots of,

a large quantity of

12. Only time will tell. 时间会证明一切。

tell: 知道，判断

It’s hard to tell whether he is right.

tell A from B: 区分，分别

Can you tell Tom from his twin brother?

Step3 Exercises

1.This bill adds up to 25 cents, ___B___

A. postage including B. postage included

C. to include postage D. and including postage

2. Mr.Huang will __A__ in the movement.

A.play a leading part B. take parts

C. play leading part D. take a part

3.__B__number of students taking part

in the training is 450.

A. A B. The C. A lot D. Lots

4. Sometimes _____ English is quite different from ____ English in many ways. (A)

A. speaking, writing B. speaking, written

C spoken, written D. spoken, writing

5. Using body language____ a proper way will help communicate ___others___ better. (A)

A. in, with, even B. in, with, more

C. with, with, still D. with, in, most

Period 3 Grammar

Step 4 Homework

Finish exercises in workbook.

Period 3 Grammar

I. Teaching aims

(1.) Learn and master the sentence patterns which express an order and a request,and their different features.

(2.) Use these patterns to communicate with others.

(3.) Help students master the points in this period.

II. Teaching important points

Point out the features of an order---which uses the imperative, namely “tell/order sb. to do sth.”and a request---which uses a question form or an imperative, very polite, namely”ask sb. to do sth.”

III.Teaching difficulty

How to change orders and requests into reported orders and requests.

V. Teaching procedures

Step1.Greeting and revision

Step2.Grammar

(1) First do some exercises.

(把下列直接引语改为间接引语)

（1）.He said:“ I’ve left my pen in my room.”→

He told me that he had left his book in his room.

（2）.She said: “He will be busy.”→

She said that he would be busy.

（3）.She said to Tom, “Can you help me?”→

She asked Tom if/whether he could help her.

Revise the rules.

1.陈述句的间接引语—连接词用that，在口语中可省略。引述动词用said, told,等。

例如： He said: “I’ve left my book in my room.”→

He told me that he had left his book in his room.

2.疑问句的间接引语。一般疑问句后连接词用if或whether，而引述选择疑问句时只能用whether，引述动词用asked，没有间接引语的可以加一个间接宾语me, him等.

例如： She said to Tom, “Can you help me?”→

She asked Tom if /whether he could help her.

3.特殊疑问句用原句中的疑问词作连接词，改为陈述语序。例如： The teacher asked, “how did you repair it?” →

The teacher asked me how I had repaired it.

4.如何变时态：

直接引语在改为间接引语时、时态需要做相应的调整。现在时它需改为过去时态；过去时态改为完成时；过去完成时则保留原来的时态。如：

She said. "I have lost a pen.“→She said she had lost a pen

但要注意在以下几种情况下。在直接引

语变为间接引语时，时态一般不变化。

1)直接引语是客观真理。

"The earth moves around the sun and the moon moves around the earth”, the teacher told me.

→ The teacher told me the earth moves around the sun and the moon moves around the earth。

2)直接引语中有具体的过去某年、某月、某日作状语，变为间接引语时，时态不变。如：

Xiao Wang said. "I was born on April 2l, 1980。"

→Xiao Wang said he was born on April 20, 1980。

5.如何变状语：

直接引语变间接引语，状语变化有其内在规律，时间状语由“现在”改为“原来”

例：now变为then, yesterday变为 the day before, today变为that day。地点状语，尤其表示方向性的，或用指示代词修饰的状语，由“此”改为“彼”

例：this 改为that,如：

He said, "These books are mine."

→He said those books were his.

祈使句的直接引语变间接引语.

要素三：祈使句的间接引语——采用“动词+宾语+不定式”结构。 told/asked/ordered sb.(not) to do sth.

如果祈使句是表示请求，间接引语的动词常用ask，如果是表示命令，间接引语的动词常用tell，order, command等

例如:

1.The teacher said to the students, “Don’t waste your time.”

→ The teacher told the students not to waste their time.

直接引语如果是以“Let‘s”开头的祈使句，变为间接引语时，通常用“suggest +动句词（或从句）

Do exercises

1.“Please close the window,” he said to me. (C)

→He ______ me _____ the window.

A. said to; to close B. told to; closing

C. asked ; to close D. said to; please close

2.He said, “Don’t do that again.” (D)

He _____ me _______ that again.

A. said to me; not to do B. said to me; don’t do

C. told me; don’t do D. told me; not to do

3.“Don’t put it on my hat.” his wife said to him.

His wife told him ___put it on ___hat.

A. don’t, his B. don’t, her C. not to, his D. not to, her

………………………………………………………………

………………………………………………………………

Step3 Homework

1.Finish Page50 in Workbook.

2.Make up a dialogue with your partner One use direct speech, the other use indirect speech. And act it out next class.

Period 4 Listening and speaking

I. Teaching aims

(1) Get more information on English dialect.

(2) How to help students improve listening skill.

II. Teaching important point

Understand the listening material.

III. How to improve listening skill.

I. Teaching procedures

Step1.Greeting and revision

Step2.Talking(workbook P48)

Practise the sentence patterns by making up dialogue. Students work in group of four, and choose one situation to role-play.

Step3.Listening(1) P14

(1(1)Listen and find out how many people are speaking and who they are.

(2) What does Buford think of Texas? How do you know?

(3). How large was the catfish?

((4). Why did Lester get out of the water very quickly?

(5)Why did Buford and Big Bob laugh?

(6)Who is the second speaker and where is she from?

Listening P48

Listening P51

(1).What do you think you will hear in their introduction?

(2)The name of each student’s country.

Homework

Look up the words left in the vocabulary in the dictionary.

Period 5 Using language

Step 1 pre-reading

I. Teaching aims

(1) Learning the rest words in the vocabulary.

(2) The understanding of the reading passage.

(3) Guide students how to remember more words as soon as possible.

II. Teaching important point

The understanding of the reading passage.

III. Teaching difficulties.

(1) How to let students master words.

(2) How to let students understand the passage well.

IV. Teaching procedures

Step1. Greetings

Step2. Pre-reading

1.China is a very big country where different dialects are spoken. Can you list some of them?

2.Is there anybody who can speak a dialect from other place?

Step 2. Reading

(1) Words

(2) Reading

1.Why are there so many dialects in the US?

2.What’s the standard English?

3.Can you tell an interesting or funny story that shows great difference between

dialects in Chinese/English?

Language points

(3).Language points

1.What’s standard English?什么是标准英语?

standard (n)标准,规格 (adj)标准的

meet standard 符合标准

standard of living 生活水平

on a standard 根据某一标准

2. Believe it or not ,there’s no such a thing as standard English. 信不信由你,世界上没有所谓的标准英语.

believe it or not 信不信由你

3.However,even on TV and radio you will hear differences in the way people speak. 然而,甚至在电视上或收音机里都会听到人们在说话时的差异.

the way后面接定语从句时,关系代词用 that/in which或不用关系代词

4.America has many dialects, especially the midwestern, southern, African American and Spanish dialects.

美国有很多方言,尤其是在中西部,南部, 北美洲和西班牙等地的方言.

especially 尤其

specially 专门(指专为某一目的)

I go to visit him specially, especially in the busy days.

5.Geography also plays a part in making dialects.

地理位置对方言的产生也有影响.

play a (adj) part 扮演…角色,起…作用

6.Although many America move a lot, they still recognize each other’s dialects.虽然许多美国人经常搬家,但他们

仍然能够辨认彼此的方言.

recognize 辨认,认出(pick out)

recognize sth./sb. as sth./sb. 把…认作…

Drugs were not recognized as a problem then.

Homework

Step4.Reading in Page 51

(1).Show some pictures of English dictionaries.

(3) Fill in the form in the book.

Step5.Homework

1.Review the words and language points we have learnt in this unit.

2.Translation

(1)他们已经请求国际援助.

(2)带着有礼貌的微笑,她走了出去.

(3)他出去工作了半年,因为有病没能结束工作就回来了.

(4)他喜欢发号施令,但没有人愿意听他的.

Period 6 & 7 Writing and summary

Teaching aims

I (1) Train writing skills.

(2) Show brainstorming and write a passage.

(3) Review the whole unit.

I. Teaching important and difficult point

How to improve students’ writing skill.

II. Teaching procedures

Step1.Greeting

Step2.Writing

(1) Brainstorm

￭ share ideas with others;

￭ decide which are the best ideas;

￭ make a list of those ideas;

￭ put those ideas into a map so that you can easily see them;

￭ use the map to help you as you write.

(2) Write a composition after class using the way brainstorming

.Topic: My experience of learning English

Step3.Summary

(1) The difference between American English and British English.

(2) Do some exercises about words, phrases and grammar.

Step4. Homework

Step4.Homework

1.Finish the composition.

2.Review this unit.

Unit 3 Travel journal

Teaching aims and demands

1. Topic: traveling; describing a journey

2. Vocabulary and useful expressions:

journal, fare, transport, finally, cycle, persuade, insist, proper, properly, determine, rapid, valley, waterfall, plain, attitude, shorts, camp, record, afterthought, topic, familiar, brave

change one’s mind, give in

3. Function:

Good wishes：

Have a good day/time!

Have a good journey/trip!

Good luck!

Enjoy yourself!

Best wishes to you.

Happy New Year!

Merry Christmas!

Happy birthday!

Thank you.

You, too.

The same to you.

Means of transportation:

walking, cycling, horse riding, taking buses/trains/boats/planes

1. Grammar: 现在进行表将来

Where are you going on holiday?

I am going to Hawaii on holiday.

When are we coming back?

Teaching Time:

Seven Periods.

Teaching procedure:

Period 1 Warming up and Reading

Step 1.Warming up

1. Ask some questions:

Do you often travel? Where have you been?

2. Following the steps of the warm-up on page 17.

Step 2. Pre-reading

1. Show some traveling pictures of the teacher’s.

2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China.

3. Ask Ss: how people who live along a river use it.

Step 3. While-reading

1. Scanning: Ss read quickly and answer:

What are they going to do?

2. Skimming: Ss read again and finish comprehending 1 on page 19.

3. Ss read and get the main ideas of each paragraph.

4. Ss list the countries that the Mekong River flows through.

Step 4. After-reading

Ss in pairs and discuss: Wang Wei’s and Wang Kun’s similar and different attitudes about the trip.

Step 5. Assignment

1. surf the internet and get more information about the Mekong River.

2. retell the passage use your own words.

Period 2 Language Pionts

Step 1. Warming up

Ask some Ss to retell the passage that they have learnt last period.

Step 2. Learning about the language

Teacher explain some language points in the text on page 18.

1. persuade sb. into /out of sth.: cause sb (not) to do sth by arguing or reasoning with him 说服或劝说某人（不）做某事

He is easily persuaded.

Wang Kun couldn’t persuade his sister to change her mind.

persuade sb (that clause): cause sb to believe sth; convince sb. 使某人信服

How can I persuade you that I am telling the truth?

1. insist(v. ): demand (sth) forcefully, not accepting a refusal 坚持或坚决要求；

Since he insisted, I had to stay.

insist on sth/doing sth: require or demand ; refuse to accept an alternative 一定要（某事物），坚决主张

She insists on getting up early and playing her radio loud.

2. care about: be worried, concerned or interested 忧虑，关心，惦念

don’t you care about anybody?

I don’t care about what happens to him.

care for /to do: be willing or agree to do sth.; wish or like to do sth.

Would you care a drink?

Would you care to go for a walk?

care for sb.

1). Like or love sb.

He cares for her deeply.

2). Look after sb; take care of sb; be responsible for sb

Who will care for your child if you are out?

4. Once she has made up her mind, nothing can change it. 她一旦下了决心，什么也不能使她改变。

once: adv.

1). for one time 一次

I have only been here once.

2). at some time in the past 一度；曾经

He once lived in Zambia.

3). all at once: suddenly 突然

All at once the door opened.

conj. = as soon as 一旦；一…就…

Once you understand this rule, you’ll have no further difficulty.

Step 3. Practice

1. Ss finish Ex 1 and 2 on page 20 by themselves.

2. check the answer.

3. Ss do Ex 3. on page 20.

4. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Wb. Ex1 on page 56.

3. Finish Wb. Ex 2 on page 57.

Period 3 Grammar

Step 1. Revision

Check the answers of Wb Ex 1 and 2 on page 56 and 57.

Step 2. Discoverig useful structures

1. Ss look at the following sentences and underline the verbs.

Are you working this evening?

We’re having an English party this weekend.

He is leaving tomorrow.

Let Ss themselves find the rules and tell what tense they are used.

2. Ss finish the dialogue on page 21 and pay attention to the tense.

Suggested answers:

are going, going, going/traveling, staying, are coming, coming, are going,

3. Ss finish part 3 on page 21.

Step 3. Talking

1. Ss four in one group and have a discussion about the topic on page 55.

2. Ss make a list about the objects: which is the most useful and which is the least useful and why.

the most useful objects the least useful objects

3.Ss show their result to the class.

Step 4. Speaking

1. Ss work in pairs and discuss: what do you think a dam does to a river and the people who live on it?

2. Make a list of some good and bad things a dam does.

3. Discuss your report with your classmates and then show it in class.

Step 5. Assignment

Finish Wb Ex 1 using structures on page 57.

Period 4 Reading

Step 1. Warming up

Ask Ss some questions about Journey Down The Mekong (I).

1. What was Wang Kun and Wang Wei’s dream?

2. What can they see when they travel along the Mekong?

3. Will they have some difficulties in their journey? What are they?

Step 2. Reading

1. Ss read the passage : a night in the mountains and answer the following questions:

How does Wang Kun feel about the trip now?

What do you think has changed his attitude?

2. Ss make a dialogue about things happen the next morning before Wang Kun and Wang Wei leave their camp.

3. show the dialogue to the class.

Step 3. Reading

1. Ss read the passage: The End Of Our Journey on page 59

2. Ss fill in the form with the information from the travel journal.

Period 5 Listening and speaking

Step 1. Listening

1. Ss listen to part 3 and tick the words they hear on page 23.

2. Ss listen to the tape again and fill in the chart.

Step 2. Listening

Ss listen to part 4 and finish Ex1 and 2 on Wb, page 55.

Step 3. Listening task

1. Ss listen to part 5 and finish Wb. Ex 1 on page 58.

2. Ss listen to the tape again and fill in the information on the chart.

Period 6 Writing

Step 1. Pre-writing

1. Ss read the passage and get the general idea about it.

2. Ss make a list of details from the travel journal that you believe are real and you don’t believe are real.

Step 2. While-writing

1. Ss write a short letter to Wang Wei as one of her friend and ask her to describe: how she feels, what she is doing, and some place you want to know about. Then wish her well on her journey by using some of the following expressions:

Have a nice/good time.

Have a nice/good trip.

Good luck on your journey.

Say “Hello” to …

Give my love/best wishes to…

Have fun.

Take care.

Write to me.

2. Ss read their writing and check the mistakes by themselves.

3. Ss exchange their writing and correct the mistakes.

4. Ss rewrite the letter again.

Step 3. After-writing

Choose some samples and show them in class.

Tips on writing:

Pay attention to the form of writing a letter.

Pay attention to the tense while writing.

Pay attention to the structures of the sentences.

Step 4. assignment

Ss in group 3-5, make an advertisement or finish the project on page 61.

Period 7 Summary

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.

Unit 4 Earthquakes

Teaching aims and demands:

1. Topic:

Basic knowledge of earthquakes; how to protect oneself and help the others in disasters

2. Useful words and expressions:

shake, well (n.), rise, smelly, pond, pipe, burst, canal, steam, dirt, ruin, injure, destroy, brick, dam, useless, steel, shock, quake, rescue, electricity, disaster, army, organize, bury, coal, shelter, fresh, percent, speech, judge, honour, prepare;

right away, (be) at an end, dig out, bring in, a (great )number of

3. Functions:

Talking about past experiences:

I will never forget the day when the earthquake took place. The time was 5:15 in the afternoon and I was driving along the road.

Sequence

4. Grammar:

The attributive clause (I)

由that, which, who, whose引导的定语从句

The number of people who were killed or injured reached more than 400,000.

It was heard in Beijing which is one hundred kilometers away.

Workers built shelters for survivors whose homes had been destroyed.

5.Teaching Time

Seven Periods.

Teaching procedures:

Period 1 Warming up and Reading

Step 1. Warming up

Ss discuss and answer some questions:

1. Which of the following may cause people the greatest damage?

A. earthquake B. typhoon C. flood D. drought

2. Imagine your home begins to shake and you must leave it right away. You have time to take only one thing. What will you take? Why?

Step 2. Pre-reading

Ss discuss and answer:

1. Do you know what would happen before an earthquake?

2. What can we do to keep ourselves safe from an earthquake?

3. Do you know anything about Tangshan Earthquake in 1976?

Step 3. Reading

1. Skimming and find the answers to the following questions:

a. What happened?

b. When and where did it happen?

2. Ss read again and fill in the following form:

3. Ss read the whole passage again and get the main ideas of each part:

Part 1. The natural signs of a coming earthquake

Part 2. The damage of the city after the earthquake

Part 3. The help to the survivors

Step 4. Comprehending

Ss finish Ex 1 and 2 on page 27.

Step 5. Assignment

1. Surf the internet and get more information about the earthquake.

2. Retell the text.

Period 2 Language points

Step 1. Warming up

1. Ss share more information about the earthquake.

2. Ask some Ss to retell the text by using their own words.

Step 2. Language points

1. lie –lay-lain (v.) : to be, remain or be kept in a certain state 处于某种状态

The village lay in ruins after the war.

These machines have lain idle since the factory closed.

2. in ruins: severely damaged or destroyed 毁坏

an earthquake left the whole town in ruins.

His career is in ruins.

3. number (n.): a quantity of people or things 数目；数量

The number of people applying has increased this year.

We were fifteen in number.

a number of: a lot of

I have a number of letters to write.

A large number of people have applied.

4. injure (v.): to hurt oneself/sb./ sth. physically 受伤

He fell off the bicycle and injured his arm.

5. reach (v.): to achieve or obtain sth. 达成；达到；获得

You’ll understand it when you reach my age.

At last we reached a decision.

6. rescue (n.): an act of rescuing or being rescued 搭救；解救

A rescue team is trying to reach the trapped mines.

Rescue (v.): to save or set free from harm, in danger, or loss 解救；救出

The rescued the man from drowning.

7. trap(v.): in a place from which one wants to escape but cannot 困住；陷于绝境

They were trapped in the burning hotel.

8. all …not… = not all…: some but not all 一些；但不是全部

Not all the girls left.

=Only some of them left early.

Not all the children are noisy.

=Some of the children are not noisy.

全部否定应用: none of…

None of us were allowed to go there.

None of these reports is very helpful.

Step 3. learning about language

1. Ss finish Ex 1,2 and 3 on page 27 and 28.

2. Teacher checks the answer and give the Ss some help if they have some difficulty.

Step 4. assignment

1. Finish Wb.Ex.1 on page 63.

2. Ss try to remember the useful words and expressions by hearts.

Period 3 Grammar

Step 1. Warming up

Ss read the passage again and try to find the sentences with attributive clauses.

e.g. Workers built shelters for survivors whose homes had been destroyed.

Step 2. Attributive clause

1. Give Ss more sentences and let the Ss to find the structures of the attributive clause.

2. Ss do some exercises about how to use that, which, who or whose.

3. Ss finish Ex 2 on page 28.

Some materials about attributive clause:

关系代词引导的定语从句

　　关系代词所代替的先行词是人或物的名词或代词，并在句中充当主语、宾语、定语等成分。关系代词在定语从句中作主语时，从句谓语动词的人称和数要和先行词保持一致。

1）who, whom, that

　 这些词代替的先行词是人的名词或代词，在从句中作主语和宾语。例如：

　 Is he the man who/that wants to see you? 他就是你想见的人吗？（who/that在从句中作主语）

　 He is the man whom/ that I saw yesterday. 他就是我昨天见的那个人。（whom/that在从句中作宾语）

2） whose 用来指人或物，（只用作定语, 若指物，它还可以同of which互换）。例如：

　 They rushed over to help the man whose car had broken down.　那人车坏了，大家都跑过去帮忙。

　 Please pass me the book whose （of which） cover is green.　请递给我那本绿皮的书。

3）which, that所代替的先行词是事物的名词或代词，在从句中可作主语、宾语等。例如：

　　A prosperity which / that had never been seen before appears in the countryside.

农村出现了前所未有的繁荣。（which / that在句中作宾语）

　　The package （which / that）you are carrying is about to come unwrapped. 你拿的包快散了。（which / that在句中作宾语）

Step 3. Using structures

1. Ss read the passage on page 64.

2. Ss try to complete the sentences by using who, whom, which, that or whose.

3. Check the answer and explain any questions that the Ss may ask.

Step 4. Assignment

1. Ss learn by heart about how the structures of the attributive clause.

2. Ss do some exercises about the attributive clause.

Period 4 Reading

Step 1. warming up

Ask the Ss:

Do you know anything about the earthquake in San Francisco?

Step 2. Reading

1. Ss reading the passage and finish Wb. Ex 1 on page 65.

2.Ss read the first paragraph in this passage. Then go back and read again the first paragraph of the passage on page 26. Compare the ways both writers give you details about the earthquakes and finish Ex 2 on page 65.

3. Listen to the tape and read the third paragraph with feeling.

Step 3. listening

1. Ss listen to the tape and finish the exercise 1 on page 62.

2. Ss listen to the tape again and then complete the following form:

Period 5 listening and speaking

Step 1. pre-listening

Ss have a discuss about the earthquake in San Francisco in 1906 and answer:

1. What happened to the city?

2. What’s the result?

Step 2. listening

1. Ss read the statement of part 1,on page 30.

2. Ss listen to the tape and make their choice.

3. Ss listen again and answer the questions of part 2, on page 30.

Step 3.talking

1. Ss read the short passage on page 62, and in pairs make up a story to explain how an earthquake happens.

2. Share the stories in class.

Step 4. listening task

1. Ss listen to the tape and write down the three “things” that are mentioned in the passage on page 66.

2. Ss listen again and give more detail about each of the “things”.

Step 5.talking task

1. Ss in pairs, choose eight things from the list on page 67 to put into their personal earthquake bag.

2. now join with another pair and discuss your choices. Make another list of items and put them into the following list:

my personal earthquake bag will contain:

1).___________ 2). ____________ 3). _______________ 4). ____________

5)._____________ 6).____________ 7). _____________ 8). _____________

Period 6 Writing

Step 1. Pre-writing

1. Ss read the letter on page 29.

2. Ss make a list about the points that they want to write for the speech.

Step 2. writing

1. Ss write some sentences about their speech.

2. Ss write a speech by using the sentences.

3. Ss read their writings by themselves and correct the mistakes.

4. Peer revising.

5. Show some good writing in class.

Step 3. Practice

Ss finish part 4 on page 30.

Step 4. writing task

1. Four Ss in one group have a discuss. They are going to prepare a poster to be put up around schools or hospital to explain to people what they should collect in a personal earthquake bag and why.

2. Ss design how many parts they will divide the poster.

3. Ss begin to write their poster.

4. Ss in groups show their poster in class.

Step 5. Assignment

Ss in groups finish the project on page 68.

Period 7 Summary

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 61. It is very important to improve their learning.

Unit 5 Nelson Mandela

Teaching aims:

1. Topic

The qualities of a great person;

The lives of some great people.

2. Useful words and expressions:

hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerely lose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to

3. Functional items:

A. Giving opinions:

Why do you think so?

What do you think of …?

What’s your opinion?

I agree/ don’t agree.

I think/don’t think….

I prefer….

In my opinion….

I’m afraid…

B. Making comments:

Good idea!

That’s an excellent idea.

4. Structures

The attributive clause (II)

由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

The school where I studied only two years was three kilometers away.

This was a time when you had got to have a passbook to live in Johannesburg.

The reason why I got a job was because of my hard work.

…we were put in a position in which we had either to accept we were less important, or fight the Government.

The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

Teaching Time:

Seven periods.

Teaching procedures

Period 1 Warming up and Reading

Step 1. Warming up

1. Ask Ss some questions:

What are the qualities you should find in a great person?

Who do you think is a great person?

What qualities do you have?

2. Ss finish the chart on page 33.

Step 2. Pre-reading

1. Show Ss some pictures about six great persons and let them guess who they are.

2. Ask Ss to tell why they are important persons in history.

Step 3. While-reading

1. First reading: Ss read the text and finish comprehending 1 on page 35.

2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.

1940______________ 1942 ______________

1944 ______________ 1946 ______________

1948 ______________ 1950 _______________

1952 ______________ 1954 _______________

3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.

Suggested answers:

Part I paragraph 1-2

The life of Elias’ before he met Nelson Mandela.

Part II paragraph 3-5

The change of Elias’ life after he met Nelson Mandela and what Mandela did.

Step 4. After-reading

Ss discuss:

How the ANC Youth League fights the Government?

What can we learn from the text about Nelson Mandela?

Step 5. Extensive reading

Get the Ss to learn more about Nelson Mandela.

Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions:

1. When did Elias lose his job?

2. Does Elias like his present work?

Homework

1. Recite the key sentences in the text.

2. Retell the text.

Period 2 Language learning and grammar

Step 1. Revision

Ss try to retell the text, using their own words.

Step 2. Language points

1. The time when I first met Nelson Mandela was ….

2. advise…on

3. be …away

4. Less important than…

5. Only then did we decide to… (倒装句)

Step 3 discovering useful words and expressions

1. Ss read Elias’ story again and try to find words that mean the same in the form on page 35.

2. Ss read the passage on page 36, part 2 and try to complete the it with properate words.

Step 4. Grammar: The attributive clause

1. Ss read the following sentences and try to find the rules.

The mines where I got a job were 9km from my home.

The reason why I got a job was because of my hard work.

The time when I joined the ANC Youth League was late at night.

The government building where we voted was very grand.

The date when I arrived was the 5th August.

2. Practice: Ss finish the sentences on page 36, part 2.

Step 5. Practice

1. Ss do Wb using structures: exercise 1.

2. Ss do the exercise 2 on page 71, join two sentences into an attributive clause.

Period 3 Speaking

Step 1. Revision

Dictation: The teacher speaks the following sentences in Chinese, the Ss write them down in English.

1. The time when I first met Nelson Mandela was a very difficult period of my life.

2. Mandela had opened a black law firm to advise poor black people on their problems.

3. I was worried about whether I would be out of work.

4. We were put in a position in which we had either to accept we were less important, or fight the Government.

5. It was very dangerous because if I was caught I could be put in prison for years.

6. I knew it was to realize our dream of making black and white people equal.

Step 2. Talking

1. Ss answer the question:

What are the qualities you should find in a great person?

2. Ss in groups talk about their hero/heroine on page 69. When they discuss, try to use the following words:

Good idea!

That’s an excellent idea!

I agree/ don’t agree.

I prefer…

In my opinion…

I think/don’t think…

I’m afraid…

Why do you think so?

What do you think of …?

What’s your opinion?

Step 3. Speaking task

Ss in groups and try to finish the speaking task on page 74.

1. Ss read the passage and get to know what they are go to do;

2. Ss in groups and begin to discuss;

3. Ss should take notes while they are talking;

4. Ss should choose one to give a talk to the class.

Step 4. Debating

Ss divide into two parts and debate.

Topic: Mao Zedong is a great person in history.

Mao Zedong is not a great person in history.

Period 4 Extensive reading

Step 1. Pre-reading

Show some pictures and ask Ss to say something about Bill Gates.

T: Do you know who he is?

S: Bill Gates.

T: Who can say something about him?

S: Bill set up his own company “Microsoft”.

He makes most people in the world use the computer.

He makes us learn about the world at home.

T: Do you think Bill Gates a great man?

Ss discuss and answer.

Step 2. Reading

Ss read the passage on page 73 and fill in the information sheet.

Step 3. Discussion

Ss in groups discuss what kind of person Bill Gates is.

Suggested answers:

I think Bill Gates is a great man because he set up the biggest Internet cooperation “Microsoft” in the world. He made a lot of money with his software and gave his millions of dollars to help the education and health of many children around the world. His cooperation also provides a lot of job chances.

Period 5 Listening

Step 1. Using language- listening

Ss are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions.

Ask the Ss pay much attention to these important points while listening. And tell them to take notes like this:

Passbook: a book…

Underground;

Surface:

Live:

Step 2. Listening

Ss turn to page 69 and listen to the tape three times. Before they listen, ask them to read the questions first.

Step 3. Listening task

1. First listening: Ss turn to page 72 and try to answer the four questions of part 1.

2. Ss listen again and complete the tables of part 2.

3. After listening: if time permits, ask two Ss to answer the question:

Who do you think caused the accident?

Period 6 Writing

Step 1. Pre-writing

1. Ask the Ss to say something about Nelson Mandela.

2. Ss read more about his life.

Step 2. While-writing

1. Ss collect their ideas for the letter. Write them down in order.

2. Ss begin the letter with their address and the date. They may begin like this:

Dear president,

I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free….

3. Finish the letter like this:

Yours sincerely,

(Your name)

4. Choose some Ss to read their letters.

Suggested answers

Jinan No.1 Middle School

Shandong, China

October 27, 2004

Dear President,

I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free.

As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. I n1994, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him.

In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to five years hard labor. One year later, as one of the leaders of the ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.

I think, what he did was for his people, his country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free.

Best wishes!

Yours truly,

Li Hua

Step 3. Writing task

Ask the Ss write a great person in their eyes.

Give the Ss a possible version after they finish it.

Period 7 Summary

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.

本文来源：https://www.2haoxitong.net/k/doc/5eef6ef9a2116c175f0e7cd184254b35eefd1afb.html