【#范文大全# #高三课件(范例十四篇)#】今日小編為大家整理了一篇有關“高三课件”的文章。教案課件是老師教學工作的起始環節，按要求每位老師都應該準備教案課件。學生的反應可以反映教學質量。希望這篇文章能夠為你提供實用的技巧建議，建議你把它保存起來！
【指导思想】贯彻“三主”思想，即以学生为主体，以教师为主导，以素质、能力培养为主线。
1、 突出散文“形散而神不散”的特点，培养学生初步的文学鉴赏能力。
2、 散文阅读教学过程程序化，教给学生阅读散文的方法。
1、在学生充分预习的基础上，安排一课时。
2、贯彻启发性原则和精讲巧练原则，指导学生阅读。
1、理清材料。
提问：文中依次写了哪些风景？请大家参考课本练习一，各用一个四字短语归纳。
教学设想：（1）此步要求学生在认读和感知课文的基础上初步理清散文所选材料，然后编写出材料提纲。（2）用精练的短语概括材料，具有画龙点睛、提纲挈领的作用，能培养学生的语言概括能力和抽象思维能力。
3、 分析特点。
提问：六幅风景画各写了哪些具体内容？请把写同一内容的风景归纳到一起，将课文分成四部分。
教学设想：启发学生从各个角度比较材料，发现异同点，从选材上感悟散文的.“形散”。
三、领悟“神不散”阶段
1、 找出联系。
提问：六幅风景画紧密相连，是按什么顺序组织在一起的？（练习二）大家可先找出每幅风景后的简短议论，再来思考这个问题。
教学设想：此步目的在于让学生找出文中诸材料间的相互联系从而找出散文的线索，为领会文章中心思想作准备。
2、 明确主旨。
提问：（1）写风景一般是为了写人物，这篇散文中涉及的人物是指哪些人？课文写了这些人哪两方面的内容？（2）这篇课文的主旨是什么？大家可结合课文的预习提示来思考这两个问题。
教学设想：在感悟“形散”的基础上，让学生把握文章的中心思想并领会作者的写作意图，加深对散文“形散而神不散”特点的理解。
教师归纳以上讲到的阅读散文的基本步骤，鼓励学生照此步骤去阅读散文作品。
教学目标
知识目标
1.了解小说创作的时代背景。
2.掌握作品倒叙式的结构方式及运用语言、肖像描绘人物的方法。
能力目标
1.训练学生复述小说情节的能力。
2.准确把握祥林嫂的形象特征，理解其悲剧的社会根源，认识封建礼教吃人的本质，培养学生概括主题的能力。
德育目标
1.体味鲁迅先生冷峻叙述中深沉的悲愤之情。
2.培养学生关心他人，同情弱者的高尚情怀。
教学重点
1.理解小说以“祝福”为题的深刻含义。
2.分析小说环境描写的作用。
3.真切地体验祥林嫂的痛苦与不幸，关注她的命运，思考其悲剧的根源，领悟作者的创作意图。
教学难点
1.祥林嫂有没有反抗性格，该如何评价。
2.学习小说传神含蓄、隽永洗练的语言，领悟其深层含义和情感。
教学方法
1.通过学生复述课文，教师指导他们概括小说的情节。
2.指导学生进行研究性学习，小组讨论分析祥林嫂的悲剧根源及“我”的角色意义等。
3.朗读精彩语段，体悟语盲的深层含义及情感。
课时安排 3课时
教学步骤
第一课时
教学要点
1.整体感知，把握小说情节。
2、指定学生分别从“我”和“祥林嫂”两个角度复述课文，深刻把握小说内容。
3、讨沦几次“祝福”景象描写的意义及作用。
教学过程
一、导语设计
同学们，鲁迅先生在《坟·灯下漫笔》中把中国封建历史分为“想做奴隶而不得的时代”和“暂时做稳了奴隶的时代”。这对于“快乐着我们的快乐，幸福着我们的幸福”的二十一世纪的你们来说，真可谓“不是我想象”。然而，事实原本如此不可更易。今天，让我们读读先生的《祝福》听听主人公“祥林嫂”哀怨凄楚的倾诉吧!
二、解题
1.背景介绍
《祝福》发表于1924年。是鲁迅小说集《彷徨》的第一篇，故事叙述的是辛亥革命后中国农村的黑暗现实。农民问题是鲁迅这一时期一直在探索的问题。而辛亥革命后，旧中国农村的黑暗是空前的。辛亥革命虽然推翻了清王朝，赶跑了皇帝，但反帝反封建的革命任务并没有真正完成，中国仍然处于帝国主义和封建主义的统治和压迫下，封建的思想观念和礼教仍然顽固地束缚着广大农民，尤其是妇女，她们更是受尽了剥削和压迫，承受着难以想象的肉体上和精神上的双重重压。五四运动提出了“民主、科学”“打倒封建礼教”的口号，妇女解放问题也成了这个时期鲁迅探索的主题。正是在这样的背景下，鲁迅的小说《祝福》应运而生了。在小说中，鲁迅深刻地揭露了封建文化思想的流弊和余毒。
2.关于“祝福”
“祝福”是旧时浙江绍兴一带曾经流行过的一种迷信习俗。每当旧历年底，地主和有钱人家举行年终大典，杀鸡、宰鹅、买猪肉，并将三牲煮熟作为“福礼”，恭请天神和祖宗享用，感谢他们保佑当年“平安”，并祈求来年“幸福”。
三、整体感知，理清小说思路
1.在预习的基础上，学生快速浏览课文。
2.四人一小组以“我”为角度叙述小说的故事情节，然后指定一男生讲述。同时，教师出示要求：①叙述要客观、条理，必要时也可作适度发挥。②尽可能体现出“我”对“样林嫂”的同情心。③语言流畅，吐字清晰。
3.四人一小组研究并为“祥林嫂”编写“年谱”，然后选一代表陈述。
祥林嫂年(年龄)谱
二十六七岁以前 与样林结婚。
二十六七岁 春上死了丈夫。冬初逃出家中，经卫老婆子介绍，到鲁镇做工。
二十七八岁 春上改嫁。年底生阿毛。阿毛一岁。
二十-岁 阿毛两岁。丈夫患伤寒死去。
二十九或三十岁 阿毛三岁。
三十或三十一—岁 四岁的阿毛春上被狼衔去。秋天经卫老婆子介绍，回到鲁镇做工。祭祀时很闲，只烧火。年底柳妈建议她去土地庙捐门槛。
三十—二岁 近秋到土地庙捐门槛。冬季祭祖时节，仍不让她拿酒杯和筷子。
三十二三岁 头发花白，记忆尤其坏。
三十三四岁 可能被赶出鲁四老爷家。
三十四五岁
三十五六岁 沦落为乞丐。
三十六七岁
三十七八岁 腊月二十四夜里或二十五凌晨离开人世。
4.结合“祥林嫂年谱”，指定一名复述能力较强的女生讲述“祥林嫂”的故事。学生讲述结束后，教师出示如下投影，供学生参考。
祥林嫂.卫家山人，可能姓卫，生活在19世纪末20世纪初。
有一年春上，只有二十六七岁，以打柴为生的丈夫祥林死了，二十六七岁的祥林嫂便逃离了家中，经做中人的卫老婆子介绍，冬初进了鲁镇鲁四老爷家中做帮工。每月工钱500文。活计虽多且重.但她反感到满足。
三个半月后，即开春前夕，她的婆婆带人把她抓了回去。工钱一千七百五十文全被婆婆拿去了。
在这之前，她那严厉的婆婆为了小儿子要花一笔钱做聘礼娶老婆就把她许给了贺家澳的贺老六了。因此不几天，祥林嫂就被装到花轿里送到贺家澳去了。她出格地反抗，但不中。年底生了一个孩子，小名叫阿毛。母亲孩子养得都胖，又没婆婆，男人有力气，又会做活，自家有房子，日子过得蛮好。
祝福..由收集及整理,转载请说明出处
但天有不测风云，年纪轻轻的男人得伤寒死了。没多久，四岁的阿毛在春上又被狼衔去了。这样，家中就剩下她一个人了。到了秋天，大伯来收屋.她走投无路，只好由卫老婆予领着，求老主人。主人收下了她，但手脚已没先前灵活了，记性也坏得多，死尸似的脸上整日没个笑影，主人家很是不满。家中最重大的事件是祭祀，但一切饭菜碗盘都用不着她沾手，她的任务仅是灶下烧火。这对她打击很大。
之后.她开口总是讲阿毛被狼衔去的故事。开始倒还有人听，后来人们听腻了，便不仅不表示同情，还取笑她。从这以后，她再也不提阿毛的事了。
鲁四老爷家有个帮佣，大家称她柳妈。柳妈谈起她作为回头人出嫁出格地反抗时留下的伤疤。这话传扬出去，人们又拿起运伤疤取笑她。柳妈还建议她到土地庙捐一条门槛，赎了这一世的罪名，否则到了阴司，那两个短命的死鬼男人还要争，阎王老爷只好把她锯开来。
她很苦闷，以后花了近一年的工钱捐了门槛。捐了门槛之后，她精神一下子好了起来。
冬至祭祖时节，主人仍不让她沾碰杯筷.这次她受到了彻底的打击，简直成了一个木偶人。不到半年，头发变白，记忆更坏。
主人家愈加不满。不久，终于把她打发走了。或者是离开主人家就成了乞丐，或者是先到卫老婆子家然后再成了乞丐。三四年后，腊月二十四日夜里或二十五日凌晨人们准备祝福的当儿。祥林嫂在鲁镇离开了人世。
终年四十岁左右。
5.让学生速读全文，完成下列投影表格。
四、课堂讨论
1.讨论小说的线索。
分四人一小组讨论后，学生可能有如下看法：
学生甲：以“‘我’的见闻”为线索。
学生乙：以“祝福”为线索。
学生丙;以“样林嫂的悲惨遭遇”为线索。
2.学生思考：本文采用了什么结构方式，这样安排有何作用?
讨论后明确：本文的结构方式采用了倒叙式。小说先写出主人公祥林嫂的悲剧结局，然后由回忆把其不幸的一生写出来。先写出结果，有利于吸引读者，抓住读者的心，对读者的心灵造成强大的震撼，促使读者去思考，便于作者与读者的心理沟通，便于取得读者的认同。后对祥林嫂身世的叙述，可以帮助读者根据情节去认识封建礼教是如何摧残迫害祥林嫂的，并从多个方面去认识封建制度和封建礼教害人吃人的本质，从而加深对作品思想性的理解，更好地认识封建制度和封建礼教吃人的本质。
第二课时
教学要点
1.分析样林嫂所处的典型环境，剖析祥林嫂的悲剧根源及小说主题。
2.引导学生正确看待祥林嫂的反抗。
3.深层把握“祝福”的含义。
教学过程
一、导语设计
我们生活中的任何人，都是“在一定历史条件和关系中的个人，而不是思想家们所理解的‘纯粹’的个人”。文学反映人的生活整体，也只有通过“生活本身形式”(车尔尼雪夫斯基)才能得到完满的表现。因此，在艺术作品中对人物形象的分析的“关键在于个别的环境”(马克思)。那么，在《祝福》中，围绕和促成人物行动的环境究竟是怎样的呢?下面，我们就一起来探讨这个问题。
二、研读小说的环境描写
1.提问：作者把祥林嫂的悲剧置于“鲁镇”这个“舞台”上来演绎，“鲁镇”是一个怎样的地方?在那里表现出怎样的世态风情?
(1)学生集体朗读小说的第1～2段。
(2)学生勾画关键句子进行体会，然后前后桌进行交流。
(3)学生自由发言后，明确：①鲁镇是一个封闭式的社会。许多传统习俗、封建观念、男尊女卑等封建等级关系在鲁镇的人与人之间被异常严格地遵守着。如，当“我”离开五年之后重回鲁镇时，最强烈的感觉是一切“都没有什么大改变”;准备“福礼”的是女人，而“拜的却只限于男人”。②鲁镇弥漫着浓厚的迷信气氛。“鲁镇年终的大典，致敬尽礼，迎接福神，拜求来年一年中的好运气”，人们的美好愿望寄托在对神的祈求上。
2.学生思考：鲁四老爷是一个怎样的人?
(1)学生默读课文，摘录有关语句。
(2)思考后明确：鲁四老爷是一个“讲理学的老监生”。他崇拜祖先，思想僵化，反对社会的一切变化。他向“我”大骂康有为，康有为主张变法，但是他因循守旧。他“案头”堆放的是“理学”著作，墙上挂的是朱子格言;孔孟之道流布于周身血脉，封建伦理浸透了通体细胞。孔孟理学、封建伦常正是他处世立身、待物行事的准则。可见，鲁四老爷是一个封建思想的坚决捍卫者。
3.学生思考：祥林嫂周围的其他人对其态度如何?
明确：祥林嫂周围的人对她表现出令人颤栗的凉薄与冷漠。如柳妈便是无聊冷漠人中的一员。她是“善女人”，“吃素，不杀生”，与人为善。但是她对待祥林嫂，却没有像对待其他生命那样有同情心。柳妈对祥林嫂的再嫁也不以为然，认为祥林嫂“索性撞一个死，就好了”。她又把祥林嫂的谈话传播出去，供他人谈笑。这种人情的冷漠也可在鲁镇女人们“鄙薄…‘烦厌”的神情中、在四婶“祥林嫂，你放着罢!我来拿”慌忙的语调中、在短工“简捷”“淡然”的回答中看得分明。
4.教师小结：鲁镇是一个封建礼教罗网笼罩下封闭落后的社会，是旧中国整个黑暗社会的缩影。生活在这里的人们保守、自私，亳无温情可言。可见，祥林嫂生活在一个冰封无化的世界里。
祝福..由收集及整理,转载请说明出处
Teaching aims:
1. Develop the students’abilities of listening,speaking and reading
2. Learn the new words and Master some drills
Teaching aids: a tape recorder,some slides for shows,
exercises for Lesson 3,pictures
Teaching Procedures:
Step 1: Revision
Revise the reading passageCheck the homework
Ask “What’s your full name? What do your parents call you for short?”in pairs
Step 2: Presentation
Remind the students how to address English speaking people.
Write a name on the Bb: David William Lewis
First time: Pleased to meet you, Mr Lewis
Good friend: David / Dave
Repeat with Catherine Mary Jones
First time: Mrs Jones
Good friends: David / Dave
Step 3 : Practice
Point out the full and short forms of names
Practise a small dialogue
Step 4 : Read and act
Ask the question“Where is Sun Huifang from?”before playing the tape
Read the dialogue then work in pairs, Act out the dialogue
Point out some phases
1. How about/What about…? 2 for short
3.Where are you from?=Where do you come from?
4.be short for 5.know a lot about… 6.only a little
Step 5: Ask and answer
Ask and answer the questions in pairs about the picture
What and where are they doing ?
Make sure the students are using the present continuous tense
Step 5: Exercises in class
在下列各句空格处填入一个适当的词，使句子通顺、合理。
1．Tuesday is the_____ day of the week．
2．Today is _____ 10th，Teachers'Day．_____ Teachers'Day，Mr Wu！
3．In China，the last name is the _____ name．
4． We have fun _________ to the English songs.
Step 6: AssignmentMake a dialogue asking for and giving directions.
Blackboard Design
Lesson Three
the third lesson
David William Lewis 1.How about/What about..?
First time: Mr Lewis 2. Where are you from?
Good Friend: David/ Dave =Where do you come from?
3.be short for 4.know a lot about…
Type of lesson: Reading
Aims: 1.By the end of the class the Ss will be able to know something about travel --- the different purpose of travel; adventure travel and the safety tips on a trip.
2. Scanning to get the general information.
3. Intensive reading to get the detailed information.
Teaching methods: Individual work; pair work; group work;
Teaching Aids: a tape recorder; a computer; a projector
Teaching Procedures:
Ⅰ.Lead –in
Proverb: The world is like a book, if you stay at home instead of traveling, it means that you just stare at one page of a book.
---Saint Augustine
Suggestion:
If you are free and have enough money, go for a pleasant trip!
Ⅱ.Reading
Step 1: Pre-reading
1. Do you like travel? Why or why not?
2. Show Ss some pictures of unusual travel.
What can we call these kinds of travel? Adventure travel.
Step 2.While-reading.
1. Fast reading
Questions: Which of the following are mentioned in the text?
A. hiking B. boating C. rafting D. climbing
Where can we do it?
2. Repeat with the tape on.
True False
1).The usual travel is becoming more and more popular.
2).By hiking you will get close to the nature and take exercise at the same time.
3).It’s better to go hiking alone.
4).The basic equipment you need for hiking is a paddle and a small boat.
5).Whitewater rafting is more adventurous
6).You should always wear a life jacket when hiking.
Key: FTF F T F
3. Difficult points:
1). Many People travel because they want to see other countries and visit places that are famous, interesting or beautiful.
Q: What do they want to see?
What kind of countries and places do they want to see?
So what does “that” refer to?
Put the sentence into Chinese.
2).Instead of spending your vacation on a bus, in a hotel or sitting on the beach, you may want to try hiking.
Q: How do people usually spend their holidays?
How does the writer suggest you spend your holiday?
He didn’t go to the market but stayed at home.
He stayed at home instead of going to the market.
3).Watch out for dangers, such as spiders, snakes or poisonous plants.
Oh，it’s dangerous ! You must watch out for the traffic here.
look out for, take care of , be careful of
4). You should not go rafting unless you know how to swim.
If you don’t know how to swim, can you go rafting?
You should not go rafting if you don’t know how to swim.
4.Read .
the first paragraph
Why do people travel?
To see other countries
To visit famous, interesting or beautiful places
To meet new friends
To try new kinds of food
To experience life in other parts of the world
To get away from cold weather
To have unusual experience or wish to have an adventure
Read the second and third paragraphs and fill in the blanks.
hiking rafting
where In the mountains, in a forest, along a river, in a city On rivers and streams
Basic equipment Good shoes, clothes, backpack map, water, sunscreen, cell phone, hat, etc. Boat, paddle, good clothes, lifejacket
Benefits Get close to nature and take exercise Experience life
Basic tips Attentions 1.don’t hike alone
2.tell someone where you’re going
3.bring water and a good map or a compass
4.wear a hat to protect yourself from the sun
5. bring a cellphone if you have one. 1.You have to be careful not to hit rocks, trees and other dangers.
2. think about your safety and wear good clothes and life jacket.
. 3.learn the basic skills of rafting---how to handle the raft, how to paddle, how to get in and out of the raft
4.don’t raft unless you know how to swim
Step 3.Post-reading
1. Point out what’s wrong with Mary’s travel plan.
It’s summer and rains a lot. Mary is going hiking in order to get away from the hot weather and take exercise at the same time. She decides to travel in forest. She makes a list of the things that she wants to take: 1. a pair of slippers; 2.some food; 3. T-shirts and skirts; 4.Camera; 5. A CD-player; 6. a lot of money.
She thinks hiking alone will be more exciting and interesting, so she sets out without telling anyone.
2. TV programme.
Suppose you are an adventure travel fan, especially enjoys rafting. A reporter from CCTV 5 asks you to give us an introduction about rafting. Now the reporter is interviewing you
Ⅲ. Homework.
Make A project: Make up a travel programme.
1. 目的地；2.时间，日程安排（每天的活动项目）；3.费用；4.食宿；
5.注意事项6 .当地风土人情 （文字介绍；图片；地图）
---- Integrating Skills
浙江师范大学外国语学院英本0102 魏绍宏
一、 教学设计思路
新教材的推行，一方面改进了原有教材，提高了教学质量，培养了学生听、说、读、写四方面的综合技能。但同时也给老师提出了挑战，迫切需要转变原有的教学方式，其中最为困惑的便是新增的Integrating Skills的教法。绝大部分老师把这部分内容当作阅读课来上，详尽讲解知识和语言点；有些则是一笔带过。但仔细推敲一下，我们就不难发现这部分内容的设置不是没有理由的。由于中国传统英语教学一直注重读写，忽视听说方面的培养，导致学生只能写，不能说，“哑巴”英语越来越引起了社会各界的关注。英语作为一种交际手段，是集听说读写技能为一体的，所以这就要求在教学过程中，充分体现这四项技能的结合。因此本课时，从Darwin进化论引入，激发学生就人与动物的相似与不同之处发表自己的观点，训练学生口头表达能力；进入课文之后，让学生通过听朗读带找出段落大意，训练听力技巧；之后在阅读课文过程中，通过略读、跳读、查读等手段来促使学生掌握课文内容，并进行深层理解。在此基础上，欣赏和分析从句；最后，让学生通过写作提高笔头能力，把言语能力转化为书面表达能力。
二、 学习任务分析
本文是Integrating Skills,目的就是在阅读过程中同时提高学生在听说读写四项技能。通过一个课时，学生能用自己的语言来表达自己的观点和看法，在听的过程中运用阅读技巧理解和概括上下文的内容。同时在阅读中掌握查读和略读等技巧，在通过书面表达来提高写作能力。
（1） 重点：
a. 训练学生使用查读和略读等技巧来提高获取信息量的能力和阅读效率。
b. 通过欣赏和分析从句，使学生掌握从句的构成特点并能运用于实际表达中。
（2） 难点：
a. 有效自然导入阅读语篇的知识背景，激发学生阅读兴趣。
b. 使学生在听力过程中运用阅读技巧快速获取信息。
三、 学习者分析
本课时的授课对象是高一新生，一半学生来自于城市，一半学生来自于农村，因此在英语基础知识方面，差距比较明显。农村的学生尽管学习十分认真刻苦，成绩不错，但是上课比较沉默，参与性不强，尤其在听说方面能力比城市学生欠缺。城市学生上课十分积极踊跃，主动性比较强，接受性比农村学生来的快，虽然基础有点浮，但综合素质，尤其是听说方面能力比较高。但由于都是高一新生，初中接受懂得多为因试教育，普遍在阅读技巧和听力技巧上存在着不足，对口语表达和写作重视不够，所以有待进一步提高。
四、 教学目标
根据新课程目标的要求，新教材更加强调英语课堂教学要注重发展学生综合语言运用能力。而且随着英语日益成为日常工作所需，人们需要的不仅仅是书面表达和阅读能力，而是一种能听说读写都精通的人才，所以教学目标必须同时从这四方面着手，缺一不可。
（1） 通过Darwin生物进化论导入，激发学生说话的欲望，学生在掌握人与动物的区别和联系的同时，拓展思路，利用发散性思维，能够准确用英语表达自己的观点和看法。
（2） 学生将阅读技巧用于听力过程中，提高信息获取的速度，培养概括归纳能力，快速准确地在听的过程中把握文章的大致内容。
（3） 学生在老师的引导和帮助下，了解和使用也技巧，如查读、略读、跳读等。在欣赏和分析从句中，掌握从句规律和特征，运用到写作过程中。
（4） 学生能够有效地和同学合作，共同完成任务和解决问题，培养团队精神和合作精神。
（5） 通过课文知识和老师及同学的补充，学生将意识到人与动物的共性，增强保护生物意识。
五、 教学准备
黑板、录音机、多媒体课件、Senior English for China Student’s Book 1A 、课文配套朗读带
六、 教学过程设计
教学目标 教学内容 教学步骤 教学意图 时间 教学媒体
自然引出话题，吸引学生注意力，激发学生表达欲望 1、 picture,introduction
2、 famous theory of Darwin
3、 What do you know about similarities and differences between human beings and animals? 1、picture guess
2、tell something about evolution theory
3、check and evaluate
students’ answers 创设猜谜游戏自然导入，激发学生表达欲望，活跃课堂气氛；把课后练习提前讲解，有利于增强学生对背景知识的了解，培养发散性思维，为更好地开展下一步教学活动--阅读做准备。
7m
多媒体课件、黑板
引出课文内容，使学生进入角色 1、 Human beings become more interested in playing with animals. Show pictures about playing with dolphins.
2、 What do you know about dolphins? 1、show pictures
2、let students give their opinions
通过图片引起学生注意，激发学生兴趣，以学生自己对海豚的介绍，增加背景知识，有利于学生更好地理解下文。
3m
多媒体课件
尝试把阅读技巧skimming运用于听力中，并介绍相关听力技巧，培养归纳和整理能力 1、 Listen to the tape and try to get the main idea of each paragraph.
2、 Introduce the skill” skimming” and some other skills to activate students to use it in listening.
3、 Listen again, then check answer. 1、 play the radio
2、 introduce reading skill “skimming”
3、 play the radio again
4、 check the answer 使学生了解略读及其他葶苈技巧，在听力过程中有意识地运用。通过前后两次听力比较，来感受技巧的效果
13m
录音机
尝试运用查读、略读等技巧来快速获取信息，提高学生阅读能力和谋篇能力 1、 Introduce skill-scanning.
2、 Find the reasons why people swim with dolphins.
3、 Think about the rules you must follow when you swimming with dolphins.
4、 Try to find out reasons why swimming with dolphins has become more popular. 1、 introduce scanning
2、 read P1 to find the answer
3、 read P2 to find the answer
4、 read P3 to find the answer 使学生了解运用查读等技巧来掌握每段大意，拎出重点，使内容简明结构更清晰，明白文章的构成方式，有利于运用于自己的写作中。
6m
多媒体课件
回忆定语从句和宾语从句，让学生比较例子找出区别，准确运用于练习中 1、 attributive clause in text
让学生分析，找出先行词、关系代词和从句
2、 object clause in text
让学生分析，找出关联词和从句
3、translate and make sentence 1、show examples in text, by comparing them, make students understand the differences
2、ask students translate and make sentences
3、evaluate and check 欣赏和分析阅读中的从句，唤起学生原有知识结构，学生自己分析和归纳两种句型的特点，在操练中得以巩固，从而建立新的知识结构。
6m
多媒体课件
培养学生发散性思维和用英语思考的习惯，学会与他人合作，分享信息，增强合作精神和团队精神。同时，激发学生保护生物意识。 1、 Think about more adventures .
2、 What rules do you think you should follow while playing with them.
3、 What do you think about hunting wild animals for eating or other purposes? 1、 group discussion
2、 reporter of each group present your group’s opinion 通过小组讨论，激发同学间的合作意识；发言来提高口头表达能力；增强保护动物的意识。
8m
多媒体课件
锻炼写作能力 Write a composition about playing with animals. Homework 将语言知识转化为书面表达能力
1m 多媒体课件
巩固本课时所学 1、 knowledge points of text
2、 reading skill
3、 listening skill
4、 attributive clause and object clause
Summary
巩固
1m 多媒体课件
七、 教学流程图
八、 资源及媒体的运用
通过Darwin的照片引入，吸引学生的兴趣，自然切入话题。在课堂教学中运用多媒体课件上的表格、录音和黑板充分调动学生的各种感官参与到学习中来，为师生提供各种平台互相交流的同时，提高了课堂活动的密度，也使课堂变得更加生动有趣。
九、 教学反思
1、 在教学中运用多媒体教学，得以确保英语学习材料的充足，同时节省了大量的板书时间，表格使内容更加直观和清晰，为快节奏、大容量的课堂教学提供了可能性。
2、 根据学生的认知规律和心理特征，使用简单的、学生比较容易接受的术语，利用一些提问技巧逐步引导学生自己找出正确答案。
3、 采用各种方式调动学生的积极性，使其参与到课堂活动中来，发展多方面的技能。
4、 在整个教学活动中，要始终以学生为主，教师作为一个引导者和评价者，帮助学生认识并掌握各种技能和手段，使其在自我发现的过程中掌握技能和知识，养成自我学习和分析的习惯，最终达到听说读写技能共同提高的结果。
一、导入
1、曹雪芹在自题《红楼梦》的绝句中写道：“满纸荒唐言，一把辛酸泪。都云作者痴，谁解其中味?”
2、卓别林《摩登时代》中所演的在机器大生产中加式流水线上，变异为机器的工人形象。
3、从卡夫卡在《城堡》中借K之口说的要“残酷地镇压不利于完成任务的一切”说起，简介卡夫卡的生平和创作情况：1883年至1924年，命短；痛苦的情感生活――三次订婚，又三次主动解除婚约，没有自己的家庭；银行小职员，对工作感到十分痛苦，但又不得不去；勤奋地写作，几乎隔绝社会上的交往；为艺术而献身；影响巨大，成就卓著，是现代派表现主义大师；三部长篇。
二、默读全文，完成如下表格
情节
心情或态度
一、初变甲虫，家人的反应
二、清理房间，格被驱打
三、将被丢弃，绝食死去
格里高尔
惶恐、回忆
忍受痛苦
绝望
秘书主任
惊骇、逃走
父亲
恼怒、驱赶
打击
厌弃
母亲
惊骇
躲避`昏厥
冷漠
妹妹
关心
生气
厌弃
（以上表格内容仅供自己参考，学生的概括只要有理，大致同就行。）
知识目标
使学生了解自然界中水的分布状况;
水与工农业生产和人民日常生活的密切关系;
水污染的后果及防止水体污染;
了解水的组成及物理性质。
能力目标
培养学生发散思维及查阅媒体资料，获取信息的能力。
情感目标
培养学生树立节水观念，增强环境保护意识，为可持续发展做出自己的贡献。
培养学生团结协作的团队意识。
教学建议
本节内容大致可以分为：水对人类的影响，水的物理性质及水的组成，在处理这一节教材时，要充分以日常生活中的常见事例作为研究的线索。有条件的学校可以在课前布置研究课题，给学生一周的时间查找相关资料，特别是突出媒体信息量大的优势，通过互联网输入关键字词搜索相关信息，并要求学生对获取的信息进行加工，每2-3个学生为一个小组，通过课前准备发表自己的见解，可制作成powerpoint演示文稿或展板展示自己的研究成果。
通过这种组织形式可以提高学生学习化学的兴趣，特别是展示成果，无论对哪类学生来说，只要付出劳动，都会有收获，真正体现初中义务教育的全员性和教育的全过程性。特别对初中学生来说，强烈的表现_成为其学习过程的根本动力。水资源的有限，人类对水的需求的日益增加，工业化进程对水体的污染，对学生来说，有的可能了解很多，有的学生会一无所知，教师课堂上简单的介绍对增强学生的环境保护意识来说是远远不够的。让学生亲身去体验现实生活中，在我们生活中，水资源的浪费、水质的日益恶化等，使学生有一种危机感，自觉地从我做起是环保事业大众化的具体体现。
水的组成是本节课的另一个重点内容，它应包含两方面内容：
1.水的宏观组成，即：定性水的元素组成。
2.水的微观构成，即：定量。每个水分子所含原子的数目，从而得到水的分子式。这两个过程应有意识地加以区分，这样有助于学生了解化学学科研究物质组成的一般方法，为今后学生进行学习打好基础。电解水的实验是完成上述两个任务的经典实验，可以结合有关物理知识介绍实验装置，特别是电极的极性，两极产生气体的体积，两极产生气体的性质，然后结合有关数据帮助同学进行推导，从而得出结论。在这些过程中，应注意严谨性。
教学目标：1、让学生了解句式的一般知识；2、教会学生能根据题目要求，恰当地选择句式，以达到语言表达的简明、连贯得体的要求。
教学难点：选择句式要达到语言表达的简明、连贯得体的要求。
一、 考点阐释：
选用句式，是按照题目给定的语句形式要求造句。所选语句，除句式要求之外，还要求语意恰当，与语境谐合。
1、要让学生了解句式的一般知识。从结构方面说，有单句、复句，整句、散句；从表达方面说，有陈述句、疑问句、祈使句、感叹句；从成分方面说，有省略句、倒装句；从逻辑方面说，有主动句、被动句，肯定句、否定句等。
2、要教会学生能根据题目的要求和语言材料的隐含要求，恰当地选择句式，以达到语言表达的简明、连贯得体的要求。
3、要尽可能地结合情境教学。如对象、场合等。
三、 试题点拨：
典型试题1：选用恰当的句式，把下面的语句加以组织，使话题统一，表意更集中，句子更紧凑。
例句：武松、李逵、解珍和解保都是《水浒》里的英雄，《水浒》中有武松景阳岗打虎的故事，有李逵杀虎报仇的故事，有解珍、解保猎虎蒙冤入狱的故事。这些人物和故事，都是典型的艺术真实，不同于生活的真实。
点拨 ：此题考查选用句式的能力。原文话题不统一《水浒》，武松、李逵等人物和故事，要选用一个句式，使话题统一。 参考答案：《水浒》里的武松、李逵、解珍、解保等打虎、杀虎、猎虎的故事，都是典型的艺术真实，不同于生活的真实。
典型试题2：将下面的语句，按照不同的表达要求，加以组织，选择不同的句式，分别写一段话。
例句：①新加坡的旅游业在全世界享有盛誉。②新加坡具有良好的旅游的天然条件。③新加坡的旅游部门工作认真、细致。 ④新加坡的旅游业与其他有关部门协调合作得很好。
（1）强调天然条件：
（2）强调工作认真、细致与合作：
点拨：此题考查选用句式的能力，原语言材料从大的层次关系看，是因果关系，其中“原因”复杂，有三个方面，可用“固然……但”来表达。（参考答案略）
四、 命题趋势：纵观近年来句式的考查，不难看出，高考语文试题“选用、仿用、变换句式”的命题，呈现出以下趋势：
第一、贴近生活，让考生有话可说，注意激活他们的思维。
第二、呈开放性，为考生提供了广阔的思考空间。
第三，语用的特点更加突出。
五、 强化训练：
1、选择下面衔接较好的一组句式：
（1）我把老李找来，让他立即写报告，他写完报告马上把它交上去了。
（2）我找来老李，老李立刻写报告，报告写完交上去来了。
（3）古都西安，许多古建筑坐落在主要街区，肃穆的官府衙门，玲珑的楼台轩榭，色彩鲜明的回廊，风格独具的民居，……看到这些，你立刻会为它们凝重的文化底蕴所吸引。
（4）古都西安的主要街区，坐落着许多古建筑，肃穆的官府衙门，玲珑的楼台轩榭，色彩鲜明的回廊，风格独具的民居，……看到这些，你立刻会为它们凝重的.文化底蕴所吸引。
A、（1）（3 ） B、（2）（4） C、（1）（4） D、（2）（3）
2、依次填入下面两句中横线处的语句与上下文语意连贯、音节和谐的一组是
（1）每逢深秋时节＿＿＿松竹山茶，色彩绚丽，美景尽览。
（2）远眺群山环抱，＿＿＿近看小河流水，茶园葱绿，松竹并茂。
A（1）（3） B（1）（4） C（2）（3） D（2）（4）
（1）阳光融化了河水，细雨润泽了山色，（a 柳枝被春风吹绿 b春风染绿了柳枝），造化的神功又一次使人们惊异了。
（2）秋天，树叶黄了，枯了，快要�落了。枯的叶子离开了枝头在风中飞舞着，（a它曾经有过的婆娑身影依然那么动人 b怀着对金秋时节无比眷念的心情离去)假如我是绿叶，我愿意很快地落在地上，尽情地拥抱这养育它的土地。
A、（1）a（2）b B、(1)a(2)a C(1)b(2)a D(1)b(2) b
4、 依次填入下面一段文字中横线处的语句，与上下文衔接最恰当的一项是
挡眼有石塑一尊，近似昨夜见到的神貌。＿＿＿，皆先生手迹。＿＿＿，罗池东侧有柑香亭，＿＿＿，祠北有衣冠墓，这些名目，只要粗知柳宗元行迹，皆耳熟能详。
A (2)(4)(5) B(1)(3)(6) C(1)(4)(5) D(2)(3)(6)
我们看到，上海的城市环境整洁美观，但相比之下农村给我们的印象仍是又脏又乱。我们认为上海＿＿＿＿＿＿＿＿＿＿。
6、依次填入下面一段文字中的横线处的语句，与上下文衔接最恰当的一项是
一个人不喜欢诗，何以文学趣味就低下呢？＿＿＿＿。一部好小说或是一部好戏剧都要当做一首诗看。使比别类文学较严谨、较纯粹、较精微。如果对于诗没有兴趣，对于戏剧散文小说等等的佳妙也终不免有些隔 。＿＿＿＿，大半在小说和戏剧中只能见到最粗浅的一部分，就是故事。他们读小说和戏剧只见到故事而没有见到它的诗。＿＿＿＿。
(1)因为一切诗都要有文学的特质 （2）因为一切纯文学都要有诗的特质 （3）不爱好诗而爱好小说的人们 （4）爱好诗而不爱好小说戏剧的人们 （5）就像看到架上的花而忘记花架 （6）就像看到花架而忘记架上的花
A (2)(4)(6) B(1)(4)(5) C(2)(3)(6) D(1)(3)(5)
Lead-in
Charles Dickens was the greatest representative of English critical novelist in the 19th century. He wrote 14 novels and many other short stories in his lifetime. His style was realistic and humors .He gave us a vivid picture of life of ordinary people. His works shows sympathy for the poor.
Scanning
1 When did this story happen?
2 How many people were mentioned?
3What was Ebenezer Scrooge? What kind of this man was?
4Who was Bob Cratchit? What did he want to do?
5 What did the gentlemen want Scrooge to do? Has he Promised ? What happened to Scrooge ?
Skimming
Analysis of the characters in stories by typical language.
Main heroes
What they say
characteristic
Scrooge
1”I have to pay you a whole day’s”
Wages for no work. He says Humbug”
2”That’s an excuse for picking a man’s Pocket”.
3 Leave it alone Much good may it do you.
1 cold, interested in money.
2 not care for his employee.
Bob
1”I’m too cold to write so I warm myself on the candle.”
2” I want a day off at Christmas”
3 Those who are badly off must go there
poor, modest and careful.
Fred
“There are many things that do me good without bringing in profit”
kind and helpful.
Santa
He always says “Ho,ho,ho.”
make others happy
Posting-reading
Choose the best answers
1.Christmas is traditionally celebrated on . 答案：B
A. December 24 B. December 25 C. December 30 D. December 31
2.Which of the following is not true according to the dialogue? 答案：A
A. The business is now owned by Scrooge and his partner, Marley.
B. Marley died on December 24th.
C. The gentleman tried to persuade Mr Scrooge to do something good for the poor.
D .Many thousands of people don’t have enough money to keep themselves warm.
3.Ebenezer Scrooge is . 答案：D
A. a warm-hearted boss B. a lazy kind boss
C. a hospitable boss D. a greedy ungenerous boss
4.According to the dialogue,which of the following sentences is right? 答案：C
A. Nothing happened when the clock struck one.
B. Scrooge’s eyes were wet because he had a cold.
C. The girl who used to love Scrooge has married another man.
D. Scrooge,a kind old man is always commenting on everything by saying “Humbug”.
5.In the sentence,“He is cold, mean and selfish old man ”,“mean” is . 答案：D
A.有技巧的 B.心情不好的 C.普通的 D.吝啬的
6.From the dialogue, we can infer . 答案：C
A. Fred helps Scrooge become a helpful man
B. everyone does wish Ebenzer Scrooge a merry Christmas
C. Ebenzer scrooge corrects his mistakes and makes a fresh start
D. Scrooge’s partner, Marley died at Christmas
7.The main factor that makes Mr Scrooge change his mind is that . 答案：A
A. he feels afraid the bad thing will happen to him in the future
B. he regrets what he did in the past
C. he is moved by what Santa Claus says
D. he loses his fortune and becomes a poor man himself
8.What can’t be concluded from the passage? 答案：D
A. People usually have turkey for Christmas.
B. The place they live in is cold in winter.
C. Bob is quite astonished Scrooge’s generousness.
D. All the poor people can enjoy a merry Christmas now.
9.According to Fred,Christmas is the day of the year when people . 答案：D
A. think of the past and look forward to the future
B. put valuable things in their pockets
C. have dinner together
D. show kindness to people and help others
10.Mr Scrooge is reluctant to open his heart to the poor because . 答案：D
A. there are plenty of prisons in the world
B. he is poor himself
C. the union work houses can help the poor
D. he only cares about his own business and never shows kindness to others
Judge the following sentences True or false
1.It was cold in scrooge’s office and Bob had to warm himself over the candles. T
2. Scrooge was willing to let Bob have a day off because it would be Christmas the next day. F
3. Scrooge was invited by his niece and he accepted happily. F
4. A gentleman arrived at Scrooge’s office because he wanted to collected money for the poor. T
5. Scrooge didn’t want to give the poor any money because he was poor himself. F
6. According to the dialogue, in Scrooge’s dream he met his old friend ------Jacob Marley. F
Answer the following questions
1How does Ebenezer Scrooge treat people Working for him?
He was cold ,mean and only interested in profit and money. He didn’t care for his employers. He
often asked them to work without a rest, even at Christmas eve.
2 What is the typical of Ebenezer?
He was a mean, hard, selfish old business man. He often said “Humbug” He cared for nothing but money.
3 What was the true spirit of Christmas according to Fred?
He thought it is to do sth good to others and opened his heart to think of others.
4 Scrooge’s last visitor said he was connected with his welfare. What does this sentence mean?
He was raising money to help the poor. He hoped That Scrooge gave some money to help the poor.
Fill in the blanks according the passage
It was the day before Christmas and the weather was terrible . Bob wanted to have a day off in order to have a good Christmas dinner but his boss , Scrooge, who was cold , mean and only interested in making money didn’t allow him to do so at first. Scrooge’s nephew--- Fred wanted to invite Scrooge to attend their Christmas dinner but he was refused . A gentleman who wanted bo connect some money for the poor was also turned down by Scrooge. At last when all the others left Scrooge had a dream , in which he Santa Claus
Integrating Skills
Divide the play into 3 parts. Try to find out what caused Scrooge to turn over a new leaf.
Find out something about the first scene
Place:_ The place where Scrooge live once lived. The time when Scrooge was young.
Time: Young scrooge and his girlfriend. The girl wanted to be separated from Scrooge
Characters: Scrooge cared nothing except money
Event: He felt very uneasy.
Reasons:
In the second scene, Scrooge saw the Christmas party held in Bob Cratchit’s houses. Judge the following sentences True of False .
1.In the dream it was Christmas Eve and the Cratchits were having a Christmas dinner. T
2. In the dream Tiny was ill but his father couldn’t afford the medicine for him. T
3. These things really happened to the Cratchits. F
4. On seeing the scene Scrooge wanted to change his life. T
5. Scrooge ordered a big Christmas tree for the cratchits’. F
Scene 3
From here we say the Scrooge turned over a new leaf. How did Bob Cratchit feel when he saw Scrooge and his turkey ? D
A. Satisfied B. Interested C. Angry D. Surprised
He hadn’t expected that Scrooge would be so generous
Phrases
care for 喜爱；照顾
in the race to do sth. 在做某事的竞赛中
put on 穿上
so far 至此
at this festive season of the year 在一年中喜庆的季节
close up （尤指暂时）关闭；使靠近
leave alone 不管；随…去
toast to 干杯
date back to 追溯到（过去的某个时间）
on the contrary 相反
have an eye for 关注；能判断；能欣赏
want/have a day off / ask for a day’s leave 请一天假
pick a man’s pocket掏某人口袋
leave sb alone别管他
do good to sb对某人有好处
bring in profit带来利润
be in want/need of急需
afford to do sth供得起
be badly off穷困
believe in信任某人
admit doing sth承认做了某事
want all day off
open one’s hearts freely
this very night
be concerned with
display one’s deep sympathy
an immediate success
comment on everything
as follows
take one’s place
twice the size of
harmony with others
1、adapt v.
根据语境猜词义
(1)How do these insects adapt themselves to new environments?
(2)You can adapt this fabric for anything from divers' suits to gloves.
(3)Many children buy books after they have been adapted for television.
根据语义找匹配
A. 改造;改装 B. 改编;改写 C. 适应;适合
(1)C (2)A (3)B
adapt oneself to…使自己适应或习惯于……
adapt to 适应
adapt sth. for sth. 改造;改装(以适应新用途、新情况)
adapt…from…根据……改写 / 改编
adaptable adj. 适应力强的;适用面广的
adaptation n. 适应; 改编; 改造
adapt / adjust / fit / suit / match
它们都有“适合,适应”的意思。
adapt指修改或改变,使某物或某人做些改变以适应新条件。
You should adapt yourself to the new environment.
adjust指借正当的判断或熟练的技巧“调整,调节”,以使两者互相适应。
You can't see through the telescope until it is adjusted to your eyes.
fit指大小适合,引申为“吻合”。
The shoes fit me well.
suit多指合乎要求、口味、性格或情况。
No dish suits all tastes.
match指大小、色调、形状或性质等相配或相称。
A red jacket doesn't match green trousers.
用适当的介词填空
(1)The play is adapted from a Michael Crichton novel.
(2)This teaching material can be adapted for older children.
(3)When you go to a new country, you must adapt yourself to new customs.
1、adapt v.
2、conduct n. & vt.
根据语境猜词义
(1)We are conducting a
survey of consumer attitudes towards organic food.
(2)Non-metals such as wood, glass and plastic cannot conduct heat easily.
(3)The orchestra is conducted by John Williams.
(4)“I can't scold your cheating on the examination,” said a father to his son. “But I'm glad that you conduct_yourself honestly next time. ”
(5)Why has his fellow students' conduct changed towards Marty?
根据语义找匹配
A. (乐队)指挥 B. 为人;表现C. 导(电、热)
D. 实施;进行E. 行为
(1)D (2)C (3)A (4)B (5)E
conduct a survey / investigation 进行调查
conduct oneself 表现
conductive adj. 具有传导性的
conductor n. (乐队)指挥;(公共汽车上的)售票员
用conduct的适当形式填空
Yesterday our chemistry teacher(1) conducted an experiment on wood to see whether it is (2) conductive, after the experiment we drew a conclusion that wood is a poor (3) conductor of heat.
3、congratulate vt.
根据语境猜词义
(1)She congratulated me warmly on my exam results.
(2)I congratulate myself on my good fortune.
根据语义找匹配
A. 祝贺;向……道喜B. (因某事)为……感到高兴
(1)A (2)B
congratulate sb. on sth. / congratulate sb. for doing(having done)sth. 祝贺某人做了某事 congratulate oneself on sth. / congratulate oneself for doing / having done sth. 庆幸自己做了某事
congratulation n. 恭喜;祝贺 (常用复数)
Please accept my sincere congratulations on your marriage. 谨以至诚祝贺你们喜结良缘。
congratulate / celebrate
两者的意思很接近,但在
英语中却有所不同。
congratulate意思是“祝贺,道贺”,只能用人作宾语,若要表明所祝贺的事情,后面要用on (upon)连接,构成congratulate sb. on / upon sth.
We congratulated her on winning the contest.
I will congratulate you on / upon your success.
celebrate意思是举行仪式、典礼的“庆祝”,只能用事(节日、胜利、成功等)作宾语,构成celebrate sth.
We had a party to celebrate parents' silver wedding.
They will celebrate your birthday next week.
翻译句子
(1)我们祝贺他考试得了第一名。
We congratulated him on having come first in his exam.
(2)请见到她时转达我的祝贺。
Please give / pass her my congratulations when you see her.
4、access n.&v.
根据语境猜词义
(1)Only 40% of 5-year-olds have access to preschool education.
(2)There is easy access to the countryside by rail.
(3)Bank customers can access their checking accounts instantly through the electronic system.
根据语义找匹配
A. 通道;入口 B. (使用某物或接近某人的)权利;机会 C.接近,利用
(1)B (2)A (3)C
have / get / obtain / gain access to…拥有……的机会;可以接近;进入
give access to接近;准许进入
accessible adj. 可接近的;可进入的;可使用的
be accessible to…可接近的,可靠近的;可使用的
access (to) / approach (to)
access to
①(……的)通道;入口
The only access to that farmhouse is across the fields.
②(使用某物或接近某人的)权利或机会
Students must have access to good resources.
approach to
①(……的)路径;途径
Soldiers were guarding all approaches to the palace.
②(解决某一特定问题,尤其是经过深思熟虑的)方法;态度
We need a fresh approach to sports in education.
单项填空
( )(1)For professional athletes, __________ to the Olympics means that they have a chance to enter the history books.
A. appeal B. attachment C. access D. approach
( )(2)The people living here are __________ to the swimming pool.
A. predictable B. possible C. accessible D. due
5、in other words 换句话说
根据语境感悟其用法
I soon found that the work I was doing had been done by other people — in_other_words,_I'm wasting my time.
我很快发现我在重复别人已做过的事情,换句话说,我是在浪费时间。
keep one‘s word 遵守诺言
break one's word 失信,食言
eat one‘s words 承认说错了话 get in a word插话
leave word留言 have a word with sb. 与某人谈一谈
have words with sb. (about sth. )(为某事)与某人争吵
in a / one word简言之;总之
beyond words无法用言语表达
with these words说完这些话
word came that…有消息传来说……
sb. sent word that…某人传来消息……
Word came that our duties would be changed.
有消息说我们的职责会有变动。
He sent word by an army messenger that they had arrived in Jakarta. 他通过通信兵传送消息说他们已经达到雅加达。
in other words / I mean
in other words 换句话说,也就是说(尤指转向更简单的说法)
He decided to quit the job. In other words, he had to find another job instead.
I mean我是说 (用于补充评论或解释刚说过的话或原因)
We couldn't live on that! I mean, it is ridiculous.
用word的适当短语填空
(1)Nack is good, kind, hard-working and intelligent; in a / one word, I can't speak too highly of him.
(2)I cannot trust him any more because he did not keep his word.
(3)With these words,he left the room hurriedly.
(4)Beethoven wrote many world-famous musical compositions.In other words, he was a great musician.
(5)You also can leave word online, we really appreciate your proposal.
6、out of breath 上气不接下气
根据语境感悟其用法
After climbing that long flight of stairs she was completely out_of_breath. 爬完那么长的一段楼梯后,她已经完全喘不过气来了。
out of sight看不见 out of control失控
out of date过期,过时 out of order出毛病;混乱
out of work失业 out of patience不能忍受
out of question没问题;无疑;毫无疑问
out of the question不可能的;办不到的
out of fashion过时,不流行
out of reach够不着 out of touch失去联系
out of place不适合 out of cash钱用光了
用out of 的相关短语填空
(1)The Ford car went out of control and crashed over the cliff.
(2)Some popular songs go out of fashion / date (过时)soon.
(3)This medicine is out of order (出毛病).
(4)Hardly had I opened the door when he rushed into the office out of breath (上气不接下气).
( ) 1. (2009?浙江)The good thing about children is that they ______ very easily to new environments.
A. adapt B. appeal
C. attach D. apply
…but I am very outgoing and have learned to _adapt_to my disability.(P2)
A 本题考查动词词义辨析。句意为:孩子们的一个很好的优势就是他们很容易适应新的环境。adapt to适应;appeal to呼吁;attach to附属于;apply to向……申请。
( ) 2. (2010?全国Ⅰ)With Father's Day around the corner, I have taken some money out of the bank ______ presents for my dad.
A. buy B. to buy
C. buying D. to have bought
I have to work hard to_live_a_normal_life but it has been worth it.(P2)
B 动词不定式作目的状语。根据选项此题考查非谓语动词。题干中空格划在名词后,但是空格后的部分不是对
(3)This medicine is out of order (出毛病).
(4)Hardly had I opened the door when he rushed into the office out of breath (上气不接下气).
( ) 1. (2009?浙江)The good thing about children is that they ______ very easily to new environments.
A. adapt B. appeal
C. attach D. apply
…but I am very outgoing and have learned to _adapt_to my disability.(P2)
A 本题考查动词词义辨析。句意为:孩子们的一个很好的优势就是他们很容易适应新的环境。adapt to适应;appeal to呼吁;attach to附属于;apply to向……申请。
( ) 2. (2010?全国Ⅰ)With Father's Day around the corner, I have taken some money out of the bank ______ presents for my dad.
A. buy B. to buy
C. buying D. to have bought
I have to work hard to_live_a_normal_life but it has been worth it.(P2)
B 动词不定式作目的状语。根据选项此题考查非谓语动词。题干中空格划在名词后,但是空格后的部分不是对
Teaching goals 教学目标
1. Target language 目标语言
a. 重点词汇和短语
acquisition, correction, data, patience, stick, acquire, instruct, adopt, face, awful, academic, anxious, appropriate, make sense of, distinguish … from ,be equipped with, adjust itself to, be born with, regardless of, consider… put… to use, take risks/a risk, contribute to, take patience
b. 重点句型
Learning a language is obviously more than just memorizing words, phrases and structures.
If we develop our study skills, … but can in fact be twice as easy and a lot of fun.
2. Learning ability goals 学能目标
Help the Ss learn how to talk about the different methods of learning a foreign language and the characteristics of the successful language learners.
Teaching important points 教学重点
Analyse the organization of the text.
The understanding of the reading text about the problems and factors related to learning a foreign language.
Teaching methods 教学方法
Listening and intensive reading with the aid of the computer courseware.
Teaching aids 教具
A computer, a projector and Internet.
Teaching procedure & ways 教学过程与方法
Step1: Lead-in
1. What’s our mother tongue?
2. What’s our foreign language?
3. Which do you think is harder ?
Step 2: Skimming
1. If we develop our study skills and way of Learning, is learning foreign language twice as hard or as easy?
Twice as easy.
2. Find out the topic sentence of each paragraph.
Main idea
Para. 1 Learning a language is obviously more than just memorizing words, phrases and structures. It is puzzling how we are able to learn or acquire our mother tongue.
Para. 2 Language experts have different answers to the question.
Para. 3 Learning a foreign language is different from learning one’s mother tongue
Para. 4 Successful language learners share a number of characteristics
Para. 5 By planning and evaluating their learning, successful language learners gain confidence which in turn allows them to enjoy the learning process and learn better and faster.
Para. 6 If we adopt some of the study skills and characteristics described in the text, we will become more successful.
3、What’s the purpose of writing this article?
A. Learning a foreign language is twice as hard as learning our mother tongue.
B. Learning a foreign language is more important than learning our mother tongue.
C. Learning a foreign language is twice as easy if we develop our study skills.
D. In fact, the number of people learning a foreign language has increased with years.
4、Match the part with the main idea.
Part1(Para 1~2) differences
Part2(Para 3) successful language learners
Part3(Para 4~6) learning of the mother tongue
Step3: Scanning
Part1.
1. Answer the questions or do multiple choice.
①What is the most puzzling question in learning our mother tongue?
How were we able to make sense of what we heard and distinguish the mistakes and errors from “good” language?
②How do different people explain our ability to learn our mother tongue?
Some experts explain that we are equipped with a special ability to learn language and our brain adjusts itself to the language, Others think that we learn language in the same way we learn other things and that what we are born with is a general ability to learn and adapt ,not a language –specific part of the brain.
③The sentence “Life is a very successful language school” means .
A. we are equipped with a special ability to learn language
B. the key to learning the language well is to communicate with the people around us
C. parents can give children language lessons
D. people can learn the language by themselves
Language points:
1. make sense of 理解 make sense有意义
make no sense in a sense在某种意义上
Can you __make sense of ___ what I said?
Talking after the accident __makes no sense___.
what he said is reasonable__in a sense_.
2. adjust 调整 adjust / adapt… to适应
1) You shouldn’t adjust your computer without any instruction.
2) He adjusted his errors and continued his research work.
3) When you go to a new country, you must adapt /adjust yourself to new circumstances
3. regardless of : 不管，不顾
The coal boss risked making money regardless of workers’ safety.
They decorated the house regardless of cost.
Part2.
In fact, we learn English much faster than we may have thought because ________.
A. A lot of people are born with a special ability to learn a foreign language.
B. English learning always takes place in class.
C. Communicating with people often takes too much time.
D. We can get a lot of help and the learning is more efficient.
Language points:
1. in other words换句话说
in a word 总而言之
in word 口头上
with the words 说完就......
have a word with sb. 和某人说句话
have words with sb = quarrel with sb 与…争吵
keep one’s word = keep one’s promise 遵守诺言
Word came that… 有消息传来……
1) With the words, he walked away with a smile.
2) It’s no use promising in word, but in deed.
3) In a word, you are a very good boy.
4) She often depends on others. In other words
she doesn’t do things by herself.
5) I hope you will always keep your word
6) Have a word with Rose and see what she thinks.
7)Word came that our team had come out first.
8)After having words with the boss, he decided to quit the job.
Part 3:
1. If you want to be a successful language learner, what characteristics must you have?
interested in understanding my own thinking;
curious about the world;
willing to take chances ;
confident in my ability;
use different ways of learning ;
plan my studies in order to deal with academic challenges.
2. tick(√)some of the following points that the write thinks are important.
（ ）1. set a clear goal in learning
（ ）2. evaluate our learning
（ ）3. make proper study plans
（ ）4. have good pronunciation and intonation
（ ）5.have interest in learning
（ ）6.understand English grammar
（ ）7.memorize new words
（ ）8. be active and patient
（ ）9. adopt some good study habits
（ ）10. take risks and put ourselves in new learning situations
（ ）11.put what we know to better use.
Language points:
1. put…to use : make use of / put...into practice
1) You should put what you have to better use.= You should make better use of what you have.
2) She put her knowledge of German to good use
2. take/ run/ risks 冒险
at any risk无论如何， 无论冒什么危险
at risk = in danger处于危险中
at the risk of ... 冒着…的危险
1) 他冒着生命的危险救了我一命。
He saved my life at the risk of his own/losing his own .
He took risks of his own/losing his own life to save me.
2) 疾病在蔓延， 所有五岁以下的小孩都有危险。
The disease is spreading, and all children under 5 are at risk.
3. adopt vt.
(1) 收养
这对夫妇不能生育孩子， 所以就收养了两个小孩。
The couple couldn’t have children of their own so they adopted a couple of kids.
(2)采取，采纳情况最终会迫使我们采用这项政策。
Circumstances will force us finally to adopt this policy.
The adopted son can’t adapt/adjust himself to the new family
Step4:Consolidation
Key phrases
1 acquire a language 1掌握语言
2 communicate with 2与.........交流
3 make sense of sth 3 弄懂
4 distinguish from 4 区分
5 be equipped with 5 装备
6 adjust to 6调整
7 be born with 7天赋
8 regardless of 8 不管
9 as a consequence of/as a result of 9 结果
10 in other words
11have sth in common
12 be curious about
13 take chances
14 be confident in/have confidence in
15 take risks
16 contribute to
17 adopt habits 10 换句话
11 与......有共同处
12 对.......好奇
13 找机会
14 对.........有信心
15 冒险
16 对.........贡献
17 养成习惯
Ⅰ．Fill in the blanks according to the text
1. We learn our mother tongue by _c________________ people around . But how were we able to _s____________ what we heard and _d_________ the mistakes and errors ______ “good” language?
2. Some experts believe that we are _e____________ a special ability to learn language and that our brain _a____________ the language we hear around us. Others think that we learn language in the same way we learn other things.
3. Learning a foreign language is _d_____________ learning one’s mother tongue. Research has shown that successful language learners do_s_____ a few _c____________.
Successful language students gain _c___________ and are able to _r________ and enjoy the learning because they plan and e their learning. And they’re more willing to take r and to place themselves in new learning situations, If we want to be successful language learners, we should try to a some of the study habits described above. If we d our study skills, we may find that learning a foreign language does not have to be t as hard as learning our mother tongue.
Ⅱ. Fill in the blanks with the right form of words and expressions according to the hints given.
1. We learnt or a our mother tongue by communicating with the people around us.
2. The stronger the m ,the more quickly a person will learn a foreign language.
3. successful language learners also use different ways of learning and plan their studies in order to deal a challenges.
4. Successful language students gain confidence and are able to relax and enjoy learning by planning and e their learning.
5. To live one year in a foreign country is enough to b your horizons and improve your understanding of the world.
6. Studying abroad have both advantages and d .
7. The problem is really difficult and is above my c .
8. The resolution was a by a vote of 180 in favour to 10 against it.
9. It is very important that you find an a course for you in a local school in the country you live in.
10. Many parents worry about the safety of their children in a foreign country and may also be c about the cost.
Phrases:
11. I always when I come across a new word in
reading.(have trouble)
12. It is puzzling how we are able to what we
heard.(understand).
13. It is interesting to know how people the mistakes and errors______
“good” language. (differ; tell)
14. Some people believe that our brain the language of the culture we are born in. (adapt to)
15. , active learners do better in areas such as reading comprehension, vocabulary learning and writing. (as a result)
16. Confident learners are willing to and to place themselves in a new learning situation. (take adventure)
17. There are a few important factors that the learning abilty of the learners. (lead to)
18. It to learn a language for any learner. (patient)
19. , we saw a boy rushing from behind the comer and he was hit by a running car.(suddenly)
20. As an exchange student, you have to learn to yourself. (rely on)
Step 5 Homework
1．Word study Exx1&2 in language Study on page 68&69.
2．Vocabulary Exx1&2 in the Wb on page203&204.
Step1 New words
1 avoid vt 避免,逃避
尽量避免危险/事故 Try to avoid ___________________
avoid doing sth
The schoolboy tried to avoid meeting with his teacher(与老师碰面).
2 contact n contact with sb / sth 接触 联系
get into contact with sb make contact with sb
be in contact with sb lose/ break contact with
他的手接触到了热的物体表面 His hand came into _______ ______ a hot surface.
Students must be brought ______ ______ _______ new ideas.
contact vt 联系 Where can I contact you?
3 lean forward / back / to the left / to the right
lean out of the window ________________
lean against/on sth
a ladder leans ________ the wall / lean the ladder ________ the wall
4 ahead of 位置/时间
在我们前面有条河。 There was a river _______ _____ us.
我提前十分钟到了。I arrived ten minutes ______ ______ time.
5 manage -- control 控制,管理,经营
The hotel is badly managed.
manage to do sth 设法做到= succeed in doing sth
was able to do sth
我及时赶到了。I ______ ______ ______ (get) there in time.
It's such a big cake. I don't think I can manage it by myself.(吃掉)
6 vary These coats vary in size /color.
vary form ... to ... The weather sometimes vary _____ very cold ______ quite mild.
vary with ... The price varied ______ the season. _____________
7 crazy be crazy about 对….狂热
The boy is crazy about the singer.
8 part vt/vi 分开，分离 n 部分
The policemen parted the crowd. ____________________
Only a part of his story is true. _____________________
9 tear down (tear tore torn) 拆毁，拆卸
A story moved us to tears（眼泪）
They are tearing down these old houses to build a new office building.
Tear sth up / tear sth into pieces / tear sth from /off sth /
10 bend
The branch bent but didn’t broke when the baby climbed along it.
Bend over / bend to
Don’t bend your knees ___ your enemy.
She was bending ____ a basin.
11 hold up / hold on /
hold up 举起,拿起/举起展示；提出（作榜样）/阻碍或延误
Hold up （打电话时用语）请等一下，不要挂上/坚持
His son was held ___ as a model of hard work.
Road works on the high way are holding __ traffic.
Could you hold ___? I'll just see if the manager's in.
The student held ___ his hand to ask the teacher a question.
They managed to hold ___ until he arrived.
12 occur
Sth occur=Sth happen 发生
They said that the accident occurred / happened at midnight.
Sth occur to sb 某人突然想到 Sth happened to sb
我想到了一个好主意。 _________________________
You look unhappy. What __________ to you?
It occurred to sb that…/ to do sth.某人想起要做某事。
Didn’t it occur to you to close the window？
Sb happened to do sth____________ /It happened that ______________
13 get through 通过,完成,到达 / go through
They managed to ____ the bill through Congress.
The thieves were ________ _________ the contents of the bag.
Step2 Fill in the blanks
avoid / contact / manage / vary / part
occur / bend… to … / bend / … occur to / go crazy with
1 You can hardly _______ meeting her because you both work in the same office.
2 A number of changes _________ in the following years.
3 She _________ the money very well.
4 You should ______ your diet.
5 She _____ _______ ______ fear.
6 Touch your toes without _________ your knees.
7 He had to ______ himself ___ his father's will.
8 She has lost ________ with her son.
9 It ______ ___ me that we should go there more often.
10 The crowd _______and let us through.
Step3 Translate
1 请尽可能地避免错误。
2 学生们必须和先进的科学技术保持联系。
3 我提前一小时到了。
4 他终于完成了他的任务。
5 一开始，工程师不得不拆卸掉机器。
6 这辆卡车堵塞了交通。
7 小张突然想去喝杯饮料。
8 我碰巧认识路。
CONTENTS
I. Brief statements Based on the Unit 2
II. Teaching Goals 2
III. Teaching Plan: (Six Periods) 2
Warming up &Reading 3
Listening and Speaking 6
Integrating skills (WB) listening (WB) 7
Grammar……………………………………………..9
Integrating skills SB 19
TEACHING PLAN FOR UNIT 18 (Book 2B)
Inventions
I. Brief statements Based on the Unit
This unit mainly talks about inventions and what qualities we should have to create new things.. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about inventions, but also learn what to do to develop creativity.
In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about inventions. The Grammar-the attributive clause is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It not only helps the students learn to give definitions to new things, but also reviews this part of the grammar as a whole.
All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.
II. Teaching Goals
1. Talk about inventions.
2. Practise describing inventions.
3. Review the Attributive Clause.
4. Write a process essay..
III. Teaching Plan: (Six Periods)
Period 1&2: warming up and reading
Period3: listening and speaking
Period4: integrating skills (WB) and listening (WB)
period5: Grammar
period6: integrating skills(SB)
Warming up &Reading
GOALS:
To learn some basic knowledge about inventions in the 20th century which have changed our modern life so much..
Get the students to grasp the main idea of the passage and help them to understand the passage better.
Help the students to learn to be more creative.
Learn some useful words and expressions.
TEACHING PROCEDURES
I. Warming up
1. Lead-in
Show pictures of four great inventions of ancient China.
Say: Talking of inventions, we couldn’t help thinking of four great inventions of ancient China. Can you mention them? What are they?
China has a history of 5000 years. In history, four great inventions stand out in the hall of glory, which we are most proud of. They are the compass, paper, printing and gunpower. It shows that China led the world for centuries in science and technology in ancient times.
2. Brainstorming
Show pictures of inventions in the 20th century which have changed our modern life so much.
Say: What inventions can you think of which are invented in the last century?
In the first twenty years:
In the 1920s:
In the 1930s:
In the 1940s and50s:
In the 1960s to 80s:
In the last ten years of the century:
3.Discussion:
Q1: What are the functions of the inventions?
Q2: Are there any disadvantages of these inventions? If so, what are they?
Q3: Do you like all these inventions? Why or why not?
Q4: Have you ever heard of any inventors? Who are they?
4.Warming-up:
Individual work: Is there anything you would like to invent? If so, what and why?
Practice: Match each picture with the correct description below.
5. Discussion:
1) Which of these “inventions” do you think would be useful? Why?
2) Are there any disadvantages in them? If so, what and why?
3) What can we do to improve them?
4) What can we do after inventing new things?
Reading
Step 1 Lead-in
1) What do you think “high tech” means?
2) What do you think “state of the art” means?
Which one in the three pictures “is state of art”?
3) Can you think of any other “state of art”?
4 ) How did people make them? Did people make them by accident?
Step2 Reading
1 Skimming
1) Are some people born creative, or is it be possible to be creative?
2) Do you have to be very intelligent to be an inventor?
3) How do people come up with ideas for new inventions? How many ways are mentioned?
2 Scanning【M.fZ76.coM 工作计划之家】
Get the students to read the passage more carefully to carry out the following tasks:
1) Find out the meaning of each way.
2) Do some exercises, according to each way.
Think outside the box:
A plane crashed. Why nobody in the plane was injured?
When we cut a corner from a square-shaped desk with four corners, how many corners are left?
Why can a frog jump higher than a tree?
Take another look at it: Analyze some pictures.
Make connections: Some inventions made with connections
Keep trying: Some famous scientists that kept trying and succeeded.
3 True or False.
4 Deal with language points.
1) be born+ adj./n.
He was born blind.
She was born a singer.
2) come up with
Can scientists come up with ways of predicting tsunami（海啸）？
3) allow for
We must allow for the bus being late.
4) get/be stuck
The car got stuck in the mud.
5) break away from
Taiwan is part of China. It can’t break away from China.
6 be aware of/that-clause
Are you aware of your mistake?
She became aware that something was burning.
Step4 Post-reading
1 The following examples have been fixed up. Can you place them in the right titles of the passage?
1) According to Leonardo da Vinci, problems which had seemed impossible could be solved if he changed the way he described the problem.
2) Thomas Edison made a rule saying that he had to make an invention every ten days.
3) Mozart, who lived in Austria, wrote more than 600 pieces of music.
4) Einstein, who changed the world of physics forever with his Theory of Relativity, preferred
images of numbers.
3) Samuel Moorse, the man who invented the telegraph, got his idea by watching a rider exchange a tired horse for a new one.
2 How do you understand the title of the passage?
3 What other rules should you have if you want to be creative?
4 Of all the rules above, which one do you think is the most important? Why?
Step5 Homework
Write a passage to tell what rules you should have if you want to be creative, which one is the
most important and explain the reasons.
Listening and speaking
GOALS:
To enable students to know how to protect the patent rights and what an invention should be like..
Improve the speaking ability.
Practise supporting an opinion.
Have a better understanding of intellectual property rights.
Teaching Procedures:
I. Listening (SB)
1. Pre-listening: Go through the questions in Part1 and ask Ss what we should do to protect our patent rights
2. While-listening: Listen to the tape and finish exercises in Part1&2.
Check the answers at last.
3. Post-listening: Discussion:
What should a new thing be like in order to be given a patent?
2．Speaking
Step 1 Warming-up
1.With the development of the technology, our society has greatly changed. Have a discussion:
1). What advantages have cars brought us?
(convenient, travel fast, supply more posts, …)
2). What benefits have we got from computers?
(get more information, make communication easier, develop economy …)
2. What do you think of the inventor?
(Make the Ss aware of the importance of knowledge and try to learn harder.
3. Suppose you have invented an inflatable bike, what should you do?
State Intellectual Property Office (SIPO) (国家知识产权保护局)
apply for a patent
pay attention to the time limit of a patent
Step 2 Speaking
1. The patent officer will ask you some questions. Think over what questions will be asked?
1) How does you invention work?
2) Why are they useful?
3) What does it look like?
4) How much does it cost?
5) How do people use it?
… …
2. Now you are in the patent office and want to apply for a patent. Look at P38. Suppose you are one of the inventors, make a dialogue with a partner. One is the inventor and the other is the patent officer.
Model:
( I-inventor; P --- Patent officer)
P: Now, please explain how your inventions work and why they are useful. Your invention is a car that uses water instead of petrol, isn’t it?
A: Yes, that’s right.
P: What does it look like?
A: It looks like an ordinary car. Here’s the picture. Please have a look.
P: Oh, it looks beautiful. What’s it made of?
A: It’s made of a new kind of alloy, which is much lighter.
P: Does it cost more?
A:A little bit. But it can save much more energy, so lots of money is saved. Besides, there is something even more important. It is good for our environment. It doesn’t pollute the air.
P: Sounds great. Thank you.
Step 4 Homework
1. Discuss: What qualities should one have to be an inventor to create new things.
2. Preview the integrating skills WB
3. Learn the new words of this unit by heart.
Integrating skills (WB) listening (WB)
GOALS:
Learn a reading passage to improve the students’ reading ability.
Introduce more cool inventions
Listening practice to improve the students’ listening ability
Teaching Procedures:
Integrating skills WB
Step 1 Revision
Say : What are the Four Great Inventions of ancient
China?
As modern men, we are so used to so many inventions that we do not realize how much they have changed our lives. Eyeglasses and sewing machine are two examples. Another, and perhaps more obvious, example is television, which has so altered our way of life that we just cannot imagine what our life would be like without it.
What kind of modern invention do you know?
Step 2 Fast-reading
Group project
Reading the passage in your WB, Then discuss with your group members to complete the chart below with the information from the text
inventions Possible uses
Invisible paint 1,interesting clothes
2,Help doctors see through the skin/hide things
Tiny robot help doctors operate on people in a safer and less painful way
Step3
Say: In our reading text, it describes new inventions and ideas. Some already exist and others may be come reality within 20 ,I will show you more inventions
Conclusion:
Every invention can be of great value .But it is an easy thing to make an invention.Everybody, I think have the answer. Before an invention, inventor must have an idea, then make experiments again and again .perhaps making many errors and at last gain success. Remember success comes from failure. Any invention also experiences many hardships.
Discuss: What qualities should one have to be an inventor?
Listening WB
Step 1 pre-listening
George Stephenson ,a famous British inventors, made the first train, using a steam engine in 1825
Step 2 Listen to part1 of the tape .choose the best answers.
Step 3 Most great inventors often meet with a lot of trouble in their work. Listen to part 2
Homework:
Finish WB Vocabulary
Preview grammar:
Grammar: The attributive clause
Teaching Aim:
1. Revise the Attributive Clause, including the Restrictive Clause and the Non-restrictive Clause.
2. Revise the use of relative pronouns and relative adverbs.
3. Tell the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause
Teaching Important Point:
The usage of relative pronouns and adverbs
Teaching Difficult Point:
Help the students to master the way of choosing a relative pronoun or a elative adverb correctly, telling the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clause
Teaching Procedures:
Step 1: Greetings.
Step 2: Revision and lead-in
1) He is a famous scientist.
2) Who’s that girl in red?
3) I’ve read all the books that you lent me.
4) I have lost my pen, which I like very much.
T: Now look at the sentences on the screen. Pay special attention to the underlined parts. Is there anything in common between them?
S: Yes. They all identify the nouns, which are used with them. Each part tells us which thing or person the speaker is talking about.
T: That is to say, the function of each underlined part is the same. Each of them is used as an attributive to describe each noun. Well, are there any differences between them?
S: Yes. In he 1st sentence, the attribute is an adjective and put before the noun; the 2nd is a prepositional phrase put after the noun; the 3rd and 4th sentences are full sentences put after them.
T: You are right, what do we call the sentences put after them?
S: The Attributive Clause.
T: Quite right. In a complex sentence, the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause. The noun or pronoun is called Antecedent. The word that/which introduces the clause (between the noun/pronoun and the clause) is called Relative Pronoun or Relative Adverb. The relative pronouns or adverbs do 2 jobs at once. They can be used as subjects, objects, attributes or adverbials in the clause; at the same time, they join clauses together. About the use of them, we’ll have particular revision after a while. The attributive clause the restrictive attributive clause
the non-restrictive attributive clause
The adjective clause noun/pronoun + the attributive clause
the antecedent (person/thing) the relative pronouns/adverbs + clause
Now look at the sentences on the screen. Do complete the sentences with suitable relatives.
1) I know the reason why he came late.
2) Do you know the woman, whose son went to college last year?
3) The house whose color is red is John’s.
4) This is the best film that I’ve ever seen.
5) That’s the town where he worked in 1987.
6) I have 2 brothers, who are both soldiers.
7) Next week, which you’ll spend in your hometown, is coming.
8) I’ve tried 2 pairs of shoes, neither of which fits me well.
Step 3: Summarize the Use of the relative pronouns and relative adverbs.
The use of the relative pronouns
Form 1:
The relative pronouns Referring to Function in the clause
Who Person(s) Subject/object
Whom Person(s) Object
That Person(s)/thing(s) Subject/object
Which Thing(s) Subject/object
Whose Person(s)/thing(s) (of whom/which) attributive
The use of the relative adverbs
The relative adverbs Referring to Function in the clause
When (=at/in/on which) Time Adverbial of time
Where (=in/at which) Place Adverbial of place
Why (=for which) Reason Adverbial of reason
Notice:
1) Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:
⑴ Those who want to go to the cinema must be at the school gate by 3:30 p.m. (want)
⑵ Te who doesn’t reach the great wall is not a true man. (not reach)
⑶ The is the only one of the girls who has been to Beijing. (have)
⑷ He is one of the boys who have seen the film. (have)
Conclusion 1:
1） When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.
2） When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.
2) Practice: complete the following sentences with suitable relatives:
(1) The time when/that I went to Tokyo is in 1982.
(2) I’ll never forget the time which/that I spent at college.
(3) The shop which/that I bought the book in is big.
(4) The shop where/in which I bought the book is big.
Conclusion 2: when the antecedent is a noun for time or place “when “or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.
3) The difference between “that” and “which”.
Complete the following sentences with “that” or “which”.
(1) This is the 2nd article that I have written in English.
(2) It is the best film that he has ever seen.
(3) This is the very book that I want to read.
(4) All that they told me surprised me.
(5) They talked about the teachers and schools that they had visited.
(6) Who is the comrade that was there?
(7) There is a bed in the room that is still vacant.
(8) Our village is no longer the place that it used to be.
(9) He paid the boy $10 for washing the windows, most of which hadn’t been cleaned at least a year.
(10) The weather turned out to be very good, which was more than we could expect.
(11) The clever boy made a hole in the wall, through which he could see what was going on inside the house.
Conclusion 3:
1)when the antecedent refers to thing(s), “that” is often used in the following cases:
(1) after ordinal number and superlatives
(2) after the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).
(3) after two or more antecedents, referring to both person(s) and thing(s).
(4) after interrogative pronouns “which” or “who”.
(5) When the relative pronoun is used as a predictive in the clause.
(6) When the main clause begins with “there be “.
2) In the following cases, “which” is always used.
①After prepositions
②to introduce a non-restrictive attributive clause.
③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.
More exercises:
Fill in the blanks with suitable relatives to complete the following sentences.
1) Tell me the reason why you were late for class.
2) Who is the girl that is speaking there?
3) This is Mr. Smith, who has something interesting to tell you.
4) The computer whose CPU doesn’t work has to be repaired.
5) This kind of computer, which is well-known, is out of date.
6) This is just the place that I’ve been longing to visit for years.
7) His mother is an engineer, which makes him very proud.
8) The old man has 4 sons, three of whom are doctors
Step 4: The attributive clause and the appositive clause
一、从词类上区别
同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion. proposal, word, thought, doubt, truth, possibility, promise, order等表示抽象意义的名词。而定语从句的先行词可以是名词、代词、主句的一部分或整个主句。如：
We are looking into the question whether he is worth trusting.
我们正在调查的是他是否值得信赖的问题。（同位语从句）
Word came that he had gone abroad.
据说他已经出国了。（同位语从句）
The doctor whom you are looking for is in the room.
你找的那位医生在房间里面。（定语从句，名词the doctor作先行词）
Our team has won the game, which makes us very happy.
(定语从句，which代表前面提到的整个句子)
His mother did all she could to help him with his study.
他妈妈尽最大努力帮他学习。
（定语从句，代词all作先行词）
二、从性质上区别
定语从句是从句对其先行词的修饰或限制，属于形容词性从句的范畴；而同位语从句是从句对前面抽象名词的进一步说明和解释，属于名词性从句的范畴。如：
The news that our team has won the game is true.
我们队赢了那场比赛的消息是真的。
The news (that) he told me yesterday is true.
昨天他告诉我的那个消息是真的。(定语从句，that 从句作定语修饰news)
I made a promise that if anyone set me free, I would make him very rich.
我许诺如果谁让我自由，我就让他非常富有。(同位语从句，补充说明promise)
The mother made a promise that pleased all her children.
妈妈做出了一个令她的孩子们高兴的许诺。（定语从句，that从句作定语修饰promise。）
三、从引导词及其在句子中的成份上区别有些引导词如how, whether, what可以引导同位语从句，但不能引导定语从句。如：
That question whether we need it has not been considered.
我们是否需要它这个问题还没有考虑。（同位语从句）
I have no idea what has happened to him.
我不知道他发生了什么事。（同位语从句）
引导词that引导定语从句时，在从句中一般作主语或宾语（指物时还可以用which代替），并且作宾语时常常省略。That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替。
The order that we (should) send a few people to help the other groups was received yesterday.
我们应派几个人去帮助别的几个小组的命令昨天已收到了。（同位语从句，是对order的具体解释，that虽不作成份，但不能省略）
The order (that) we received yesterday was that we (should) send a few people to help the other groups.
我们昨天收到的命令是我们应该派几个人去帮助别的几个小组。（定语从句，是名词order的修饰语，that在从句中作received的宾语，可以省略）
Step 5: The attributive clause and the emphasis structure
强调句型的句式结构为：“It is/was + 被强调部分 + that/who从句”。在强调时间、地点、原因或方式状语时，一律用that，而不用when, why或how；在强调主语和宾语时，如果主语和宾语指代人，则可用who和whom来代替that, 但是从句中的人称和数要与被强调的主语和宾语保持一致。这些都容易与定语从句混淆。
定语从句和强调句型的判断方法：若将句中的“It is/was”和“that/who”去掉，而句子不缺成分，结构完整，说明原句是强调句型；若句子结构不完整，则说明原句为定语从句。
1) It was not until 1920 ____ regular radio broadcasts began. (1995高考卷)
A. while B. which C. that D. since
2) ____ was his kindness that everyone praised him.
A. It B. What C. So D. Such
3) It is the ability to do the job ____ matters not where you come from or what you are. (2000高考卷) A. one B. that C. what D. it
4) It was ____ he came to Macao ____ he knew what kind of place it was.
A. that; when B. until; that C. not until; when D. not until; that
5) ____ is a fact that English is being accepted as an international language.
A. There B. This C. That D. It
6) It was not until we came back from outside ____ out of his bed.
A. did he get B. when he got C. that he got D. then he got
7) When was it ____ you met him in the library?
A. where B. that C. in which D. which
8) It was near the place ____ there is a bomb ____ we found the dead man.
A. where; where B. where; that C. that; where D. that; that
Keys: 1)C; 2)A; 3)B; 4)D; 5)D; 6)C; 7)B; 8)B;
Step 6: Homework
Review the Attributive Clause and finish all the grammar exercises in the workbook.
Integrating skills SB
GOALS:
Learn a reading passage to improve the students’ reading ability.
Do some writing prac
一、 说教学内容
本节课的授课内容是高三物理八模考试（陕西省20xx届第二次模拟考试）试卷I卷讲评。
二、 说学生现况
理综物理I卷共8个选择题，其中涉及力学部分考点的有4道题，涉及电磁部分考点的有4道题。从学生的答题情况看，力学部分得分率较高，最好的是15题追及和相遇问题，电磁部分得分率较低，最差的是20题的电磁感应现象的判断和小计算。I卷集中反映出学生两个问题，一是电磁部分掌握较差，二是复习不扎实，考虑问题不全面。
三、 说教学目的
1、知识目标：通过分析试卷，查漏补缺，明确问题，矫正错误，并寻找出现错误的原因。
2、能力目标：通过典型错误的分析、矫正，掌握正确的思考方法和解题策略，培养分析问题、解决问题的能力。
3、情感目标：通过试卷评讲，增强学习信心；培养认真审题，仔细做题的好习惯。
四、 说教学重点、难点
教学重点：典型错误出错原因的剖析与矫正
教学难点：典型题目解题思路探究与解题方法分析
五、 说教学方法
启发引导、合作探究、讲练结合
六、 说教学过程
三段：自主阶段——合作阶段——反思阶段
（一）自主阶段
一、教师试卷分析
1、学生得分情况与考查知识点：（PPT展示）
2、老师评析总体答题情况，表扬取得较好成绩的学生。
二、学生自主纠错
要求：对基础性的试题，概念性的问题由学生参考课本及辅导书在个人能力范围之内先独立纠错。
（二）合作阶段
三、小组合作讨论
要求：小组内互助，对自己还不能改正的题目，主动向小组其他同学请教，鼓励答题正确的同学将自己的解题思路、方法讲给本组答题错误的同学，重点是探索方法和思路。
四、师生共同探究
目的：知识建构，方法建构
要求：对小组不能解决的问题，说出自己错误的思路、解题方法，其它小组有能力帮助解决的请代表进行讲评，学生之间都不能解决的或分析不清的，教师重点讲评。
五、考点补偿训练
要求：限定时间，完成对点训练题
六、反思总结提升
要求：学生根据《八模考试自我分析报告单》，对本次考试涉及的考点，自己的致错原因、对存在问题的反思、近期目标、对老师的期望和建议等进行反思总结。
【课堂小结】 检查教学目标的.落实
1、错因归纳 2、知识建构、方法建构
【作业布置】完成本次考试的考试分析报告单
七、说设计意图
奶奶作文 02-24
异地情人节短句 02-24
办公室主任工作总结 02-24
我的梦想象作文 02-24
弹力课件 02-24
道路运输安全应急预案 道路运输应急预案 02-24
