高二英语Unit6Amazingachievements教案。

俗话说，凡事预则立，不预则废。教师要准备好教案为之后的教学做准备。教案可以让上课时的教学氛围非常活跃，帮助教师有计划有步骤有质量的完成教学任务。你知道如何去写好一份优秀的教案呢？小编特地为大家精心收集和整理了“高二英语Unit6Amazingachievements教案”，欢迎阅读，希望您能阅读并收藏。

高二英语Unit6Amazingachievements教案
Unit6AmazingAchievements
一、单元分析(UnitAnalysis)
（一）单元地位(UnitPosition)
1.本课叙述了“杂交水稻之父”袁隆平的杰出成就，谈及了他儿时的梦想及为之努力奋斗的过程。他为中国的农业做出了巨大的贡献。教师可让学生上网查阅有关袁隆平的资料，将他在国内外所获得的各类主要奖项列表介绍，让学生对袁隆平在世界杂交水稻领域的贡献进一步了解，并初步接触一些国际组织和奖项的词汇。
2.围绕本课主题“杰出的成就”，引出“现代科技让我们的生活更加美好”这一论题，并以此为题写一篇文章，用到persuasiveparagraph.
3.本课中出现了新的语法现象——倒装句。本单元主要学习以下倒装句型：由there,here或now等引导的，谓语为be,come或go等的句子；由so或neither/nor引导的倒装。对于这一语法现象，教师有必要在课堂教学中加以一定的句型操练并辅助一定的练习。
(二)单元目标(UnitTarget)
1．了解倒装句语法现象，能区别部分倒装和完全倒装并熟练运用倒装句进行解题。
2．能对社会成功人士的事迹及成就进行简单描述。
3．能讨论20世纪取得的重大科学成就。
（二）单元重点(UnitPoints)
1．关键词：
◆语言知识类
beborninto,devoteoneselfto,comeupwith,getinvolvedin,manageto,succeedin,makecontributionsto,forsure,carefor,nothingmorethan.
◆科学术语类
Hybridrice,FAO,grainoutput,grainshortage,pioneeringwork

2．功能:
1)GivingexamplesTalkingaboutsuccess参考课文120页Usefullanguage
Achievementsprovidetheonlyrealpleasureinlife.
Youhavetobelieveinyourself,that’sthesecretofsuccess.
Totravelhopefullyisabetterthingthantoarrive,andtruesuccessistolabor.
Victorywon’tcometomeunlessIgotoit.
2)Inversion(倒装句)
●Theregoesthebell.
●SowillI

二、教学设计(TeachingDesigns)
教学内容教学实施建议教学资源参考
1Reading作为课文的引入教师可事先让学生通过网络、图书馆等资源收集关于袁隆平的材料。教师可利用“头脑风暴”教学手段结合小组合作方式让学生列出关于袁隆平的尽可能多的事迹。既加深了学生对科学家本身的了解又可引出一些科学术语。
在此基础上阅读并讲解课文使学生有更全面深入的了解。
[链接1]头脑风暴法的操作建议网络资源
2Listening作为教材第99页的听力部分，可让学生了解BenjaminFranklin的生活和成长经历。同时建议教师可利用上海外语教育出版社的《英语（新世纪版）听力》，开展相关主题的听力活动作为对教材的补充。课文99页listeningpractice部分
3Speaking以“杰出的成就”为主题设计口语活动。
活动一：根据图片谈论世界上重大的科技发明。
活动二：小组讨论：成功人士应具备的素质。
活动三：设计一张我最崇拜的科学家的海报，并在全班进行交流。
活动四：Guesswork——Guesswhoitis?
[链接2]口语活动的一些具体教学建议课文91页Picturetalk部分;课文101页Furtherpractice部分
4Writing以“现代科技让我们的生活更加美好”为题写一篇文章，用到persuasiveparagraph.课文102页Writing部分
5Structure倒装句是本课的语法教学内容，教师可通过“句型操练”和“习题巩固”两个层次循序渐进使枯燥的语法讲解与学生的实际应用相结合。
[链接3]倒装句操练的教学建议课文97页Structure部分
6Additional
Reading本部分与Unit6内容直接相关，建议放在最后一课。
本课出现的重要词汇与词组：tend,despite,normal,demonstrate,acton,related…to…,keep…fromdoing,struggletodo.
[链接4]科学知识拓展课文105页Additionalreading部分

[链接1]

说明：
“头脑风暴”是提供学生积极思维的好机会。这一环节的运用既能发挥学生的积极主动性，又能使学生在小组活动中互帮互助。以小组活动方式呈现合作结果，让全体学生都对有关“科学家生平成就”的词汇加以回顾与复习，对新的词汇加以补充与学习。

1．教师在黑板上展示如图的图表；
2.全班分为四组，每组确定一个记录者，时间控制在三分钟。
3.在“头脑风暴”过程中，记录者记录组内成员能想到的所有相关词汇。
4.最后请记录者汇报罗列词汇的总数。
5.教师补充一些学生未提及的新词汇。

[链接2]
说明：
这一部分旨在从多个方面锻炼学生的口语，使学生有机会说，愿意说，大胆表露他们的想法。活动设计多从贴近生活的原则出发，结合课本知识，尽可能给学生留下广阔的发挥空间。在口语练习过程中，教师应该鼓励学生，启发学生用英语表达。

活动一：
Picture1HeisthefamousscientistYuanLongping,knownasthe“fatherofhybridrice”.
Picture2Arobotandanelectricdogareperformingonthestage.
Picture3TheflyingofrocketisbasedonNewton’slaw:“EqualandOpposite”.

活动二：
教师罗列学生所搜集的词汇：determination,diligence,devotion,perseverance,creativity,hardwork,courage,wisdom,inspiration,fortune,calmness…

活动三：
说明：选取我最崇拜的科学家，参照[链接一]完成海报设计，并做presentation.

活动四：
说明：让学生根据老师提供的信息猜测这是哪一位科学家，并鼓励学生做适当的补充。
1．Hewasknownasthewizard.Heinventedmorethanathousanddevicesinhislifetime.Manywereimportantinthecreationoftheelectricalsystemsweusetoday.Thebestknownofhisinventionsistheelectriclightbulb.Inadditiontobeingagreatinventor,hewasalsoacleverbusinessman.（ThomasEdison）
2．Shewasverysuccessfulasascientistofphysics.Shewasthediscovererofpoloniumandradium,forwhichshebecamethefirstscientisttoreceive2NobelPrizes.However,whatstruckusmostwasnothergreatachievementsbuthercourageanddetermination.(MadameCurie)
3．HewasborninthetownofPisainItalyintheyear1564.Hewasaveryclevermanandwasinterestedinthestudyofthestars.Hewasnotlikedbysomeofthescientistsinthosedaysbecausehesometimesprovedthemwrong.theybelieved,forexample,thataheavyobjectfellfasterthanalightone.Buthewentuptothetopofatowerandfromtherehedropped2objects,alightoneandaheavyoneatthesametime.Theyhitthegroundtighter.Soheprovedthosescientiststobewrong.(Galileo)
4．Intheearly20thcenturyaScottishscientistdiscovered“magicbullets”thatwoulddestroyonlythebacteriawhichdamagedhealthycellsandleavetherestofthebodycellsalone.Thismagicbulletwasantibiotic-calledpenicillinwhichchangedmedicalscienceforever.(AlexanderFleming)
5．HewasborninEnglandin1809.Hewasn’tthebeststudentinhisschool,butwhenhewas16,hisfathersenthimtomedicalschool.Helikedspendingtimeoutdoorsobservingnaturemorethanattendingmedicalclasses.Hedroppedoutwithoutgraduating.Laterhisfathersenthimtoschooltobecomeaminister.Thistimehemadeittograduation,buthedidn’twanttodotheworkofaminister.AfterthathewasinvitedtosailtoSouthAmericaandthenaroundtheworld.Thecrew’smissionwastomakemapsoftheplacestheyvisited.Buthecollectedlotsofplantsanimalstotakebackofstudyduringthistime.Morethan20yearsafterhistrip,hepublishedanimportantscientificpaperonhowsomeanimalshaveadaptationsthathelpthemsurvive.(Darwin)
6．HewasanAmericanscientist.HewasborninScotland.Asachildheshowedmuchinterestintheworldaroundhimandlikedtoaskquestions.HewassotalentedthathewasadmittedtoEdinburghUniversitywhenhewasonlysixteen.Duringhislife,hemademorethan30greatinventions;thetelephonewhichissowidelyusedtodaywasjustoneofthem.(Bell)
7．About250B.C.,hehadtosolveaproblemfortheking.Tosolvetheproblem,hehadtofindthevolumeoftheking’scrown.Becausethecrownhadanirregularshape,hecouldn’tmakethemeasurement.Thenonedayhenoticedthatwhenhegotintothetub,thewaterlevelinthetubrose.Hisbodydisplaced,orpushedawaywaterinthetub.Herealizedhowtofindthevolumeofthecrown.Hecouldputitintoacontainerofwaterandmeasurehowmuchwateritdisplaced.Thenhesolvedtheproblemfortheking.(Aristotle)

[链接3]
1.____,motherwillwaitforhim.
A.HoweverlateisheB.Howeverheislate
C.HoweverishelateD.Howeverlateheis
2.Notuntilallthefishintheriverdied_____howseriousthepollutionwas.
A.didthevillagersrealize
B.thevillagersrealized
C.thevillagersdidrealize
D.didn’tthevillagersrealize3.—DoyouknowJimquarrelwithhisbrother?
—Idon’tknow,_______.
A.nordon’tIcareB.nordoIcare
C.Idon’tcareneitherD.Idon’tcarealso
4.Onlybypracticingeveryday_____beabletomakeitperfect.
A.youcanB.canyouC.youwillD.willyou5.Hardly____whenthelecturebegan.
A.hadhearrivedB.arrivedhe
C.hehadarrivedD.didhearrive
6.JackisastudentandstudiesattheNo.1MiddleSchool._____.
A.ItwasthesamewithMikeB.SoitiswithMike
C.SoisMikeD.SodoesMike7.______Ihadtime,Iwouldhavegonetothatlakeagain.
A.IfB.UnlessC.HadD.When8.______Iwouldseehimhere.
A.LittleIdreamedB.LittledoIdream
C.IdreamedlittleD.LittledidIdream9.______thatIcouldn’tbeabsorbedinthetask.
A.Theymadesuchtalked
B.Soloudlytheytalked
C.Itwasnoiseoutside
D.Suchaloudnoisedidtheymake10.Onahillinfrontofus_____.
A.standsagreatcastleB.agreatcastlestands
C.standagreatcastleD.agreatcastlestand
(DABDABCDDA)

[链接4]
说明：
在学完全部课文的基础上，适当的，有趣的科学知识拓展希望可以加深学生对科学的热情和探究未知的钻研精神。这个部分可以通过竞赛的形式完成，在了解知识的同时培养学生的竞争意识和合作精神。

1.WhichthreeChinesephysicsscientistssharethesamefamilyname?(QianXueshen,QianSanqiang,QianWeichang)
2.Beingwithabeautifulgirlfortwohoursseemstobeonlytwominutes;butsittingonahotstovefortwominutesseemstobetwohours.Whosaidthis?（Einstein---TheoryofRelativity）
3.What’sthedefinitionofscienceofphysics(MassandMatter)?
4.Whatdoletters‘E’,‘M’and‘C’inthisformulaE=MC2standfor?(Energy,mass,constant)
5.WhatarethefourgreatinventionsofancientChina?(Papermaking,commercialprinting,gunpowder,andthecompass.)
6.ARussianchemistnamedDmitryMendeleevcameupwithawaytoorganizetheelementsthatisstillusedbyscientiststoday.Whatisit?(Theperiodictable)
7.Pleaseusewhatyoulearnedtoexplainthefollowingphenomenon?
Whydoestheapplefalldownnotgoup?(Gravity)
8.Atabusinessmeetingeachpersonshookhandswitheveryotherpersonexactlyonce.Iftherewerefifteenhand-shakes,canyoutellhowmanypeopleattendedthemeeting?(Six)

扩展阅读

高二英语Unit6 Life in the future 复习教案汇总

高二英语Unit6Lifeinthefuture复习教案汇总

高二英语Unit6Lifeinthefuture知识点总复习教案

SectionI课前准备、听力、口语

1.Whatwilllifebelikeinthefuture?未来的生活会是什么样子?(p.41WarmingUp)

What...like?“……像什么／怎么样／什么样子?”，此处like是介词，其宾语是what。如：①Whatstheweatherlikethere?那儿的天气怎么样?②Whatsyourteacherlike?你老师是怎样一个人?

2.Whathappenedtothepeopleontheearth?地球上的人出什么事了?(p.42ListeningEx.3)

happento“某人／某物发生了什么事，怎么了”。如：①Thatautumnsomethingunfortunatehappenedtomyfamily.那年秋天，我家发生了一件不幸的事。②Whatfinallyhappenedtothepoorboy?这可怜的男孩最后怎么了?③Whathashappenedtoyourleg?你的腿怎么了?④Whathashappenedtotherecorder?录音机怎么了?

3.Itwouldbewonderfulif(Ihadmorefreetime)!假如(我有更多的自由时间)，那该多好啊!(p.43Usefulexpressions)

什么是虚拟语气?虚拟语气表示说话人的主观愿望、猜测、建议或与事实不符的假设等，也可以表示可能性较小或不可能发生的情况，虚拟语气常用于复合句中。上句是一个含有条件状语从句的复合句，主句和从句的谓语动词使用了虚拟语气，表示“与现在事实相反的”一种假设。那么，当说话人想表示“与现在事实相反的”假设时，主句和条件状语从句的谓语动词的“模版形式”是怎样的呢?请观察如下，例如：①IfIwereyou,Iwouldntaccepthersuggestion.如果我是你，我不会接受她的建议。②IfIknewtheanswertothequestion,Ishould(would)tellyou.如果我知道问题的答案，我会告诉你的。③Ifhewerehere,hemighttalkwithyou.如果他在这儿，他可能会跟你谈谈的。④IfIdidntdoexerciseeveryday,Iwouldntbesostrong.如果我不每天锻炼，我是不会这么强壮的。

SectionⅡ阅读

4.Onewaytocatchaglimpseofthefutureistoexaminesomeofthemajortrendsincontemporarysociety.瞥一眼未来是什么样子的办法之一是考察一下当今社会的主要倾向。(p.43Reading‘Lifeinthefuture’第2行)

(1)tocatchaglimpse意为“看一眼；瞥见”。在句中作oneway的定语；toexaminesomeofthemajortrendsincontemporarysociety作表语。①Icaughtaglimpseofournewneighbor.我只看过一眼我们的新邻居。②Iglimpsedheramongthecrowd.我瞥见她在人群当中。③Themanglimpsedthethiefclimbingoutofthewindow.那人瞥见小偷从窗户爬出来。

(2)major(adj.&n.&vi.)主要的，较大的，主修的；majorin主修。如：①Themajoraimoftheairraidwasthecompletedestructionofallmeansofcommunica-tionsbybombing.空袭的主要目的是通过轰炸彻底摧毁敌人的通讯设施。②Cities,suchasShanghai,BeijingandGuangzhouaremajorcitiesinChina.像上海、北京和广州等城市是中国的主要城市。③Physicswashismajorsubjectintheuniversity.物理是他大学的主修课。④Heisahistorymajor.他是主修历史的学生。⑤Hemajorsinphysics.他主修物理。

5.Agoodexampleofhowtransportationischangingisthenewmaglevtrain，whichisenvironmentallyfriendly,energy-savingandtravelsatanamazingspeedof430km／h.交通工具是如何变化的一个很好的例子就是新兴的磁悬浮火车，这种火车既友好于周围环境，又节能，并且以每小时430公里的惊人速度行驶。(p.43Reading‘Transportation’第4行)

(1)句中howtransportationischanging(交通工具是如何变化的)作介词of的宾语从句；whichis…andtravels…430km／h是限制性定语从句，其先行词是train。amaze(vt.)使惊奇，使吃惊；amazing(adj.)令人惊异的；amazed(人)惊异的，惊愕的。如：①Herknowledgeamazesme.她的学识令我吃惊。②Visitorswereamazedattheachievementsofthecityduringthepasttenyears.参观者对这城市过去十年中的成就感到惊奇。③IwasamazedbythenewsofGeorgessuddendeath.听到乔治突然去世的消息，我感到惊愕。④Whatanamazingpainting!多么了不起的一幅油画啊!

(2)ataspeedof...以……的速度Thecarisracingatafrighteningspeedof200m／h.这辆小汽车以每小时200英里的吓人速度飞驰着。

6.Manycompaniesandconsumershavealreadybegunreformingthewaytheydobusiness.许多公司和消费者已经开始改革他们之间的交易形式。(p.43Reading‘Business’第1行)

(1)reformingthewaytheydobusiness是动名词短语作宾语。动词begin的宾语也可用不定式，可改为…beguntoreformthewaytheydobusiness；theydobusiness作名词way的定语从句。

☆reform(n.&v.)改革，改进，悔改。如：①ThereformandopenpolicyhasbroughtusChinesepeoplearichandcolourfullife.改革开放的政策给我们中国人民带来了富裕和丰富多彩的生活。②Wemustreformtheoutdatedrulesandregulations.我们必须改革那些过时的规章制度。③Hepromisedtoreformifgivenanotherchance.他答应只要再给他一次机会就一定悔改。

(2)名词way(方法)后面的定语从句的关系词可用that代替inwhich，也可以如上句一样不用任何关系词。再如：①Theyway(that／inwhich)youredoingiscompletelycrazy.你这么干法，简直是发疯了。②Ilikedtheway(that／inwhich)sheorganizedthemeeting.我喜欢她组织会议的方法。

inthis／that／theway中的介词常可省略；way后既可跟“带to的动词不定式”结构作其定语，也可跟“of+-ing”结构作其定语，两者之间没有多大的区别；另外，不要混淆intheway(挡道)，ontheway(在途中)和bytheway(顺便说)。请看如下例句：①Ithinkyoureputtingittogether(in)thewrongway.我认为你把它装错了。②Doitanywayyoulike.你爱怎么干就怎么干。③Therewasnowaytoprovethathestolethemoney.没有办法证明他偷了钱。④Therewasnowayofprovingthathestolethemoney.没有办法证明他偷了钱。⑤Pleasedontstandinthekitchendoor–youreinthe(my)way.请别站在厨房门口—你挡了我的路。

(3)dobusiness(with…)(与……)做买卖，做生意，做交易。Weredoingalotofbusinesswithforeignersnow.现在我们跟外国人的买卖量很大。

7.E-commerce,orbusinessdoneontheInternet,isbecomingmoreandmorepopular.电子商务，或者说在因特网上所进行的贸易，越来越受到人们的青睐。(p.43Reading‘Business’第2行)

此处or的意思是“或者说，也就是”。注意下面与or搭配的词组：orelse(=otherwise)否则，要不然；orso大约；orrather或者说，更准确地说；orsb.(sth.／sp.)或者其他什么人(其他什么东西，其他什么地方)。如：①Thismedicine,orratherdrug,hasaviolenteffect.这种药品，或者说麻醉剂，有强烈的效果。②Hurryup,or(else)youllmissthebus.快点，否则你就赶不上公共汽车了。③Hemustpayoffthedebtsorelsegotoprison.他必须还清欠债，否则就得去坐牢。④Idliketwentyorso.我想要20个左右。⑤Iputitinthecupboardorsomewhereelse.我把它放到橱柜里，或者其他什么地方。

8.TheInternetalsomakesiteasierforcompaniestokeepintouchwithcustomersandcompaniesinothercountries.因特网也使公司和消费者及国外其他公司之间的联系更加容易。(p.44Reading‘Business’第3行)

(1)it为形式宾语，easier为宾语补足语，真正的宾语是动词不定式复合结构forcompaniestokeepintouchwithcustomersandcompaniesinothercountries。词组keep／beintouchwith…意为“与……保持联系”；getintouchwith...“和…取得联系”；losetouchwith...“与…失去联系”；outoftouch“失去联系，对…生疏”。如：①Istillkeepinclosetouchwithmostofmyhighschoolclassmates.我仍然和大部分中学同学保持着紧密的联系。②IllgetintouchwithyouassoonasIarrive.我一到达，就跟你联系。③Wevebeenoutoftouchwiththemforages.我们好多年没联系了。

(2)关于动词不定式复合结构：如果不定式的逻辑主语既不是句子的主语，也不是谓语动词的宾语，就要用"for+n.／pron.”作为它的逻辑主语。如：①Itisdifficultforhertoreadthebook.她读这本书是困难的。②Itsquitenecessaryforyoutogiveupsmoking.你很有必要戒烟。

在“Itis+adj.+of+n.／pron.+todo”结构中，of前面的形容词一般限于对of后面的名词表示称赞和责备(即此入的品质)的形容词。如：nice,clever,bold,honest,polite,careful,wrong,bad,rude,stupid,silly,careless,foolish,naughty等。如：①Itscleverofyoutorefuseher.你拒绝她是明智的。②Itscruelofhimtokillthecat.他把那只猫杀死，太残忍了。

9.Insteadofjustsearchingacrowdedstoreforbasicgoods,suchasfoodandclothes,peoplewanttogotoapleasantmallandcombineshoppingwithfun.人们现在想去的购物商场是令人感到舒服的，并且是寓购物于娱乐中的，而不再是像以前那样，穿梭于拥挤的商店中，寻找着诸如食品和衣物一类的日用品。(p.44Reading‘Business’第7行)

(1)insteadof(=inplaceof／ratherthan)prep.代替，而不是…。如：Ifyoucannotgo,hellgoinsteadofyou.如果你不能去，他愿替你去。

(2)searchsb.／sth.for...搜查，搜索。如：①Hesearchedallthedrawersforthemissingpapers.他翻了所有的抽屉，找那份丢失的文件。②Theysearchedthemanalloverformoney.他们搜遍了他的全身找钱。

(3)crowdn.人群，大量，大批(thecrowd一般指群众，大众)；crowdedadj.拥挤的，塞满的；

☆crowdvt.&vi.涌向(某处)，聚集，挤满；

☆crowdedwith满是，挤满。如：①Hewritesallhisbooksforthecrowdratherthanforspecialists.他的全部作品都是为一般大众所写，而不是为了专家们。②Therestoodacrowdoflookers-on.那儿站了一群围观的人。③Theycrowdedintorayroom.他们挤进了我的房间。④Swimmerscrowdedthebeaches.游泳者们挤满了海滩。⑤Theofficewascrowdedwithpeople.办公室里挤满了人。

(4)pleasantadj.(某物／事)令人愉快的，舒适的；pleaseadj.(某人)高兴的，满足的。如：①Wespentapleasantdayinthecountry.我们在乡下度过了愉快的一天。②Weareverypleasedwithherdecision.我们对她的决定很满意。

(5)combine…with…把…与…结合起来。如：Weshouldcombinetheorywithpractice.我们应该把理论和实践结合起来。

10.Peopleinthefuturewillbeabletoenjoyalongerandhealthierlifeandremainactiveeveninoldage.未来的人们将能够更长寿、更健康，即使年龄很大，也会很活跃的。(p.44Reading‘HealthAndMedicine’第1行)

remainactive为系表结构，remain在此是系动词，意为“保持，依然，仍然，继续”。另外remain也是一个不及物动词，意为“留下，剩余，残存”。Itremainstobeseen…句型，意为“……还要看情况发展”。如：①Iwenttothecity,butmybrotherremainedathome.我去了城市，可弟弟留在了家里。②Howmanyweekswillyouremain(stay)here?你将在此停留几个星期?③Hesdeterminedtoremainloyaltotheteamwhatevercomeshisway.他决心不管发生什么事都忠于球队。④PeterbecameajudgebutJohnremainedafisherman.彼得当了法官，但约翰仍然是个渔民。⑤Thedeathoftheinnkeeperstillremainsamystery.客栈老板之死仍然是个谜。⑥Thefactremainstobeproved.事实尚待证明。

11.Peoplenowarepayingmoreattentiontotheimportanceofahealthydietandallactivelife.人们对于健康饮食和活跃的生活正给予更多的重视。(p.44Reading‘HealthAndMedicine’第3行)

attentionn.注意，关心，关注，注意力，(口令)立正!注意下列搭配；attract／draw／inviteone’sattention(to…)吸引某人注意……；payattentionto注意，重视，倾听；give(ones)attentionto注意，关心；focus／centreonesattentionon把注意力集中在……。如：①Weshouldpaymoreattentiontostateaffairs.我们应该更加关心国家大事。②Giveyourwholeattentiontowhatyouaredoing.把全部注意力用于你所做的事。③Nevermindaboutme.Pleasefocusyourattentiononthewounded.不要管我，请关注伤员。④Attentionplease,fellow!伙计们，请注意!

12.Withabetterunderstandingofthehumanbody,scientistsandphysicianswillbeabletocuremorediseases.随着对人体结构的更好地了解，科学家和医生将能够治愈更多的疾病。(p.44Reading‘HealthAndMedicine’倒数第3行)

(1)understandingn.理解，了解，谅解；adj.富于理解力的，能体谅人的，聪明的。如：①HisunderstandingofEnglishisverygood.他对英语的理解能力很强。②Thetwopartiesfinallycameto(arrivedat)anunder-standing.双方最终取得谅解。③Herepliedtomewithanunderstandingsmile.他会心地微笑着回答了我。④Mymotherisreallyanunder-standingwoman.我妈妈确实是一个通情达理的人。

(2)curen.&v.治疗，疗法，对策；治疗(疾病)，消除。如：①Thecatsprovedtobeagoodcureforourmouseproblem.最终证实猫是我们解决老鼠问题的好方法。②Aspirinisawonderfulcureforcolds.阿斯

匹林是治感冒的妙药。③Ihopethedoctorcancurethepaininmyshoulder.我希望医生能治好我肩上的疼痛。④Parentstrytocuretheirchildrenofbadhabits.父母试图改掉孩子的恶习。

13.Perhapsmoreimportantly,newdiscoveriesingeneticsandbiochemistrymayleadtochangesinthewaydiseasesarecuredandmedicinesaremade.或许更重要的是，遗传党和生化党方面的新发现可能导致疾病治疗和药物制造方法上的改变。(p.44Reading‘HealthAndMedicine’倒数第2行)

Perhapsmoreimportantly在句中作状语。

changesintheway“在方法方面的变化”；diseasesarecuredandmedicinesaremade为两个修饰先行词way的定语从句，省略了关系代词that或inwhich。词组leadto意为“引起，导致，通向”。如：①Thepathleadstothevillage.这条小路通到那村庄。②Hiscarelessnessledtothegreatfire.他的粗心引起了这场大火。③Blindlycopyingothersmightleadtolosses.盲目搬用别人的东西可能会造成损失。

14.Ifwelearntoacceptchangeandappreciatewhatisnewanddifferent,wewillbewell-preparedforwhateverthefuturemayhaveinstore.如果我们学会善于接受变化并欣赏新颖而又不同寻常的东西的话，那就等于我们已经充分做好了接受未来给我们储备的任何东西的准备。(p.44Reading‘EducationandKnowledge’倒数第2行)

(1)句中的whatisnewanddifferent(=thethingthatisnewanddifferent)作动词appreciate的宾语从句，what在从句中作主语，what=thethingthat。appreciate感激，感谢；鉴赏；欣赏；赏识，珍惜；察觉，意识到。如：①Iappreciateyourhelp.我感谢你的帮助。②Wegreatlyappreciateyourtimelyhelp.我们非常感谢你们的及时帮助。③Weshallappreciatehearingfromyouagain.我们恭候你的佳音。④Ithinkthatyoungchildrenoftenappreciatemodernpicturesbetterthananyoneelse.我认为小孩对现代图画往往比任何其他人都更有鉴赏力。⑤Weappreciatethedangerahead.我们意识到危险临头。

appreciatedoingsth.(见例句③)。

(2)句中的whateverthefuturemayhaveinstore(=anythingthatthefuturemayhaveinstore)作介词for的宾语从句，whatever在从句中作have的宾语，whatever=anythingthat。

(3)注意prepare的搭配：be(well)preparedfor...为……做好了(充分的)准备；bepreparedtodosth.准备好干某事；preparefor为……做准备；prepareoneselfforsth.为……做准备；prepareagainst准备应付(不好的事情)。如：①Wemustbepreparedforalltheunex-pectededthings.我们要做好各种准备，以防意外。②Thefarmersarepreparingthegroundfortheseeds.农民们正在整理土地准备播种。③Workingonapart-timejobcanpreparethemforafuturecareer.做兼职工作可以为他们将来的事业做好准备。④Willyouhelpmepreparefortheget-togetheroftheoldclass-mates?你能否帮助我为这次老同学聚会做准备工作?

(4)instore贮藏着，保存着，准备着Whoknowswhatthefuturehasinstoreforus?谁知道我们将来会怎么样?

SectionIII词汇、语法、综合技能

15.Forexample,wenowhavee-friendstohelpusandkeepuscompany.例如，现在我们有电子朋友来帮助我们并陪伴我们。(p.47IntegratingSkills第一段第2行)

句中的company在此并非“公司”，而是“伴侣；同伴；友谊；交情；陪伴”之义。请注意其如下搭配：keep／bearsb.company陪伴某人；fallintocompanywith...偶然和……结识；inthecompanyof...在……陪同下；havecompany有客，招待客人。如：①Hekeptmecompany.他陪伴我。②Amanisknownbythecompanyhekeeps.与其交友知其为人。③Ihadnocompanyonthejourney.我在旅行中没有同伴。④Twoscompany,threesnone.两人成伴，三人不欢。⑤Imgladofyourcompany.有你作陪我很高兴。⑥Ihavecompanythisevening.今晚我有客人要招待。⑦Mayfairwindscompanyyoursafereturn!愿和风伴你平安归来。

16.Wedontthinkabouttheworldandrealityinthesamewayyoudideither.我们考虑这个世界以及现实的方式也和你们的不一样。(p.47IntegratingSkills第二段第1行)

not...either意为“也不”，notinthesameway“不以同样的方式”，youdid是修饰先行词way的定语从句，did代替thoughtabout。名词reality意为“真实，事实，逼真”，其同根词是real，请注意由reality构成的如下词组：inreality“事实上，实际上，其实”；turnsth.intorealities“把……变为现实”；bringsb.backtoreality“使某人面对现实，不再抱有幻想”；makesth.areality“实现某事，落实”。如：①Inreality,heisnotcompletelywrong.实际上，他并非完全错了。②Wemustmakethemostofourschooltimetoturnallourdreamsintorealities.我们必须充分利用好我们的在校时间，把我们的所有梦想变为现实。③Thefailuresinhiscareerbroughthimbacktoreality.事业的失败使他回到了现实。

17.Intheyear3044,wecallseemorethanjustapicture.在3044年，我们所能看到的不仅仅是一幅图画。(p.47IntegratingSkills第二段倒数第2行)

morethan的常用搭配有：

(1)morethan+数词／(冠词a／an)+名词=超过

(2)morethan+形容词＝非常，极

(3)morethan+副词＝太，不只

(4)morethan+分词＝极，非常

(5)morethan+动词＝极，非常

(6)morethan+句子＝超过，难以，非常

如：①Thestoneweighsmorethan10tons.这块石头重达10吨多。②Theyaremorethansatisfied.他们极为满意。③Thatismorethanenough.那是太多了。④Imethimmorethanonce.我不只一次遇见过他。⑤Shemorethanhesitatedtopromisethat.她极为犹豫地答应了做那件事情。⑥ThebeautyofthelakeismorethanIcandescribe.我难以描述这湖的美丽。

1.what等引导名词性从句

在复合句中，有些从句的作用相当于名词，可以充当主语、宾语、表语和同位语，分别称为主语从句、宾语从句、表语从句和同位语从句。这些从句统称为名词性从句。引导名词性从句的关连词有：①连接词that，if，whether；②连接代词what，which，who，whom，whose；③连接副词when，where，why，how；④复合代词和复合副词whatever(不论什么时候)，whichever(不论哪一个)，whoever(不论谁)，whenever(不论什么时候)，wherever(不论哪里)，however(不论怎样)。现分述如下：

1)主语从句：在复合句中充当主语。关连词有：连词that，whether；连接代词what，which，who，whom，whose；连接副词when，where，why，how；复合代词和复合副词whatever，whoever等。如：①Thathewillsucceediscertain.他会成功是肯定的。②Whetherhewillgothereisnotknown.还不知道他是否去那里。③Whathesaidisnottrue.他说的话不真实。④Whobrokethewindowhasnotbeenfoundout.谁打破了窗户还没有查出来。⑤Howheescapedisstillamystery.他如何逃脱的仍然是一个谜。⑥Wherehehidthemoneyistobefoundout.他把钱放在什么地方有待查明。⑦Whomsheborrowedthemoneyfromstillpuzzledhim.她从谁那里借钱仍然使他困惑不解。⑧Whoevercomesiswelcome.无论谁来都受欢迎。

(1)有时为了匀称句子，用it代替主语从句，作形式主语，而把主语从句后置。如：Itiscertainthathewillsucceed.(2)if不可用来引导主语从句，要用whether。比较：误：Ifhewillwritethebookisnotdecided.正：Whetherhewillwritethebookisnotdecided.(3)who和whoever引导名词性从句在意义上是不尽相同的，who引导的从句表示一个“情况”，或一件“事情”，whoever引导的从句则表示“任何……的人”，whoever=anyonewho，因此，Whoeverleaveslastshouldturnoffthelight是正确的，而Wholeaveslastshouldturnoffthelight则是错误的。

2)宾语从句：宾语从句在复合句中充当宾语。注意：除谓语动词之后可接宾语从句外，介词、不定式、分词、动名词以及某些形容词(如：sure，certain，glad，pleased，afraid，surprised，satisfied等)的后面也可以带宾语从句。根据关连词性质的不同，宾语从句有如下三种类型：

(1)that引导的宾语从句：仅起引导作用，在从句中无句法功能，本身无具体意义，在口语和非正式文体中可省略，不引导介词的宾语从句(exceptthat除外)。如：①Hesaid(that)hewasgoingtostudyinCanada.他说他要到加拿大去学习。②Imcertain(that)heisathomenow.我敢肯定他现在在家。③Imafraid

a.如果谓语动词后带有两个或更多个以that引导的宾语从句，除第一个that外，其余均不可省略，以免引起误解。例如：Iforgot(that)myresearchpaperwasdueonTuesdayandthatmyteacherhadsaidhewouldnotacceptlatepapers.

b.insist(坚决要求)，suggest(建议)，ask(要求)，demand，order等动词后的宾语从句要用虚拟语气，结构为“should+动词原形”或省略should，仅用动词原形。

(2)whether或if引导的宾语从句，从句意思为“是否……，能否……”，这里的if从句不可混淆于以if(如果，假如)引导的条件状语从句。如：①Heaskedif(whether)youhavereceivedhisletter.他问你是否收到了他的来信。②Thisdependsonwhetherheisinterested(ornot).这得看他是否感兴趣。

a.whether可构成whether...ornot或whetherornot...结构，在非常不正式的场合下，也可能有if...ornot结构，但无ifornot...结构。

b.介词后的宾语从句须用whether引导，不可用if引导。

(3)连接代词和连接副词引导的宾语从句：连接代诃有：who，whom，whose，what，which；连接副词有：when，where，how，why。如：①Heaskedwhosehandwritingwasthebest.他问谁的书法最好。②Imnotinterestedinwhathessaying.我对他说的话不感兴趣。③Idontknowwhyhedidntcome.我不知道他为什么不来。

a.这类宾语从句一律用陈述语序。

b.若主句的谓语动词是think，expect，believe，guess，imagine，suppose等表示“认为，猜想”的词(注意：无hope)，一般要把宾语从句中的否定词转移到主句中去，即所谓的“否定的转移”。如：应该说Idontthinkhesright.不能说Ithinkheisnotright。

3)表语从句：在复合句中作表语，一般置于连系动词(尤其是be)之后，关联词有：连词that，whether(无if)，asif，asthough；连接代词who，whom，whose，what，which；连接副词when，where，how，why等。如：①Thequestionisthatwearereallyshortofmoney.问题是我们的确是缺钱。②Theimportantthingiswhatamandoes,notwhathesays.重要的是一个人所做的，而非他所说的。③Thisiswhyshewasangry.这就是她为什么发火。④Itturnedoutthathewaswrong.结果是他错了。

Itappears／seemsthat…“似乎……，好像……”，Ithappensthat-··“碰巧……，恰好……”，Itturnsoutthat...“结果是……，证明是……”等结构中的that从句，通常都看成表语从句。

高二英语教案：《Unit 6 Mainly revision》优秀教学设计（二）

高二英语教案：《Unit 6 Mainly revision》优秀教学设计（二）

教学目标

一、teaching aims

本单元为复习课，重点复习1至5单元出现的语法现象和日常交际用语。同时通过对话课的学习与操练，进一步熟悉有关打电话的用语，通过对两篇文章的学习，了解一些有关集邮，集硬币方面的知识，学生能够对硬币的历史，发展和收藏进行介绍。

二、teaching important and difficult points

1.words and phrases

shape, ring, collection, bank, material, hide, (hid, hidden), envelope, cheaply, cock, shame coin, silver, penny, (pi. pence) , mine, possibly, whenever, whatever, afford, hand out, here and there, look round, sooner or later, pick up, packs of, kind of…, at the beginning, be mixed with

2.daily expressions

hello. can i speak to zhou lan, please?

this is zhou lan speaking.

but i’ve only just got home.

i would like to ask you about some stamps.

what a pity! what a shame!

i’ll ring you if i have any news.

it’s a pity i didn’t think of it earlier.

3.grammar

revise grammar from unit one to unit five.

教学建议

对话课建议：

在lesson 21 有关打电话的对话练习，教师引导学生以口头练习为主，让学生在对话交际功能学会打电话的用语。教师可设置情景对话让学生们进行操练，比如说：教师让两个学生们到前表演，话题为谈论借英语学习杂志或其它使用学生们感兴的题目，教师给学生在黑板上写一些电话用语的日常用语如：can/may i speak …..? this is ….speaking? is that..? so on教师在这里只充当配角。

课文建议

教师在lesson22中，让学生分小组学习本文章，复述课文,分小组讨论集邮的好处。教师与学生们共同参与完成本课的学习内容。教师尽力给学生们多提供有关本课内容的信息和图片。

听力建议

1．首先，教师对学生讲今天要学习的是收集硬币的知识，教师介绍在这段对话中共有五个人，他们都有不寻常的硬币。

2．教师让学生们阅读每一个练习的问题，弄清楚学生们在听的过程中应抓住哪些重点，然后教师在播放磁带，以泛听和精听为过程，最后教师检查学生做练习的情况。

教材分析

本单元是一个复习课，本文的对话是以打电话为主，练习打电话用语，语句比较简单，两篇阅读课是有关于收集硬币集邮的介绍，文中用一些数字表明硬币的发展过程，同时也学习提供一些集邮的建议，在23课中语法主要是复习1至5单元所学的知识点及词性的转换。

重点难点

辨析：pack与parcel，packet

这三个词都指包。

pack多指较小的包，与package可以互换；学生用的背包可用pack，如：

the soldier carried a pack on his back. 这个军人背上背着一个小包。

packet也指较小的包，多指同类东西的“一束”，“一盒”等，如：

a packet of letters（一捆信），packet（pack）of cigarettes（一包香烟）

parcel多指“邮包”。

shape，form，figure的区别

shape着重指人或物的比较具体的整个外形，不太正式。

we saw a shape through the mist but we couldn’t see who it was.我们从雾中看见一个人影，但我们看不清那是谁。

form指有具体结构和看得见的某种特殊形状或是抽象的形式

in the early morning light we could just see the forms of the mountains.在晨曦中，我们仅能看到群山的轮廓。

figure指物时，侧重指轮廓；指人时，着重指姿态。

i could see a tall figure near the door. 我可以看见门附近有一个高大的身影。

possible, probable的区别

这两个词的反义词是impossible, improbable

1）possible作“或许”解，有“也许如此，也许不如此”之意。强调客观上有可能性，但常常带有“实际可能性很小”的暗示。

2）probable用来指有根据，合情理，值得相信的事物，带有“大概，很可能”的意味。语气比possible要重，是most likely之意。

it’s possible, though not probable. that he will accept the terms.他也可能接受这些条件，但希望不大。

(2) be possible, be probable常用形式主语it，构成句型为：

it is possible/probable that …（从句）

it is possible /probable for sb. to do sth. 例如：

他有可能做这件事。

[√] it is possible for him to do this.

[√] it is possible that he will do this.

[×] he is possible to do this.

particular, especial或special区别

三者均有“特别的”之意，

但particular指同类事物中具有独特性质的一个

especial和special相同，强调某种特殊的目的或用途，但especial为书面语，口语中多用special。

there was a particular expression in his eyes. 他眼睛中有一种特别的神情。

the patient needs special/ especial care. 病人需要特殊的照料。

coins can be made of many different kinds of metal mixed together.

mixed together(=…which are mixed together)过去分词短语作后置定语，相当于一个省略的定语从句。

he is reading the short stories written by lu xun. ( = he is reading the shorts stories which were written by lu xun. )

please give me letters received yesterday. (=…the letters which were received yesterday. )

如果这个分词是一个单词，就位于修饰的名词之前，作定语。

she is our respected teacher.

the lost key has been found.

a year passed when it was realized that the parcel had been sent to the wrong destination.一年以后才发现包裹送错了地方。

it’s possible that one of them kept a bank where the workers could keep their money safe.有可能他们中的某个人办了一家银行，工人们可以放心地把钱存在那儿。

这是一个由形式主语it引导的复合句，真实主语是后面的that从句。其句型结构为：it is 形容词 that从句，常用于这个句型的形容词有：possible，necessary, important, clear, certain, strange等。

it is necessary that we master one or two foreign languages.我们精通一至二门外国语是很必要的。

keep a bank意为“开办银行”。此处keep为及物动词，意为“经营”、“管理”、“养活”。

keep a shop意为“开办商店” keep the farm意为“经营农场”

keep the house意为“管理家务”keep the family意为“养家糊口”

it contained 54,951 coins dating from the year 260－275 ad.那一次挖掘的硬币共有54951枚，都是公元260－275年间的硬币。

dating from在句中作定语，相当于定语从句…which dated from the year…修饰先行词coins, date用作vi., 意思是“起始”、“兴趣于”。date from 表示“始于……时期”。

过去分词短语和现在分词短语用作定语时相当于一个定语从句。如：

tell the children playing (== who are playing) there not to make so much noise.让那些在那儿玩的小孩别这么吵。

they’re problems left (= which have been left) over by history.这些是历史遗留下来的问题。

这座古庙的历史可以追溯到两千年前。

[×] the old temple is dated from 2,000 years ago.

[√]the old temple dates back 2,000 years ago.

[√]the old temple dates back to 2,000 years ago.

[√]the old temple dates back 2,000 years.

it does not matter if /whether they are old. 邮票）新旧没关系。

1) it does not matter if/whether…是一个很有用的句型。

it doesn’t matter ( to me ) if i miss my train, because there's another one later.对我来说错过一趟火车没关系，因为后面还有。

2) it doesn’t matter 后还能跟其他从句

if she does her best, it doesn’t matter what people think of her.只要她尽了力，别人怎么看她无关紧要。

if you are just starting to collect stamps, here is some advice for you to follow.

1) start 和begin, continue有一点是相同的，即它们可以用动词不定式或动名词作宾语。

he started learning / to learn english when he was ten.

they began building / to build the dam in 1994.

how can you continue working / to work with all that noise going on?

2) 但是当这些动词本身是进行时态时，一般后面跟动词不定式。

starting to collect 一般不能换成starting collecting。

it’s starting / beginning to rain.开始下雨了。

3)start或begin后跟的动词是表达有关感情和思想的动词时，一般也不用动名词，而用动词不定式。

she started / began to understand. 她开始理解了。

打电话的说法：

l）电话铃响时，当你拿起话筒，通常首先自报姓名和自己的电话号码。如：

hello, bob dorson.

hello, 742511.

this is bob dorson speaking. who is that speaking?

yes?

2) 若对方要找的不是bob而是chris，对方可能询问：

is chris in/at home / there ?

may /can /could i speak to chris?

i’d like to speak to chris , please.

若chris在家，bob去叫chris，则对方稍等一会：

a moment, please.

hold on, please.

hold the line, please.

don’t hang up, please.

3) bob通知chris 听电话：

telephone for you.

you are wanted on the phone, chris.

4) 在互报完姓名后，就可以开始谈话了。

若chris不在家，你可告诉对方，并请他留下口信。

chris isn’t in /here right now. can / could i take a message for you?

would you like to leave a message?

can you call later? he will be back at about 2:30.

高二英语Unit6单词表人教版

古人云，工欲善其事，必先利其器。作为教师就要根据教学内容制定合适的教案。教案可以让讲的知识能够轻松被学生吸收，帮助授课经验少的教师教学。你知道怎么写具体的教案内容吗？以下是小编为大家收集的“高二英语Unit6单词表人教版”仅供您在工作和学习中参考。

高二英语Unit6单词表人教版

Unit6
cockn公鸡
shamen遗憾的事；羞愧
coinn硬币
shapen形状；外形
seashelln海贝
ringn环形物（如环、圈、戒指等）
silvern银
collectionn收藏品；收集物
penny（pl．pennies）n．便士
lookround=lookaround仔细查看
minevt开采（矿物）
bankn银行
materialn材料；原料
possiblyadv可能地；也许
hide（hid，hidden）
vt＆vi把……藏起来；隐藏
handout分发
hereandthere各处；处处
wheneverconj每当；无论何时
tradevt用……进行交换
envelopen信封
soonerorlater迟早
whateverpron＆conj
凡是……的事物；无论什么；不管什么
affordvt担负得起（……的费用)
抽得出（时间）；提供
packn包；捆；群
packsof大量的；一大堆的
cheaplyadv廉价地

高二英语教案：《Unit 6 Mainly revision》教学设计（一）

高二英语教案：《Unit 6 Mainly revision》教学设计（一）

Teaching aims and demands

1.Practise how to solve the problems through the telephone call.

2.Learn the langue points in this dialogue.

Teaching Procedures

Step 1 Lead --- in

1. Show the students a few beautiful key rings (or other things), and then talk with them about their hobbies.

T: I have a student whom likes collecting key rings. Once he showed me his rings. That’s a large collection of about one hundred key rings. They are colorful and of different size and shapes. It took him more than three years to have got such a big collection, and he told me hat his hobby did not cost very much. He often tells people about his hobby, so on his birthday he often receives some nice and special key rings as presents from his friends, his parents and relatives.

2. Ask the students about their hobbies and then collect their answers.

(1) What are your hobbies?

(2) Does your hobby take much of your spare time?

(3) Do you like collecting thing?

(4) Does the collection cost s lot of money?

(5) Do your parents have any objection to your hobbies? Why?

Step 2 Dialogue Presentation

T: Now let’s listen to a dialogue between Bruce and Zhou Lan. They are talking on the telephone about stamps. Listen to it carefully and then you will answer some questions.

The first listening:

(1) Why does Bruce phone Zhou Lan?

(2) Why does Bruce say “ Excuse me” when he phones Zhou Lan?

The second listening:

Listen and repeat. Ask the students to read the dialogue.

Step 3 Language points

1. no longer / no more / not any longer / not any more 不再, 再也不

--- no more / no longer 放在 be 动词、助动词、情态动词之后，行为动词之前. No more 多用来修饰具体动词；no longer多用来修饰某种具体状态动词．例如：

He no longer lived here.

He has no more trouble.

Bruce works in a company. He is no more a student.

--- 表示时间“一度，曾经”，强调以前的情况不再继续下去，once but not now。用no longer, not any longer, not any more.但no longer, not any longer多与持续性动词连用；not any more 多与终止性动词连用。

She used to study English, but she doesn’t study it any longer/any more.

I am afraid she doesn’t live here any longer/any more.

Does Tom live here? No he no longer lives here.

He is no longer happy.

He doesn't come here any more.( 不用any longer)

---涉及数量或程度时，要用no more. ---替代事物时用 not any more.

There is no more bread on the desk.

I have no more money to spend on new clothes.

I don’t want any more.

He is no more a genius than I am.

---下列情况只用no more.

Since no more persons come,. Let’s begin. (adj.)

When no more steam comes, they might get burnt

He has no more books than I do.

I can’t sing this, no more can him.

2. What a pity! What a shame!

I am sorry that I can’t join you in the travel. What a shame!

It is a shame that he can’t join us in the travel.

It is a pity that he didn’t pass the exam.

3. You may use the following phrases to ask for person who would like to speak to:

Is … there?

Is that … ?

Can I speak to …?

4.You may use the following phrases to introduce yourself:

It’s…here.

This is…

This … speaking.

5.You may use the following phrases to answer a call:

Hello, who is that?

Hi, whom is that speaking?

6.If you are not the person the caller wants to speak to, you can just him:

Hold on, please.

Hold on a moment. I’ll go and ask him/her.

7.If the person who the caller is calling is not in, you may say:

… is not here now. Can I take a massage for you?

Could you leave a massage?

Step 4 Dialogue Practice

Practice 1.

Situation: Suppose you are Bruce, please tell your classmates why you phoned Zhou Lan the night before. Or suppose you are Zhou Lan, please tell them why Bruce phoned you late the night before.

Bruce telephoned me late last night, for he has only just got home that moment. Last time Bruce saw that I had a cock year stamp, so he yesterday evening he called to ask me if I could sell it to him. But it was a great pity that I sold it last week. I really didn't know Bruce needed it so much. However, I promised to try to find one for him.

Practice 2.

Ask the students to play the parts of Bruce and his father to talk about the call Bruce made just now. Or ask them to play the parts of Zhou Lan and her father to talk about the call she received just now.

Step 5 Dialogue Presentation

Ask the students to make phone calls to their classmates to talk about their hobbies.

Situation 1: Student B likes collecting Bobby dolls. Student A happened to find a new type of Bobby doll in the store. She is now phoning student B.

Situation 2: Student A likes collecting coins. His father is going to give a tour performance in Europe. He asks his father to get some foreign coins for him.

Step 6 Homework

1.Finish off the Workbook exercises .

2.Review Lesson 22.

教案点评：

本课的教案以听说为主，学生通过打电话学后如何解决一些问题。在教案中设计了几个对话的形式，操练学生交际的能力及语言交流的能力，在对话课中学生能够自如地运用语言点进行表达，如：教案设计两个对话，通过打电话谈论自己的爱好等。所以在编写过程中重点设计了自由对话，本课的对话练习及课外对话的练习等，较为丰富的课堂教学活动。