英语必修3说课教案5篇

教案的写作内容是包含教学重点和教学过程的，为了可以写出优秀的教案，我们一定要认真思索课程的进度，以下是淘一范文网小编精心为您推荐的英语必修3说课教案5篇，供大家参考。

英语必修3说课教案篇1

教学目标

te aching aims:

1.knowledge aims:

in this class, most of the students will:

1. learn the outline of the sample passage about a great woman.

2. learn some useful expressions and structures of describing a great woman;.

2.ability aims:

the students will read the sample passage and learn how to describe a great woman by imitating the sample passage.

3.emotional aims:

arouse the students’ interest of great women and learn something from them.

教学重难点

teaching important points：

students will learn to analyze the outline of a sample passage and learn to write a composition of a great woman.

teaching difficult points

ss learn some useful expressions: be admitted to, devote oneself to.

教学过程

teaching procedures:

step 1 warming-up:

play a part of roman holidays and then talk about the famous actress a nd great woman audrey hepburn.

设计意图：这是一节阅读加写作课，为避免枯燥，首先课前播放《铿锵玫瑰》歌曲，导入伟大的女性话题，然后请学生观看一段罗马假日电影片段，引入女主角奥黛丽赫本，通过图片，让学生了解到她不仅仅是一个演员还是一个伟大的女性，贴近话题。

step 2 reading:

activity 1. fast reading

ask the students to read the sample passage quickly and answer the following questions.

1. when and where was hepburn born?

2. which film made her famous?

activity 2 detailed reading.

⑴ask the ss to read the passage carefully and fill in the blanks.

设计意图：读细节，让学生从文章中学习相关词组和句型结构，为后面顺利写作进行细节铺垫，阅读过后呈现思维导图，让学生对所学知识更加直观清晰。

a great person

para 1 background (背景)

para 2 achievement (成就)

para 3 assessment (评价)

设计意图：通过阅读，让学生了解文章的篇章结构，为学生后面‘对伟大女性’描写做好整体性框架的把握。推导出描写伟人一般的普遍的框架。

step 3 talking：

ask the ss to work in groups to talk about madame curie according to the given information.

the whole class are divided into to 3 groups. ss in group 1 ta lk something about her family background and education. ss in group 2 talk something about her j obs and achievemen t. ss in group 3 talk something ab out her impressions on others.

设计意图：学生通过给定的信息，用已学知识谈论居里夫人，为写作做写前铺垫。

step 4 writing：

1. ask the st udents to write down what they talked about madame curie within 10 mins.

2. check in class.

show several compositions of them in class.

设计意图：教师先批阅学生作文，起到示范的作用, 引导学生自己修改。

3. peer check in pairs

encourage the students to share their compositions with th eir partners and find out some good sentences and correct mistakes if necessary. the possible checklist is as follows:

1. if all the information has been included?

①her family background and education

②her jobs and achiev ement

③her impressions on others

2. right tense?

3. right voice?

4. are there any advanced words、structures and complex sentences?

设计意图：交换批改同伴的文章，通过欣赏其他同学的文章，巩固今天所学知识，通过关注和发现同伴写作中的优秀的句子和出现错误的地方，进一步帮助和提醒学生更好地写作。

step 5 summary

t guides ss to make a summary.

a famous saying from madame curie.

课后习题

homework:

improve and polish your writing after class and hand it in to me.

英语必修3说课教案篇2

module3 unit2 language

welcome

1. in a broad sense从广义上讲

2. transmit information传播信息

3. various forms of language语言的各种形式

4. stand for a beaming smile代表灿烂的微笑

5. all over the world/ throughout the world全世界

6. fly in circles 绕圈飞行

7. inform sb of/ about sth.通知某人某事

keep sb informed of sth使某人被通知

8. including sth/ sth included包括某事

9. share sth with sb与某人分享某物

10. make a special internet language构成一种特殊的因特网语??

11. have some effective methods for studying the english language

有一些学习英语的特殊方法

reading

1. throughout history贯穿历史；throughout the world/ all over the world

2. be made up of/consist of由…组成

3. a language with some confusing rules 一种带有令人迷惑规则的语??

4. bring sth with sb to sp将某物待在身边带到某地

5. at the end of the 9th century 在九世纪晚期

6. a language called celtic一种叫做凯尔特的语??

7. be different from与……不同

8. it’s certain that… …是确定的

9. the official language of england英国官方语

10. sb find it hard to do sth觉得做某事很难

11. this is because…/ that is why…表语从句句型

12. have similar meaning in …有类似的意思

13. contribute to / result in/ lead to/cause the development of……导致……的发展

14. sb take control of控制

15. sb lose control of失去控制

16. be replaced by/ with；设备sb take the place of sb 被…代替

17. despite the fact/ in spite of the fact尽管事实如此

18. have an impact on(the english language)对…巨大冲击

19. at this point在此期间

20. raise animals 饲养动物

21. the upper/lower class上(下)层阶级

22. common people普通人（地位相对低的）

23. by the latter half of the 24th century到24世纪下半叶

24. be adopted by被…采用

25. one’s mother tongue/ one’s native language母语

26. undergo huge changes(underwent, undergone)经历巨大变化/ undergo treatment接受治疗

27. continue doing/ continue to do sth继续做某事

28. a sequence of events一系列事件

29. relate… to…与…相关

30. official occasions官方正式场合

31. modern english/life/science and technology现代英语/生活/科??

32. make a promise; keep /break one’s promise做许诺；遵守诺言/食??

33. promise to do sth许诺做某事

34. a promising boy一个有前途的男孩

35. disagree with what =everything that =all that sb say

1.the english language is made up of/consists of the rules and vocabulary each group of people brought to britain with them.

英语是由每个进入不列颠的人群所说语言中的规则和词汇构成的。

2.they brought with them their languages, which also mixed with anglo-saxon.

他们带来了自己的语言，与盎格鲁萨克森语混合起来

3.the language they created is what we now call old english.

他们创造的语言就是我们现在所说的古英语。

4.middle english is the name given to the english used from around the 12th to the 16th century.中古英语这个名词是指大约12世纪至16世纪期间所使用的英语

5.however, the norman conquest did not have the same result that the germanic invasion had had about 600 years earlier.

然而，诺曼征服并没有给英语带来大约6前日耳曼入侵所带来的相同后果。

6.the question of english will continue changing in the future is easy to answer.

英语在未来是否会继续变化这个问题其实很容易回答

7.where a person comes from will affect their style of speech.

一个人来自哪里会影响他们说话的风格

8.there are many different dialects of english depending on where people live.

根据人们居住的地方（的不同）有许多不同英语方言。

9. we sometimes find it hard to decide which words or phrases to use

我们有时发现很难决定用何词和短语。

10.this is where i disagree.

this is what i disagree to.这就是我不赞同的地方。

word power & grammar & task

1. spoken english/written english口语、书面语

2. a large amount of / a great deal of+不可数n

3. a large number of/ a great(good) many+可数n复

4. a large quantity of/plenty of+可数/不可数n

5. sort out=arrange安排

6. discard=throw away丢弃

7. i regret to inform you我遗憾地通知你

8. in addition=plus除此之外

9. have a word with=speak to与某人谈话

10. have words with sb与某人吵架

11. take sth into consideration考虑某事

12. five permanent members of the un security council五个联合国安理会常任理事国

13. take action/measures to do sth采取行动做某事

14. set high standards for设一个标准

15. below standard在标准以下

16. up to the required standard超过被要求的标准

17. make a decision做决定

18. at one time曾经（at times 有时候）

19. at a time一次

20. keep … pure使…纯化

21. due to/because of/thanks to/ as a result of/owing to由于

22. ban sb from doing sth阻止某人做某事

23. easily accessed television programs容易接受的电视节目have access to

24. get along/on with sb与某人相处

25. there is no need to do sth没有必要做某事

26. waste time doing sth浪费时间做某事

27. it’s a waste of time to do/doing sth

28. shorten the distance缩短距离

29. embarrass sb into doing sth做某事使某人尴尬

30. refuse to accept an idea拒绝接受一个主意

31. from across the world从全世界

32. adopt one’s suggestion/a new teaching method

采纳某人的建议/一种新的教学方法

project

1. a differ greatly from b in size and shape

a与b 在尺寸及形状方面大大不同

2. the very first chinese characters真正第一批简体中文

3. change over time随着时间改变

4. as a whole作为整体

5. on the whole（常用于句首）

6. combine two or more elements together把两种及更多种元素结合起来

7. the symbol for a man代表人类

8. be the opposite of sth是…的相反

9. opposite our school are two shops.（倒装句）

10. opposite our school is a shop.

11. be highly complex非常复杂

12. reflect one’s thought反应某人的思想

13. simplified chinese characters简体中文

14. be widely used in mainland china在中国大陆广泛使用

15. the way a written language developed can tell us just as much about a culture as the history of a spoken language.书面语发展方式表示出来的文化就像口语的历史表示出来的文化一样。

16. the chinese language differs from many western languages in that it uses characters which have meanings and can stand alone as words.

汉语和许多西方语言不同，区别在于汉语使用本身就有意义，可以独立成字的汉字。

17. not all characters are used to describe objects.=

all characters are not used to describe objects.=并非所有汉字都用来描述事物的。

英语必修3说课教案篇3

本教学设计在新课程教学理念的指导下，力求在培养学生的语言知识、知识技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力，使学生通过观察、体验、探究等主动学习的方法优化英语学习方法，充分发挥自己的学习潜能，形成有效的学习策略。

1. 开展学生活动，发挥主体作用

新课程强调要充分发挥学生在教学过程中的主体作用。本课设计遵循以学生为主体，教师为主导这一教学原则，创设角色扮演情景、激烈讨论提出建议，让学生限度地参与教学过程，尊重学生的主体地位，充分发挥学生在学习过程中的主动性、积极性、创造性，使课堂充满活力。

2. 实施情景教学，统合三维目标

本课设计从教学需要出发，创设情景，进行情景设问、讨论，激起学生的情感体验，激活学生思维，帮助学生迅速、正确地理解和接受知识，并在学习过程中培养其积极进取的科学的人生观及价值观，较好地落实了三维目标。而三维目标是相辅相成、相互渗透的，所以在情景教学的过程中，知识的落实、能力的培养、情感态度价值观的渗透交融在一起，实现了三维目标的和谐与统一。

3. 转变学习方式，增强教学效果

新课程要求提倡自主、合作、探究的学习方式，发挥学生的主体性、能动性和独立性，本课设计通过自学课本，小组讨论，综合分析，角色扮演等活动， 为学生自主学习、合作学习、探究学习提供了空间，使学生体验了自主之乐，合作之趣，探究之悦，促进了学生知识的构建与运用，能力的培养和提高，情感体验和态度、价值观的形成，增强了教学效果。

4. 运用问题教学，启发学生思维

本课设计按照诱思探究理论要求，遵循学生的认知规律，引导学生去发现问题、分析问题和解决问题，从而掌握知识，形成能力，培养品质。通过对文章分析的由浅入深，由易到难，循序渐进，引导学生结合历史现状和教材信息，发挥想象，活化语言，从而达到综合运用英语进行交际的目的。有利于培养学生的思维能力，激发学生的创新精神。

本教学设计贯穿了新的教学理念，体现了课程改革的鲜明特色，在教学内容的重新调整、教材的合理处理、教学思路的设计等方面作了尝试性的突破与创新，具有较强的实践性和操作性。

?教材分析】

本单元教学内容为人教版新课标module 5 unit 3 life in the future。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，旨在培养学生预测未来的能力，通过对现实生活与未来生活的对比，唤醒学生把握现在，珍惜现在，爱护环境，保护自然的意识。

第一篇reading文章主要讲述主人公li qiang在时空旅行前、时空旅行中及时空旅行后的所见所想。第二篇则主要记叙了li qiang在太空站认识的两个非常特别的太空生物，并将两个生物的特征进行了对比。两篇阅读文章都是科幻型阅读，旨在唤起学生的想象力，培养学生对未来生活的预测。语法部分则延续了课文内容，通过作者对未来生活态度的讨论引出过去分词做状语及定语的用法，并以短文填空的形式来巩固文章生词的用法。听力部分则描绘了一个拥有高新科技的wonderland,表明了人类对美好生活的追求与幻想，并最终通过口语情景设置锻炼学生综合运用英语的能力与技巧，从而对未来生活进行更细致的预测。

考虑到各部分内容的内在联系，笔者结合教学实际将同一话题不同内容与形式的材料进行了重组，对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时，丰富了教学内容和语言活动形式。

?学情分析】

1. 认知基础：高一学生基本上能用英语清晰地表达个人观点，准确地描绘

生活现象或表达个人情感，能用基本的词汇、句型对未来生活作出描绘与预测。

2. 心理特征：高中学生思想活跃，求知欲旺盛，学习态度明确，自我意识

发展迅速并趋向成熟，独立自主性强，有一定的道德修养及正确的价值观与审美观。

3. 学习能力：学生对过去分词的用法有基本的了解，其自主阅读与表达能力有一定的基础，具备良好的团体协作能力，并能进行有效成功的交流合作讨论。

?教学目标】

(1)知识与能力

学习与未来生活有关的词汇;能对本单元的生词猜测词义并能用英语释义基本单词;学习有关预测和猜测的表达方式以及过去分词作定语、状语的用法;能听懂关于对未来生活、环境的想象、猜测和思考的会话，想象未来生活可能存在的问题;能用英语简单地谈论未来生活，猜测未来的科技发展趋势;能阅读关于未来生活、未来世界以及外太空和外星人的英语文章;能够较好地发挥想象来描写未来生活和外星生物。

(2)过程与方法

通过网络或图书馆等途径查找搜集有关科学家对未来生活预测的资料，培养学生利用学习资源的策略;并且笔者结合教学实际对教材内容、编排顺序等进行了调整、删减和补充，将整个单元设计成四个课时。第一课时为warming-up and reading, 第二课时为learning about language, 第三课时为using language, 第四课时为listening and speaking。着重培养学生学习运用词汇学习中的猜词策略，激发学生想象力，预测未来生活。

(3)情感态度与价值观

通过学习课文，使学生回顾历史，认识现在，展望未来，激发学生的想象力;提高环境保护，资源保护意识。通过讨论使学生了解中国和其他国家目前存在的社会问题以及科技发展方向，预测世界未来生活、环境的发展趋势。

?重点难点】

重点：

1.掌握有关描绘未来生活的词汇以及有关预测和猜测的表达方式。

2.通过对文章的学习，根据目前的现状预测未来的生活，提高环境保护、资源保护意识。

难点：

1.掌握过去分词作定语和状语的用法。

2.运用所学的词汇及句型写出具有一定想象力的短文。

?教学策略与手段】

1.采取多种教学方式，讲述法与讨论法相结合，启发式教学法与创设课堂思维情景相结合，接受式学习与探究式学习相结合。

2.以活动构建教学理论为指导，挖掘课程资源，利用图片、表格、多媒体等多种形式，师生互动，分组探究。

3.适时对学生的学习过程进行调控与激发，实现教学预设与动态生成的统一。

?教学准备】

1.教师整理课堂相关文字、图表、影音资料，制成多媒体课件。

2.课前组织学生搜集、阅读有关世界环境问题、当今科学技术发展及对未来生活预测的文章，积累一定的知识储备。

3.课前按教室座位情况将学生分成若干小组，每组6人，并选出组长一人，以小组为单位开展合作学习。

?教学过程】

period 1: warming-up & reading

teaching aims:

1. learn some new words and expressions.

2. improve the students’ reading skills.

3. know the more advanced forms of transport in ad 3005 and the advantages and problems of life in the future.

teaching methods:

1. inductive method

2. pair work & group work

3. competition

4. illustration

5. deductive method

step 1 greetings and lead-in

1.the teacher can start with daily greetings and try to lead in some words in this unit.

q1: where do you come from? do you live in the downtown or in the countryside?

do you live in a comfortable surrounding?

is it a suitable location for people to live in?

what is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).

2.q2: no matter where you live, i am wondering how do you usually go to school? (by bike, by car, by bus…)

bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. what other vehicles do you know?

carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …

3.now let’s take a look at the screen to learn about the development of all the means of transportation.

sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft

4.q3: what will the future means of transportation be like? (time travel)

well, today we are going to learn a text about time travel.

?设计说明】

由日常问候开启话题，通过提问学生家乡情况导入城镇生活，引出不同的建筑材料及交通工具中的生词;然后总结交通工具的发展历史，预测未来的交通方式，引出跨时空旅行，从而进入阅读文章的处理与学习。(由于考虑到warming-up中的transport与houses, villages,towns, 以及location of settlement的联系不大，可单独提出，因此将transport的发展变化应用于课文的导入中，这样比较科学自然。)

step 2 skimming

1.the teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.

q1：what will the future life be like?

2.the students are given several minutes to read through the text and try to find out the changes mentioned in the text.

q2: which changes are mentioned in the text?

time travel – transport – air quality – religion – clothing – eating – houses – towns

3.the teacher can ask the students to carry out a discussion about the changes.

q3: which changes are good and which are bad?

?设计说明】

猜测是培养学生阅读能力的方法之一，因此笔者首先提出问题引发学生思考，对未来生活的各个方面进行预测。其次通过快速阅读的方式，了解文章梗概，把握文章线索，找出文中对未来生活变化的描写，培养学生快速阅读的技巧与能力，并对未来生活变化的好坏进行小组讨论，培养集体协作精神。(由于comprehending中关于未来生活变化好坏的讨论难度不大，考虑到整个设计的连贯性，将其提至快速阅读中，设置成小讨论，将学生说与读的能力更好地结合。)

step 3 reading for details

1.before the journey

q1: how many people are mentioned in the text? who are they?

q2: when did the writer write this letter? and to which year did he travel?

q3: why did li qiang travel to the year ad 3005?

q4: what did li qiang suffer from?

q5: how did li qiang feel? what makes him feel better?

q6: where did they arrive?

?设计说明】

通过几个特殊疑问词，提出以下问题，处理文章第一段。因本篇课文是一篇叙事故事，而记叙文时一般都包括事件发生的人物、时间、地点、事件、原因等关键要素，因此让学生通过阅读寻找上述要素，不仅让学生的阅读具有目的性，而且降低了阅读的难度。

2.during the journey

1) in the capsule:

climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?

2) out of the capsule

confused by the new surrounding, i was hit by the lack of fresh air

q1: how did li qiang overcome the lack of fresh air?

1. hovering carriage: .

q2: how did the hovering carriage float?

q3: how can a person move swiftly?

2. “a large market”

q4: what were people doing there?

q5: what happened to li qiang?

3. a large building

q6: what is a “time lag” flashback?

?设计说明】

按事件发生的先后顺序及地点转换顺序，处理文章细节，培养学生抓住文章线索来处理课文的能力。然后根据地点转移，自然地将“太空仓内”转向“太空仓外”，按照作者在太空仓外所处的三个不同地点hovering carriage, a large market, a large building来处理文章第三段。

3.after the journey

(arriving home, he showed me into a large bright, clean room.

xx of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…

q1: how did the author feel after visiting the special house?

exhausted, i slid into bed and fell fast asleep.

英语必修3说课教案篇4

unit 1 cultural relics

period 1: words and expressions from unit i cultural relics

cultural

adj. 文化的 a cultural independence / cultural exchange

relic

n. sth. old that reminds us of the past遗迹；古物 unearthed cultural / a relic of early civilization

survive

vt.&vi. to continue to live, esp. after coming close to death; to continue to live after…幸免于；幸存；……之后还活着 survive the traffic accident / survive all her children

remain

vi. 1. to stay or be left behind after others have gone or been removed停留；留居；留下when the others had gone, mary remained and put back the furniture.2. to continue to be( in an unchanged state)继续；依然remain young / remain to be uncompleted; peter became a judge but john remained a fisherman. if you won’t eat you’ll just have to remain hungry! 3. it remains to be seen: we shall know later on.情况仍未明，要看怎样发展。

state

n. 国家；政府；州；状态 state schools / state documents /in a poor state of health

look into: to examine the meaning or causes of考察，调查 look into the matter / look into the event

rare

adj. 稀罕的；稀有的；珍贵的 the rare air of the mountains / rare metals / a rare book

dynasty

n. 朝代；王朝 the qing dynasty / the tudor dynasty in england

belong to

to be the property of; to be a member of; to be connected with属于；为……的一员;与……有关系belong to a club / belong to a class / belong to me

in search of 寻找 in search of the cure to the disease / in search of the lost boy

amber

n. adj. 琥珀；琥珀制的；琥珀色的 the amber traffic lights / a decoration of amber

gift

n. 赠品；礼物；天赋 birthday gifts / gift vouchers / a gift for music

melt

vt. vi. (使)融化；（使）熔化 melt the snow / melt the anger /melt in water

heat

n. vt. 热；热度；把……加热；使激动 the body heat/ the heat of a debate/ heat soup for lunch

design

n. a plan in the mind; a drawing or pattern showing how sth. is to be made设计；图案 vt. to imagine and plan out in the mind设计；构思 curious in design / make a design for a monument; design an engine / design dresses for a queen

fancy

adj.奇特的；异样的（无最高级和比较级）vt.想象；设想；爱好 a fancy price / fancy goods / fancy his coming /fancy herself still young

style

n.风格；风度；类型 do things in style / in the style of / out of style.

jewel

n.珠宝；宝石 precious jewels / a jewel necklace

in return(for): in exchange (for); in payment (for)作为交换；报答；酬谢 in return for her kindness / in return for his gilt

light

vt. vi 点火，照亮 light a cigarette / light a torch/ light sb. on his way

mirror

n. 镜子；反映 a driving mirror / look in the mirror/ a mirror of the times

wonder

n. 奇迹；惊奇 the wonders of nature/ it’s no wonder. /in wonder

at war 处于交战状态 be at war / have been at war for long

remove

vt. to take away(from a place); take off移动;脱掉；除去remove the cloth from the table / remove one’s hat; you’ve got to remove your shoes before you enter the room.

furniture

n.家具（总称）much furniture / a lot of furniture /a set of furniture/ a piece of furniture

secretly

adv.秘密地；背地里 have a talk secretly/ take an action secretly

wooden

adj. 木制的 a wooden bridge/ a wooden chair

doubt

n. 怀疑；疑惑；vt.怀疑；不信 there is no doubt about sb./ sth./ no doubt/ …not doubt that / …doubt whether

mystery

n.神秘；神秘的事物 make a mystery of matter / dive into the mysteries of

apart

adv. 分离；分别地 miles apart / stand apart / keep apart from take apart 拆开 take apart the machine / take sb. apart

trial

n.审判；审问；试验 hold a trial / trial by a military court / give sb. a trial

consider

vt.1. to think about; examine考虑；思考i’m considering changing my job. we’ve decided to move and are considering a new house in beijing. 2. to regard as认为i consider you a fool. i consider it a great honour to be here with you today. the boss considered tom (to be) too lazy to be a good worker. 3. to take into account顾及；考虑到；if you consider (the fact) that she’s only been studying english a year, she speaks it very well.

opinion n.意见；看法；判断 give one’s opinion / in one’s opinion / depend on one’s opinion

evidence n.根据；证据；证物 evidence for his guilt/ call sb. for evidence/ material evidence/ verbal evidence

prove vt. 证明；证实 vi. 原来是；证明是 prove its truth / prove sb to be / be proved to be

pretend vt.假装；装扮 pretend to be / pretend that

think highly of 看重；器重 think highly of his deeds / think highly of his character

treasure n.财宝；财富；珍品 a store of hidden treasure / collect many treasures

besides adv. in addition, also此外;而且i don’t want to go; besides, i’m tired. i met some friends and other people besides. i don’t like those blue socks; what have you got besides? prep. as well as; in addition to除……之外 i have a few friends besides you. there were three others present at the meeting besides mr. day.

period 2: a sample lesson plan for reading

(in search of the amber room)

aims：

to read about cultural relics

to learn about the restrictive and non-restrictive attributive clause

i. warming up

warming up by defining

good morning, class. this period we are going to read about in search of the amber room. before our reading, i’d like to know:

a. what kind of old things are cultural relics?

b. are all the old things cultural relics?

c. what is the definition and classification of cultural relics?

d. to whom do cultural relics belong?

keys for reference:

a. cultural relics are physical remainders of what different peoples valued in the past and continue to value now. it can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past.

b. no, not all the old objects are cultural relics.

c. each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions.

d. in a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual.

warming up by presenting

hi, everyone. let’s look at the screen. i’ll present you some pictures. they all belong to cultural relics. some of them are cultural sites. some of them are natural sites. please think these over：

a. can you name them out?

b. who have the right to confirm and classify them?

keys for reference:

a. they are cultural sites: the great wall; the imperial palace of the ming and qing dynasties in beijing and shenyang; the mausoleum of the first qin emperor and the terracotta warriors; the mogao cave. these are natural sites: the jiu zhai gou valley scenic and historic interest area; the huang long scenic and histioric interest area. the following are cultural and natural sites: mount taishan; mount huangshan; mount wuyi.

b. only an international professional organization from un has the authority to confirm and classify them.

warming up by discussing

now, boys and girls, i met a “moral dilemma”. that means i must make a choice between the interests of the family and the interests of the society. things are like this: my old granny happened to find an ancient vase under the tree in the earth of our garden. it’s so beautiful and special. now, my family fell into a moral dilemma. can you help us to make a decision:

a: what should we do?

b: can we keep it for ourselves or report it to the government?

c: have you come across such a situation - to make a difficult choice?

keys: abc questions can be answered in all kinds of ways. the answers are flexible.

ii. pre-reading

1. looking and saying

work in pairs. look at the photos on the screen. all these relics are quite beautiful. but some of them were lost and ruined in history，such as yuan mingyuan and the amber room. please guess:

a. what kinds of things can result in their disappearing?

b. why do they come into being once again?

keys for reference:

a. maybe wars, natural disasters, and time have damaged or destroyed them, getting them lost and changed. many of them were even stolen and hidden while nobody knows who, where and how.

b. people get to know these. if these relics could not be found again, they would be rebuilt by people.

2. explaining and sharing

work in groups of four. tell your group mates:

a. what do you know about the substance of “amber”?

b. what do you know about the cultural relics “the amber room”?

keys for reference:

i am from group 2. from the knowledge we got from biology and chemistry, we know “amber” is a semi-precious stone used in jewelry and art world. amber is really the fossil form of resin from trees. it has got its shape after a process that has taken millions of years to complete. trees in very ancient forests produced this resin, which slowly dropped from trees and was buried. trees use resin to protect themselves from disease and harm caused by insects and fungi.

i am from group 6. from the information of history legends and news reports, we know the amber room is a room built by lots of ambers. it was a gift given to peter the great, the king of russia, by the king of prussia, frederick william i. it was given the name because almost thousand tons of natural ambers were used to make it. but during the second world war in 1941, the nazi german army secretly stole the amber room and sent boxes of the amber room on a train to a german city. after that, what really happened to the amber room remains a mystery.

iii. reading

1. reading aloud to the recording

now please listen and read aloud to the recording of the text in search of the amber room. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.

2. skimming and identifying the general idea of each paragraph

now please skim the text to get the key words and general idea of each paragraph.

1st paragraph the introduction about the amber room: design, colour, shape, material

2nd paragraph the present to the czar: a part of winter palace in st. petersburg, a reception hall for important visitor

3rd paragraph the relocating of the amber room in catherir Ⅱ times: moved into summer palace, more added to its design

4th paragraph the missing of the amber room: the two countries were at war, nazi german army stole the amber room, 27 wooden boxes were trained to a german city, nobody knew it from then on

5th paragraph the rebuilding of the amber room: a new one but the same as the old built by the two countries, for celebrating the 300th birthday of peterburg

3.scanning and analyzing the characteristics of the text.

since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?

keys for reference:

this piece of passage is a narrative prose or non-fiction article written in a narrating style. it tells the history of amber room in the order of time so that we can clearly learn about what happened to it. the tense used in the text is past tense.

4.reading and understanding

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from in search of the amber room

look into…, be used to…, make the design for the room, in fact, as a gift of…, add more details to…, remove… from the search for…,belong to…, feel as hard as stone, the fancy style, be made for…, in return, one of the great wonders, art objects, look much like…, give the name, be made into any shape, be made with gold and jewels, be made to be a gift, serve as…, at war, remain a mystery, be ready for…

5. reading and transferring information

read the text again to complete the table, which lists all the numbers in the text.

number meaning

1716 frederic william gave the amber room to peter the great as a gift.

1770 catherine Ⅱ had completed the adding to the amber room in this year.

1941 the nazi german army stole the amber room in this year.

the rebuilding of the amber room was completed in this year.

7000 tons the total weight of the ambers used to make the room.

55 the number of soldiers given to the king of russia in return.

600 the number of the candles lighting the amber room.

2 the two countries: german and russia.

2 in two days the amber room was removed to a german city.

100,000 the amber room was dismantled into 100,000 pieces

27 27 wooden boxes were used to contain the pieces of amber room.

300th the newly rebuilt amber room was ready for the 300th birthday of st peterburg city

6.reading and learning

read the text and learn more about the following proper nouns. you can surf on the website after class:

names of people names of places

frederick Ⅰ prussia

frederick william Ⅰ st.peterburg

peter the great konigsberg

catherine Ⅱ winter palace

summer palace

Ⅳ closing down

closing down by doing exercises

to end the lesson you are to do the comprehending exercises no. 1 and no. 2.

closing down by having a discussion

a. can you imagine the fate of the amber room? what is it?

b. do you think if it is worthwhile to reproduce the amber room? why?

keys for reference:

a. i have no idea about the fate of the amber room. because anything can happen to it. maybe it was destroyed at war in the fighting fire. you see, ambers can be melted easily. maybe it was kept secretly by somebody who had died without telling about it to anyone else. so maybe it is lying somewhere quietly.

b. i think it is worthwhile to reproduce the amber room. because it represents the culture and a period of history in st. petersburg. it is a trace and feature surviving from a past age and serving to remind people of a lost time.

closing down by retelling the story of the amber room

well, all of us have learned the history of the amber room. let’s recall some key words and expressions on the board. you are to retell the story of the amber room:

colour style shape

owner present move to winter palace

add to more details remove to pieces

put on trains remain a mystery 300th birthday

period 3: a lesson plan for learning about language

(the restrictive and non-restrictive attributive clause)

aims:

to learn about the restrictive and non-restrictive attributive clause

to discover some useful words and expressions

to discover some useful structures

procedures:

i. warming up

warming up by discovering useful words and expressions

please turn to page 3. do exercises 1, 2, 3 and 4 first. please check your answers against your classmates’.

warming up by explaining

now, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? the word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. look at ex 3. the preposition “at” indicates a state, condition or continuous activity. so we can replace them or express them by using a present-continuous tense.

ii. learning about attributive clause

1. what is an adjective clause?

an adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. like an adjective, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” consider the following examples:

adjective

the red coat

adjective clause

the coat which i bought yesterday

like the word “red” in the first example, the dependent clause “which i bought yesterday” in the second example modifies the noun “coat.” note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.

in formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” in informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing:

informal

the books people read were mainly religious.

formal

the books that people read were mainly religious.

informal

some firefighters never meet the people they save.

formal

some firefighters never meet the people whom they save.

here are some more examples of adjective clauses:

the meat which they ate was tainted

this clause modifies the noun “meat” and answers the question “which meat?”.

they’re talking about the movie which made him cry

this clause modifies the noun “movie” and answers the question “which movie?”.

they are searching for the student who borrowed the book

the clause modifies the pronoun “student” and answers the question “which student?”.

did i tell you about the author whom i met?

the clause modifies the noun “author” and answers the question “which author?”.

2. restrictive & non restrictive clauses

do the following pairs of sentences mean the same thing?

1a my uncle, who lives in london, is very rich.

2b my uncle who lives in london is very rich.

2a the policies, which were unpopular, were rejected by the voters.

2b the policies which were unpopular were rejected by the voters.

3a my niece, whose husband is out of work, will inherit the house, which i have always treasured.

3b my niece whose husband is out of work will inherit the house which i have always treasured.

the first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. a non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in london). conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. thus it is that particular uncle who lives in london who is referred to (1b). in 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom i will marry ....).

3. a test on formal adjective clauses

directions: combine the sentences. use formal written english.

use (b) as an adjective clause. punctuate carefully.

1) (a) an antecedent is a word. (b) a pronoun refers to this word.

an antecedent ____

2) (a) the blue whale is considered the largest animal that has ever lived.(b) it can grow to 100 feet and 150 tons.

the blue whale ____

3) (a) the plane was met by a crowd of 300. (b) some of them had been waiting for more than 4 hours.

the plane ____

4) (a) in this paper, i will describe the basic process.(b) raw cotton becomes cotton thread by this process.

in this paper, i will describe ____

5) (a) the researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) these people’s families have a history of high blood pressure and heart disease.

the researchers are doing case studies ____

6) (a) at the end of this month, scientists at the institute will conduct their aids research. (b) the results of this research will be published within 6 months.

at the end of this month, scientists ____

7) (a) according to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) a solution to this problem must and can be found.

according to many education officials, ‘math phobia’ ____

8) (a) the art museum hopes to hire a new administrator.

(b) under this person’s direction it will be able to purchase significant pieces of art.

the art museum ____

9) (a) the giant anteater licks up ants for its dinner.

(b) its tongue is longer than 30 centimeters (12 inches).

the giant anteater ____

10) (a) the anteater’s tongue is sticky.

(b) it can go in and out of its mouth 160 times a minute.

the anteater’s tongue ____

iii. closing down by taking a quiz

quiz on attributive clause

select one answer from the choices provided after each sentence. the words you choose should fit the blank in the sentence. don’t use the hint buttons unless you really need them.

1. as many children came were given some cakes.

a. that b. as c. who d. whom

2. the visitors saw rows of houses the roofs are red.

a. on which b. of which c. where d. that

3. i usually take a nap after lunch, is my habit.

a. which it b. as it c. as d. that

4. please tell me the way you did the job.

a. how b. where c. which d. in which

5 is this museum some german friends visited the day before yesterday?

a. the one b. which c. that d. where

6. the farmer uses wood to build a house to store grain.

a. in which b. where c. that d. with which

7. i shall never forget the years i spent in the country with the farmers, has a great effect on my life.

a. when, which b. that, which c. when, that d. which, that

8. little has been done is helpful to our work.

a. that b. what c. which d. all that

9. perhaps this is the only market you can get such cheap goods.

a. that b. of which c. by which d. where

10. we’ll put off the outing until next week, __ we won’t be so busy.

a. when b. which c. at which d. in that

key: 1~10：bbcda abada

period 4: a lesson plan for using language

aims:

to learn to tell facts from opinions

to write a reply letter

to listen and speak about cultural relics

procedures

i. warming up by questions

morning, class. we always say, “we must respect facts and can’t wholly depend on one’s opinions”. but can you tell me:

a. what does it mean when you say, “it is a fact”?

b. what does it mean when you say, “it is an opinion”?

keys for reference:

a. a fact must be real, objective and without any personal judgment. so it can be proved.

b. an option always expresses one’s own ideas. it is always subjunctive. so it has not been proved.

warming up by questioning

turn to page 5. read the passage and tell me:

a. if you want to go in for law against somebody, and if you want to win, what’s the most important thing you should do first?

b. what makes a judge decide which eyewitnesses to believe and which not to believe.

keys for reference:

a. searching for facts of course. the more, the better.

b. the evidences offered by the eyewitnesses make the judge decide which one is believable and which is not.

ii. guided reading

1. reading and defining

read the passage and define: what is a fact? what is an opinion? what is an evidence?

2. reading and translating

read the passage and translate it into chinese paragraph by paragraph. tom, you are to do paragraph 1, please…

3. reading and underlining

next you are to read and underline all the useful expressions or collocations in the part. copy them to your notebook after class as homework.

collocation from using language on page 5

in a trial, rather than, …more than…, to tell the truth, agree with, it can be proved that …, no reason to lie, a reply to a letter, think highly of, search for, return the treasure to, cost them a lot of time and money

4. listening

now, boys and girls, as we know, people have never stopped searching for the amber room. this time we’ll listen to what three people say they know about the missing amber room. before we listen to them, i’ll present some related new words to you to help you understand them easily. please look at the screen and read after me.

explode vt. 爆炸, czch n. 捷克, mayor n. 市长, melt vt. 熔化, sub (sub marine) n. 潜水艇，水雷, survivor n. 幸存者, titanic n. 泰坦尼克船

5. sharing and correcting

well done. now share your forms with your partner and tell me in the three forms: what are facts? what are opinions? li ming, do you want a try?

keys: what they heard, saw, did are facts. and what they believe are opinions.

6. reviewing

we often use some expressions to ask for opinions. what are they?

oh, yes. what do you think of …?

do you believe …?

how can you be sure of …?

how do you know that?

and we often use some expressions to give opinions. what are they? ok, tom, please. oh, yes. they are: i think… / i don’t think… i don’t agree that… / i suppose that…

7. discussing

please look at exercise 3, and discuss which person gave the best evidence. use the expressions above to help you. before we discuss, let’s deal with the following discussion:

a. what is the best evidence?

b. how can we know which eyewitness is most believable?

keys:

a. the best evidence is factual and is given by a person who is believable.

b. the most believable eyewitness is the one who has nothing to gain from telling a lie.

well done. let’s come to the discussion “which person gave the best evidence?”

keys fore reference:

jan hasek is less believable because he owns a little restaurant near the mine. if the search stopped, his business would suffer.

hans braun is also less believable because he is working for a company trying to find the ship which carried the treasures in the baltic sea.

of the three eyewitnesses, only anna petrov has no selfish reason for saying what she has said. in particular, she is not involved in any current effort to find the treasure. therefore she is the most believable.

8. reading and writing

sometimes we may fall into or face a moral choice. that is a moral dilemma. let’s read the letter on page 7 and see what’s johann’s choice and opinion. ok, finished? now answer the following questions:

a. what’s johann’s opinion about the amber room?

b. what’s his father’s opinion about the things found by him?

c. what happened to johann when she was a pupil?

keys:

a. johann thinks the people who find the amber room should keep it for them own.

b. his father thinks as johann does.

c. she found a little money and kept it to himself.

9. completing the letters a & b and then giving your own letters

when you write your letter, you may choose to agree or not agree with the writer.

you must give a reason why you agree or don’t agree with the writer.

be sure to give an example from your own life so that the reader can better understand your opinion.

Ⅲ closing down

closing down by a debating

there is a long ancient wall around a less developed town.

it is reported it has a long history, dating back to over 5 century bc. the local government is collecting money to repair and rebuild the wall. it has cost a lot of money. some of your classmates think it is not worth. some think it’s a good way to develop the local economy. now group 1 and 2 against group 3 and 4. let’s have the debating.

closing down by dictation

the design for the room was of the fancy style popular in those days.

the room served as a small reception hall for important visitors.

the man who found the relics insist that it belongs to his family.

the room was completed the way she wanted it .

it was ready for the people of st. petersburg to celebrate the 300th birthday of their city.

after that, what really happened to the amber room remains a mystery.

in a trial, a judge must decide which eyewitnesses to believe and which not to believe.

is it something that more than one person believes?

a fact is anything that can be proved.

an opinion is what someone believes is true but has not been proved.

part two: teaching resources (教学资源)

section 1: a text structure analysis of in search of the amber room

i. type of writing and summary of the idea

type of writing this is a piece of narrative writing.

main idea of the passage the history of the amber room

general idea of 1st para the simple description of the amber room

general idea of 2nd para the present sent to the czar

general idea of 3rd para the detail adding and relocating of the amber room

general idea of 4th para the stolen of the amber room in world war Ⅱ

general idea of 5th para the rebuilding of the amber room

ii. a tree diagram

the amber room: the best and biggest work of country’s best prussian artists

para.1

section 2: background information on culture relics

i. what is a culture relic? 何谓 “文化遗产”?

cultural relics are physical reminders of what different peoples valued in the past and continue to value now. without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. although we may not often consider it, cultural relics are not only the possession of one culture. in a larger sense, it can be said that they belong to all peoples. for these reasons, this unit describes cultural relics not from china but other places. looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.

ii. the cultural relics of china in the world heritage site list《世界文化遗产名录》中的30处中国文遗产

本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。到底，我国已有30处文物古迹和自然景观被联合国科教文组织世界遗产委员会列入《世界遗产名录》，以下是这些文化遗产的名称、性质和列人《世界遗产名录》的年份：

◆mount taishan(泰山)，listed as a world cultural and natural site in 1987.

◆the great wall(长城)，cultural site, 1987.

◆the imperial palace of the ming and qing dynasties in beijing and shenyang(北京故宫、沈阳故宫)，cultural site, 1987,2004.

◆the mogao caves(敦煌莫高窟)，cultural site,1987.

◆the mausoleum of the first qin emperor and the terracotta warriors(泰始皇陵及兵马俑坑)，cultural site,1987.

◆the peking man site at zhoukoudian(周口店北京猿人遗址),cultural site,1987.

◆mount huangshan(黄山),cultural and natural site,1990.

◆the jiuzhaigou valley scenic and historic interest area(九寨沟风景名胜区),natural site,1992.

◆the huanglong scenic and historic interest area(黄龙风景名胜区),natural site,1992.

◆the wulingyuan scenic and historic interest area (武陵源风景名胜区)，natural site,1992.

◆the mountain resort and its outline temple, chengde(河北承德避暑山庄及周围寺庙),cultural site,1994.

◆the temple and cemeter of confucius and the kong family mansion in qufu (曲阜孔府、孔庙、孔林)，cultural site,1994.

◆the ancient building complex in the wudang mountains(武当山古建筑群),cultural site,1994.

◆historic ensemble of the potala palace, lhasa(西藏布达拉宫),cultural site,1994.

◆the lushan national park(庐山)，cultural site,.

◆mount emei and the leshan giant buddha scenic area(峨眉山一乐山大佛风景名胜区),cultural and natural site.1996.

◆the ancient city of pingyao(平遥古城),cultural site,.

◆the classical gardens of suzhou(苏州园林),cultural site,1997.

◆the old town of lijiang(丽江古城),cultural site,1997.

◆the summer palace(颐和园),cultural site,.

◆the temple of heaven：an imperial sacrificial altar in beijing(天坛),cultural site,1998.

◆dazu rock carvings(大足石刻),cultural site, .

◆mount wuyi(武夷山),cultural and natural site,1999.

◆mount qincheng and the dujiangyan irrigation system(青城山一都江堰),cultural site,.

◆aucient villages in southern anhui-xidi and hongcun(安徽古村落一西递、宏村),cultural site,2000.

◆longmen grottoes(龙门石窟),cultural site,2000.

◆imperial tombs of the ming and qing dynasties(明清皇家陵寝),cultural site 2000.

◆yungang grottoes(云冈石窟),cultural site,2001.

◆three parallel rivers of yunan protected areas,natural site(三江并流),2003.

◆capital cities and tombs of the ancient koguryo kingdom(高句丽的王城、王陵和贵族墓葬),cultural site,2004.

unit 2 the olympic games

period 1: section 3: words and expressions from unit 2 the olympic games

aims: learn about the words and read the words.

important points: the pronunciation and the use of some words.

difficulties: usage of “admit” and “promise”.

honest

adj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: his answer was simple and honest

ancient

adj. 1. very old: an ancient mariner 2. in or of times long ago: ancient rome and greece 3. having existed since a very early time: ancient history/customs

compete

v. to try to win sth. in competition with someone else: john competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others

medal

n. an award for winning a championship or commemorating some other event

host

n. a man who receives guests: he acted as host to his father’s friends. china is the host country for olympic games. v. be the host of or for: we hosted 4 couples last night.

magical

adj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spell

interview

n. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: my interviews with teen-agers revealed a weakening of religious bonds. 2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: we interviewed the job candidates. 3. go for an interview in the hope of being hired: the job candidate interviewed everywhere.

athlete

n. a person trained to compete in sports

admit

v. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: we cannot admit non-members into our club. 3. serve as a means of entrance: this ticket will admit one adult to the show. 4. give access or entrance to: the french doors admit onto the yard. 5. afford possibilitye: this problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: he admitted his errors. 7. admit into a group or community: we’ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: the theater admits 300 people.

replace

v. 1. put something back where it belongs: replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): he replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: the con artist replaced the original with a fake rembrandt. 4. take the place or move into the position of: smith replaced miller as ceo after miller left.

relate

v. 1. have or establish a relationship to: she relates well to her peers. 2. be in a relationship with: how are these two observations related? 3. give an account of: the witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: i cannot relate these events at all.

sail

n. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): we sailed the atlantic 2. travel in a boat propelled by wind: i love sailing, especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: the qe2 will sail to southampton tomorrow. 4. move with sweeping, effortless, gliding motions: shreds of paper sailed through the air.

advertise

v. 1. call attention to: please don’t advertise the fact that he has aids. 2. make publicity for; try to sell (a product)

promise

n. 1. grounds for feeling hopeful about the future: there is little or no promise that he will recover. 2. a verbal commitment by one person to another agreeing to do (or not to do) something in the future v. 1. give grounds for expectations: the results promised fame and glory. 2. make a promise or commitment 3. promise to undertake or give: i promise you my best effort. 4. make a prediction about; tell in advance

period 2-3:a lesson plan for reading (an interview)

aims

to talk about the history of the olympics games

to read an interview about the olympic games

procedures

i. warming up

warming up by sharing

morning, everyone! today we are going to learn about the olympic games. but first, i’d like to know how much you know about the olympics to be held in beijing. anything about it is ok. oh, li lei, do you want a try?…right. you know so much about the olympics. toady, we’ll learn more about it in ancient greece.

warming up by describing

now, boys and girls. i’ll show you a video show of the 28th olympic games. please tell me what it is about and describe it to the class. ok, wang lin, please describe it. wonderful. that’s liu xiang. the hurdle king!

warming up by discussing

hi, class. you know our country is trying her best to prepare for the 2008 olympic games. every one is expecting and excited about it. let’s discuss what we can do for it. and imagine what we will do at the 2008 olympics.

ii. pre-reading

1. asking and answering

now, please read the three questions before the reading. let’s do it in turn. let’s begin from the first row here…ok, you did a good job. let’s summarize your answers.

for reference:

1. in summer olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, javelin, weight lifting, gymnastics, boxing etc.

in winter olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc.

2. the 29th olympic games will be held in beijing on auguster 18th, 2008.

3. to hold the olympic games is a rich prize for a country. and it can make a country known in the world. it can stimulate the country’s economy, and help to speed up its development.

2. imaging and introducing

please look at the three pictures in the reading. please talk about them. imagine whatever you can.

for reference: the first picture is the status of a great greek. his name is pausanias. he was a famous traveler and writer in the second century ad. his guide to greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. it is so informative that it may be called the foundation of classical archaeology and this ancient baedeker is still used as a guide to classical greece. can you remember a famous ancient chinese traveler and writer? he also wrote a book. yes, his name is xu shake. his works is the notes of xu shake’s travels.

the second picture is the opening ceremony of the olympic games. maybe this is the principle stadium. it’s large and can hold thousands of audience.

the third picture is a chinese athlete named yang yang. she won a gold medal for china in the winter olympic games. she is a famous skating player.

3. talking and sharing

we know there are many differences and similarities about the ancient and modern olympics. do you know anything about them? you can simply guess. yes, lucy, try …

iii. reading

1. reading aloud to the recording and finding the general idea

now please listen and read aloud to the recording of the text an interview. pay attention to the pronunciation and intonation as well as the pauses within each sentence. then try to get the general idea of the passage. have you got the main idea?

yes, it tells us the differences and the similarities between the ancient and modern olympics.

2. reading and acting

now let’s play the parts of the greek writer pausanias and the chinese girl li li. now boys, you are pausanias; girls, you are li li. please pay attention to the bold words.

3. reading and finding

now read the text again. the boys shall try to finish the task: what was the ancient olympics like? the girls shall try to finish the task: what is the modern olympics like?

4. reading and collecting information

ok, now let’s read it silently. first let’s talk about the same points between the ancient and modern olympics. who can answer? any volunteers?

then let’s come to the differences.

the similarities

① both are held every four years.

② both are held not for money but for honour.

③ the beliefs are the same. they are: swifter, higher, and stronger.

④ men are allowed to take part both in ancient and modern olympics.

⑤ some events are the same, such as running, jumping, shooting and thowing.

the differences

① there were not winter olympics in the past.

② now competitors are from all over the world. but in the ancient time, only the people in greece could take part.

③ only men were allowed to take part in the past, now woman are also allowed.

④ in the past, winners got the olive wreath as the prize. now competitors compete for medals.

⑤ the events and athletes in modern time are more than those in the past.

⑥ there is a special village for the competitors to live in, a stadium for competitions, a gymnasium for these who watch the games now. but there were not in the past.)

5. reading and underlining

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from an interview

take part in…, gold medals, the spirit of…, be held, in order to, host the olympic games, on a magical journey, find out, the present day olympic games, used to, write about…, come to your time, be admitted as…, two sets of…, enjoy competing in…, compete against…, for the honour of…, reach the standard, be admitted to…, play a very important role, as well as, a stadium for competitions, as a matter of fact, compete for…, olive wreath, feel proud of…, make… happy

Ⅳ closing down

closing down by doing exercise

to end the lesson you are to do the comprehending exercises 1 & 2.

closing down by discussing

you know our government has tried its best to compete for hosting the 29th olympic games. it has cost a lot of money. do you think it is worthwhile? why?

for reference:

it is worthwhile to host the olympic games. to host olympic games can make our country known to the whole world. to host olympic games can make our culture and people understood by the other peoples. to host olympic games can stimulate the developing of our economy.

closing by imagining

imagine what we will do and what we can do for the 29th olympic games now.

for reference: maybe we can serve as volunteers to help the foreign visitors and athletes from all over the world. so at present we should study hard. especially we should try our best to learn english well.

closing down by narrating

we can see the text is written in a conversational style. and there are two speakers. one is pausanias, a greek writer 2000 years ago, the other is li li, a chinese girl. now let’s change it into a narrative style. in other words, let’s describe the ancient and modern olympic games in our own words. who would like to have a try?

for reference: the ancient olympic games began in greece and were held from 776 b.c. to a.d.393. it was held every four years. at that time, there were not so many sports as today. and women were not allowed to take part in the games. there were not winter olympics at that time. winners got the olive wreath as the prize. the motto was swifter, higher and stronger.

the modern olympic games began in 1891. they’re held every four years. there are many new sports in the olympics. in the summer olympics there are over 250 different sports. women are not only allowed to join in but also play a very important role. now the competitors compete for medals. the motto is swifter, higher and stronger.

closing down by summarizing

as we have finished the passage we’ll sum up what we have learned. first let’s see the writing skills. it is written in a conversational style. it’s in a very interesting way. it adopts a dialogue between pausanias who lived 2000 years ago and a chinese gird in modern world. through their dialogue, the differences and similarities between the ancient and modern olympic games are made known to the readers. just because it is in a conversational style, there are quite a few oral spoken english and elliptical phrases.

through the comparison between the ancient and modern olympic games, we have learned the differences and the similarities between them. now we can have a deep understanding of the games. from the passage, we can have a deep understanding of the games. from the passage, we can also get to know that the olympic games are developing and improving. it’s our duty to make the olympic games better and healthier. we know that one of the slogans for 2008 beijing olympic games is green olympic games. it shows that people are paying more and more attention to our environment.

period 4: a lesson plan for learning about language

(the future passive voice)

aims：

to learn about future passive voice

to discover useful words and expressions

to learn the methods of words formation

procedures

i. warming up

warming up by dictating

there are several important sentences in this unit. let’s dictate them. if you can’t, learn them by heart after class.

① when and where will the next olympic games be held?

② i live in what you call “ancient greece” and / used to write about the olympic games more than 2000 years ago.

③ all countries can take part if they reach the standard to be admitted to the games.

④ the next olympic games will be held in my hometown.

⑤ it is just as much a competition among countries to host the olympics as to win an olympic medal.

warming up by discovering useful words and expressions

turn to page 11 and do exercises 1, 2, 3 and 5 first. check your answers against your classmates’.

ii. learning about word formation

1. do exercise 4 and discover the rules.

turn to page 12 and find out the rules of word formation.

by adding -ing to a verb, we can change the verb into a noun.

that means we can change “doing some sport” into “the name of the sport”.

by adding -er to a verb, we can change the verb into a noun. that means we can change “doing some sport” into “the person who does the sport”.

2. means of word-formation in general

affixation, conversion, and composition (or compounding) are the chief means of word-formation in english. besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.

iii. learning about present future passive voice

turn to page 13 and do exercise 3. and tell the class the formation of present future passive voice.

for reference: well done, class. we can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.

Ⅳ closing down by summarizing

1.present future passive voice (take “ask” for example)

affirmative negative interrogative

i

you

he/she/it will be asked

we will (shall)

you/they will i

you

he/she/it will not be asked

we will (shall) not

you / they will not will (shall) i

will you

will he/she/it be asked

will (shall) we

will you / they

2.the passive voice of phrasal verb

generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. but many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. so they can also be followed by the objects. therefore they can also be used in passive voice.

but note that all the phrasal verbs are used as a whole. when using them in passive voice, we cannot drop out the prepositions and adverbs. for examples:

at last they put out the fire. at last the fire was put out.

they will put up a notice on the wall. a notice will be put up on the wall.

have you sent for a doctor? has the doctor been sent for?

i have never heard of such a thing before. such a thing has never been heard of before.

we must take good care of the children here. the children must be taken good care of here.

his classmates laughed at him for the foolish mistake. he was laughed at for the foolish mistake by his classmates.

period 5-6: a lesson plan for using language

aims:

to read about the ancient olympic games

to listen and talk about hobbies

to write about hobbies

procedures

1. warming up

warming up by introducing

hi! class. you know greece is the world-known country with an ancient civilization. it has a long history with so much marvelous culture. the greeks had wonderful stories about the gods and goddnesses who were part of their religion. they believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. however, the gods did not always help. they behaved like people who were unpredictable and capricious. to try to get the support of the gods people had to pray to them and offer them present. in this story the goddess hera, the wife of the chief god, zeus was sorry for hippomenes and agreed to help him.

warming up by sharing

now, boys and girls. is there anybody who can tell us some greek mythology. you know they are so famous in human history. or can you speak out some names of greek gods and goddesses.

prometeus 普罗米修斯 -- a son of the former chief god

sphinx斯芬克斯 -- a being with a human face but a lion body

pandora 潘多拉-- a beautiful girl with every ill and evil thought and deed

zeus宙斯-- the chief god who governed the world

hera 天后-- the wife of zeus who governed the love

Ⅱ. guided reading

1. reading and judging

read the text the story of atlanta, and complete the true or false guestions after the text on page14.

2. reading and answering

read the text again, and answer the following questions.

a. what was atlanta’s problem?

b. what were atlanta’s rules?

c. what was hippomenes’ amazement?

d. what made hippomenes change his mind?

e. whom did hippomenes turn to for help?

f. can you guess what was the ending?

for reference:

a. atlanta could run faster than any men in greece. but she was not allowed to run in the olympic games.

b. she promised to be married to a man who could run faster than her. if he could not run as fast as her, he would be killed.

c. hipppomenes could not understand why so many young men wanted to risk their lives.

d. atlanta’s beauty made him understand his amazement and change his mind.

e. he turned to the goddess of love for help.

f. hippomenes was killed because of losing his race.

g. he ran faster than atlanta and married her.

3. reading and underlining

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

collocations from the story of atlana

be allowed to, run against…, will be pardoned, hear of…,be amazed, as fast as…, change one’s mind, ask… for help from…,

promise to, will be relaxed, pick up, be confident about…,share one’s pain, run past…,compete with…, cheap to marry

4. listening

for listening turn to page 15 and be ready to do exercises 1.

first read the questions carefully and imagine what is the listening about.

when doing exercise 2, you must make clear what is wrong with the sentence. and tell the class which is correct, which is wrong and which is only half true.

5. acting

next we are going to put the text a story of atlanta on stage. you know there are four charactors in the story. who would like to be them?

who will be alanta’s father, the old king?

who will be the goddess of love?

ok. li li, you are the greek princess. zhang qiang, you are the brave young man hippomenes. lucy, you are the goddess of love. zhou gang, you are the princess’s father. the rest of class, please prepare it in groups of four. then act your play before class.

a text play of the story of atianta

time: one morning in spring

place: at the palace

people: the old king(k), the princess (a), the young man (h), the goddess of love (l).

f: my dear daughter, you see how beautiful the spring is! you are just like the spring flowers. why don’t you marry? so many young kings and princess want to marry you, and they are all so rich, smart and nice.

a: oh, dear father. i have promised that i will only be married to a man who can run faster than me. i will run against him. if he cannot run as fast as me, he will be killed. no one will be pardoned.

f: but, my dear daughter. no man has won you. they all sent themselves to death. when will you get married?

a: i won’t marry unless i am allowed to run in the olympic games. (hippomenes is allowed to come in)

h: oh, my kindest king and my prettiest princess!

i’ll marry the princess. i’ll compete with you.

a: do you know the rules?

h: yes, princess!

f: oh, young man! go away! you can’t win her. you are only losing your life!

h: no, i want a try!

f: foolish thing! go away! don’t go to die! (hippomenes was pushed away and felt sad, crying. the goddess of love is watching everything above him in the sky and pities him)

l: oh, young man, what’s the matter? why are you so sad?

h: oh, my goddess, can you help me? can you help me to win the princess and marry her?

l: ok, young man. do you really want to marry her and love her?

h: of course. she is so beautiful.

l: ok, it is easy. take these three golden apples.

throw apples in front of atlanta when she is running past and she will be relaxed. when she stops to pick it up, you will be able to run on and win.

h: oh, thank you, my goddess!

(hippomenes returns to the palace)

k: well, young man, why are you here again?

h: my kindest king. i want to marry her and run against her!

k: well, young man. i repeat. don’t be silly! go away!

h: no. i love her. i will marry her － or die!

6. speaking

now, class. let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. you can carry out the task like this.

which do you like, sport, music or collection?

which of the sports do you like best?

what is your favorite sport?

are you interested in table tennis?

after the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.

why do you like this sport / music / collection?

when do you begin to like it?

what’s enjoyable about the hobby?

what have you learned from the hobby?

iii.guided writing

1. writing an imagined dialogue

groups 1 and 2 are going to write an imagined dialogue between the princess and hippomenes. you may begin like this : oh, my dear princess, i want to marry you…

2. writing a description

turn to page 16 and follow the direction to write a description of your favorite hobby.

here is an example:

swimming is my favorite sport. i like it because it can bring me much fun. the process of learning swimming is very interesting. you can try different ways of swimming, such as breaststroke and backstroke. you can swim at any time of the year if you like. in hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. even in cold winter, you can swim if you are brave enough. it’s a healthy sport and it can build up your body. if you are a beginner, you must be careful.

you’ll better not swim alone and bring life buoy with you in case of danger. if you want to be a good swimmer, you must have a lot of practice and have great determination.

iv. closing down by finding information

go to the library to read or get online to search in order to find more information on the olympic games and the ancient greek mythology. take notes of your finding and report to your groupmates next monday morning.

part two: teaching resources

section 1: the writing style of the reading an interview

type of writing conversational style

main idea comparing the differences between ancient and modern olympics

characteristics by comparing and contrasting

section 2: background information on the olympic games

i. events of the moden olympic games

archery, baseball, badminton, basketball, beach, volleyball, boxing, canoe/kayak, cycling, diving, equestrian, fencing, field hockey, gymnastics, handball, judo, modern pentathlon, rowing, sailing, shooting, soccer, softball, swimming, synchronized swimming, table tennis, tennis, tae kwon do, track & field, triathlon, volleyball, water polo, weightlifting, wrestling

ii.olympic traditions

the olympic anthem

the olympic anthem was written by the greek national poet costis palamas and composed by greek musician splros samaras. it was first sung at the 1896 games. the ioc adopted it as the official olympic anthem to crown olympic ceremonies at the 1958 ioc session in tokyo.

the olympic motto

the olympic motto “swifter, higher, stronger”comes from three latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. the french educator, baron rerre de coubertin, who revived the ancient olympic games and in 1896 led the first modern 01ympic games in athens, borrowed the phrase from a dominican priest henri dinon. mr.dinon introduced these words while presenting athletic prizes at a college in 1891.but how did these words become the motto of the olympic games? it was michel breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern olympic games on june 23,1894.later, the international olympic committee formally adopted this phrase as the official motto of the games.

the olympic creed

the olympic creed was also introduced at the 1896 games. as stated by pierre de coubertin, the creed is as follows:”the most important thing in the olympic games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. the essential thing is not to have conquered but to have fought well.”

the olympic flag

it was pierre de coubertin who conceived the idea of the olympic flag with five coloured interlocking rings on a white backround. the rings represent the union of the five continents and the meeting of the athletes from all around the world at the olympic games.

today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. the olympic flag was first used during the antwerp games in 1920.

the olympic oath

“in the name of all the competitors, i promise that we shall take part in these olympic games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”

at the opening ceremony of each games, one athlete from the host country takes olympic oath on behalf of all competing athletes. this particular gesture of sports-manship was introduced at the 1920 games in antwerp, belgium. a coach or team official takes a similar oath at each opening ceremony.

the olympic flame

the olympic flame is one of the most visible symbols of the modern games. its tradition has survived from the games of ancient greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess hera.

the modern olympic flame was first lit in 1928 at the amsterdam olympic games, where it burned throughout the competitions. it has become a major symbol for solidarity among nations and embodies the olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.

the torch relay

during the 1896 games in athens, young inspired sportsmen had organised the first torch relays. however, the tradition of the olympic torch officially began at the berlin games in 1936. as in ancient times, the torch is lit by the sun in ancient olympia, then passed from runner to runner in a relay to the host city, where it is used to light the olympic stadium’s flame during the games’ opening ceremony. the flame then burns until it is extinguished at the closing ceremony.

unit 3 computer

part one: teaching design (第一部分：教学设计)

period 1: words and expressions from unit 3 computers

aims: learn about the words and read the words.

important points: the pronunciation and the use of some words.

difficulties: usage of “admit” and “promise”.

common

n. 1. an area of grassland with no fences which all people are free to use or a piece of open land for recreational use in an urban area (常用于专有名词中): every saturday jean went riding on the village common. harlow common is very beautiful in winter.哈洛公园在冬天时风景很美。2. in common: in shared possession 3. out of common: unusual adj. 1. of or associated with the great masses of people: the common people in those days suffered greatly. 2. to be expected; standard: common decency. 3. common to or shared by two or more parties: common friend. 4. of no special distinction or quality; widely known or commonly encountered; average or ordinary or usual: the common man. 5. belonging to or participated in by a community as a whole; public: for the common good. 6. commonly encountered: a common (or familiar) complaint. 7. being or characteristic of or appropriate to everyday language: common parlance. 8. lacking refinement or cultivation or taste: behavior that branded him as common. 9. of low or inferior quality or value: produced...the common cloths used by the poorer population.

simple

n. 1. any herbaceous plant having medicinal properties 2. a person lacking intelligence or common sense adj. 1. not elaborate in style; unornamented: a simple country schoolhouse. 2. (bota

英语必修3说课教案篇5

period 1

pre-class task: about vocabulary of item in the olympic games

step 1 word game:

part 1: each group get 4 words to guess. one points for each.

part 2: the quickest to match the word correctly can get 2 points for his/ her group, but if the answer is wrong,

1 points will be lost.

shot put 击剑

discus throw 摔跤

javelin throw 悬挂式滑翔

marathon 冰球

canoeing 举重

ice hockey 马拉松

weightlifting 划独木舟

wrestling 铁饼

fencing 推铅球

hang-gliding 标枪

part 3: the quickest to guess the word correctly can get 2 points for his/ her group, but if the answer is wrong,

1 points will be lost.

rings, high bar, side hors(鞍马)e, vaulting horse(跳马), double bar, free exercises

step 2 warming up

talk about when ,where, and anything you know about the olympics according to the pictures given.

1. get ss to talk about pictures

teacher can give one example

2. let 2 ss share their understanding of the pictures and act it out for the class

step 3. speaking activity 1 ( warming up p17)

page 49 now turn to page 49 and look at exx.1&2

1.read through the words and fill in the form

2.work in pairs and make a simple dialogue using the information in the form by asking:

do you know which sports are usually part of the winter olympics?

which sports are played between team?

in which sports are chinese athletes the best?

3.pairs to act it out

step 4 speaking activity 2

teacher help the ss to talk about their hobbies(about sports) by teaching them some expression.

1. show some useful express

asking about giving answer, advice, and making decision

taking about hobbies:

1)which sport do you like best?

what’s your favorite sport?

what are your hobbies?

which do you prefer, ..or..?

are you interested in …?

2)why do you like…?/what do you learn from…

3)how do you become good at them?

4)can you tell me sth. about them? giving answer, and making decision:

1)i prefer…(to)…/ i like …(best).

2)i (don’t) like (because)…

3)i (don’t) think…(it’s because)…

4)i’m sure that…

5)i’m not sure whether…

6)there is no doubt…

7)don’t you think that…?

2. explain them if necessary.

3. give some words of sports for ss to talk with their partner.

4. act it out

step 6 homework

1.find out the fact in warming up to the number given to you (it’ll be checked tomorrow)

2.finish exx.1-4 on p11-12

3.《课程探究》exx 1&2

4.go over the new words.

period 2

step 1 number game

have the ss to open the book on page 9, try to match the number to the events. the one who get the closest answer will get 1 point of the group

1. show the number to the ss

2. have the ss write down the answers by filling with the number in the table

776 b. c. the ancient olympic games start in greece.

393 a. d. the ancient olympic games stop

1896 the modern olympic games start in greece.

311&13 the numbers of competitors & countries took part in 1896

1932 china first joined in the games.

1984 china first got gold medal by xuhaifeng.

10.000&119 the numbers of competitors & countries joined in sydney olympic

china got the 2th place in athens.

china will host the 29th summer olympics in beijing.

3. check and give points to the group.

step 2 pre-reading

showing the motto of the beijing 2008 olympic games bid (北京奥运申报口号) to the whole class.

1. raise a question: “do you know more about the olympics history?”

2. get the ss to read about an interview to get more.

3. get the ss to make sure the relationship between pausanias and lili

step 3 reading comprehension

read the olympic games

1. make sure the information they have to get:

the 29th olympics the old olympics

the olympic games

the 27th olympics the modern olympics

1st time: read the text quickly and find out the answers to the following qs:

1). the old olympics: when / where / who/what to get

2). the modern olympics: how often / how many sets / who

3). the 27th olympics: when / where to live/ for the spirit of…

4). the 29th olympic: when / where/ what to get2nd time: read the text carefully and answer the question on page 11,have the ss:

. 1.read the passage again and find out the answers to the questions in ex 2

2.discuss the answers with your partner

3.tell the whole class the answers

step 4 summing up

1 individual work, take out a piece of paper to sum up the text

2.pair work: “close the books, talk about the olympics with what you have learnt & your own knowledge.”

3.act it out

step 5 homework

1.《英语周报》知识点练习和短文改错

2.finish ex.1 of a table on p11

3.p50 ex.2, p51 reading task

4.go over notes on page 78-79.

period 3 & 4

step 1 homework checking & motivating

1.check the homework

2. talk the motto of modern olympic games: swifter/faster, higher, stronger

step 2 language points

1. ss give the phrases and expressions according to the chinese t gives

2. ss raise qs on some difficult points they found while reading the text

reading text:

1. take part in/join in 参加

2. the spirit of ……精神、宗旨、灵魂

3. used to 过去常常

4. find out 查明，找出

5. every four years 每四年，每隔三年

6. all over the world （遍及）全世界

7. a set of 一套，一组

8. compete with/against 和……竞争

9. compete for… 为……而竞争

10. be admitted to 获准做某事

11. be admitted as 作为…被接受

12. reach the standard 达到……水平、标准

13. play an important role/part in 在……方面扮演重要角色（起重要作用）

14. as well as 和……一样

15. think you for your time 感谢您（能抽空……）

16. come from the same root 同根

17. have (no) chance of doing sth. 有（没）做……的机会

18. go with 伴随，与……搭配

19. relate…to… 把……与关联起来

20. relate with 和……有关

21. run against… 和……赛跑

22. hear of 听说

23. make sure 确定

24. take turns 轮流

25. one after another 一个接一个

take part in 参加

take part in, join, join in, attend的区别

take part in 指参加某种活动，如体育、比赛、游戏、讨论、战斗等，并积极地起着作用。join指参加某组织并成为一员。join in 指参加活动或游戏，和take part in 相当。但join sb. in… （和某人一起做某事）,不等于take part in。attend表示参加会议（聚会）等。

eg: we all took part in (joined in) the sports meeting.

compete vi. 比赛，竞争，竞赛

compete in…在某方面竞争

compete for…为……而竞争

compete with/against 与……竞争

eg: he believed that nobody could compete with him.

competition n竞赛 competitor n 参赛者 competitive adj 竞赛的

host vt 主办，举办 n （待客的）主人

eg: when do you think china will the world cup?

she was away, so her son acted as host.

英语中有许多词汇既可作动词，也可作名词：help, shop, talk 等。

used to do sth “过去常常做某事（现在已不）”

其中used to 看作情态动词，其否定形式和疑问形式为：1）否定：used not(usedn’t) to+do; did not(didn’t) use to+do 2）疑问：used+主语+to+do; did+主语+use to+do

eg: she usedn’t to play computer games, used she?

另外，1）be used to do sth.“被用于……”是use sth. to do sth.的被动形式，2）而be used to sth./doing sth.表示“习惯于做某事”。

eg: 1)wood can be used to make desks.

2)i am used to the weather in guangzhou.

*every four years athletes from all over the world are admitted as competitor.

every adj 与数词连用，“每（隔）…...”,具体用法是：

every+基数词+复数名词（或+序数词+单数名词）

每年：every year

每两年（每隔一年）：every two years/every second year

每四年（每隔三年）：every four years/every fourth year

表示“每隔一“还可用every other+单数名词，如：every other day

“每隔几…..”用every few+复数名词，如every few metres,每隔几米

admit 允许（加入某组织或参加某个活动）常用被动

be admitted to(介词) 获准做某事

eg: he was admitted to the club after his tenth try.

be admitted as 作为…被接受

eg: he was admitted as a member of the baseball team.

承认，后接名词、动名词、从句或复合结构

eg: 她承认已经看过这些信。

she admitted having read the letter.

you must admit the job to be difficult.

读音规律：admit这类词的重音落在最后一个音节上，形成了事实上的重读闭音节，过去时和过去分词必须双写最后一个辅音字母，然后再加-ed。类似的还有: permit-permitted, refer-referred, prefer-preferred

all over the world （遍及）全世界

two sets of 文中译为“两种”，一般译为“两套，两组”

*women are not only allowed to join in but (also) play a very important role especially in…

allow 可以组成几种短语：

1)allow sb. sth. 允许某人某事；

2)~ sb. in(out) 允许进入（出去）;

3)allow sb. to do sth. 允许某人做某事（不能说allow to do） ~ doing sth. 允许干某事。

与此类似的动词短语还有：advise sb. to do, advise doing sth. / permit(许可“法令，规章等”) sb. to do, permit doing sth. (encourage鼓励 / forbid 禁止)

eg: passengers are not allowed to smoke in the waiting room.

在候车室乘客不允许吸烟。

we don’t allow smoking here.

我们不许在这里吸烟。

play a role(part) in “扮演一个角色，在…..起作用”

eg: 要管理好学校，校长起着重要作用。

the headmaster plays an important role in the good running of a school.

not only…but (also)可连接各种成分，连接句子时，not only引起的部分需要倒装。如：not only do the nurse want a pay increase, but also they want to reduce(减少) hours.

as well as 并列连词

1. 既……又；也；又。可连接两个并列成分，强调其前面的内容，因此连接并列主语时，谓语应与前面的主语保持人称和数的一致

eg: i as well as my sisters am going to the park for a picnic this sunday.

2. 还可作“不但……而且“解，相当于not only…but also,但前者强调的中心在as well as之前，后者在but also之后。

eg: it is important for you as well as for me.

另外，as well 副词短语，意思为“也”，放在句末。当放在主要动词之前，前面有may, just等时，意为“也好，不妨，还不如”

如：he has not only finished his own work, but helped others as well.

他不仅完成了自己的工作，还帮助了其他人。

you might just as well tell me the truth.

*it’s just as much a competition among countries to host the olympics as to win an olympic medal.在所有参加竞争奥运会承办权的国家中获胜就如同获得一枚奥运会奖牌。

此句由as much as引起，第二个as后省略了a competition among countries

replace 取代；放回；替换

eg: he replace the book on the shelf.

have (no) chance of doing sth. 有（没）做……的机会

go with 伴随，与……搭配

relate to… “…….与……有关联（相关）”

eg: if you relate the results to the cause, you will find things are not that simple.

注意：a relates to b a与b有联系； relate a with/to b 把a与b联系起来

marry vt(强调动作) :

1)结婚，嫁，娶; 2)使结婚(marry…to…:使…同…结婚)

eg: 1)he married a pretty girl.

2)he will never marry his daughter to anyone whose family is poor.

be/get married(强调状态)＋ to(不能用with) sb 和……结婚

eg: he’s married to his job. 他全身心都投入到工作。

run against… 和……赛跑

no one will be pardon 没有人能被宽恕

hear of 听说

promise vt 1)允诺，答应 promise sb. sth.; promise (sb) to do sth.

2)有可能

eg: 1)he promised (her) never to tell a lie.

2) the clear sky promises fine weather.

vi 保证，有前途

eg: this project promises well. 这个工程大有前途。

n 诺言、字据，充当make, break, keep, carry out 的宾语

eg:if you make a promise, you should keep it, you ought not to break it

如果你作出允诺，就得守诺言，不应该违背诺言。

make sure +that clause 确定

take turns 轮流

one after another 一个接一个

step 3 pratice

fill in the blank, and retell the text

the olympic games are the biggest sports meeting in the world. there are two kinds of olympic games. one is __________________,the other is _________________. both of them are _____ every __________.all countries can take part if their athletes reach the ___________________ the games.women are not only _____ to join in but __________________. a _______________ is built for the competitor to live in, a _______for competition, a gymnasium ___________ seatsfor those who watch the games. it’s a great ____ to host the it. it’s just ________ a competition to host the olympic games __ to win a olympic ______. the olive wreath has been ______ by

medals. but it’s still about being able to run ______, jump ________and __________.

step 4 homework

1.《英语周报》test unit 2 all

2.finish ex.3 on p50

3.《课程探究》exx

4.finish ex. 5 on p12

5.go over the new words for dictation in this unit.

period 5 & 6

step1 dictation

words and expression in this unit

step 2 grammar

一般将来时被动语态用法:

1) 一般将来时被动语态由 “shall(will)+will+be+及物动词的过去分词”构成。使用时应注意下面句型由主动语态变为被动语态的方法。

（1） 主语+谓语+宾语，例如：

主动：we’ll build a new house next year.

被动：a new house will be built(by us) nest year.

（2）主语+谓语+间接宾语+直接宾语（习惯上把间接宾语变为被动语态的主语）

主动：my mother will give me a shirt.

被动：i will be given a shirt (by my mother).

如果把直接宾语改为主语时，则在间接宾语前加to或for

主动：my mother will give me a shirt.

被动：a new shirt will be given to me (by my mother).

(3) 主语+谓语+宾语+宾补。如果是含有复合宾语的主动句变成被动句时，将其中的宾语变为主语，宾补不变。例如：

主动：we’ll ask him to help you tomorrow.

被动：he will be asked to help you (by us).

2）一般将来时的其他几种被动语态形式：

（1） be going to be (done); be to be (done)

主动：we are to repair the machine tomorrow.

被动：the machine is to be repaired the (by us) tomorrow.

(2) shall(will)+get+过去分词（多用于非正式场合）

主动：i will get the work done.

被动：the work will get done by me.

(3) will+become+过去分词

the truth will become known..

step 3 listening

material 1 p51

1. read the following sentences (part 1)quickly

2. play the tape 2 times. check the answer

3. listen to the tape for the last to have a full understanding of the story.

material 2 p5148

1. read the following sentences quickly

2. play the tape 3 times. check the answer

3. listen to the tape for the last to have a full understanding.

step 4. homework

1. finish ex.1 on p49

2. finish ex. 3 on p13

3. go over the language points and grammar in this unit.

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