人教版英语module5unit1全单元教案

Module5Unit1

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Contents目录

一,、单兀教学目标和要求(Teachingaimsanddemands)

二、教材内容分析(Analysisoftheteachingmaterials)

三、学生分析(Analysisofthestudents)

四、教学设计及安排(Teachingdesignandarrangement)

五、教学步骤(Teachingprocedures)

六、评价与反思(Assessmentandreflection)

七、背景参考资料(Backgroundknowledge)

中入党位如欠NTS：

生茶舂构木/吴仙卷墀命华慕黄呈

一、教学目标和要求(Teachingaimsanddemands)

根据课程标准实验教材(英语必修)关于总目标的具体描述，结合高一学生实际

和教材内容，我们将教学H标分为knowledgeobjectives,abilityobjectives,

strategyobjectives,moralobjectivesandCulturalawarenessobjectives.

knowledgeobjectives

词汇(Vocabulary)：

能理解、内化、运用以下生词Verbs:infectexamineconcludeanalyse

repeatdefeatattendexposecurecontrolabsorbpumpblamehandle

linkannounceinstructcontributecompletespinreject

Nouns:enginesteamenginecharacteristicradiumtheorycholeraconclusion

repeatdefeatcureoutbreakcontrolcluepumppubblamehandle

germadditioncertaintyvirusconstructioncalculationmovemenlgod

loopbrightnessview

Adj:infectiousscientificdeadlyseverevaluablecreativeco-operative

positivestrictrevolutionarylogicalbackwardcompleteenthusiastic

cautiouspersuasive

Adv:immediatelybackwardprivately

Phrases:pulforwarddrawaconclusioninaddilionlink・・・to…aparlfrom(be)

strictwith...leadtomakesensepointofview

Grammarstructures

pastparticipleusedasattributeandpredicative

Functionalsentences

Whatjobdoyouwanttodo?

Whatpersonalitywillbeneeded?

Whatworkexperiencewouldbeuseful?

Whateducationwillyouneed?

Howlongwillthetrainingtake?

Howwillyouprepareforthiscareer?

Ialwayswantedto...because...

Imightfinditdifficultto...

Mygreatestproblemwillbeto...

TheexperienceIwillneedis...

Ineedtopractise...

abilityobjectives

Listening:通过两个学生谈论科学家钱学森的故事，使学生了解科学家的生活经历，并

通过回答问题训练学生的分析、解决问题的能力。

Speaking:通过学生分组讨论将来选择什么科学工作，需要什么样的教育、品格及经历来

完成提问和应答的交际功能任务训练，同时也实施了对学生的德育.

Reading:精读文章是关于英国著名医生JohnSnow是如何通过考察、分析、探究的科学

方法，发现并控制“霍乱”的。泛读文章介绍了哥白尼是如何发现日心说的。

通过阅读文章，使学生感悟科学家的周密观察、勇于探索、认真分析的科学

精神，使学生了解科学发现的全过程具有其科学的严密性。通过阅读帮助学

生:获取语篇知识，丰富形式图式；获取语言知识，丰富知识图式；获得写作

技巧，丰富策略图式

Writing:针对泛读文章给哥白尼写一封信，表达自己对于他是否应该公布这项发现的

观点并阐述理由。培养学生收集信息、并对信息进行思考取舍的能力。同时

训练学生“persuasivewriting”的写作方法。

strategyobjectives

Persuasivecommunication,Searchingforinformation,Discoveringbythemselves,

Harmoniousco-operation.

moralobjectives

1.Beawareoftheadvantagesandconveniencethescientificinventionshavebroughttous.

2.Beinspiredbythegreatspiritandqualitiesofthesegreatscientists.

3.Beencouragedtolearnfromthesescientistsandmakecontributionstooursociety.

4.Learnthescientificwaysandproceduresofsolvingaproblem

Culturalawarenessobjectives

1.Broadenstudents'horizon

2.Developstudents,loveforscience.

二、学生分析(Analysisofthestudents)

高二学生处于高中英语学习兴趣加强和学习习惯巩固阶段。他们希望在

学习过程中享受到乐趣，不希望老师死板地讲解字词及语法。能够激发他们

好奇心和创造力，并与他们日常生活紧密相连的学习语境是他们希望教师在

课堂上能呈现的东西。一旦教师走进他们的生活，他们就愿意跟着教师走，

掌握文化知识，了解学习策略，形成良好的人生观和价值观。

三、教材内容分析(Analysisoftheteachingmaterials)

本单元的中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知

的科学真理。"Warmingup和pre-reading激活背景知识，为进入阅读课文

打好铺垫;阅读文章介绍英国著名医生JohnSnow是如何通过考察、分析、探

究的科学方法发现并控制“霍乱”的。运用图式理论激活背景知识的过程，

DoctorZhongNanshan

SARS&BirdFlu

infectiousdiseases

CholeraJohnSnow

通过阅读，使学生学习解决问题的一般步骤，并用于指导其他学科的学习。

之后进行相关的语言学习和语法学习，对于课文语言点，采用老师引导式：

课前布置学生找出重难点，堂上通过设计各种各样的情景要求学生使用课文

出现的重难点回答问题，最后以填空、翻译、复述、使用所学重点造句等形

式进行巩固，深入理解文章中的句子。语法教学根据三维语法教学理论所提

倡的：“形式+意义+运用”相结合；把语法教到实处，教到假处。整个语法

教学由单词、词组、句子、对话、段落到篇逐渐过渡，使学生能做到学以致

用。听力部分主要培养学生的分析能力和组织语言的能力；而说的部分侧重

于交际能力和说服能力，同时也为后面的写作打好基础。写作除了强调说理

能力的培养，也强调了对学生收集信息、整理信息及传递信息的能力培养，

通过引入（背景）一口头讨论（收集点子）一列提纲一写作一组内交流一全班分

享一课后修改--老师批改体现了自做、自助和自悟的教学思想、改进学生的

学习策略。

四、教学设计及安排

1.设计背景：大班教学，水平参差；充分阅读教参，充分合作，善用资源

2.单元内容：课本+练习册

3.教学原则：以学生为主体，任务贯穿其中，小组合作为形式，

严抓预习，控制难度，适当删减，加强课外写作

4.教学安排：

Period1Warmingup&VocabularyP3-6

Period2ReadingP7-8

Period3LearningaboutlanguageP9-12

Period4GrammarP13-19

Period5Listening&SpeakingP20-22

Period6Extensivereading&WritingP23-25

Introduction:

☆easy☆☆notsoeasy☆☆☆alittledifficult

☆☆☆☆difficult☆☆☆☆☆verydifficult

五、教学步骤

Period1Warmingup&Vocabulary

TeachingAims:

1.Gettoknowsomenewwordsandexpressions.Focuson:putforward,theory,blackhole,

radium,steamengine,characteristics,examine,drawaconclusion,analyze,repeat,attend,

contribute,apartfrom,creative,co-operative,positive,strict,enthusiastic,cautious.

2.Knowsomegreatscientistsandtheirachievementsandlearntheirscientificspirit.

3.Analyzethecommonqualitiesthesescientistsshareandrevisehowtodescribepeople's

characteristics.

DifficultandImportantPoints:

1)Wordstudy

2)Describemaincontributionsofthegreatscientists.

3)Makeupadialoguebetweentwoscientistsabouttheirinventions/discoveriesandtheirplan

forthefuture.

TeachingMethods:

1.Analyzing

2.Individual&Pairwork

3.Teamsmatch

TeachingProcedures

StepILeadingin

1.Freetalk

Howdidyouspendyoursummerholiday?

Aftertalking,thesewordswillbementioned:computer,TV,air-conditioner,plane,carand

train.ThenTcanleadSstorealizethatalltheseinventionsbringconveniencetous.We

shouldthanktheinventors.Becauseofalltheseinventors,ourworldhasbecomemoreand

moreinteresting.Sointhisunitwe9regoingtolearnaboutthesescientists.

Purpose:Asthefirstlessonofthisterm,wecanhaveafreetalkaboutSs'summervocation.Such

akindofleadinginisverynatural.

Difficulty:☆

Form:Individual

2.Canyourememberthem?(StephenHawking&YuanLongping)

Havearevisionoftheexpressions:theory,blackholes,superhybridrice.

3.Playaguessinggame.Showsentencesonebyoneaboutscientists,contributions,andletSs

guesswhotheyare.Ssshouldcompetetoanswerassoonaspossible.Thensharesomefamous

sayingsbythegreatscientists,toinspireSstolearnfromthem.Eachstudentrepresentshis/her

teamandgainspointsforhis/herteam.

Purpose:ThispartisdesignedtoarouseSs'interest,guessingandhavingmatchcanmakeitmore

interesting.

Difficulty:☆☆

Form:teamwork

StepIIWarmingup

1.Trythisquizandfindoutwhoknowsthemost.(PairworktofinishtheQuizQuestionson

Pl.)GiveSsenoughtimetounderstandthequestionsinthequiz,andtheyareallowedto

discusswiththeirpartners.Twalksaroundtogivehelp.

2.Checktheanswerswiththewholeclass.ThenaskSsaboutthesescientists.Iftheydon't

know,showthefurtherintroductiontothese10scientists.

1).Archimedes(anancientGreekmathematician&physicist)

2).CharlesDarwin(British,authorofTheOriginofSpecies)

3).ThomasNewcomen(British,improvedthefirststeampumpandturneditintoasteam

enginefortakingwateroutofminesin1712.JamesWattimproveditandturneditintothe

firstmodernsteamengineusedontherailways.)

4).GregorMendel(Czech)

5).MarieCurie(PolishandFrench,wontwoNobelPrizes)

6).ThomasEdison(anAmericaninventor)

7).LeonardodaVinci(afamousItalianartist)

8).SirHumphryDavy(British)

9).ZhangHeng(Chinese,inventedseismograph)

10).StephenHawking(aBritishastronomer)

Whenintroducing,TshouldmakeSsunderstandthenewexpressions.

Purpose:Gettoknowmoreaboutgreatscientists.

Difficulty:☆☆☆

Form:oairwork

StepIILBrainstorming

1.Nowthatwe'velearnedsomanygreatscientists,let\drawaconclusionaboutthem.What

commoncharacteristicsdotheyhave?

Attention:Inthispart,Ssmaylistmanyotheradjectiveswhichtheyhavelearnedbeforeto

describescientists.SothemajorjobofTshouldbeleadinginthesenewexpressionsandmake

someconnectionbetweentheoldandthenew,forexample,brightcanbeequaltocleveror

wise,strictcanbesimilartoserious,co-operativemeansworkalongwellwithothers,

enthusiasticmeansfulloflovefortheirjobs,andsoon.SoitisbetterforTtoexplainthenew

wordsinEnglish-Englishway.ButiftheSsarenotsogoodatEnglish,Tcanusesome

Chineseifnecessary.

enthusiasticco-(werative

bright/positive

^^)mmon^haracteristics

strict4——/\

persuasivecautiouscreative

Purpose:ThispartisdesignedtotrainSs'summarizingability.Theycanhavea

revisionofhowtodescribecharacteristics,andtoleadinthenewadjectives

Difficulty:☆☆

Form:wholeclass

2.Drawaconclusionabouttheminsentences:Theyall...

Eg.madeagreatcontribution

madegreatachievements

succeededintheirscientificcareer

overcomemanydifficulties

Purpose:ThispartisdesignedtoletSsputwhattheyhaveanalyzedintosentence.

Difficulty:☆☆☆

Form:wholeclass

StepIVPairwork

Makeupdialogues.It'sapitythatthesegreatmindscan'tgettogether.Sonowwe911organize

apartyforthem.BecauseofanadvancedmachinecalledTimeMachine,allscientistsfromall

differenttimescancometoattendit.Nowthey'retalkingtoeachother.Makeupadialogue

betweentwoscientists.Theymaytalkabouttheirachievements,theirlifeandtheirplanfor

thefuturework.

Purpose:Thispartisdesignedtoconnectwhattheyhavelearnedandtheskillthattheyhavegained.Soitis

forimprovingSs,integratingskills.

DifficultyT^^^Tir

Form:pairwork

StepV.HomeworkAssignment

1.Talkingroupsabouthowtostartandcarryonascientificresearch..

2.Revisethenewwordsandexpressionslearnedinthislesson,andpreviewthoseofthe

readingtext.

3.Finishthewordspractice.

Appendices

IVocabulary(forhomework)

Choosethecorrectwordstocompletethefollowingsentences.

1)JohnSnowdevotedhimselfto(science,scientific)research.

2)Heworkedharduntilhedrewa(conclude,conclusion)in1854.

3)Theboyneedsonemorestamptomakehiscollection(complete,completely)

4)(Apartfrom,Except)that10dollars,Ihaveanothertengivenbymymother.

5)Cholerawasadisease.Manypeopleofit.(dead,die,death,deadly)

6)Peoplewhohaddrunkthe(polluting,polluted)waterweredead.

7)Isuggest(tohave,having)arestafterworkingforsuchalongtime.

3.Choosethecorrectwordsorexpressionstofillintheblanks.Eachwordorexpressionmay

beusedonlyonce.

putforwardinfectiousannounceconclusionhandle

controlsevereinadditionto

1.Whoatheoryaboutblackholes

2.Whatdidyoudraw?

3.Thecarwentoutofandcrashed.

4.SARSisaterribledisease.

5.Headifficultargumentskillfully.

6.Thecholeraoutbreakwassothatmorethan500peoplehaddiedin10days.

7Everyonewassilentashethewinnerofthematch.

8visitingthezoo,wewenttothemuseum

Boarddesign

IIIwordsandphrasesofdifferentforms

Verbs!infectexamineconcludeanalyserepeatdefeatattendexpose

curecontrolabsorbpumpblamehandlelinkannounceinstruct

contributecompletespinreject

Nouns:enginesteamenginecharacteristicradiumtheorycholera

conclusionrepeatdefeatcureoutbreakcontrolcluepumppub

blamehandlegermadditioncertaintyvirusconstructioncalculation

movementgodloopbrightnessview

Adj:infectiousscientificdeadlyseverevaluablecreativeco-operative

positivestrictrevolutionarybackwardcompleteenthusiasticcautious

persuasivelogical

Adv:immediatelybackwardprivately

Phrases:putforwarddrawaconclusioninadditionlink...to...apartfrom

(be)strictwith...leadtomakesensepointofview

Period2Reading

Teachingaims:

1.Learnsomenewwordsandexpressions,suchasdeadly,infectious,infect,severe,absorb,

blame,exposeto,defeat,etc.

2.Improvetheabilityofgettingtheoutlineofthereadingmaterialandfindingrelative

information.

3.Knowhowtoproveanewideainscientificresearchbyabidingbythe7stages.

4.Beencouragedtofindoutresultsbyexaminingandanalyzingintheirreallife.

DifficultandImportantPoints:

1)Makeouttheoutlineofthetext.

2)FindoutwhatJohnSnowdidinthe7stages,andfindoutthecauseofcholeraafterreading

thetext.

3)Designaposteraboutcholera,usingtheinformationlearnedfromthislesson.

TeachingMethods:

1.Pairwork

2.Illustration

3.Discussionandteamwork

TeachingProcedures:

StepIwarming-up

Eachgroupreportsabouthowtostartandcarryonscientificresearches.

StepILPre-reading

Whatis“KingCholera"？Showsomepicturesaboutpeopleinfectedwithcholera,givea

briefintroductiontoitssymptomsandsomefiguresaboutdeaths.ThenaskSsaboutother

infectiousdiseases.

Purpose:Sscanhaveaknowledgeofcholeraandinfectiousdiseases.Theterriblepicturesand

figurescanalsoarouseSs9interestincholera.

Difficulty：☆

Form:wholeclass

StepIII.Skimming&scanning

WhoisJohnSnow?WhathappenedbetweenheandQueenVictoria?

Purpose:Sscanhaveageneralideaofthetext.Andthe7stagesarehelpfultounderstandtheoutline

ofthetext.

Difficulty:☆☆

Form:individual

StepIV.Fast-reading

1.Putthe7stagesinrightorderaccordingtothepassage.

2.Matcheachparagraphwitheachstageinexamininganewidea.

StepV.Detailsreading

Dealwiththe7stages:whatdidJohnSnowdoineachstage?

Stage1Whatistheproblem?

Stage2Makeupaquestion:Whichtheorytobelievein?

Stage3&4Thinkofamethodandcollectresults

Whatmethoddidheuse?Avaluablemap

AskSstostudythemap

Findouttherelativeinformationaboutthesenumbers.

16,37,38ThesenumbersinBroadStreetnearthewaterpumphadmanyofthedeaths

and40

20,21;8,920and21BroadStreetand8and9CambridgeStreethadno

deathsTheydidn'tdrinkthewaterfromtheBroadStreetpump.

7Thesefamiliesworkedinthepubat7CambridgeStreet.Theydidn't

drinkthewaterfromthepump.

ThenaskSstothinkabouttheseresultsandfigureoutthecauseofcholera.

Stage5Analysetheresults:Whathappenedtothepumpwater?

Stage6Repeatifnecessary:Whatextraevidencedidhefind?

Stage7Makeaconclusionwithcertainty:thewatercarriedthedisease.

Attention:Whendealingwiththe7stages,Tshouldtrytomaketheprocessinterestingand

mysterioustoarouseSs9interest.Ineverystep,T'sleadingisveryimportant.

Purpose:thispartisdesignedtoletSsexperiencethe7stagesandlearntofindoutandanalyzeresultsby

themselves.Thisprocessisalsohelpfulfortheirstudyinothersubjects.

Difficulty:☆☆☆

Form:pairwork

StepVLComprehending

Readthetextagain,thenfillinthechartbelow.(Ex1,onPage3)

Purpose:LetSshavearevisionofwhathavelearnedandtrainthesummarizingability.

Difficulty：☆☆☆

Form:pairwork

StepVIIDiscussion

Goodhygienewillpreventyouoryourfamilyfromgettingcholera.

Whatshouldwepayattentiontoinourdailylifeinordernottogetinfectedwithcholera?

AskSstothinkdiscussfirst,thenshowaseriesofpicturesandletSsdrawaconclusionabout

eachpicture.

Purpose:Thispartisintendedtoconnectthetextwithourreallife.AnditcanalsogetSsreadyforthenexttask.

Difficulty：☆☆

Form:wholeclass

StepVIII.Teamwork

Showaposteraboutcholerafirst,thenaskSstodesignaposter,followingtheexample.

Intheposter,thesymptomsandthewaysofpreventingusfromgettinginfectedwithcholera

shouldbeincluded.

Purpose:Itcanbeusedasanimprovementofintegratingskills.

Difficulty:☆☆☆☆☆

Form:teamwork

StepIX.Homeworkassignment

1.Surftheintemettofindout:Whatshouldwepayattentiontoinourdailylifetoprevent

ourselvesfromgettinginfectedwithalltheseinfectiousdiseases?

2.Writedowntheimportantwordsandphrasesinyourexercisebooks.

3.Underlinethedifficultsentencesthatyoucannotunderstand

BoardDesign

Infectiousdiseases(spread,severe,deadly,nocure)

SARSAIDSBird-fluTBCholera

Outline:para1findaproblemWhatcausedcholera?

Para2makeupaquestionWhichtheorytobelievein?

Para3thinkofamethodusingamap

collectresultsreadthemap

Para4analyseresultsthewaterwastoblame

Para5reapeatifnecessarytwootherdeaths

Para6drawaconclusic)nthewatercarriedthedisease

rDrinkboiledwater

Washhandsoften

Keepawayfromflies

Goodhygienehabitsinourdailylife<Choosefreshseafood

Keepthekitchenclea

Cookrawfoodthoroughly

Disposerubbishproperly

、Healthefoodleftovernight

Period3Learningaboutlanguage

Teachinggoals:

1.Toleamexpressions&phrasesandputthemintopractice.

2.Tolearnlanguagepointsandsosomerelativeexercises.

3.Tograspdifficultandimportantpoints.

DifficultandImportantPoints:

1.Wordstudy

2.Grasptheusageofthewordsandwordphrases.

3.Leamthestructureofthewords.

TeachingMethods:

1.Analyzing

2.Illustration

TeachingProcedures:

StepIRevision

LetstudentstalkaboutJohnSnow

Asksomequestions

Whatwashisjob?

Whatdidhediscover?

Whathelpedhimdrawtheconclusion?

Whatdidhedoafterthediscovery?

Purpose:Byaskingandanswering,makethestudentsgetagoodrevisionofthepassageandguide

thestudentstofindthekeywords,andpayattentiontothewordsthatwillbetaughtinthenext

Difficulty:

Form:wholeclass

StepIILearningaboutthelanguage

Learnaboutthewords

1.attend

1)Takepartin

WhyJohnsnowattendQueenVictoria?

2)Lookafter

Whichdoctorisattendingtoyou?

3)togowith

Theworkwasattendedwithmuchdifficulty.

theformofnoun：

4)attendance

Thereisadoctorinattendance

5)thenumberofattendance

Therewasalargeattendanceattheconcert.

2.belinkedto(beconnectedwith)

Hissuccesswaslinkedtohisdeeploveforpeople.

3.valuable(veryuseful)

Themapgaveavaluableclueaboutthecauseofthedisease.=Themapgaveaclueaboutthe

causeofthedisease.Thecluewasofvalue

4.exposevt.(...to)toshow,makevisibleorapparent

1)Beingexposedtosunlightfortoomuchtimewilldoharmtoone'sskin.

2)Herinnocenceandyouthwillexposehertomanydangers.

5.controlv./几exerciseauthoritativecontrolorpowerover

Thegovernmenttriesitsbesttocontroltheprices.

1)losecontrolof/be(go)outofcontrol

Thedriverlostcontrolofhiscaranditknockedintoatree.

=Thecarwasoutofcontrolandknockedintoatree.

2)incontrolof/underthecontrolof

MrBrownisincontrolofthemoney.

ThemoneyisunderthecontrolofMr.Brown.

6.absorbvt./vi.

l)totakeorsuckin(liquids)

Aspongeabsorbswater.

2)totakein(knowledge,ideas)

Thelittlegirlwasabsorbedinreadingatale.

7.severeadj.

l)soserious;sobad

Hisseverelooksfrightenedme.

2)veryharmfulorpainful;seriousoruncomfortable

SARS-severeacuterespiratorysyndrome

8.blamevt.n.

(anaccusationthatyouareresponsibleforsomelapseormisdeed)

Itseemedthewaterwastoblame.

Attention:betoblame

blamesb.forsth.

blamesth.on/uponsb.

eg.Theyblamedhimfortheaccident.

IfeelitisyourhusbandwhoAforthespoilt

child.

A.istoblameB.isgoingtoblame

C.istobeblamedD.shouldblame

Truthmaybeblamedbutshallnotbeshamed,

be+v=must,should,oughtto

e.gYouarenottodroplitterinthis

10.inaddition=aswell

inadditionto=aswellasbesides

eg.1)Inaddition,therearesixapplicants.

2)Inadditiontolendingmehiscamera,

Hetaughtmehowtouseit.

11.announcev.

1)tomakeknownpublicly

Thegovernmentannounceditsneweconomicpolicies.

2)tostateinaloudvoice(thenameofapersonorthingonarrival,asofpeopleatapartyor

aircraftatanairport)

HisservantannouncedMrandMrsWhite.

3)tomakeclearlyknown

Warmsunshineannouncesthecomingofspring.

12.suggest

suggest(that)sb.(should)dosth/suggest+v.-ing/n.

Topreventthisfromhappeningagain,JohnSnowsuggestedthatthesourceofallwater

suppliesbeexaminedandnewmethodsofdealingwithpollutedwaterbefound.

eg.1)Theteachersuggestedthathe(should)write(write)Englishdiaryeveryday.

2)Grandfathersuggeststaking(take)thechildrentothezoothisweekend.

3)Allevidencesuggestedthathewas(be)themurderer.

13deadly(dangerous)

ThiswasthemostDdiseaseofitsday.

AdeadBdeathCdieDdeadly

14immediately(themoment,directly,instantly)

IwillgivethelettertohimBIseehim.

AimmediateB

immediately

Purpose:Letthestudentsgrasptheusageofwordsbysomesentencesandsentencepatterns.

Difficulty：☆☆☆

Form:wholeclass

StepIHConsolidation

Exercise1Choosethecorrectwordsorexpressionstocompletethispassage

(valuableinstructcureannouncelookintoexamineputforwardimmediately

expose).

LiHepingwasafamousfootballplayer,buthiscareercametoanendwhenhebecameveryill.

Thedoctorhimbutcouldnotfindthecauseofthisillness.Hethe

theorythatLiHepinghadbeentoanewvirus.Heknewhewouldnotbeableto

himbutpromisedhewouldthepossibilityoffindingonein

thefuture.SadlyLiHepingthathewouldtakeupanewcareerto

footballersinplanningfortheirfuture.Athislastmatchhethankedhisfansfortheir

supportandconcludedbysingingthepopularsong:"Thanksforthememory”.

Keys:(examinedPutforwardexposedcureimmediatelylookintoannounced

instructvaluable)

Exercise2sometimesinEnglishweputtheverbmakewithanouninsteadofusingasimple

verbforexample,makeamistakeinsteadoftomakeamistake.Lookatthesesimpleverbs

andmakeanotherconstructionusingmake+a+noun.___________________________

totelephonetodecide

toplantocontribute

tospeaktobenoisy

tochangetodescribe

Exercise3InEnglishverbslike“make"areveryactiveanduseful;youhavealsolearned

manyphrases.Canyoulistsomeandmakesentenceswiththem?

makemoneymakethebed

makefriendsmakeroomfor

makeafacemakeone'swayto

makethebedmakeupone'smind

ExerciseFourInEnglishtheusageofsomeverbslikemake,canyoulistsome

takeatesthaveago

takeataxi/bus/trainhaveatalk

takeabathhavearest

takeaseathaveawalk

takeanaphaveapicnic

takeanexamhavearest

takeajourneyhaveadiscussion

Purpose:Thispartisdesignedtoconsolidatewhattheyhavelearnedandenlargetheknowledge.

Difficulty:☆☆☆☆

Form:pairwork

StepIVHomeworkassignment

l.Usethelearnedwords&phrasesof"make"tomakesomesentences.

2.Doexercisesabout"languagestudy”.

Purpose:Thestudentscanfinishthetaskindependently.

Difficulty:☆☆

Form:individual

BoardDesign

Words:attendvaluableexposecontrolabsorbsevereannouncedeadly

immediately

Wordphrases:betoblamebetodobelinkedtoexpose...toinaddition(to)

suggest(that)sb(should)dosth/suggest+v-ing/n.

make+a+noun=to+v

厂makeatelephone=totelephone

makeaplan=toplan

Imakeaspeech=tospeak

Fmakeachange=tochange

makeadecision=todecide

「makeacontribution=tocontribute

theotherwordphrasesofmake:

(makemoneymakethebedmakefriendsmakeroomfor)

Thesimilarusageofstructure

厂takeatest厂haveago

takeataxi/bus/trainhaveatalk

takeabathhavearest

Vtakeaseat/haveawalk

takeanaphaveapicnic

takeanexamhavearest

Intakeajourney'haveadiscussion

Period4GrammarLearning

TeachingAims:

1.Getthehangofpastparticipleusedasattributiveandpredicative.

2.KnowthedifferencebetweenV-ingformandthepastparticipleusedastheattributeand

predicative.

TeachingImportantPoints:

1.EnablethestudentstousethePastParticipleastheAttribute&Predicativeinreal

situations.

Teachingdifficultpoints

1.HavetheSssumupthefunctionofthepastparticiple

2.KnowthedifferencebetweenV-ingformandthepastparticipleusedastheattributeand

predicative.

TeachingMethods:

1.Inductive,comparison,explanationandexercisemethod

2.cooperativework

TeachingProcedures:

Step1.Revision

Checkthehomework.

Step2.GrammarLearning

I・Competition.

Dividetheclassintofourteams.Eachteamchoosesonestudentastheirleader.Theleader

willchoosetheamountofmoneywhichstandsforeachquestionandcanchooseanyonein

theteamtoanswerthequestion.Iftheansweriscorrect,thegroupwillgettheamountmoney.

Ifnot,theywilllosethemoney.（点击钱的数目超链接到问题）

1.WhatdoyouknowaboutDr.JohnSnow'sbeingwell-knowninLondon?

HeattendedQueenVictoriatoeasethebirthofherbabies.

2.FromwhatdiseasedidLondonerssufferinhisageandwhydidhegetinspired?

Theyexposedthemselvestocholera.Hego」inspiredwhenhethoughtabouthelping

ordinarypeopleexposedtocholera.

Ordinarypeoplewhowereexposedtocholera

3.Whydidsomanyterrifiedpeopledieeverytimetherewasan