高二英语教案Unit 15 Destinations1(新课标版高二英语下册教案教学设计)

2024-05-06

高二英语教案Unit 15 Destinations1(新课标版高二英语下册教案教学设计)（共4篇）

篇1：高二英语教案Unit 15 Destinations1(新课标版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

More and more people like going on a trip to a faraway destination with the development of society.But before we start,we should know more about the destination we have chosen.This unit is arranged about the central topic-Destinations.In Warming up,teacher will ask students to talk about the routes and more places in the world,improving the students’ geography know ledge.In studying the reading material “Destinations”,the students will know more sights in the world and other things with the help of the teacher.By studying this unit,students will also know that finding out more about the destination is not only a good way to save money and avoid problems,it can also be a lot of fun.As to Grammar-Non-finite Verbs,a number of exercises are arranged.After doing them,students will master some knowledge of the Infinitive,the v.-ing and the Past Participle,and know how to use them.

Ⅱ.Teaching Goals

1.Talk about travel and cities.

2.Practise making complaints.

3.Review the Non-finite Verbs(1):-ing,-ed,to do…

4.Write a descriptive essay/paragraph.

Ⅲ.Background Information

1.How to plan Your Trip

People are always telling us that“getting there is half the fun”.But is it true?Is it always true?Of course,we can all remember many enjoyable trips we have taken.But haven’t we all taken a trip that wasn’t fun at all?Can we ever forget the time when we just wanted to come home?

The fact is,some people who travel for pleasure get no pleasure from it at all.Others,who travel because they must travel,have a lot of fun doing it.What makes one trip more enjoyable than another?

The answer is planning.Any trip can be enjoyable if it is well planned.Every minute that you spend planning your trip may save you ten minutes of trouble during your trip.It may also add an hour of pleasure!

Money

Before you take any trip,the first question to ask yourself is:How much can I spend?When you decide on a figure,write it down.Now you can decide where,when,and how to go.At home,you can find out what it costs to travel anywhere in the world.Just pick up the phone and call a travel agent(旅行社).

In Season(旅游旺季)，Off Season(旅游淡季)

Many resorts(旅游胜地) nd cities around the world are popular during some months of the year and less popular during other months.Find out if the places you are visiting have an “in” season and“off”season.This may help you to decide when you want to go.

There are some very good reasons to travel during the off season.Usually everything is much cheaper.It is also less crowded,of course.If you don’t have a lot of money-or if you don’t like crowds of tourists(游客)-go in the off season.

Some places are not as exciting during the off season.The weather may be too cold or too hot.The beaches may be closed.Hotels and restaurants(餐馆) ay be shut.Be sure to find out before you go.

Passports(护照),Visas(签证) nd Health Certificates(健康证明)

It is not hard to get a passport,but you should ask for one a few months before you begin your journey.To get one you must have your birth certificate or another legal document(合法文件) o prove that you are a citizen(公民).

Sometimes you need a visa to visit a country.If a visa is necessary,you can ask for one at the country’s embassy(大使馆).Sometimes getting a visa takes many months,so it is very important to plan early.The same is true for health certificates.For this information it is a good idea to call or write the embassies.You may also get a lot of other useful information from them.

Now that you have planned your trip,you are ready to take it.Should you expect any surprise?Of course you should.Let’s just hope they’re pleasant ones!

2.Future Travel:Teleportation

Science has changed the way we live and the way we think.New inventions and discoveries have made it possible for us to think about the world in new ways.The means of transportation-bikes,cars,airplanes-we use today are good examples.They are based on the idea that transportation means moving something from one place to another-on a bike,in a car or by plane.This takes time,of course,and we can only travel as fast as the laws of physics allow.It will be difficult to travel much faster than today’s airplanes and to travel very far,such as to the stars or to other planets.

Now,scientists believe that we might be able to send things from one place to another without actually moving them through space.This sounds strange,but a new way of transportation may become possible in the future.

Teleportation is a combination of sending information through telephones or the Internet and transportation.With normal transportation,for example by car or plane,a person or thing is moved from point A to point B.With teleportation,a person or thing is taken apart at point A and put together again at point B.If teleportation becomes possible,we may be able to travel faster and farther than we could ever imagine.

In the 1990s,scientists discovered that teleportation was possible.Experiments showed that teleportation could be done,but the thing being teleported was destroyed on the way.So far,scientists have only been able to teleport photons-particles(粒子) hat carry light-and laser beams(激光).What about teleportation of human beings?Teleporting a human being would be very difficult since there are so many parts in a human body.Even the smallest mistake could cause serious problems with the person’s mind or body.

There is still a long way from being able to use teleportation to move human beings,but what we used to think was impossible does now seem possible.What we know and what we imagine often work together:the more we know,the more we can imagine,and the more we imagine,the more we can learn.Science is the tool that we use to make our dreams become real and to build a new world with our ideas.

Ⅳ.Teaching Time:Four periods

The First Period

Teaching Aims:

1.Learn and master the following:

(1)New words:

airline,uncomfortable

(2)Everyday English:

I’m sorry to say…

I’m so sorry.

I hate to have to say this,but…

Could you do something about…?

Why didn’t you tell me the truth?

Why don’t you do something about it?

2.Train the students’ listening and speaking abilities.

3.Get the students to talk about travel and cities.

Teaching Important Points:

1.Finish the task of listening to train the students’ listening ability.

2.Finish the task of making complaints to train the students’ speaking ability.

Teaching Difficult Point:

How to help the students finish the tasks of listening and speaking.

Teaching Methods:

1.Free talk,listening and speaking to train the students’ ability to use English.

2.Individual,pair or group work to make every student take an active part in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Hello,everyone.

Ss:Hello,teacher.

T:Sit down,please.First I want to ask you a simple question:what would you like to do most during holidays?

Ss:Traveling/Reading books/Watching TV…

T:Yes.Most of you like traveling.Where have you been to?

Ss:Beijing/Shanghai/Qingdao/Harbin…

T:Is there anybody who has been to a foreign country for travel?

Ss:No.

T:Do you hope to travel around the world?

Ss:Yes,of course.

T:Then you must know some famous cities in the world.Tell me their names,please.

Ss:Paris,Moscow,Sydney,San Francisco,Berlin…

T:Oh.So many!And they are all world-famous travel destinations.Today,we’ll begin to learn Unit 15 Destinations.(Bb:Unit 15 Destinations)It’s a good chance to talk about travel and cities.Are you interested?

Ss:Yes.

T:First let’s learn some new words for this period.

(Teacher shows the following words on the screen and asks one student to read them.Then ask the whole class to read together after him/her.)

△complaint /km′pleint/ n.投诉;申诉;抱怨，表示不满

△Iraq/i′ra:k/ n.伊拉克

△Mexico/′meksiku/ n.墨西哥

△Greenland/′gri:nlnd/ n.格陵兰

airline/′e′lain/ n.航空公司;航线

uncomfortable /n′kmftbl/ adj.不服的，令人不自在的

△wanderlust /′wdndlst/ n.漫游癖

Step Ⅱ Warming up

T:OK.Now please open your books at Page 33 and look at the first part-Warming up.Imagine that you are offered a free ticket that lets you travel around the world and make five stops along the way.Can you follow me?

Ss:Yes.

T:OK.Now,please work in pairs to tell each other where would you go and why.At the same time,draw your flight line in the box on the right and mark the cities you want to visit on the map.A few minutes later,I’ll ask some students to talk about your travel plan.Is everything clear?

Ss:Yes.

(The students begin to work.Teacher goes among the class to see their work.At the end,teacher asks some students to talk about their plans.)

Step Ⅲ Listening

T:Now,let’s come to the second part-Listening.First,look at the following pictures taken of some foreign cities.Look at the first picture taken of Greece.What part of Greece do you think the picture shows?Any volunteer?

S1:I think it is the Egean Sea that the picture shows.

T:Then look at the second picture taken of Iraq.What can you see in it?

S2:…

…

(Teacher and the students talk about the pictures briefly.After that,teacher says the following.)

T:OK.Now,let’s listen to the tape and do some exercises.The first time I play the tape,just listen to get the general idea.The second time,write down the answers.If there is difficulty in writing down the answers,I’ll play it again.At the end,we’ll check the answers together.Is that clear?

Ss:Yes.

(Teacher begins to play the tape.)

Step Ⅳ Speaking

T:We’ve talked a lot about travel and cities.However,while you are traveling,you may come across some problems unexpectedly,which could take place in the airline,the hotel or the restaurant.Can you guess what problems would occur?

Ss:Luggage is lost./The plane is late./The food is terrible…

T:What shall we do if we come across such problems?

Ss:Go to the manager and complain to him/her of the problems.

T:How do you think he/she will deal with the problems?

Ss:First,he/she may explain,apologize or argue.Then/he/she will do something about the problems.

T:Yes.If I were the manager,I would do like that as I see fit.Do you understand “see fit”?

Ss:No.

T:“See fit” means “consider it correct,convenient or acceptable.”We can also use“think fit” to express the same meaning.For example,“Do as you think fit.”Do you understand?

Ss:Yes.

T:OK.Now,please look at the last part-Speaking.Here are three situations about problems with services given to you.First,read the situations.Then choose one of them to act it out with your partner according to the role cards.Besides,don’t forget to study the useful expressions below the role cards and use them in your dialogue if possible.Is everything clear?

Ss:Yes.

T:Well.Begin your work now.A few minutes later,I’ll ask some pairs to act out your dialogues before class.

A sample dialogue:

Student A:Manager Student B:Guest

A:How do you feel to live in our hotel?

B:On the whole,not so bad,but the room I am living in faces a noisy street,and I’m a light sleeper,so it is impossible for me to fall asleep.Could you please do something about it?

A:I’m so sorry.I’ll make an arrangement for you as soon as possible.Anything else?

B:I hate to have to say this,but the bed in my room makes me feel uncomfortable.

A:That’s too bad.I’ll settle this problem at once.

B:It’s very kind of you.Oh,by the way,would you please send someone to have a check on the supply of the hot water?There is no hot water at all.

A:I see.I’ll do that.

Step Ⅴ Summary and Homework

T:Thank you for your wonderful performance.Now,let’s see what we’ve done in this class.First,we’ve talked about travel and cities.Second,we’ve practised listening.Third,we’ve talked about problems with services one may come across while travelling and practised making complaints.Of course,we’ve learned some useful expressions,such as “I’m sorry to say…”,“I hate to have to say this,but…”,“Could you do something about…?”…(Teacher writes them on the blackboard.)After class,practise them more and preview the next part-Reading.That’s all for today.See you.

Ss:See you.

Step Ⅵ The Design of the Writing on the lackboard

Unit 15 Destinations

The First Period

I’m sorry to say…

I hate to have to say this,but…

Could you do something about…?

I’m so sorry.

Why didn’t you tell me the truth?

Why don’t you do something about it?

Step Ⅶ Record after Teaching

篇2：高二英语教案Unit 15 Destinations1(新课标版高二英语下册教案教学设计)

1.Learn and master the following words and expressions:

every now and then, phenomenon,Brazil, downtown, commercial, get tired of, avenue, altitude,breath-taking,downhill,inexpensive,feast,dip,gym,shore

2.Train the students’ reading ability.

3.Get the students to learn about some big cities in the world.

Teaching Important Points:

1.Learn to use the following useful phrases:

every now and then,get tired of,cool off,itch for,take a dip,work out

2.Train the students’ reading ability.

Teaching Difficult Points:

How to help the students understand the text exactly,especially the following sentences:

1.A walk through downtown is a history lesson.

2.Kitzbuhel is a paradise for skiers.

3.a feast for the eyes.

4.…Should you have enough money left after a day…,you can…

Teaching Methods:

1.Fast reading to get a general idea of the text.

2.Careful reading to get the detailed information.

3.Asking-and-answering to help the students understand the text exactly.

4.Pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision and Pre-reading

T:Yesterday,we talked much about travel and cities.We know there are many big cities worth visiting in the world.Can you tell me what a tourist needs to know about the chosen destination before going there?

Ss:Climate,food,transportation,attractions and so on.

T:Quite right.All of them are very important for a tourist to travel happily.Now,imagine that a person from another country is going to visit your town for the first time.He or she has asked you to tell him or her about the important things a tourist needs to know.Can you follow me?

Ss:Yes.

(Teacher shows a chart on the screen.)

Area Very Important Important Not so important

Food

Transportation

Attractions

T:Well,here’s a chart on the screen.First,use it to make an outline of what you would tell him or her.Then show your outline to your partner and explain what you have chosen and why.Is everything clear?

Ss:Yes.

T:OK.Begin your work.

(Teacher goes among the students to see how they are going on with the work.A few minutes later,teacher asks some students to talk about their outline.)

Step Ⅲ Presentation for Reading

T:Today we’re going to read a passage “Destinations”.It will lead us to two world-famous resorts-Rio de Janeiro and Kitzbuhel.First I’ll show you a travel programme about Rio de Janeiro and Kitzbuhel.Watch it and listen to the explanations carefully.

(Teacher plays the teaching CD for the students.After that,teacher says the following.)

T:How do you like Rio de Janeiro?

Ss:It’s amazing/attractive/wonderful/beautiful/exciting…

T:I agree with you.Well,now let’s learn some new words.Look at the screen.

(Teacher shows the words on the screen and deals with them with brief explanations.Then ask them to read for a while.)

every now and then不时地

△itch/it/ n.&vi. 渴望;痒

phenomenon/f′nominn/ n.现象;奇迹

△Rio de Janeiro/′riudd′niru/ n.里约热内卢(巴西港市)

Brazil /br′zil/ n.巴西

△stretch/stret/ vt.&vi. 展开;伸展;延伸

△Cariocas/kri′uks/ n.里约热内卢人

downtown/daun′taun/ n.&adj. 城市商业区(的)

△historical/ht′starikl/ adj.具有历史意义的

commercial/k′ml/ adj.商业性的;商务的;商业的

△Copacabana/kup′kbn/ n.科帕卡巴纳(巴西著名海滩)

△princess/prin′ses/n.公主;王妃

△hundredth/′hndrd/ n.&adj. 第一百(个);第一百的

get tired of对……感到厌倦;对……失去兴趣

avenue/′vnju/ n.(城市中的)大街;通道;(通往乡间的)小路

disappointed/,dis′pintid/ adj. 失望的;沮丧的

△Carnival/ka耼ivl/n.(四旬斋前持续一周或半周的)嘉年华会;狂欢节;欢宴

△Kitzbuhel/kitsbjul/ n.基茨比厄(奥地利城市)

△paradise/,齪rdaiz/ n.乐园;天堂

△skier/ski:/ n.滑雪者

altitude/′ltitju:d/ n.纬度

surrounding/′s′raundi/ adj.&n.周围(的);环绕(的);环境;周围的情况

guarantee/,grn′ti/ vt.保证……免受损失或伤害;确保

breath-taking/′breteiki/ adj.壮观的;激动人心的;惊险的

△resort/ri′zt/ n.胜地;常去之地

downhill/,daun′hil/ adj. 快速下降滑雪的;下坡的;倾斜的

inexpensive/,inik′spensiv/ adj.廉价的;便宜的

feast/′fist/ n.(感官、精神等的)享受;盛宴

dip/dip/ n.(在江河湖海中)洗澡;游泳;蘸湿

gym/dim/ n.体育馆

shore/ (r)/ n.滨;岸

Step Ⅳ Reading

T:OK.Now please read the text quickly and find the answers to the questions on the screen.

(Teacher shows the questions on the screen,and the students begin to read the text.)

1.What is Rio de Janeiro famous for?

2.What does the word“Cariocas”mean?

3:Why do people visit Kitzbuhel?

(A few minutes later,teacher checks the answers.)

T:OK,everyone.Have you found the answers?

Ss:Yes.

T:Who’d like to answer the first question?Any volunteer?

S1:Rio de Janeiro is famous for its modern malls,theme parks and beautiful beaches.

T:Right.Sit down,please.The second one.

S2:“Cariocas”means the people of Rio de Janeiro.

T:Good.Sit down,please.The last one.

S3:People visit Kitzbuhel because it is a world-class ski resort,a paradise for skiers.

T:Well done.Now,please re-read the text carefully and further understand it.Pay special attention to the phrases or sentences on the screen.(Show the following on the screen.)

1.Kitzbuhel is a paradise for skiers.

2.A walk through downtown is a history lesson.

3.…a feast for the eyes.

4.Should you have enough energy left,…

After reading,work in pairs and try to explain what the phrases or sentences mean.If you have any difficulty in explaining them,please ask me.You can begin now.

(A few minutes later,teacher begins to check the answers.)

T:OK,everyone.Are you ready now?

Ss:Yes.

T:Li Dong,can you explain the first sentence?

S4:Yes.It means that Kitzbuhel is a wonderful place for people who ski.

T:…

S:…

Suggested answers:

2.Walking through downtown can help to learn about the history of Rio from what you see.

3.A lively mix of old village culture and excitement of an international tourist area.

4.If you should have enough energy left,…

Step Ⅴ Language Study

T:Well,you’ve been familiar with the passage.Let’s learn some useful phrases.Please look at the screen and do the exercise.

(Show the following on the screen.)

Fill in the blanks using the right phrases in the text.

1.She______cooking for her family.

2.She can’t resist her______travelling.

3.______she went upstairs to see if he was still asleep.

4.Let the hot pie______before serving.

5.I______regularly to keep fit.

6.In summer,it is fun to______in a pool.

(Teacher allows the students enough time to prepare first.Then check the answers with the whole class and write the phrases on the blackboard.)

Suggested answers:

1.got tired of 2.itch for 3.Every now and then 4.cool off 5.work out 6.take a dip

Step Ⅵ Listening and Reading Aloud

T:Now,I’ll play the tape for you.First,listen and repeat,paying attention to the pronunciation and the intonation.Then read it aloud for a while.

Step Ⅶ Consolidation

T:OK,everyone.Stop reading.Look at the third exercise in Post-reading.Use the cards to decide where you would like to go according to the information from the text.Rio de Janeiro or Kitzbuhel?Make your decision and explain to your partner why you have chosen this destination.Is everything clear?

Ss:Yes.

(A few minutes later,teacher asks some students to talk about their decisions.)

T:Attention,please.Are you ready now?

Ss:Yes.

T:Who’d like to be the first to talk about your decision?Any volunteer?

S5:I’d like to go to Rio de Janeiro for a travel.First,I’m interested in the foreign countries’ history and culture.Downtown Rio is the city’s cultural and historical heart.Second,it’s convenient to enjoy the sand and sun on Copacabana,which is not far from downtown.Third,one of the world’s festivals-Carnival is also attractive.

T:Wonderful.Who’d like to talk about Kitzbuhel?

S6:I’d prefer to go to Kitzbuhel.First,I like adventure.Second,I’m interested in skiing.Third,it has different scenery from what other places have.I think it is not only a paradise for skiers,but also for young people.

T:Well done.Thank you.

Step Ⅷ Summary and Homework

T:Well,let’s come back from Rio de Janeiro or Kitzbuhel to see what we’ve learnt in this class.First,we’ve learnt about some foreign countries’ culture and history by reading the text.Second,we’ve learnt some useful expressions.After class,please read the text again and use the chart from the Pre-reading to analyse the text about Rio de Janeiro.Compare your choices and the choices made by the writer of the text.What are some similarities and differences?What might be some reasons for the similarities and differences?Are you clear about that?

Ss:Yes.

T:That’s all for today.See you next day.

Ss:See you next day.

Step Ⅸ The Design of the Writing on the Blackboard

Unit 15 Destinations

The Second Period

every now and then itch for

get tired ofcool off

take a dipwork out

篇3：高二英语教案Unit 15 Destinations1(新课标版高二英语下册教案教学设计)

2.When was electricity discovered and how was it used in the following two hundred years?

3.In the early nineteenth century, people had no idea what the inside of the earth might look like. Can you explain what we know about it today?

4.Write down eight key words that you expect to find in the reading passage below.

JULES VERNE: THE FATHER OF SCIENCE FICTION

Jules Verne was born in 1828, in France. His father sent him to Paris to study law, but instead Verne developed his love for the theatre. To make a living, Verne had to write and sell stories. Jules spent many hours in Paris libraries studying geology, physics and many other subjects. He used the latest ideas and technical inventions of his day in his books. Many of the instruments in his novels will remind the reader of Dr Benjamin Franklin’s experiments with electricity. By taking the scientific developments of his day one step further, Jules Verne laid the foundation of modern science fiction. He also suggested how inventions could be used in the future to allow man to do things that were considered impossible in his own time. Jules Verne died in 1905, long before any of his dreams came true.

At the beginning of 20,000 Leagues Under the Sea, one of his most famous novels, ships are disappearing all over the world and it is believed to be caused by a sea monster. Dr Aronnax, his servant and a Canadian whale hunter set out to find the monster. After months of searching they find it and in the collision that follows, the three men are thrown overboard. In their efforts to survive, they find themselves on the surface of the monster itself, which turns out to be a submarine. They are taken on board and Captain Nemo decides not to kill them but makes them his permanent guests. From that day on they start planning their escape.

Captain Nemo takes them on a voyage across the oceans. The Nautilus is an extraordinary ship. The furniture is precious and huge glass windows that can be opened and closed give a view of the underwater world. The ship is also very strong and protected with thick iron plates. All that is needed for life on board comes from the ocean. Electricity is used for light, heating, power and to defend the ship against attacks. The food aboard the Nautilus is all sea food.

Dressed in diving suits, they walk around in this magic world, lighted by the lamps of the ship. They find themselves surrounded by colourful rocks, fishes, shells and plants, all waving and moving slowly in the blue waters.

Readers have wondered about the character of Captain Nemo ever since the book was published. You could say he is someone you will neither like nor dislike. You might think that he is a cruel man because he keeps Aronnax and the others as prisoners and destroys ships. But at other moment you will find him gentle and weak, when he cries about the lost lives of people drowned in ships that have sunk.

Another wonderful story is that of Journey to the Center of the Earth. The story begins with the discovery of an ancient document in an old book. It explains how to find a secret road to the centre of the earth. Two men decide to go on this adventure and travel to Iceland, where they enter the earth through a chimney in an extinct volcano. Their guide leads them through a narrow passage deep into the earth. Passing through layers of coal and marble they go deeper and deeper. They drink the water from a boiling underground river and after many days they reach a huge lake or underground ocean. Walking along its shores they go through forests of mushrooms and plants that lived on the earth millions of years ago. They build a raft to cross the sea and are attacked by ancient sea creatures. In the end, their raft is drawn into a fast steam and with ever increasing speed and temperatures they are shot out of a volcano in southern Italy.

POST-READING

1.Describe the character of Captain Nemo.

2.Paraphrase the following sentences or parts of sentences using your own words.

1.)To make a living he had to write and sell stories. He had to write and sell stories to make money.

2.)In their efforts to survive…

3.)They find themselves on the surface of the monster itself.

4.)his permanent guests

3.Under water travel and space travel have many things in common. Describe the similarities and differences and fill in the chart below.

SUBMARINE SPACESHIP

Differences

Similarities

4.Think about all the knowledge we now have about the earth and explain where Jules Verne might have got his ideas from when he wrote his novel.

1)Why would there be a huge underground ocean?

2)Why do the characters find plants and animals that lived on the earth millions of years ago?

3)How could they find an old metal object that is about 500 years old?

5.Which tools and things would you bring if you were going to climb down into a very deep cave? What would be the most important dangers and things that could happen?

Preparation:Tools and things to bring Risks: Dangers and things that could happen

LANGUAGE STUDY

Word study

Choose the right word to complete the following sentences. Some may be used more than once.

Collision permanent voyage escape on board fiction fantasy

This is not a real story; it is ___________. In 1898, an American writer wrote a novel. In the story, a huge ship called Titan of which it was said that it could not sink, set off from Southampton on her first ___________ across the Atlantic Ocean. It sank after a ____________ with an iceberg, killing most of the 2,500 people ___________________.

Fourteen years later, in 1912, Titanic, which was called the “Ship of Dreams” or the “Ship That Cannot Sink”, set off from Southampton on its first _________. On its way to New York City, it hit an iceberg. Three hours after the _________, it sank to the bottom of the sea. It had more than 2,220 passengers __________, of whom 1,513 did not ________ the cold ocean water and died.

The story of Titanic is an example where ________ meets reality. The disaster has become a __________ pain in people’s hearts.

Word formation (2)

1.Study the meaning of these stems and affixes. Match the words and the correct definitions.

mis = wrong extra- = outside inter- = between sub- - under

under- = below over- = too much dis- = not -marine = sea

1. _______ submarine A. do not like

2. _______ underground B.work too hard

3. _______ overwork C.action and reaction between two people or things

4. _______ interaction D.put in the wrong place

5. _______ misplace E.a ship that can travel below the surface of the sea

6. _______ dislike F.below the surface of the earth

2.Guess the meaning of the words in italics, using context clues and what you know about word parts.

1. _______ Mum tole me not to misbehave at my grandparents’ house.

2. _______ The Chinese subtitles at the bottom of the screen help us understand foreign movies.

3. _______ Don’t misunderstand me; I’m only trying to help.

4. _______ In many cases, the words “fiction” and “novel” are interchangeable.

5. _______ People like to take the subway because it is faster than buses and cheaper than taxies.

6. _______ He looks very tired because he has been working overtime all week.

7. _______ People will think you are mad if you walk in public in your underpants.

INTERGRATING SKILLS

Reading and writing

THE STORY OF DR FRANKENSTEIN

No human being could have passed a happier childhood than myself. Instead of children’s play and adventure, I was driven by a desire to learn. I wasn’t interested in the structure of language or law. I wanted to learn the secrets of heaven and earth. My father was not scientific, so I had to look for a road without having a map. I entered the search for wisdom and dreamt of finding a way to cure any disease.

I read all the books I could find that threw light upon these matters. I studied maths and physics and the works of many learned author. At the age of seventeen, my parents sent me to university. But I found all that was taught at university very disappointing and decided that I would pioneer a new way, explore unknown powers, and unfold to the world the deepest mysteries of nature.

One of the phenomena that attracted my attention was the structure of the human body, and any animal that was alive. I often asked myself, where the principle of life came from. After days and nights of incredible labour I discovered the cause of life and how to create life from dead matter.

When I found this amazing power placed within my hands, I hesitated a long time how I should use it. Although I knew how to create life, how to prepare a body for it with all its muscles and organs still remained a difficult job. I doubted at first whether I should try to create a being like myself, or one of simpler organization. But soon I dreamt of nothing else but the creation of a creature as complete and wonderful as man.

It was with these feelings that I began the creation of a human being. As the small size of the parts slowed down my speed, I decided to make the being much larger than man; about eight feet in height. With these ideas, spending some months collecting and arranging materials, I began.

Who can imagine the horror of my secret work? I collected bones from graves and cut up dead bodies. Many of my materials came from butcher shops and hospitals. It was on a night in November that I looked at the result of my work. I collected my instruments around me, with which I would light the flame of life into the dead thing that lay at my feet. It was already one in the morning, and my candle was nearly burnt out, when I saw the dull yellow eye of the creature open.

I looked at the terrible monster that I had created. He opened the curtain of the bed; and his eyes, if eyes they may be called, looked at me. His hair was black and his teeth as white as snow, but his skin was yellow. When his thin black lips opened, nothing came out some strange sounds. While unfinished, he was ugly, but now he was a living horror.

Writing

One of man’s greatest dreams has always been to create life, especially a life form that looks like us to create a man. Answer the questions below to help you brainstorm about how that could be done. Then name of your own mysterious doctor and write a short story about how he or she would create a human being.

1)How does your doctor create a life form that looks like a human being?

2)Describe your doctor’s efforts to do that.

3)Create a word web of nouns, verbs and adjectives for the story. Add all the words you need.

arms cells hospital butcher fur

grow

篇4：高二英语教案Unit 15 Destinations1(新课标版高二英语下册教案教学设计)

1.Talk about science fiction.

2.Learn to express beliefs and doubts.

3.Learn about Word Formation2.

4.Practise creative writing.

The First Period Warming up& Listening& Speaking

Teaching Aims:

1.Learn about some scientific facts by doing a small science quiz.

2.Train the students’ listening ability.

3.Develop the students’ speaking ability by talking about science fiction using the useful expressions for beliefs and doubts.

Teaching Important Points:

1.Train the students’ listening ability.

2.Master the useful expressions for beliefs and doubts.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Free talk to arouse the students’ interest in science fiction.

2.Listening-and-answering activity to help the students go through the listening material.

3.Discussion to make the students finish the task of speaking.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings Greet the whole class as usual.

Step Ⅱ Free-talk and Lead-in

T: Do you like reading novels?

Ss: Yes.

T: What kind of novel do you like best?

S1: I like reading detective novels.

T: Why do you like novels of this kind?

S1: Because this kind of novel is full of suspension and the end of it is often surprising.

T: Very good. Does anyone have a different opinion?

S2:I enjoy reading about science fiction.

T: Tell us why, please.

S2:Science fiction is often about the things that may be possible in the far future. It can help us develop our minds and imagination.

T:A good job. Sit down, please. Today we’re going to talk about science fiction.

(Bb: Unit 12 Fact and fantasy)

Step Ⅲ Warming up

T:OK. Now, look at the covers of the two books written by Jules Verne.(The multimedia shows the two books.)

T: Have you read them?

(Some say “Yes”,while some say “No”.Teacher asks two students who say “Yes” to stand up and say something they know about the books.)

S3:I have read the book “20 000 Leagues under the sea”.It mainly tells us a story in which Dr Aronnax, his servant and a Canadian whale hunter were kept as prisoners by Captain Nemo and then went on a voyage across the oceans by the Nautilus.

S4:The book “Journey to the Centre of the Earth” describes what two men experienced after entering the centre of the earth through a chimney in an extinct volcano, which lies in Ireland.

T: You’re wonderful! Have you read any of his books besides these two books? What are they about?

S5:I have heard of his book “Around the World in 80 Days”,but I haven’t read it. So I don’t know what it is about.

T: It doesn’t matter. If you’re interested in it, you can go to the library or surf the Internet to read it after class. Jules Verne lived between 1828 and 1905,so there were many scientific facts that he didn’t know or guess. Do you know the following facts? Now,let’s have a quiz to see if you know any better.

(Teacher uses the multimedia to show the following.)

1.What is the highest mountain on earth and how high it is?

2.What is the deepest point in the ocean and where is it?

3.Which is the longest river on earth and how long is it?

4.What is the distance from the earth to the moon? 5.How far is it to the centre of the earth?

6.How high are the temperatures near the centre of the earth?

7.What is the longest distance around the world?

8.How fast does a balloon travel?How about an aeroplane?How about a space shuttle?

T: Now, I’ll give you five minutes to write your answers on a piece of paper. After a while, you can check your answers with the screen and tell me how many points you get.(Five minutes later)Time is up. Have you finished?

Ss: Yes.

T: Now check your answers. (Show the answers on the screen.)

Step Ⅳ Listening

T: So much for Warming up. Now, let’s do some listening. Look at the listening part on Page 9.Listen to the tape and write down where, when and what Sam and Betty saw. Then according to the description you hear on the tape, make a sketch of the animal. Are you clear about that?

Ss: Yes.

T: Now, let’s listen to the tape carefully and finish the task.

(Teacher plays the tape for the students to listen. Then give the students a few minutes to fill in the chart and make a sketch of the animal as they saw. When they finish, teacher checks their answers and picks out one sketch of the animal drawn vividly by them as an example.)

T: OK. Let’s go on with the listening practice. Listen to the tape again and then finish Exercise 2.Before listening to the tape, you need to go through the questions and know what to do.(After a little while.)Are you ready?

Ss: Yes.

(Teacher begins to play the tape for the second time. During this time, teacher may pause for the students to write down the answers to the questions. At last, check the answers with the whole class.)

T: Now, write down five possible questions that other people may later ask Sam, Betty and Karen. First discuss in pairs and then write down your answers when you’ve finished. Exchange your questions with other groups.

(Students do as the teacher says.)

Step Ⅴ Speaking

T: As we know, science fiction is often about things we believe may be possible in the far future, maybe a hundred years later. For example, space travel may be possible in the near future. Because Yang Liwei went on a 17-hour travel to space by Shenzhou Ⅴ spaceship last year. But sometimes people doubt whether science fiction may come true. Do you agree with me?

Ss: Yes.

T: Now, open your books and turn to Page 10.Let’s look at the Speaking part. There are four dialogues about such topics, which are incomplete. Work in pairs to create dialogues. When you’re making the dialogue, you can use the expressions on the blackboard. (Teacher writes the following on the blackboard.)

I believe… I suppose… I doubt…

I’m(not) certain… I can’t imagine… It could be…but…

It’s likely… It would like… I’m sure that…

T :Now, look at the blackboard. The useful expressions are used to express beliefs and doubts. They’re helpful for you to create the dialogues. I’ll give you a few minutes to do them. After a while, I will ask some groups to act out your dialogues. Each group should choose a topic you’re interested in. Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher goes among the students while they’re making their dialogues. It necessary, teacher may give them some advice.)

T:(A few minutes later) Are you ready?

Ss: Yes.

T: OK. Which group would like to act out your dialogue?

(Two students stand up and act out their dialogue before the class.)

T: Thank you for your good performance. Please go back to your seats. Which group has made a different dialogue?

(Another two students stand up and their topic is about life in 3098.)

(Teacher at least asks four groups to act out their dialogues before the class, and their topics should be different from each other’s.)

Step Ⅵ Summary and Homework

T: In this class, we’ve talked about science fiction and done some listening and speaking practice. When talking about science fiction, we have done a science quiz to help us learn more about some scientific facts. In the speaking part, we’ve learnt to express our beliefs and doubts freely by making dialogues. Besides, we have also talked about an imaginative dream in the practice part. After class, according to what you’ve said in class, make a dialogue using the useful expressions on the blackboard. At last, don’t forget to prepare for the next period. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Second Period Reading

Teaching Aims:

1.Learn and master the useful words and phrases.

2.Train the students’ reading ability.

3.Let the students learn about the French writer Jules Verne and his two famous science fictions.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the useful phrases.

Teaching Difficult Points:

1.How to make the students understand the passage better.

2.How to help the students finish all the exercises in Post-reading.

Teaching Methods:

1.Discussion before reading to make students learn more about some scientific facts.

2.Fast-reading method to get the general idea of the passage.

3.Careful-reading method to get the detailed information in the text.

4.Discussion after reading to help the students finish the tasks in Post-reading.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

StepⅠ Lead-in and Pre-reading

T: Yesterday we talked about science fiction and also had a scientific test. By doing the exercises, we learnt some scientific facts. Today, let’s continue to learn more about scientific facts. Look at the pictures on the screen.

(Show the following pictures on the multimedia.)

T: Here are three great inventions. Who can say when the inventions in the pictures were made?

S1:Electric railway was invented in the early years of the 20th century.

S2:Thomas Edison invented the light bulb in 1879.

S3:Steam-powered boat was made in 1807.

T: You’re quite right

StepⅡReading

T: Yesterday, we talked about a famous writer, who is known for science fiction. Who is he?

Ss: Jules Verne.

T: Good. Do you remember the books written by him and talked about by us in the last period?

Ss: Yes.(Students say out the titles of the books together.)

T: Very good. Open your books and turn to Page 12.Let’s look at the reading passage. Before you read it, write down eight key words that you expect to find in the reading passage .Is that clear?

Ss: Yes.

(Students begin to write eight key words. After they finish, teacher says the following.)

T: Now, read the passage quickly to check whether the words you’ve written are all in the passage.

(Students begin to read the passage and then check their words. As answers are various, teacher may just check two or three students individually.)

T: Well, re-read the passage carefully to further understand it. Then answer the questions on the screen.

(Show the following on the multimedia.)

1.To make a living, what did Jules Verne have to do?

2.What will many of the instruments in his novels remind the readers of?

3.How did Verne lay the foundation of modern science fiction?

4.In his novel “20 000 Leagues Under the Sea”,what kind of person is Captain Nemo?

5.How does the story “Journey to the Centre of the Earth” begin and end up?

(A few minutes later, teacher asks some of them to answer the questions one by one.)

Suggested answers:

1.To make a living, Jules Verne had to write and sell stories.

2.They will remind the readers of Dr Benjamin Franklin’s experiment with electricity.

3.By taking the scientific developments of his day one step further.

4.He is someone you will neither like nor dislike. He is very cruel because he keeps Aronnax and others as prisoners and destroys ships. But at other moments, he is gentle and weak because he cries about the lost lives of people drowned in ships that have sunk.

5.The story begins with the discovery of an ancient document and ends up with them being shot out of a volcano in southern Italy with ever increasing speed and temperature.

Step Ⅲ Language Points

T: Now, you’re familiar with the passage. But I think the following on the screen should also be paid attention to.

(Show the following on the multimedia.)

1.make a living(=earn one’s living)

e.g. She made a living by singing in a nightclub.

2.lay the foundation of

e.g. Four-year college life laid solid foundations of his career.

3.come true

e.g. The boy’s wish to become a PLA man has come true.

4.set out

e.g. They set out to look for the lost child.

5.turn out(to be)+adj./n.

e.g. The weather man said it was going to rain this afternoon but it turned out to be very lovely.

To everyone’s surprise, the fashionable girl turned out to be a thief.

6.defend…against/from

e.g. We should defend our country against attacks.

7.be dressed in

e.g. The girl was always dressed in red.

Dressed in uniform, he looks handsome.

Step Ⅳ Post-reading

T: Now, read the passage again. Then finish Exercise 2 in Post-reading on Page 13.

(After a while, teacher checks their answers with the whole class.)

Suggested answers:

2.During the time they do all they can to continue to live…

3.They realize that they come to the surface of the monster

4.his long-term guests

T: Well. Now, please look at Exercise 4.In Jules Verne’s times, the knowledge about the earth was very limited, and many scientific facts couldn’t be explained by people. But Jules Verne contained a lot of knowledge about the earth in his novel. Where do you think he might have got his ideas from? You can use all the knowledge you have learnt to explain the questions. Work in groups of four to have a discussion.

(After a while, teacher checks their answers. Students may have various answers.)

T: OK. Let’s go on with the exercises in Post-reading. Under water travel and space travel have many things in common. Do you know the differences and similarities between them? Work in groups of four to finish the chart of Exercise 3.

Suggested answers:

Differences SUBMARINE SPACESHIP

Speed slow fast

Landscape under water landscape space landscape

Number for people a lot of people a few people

Food common food special space food

Clothes diving suits space suits

Similarities Demand for skills is high.

They’re both exciting.

Tourists must be trained by experts.

They’re expensive.

T: Well done! If you were going to climb down into a very deep cave, which tools and things would you bring? What would be the most important dangers and things that could happen? Work in groups of five to discuss the questions and then finish the chart in Exercise 5.Is that clear?

Ss: Yes.

T: OK. You can begin.

(Teacher gives them a few minutes. Teacher joins them in the discussion and gives some advice if necessary.)

Suggested answers:

Preparation: Tools and things to bring Risks: Dangerous and things that could happen

food, water, warm clothes, ropes, matches, a knife, a chisel, some medicines losing one’s way falling into a hole being injured

Step Ⅴ Summary and Homework

T: In this period, we’ve read a passage about Jules Verne. By reading, we’ve learnt more about Jules Verne and his two novels. We’ve also learnt some useful expressions and done some concerned exercises. After class, try to make more sentences using them to master them better. Besides, read the passage over and over and prepare for retelling it. At last, preview the third period-Language Study. Class is over.

The Third Period Grammar

Teaching Aims:

1.Review the new words appearing in the last periods.

2.Learn to use the rules of word formation to guess the meaning of the word.

Teaching Important Points:

1.Learn to choose proper words according to the contexts of the given passage.

2.Learn to guess the meaning of the words by the meaning of some stems and affixes.

Teaching Difficult Points:

1.Master the meanings of the following stems and affixes:

mis-=wrong extra-=outside inter-=between sub-=under

under-=below over-=too much dis-=not -marine=sea

2.How to guess the meanings of the words according to these stems and affixes.

Teaching Methods:

1.Review method to consolidate what we’ve learnt.

2.Practice to make the students learn and master these stems and affixes, and then guess the meanings of the words using what they’ve learnt.

3.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period we learnt a passage about a French famous writer Jules Verne. Now, who’d like to retell the text? (One student stands up and retells the text in his own words.)

T: Very good. It seems that you’ve read the passage again and again.

Step Ⅲ Word Study

T: In the last period, we learnt some new words. Now, let’s review them. Take a piece of paper and write down the words and phrases when I read them in Chinese. Are you ready?

Ss: Yes.

T: OK. Let’s begin.

(Teacher says the following words in Chinese and students write them down in English: collision, permanent, voyage, escape, on board, fiction, fantasy)

T: If you’ve written them down, make a short sentence using every word. After a while, I’ll ask some of you to read out your sentences.(A few minutes later)Have you finished?

Ss: Yes.

T: OK. Who’d like to make a sentence using the first word “collision”?

S1:The plane crashed after a collision with a tall building, killing all the passengers on board.

T: Very good. Next word “permanent”.Who will try?

S2:Love is a permanent topic for us all.

S3:Next month, he is going to go on a voyage across the English Channel.

S4:A thief robbed the young lady of her handbag and escaped.

S5:All passengers on board are not from the same country.

S6:He is fond of science fiction.

S7:Not all fantasy can be realized in the future.

T: Well done. Your sentences are very good. Now, please turn to Page 14 and finish the exercises in Word Study. First do it by yourself. Then check your answers in pairs. Finally I’ll check your answers.

Step Ⅳ Word Formation

T: As we know, learning the rules of word formation is one of the ways to enlarge our vocabulary. We can guess the meanings of the words using them without looking them up in the dictionary. Please look at the screen.

(Teacher shows the following on the screen.)

rewrite,unhappy,disappear,impossible,invisible,non-smoker,supermarket,worker,illness,movement,useful,action,cooperate,cloudy,musical

mis-=wrong

extra-=outside

inter-=between

sub-=under

under-=below

over-=too much

dis-=not

-marine=sea

T: Please look at the screen. Study the meanings of these stems and affixes in pairs and then try to give some examples with the stems and affixes.(A few minutes later)Are you ready? (Ss: Yes.) Now, I’ll ask some students to read out the words they’ve written. Any volunteer?

S: Misconduct, extraordinary, international, subsoil, underground, overcharge, disagree…

(Teacher writes these words on the blackboard.)

T: Terrific! Now, let’s do an exercise. Open your books and turn to Page 12.Look at Word Study, Exercise 1.Match the words and the correct definitions. I’ll give you two minutes to do it, and then I’ll check your answers.

T: You’re right. Now, let’s go on with Exercise 2.Guess the meanings of the words in italics, using context clues and what you know about word parts, and then translate each sentence into Chinese. First do it by yourself, and then check your answers with your partner. Finally, I’ll ask some of you to finish the exercise.

Step Ⅴ Consolidation

T: Look at the screen, please.(Teacher shows the following on the screen.)

Add a proper affix to each of the following words to form another word.

1.______curricular 2.______ dependent 3.______patient

4.______stop 5.______judge 6.______tired

7.______heading 8.______clothing 9.______advantage

Suggested answers:

1.extra- 2.in- 3.im- 4.non- 5.mis- 6.over- 7.sub- 8.under- 9.dis-

Step Ⅵ Summary and Homework

T: In this class, we’ve reviewed some new words appearing in the unit by doing exercises. We’ve also learnt some rules of word formation. By doing so, we can guess the meanings of some words without looking them up in the dictionary. After class, learn the affixes on the blackboard by heart, and look for some reading materials to try guessing the meanings of new words. Besides, don’t forget to prepare for the next period. Time is up. That’s all for today. See you next time.

Ss: See you next time.

The Fourth Period Integrating Skills

Teaching Aims:

1.Review the useful expressions learnt in this unit.

2.Review some word formation.

3.Train the students’ writing ability by practising creative writing.

Teaching Important Points:

1.Consolidate word formation learnt yesterday.

2.Help the students finish the creative writing.

Teaching Difficult Points:

1.How to help the students practise creative writing.

2.How to improve the students’ reading ability.

Teaching Methods:

1.Revision method to help the students consolidate the useful expressions.

2.Question-and-answer activity to help the students understand the reading passage better.

3.Discussion method to help the students finish the task of writing.

4.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period, we’ve learned some rules of word formation. Do you think knowledge of word formation can help us learn new words? Why?

S1:Yes.Because many English words are formed by adding affixes. So long as you know the meanings of some affixes, and word parts, you will guess the meanings of some new words without looking them up in a dictionary.

T: Quite right. Sit down, please. Now, let’s do an exercise to consolidate it. Please look at the screen, and then fill in the blanks.

(Teacher shows the following on the screen.)

1.submarine=______+______

2.disappear=______+______

3.overturn=______+______

4.Internet=______+______

5.underwater=______+______

6.prisoner=______+______

(After a while, teacher asks one student to do the exercise. Then teacher shows the answers on the screen.)

T: Good. Tell me the Chinese meaning of each word, and point out what the suffixes mean.

Suggested answers:

1.潜水艇 sub+ marine sub-=under

2.消失 dis+ appear dis-=not

3.打翻 over+ turn over-=too much

4.因特网 Inter+ net inter-=between

5.在水下的 under+ water under-=below

6.囚犯 prison+er -er=person who carries out the action of the verb

Step Ⅲ Reading

T: In the last two periods, we have learnt much about science fiction and known more about Jules Verne, the father of science fiction, who wrote many famous science fiction, such as 20 000 Leagues Under the Sea, Around the World in 80 Days, Journey to the Centre of the World…He combined fact with fantasy cleverly. Now, we’re going to read another passage about science fiction, whose title is the Story of Dr Frankenstein. Open your books and turn to Page 15.Read the passage quickly and then answer some questions on the screen.

(Show the following on the screen.)

1.What did Dr Frankenstein want to do when he was young?

2.After he was sent to university, what did he think of the things taught at university?

3.What attracted his attention?

4.Did he discover the cause of life?

5.Although he knew how to create life, what remained a difficult work for him?

6.Why did he decide to create a larger human being than man about eight feet in height?

(Teacher gives them five minutes to read them. After that, check their answers.)

Suggested answers:

1.He wanted to learn the secrets of heaven and earth when he was young.

2.He found all that was taught at university very disappointing and decided to pioneer a new way himself.

3.The structure of the human body and any animal that was alive attracted his attention.

4.Yes.

5.How to prepare a body for it with all its muscles and organs still remained a difficult job for him.

6.Because the small size of the parts slowed down his speed.

T:Now,let’s do an exercise.(Teacher shows the following on the screen.)

1.The boy ______ becoming a pilot.

2.______ before you reach the crossroads.

3.He shouted to ______.

4.The fire ______.

5.Can you ______ the problem?

6.He ______ meat with a sharp knife.

7.Her skin is ______.

T:Fill in the blanks using the proper phrases on the blackboard.

Suggested answers:

1.dreams of 2.Slow down 3.draw people’s attention 4.burn not

5.throw any light on 6.cut up 7.as white as snow

Step Ⅳ Listening and Reading Aloud

T: Now, let’s listen to the tape. First listen and repeat. Then read the passage aloud by yourselves. Pay attention to your pronunciation.

(Teacher plays the tape for the students to listen and follow. Then give them a few minutes to read. After that, ask some students to read the passage and correct the mistakes in pronunciation.)

Step Ⅴ Designing and Writing

T: We have read a passage about Dr Frankenstein, which tells us how Dr Frankenstein created a human being like us. In fact, one of man’s greatest dreams has always been to create life, especially a life form that looks like us: to create a man. Now, look at the screen. Please discuss them in groups of four.

(Teacher shows the following on the multimedia.)

1.How does your doctor create a life form that looks like a human being?

2.Describe your doctor’s efforts to do that.

3.Creat a word web of nouns, verbs and adjectives for the story. Add all the words you need.

(Teacher goes among the students to help them finish the word web.)

Suggested answers:

1.My doctor uses high technological skills to create a life form that looks like a human being, who has the advantages of human beings and animals, and at the same time has the features of advanced computers. It is a superman.

2.My doctor takes the following steps to create the human:

First, choose the cells of human body and fur and features of animals as materials.

Second, use the test tube and medicine to cultivate cells in the lab.

Third, on the one hand, arm the man-made human with culture and thought; n the other hand, put the machine which has the functions of storage, code, language…in the body of him.

Fourth, a superman is born.

3.T: OK. Your imagination is very good. Now, write a short story about how your doctor would create a human being according to what you’ve discussed. Before writing, read the tips for writing on Page 16.They will give you some help.

(The teacher gives the students enough time to finish the task and asks some of them to read their creative writing to the whole class.)

The Fifth Period Word Formation

Teaching Aims:

1.Review all the methods of word formation the students have learned and summarize them.

2.Do some exercises to enable the students to master what they’ve learnt.

Teaching Important Point:

How to enable the students to apply what they’ve learned about word formation to help them in reading comprehension.

Teaching Difficult Point:

How to apply what they’ve learned about word formation to guess the meaning of an unknown word.

Teaching Methods:

1.Explanation to make the students understand what they’ve learned clearly.

2.Practice to enable the students to master what they’ve learned.

3.Pair work or group work to make every student active in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Greet the whole class as usual.

(Teacher asks one of the students to read his homework and then asks some other students to check it. Then teacher discusses some of the answers with the students and corrects the mistakes the students made in their homework if there are any. At the same time teacher gives some explanation if necessary.)

Step Ⅱ Lead-in and Discussion

T:(Teacher shows the following on the screen.)Let’s do an exercise now. Look at the sentences on the screen. Please fill in the blank of each sentence with a suitable word according to the word given in the bracket.

Complete the following sentences:

1.These gold rings are ______ while those glass ones are ______(value).

2.We all like the report given by the famous scientist yesterday. It is ______(encourage).

3.Mary’s daughter is old enough to ______ and ______ herself.(dress)

4.We were on duty yesterday. But after school we couldn’t find Jack. Tom said that he was ______(self) and must go home.

5.______(self) is a virtue of the Chinese people.

6.He lost his keys. He is ______.I’m sure he will be ______ with everything from now on.(care)

7.At the beginning the Blacks in the US had no right to vote. It was ______(fair).

8.That plan was a waste of money. We ______(agree) with it.

(Teacher goes into the students and has a discussion with them. After a few minutes.)

T: Have you finished?(Ss: Yes.)Now give us your answers please. Volunteer! One student, one answer.

S1:In the first sentence, we should fill “valuable and valueless” in the blanks according to the meaning of the sentence. Am I right?

Ss: Yes, you are right.

S2:The second answer is “encouraging”,I think.

S3:I’ll try the third sentence. I think “dress” and “undress” should be filled in.

S4:The fourth. It is the word “selfishness” that is suitable for this sentence. Am I right?

S5:I can’t agree with you. Here an adjective is needed.“Selfish” is right in this sentence, I believe.

T: Which is right,S4or S5?

S6:I think S5 is right. A word ending with “-ness” is a noun, not an adjective.

T: Is he right?

Ss: Yes, he is right.

T: Please go on!

…

Suggested answers:

5.Unselfishness

6.careless;careful

7.unfair

8.disagreed

Step Ⅲ Further Discussion

T: Do you like the exercise?(Ss: Yes.)Just now we reviewed a method of word formation. I’m glad you like it. There are four methods of word formation. The first is Clipping or Shortening. For example, telephone→phone; examination→exam; refrigerator→fridge; television→TV; the Chinese Communist Party→CCP etc. Who can give us some other examples?

S7:aeroplane→plane; bicycle→bike; mathematics→maths; very important person→VIP; the United States of America→the US.

S8:photograph→photo; laboratory→lab;October→Oct.; November→Nov.; United Nations→UN

T: So much for this. Now I’ll tell you that the second method of word formation is common.It is conversion.(Show the following on the screen.)Look at the sentences on the screen.Who can tell us the difference between the underlined words in each group of sentences?

Compare the following sentences:

1.a.It has not much taste.

b. The bread tastes delicious.

2.a.They had a quarrel yesterday.

b. They quarrelled for half an hour last night.

3.a.I’ve got an interview with National Chemicals.

b. We interviewed 20 people for the job.

S9:In each group of the sentences, the words underlined belong to the different part of speech. The word in the first sentence is a noun while the other is a verb.

T: That’s right. This method of word formation, Conversion, is to use a form that represents one part of speech as another part of speech without changing the form of the word. The process of creating new words without adding any affixes is also called zero-derivation

Step Ⅴ Test

T: Now let’s have a test.(Show the following on the screen.)Please write your answers on a piece of paper. A few minutes later, we’ll check the answers.

Can you tell us the meaning of the underlined word in each sentence?T ry to guess them.

1.The hall can seat a thousand people.

2.The train slowed down.

3.They helped us bridge over the difficulties.

4.We must better the life of the people.

5.His holiday was ruined by a series of misadventures.

6.There is often subzero temperature in winter here.

7.I disbelieve every word Tom says.

8.He is extra-thin.

9.The article has a subtitle.

Suggested answers:

1.坐 2.慢了下来

2.度过 4.改善

5.不幸事件 6.零度以下

7.不相信 8.相当瘦

9.小标题

Step Ⅵ Summary and Homework

T: In this class we’ve reviewed the four methods of word formation and some useful affixes…(Teacher writes all of these on the blackboard.)To master some knowledge of word formation is very important. It can not only help to improve our ability to read English articles but also help us remember new words. I say, it is a useful tool in helping us study English. Let’s work hard at it. Today’s homework: Collect as many prefixes as you can and divide them into groups according to their meanings. So much for this class. Good-bye!

Ss: Good-bye!

The computer is a wonderful machine. Today most computers have a memory. That means information can be stored in them and be taken out any time when it is needed. So computers are used a lot in many ways.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.

Computers can do many kinds of work. They can be used in doing business work, in scientific research work and in science of medicine. We can see them in some large factories, even in many homes. They have become popular indeed.

Scientists are trying to make computers smaller and smaller so that they can be easily used. Computers have worked faster and faster now.