TheSecondPeriod。

一名优秀的教师在教学时都会提前最好准备，作为高中教师就要精心准备好合适的教案。教案可以更好的帮助学生们打好基础，帮助高中教师能够井然有序的进行教学。高中教案的内容要写些什么更好呢？下面是小编帮大家编辑的《TheSecondPeriod》，欢迎大家与身边的朋友分享吧！

TheSecondPeriod

●从容说课
Thisperiodfocusesonvocabulary，whichislikethebricksweneedtobuildahouse.Withoutmasteringacertainwordsorphrases，wecan’tcommunicatewithotherpeople，correctlyexpressourthoughtsandavoidmisunderstandingeachother.Thepurposeistoletstudentschooseproperwordsorphraseswhentalkingtopeopleaccordingtoknowledgethey’velearned.
●三维目标
1.Knowledge：
words/phrases：upset，ignore，loose，cheat，Netherlands，German，dare，thunder，entirely，feeling，crazy，trust，indoors，calmdown，beconcernedabout，walkthedog，gothrough，hideaway，setdownaseriesof...，onpurpose，facetofacesentencestructures：Therewasatimewhen...，Itwasthefirsttimethat......before...，Iwonderif...
2.Ability：
（1）Usethesewords，phrasesandsentencestructuresfreely.
（2）Usetheminrealsituationsproperly.
3.Emotion：
Trainstudents’perseveranceandpatiencebyrememberingnewwords，phrasesandsentencestructures.
●教学重点
Graspnewwords，phrasesandsentencestructures.
●教学难点
Howtomakethisclasslivelyandinterestingsothatstudentsarewillingtolearn.
●教具准备
aproject，ablackboard
●教学过程
Step1
T：Inthelastperiod，wereadthepassage“Anne’sbestfriend”andhadadiscussionaboutfriendsandfriendship.Alltheseincludesomeusefulandimportantwordsandphrasesyouhavelearntinthisunit.Nowlet’sreviewthem.Iwantyoutomakeupsentencesusingthenewwords.Acompetitionisdesignedforyoutoseewhichgroupcanmakesentencesasmanyaspossible.Accuracyshouldbenoticed.Areyouclear？
Ss：Yes.
1.beconcernedabout
S1：Alargenumberofstudentsareconcernedaboutthemarksintheexaminationforadmissiontocollege.
2.upset
S1：Itwascarelessofyoutoupsetabottleofink.
S2：Wesucceededinupsettingtheenemy’splan.
S3：ThefoodIateyesterdayupsetmystomach.
3.ignore
S1：Westudentsshouldn’tignorewhatourteacherssay.
4.calm
S1：Soldiersremainedcalminfaceofcruelenemies.
5.walkthedog
S1：Ilikewalkingthedogintheparkneartomyhouse.
6.loose
S1：Maryiswearinglooseclothingtoday.
7.cheat
S1：Thatshopkeepercheatshiscustomer.
S2：Don’tyouconsideritwrongtocheatinexaminations？
S3：ThesesheetsI’veboughtareacheat；they’retooshortforthebed.
8.share
S1：Theysharedthecakebetweenthem.
S2：Friendsshouldsharethejoysandsorrows.
S3：SheandReidsharedthesametastesandinterests.
T：Notethephrases：
（1）sharein：Wesharedinthefun.
（2）sharewith：Pleaseshareyournewspaperwithme.
9.feeling
S1：Itwasadelightfulfeeling.
S2：Thisfeelingseemstobenatural.
10.setdown：
S1：Setdownyourheavybagsandtakearest.
S2：Iwillsetdownthestoryasitwastoldtome.
11.outdoors
S1：Isitcoldoutdoors？
S2：Wespendmuchofourtimeoutdoors.
12.crazy
S1：Theyoungarecrazyaboutpopmusic.
13.onpurpose
S1：I’vecomeonpurposetospeaktoyou.
14.dare
S1：Hedarestobehavelikethatinmyhouse!
S2：Howdareyouaskmesuchaquestion？
15.thunder
S1：Afterthelightningcamethethunder.
16.entirely
S1：Hehadalmostentirelyforgottenwhathehaddone.
Step2
T：Whichteamdidthebestinthisactivity？Congratulations!Now，openyourbooks，turntoPage4andlookat“LearningaboutLanguage”.Fillintheblankswiththewordsandphrasesyouhavelearntinthisunit.Youaregivensixminutestodoit.Readfirst，andthenfillinitaccordingtothemeaningofeachsentence.Isthatclear？
Ss：Yes.
T：OK.Firstdoitbyyourself.Thendiscusstheminpairs.Afterawhile，I’llasksomestudentstoreadthewords.
（Teachergoesamongthestudentsandthestudentsbegintodoit.Afterawhile，teachercheckstheiranswers.）
Step3
T：Doyouhaveanytroubleunderstandingthepassage？
S1：It’sdifficultformetounderstandthephrase“gowithout”inwarmingup.
T：Itmeanswithouthaving（nothingtoeat）.
e.g.Thepoorboyoftenhadtogowithoutsupper.
S2：InParagraphOne，what’sthemeaningof“gothrough”？
T：Hereitmeansexperienceorsuffer.Ithasseveralmeanings.Pleaseguessitsdifferentmeaningsindifferentsentences.
（1）I’dliketohaveyougothroughthebook.
（2）Motherwentthroughthedrawerlookingforthesweater.
（3）I’vegonethroughtoomuchmoneythisweek.
（4）Shewentthroughonehardshipafteranother.
（5）Thelawhasnowgonethrough.
Ss：检查；翻找；用完；经历（困难，痛苦等）；通过
S3：Whatdoesthesentence“Sheandherfamilyhidawayfortwoyearsbeforetheywerediscovered”mean？
T：Whocanexplainit？
S4：她和她的家人藏了两年才被发现。
T：Youareclever.Anyotherquestion？
S5：Inthesentences“Icanwellrememberthattherewasatimewhenadeepbluesky，thesongofthebirds，moonlightandflowerscouldneverhavekeptmespellbound.”，what’sthefunctionof“when”？Howcanweunderstand“couldneverhavekeptmespellbound”
T：When...isanattributiveclause；“couldneverhavekeptmespellbound”means：Inthepast，Ipaynoattentiontonature，becauseIgetitsoeasily.Now，it’ssohardformetoenjoyitthatIamattracted.
Multiplechoices：
（1）—DoyoustillrememberthedaywhenwewenttotheGreatWall？
—Ican’trememberitwell，but____________sometimelastautumn？
A.mightitbeB.couldithavebeen
C.couldbeD.mustithavebeen
（2）We____________booked.Look，thisrestaurantisalmostempty.
A.musthaveB.can’thave
C.shouldhaveD.needn’thave
（3）Itwasanunforgettablemomentforallthecitizensthisyear，____________in20yearsChina’swomen’svolleyballteamwontheOlympicgoldmedialagain.
A.thatB.whichC.whenD.what
（4）Ididn’tgotoseethedoctoryesterday.Butyou____________.
A.oughtB.oughtto
C.oughtedtoD.oughttohave
Answers：B，D，C，D
S：Inthesentence“Iwonderifit’sbecauseIhaven’tbeenabletobeoutdoorsforsolongthatI’vegrownsocrazyabouteverythingtodowithnature”，what’sthestructureof“it’s...that...”？
T：Itisanemphaticsentence.
Multiplechoices：
1.Itwasin1999____________Igraduatedfromuniversity.
A.thatB.whenC.inwhichD.onwhich
2.Was____________thatwerelastnightattheconcert？
A.ityouB.notyouC.youD.thatyou
3.Was____________Bill，____________playedbasketballverywell，____________helpedtheblindmanacrossthestreet.
A.that；that；whoB.it；that；that
C.it；who；thatD.that；who；he
4.____________electricityplayssuchanimportantpartinourlife？
A.WhyisitthatB.Whyisit
C.WhyitisthatD.Whyisthat
5.Ican’tfindMrBrown.Wheredidyoumeethimthismorning？
Itwasinthehotel____________hestayed.
A.thatB.whichC.whereD.when
6.WheredidyoufindMrBrown？
Itwasinthefactory____________Ifoundhimyesterday.
A.towhichB.thatC.whichD.where
Answers：A，A，C，A，A，B
Fillintheblanks：
1.ItwasShanghaithatIwasborn____________in1990.
2.ItwasinShanghai____________Iwasbornin1990.
3.ItwasShanghai____________Iwasborn.
4.Itwasin1990____________IfirstwenttoBeijing____________Isawthefive-star-flagrisinginTiananMenSquarewithmyowneyes.
Answers：in；that；where；when；that
S6：Whatpartspeechofstayinthephrase“stayawake”？
T：“stay”hereisalinkverb，whichcanbefollowedbyadjectiveornoun.
S7：What’sthestructureof“itwasthefirsttimeinayearandahalfthatI’dseenthenightfacetoface”？
T：Thisisafixedsentencepattern.Whenthetenseinthesubjectclauseis“was”，thetenseinthethatclauseispastperfecttense.Whenthetenseinthesubjectclauseis“is/willbe”，thetenseinthatclauseispresentperfecttense.
Step4
T：Noquestion？Iexplainsomeotherinformationtoyou.Pleasematchtheexplanationwiththesentences.
1.survey
a.lookcarefullyatallof（sth./sb.）
b.study（anddescribe）thegeneralconditionofsth.
c.findandrecordtheareafeaturesbymeasurementorcalculation
（1）Thecityengineersurveyedthepropertytoamendthemap.
（2）Hesurveyedthecountryfromthetopofthemountain.
（3）Let’ssurveytheeventsleadinguptothecrime.
Answers：c，b，a
T：Notethedifferencesbetweenthetwosentences.
a.Shestoodfacetofacewithhim.
b.Ihadaface-to-faceinterviewwithafamousactor.
T：“faceto-face”isusedasanadverbial.“face-toface”isusedasattributive.
T：Grasptherelativeidioms：
acaseinpoint例证
beonthepointof正要去做某事
cometothepoint谈正题
makeapoint提出一个论点
tothepoint中肯，切题
pointout指出
Whenitcomestothepoint到了关键时刻
2.suffer：toexperiencepainordifficulty
e.g.Hesufferedagreatdealfromcoldandhunger.
T：Inthisclass，we’velearntalotoflanguagepoints.
Pleasereadthemafterclassuntilyoucanlearnthembyheartandtrytousethemasfrequentaspossible.
Homework：TranslatethesentencesintoEnglish.
1.看起来今年我们没有假期。
2.做完作业后他才睡觉。
3.这是第二次他单独跟她外出。
4.有些时刻我忘了。
5.这个国家已经经历了两次战争。
6.五年后我们才能见面。
7.我没等多久他就来了。
Answers：
1.Itlooksasthoughweshallhavetogowithoutaholidaythisyear.
2.Hedidn’tgotobeduntilhefinishedhishomework.
Itwasnotuntilhefinishedhishomeworkthathewenttobed.
Notuntilhefinishedhishomeworkdidhegotobed.
3.Itwasthesecondtimehehadbeenoutwithheralone.
4.TherearemomentswhenIforgetallaboutit.
5.Thecountryhasgonethroughtwowars.
6.Itwillbefiveyearsbeforewemeetagain.
7.Ihadn’twaitedlongbeforehecame.
●板书设计
Unit1Friendship
TheSecondPeriod
Newwordssentencesstructures
andphrases
1.upset1.before
2.beconcernedabout2.Itis/was/willbe...
3.setdown3.couldhavedone
4.calm...
5.loose
6.share
...
●活动与探究
Makeupashortpassageusingthelanguagepointsyou’velearned.ThepurposeistoencourageSstousetheminaactualsituation，whichisconnectedwiththem.Thus，theyarewillingtolearnthemandusetheminsteadofjustrememberingthem.
Accordingtotheirperformances，thebestpassagesandwriterswillbechosen.
●备课资料
Noteonusage：
1.before
Itcanbeusedinthesensesofthefollowings.
A.把before译为“……才”（强调主句所表达的时间、距离很长或花费的力量比较大时）：
a.Itwillbefiveyearsbeforewemeetagain.要等五年我们才能见面。
b.Wewaitedalongtimebeforethetrainarrived.我们等了很长时间火车才到达。
B.把before译为“……就”（强调主句所表达的时间、距离很短或花费的精力比较小时）
Ihadn’twaitedlongbeforehecame.
我没有等多久他就来了。
C.把before译为“尚未、还没有、来不及、不要、别”
Hediedbeforewritingawill.
他没有来得及写遗嘱，就死了。
Takeitbeforeyouchangeyourmind.买了吧，不要三心二意。
D.把before译为“在……的时候还没有”
Hearrivedtherebeforeitbegantorain.
他到达那里的时候天还没有下雨。
E.把before译为“如果、否则、免得”
GobeforeIcallthepolice.
走吧，否则我叫警察了。
F.把before译为“到、等到、没等……就”
BeforeIcouldsitdown，sheofferedmeacupoftea.
没等我坐下，她就给我端上了一杯茶。
G.把before译为“然后”
IshavedbeforeIwenttotheparty.
我刮了脸，然后去参加宴会。
（1）MarycametoFrancein1940，anditwasn’tlong____________shebecameaFrenchcitizen.
A.whileB.beforeC.sinceD.when
（2）Therooffell____________hehadtimetodashintotheroomtosavehisbaby.
A.afterB.asC.beforeD.until
（3）Iwilltrytofinishthiswork____________.
A.upuntilyoucancomeB.beforeyoucancome
C.uptothetimeyouareabletocomeD.untilyoucancome
Answers：B，C，B
2.英语中的反身代词在句子中充当宾语、表语或同位语等。含oneself的短语有：beoneself身体健康；cometooneself苏醒过来；devoteoneselfto致力于；献身于；dressoneself穿衣服；enjoyoneself玩得高兴；helponeselfto随便吃；随便用；擅自拿；makeoneselfathome不要拘束；makeoneselfunderstood让别人理解自己；saytooneself心里想；seatoneself坐下；talktooneself自言自语；teachoneself自学；besideoneself失常；发疯；byoneself单独地；foroneself为自己；ofoneself自动地；tooneself独自享用
用上述短语的适当形式填空。
1.Whenshecametoherself，shefoundherselfinhospital.
2.Herewehavebeef，cakes，wineandsoon.Helpyourselfwhicheveryoulike.
3.Whenshelearnedoftheexcitingnews，shewasbesideherself.
4.Ifyoudon’tbelieveme，youcangoandseeforyourself.
5.Theprofessorhasdevotedhimselftotheresearchofhighbloodpressureallhislife.
6.Thedoorofthehotelclosesandopensofitself.
7.Comeinandsitdown，please.Pleasemakeyourselfathome.
8.“Ihaven’tforgottenanything，”shesaidtoherself.
9.Sometimeswecanmakeourselvesunderstoodnotbywordsbutbygesturesandexpressions.
10.—DoyouthinkIcouldborrowyourdictionary？
—Yes，helpyourself.
3.till/until用于肯定句中，主句用延续性动词；until用于否定句中，主句用瞬时性动词；notuntil位于句首时，主句的主谓部分倒装；位于句首时只能用until；对not...until句型进行强调时，常用结构Itis/wasnotuntil...that...。
判断正误，若有错，请改正。
（1）Ididn’tmanagetodoittillyouhadexplainedhow.
（2）ItwasuntilmidnightthatIwenttosleeplastnight.
（3）Tillhereturns，nothingcanbedone.
（4）NotuntilIbegantoworkdidn’tIrealizehowmuchtimeIhadwasted.
Answers：（1）till改为until
（2）until改为notuntil
（3）√
（4）didn’t改为did
4.reason
reason作名词时，常用：Thereasonisthat...；thereasonwhy...。如果先行词reason在从句中作主语或宾语时，则用that或which，不用why；byreasonof由于……的缘故；for...reason/reasons由于……的原因；outofreason不合情理；withreason有充分的理由。reason与cause用法不同：reason侧重指某种看法或行为的理由，与for连用；cause侧重指某个事实或现象的原因，与of连用。reason作不及物动词意为“评论”。
1.（2002年上海春）Isthisthereason____________atthemeetingforhiscarelessnessinhiswork？
A.heexplainedB.whatheexplained
C.howheexplainedD.whyheexplained
2.（2002年上海）Accordingtotherecentresearch，heavycoffeedrinkingandheartattackisnotnecessary____________andeffect.
A.reasonB.impactC.factD.cause
3.（NMET1995）Thereasonwhyhedidn’tattendthemeetingwas____________hehadahighfever.
A.becauseB.thatC.whyD.when
Answers：A，D，B
5.含time的句型及时态。
①This/That/It+is/will/be/was+序数词/形容词最高级+time+that从句，主句用is/willbe，从句用现在完成时；主句用was，从句用过去完成时。②Itis（high/about）time+（that）从句，意为“是该做……的时候了”，从句常用一般过去时态。③thetime引导时间状语从句，意为“一……就”。④each/every...，意为“每当……时候”，相当于whenever引导的从句。⑤bythetime（that...）意为“到……为止”。若从句为过去时，主句用过去完成时；若从句为一般现在时或现在完成时，主句用将来完成时。⑥Thefirst/lasttime（that）...引导时间状语从句，意为“当第一次/最后一次（做）……的时候”，主句常用进行时态。
1.（NMET1992）—Doyouknowourtownatall？
—No，thisisthefirsttimeI____________here.
A.wasB.havebeenC.cameD.amcoming
2.（NMET1992）ThelasttimeI____________Jane，she____________cottoninthefields.
A.hadseen；waspickingB.saw；picked
C.hadseen；pickedD.saw；waspicking
3.（1995年上海）IntheofficeIneverseemtohavetimeuntilafter5：30p.m.____________manypeoplehavegonehome.
A.whosetimeB.that
C.onwhichD.bywhichtime
Answers：B，D，D
6.add的用法：
addto增加；add...to...把……加到……；addupsth.加起来；addupto总计
TranslatethefollowingsentencesintoChinese：
Whatthestudentshavedonehasaddedtotheteacher’strouble.
学生们所做的一切事增加了老师的麻烦。
Motheraskedmetoaddsomesalttothesoup.
妈妈要我往汤里加点盐。
Fouraddedtosixmakesten.
四加六等于十。
Pleaseaddthemuptoseeifthenumberiscorrect.
请把这些数字加起来。
Thecostofthetwotripsaddsupto1000yuan.
两次的旅游费用总计1000元。

延伸阅读

Artandarchitecture（TheSecondPeriod）

TheSecondPeriod
TeachingAims:
1.Trainthestudentsreadingability.
2.Learnsomeusefulwordsandexpressions
3.Learnmoreaboutartandarchitecture.
TeachingImportantPoints:
1.Helpthestudentstounderstandthepassagebetter.
2.Learnandmastertheimportantwordsandphrasesinthisperiod.
TeachingDifficultPoints:
1.Howtohelpthestudentsimprovetheirreadingabilityandunderstandthepassage
better.
2.Howtomastertheimportantlanguagepointsinthepassage.
TeachingMethods:
1.DiscussiontohelpSsunderstandwhattheyvelearntbetter.
2.Fastreadingtogetthegeneralideaofthetext.
3.Carefulreadingtounderstandthepassagebetter.
4.ExplanationtohelpSsmastersomelanguagepoints.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboardTeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIPre-reading
(Showthefollowingonthescreen.)

T:Lookatthescreen,please.Whatdoyousee?
Ss:Tiananmen.
T:Yes.LastsummerIwenttoBeijingandvisitedit.Itisbeautiful,isn’tit?Ss:Yes.
T:Isitmodernarchitectureorclassicalarchitecture?
Ss:ItsclassicalChinesearchitecture.
T:OK.Now,pleaselookatanotherpictureonthescreen.
(Showthefollowingonthescreen.)

T:Doyouknowwhatitis?
Ss:Yes,it’stheOperaHouseinSydney.
T:Isitclassicalormodern?
Ss:Modern.
T:Whatdoesitlooklike?
Ss:Itlookslikeshipsailsorseashells.
T:OK.Lookatthescreen.Herearesomeotherpictures.Someofthemareclassicalandtheothersaremodern.Lookcarefullyandthentellmewhichyouprefer.
(Showthefollowingpicturesonthescreen.)

T:OK.Whowouldliketotellusyouropinion?
S:Ilikemodernarchitecturebetterbecauseitmakesyougetexcitedandencouragedwhenyouseeit.
T:OK.Whohasadifferentopinion?
S:Inmyopinion,Ithinkclassicalarchitecturecanmakeyourelaxandmakeyoufeelclosetonature.Andyoucanfindmanybeautifulthingsinit.Manypartsarecarefullydesignedandconstructed.Ilikeclassicalarchitecturebetter.
T:Good.Today,wellreadmoreaboutarchitecture.First,openyourbooksand
turntoPage19.LookatthepicturesinPre-readingandthetitleofthetext“Modernarchitecture”andfinishEx.2quickly.Thencheckyouranswersinpairs.
(Afewminuteslater,asksomestudentstosaytheiranswers.)
StepIIIReadingandUnderstanding
T:Bynow,wevetalkedmuchaboutarchitecture.Now,letsreadthepassage.Firstofall,readthenewwordsafterme,please.
(Teacherteachesthestudentstoreadthenewwordsinthisperiod.Then
studentsreadthewordsbythemselvesforamoment.Atlast,asksome
studentstoreadthewords.)
T:Now,readthepassagequickly.Youllfindtwowordsinbold.Trytofindout
whattheyreferto.
(Threeminuteslater,asktwostudentstosaytheiranswers.)
T:OK.Haveyoufinished?
Ss:Yes.
T:OK.Whocantelluswhat“them”inthefourthparagraphrefersto?
S:Ican.Itrefersto“modernbuildings”.
T:Doyouagree?
Ss:Yes.
T:Now,howabouttheword“that”inthesixthparagraph?Whoknows?
S:Illhaveatry.Itreferstothesentence:Naturedoesnthaveanystraightlines.
T:Doyouthinkhis/heranswerisright?
Ss:Yes.
T:Verygood!Now,youknowtwoarchitectsarementionedinthepassage.Andthepassagealsotalksabouttheirworks,whichwereinspiredbylookingatnature.Readthepassageagain.Thistime,youshouldreaditcarefullytofindoutwhotheyareandwhatinspiredthem.Areyouclear?
Ss:Yes.
T:(Afewminuteslater.)Letsstophere.Whocantelluswhothetwoarchitectsare?
S:TheyreFrankLloydWrightandAntonioGaudi.
T:Yes,quiteright.Doyouknowwhatinspiredthem?
S:FrankLloydWrightwasinspiredbyJapaneseseashellsandAntonioGaudi
wasinspiredbyfish,dragonsandsoon.
T:Verygood.Pleasesitdown.WeknowthatBeijingwillhostthe2008Olympic
Games.ThispassagealsotalksaboutthenewOlympicStadiuminBeijing.
Peoplecallit“TheBirdsNest”.Doyouknowwhy?
S:Becauseviewedfromthetop,itlooksasifthestadiumiscoveredbyagray
netofsteel,anditlooksjustlikeabirdsnestmadeoftreebranches.
T:Thatsright.Weknowtraditionalandmodernarchitecturesmakeuseofdifferentmaterials.Whocantelluswhattheyare?
S:Letmetry.Theyare:earth,stones,bricks,wood,steel,concrete,glassandsoon.
T:Whocandividethemintotwogroups?
S:Wecandividethemintonaturalmaterialsandmodernmaterials.Earth,
bricks,stonesandwoodarenaturalmaterials.Steel,glassandconcreteare
modernmaterials.
T:(Writethemdownontheblackboard.)Verygood.Now,thinkcarefully.Whatothermaterialsbelongtothesegroups?Ifanybodyknows,pleasecometowritethemdownontheblackboard.
(Ssmayhavevariousanswers.)
StepIVDiscussionandExplanation
T:Readthepassageagainsilentlyandthenhaveadiscussionaboutthequestions
inEx.5andEx.6onPage21ingroupsoffour.
(Afewminuteslater,theteachermaycollecttheiranswers.)
T:Good.Ithinkyouveunderstoodthemeaningofthepassage.Now,Illexplainsomeimportantwordsandphrasestoyou.Listencarefullyandtakenotes.
(Showthefollowingonthescreen.)
1.impressvt.haveafavourableeffectonsb.;makesb.feeladmirationand
respect
e.g.Weweremostimpressedby/withyourefficiency.
Thefilmimpressedmeverymuch.
2.actas:performtheroleorfunctionofsb./sth.
e.g.Idontunderstandtheirlanguage;you’llhavetoactasaninterpreter.
Thechemicalactedasacatalyst.
3.despiteprep.withoutbeingaffectedby
e.g.Despitewantingtoseehimagain,sherefusedtoreplytohisletters.
Despitewhatotherssay,Ithinkheisagoodboy.
4.inspirevt.fillsb.withthoughts,feelingsoraims
e.g.Hisbestmusicwasinspiredbythememoryofhismother.
Hisspeechinspiredmetotryagain.
5.viewvt.lookat/watch(sth.)carefully
e.g.Wellgoandviewthehousebeforewebuyit.
Heviewedthewholethingasajoke.
6.fillupwith:make/becomecompletelyfull
e.g.Thesoliderfilledupthetankwithpetrol.
Theroomsoonfilledupwithpeople.

(Bb:impress,actas,despite,inspire,view,fillupwith)
StepVListeningandReading
T:Now,letslistentothetape.Illplaythetapetwiceforyou.YoushouldlistencarefullythefirsttimeandthenreadafterthetapewhenIplaythetapethesecondtime.Payattentiontoyourintonation.
(PlaythetapeforSstolistenandrepeat.Thenasksomestudentstoread
thepassage.Onestudent,oneparagraph.Helpthemwiththeirpronunciation.)StepVISummaryandHomework
T:Todaywevereadapassageaboutmodernarchitecture.We’vealsotalkedabouttraditionalarchitecture.We’velearntsomeusefulwordsandphrases,too.Afterclassyoushouldreadthetextmoretounderstanditbetterandtrytousethenewwordsandphrasesmoretomasterthembetter.Thatsallfortoday.
StepVIITheDesignoftheWritingontheBlackboard

Unit3Artandarchitecture
TheSecondPeriod
Buildingmaterials:
Group1:
naturalmaterials:
earth,bricks,stones,wood...
Group2:
modernmaterials:
glass,steel,concrete...
Wordsandphrases:
impress,actas,despite,inspire,view,fillupwith
StepVIIIRecordafterTeaching

Makingadifference（TheSecondPeriod）

俗话说，磨刀不误砍柴工。教师要准备好教案，这是老师职责的一部分。教案可以让学生更好的吸收课堂上所讲的知识点，使教师有一个简单易懂的教学思路。您知道教案应该要怎么下笔吗？下面是小编精心为您整理的“Makingadifference（TheSecondPeriod）”，仅供参考，希望能为您提供参考！

TheSecondPeriod
TeachingAims:
1.Learnandmastertheusefulwordsandphrases.
2.Trainthestudentsreadingability.
3.LetthestudentslearnfromStephenHawking.
TeachingImportantPoints:
1.Masterthefollowingphrasesandsentencepattern:
workon,goby,beengagedto,goonwithsth.,dreamof,turnout
Thereisnopoint(in)doingsth.
2.Enablethestudentstounderstandthetextbetter.
3.Improvethestudents’readingability.
TeachingDifficultPoints:
1.Howtomakethestudentsunderstandthereadingtextbetter.
2.Howtomakethestudentsunderstandthefollowingsentence.TheredidntseemmuchpointinworkingonthePhD.
TeachingMethods:
1.ScanningthetexttogetsomeinformationaboutHawking.
2.Carefulreadingtoanswersomedetailedquestions.
3.Discussionafterreadingthepassagetomakethestudentslearnhowtousethescientificmethodtosolvetheproblem.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.acomputer
2.ataperecorder
3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡLead-inandPre-reading
T:YesterdaywelearntsomequotesfromsomefamousscientistslikeAlbertEinstein,ThomasAlvaEdison…
Lookatthepictureinourbooks.
Doyouknowwhothepersonis?
Ss:ThepersonisStephenHawking.
T:Yeah.Verygood.HeisStephenHawking,oneofthegreatestphysicistsofourtime.Doyouknowwhatbookhepublishedin1988?
Ss:Yes.ABriefHistoryofTime,whichisverypopular.
T:OK.IthinkmaybeyouknowsomethingaboutHawking.Doyouwanttoknowsomethingmoreabouthim?
Ss:Yes.
T:OK.TodaywearegoingtolearnapassageaboutStephenHawking.ItwilltellusHawking’sdetermination,thoughtsandsometheories.Beforewereadthepassage,firstletslearnsomenewwordsandphrasesinthisunit.
(TeacherdealswiththenewwordsonPage105withthewholeclass.)
T:NowopenyourbooksandturntoPage3.LookatthequestionsinPre-readingquicklyandthenscanthetextasquicklyaspossibleandfindtheanswerstothem.
(Teachergivesthestudentsthreeminutestoscanthepassage.Later,askthreestudentstoanswerthethreequestions.)
T:(Threeminuteslater.)Haveyoufinished?
Ss:Yes.
T:WangXi,thefirstquestion:WhydidStephenHawkingneedaPhD?
S:Becausehewantedtogetajob.
T..Right.Thesecondquestion.WhendidHawkingbecomefamous?Whodliketohaveatry?
S:Letmetry.Hawkingbecamefamousintheearly1970s,whenheandAmericanRogerPenrosemadenewdiscoveriesabouttheBigBangandblackholes.
T:Good.Thelastquestion:WhendidHawkingvisitBeijing?Anyvolunteer?
S:In2002,HawkingvisitedChinaandspoketouniversitystudentsinHangzhouandBeijing.
StepⅢReading
T:Welldone.Sitdown,please.Nowreadthepassageonceagain.Thistimeyoushouldreaditascarefullyaspossible.Thenanswersomedetailedquestionsonthescreen.Ofcourse,youcandiscusstheminpairsifnecessary.Now,begin.
(Teachershowsthefollowingquestionnaireonthescreen.)
1.WhatdidStephenHawkingdowhenhewastoldthathehadanincurabledisease?
2.Howwouldmostpeoplefeelwhentheyweretoldthattheyhadincurablediseases?
3.WhatdidHawkingwritein1988?
4.WhatdidHawkingexplaininthebookABriefHistoryofTime?
5.AccordingtoProfessorHawking,howdopeoplemisunderstandscience?
6.Whatarethebasicstepsofthescientificmethod?
7.WhatisitthatHawkingdoesntlikeabouthisspeechcomputer?
(Severalminuteslater,teachercheckstheanswers.)
Suggestedanswers:
1.Insteadofgivingup,Hawkingwentonwithhisresearch,gothisPhDandmarriedthegirl.Hecontinuedhisexplorationoftheuniverseandtraveledaroundtheworldtogivelectures.
2.Mostofpeoplewouldprobablyfeelverysadandgiveuptheirdreamsandhopesforthefuture.
3.HewroteABriefHistoryofTimein1988.
4.Inthebook,Hawkingexplainsbothwhatitmeanstobeascientistandhowscienceworks.Hetellsreadersabouthowdiscoveriesaremadeandhowthechangetheworld.
5.AccordingtoProfessorHawking,peopleoftenthinkthatscienceisanumberof“true”factsandneverchanges.
6.First,scientistsobservewhattheyarcinterestedin.Toexplainwhatthe3haveseen,theybuildatheoryabouthowthingshappenandthecausesandeffects.Finally,thescientiststestthe
theorytoseeifitmatcheswhatthe3haveseenandifitcanpredictfuturevents.
7.HawkingdoesntlikehisspeechcomputergivinghimanAmericanaccent.
(Aftercheckingtheanswers,teachersaysthefollowing.)
T:OK.Nowyouhaveunderstoodthedetailedinformation.Pleasepickoutthephrasesorthesentencesthatyoudon’tunderstand.Firsthaveadiscussionwithyourpartnerandexchangeyourdifferentpoints.ThenI’llexplainsomelanguagepointstoyou.
(Teachergoesamongthestudentsantcollectsthedifficultpointsthatthestudentscan’tunderstandafterthediscussion.)
T:Now,letslookatthescreen.I’llexplainsomelanguagepointstoyou.
(Showthescreen.)
Usefulexpressions:
1.workon+n./pron./v.-ing
e.g.Heisworkingonareportoftheexperiment.
Heisworkingoninventinganewmachineforofficework.
2.goby:pass
e.g.Timewentbyslowly.
Andsothemonthsandyearswentby.
3.be/getengaged(tosb.):beboundbyapromisetomarry
e.g..Tomis/getsengagedtoMary.
TomandMaryare/getengaged.
4.goonwithsth..:continuewithsth.
e.g.Goonwithyourwork..
Youmaygoonwithyourdiscussion.
5.dreamof:imagine
e.g.IhavealwaysdreamedofatriptoEngland.
Hedreamedofbecomingapilotwhenhewasinthemiddleschool.
6.turnout:prove(tobe)
e.g.Everythingturnedoutsatisfactory.
Itlookedlikerainthismorning,butithasturnedouttobeafineday.
Sentencepattern:
Thereisnopoint(in)doingsth.=Thereisnogoodreasonfordoingsth.
e.g.Thereisnopointindoingso.
Thereisnotmuchpointincomplaining;theynevertakeanynotice.
(Bb:workon,goby,be/getengaged(tosb.),goonwithsth.,dreamof,turnout,Thereisnopoint(in)doingsth.)
StepⅣListeningandConsolidation
T:NowI’llplaythetape.Youcanfollowitinalowvoice.Payattentiontoyourpronunciationandintonation.
(Afterthat,teacherasksthestudentstodoEx.1inPost-reading)
T:OK.NowlookatEx.1inPost-reading.Choosethebestanswerforeachofthequestions.Ifyouhavesomedifficulty,youmaydiscussitwithyourpartner.Afterawhile,Illasksomeofyoutodoit.
(Thestudentsbegintopreparethisexercise.Afterawhile,teacherbeginstocollecttheanswers.)
Suggestedanswers:
1.C2.B3.B
StepVDiscussion
T:OK.Letshaveadiscussion.Workinpairsoringroupsoffour.Discusshowtosolvetheproblemsinthescientificmethod.
(Showthefollowingonthescreen.)
Howwouldyouusethescientificmethodtosolvethefollowingproblems?
l.Howcanwegrowriceinareaswherethereislittlewater?
2.HowcanImakemybikegofaster?
3.Whatwaslifelike5000yearsago?
4.HowcanIimprovemyEnglish?
5.Howdopeoplemakefriends?
(Givethestudentsfourminutestodiscussthosequestions.Teachermaygoamongthestudentsandjointhem.Fourminuteslater,asksomestudentstoreporttheirresultsofthediscussion.)
Suggestedanswers:
1.Wecandevelopanewkindofricewhichdoesntneedmuchwater.
2.Wecanfixanelectricenginetothebike.
3.Peoplelivedincaves,woreskinsofanimals,atewildfruitsandwildanimals.
4.YoucanimproveyourEnglishbylisteningmore,speakingmoreandpracticingmore.
5.Peoplecanmakefriendsbyattendingaparty,writinglettersorchattingontheInternet.
StepVISummaryandHomework
T:Inthisclass,wevereadapassageaboutafamousscientist—StephenHawking.We’veknownthatHawkingisadisabledpersonwithastrongwill.WeshouldlearnfromhimWe’vealsolearnedsomewordsandphrasesinthetext.Afterclass,youshouldlearnallofthembyheartandtrytousethemfreelyandcorrectly.Readthetextagainandagaintillyoucanreaditfluentlyandrecitesomeimportantsentences.Whatsmore,dontforgettopreview“WordstudyandGrammar”inthenextperiod.Well,thatsallfortoday.Classisover.
StepⅦTheDesignoftheWritingontheBlackboard

Unit1Makingadifference
TheSecondPeriod
Usefulexpressions:
workonbe/getengaged(tosb.)
gobygoonwithsth.
dreamofturnout
Sentencepattern:
Thereisnopoint(in)doingsth.
StepⅧRecordafterTeaching

TheBritishIsles（TheSecondPeriod）

TheSecondPeriod
TeachingAims:
1.Learnandmasterthefollowingwordsandexpressions:
words:form,influence,basis,inland,mountainous,narrow,diversity,republic,Wales,mild,union,strength,Welsh,Scofish
phrases:bemadeupof,makethemostof,holdtogether,lieoff,atonepoint,theAtlanticOcean,runover
2.Furtherdevelopthestudentsreadingabilityandreadingskills.
3.GetthestudentstoknowmoreabouttheBritishIsles.
TeachingImportantPoints:
1.Trainthestudentsreadingabilityanddeveloptheirreadingskills.
2.Enablethestudentstounderstandthetextbetter.
3.Masterthefollowingphrases:
standfor,bemadeupof,beunknownto,makethemostof,holdtogether,lieoff,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith
TeachingDifficultPoints:
1.Masterthefollowingsentencepatterns:
(1)Aisin/on/tothenorth/east/…ofB
(2)beofgreatvalue
2.Understandthefollowingsentences:
(1)TheideathatEnglandstandsforFishandChips,theSpeakersCornerandtheTowerofLondonispast.
(2)ThefactthatthemainlandofGreatBritainismadeupofthreekingdomsisstillunknowntomany.
TeachingMethods：
1.Fastreadingtogetageneralideaofthetext.
2.Question-and-answeractivitytogetthedetailedinformationinthetext.
3.Explanationforstudentstomastersomelanguagepoints.
TeachingAids:
1.acomputerandacourseware
2.ataperecorder
3.aprojector
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIRevision
T:Inthelastperiod,wesummeduptheexpressionsforagreementand
disagreement.NowIllcheckyourhomework.Illasksomepairstoactoutthedialoguestheyhavemadeupbeforetheclass.
(Teacheraskstwopairstocometothefronttoactouttheirdialogues.)
SAandSB:…
StepIIILead-in
T:YesterdaywetalkedmuchabouttheUnitedKingdomandyouknowalotaboutit.(Teachershowsapictureonthescreen.)
T：Nowlookatthepicture.ItisthemostfamousclockinEngland.Doyouknowitsname?
Ss:大本钟
T:Yes.DoyouknowBigBen?InwhatpartofEnglandisit?Volunteer?
S1:ItisontheRiverThamesinthenorthoftheHousesofParliament.ItsonepartoftheHousesofParliament.
T:Whatelsedoyouknowabouttheclock?
Ss:No.
T:Illtellyouaboutit.Itsfamousforitshugeclockface.ItsthebiggestclockinEngland.Its320feethigh.Itsminutehandis14feetlong.Itstrikesthehours.Itlooksmostspectacularatnight.Youevenknowwhentheparliamentisinsessionbecausealightshinesabovetheclockface.AlsoBigBenisanexcellenttimekeeper,whichhasrarelystopped.WhoevergoestoLondon,hellgotoenjoythebeautifulclocktower.
StepIVPre-reading
T:NowopenyourbooksatPage35.LookatthequestionsinPre-readingandhaveadiscussionaboutwhatyouknowaboutthesequestions.
(Afewminuteslater,teacherasksthreestudentstoanswerthem.)
S2:TheUnitedKingdomismadeupoffourparts.Theyare…
S3:TheBritishIslesaremadeupoftwoparts,namely,GreatBritainand
Ireland.
S4:IrelandisalargeislandinEurope.Itisdividedintotwoparts.NorthernIrelandispartoftheUnitedKingdomandtheothermakesuptheRepublicofIreland.ItscapitalisDublin.TheyspeakIrish.EnglishisasecondLanguage.
T：Doyouthinktheyareright?Afterreadingthepassage,youcanfindtheanswers.Butfirstweshouldlearnthenewwordsinthisperiod.
(Teachershowsthenewwordsonthescreenandaskssomestudentstoreadthem.)
StepVReading
T:LetsreadthepassagetolearnabouttheBritishIslestocheckyouranswers.Pleasereadquickly.
(Teachergivesstudentsenoughtimetoreadthepassage,andthenaskssomestudentstogivetheanswers.)
T:Haveyoufinishedreadingthepassage?
Ss:Yes.
S5:Ithinktheanswertothesecondquestioniswrong.TheBritishIslesaremadeupofGreatBritain,Ireland,theChannelIslandsandIsleofMan.
T:Yes,youareright.Nowreadthepassageonceagaintounderstanditsdetailsandanswersomequestionsonthescreen.
(Teachershowsthequestionsonthescreen.)
Answerthequestions:
1.WhatistheUK?
2.WhatstheweatherintheBritishIsleslike?
WhataboutinScotland?
3.HasthecultureofthepeopleintheBritishIslesreceivedmanyinfluences?Fromhere?
4.WhoranovertheGreatBritainin10667what’stheresultofFrenchinfluence?5.WhicharethefirsttwocountriesthatjoinedintheUnitedKingdom?
6.WhatdopeoplethroughouttheBritishIslesspeaknow?
(Teachergivesstudentsafewmoreminutestoreadthepassage.Afterawhile,teacheraskssomestudentstogivetheiranswers.)
Suggestedanswers:
1.TheUKisreallyanationofdifferentcountriesheldtogetherbyacommonlanguageandculture.
2.TheclimateoftheBritishIslesismildwithalotofrain.Scotlandiscolderthroughouttheyear.Italsohasplentyofrain.
3.Yes.IthasreceivedmanyinfluencesfromtheEuropeanmainland.
4.TheFrench.TheresultofmuchFrenchinfluencewasthatthereweremanyFrenchwordsintheEnglishlanguage.
5.ThefirsttwocountriesareEnglandandWales.
6.English.
StepVIStudytheLanguagePoints
T:Therearesomeimportantwords,phrasesandsentencesweshouldmaster.Nowreadthepassageagaintofindthemoutinit.
(Afterreadingit,somestudentsareaskedtofindthephrasesparagraphbyparagraph.Meanwhile,teacherwritesthemontheBb:standfor,bemadeupof.…)
T：Pleaselookattheblackboard.Translatethewordsandphrasesinto
Chineseandtrytomakeasentencewitheachone.
(Teacheraskssomestudentstofinishthetaskorally.Iftheyhavemadeanymistakesindoingthis,teacherorotherstudentscorrectthem.)
T:Nowlookatsomeexamplesofthemonthescreenandlearntousethem
correctly.
1.UKstandsfor“theUnitedKingdomofGreatBritainandNorthernIreland.”
Theletters“UK”standfortheUnitedKingdomofGreatBritainandNorthernIreland.2.Themuseumismadeupofthreeparts.
3.Weshouldtrytomakethebest/mostofourstayhere.
4.Thenameoftheplantisunknowntous.Itisknowntoallofusthatheisafamouswriter.
Shanxiisknownforitscoal
Heisbetterknownasapoet.
5.Ivetieduptheparcel,butImafraiditwontholdtogether.

6.TheshipsankthreemilesofftheFrenchcoast.
ShanghailiesontheeastcoastofChina.
7.BritainisseparatedfromIrelandbytheIrishSea.
Britainisdividedintothreecountries.
8.Atonepointinthemeetingshenearlylosthertemper.
9.Ingeneral,peoplelikeher.
10.Duringtherelayrace,welluseasmuchas650caloriesanhour.
Thereareasmanyas2000studentsintheschool.
11.Youdbetterrunoverthesetexts.
Thewaterranovertheedgeofthebasin.
12.Thepartyendedupwithapopsong.
(TeacheraskssomestudentstoreadthesentencesandtranslatethemintoChinese.Meanwhile.Studentsmustpayattentiontotheunderlinedphrases.)
T:Therearetwoimportantsentencepatternsandtwodifficultsentencesinthepassage.Pleaselookatthescreen.
1.Aliein/on/totheeast/west/...of
B.e.g.LondonisinthesoutheastofEngland.
LondonisontheRiverThames.
IrelandliestotheeastofBritain.
=IrelandlieseastofBritain.
=EastofBritainliesIreland.
2.beofgreatvalue=beveryvaluable
e.g.Thebookisofgreatvalue/help/use/importance.
=Thebookisveryvaluable/helpful/useful/important.
3.TheideathatEnglandstandsforFishChips.
theSpeakersCornerandtheTowerofLondonispast.
4.ThefactthatthemainlandofGreatBritainismadeupofthreekingdomsisstillunknowntomany.
(TeacherwritesthesentencepatternsontheBb.)
T:Inthethirdandfourthsentences,thetwoclausesaretheappositiveclauses,whichexplaintheconcretecontentsofthenouns:theideaandthefact.Theappositiveclauseisoftenputbehindthenouns,likebelief,fact,hope,idea,news,problem,possibilityandsoon.Itsusuallyintroducedby“that”.
“That”cantbeomitted.
StepVIIListeningandconsolidation
T:Nowletslistentothetape.Whilelistening,payattentiontoyour
pronunciation.
(Teacherplaysthetapeforstudentstolisten.Afterthat,teachergivesstudentsafewminutestoreadaloudthepassage.Meanwhile,teacherasksstudentstotrytoremembersomedetails.)
T:PleaseturntoPage36.LetsdoExercise1.Lookatthemapandfillinitwiththecorrectnumbers.Afterawhile,Illcheckit.
(Teachergoesamongthestudentsandcheckstheiranswersandthenshowsthemapwithanswersonthescreen.)
StepVIIIDiscussion
T:NowyouveknownmuchinformationaboutEngland.ItsknowntoallofyouthatEnglandisseparatedfromEuropeanmainlandbytheEnglishChannel.Isitpossibletoswimacrossthechannel?Whereisthebestplacetodoso?Howfarisit?Pleasehaveadiscussioningroupsoffour.
(Afterafewminutes,teacherasksthestudentstogivetheirresults.)
S5:ItspossibletoswimacrosstheEnglishchannelthoughitisverydifficult.Nowtherearemanypeopleintheworldwhohaveswumacrossthechannel.LastJuly,ZhangJianinourcountrywasalsosuccessfulindoingso.ThebestplacewheretheyswimacrossthechannelisfromDoverinEnglandtoGalletinFrance.Itis33.8kilometers.…
T：Youareclever.Welldone.Englandisabeautifulislandcountry.Itsknownforthicktrees,naturalparksandnationalparks.Doyouknowanythingaboutthetrees,mountainsandsoon?LetsdoEx.3onPage36ingroups.Afterawhile,Illasksomeofyoutoreportthemtotheclass.
Suggestedanswers:
TheUnitedKingdomofGreatBritainandNorthernIrelandliesinthewestofEurope.ThemountainsinGreatBritainareal-mostallinthenorthandwest.Theyarenotveryhigh.Thehighestonesareinscotland.Therearemanylowhillsinsomepartsofthecountry,butnotinthesouthandwest,wheretherearealmostnohills.ThewestofEng-landisverybeautifulpartofthecountry.ThelakestherearethemostbeautifulinEng-land.Therearetreesandflowersandgreengrassroundthem.TherearelargelakesinScotland,too,withmountainsroundthem.TheyarenotliketheEnglishones:therearenotsomanytreesandflowers,andgreenhillsroundthem.buttheyarebeautifultoo.Themountainsherearehigher,andtheyaregrayanddark.ofallthecitiesinGreatBritainLondonisthelargest.ItisontheRiverThames.Liverpoolisthesecondlargestcityandseaport.ItliesonthewestcoastofEngland.ThethirdcityandseaportisManchester.ItliesinthenorthwesternofEngland.OtherbigcitiesareEdinburgh,CardiffandGlascow.
StepIXSummaryandHomework
T:TodaywevereadapassageandlearntsomethingabouttheUnitedKingdomandIreland,especiallyabouttheBritishIsles.Nowweallknowthattheclimatethereismildwithalotofrain.Thereareallkindsofflowersallyearroundandmanytreeseverywhere.Alsotherearemanyculturalrelice,placesofinterestandnaturalparks.DoyouwanttotraveltoEnglandifyouhaveachance?Whereareyougoing?
Todayshomework:pleasemakeatravelplanforgoingonatripthroughtheUK.Atthesametime,giveyourreasonsandlistthethingsandclothesyoulltake.Ithinkyoulldothebest.
StepXTheDesignoftheWritingontheBlackboard
Unit5TheBritishIsles
TheSecondPeriod
Phrases:standfor,bemadeupof,makethebest/mostof,beunknownto,holdtogether,beseparatedfrom,atonepoint,ingeneral,asmuchas,runover,endupwith
SentencePatterns:
l.Ais/liesin/on/tothe+n,ofB
2.beofgreat/no/little…value/importance/use/help
StepXIRecordafterTeaching
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Newsmedia（TheSecondPeriod）

老师职责的一部分是要弄自己的教案课件，是认真规划好自己教案课件的时候了。对教案课件的工作进行一个详细的计划，接下来的工作才会更顺利！你们到底知道多少优秀的教案课件呢？下面是小编为大家整理的“Newsmedia（TheSecondPeriod）”，希望能对您有所帮助，请收藏。

TheSecondPeriod
TeachingAims:
1.Learnandmasterthefollowingwordsandphrases:
headline,editor,informed,relate,talented,swith,foronce,present,reflect,unique,spiritual,seldom,addict,beaddictedto,social,ignore,evenif,drawattentionto,onallsides,tolerate;changeonesmind,affair,currentaffairs
2.Trainthestudentsreadingability.
TeachingImportantPoints:
1.Wordsandphrases:
morethan,experienced,relateto,foronce,beaddictedto,evenif,drawattentionto,onallsides,changeonesmind
2.Understandthepassageexactly.
TeachingDifficultPoint:
Howtohelpthestudentslearnmoreaboutreportersandnewspapers.
TeachingMethods:
1.Fastreadingtogetageneralideaofthetext.
2.Carefulreadingtofurtherunderstandthetext.
3.Individual,pairorgroupworktomakeeverystudenttakeanactivepartintheactivitiesinclass.
TeachingAids:
1.arecorder2.aprojector3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepⅡRevisionandLead-in
T:Yesterday,wetalkedalotaboutnewsmedia.Allthenewsmediacanhelpuslearnabouttheworldaroundus.Canyoutellmewhichkindofnewsmediadoyouthinkismoreconvenientandcheaperforustoread?
Ss:Newspaper.
T:Yes.Iagreewithyou.Whichkindsofnewspapersdoyouoftenread?
Ss:ThePeoplesDaily,TheChineseYouthDaily,TheGuangmingDaily,ChinaDaily…
T:Tellmewhowritethenewwereadinthesenewspapers?
Ss:Reporters.
T:Howisthenewsmadeandwritten?
Ss:Werenotquiteclearaboutthat.
T:Itdoesntmatter.Today,weregoingtoreadapassageaboutreportersandnewspapers.TwoofChinasmanytalentedjournalistswereaskedtohelpusknowabouttheirworkandhowthenewswereadismadeandwritten.First,letslearnthenewwordsinthisperiod.Lookatthescreen.
(Teacherfirstaskssomestudentstoreadthemoutandcorrectstheirmistakesinpronunciation.Thenexplainthembriefly.Attheend,letthestudentsreadthemforawhile.)
StepⅢReading
T:OK.Now,pleaseopenyourbooksatPage11.Lookatthetitleofthetextandthepictures.Trytoguesswhichofthetopquestionsthetextwillanswer.Igiveyouoneminutetoreadeachquestionandmakeaguess.Ifnecessary,youcandiscusswithyourpartner.
(Aminutelater.)
T:Areyouready?
Ss:Yes.
T:Whodliketotellusyourguess?
Ss:…
(Theirguessmayberightorwrong.)
T:Allright.Ifwewanttoknowwhoseguessisright,pleasereadthetextquicklyandfindtherightanswer.OK?
Ss:OK.
T:Beginnow.
(Afewminuteslater.)
T:OK.Stop!Haveyoufoundtherightanswer?
Ss:Yes.
T:Answertogether.
Ss:“Howdoesareporterdecidewhattowrite?”and“Howdonewspapershelpusunderstandtheworld?”
T:Welldone.Now,pleasereaditagaincarefullyandfindtheanswerstothequestionsonthecreen.
1.Donewspapersandothermediasimplyrecordwhathappens?
2.Whowereaskedtobeinterviewedtotellusmoreaboutnewsandnewpapers?
3.Whomdoesareporterhavetodiscusswithbeforehe/shedecideswhattowrite?
4.Whatistheeditorsjob?
5.Isinterviewingsomeonedifficult?Whatmustareporterknow?
6.WhicharticleisChenYingsfavouriteone?Isitnewsoraninterestingstory?
7.IsthestoryZhuLinlikebestaboutfamouspeople?Ifnot,whatisitaboutandwhyshelikesitbest?
8.Ifyouwereareporter,whatwouldyouliketowriteabout?
9.Whatisthebasictaskforareporter?
10.WhatresultcanTVprogrammesandprintedarticlesbringtous?
Suggestedanswers:
1.No,theydont.
2.ChenYingandZhuLin.
3.Theeditor.
4.Tokeepthenewspaperbalancedandinterestingtothereaders.
5.Yes.Areportermustknowhowtoasktherightquestionandhowtogetpeopletotalkaboutthetopic.
6.TheoneshewroteabouttheeffortstobringstolenculturalrelicsbacktoChina.
7.No,itisnt.ThestoryZhuLinlikebestisaboutanordinaryyoungwomanwhotriestoadapttohernewlifeafterstudyingabroad.
8.Variousanswersarepossible.
9.Toreportaneventtruthfully.
10.Theybringusabetterunderstandingoftheworldonallsides,leadingtoafutureworldwherepeoplefromallcountriesarerespectedanddifferentviewsandopinionsaretolerated.
T:Well,youveunderstoodthetextbetter.Inorderthatyoucanunderstanditmoreexactlyandusethelanguagefreelyandcorrectly,pleaselearnthewordsandphrasesonthescreen.(Teachershowsthe-screen.)

1.morethan－notonly
e.g.Hibernationismorethansleep.Beingagoodlistenermeansmuchmorethanjust"listeningwithears".
2.relate(…)to
e.g.Thisparagraphrelatestotheinternationalsituation.
Towhateventsdidyourremarksrelate?
3.foronce=justforonce;justthisonce
e.g.Hebeatmeforonce.
Justforoncehearrivedontime.
4.Peopletobeinterviewed
=Peoplewhowillbeinterviewed
Peopleinterviewed=Peoplewho
were/havebeeninterviewed
Peoplebeinginterviewed=Peoplewhoarebeinginterviewed
e.g.thebuildingtobebuiltnextyearthebuildingbuiltlastyearthebuildingbeingbuiltnow5.be/get/becomeaddictedto－unabletostoptakingorusingsth.asahabit
e.g.Soonhebecameaddictedtocigarettes,Hewasoftenlateforworkafterhegotaddictedtoalcohol.
6.evenif=eventhough
e.g.EvenifIhavetowalkalltheway,I’llgetthere.i
Evenifweachievegreatsuccessinourwork,weshouldnotbeproud.
7.drawattentionto
e.g.I’membarrassedaboutmymistake;pleasedontdrawattentiontoit.Hedrewmyattentiontoanerrorinthereport.
8.onallsides=oneveryside
e.g.Soldiersattackingonallsides.
Thereweremountainsonallsides.
(Bb:morethan,relateto,foronce,peopletobeinterviewed,beaddictedto,evenif,drawattentionto,onallsides)
StepIVReadingaloud
T:OK.Now,Illplaythetapeofthetext.First,listenandfollow.Thenlistenandrepeat.Payattentiontothestressandintonation.Attheend,readthewholetextaloudforafewminutes.Atthesametime,furtherunderstandtheuseofthewordsandphraseswevelearntinit.Ifyoustillhaveanyquestion,youcanaskme.Areyouclear?
Ss:Yes.
(Teacherplaysthetapefirst.Thengoesaroundtheclass,answeringanyquestionsthatthestudentsmayaskAfewminuteslater,teacherasksthestudentstodothenexttask.)
StepVDiscussion
T:OK.Stopreading.Nowyoumusthaveknownaboutreportersandnewspapersbetter.Soletshaveadiscussion.Lookatthequestions3and4onPage12andworkingroupsoffourtotalkaboutthem.Afewminuteslater,Illasksomeofyoutoreporttotherestoftheclass.(Teachershouldencouragethestudentstogivedifferentopinionandthereasonsfortheiropinions.)
StepVISummaryandHomework
T:Now,letslookatwhatwevelearntinthisperiod.Byreadingthepassage“BehindtheHeadlines”,wevelearntmoreaboutreportersandnewspapers,thereporterslifeandworkaswellastheimportantpartthatnewspapersplayinourdailylife.Theyhelpusdealwithproblemsandunderstandtheworldbetter.Moreover,wevelearnedsomeusefulwordsandphrases,suchasmorethan….Afterclass,readthepassageagainandagainuntilyoucanusethewordsandphraseswevelearntinitfreely.Besides,remembertopreviewthecontentswewilllearninthenextperiod.
StepⅦTheDesignoftheWritingontheBlackboard
Unit2Newsmedia
TheSecondPeriod
Usefulexpressions:
morethan
relateto
foronce
peopletobeinterviewed
beaddictedto
evenif
drawattentionto
onallsides
StepⅧRecordafterTeaching