Livingwithdisease（TheFourthPeriod）。

俗话说，磨刀不误砍柴工。高中教师要准备好教案为之后的教学做准备。教案可以保证学生们在上课时能够更好的听课，帮助高中教师掌握上课时的教学节奏。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《Livingwithdisease（TheFourthPeriod）》，希望能为您提供更多的参考。

TheFourthPeriod

TeachingAims：

1．Learnthefollowingwordsandphrases：weep，cell，chemical，radiation，fighter,agreatmany，onthecontrary
2．Trainthestudents’integratingskills,especiallyreadingandwritingskills．
3．Talkaboutcancerandthepatient’sattitudetowardscancer．

TeachingImportantPoints：

1．Mastersomeusefulwordsandexpressionsappearinginthetext．
2．Learntowriteapersonalnarrativeessay．

TeachingDifficultPoints：

1．Howtounderstandthereadingmaterialexactly．
2．Howtowriteapersonalnarrativeessaybetter．

TeachingMethods：

1．Asking—and—answeringactivitytocheckthestudents’understandingofthereadingmaterial．
2．Reviewmethodtoconsolidatethelanguagepointsinthisunit．
3．Individual，pairorgroupworktofinisheachtask．

TeachingAids：

1．ataperecorder
2．aprojector
3．theblackboard

TeachingProcedures:

StepIGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead—in
T：Inthesecondperiod，we’vereadapassageaboutapersonlivingwithAIDS,WhatkindofdiseaseisAIDS?
Ss：AIDSisadieasethatbreaksdownthebody’sImmunesystemandleavesapersondefenselessagainstinfectionsandillness．
T：1nwhatwaydoesAIDSspread?
Ss：Throughb1oodandotherbodyliquids,Byhavingunprotectedsex,byreceivinginfectedbloodtransfusionandthroughbirth．
T：WhatattitudedoesXiaoHuahavewhenshefoundshehadgotAIDS?
Ss：ShewasnotdiscouragedbutdecidedtousethelimitedtimeshehaslefttodosomethingtohelpOtherAIDSpatientsandshedidso．
T：Well，todaywearegoingtoreadaboutanotherpersonwhogotcancer．Weallknowthatcancerdoesnotspreadfromonepersontoanother，thoughitisalsoakindofseriousdisease,Thetextinthisperiodwilltelluswhathashappenedtothecancerpatientandhowhislifehaschanged．Now，1et’s1earnthenewwords．Thenwe’11readthetext．Lookatthescreen．
(Teachershowsthescreenandthendealswiththenewwordsbriefly．)
△diagnose／′daIgnauz／vt．
agreatmany
weep／wi：p／vi．
△disrupt／dIs′rpt／vt．
chemical／′kemIkl／n．；adj．
fighter/′falt／n.
△Richards/′rIdz／
△sample／′sa：mpl／n.
cell／sel／n.
△contagious／kn′teId3s／adj.
radiation／reIdI′eIn／n.
contrary／′kDntrrI／adj.
onthecontrary
StepIIIReading
T：Well，nowpleaseopenyourbooksatPage55．Readthepassagequicklyandrindouthowcanceriscausedandhowcancerchangedthewriter’slife．
(Afewminuteslater，teachercheckstheanswers．)
T：OK．Haveyoufoundtheanswers?
Ss：Yes．
T：Howiscancercaused?WangLi，youtry，please．
S1：Cancerbeginsincells．Therearemanytypesofcellsinthebodyandeachhasaspecialfunction．Inahealthybody,cellsgrowanddividetoproducenewcellsonlywhenitnecessary．Iftheproductionofcellsisdiscupted，cellseitherdividetoofastoratthewrongtime，makingitdifficultforthebodytofunctionproperly．Thisway，peoplegotcancer．
T：Verygood．Sitdown，please．Howdidcancerchangethewriter’s1ife?Volunteer?S2：First，thewriterfeltemptyandhopeless．Thenhebegantoreceivetreatmentandfoughtagainstthei11ness,sufferinggreatpainanddifficulty．Later，hefoundthestrengthtorecoverwiththehelpofhisfamilyandfriends.Afterfourteenmonths’successfultreatment，hewasabletogohome．Butthecancerinhisbodyhasjustbeendefeatedforthemoment．Itcancomebackatanytimeandthestrugglewil1neverend，sohesayshislifehasnotyetendedbutreallybegun．Hehaschangedhisattitudetowardslife．Hehaslearnttoappreciateeveryminutesofeachday．
T：Welldone．NowpleaseListentothetapeofthepassageandfurtherunder—standit．Atthesametime,underlinealltheusefulexpressions．
(Teacherplaysthetapefirst．Thenshowsthefollowingonthescreen．)
1．Thenextstepistocarryouttheplan.
2．Wehavethingstodoatpresent．
3．一Areyounearlythrough?
一，I’veonlyjustbegun．
4．Theythebirdsthecages．
5．Heisbydrivinghiscarsofast．
6．Stopdiscussing，please．
7．HeisasoneoftherichestmeninEurope．
T：OK．Nowplease1ookatthescreenandfindtherightphraseinthetexttocompleteeachsentence．Doitquickly.ThenIllcheektheanswers．
Suggestedanswers：
1．tothefull
2．agreatmany
3．onthecontrary
4．freed…from
5．takingachance
6．forthemoment
7．thoughtof
T：Welldone．Nowpleasereadthetextforafewminutes，payingattentiontothelanguage．
StepⅣDiscussion
T：OK．NOWstopreadingandlet’shaveadiscussion．Lookatthequestionsonthescreenandthenworkingroupsoffour．
1．comparethewriter’ssituationwiththatofXiaoHuainthereadingpassage．Howaretheirexperiencessimilarordifferent?
2．Howdoyouthinkyourlifewouldchangeifyoufoundoutthatyouhadanincurabledisease?
(Afterthestudentsdiscussforawhile，teacheraskssomestudentstoanswerthequestions．)
T：OK．Stopdiscussing．Who’dliketotalkaboutthefirstquestion?Anyvolunteer?
S1：I’lltryit．BothXiaoHuaandthewritergotanincurabledisease．Neitherofthemgiveintothedisease．Theybothfoughtagainstitandtrytomaketheirlimitedlifetimemoremeaningful．Astothedifferencebetweenthem．XiaoHuagotAIDSthroughbirth．Shenotonlyhastosufferfromthedisease，butalsohavetodealwithpeople’sfearofthedisease，whi1ethewritergotcancerbecausetheproductionofcellsinhisbodyisdisrupted．Cancerdoesnotspreadfromonepersontoanother，soheistakengoodcareofbyhisfamilyandfriends．
T：Quitewell，whataboutthesecondquestion?Anyvolunteer?
S2：Letmehaveatry．IfIfoundoutthatIhadanincurabledisease，Ithinkmylifewouldchangeasthewriter’slife，Becausetheexistenceofourlifeishappinesstoourfamilyandfriends．
T：Welldone．Now，pleaseturntoPage56．LookatPart4．Youareaskedtodrawatimelineofyourlifeandmarkthebesttimes(thehighs)andtheworsttimes(thelows)．Thenwritedownsentencestotellwhatsomeeventsthatmadeyouveryhappywere,whatmadeyousosad，andwhatsomepointswereinyourlifewhenyoumadeachangeorlearntanimportantlesson．Youcanreferringtothefollowingexample．Areyouclear?
Ss：Yes．
(Thestudentsbegintodoit．Afterthat，teachersaysthefollowingtogoonwillthenextpart．)
StepVWriting
T：OK．Nowit’syourturntowriteanessayaboutanimportanteventinyourlifeoranotherperson’slife．FirstlookattheinstructiontoWritingonPage56．Thenwriteyourownessay．
FailureintheNationalExamination
Universityisnottheonlywaytosuccess．CaoYangwhoismyneighbour,willneverforgetthedaywhenheknewtheresultoftheNationalExamination,bywhichyoucouldgetthe“licence”toentertheuniversity．However，helosttheopportunitytostepintothethresholdoftheuniversity．Atthatmoment，hefelthenearlycallapsedontothegroundandthoughttheroadtohisfuturelifewascompletelyb1ocked．
Hedidn’twanttotryitagain,becauseitwouldcosthisfamilyalotofmoney，whathemostwantedtodoatthatmomentwastogotoworkassoonaspossible．Thus，hecouldearnenoughmoneytosupporthisfamily．
Thedifficultiesheencountedinhisworkmadehimfeelthelackofenoughknowledge．Fromthenon，hemadeuphismindtocatchupwithupdatedtechnology．Byfullymakinguseofeveryminutehecouldgetafterwork，heimmersedhimselfintostudyandeventuallyhebecameanexpert．Lateron，whenhisworkmatesmetwiththeproblemsintheirwork，theyallcametohimandhecouldalwaysgetthemdoneproperly．
Throughhisefforts，hehasmadegreatachievementsinhislife．Henowfeelsthatuniversityisnottheonlywaytosuccess．ItwasthefailureintheNationalExaminationthattaughthimnobodyshouldshrinkbackinfrontofdifficulties.Onthecontrary，we’dbetterthinkofitasapreciousgiftthattheGodgivesustorealiseourgoals．
StepⅥCheckpoint
T：Inthisunit．we’vemainlytalkaboutdeadlydiseasesandattitudestowardsAIDSandcancer，etc,sowe’velearntalotofusefulwordsandexpressionsaboutthistopic．Howcanweremembersomanynewwords?Thefollowingtipsonthescreencanhelpyou．Lookatthescreenand1et’sgothroughthemtogether．
Waystorememberandunderstandnewwords：
Youcanputnewwordsintogroupstorememberandunderstandthemtogether．Forexample，somewordshavesimilarmeaning．1ikecureandheal，bothmeaning“tomakesomethingbetter”．Othersbelongtothesamecategory，likeAIDSandcancer，whicharebothdiseases．Trytothinkmorewaysthatyoucangroupnewwords．
(Afterthat)
T：Now，please1ookatthefollowingwordsandphrasesonthescreenandgrouptheminatleasttwodifferentcategories．
immune，defenseless，infection，cure,contract，virus，suffer，discourage,specialist，lonely，eventually,breakdown,dieof，cheerup，dealwith，asif,alackof
Suggestedanswers：
1．immune，defenseless，infection，cure，contract，virus，suffer
2．discourage，specialist,1onely，eventually，breakdown，dieof，cheerup，dealwith,asif,alackof
T：Well,now1ookatthesewordsonthescreen．WhatOtherwordsdotheymakeyouthinkof?
AIDS，immune，defenselessinfected,cure,contract,virus,suffer
Ss：Transmit，prevention,illness,treatment，defensive,diagnose,contagious，sick，hospital，(in)curable,spread，recover…
T：Yes．You’vecollectedsomanywordswhichcanbeusedtotalkaboutdisease．Next,pleaselookatthetwosentencesontheblackboardandrewritethemusing“Iwish…”and“If…”.
(Bb：1．Idon’tknowwherehelives．
2．PeopleareafraidofSARSbecausetheydontknowmuchaboutit．)
T：Who’dliketohaveatry?Pleasecometotheblackboardandwritedownyoursentences．Onestudent，onesentence．
Suggestedanswers：
1．IwishIknewwherehelives．
2．IfpeopleknewmuchaboutSARS，theywouldnotbeafraidofit．
StepⅦSummaryandHomework
T：Well．Howbusythisperiodis!We’venotonlypractisedlisteningandreading，butalsopractisedspeakingandwriting．We’vealsolearntmanyusefulwordsandexpressions．Afterclass,pleasereviewwhatwe’velearntinthisclassandpreviewwhatwe’lllearninthenextunit．
StepVⅢTheDesignoftheWritingontheBlackboard
Unit7LivingwithdiseaseTheFourthPeriod
I．Usefulexpressions：
tothefull，agreatmany，onthecontrary，free…from，takeachance，forthemoment，thinkof…as
Ⅱ．Wordsconcernedwithdiseases
AIDSimmunedefenselessinfectedcurecontractvirussuffertreatment…
III.TheSubjunctiveMood
1．Idon’tknowwherehelives．
→IwishIknewwherehelives．；
2．PeopleareafraidofSARSbecausetheydon’tknowmuchaboutit．
→IfpeopleknewmuchaboutSARS，theywouldnotbeafraidofit．
StepIXRecordafterTeaching
WWw.jab88.cOM

延伸阅读

Artandarchitecture（TheFourthPeriod）

作为杰出的教学工作者，能够保证教课的顺利开展，高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师有计划有步骤有质量的完成教学任务。高中教案的内容具体要怎样写呢？以下是小编为大家精心整理的“Artandarchitecture（TheFourthPeriod）”，欢迎大家与身边的朋友分享吧！

TheFourthPeriod
TeachingAims:
1.Improvethestudentsreadingability.
2.Dosomewritingpracticetoimprovethestudentswritingability.
3.Learnsomeusefulwordsandexpressions.
4.ReviewthePastParticipleusedasObjectComplement.
TeachingImportantPoints:
1.ReviewthePastParticipleusedasObjectComplement.
2.Improvethestudentsintegratingskills.
TeachingDifficultPoints:
1.Howtoimprovethestudentsintegratingskills.
2.HowtohelpthestudentstomasterthePastParticipleusedasObjectComplement.
TeachingMethods:
1.Readingandunderstandingtoimprovethestudentsreadingability.
2.Writingpracticetoimprovethestudentswritingability.
3.PracticetoreviewthePastParticipleusedasObjectComplement.
4.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboard
StepIGreetings
Greetthewholeclassasusual.
StepIIRevision
T:Inthelastperiod,wevelearnedthePastParticipleusedasObjectComplement.Now,let’sdosomeexercisestoreviewthem.
(Showthefollowingonthescreen.)
Rewritethesentences,using“have+object+pastparticiple”
Example:Theybuiltanewlibrary.
→Theyhadanewlibrarybuilt.
1.Heisgoingtodelivertheseedstomorrow.
2.Theyarerepairingthepath.
3.Sheisclearingawaythebranchesofthatlargetree.
4.Theyhaveputinanewbath.
5.Shehasdealtwiththeproblem.
6.Hehascollectedalargenumberofstamps.
7.Theycheckedtheprogressoftheproject.
(Afterawhile,checktheanswerswiththewholeclass.)
Suggestedanswers
1.Heisgoingtohavetheseedsdeliveredtomorrow.
2.Theyarehavingthepathrepaired.
3.Sheishavingthebranchesofthatlargetreeclearedaway.
4.Theyhavehadanewbathputin.
5.Shehashadtheproblemdealtwith.
6.Hehashadalargenumberofstampscollected.
7.Theyhadtheprogressoftheprojectchecked.
StepIIIReadingandUnderstanding
T:Verygood.Now,let’slookatthePassage“ASecondLifeforFactory798”.
Whocantellusthemeaningofthetitle?
S:Letmehaveatry.Itmeans“798工厂的第二次生命”.
T:Whatdoyouthinkthepassageisabout?
S:Ithinkthepassageisaboutafactory.Maybeitclosedoncebutpeopleusedit
again.
T:OK.Pleasesitdown.Readthepassagequicklytofindoutwhathashappened
toFactory798.(Afterafewminutes.)Haveyoufoundouttheanswer?
Ss:Yes.
T:Whowouldliketotellusyouranswer?
S:Illtry.TheFactory798hadbeenanimportantarmyfactory.Laterthefactorymovedawayandthefactorybuildingswerenolongerused.Mostoftheworkshopsinitstoodemptyuntilveryrecently.Theworkshopsarenowusedfordifferentpurposes.SowecansayFactory798hasgotitssecondlife.
T:Verygood.Thankyou.Pleasesitdown.Now,pleasereadthepassagecarefullyagainandtellussomethingelseaboutFactory798.(Amomentlater.)LiHong,pleasetry.
S:ItwasdesignedbyEastGermanarchitectsandbuiltwithRussianaidinthe
early1950s.…
T:Good.Weknowthatthefactoryisnowusedagainbydifferentpeopleforvariouspurposes.Whocantelluswhataretheworkshopsinthefactoryusedasnow?
S:Theyareusedassomestudios,someshops,somerestaurants,oneteahouseandonedanceclub.
T:Quitegood.Fromthepassageweknowthatnewusesaregiventooldbuildings.Itsagreatwaytosavethearchitecturefromthepast.
StepIVExplanation
T:Inthispassage,therearesomeimportantwordsandexpressionsthatyouneedtomaster.Now,lookatthescreen,please.Illexplainthemtoyou.
(Showthefollowingonthescreen.)
1.aidn./vt.help
e.g.Hesucceededwiththeaidofafriend.
Shemadenoefforttoaidhim.
2.stand(linkv.)beingorremaininginaplaceorcondition
e.g.Atallpoplartreeoncestoodthere
Thehousehasstoodemptyformonths.
3.pulldown:destroysth./leavesb.inaweakcondition
e.g.Thecinemasheusedtovisithasbeenpulleddown.
Hislongillnesshaspulledhimdown.
4.remind…of…:causesb.torememberorhenewlyawareofsb./sth.
e.g.Heremindsmeofhisbrother.
ThissongremindsmeofFrance.
5.set…adide:placesth.tooneside;disregardorignoresth.
e.g.Shesetasideherbookandlitacandle.
Hesetalltheiroffersaside.
(Writethewordsandphrasesontheblackboard.)
StepVListeningandReadingAloud
T:Now,letslistentothetape.Listencarefully.WhenIplaythetapethe
secondtime,pleasereadafterit.Payattentiontoyourstress.Areyouready?Ss:Yes.
T:OK.Letsbegin.
(PlaythetapeforSstolistenandrepeat.)
T:OK.Now,I’dlikesomeofyoutoreadoutthepassage.Whodliketoreadthe
firstparagraph?
S:Idliketohaveatry.
T:Pleasereaditaloudsothatyourclassmatescanhearyou.
(Askseveralstudentstoreadthepassage.Onestudent,oneparagraph.)
StepVIWriting,
T:Inthisperiod,wevereadapassagewhichtellsusthatwecanmakeuseof
anoldfactory.Now,letsplayagame.First,makeadetaileddrawingofthefloorplanofabigbuilding,suchasanoldfactory,oraschool.Ifyoudontknowany,youcandrawthefloorplanofourschool.Or,ifyoulike,youcandrawthefloorplanofyourownimaginedbuilding.Youcanworkingroupsoffour.(Allowthestudentsamomenttofinishthetask.)Haveyoufinished?
Ss:Yes.
T:Now,numberanddescribethesize,heightandspecialfeaturesofeachhall
andpartofthebuilding.
(Ssmayfinishinoneortwominutes.)
T:Now,haveashortdiscussiontodecidewhichroomsandpartscanbeusedby
differentartists:whicharebestforpainters;popbands,abookshopandso
on.Alsodiscusshowtodecoratetheroomsfordifferentusersandhowmuchmoneywillbeneeded.Trytothinkaboutcheapwaysofdoingthings.
(Amomentlater.)
T:OK.Youvegotenoughinformationtowritethearticle.Pleasewriteitdown
inyourexercisebooks.
(Allowthestudentstofinishthewritingpracticeafterclass.)
StepVIISummaryandHomework
T:Todaywevereadapassageaboutanoldfactory.Weknowthatoldbuildingscanbeusedbydifferentusersagain.Wevealsomadeaplantomakeuseofanoldbuilding.Afterclass,finishyourwritingpracticeandhandinyourexercisebooks.Besides,wevealsolearntsomeusefulwordsandphrases.Youshouldtrytousethemmoreandrememberthem.Inthetext,wevelearntsomewordswhichhelpyoudescribetheshapesandstructuresofarchitecture.Whoknowswhattheyare?Pleasewritethemdownontheblackboard.
(Oneortwostudentwritetheiranswersontheblackboard.)
Suggestedanswers:
huge,modern,simple,traditional,warm,straight,beautiful,unnatural,unfriendly...
T:Verygood.Inthisunit,wevelearntthePastParticipleusedasObject
Complement.Thisisanimportantgrammaritem.Youshoulddomorepracticeto
consolidateit.Now,pleaseturntoPage24andfinishthepracticeinCheckpoint3.
(Amomentlater,checktheanswers.)
Suggestedanswers:
1.Heheardhisnamecalled.
2.Hegothisbikefixed.
3.Howdoyouwanttheroomdecorated?
T:Welldone!Ithinkyouvemasteredthegrammariteminthisunitwell
enough.OK.Thatsallfortoday.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepVIIITheDesignoftheWritingontheBlackboard
Unit3Artandarchitecture
TheFourthPeriod
Words:
aid,stand
Phrases:
pulldown,remind…of…,set…aside
Usefulwordsfordescribingtheshapesandstructuresofarchitecture：
modern,traditional,Straight,round,beautiful,unnatural,…
StepIXRecordafterTeaching

LivingWithdisease（TheFirstPeriod）

一名爱岗敬业的教师要充分考虑学生的理解性，高中教师要准备好教案为之后的教学做准备。教案可以让学生更容易听懂所讲的内容，帮助高中教师能够更轻松的上课教学。关于好的高中教案要怎么样去写呢？小编经过搜集和处理，为您提供LivingWithdisease（TheFirstPeriod），希望对您的工作和生活有所帮助。

Unit7LivingWithdisease

I．BriefStatementsBasedontheUnit
ThisunitmainlytalksaboutdeadlydiseasesandattitudestowardsAIDS，cancers，
etc．A11theactivities，includingWarmingup，Listening，speaking，readingandwriting，centeronthistopic．Throughthistopic，thestudentsnotonlygetmoreinformationaboutdiseases，butalsolearnhowtokeeparightandpositiveattitudetowardsdiseasesandpeoplewithdiseases．
Inaddition，thestudentscan1earnsomeusefullanguagepointsthroughthematerialsprovidedineachpart，especiallyalotofwordsandphrases，whichareveryhelpfulforthestudentstobuildupvocabularyaboutdiseases．TheGrammar--theSubjunctiveMoodisalsoimportant．Thegivenmaterialsandexercisesgivethestudentsanopportunitytolearngrammarbyusingit．Ithelpsthestudentslearntotalkaboutthingst}latarenotcertaintohappenaswellasimaginaryorunrealeventsandsituations．
Alloftheactivitiesarehelpfulforthestudentstoimprovetheirknowledgeabout1anguageandtheirskillstouselanguage．
Ⅱ．TeachingGoals
1.TalkaboutdeadlydiseasesandattitudestowardsAIDS，cancers，etc．
2.Practisetalkingaboutimaginarysituations．
3.Practisesupportingandchallenginganopinion．
4.LearntousetheSubjunctiveM00d(1)：lf1wereyou，…IWishIcould…
5.Writeapersonalnarrative．
Ⅲ．TeachingTime：Fourperiods
Ⅳ．BackgroundInformation
1．HealthOfficialsStruggletoUnderstandSARSSeveracuterespiratorysyndrome(SARS)hasterrifiedtheworld．Thequestiononeverybody’smindiswhetherSARSwillbecomeaglobalepidemic．
ResearchersworldwidehavegalvanizedtocombatSARS．Thechallengeforpublic
healthistodeterminethenatureandpotentialofanyviralthreatandtoframeabattleplan．
“Weareinanevolutionarystageofthisepidemic，”saidAnthonyFauci,directoroftheNationalInstituteofAllergyandInfectiousDiseasesinBethesda，Maryland.“Itcouldplateau，goupanddown，disappearofexplode．Thisvirusishighlyvirulent，potentiallylethalandhighlytransmissible--ithasthepotentialtocauseareallybadepidemic．”
ADeadlyCombination
SARSisaso—calledhybridvirus—thekindthatalwaystriggersaredalert．Traditionallyavirusaffectsasinglespecies．Butsometimestwovirusescombinetheirgeneticmaterialandformanewvirusthat“jumps”toanotherspeciesaltogether．
Hybridsaredangerousbecausethebodyhasneverencounteredthembefore，andtheimmunesystemisunprepared．
“FromstudyingthesequenceweseethattheSARSvirusisderivedfromamousecoronavirusandanaviancoronavirus，”saidMichaelLai，apioneerincoronavirusgeneticsattheUniversityofSouthernCaliforniainLosAngeles．
Ifthevirusexistsinawildwidespreadhost--liketheWestNileviruscarriedbymosquitoes—thenSARScouldbeaperennia11yrecurringproblem,accordingtoLai．
Ifthehostisadomesticanimal一likethechickenresponsiblefortheAvianF1uvirusof1997--thenthesourceoftheviruscouldbeeliminated．TheAvianFlueffectivelystoppedaftertheHongKonggovernmentorderedtheslaughterofchickensinthearea．
LaisuspectsthattheSARSviruslurksinawildanimals.“Itprobablydoesn’tbotherdomesticanimalsorwewouldhavecomeacrossitbefore，”hesaid．
1fpeoplearetheonlycarriersofSARS，“honestreportingofSARScasesandstringentquarantinescouldstopthevirusinitstracks,”Laisaid．
KnowingaVirus，PredictinganEpidemic
“Makingavaccinecouldbequitestraightforward，ifitisneeded。”Laisaid．
Vaccinesalreadyexistforswineandchickencoronaviruses.Butitisn’teasytogaugewhetherSARS，oranyvirus．cantriggeranepidemic．
“We’vebeenworkingwithinfluenzaforover50yearsanditcansti1levadeourbestattempts．”
“Inmanycasesoftheinfluenzaviruswedon’tunderstandthemolecularpropertiesthatcausehighmortality，”saidNancyCox，chiefoftheinfluenzabranchattheCDC．
“Outbreaksarelikewildfires，”Morsesaid．“Somefiressmolderandareeasilyextinguished．Othersrageoutofcontrol，destroyingeverythingintheirpath．TheWHOandtheCDCarelikethefiredepartmentandtheyneedtoinvestigatealloutbreaksbecauseyouneverknowwhichwaytheycouldgo．”
Morsepointsoutourlonghistorywithinfluenza．SARSisonlyafewmonthsold．
Trackingandcontainingviruses，andpredictingwhattheywilldo，Morsesaid，“Itisasmuchanevolvingscienceasanevolvingart．”
2．FightContinuesAgainstHIV／AIDS
Apicture，acalendarorevenaballoonmaybethebestwayformillionsofpeoplelivinginChina’svastcountryareastolearnaboutAIDS，oneofthebiggestthreatstopublichealthintheworldtoday．
Chinahasdecidedtouseuser—friendlymethodsincludingexhibitions,VCDsandTVprogrammestospreadknowledgeofthediseaseacrossthenationtotrytokeepitincheck．
EducatingpeoplenationwideaboutAIDSisthetoppriority(优先权)toprevent
thediseasefromgettingoutofhand．Thefarmerswil1begivenknowledgeintheeasiestwaythattheycanunderstand．
Arecentsurveyfromthecommission(调查团)ofmorethan7OOOpeopleinChina
showedthatnearly20percentofthemhadneverheardofAIDSbefore．Justover71percentsaidtheyknewAIDSwashighlyinfectious(传染的),butmostofthemhadnoclearideaofhowthediseasecouldbespread．Justover62percentsaidtheyknewtheycoulddothingsinadvancetopreventthemcatchingAIDSbuttheydidn’tknowwhatthesemeasureswere．
Themonth—longsurvey，carriedoutlastDecember，talkedtopeopleinsevencountiesandcitiesacrossChinaincludingbothdevelopedcoastalareasandtheless—developedin—landareas．Theintervieweeschangedfrom15to49yearsold，andcountryresidentswereabout63％ofthetotalsurveyed．
Chineseresidents，especiallythoseinthecountry，haveverylittleknowledgeaboutwhatAIDSisallabout，nottomentionpreventionandtreatment．Bytheendoflastyear,therewere22517knownHIV／AIDScasesinChina．However，morethan6000000peopleinChinahavebeeninfected．
Since1985，Chinahasdiscovered880patientswithAIDS一466ofthemhavedied．
Sharingneedles，prostitution(卖淫)andcontaminatedbloodtransfusionsaremajorwaysforHIVtospread．AlackofeducationhasbeenthebiggestdifficultyagainstnationwideeffortstopreventAIDS，especiallyinthecountryside．
TheFirstPeriod
TeachingAims：
1．Learnandmasterthefollowing：
(1)Words：virus，via，mosquito，prevention,persuade
(2)EverydayEnglish：
a．Supportinganopinion
Ithinkthat…，because…
First．…
Onereasonisthat…
Forexample，…
Ifwe／theywereto…．we／theycould…
b．Challenginganopinion
Perhaps．butwhatif／about…?
Haveyouthoughtabout…?
Whatmakesyouthinkthat…?
couldyoupleaseexplain…?
If1wereyou,1would…
2．Trainthestudents’skilltouselanguage．
TeachingImportantP0ints：
1．Mastertheuseofthefollowingwordsandphrases：via，persuade，trytopersuade
2．Trainthestudents’listeningandspeakingabilities．
TeachingDifficultP0ints：
1．Howtohelpthestudentsunderstandthelisteningmaterialexactly．
2．Howtohelpthestudentsfinishthetaskofspeaking．
TeachingMethods：
1．Aquiztocheckthestudents’knowledgeaboutAIDS．
2．Listening—and-answeringactivitytocheckthestudents’understandingofthelisteningmaterial.
3．Oralpracticetotrainthestudents’speakingability．
4．Individual，pairorgroupworktomakeeverystudentworkinclass．
TeachingAids：
1．ataperecorder
2．aprojector
3．theblackboard
TeachingProcedures：
StepIGreetingsandLead—in
T：Goodmorning／afternoon,everyone.
Ss：Goodmorning／afternoon,teacher,
T：Sitdown，please．WeoftenseeprogrammesonTVandreadstoriesinnewspapersandmagazinesaboutpersonswhofightagainstdiseases．Whatdoyouthinkofthem?
Ss：Theyareunluckybutgreat．
T：Whodoyouthinkso?LiYing，giveusyouropinion．
S：Theyareunluckybecausethelifeishardforthemwithdiseases．andtheymaydieearlieriftheygetsomeseriousorevendeadlydisease．Theyaregreatbecausetheyhavecouragetofightagainstthediseasesandsti11trytomaketheirlifemeaningfu1．
T：Verygoodspeech．Sitdown，please.Howmanykindsofdeadlydiseasesdoyouknow?
Ss：AIDS，cancers…
T：Yes．AIDSandcancersaretwokindsofseriousdiseases．Today，wearegoingto1earnUnit7Livingwithdisease．
(Bb：Unit7Livingwithdisease)Thisunitwillhelpusknowmoreaboutdiseasesandpeoplelivingwithdisease．First，let’slearnsomenewwordsinthefirstperiod．Lookatthescreen．
(Teachershowsthescreenandthendealswiththenewwords．)
△deadly／′dedlI／adj．
△infect／In′fekt／vt．
△transmit/traenz′mIt/vt．
△route／ru:t／n.
△donation／du′neIn／n.
prevention／prI′venn／n.
△cocaine／ku′keIn／n.
△imaginary／I′maed3In?rI／adj.
virus／′vaIrs／n.
via／′vaI／prep．
mosquito／ms′ki：tu／n．
△stacy／′steIsI/
persuade／p′sweId／vt.
△heroin／heruIn／n.
(Bb：via，persuade／trytopersuade)
StepIIWarmingup
T：Aswea11know，AIDSisakindofdeadlydisease．Thegovernmenthaspaidspecialattentiontoitspreventionandtreatment．AndsomewaystospreadtheknowledgeaboutAIDShavebeenusedacrossthecountry．HowmuchdoyouknowaboutAIDS?Now，openyourbooksonPage49.HereisanAIDSQuizforyoutocheckyourknowledgeaboutAIDS．Firstfinishitindividually。ThenI’llprovidetherightanswersforyou．Youcanbeginnow．
(Afewminuteslater，teachershowsthefollowingonthescreenandchecks
theanswerswiththewholeclass．)
AIDSQUIZ
Decidewhichofthesestatementsaretrueandwhicharefalse．Tickthe
correctbox．
TrueFalse
1.OnlybadpeoplegetAIDS.□□√
2.IcanbecomeinfectedwithHIVbyswimminginapool，sittinginabath，holdinghandsorkissingsomeonewithHIV□□√
3.In2002，therewere42millionpeoplelivingwithAIDSintheworld．□□√
4.PeoplewhohavenotinfecteddrugsdonotneedtogettestedforHIV．
□□√
5.1fIhadHIV，IwouldknowbecauseIwouldfeelsick．□□√
6.HIV/AIDSisincurable．□√□
7.PeoplewhohaveH1Vlookdifferentfromeveryoneelse.□□√
8.ItissafetobefriendswithpeoplewhoarelivingwithA1DS．□□√
T：Wel1，nowlookatthepicturesbelowtheAIDSQUIZ．WhatinformationdotheytellusaboutAIDS?LiuYang,youtry，please．
S：ThepicturestellUSthattheAIDScan—notbetransmittedviathefollowing
routes；cups，glasses，toiletseat，swimmingpoo1s,mosquitoesorblooddonation．
T：Howdoyouknowaboutthat?
S：Thathasbeenshownbymedicalstudies．
T：Welldone．Thankyou．Sitdown,please．
StepⅢListening
T：Next，1et’scometothelisteningpart．Thelisteningmaterialwilltellus
aboutadiseasedetectiveattheCentreforDiseasecontrolandPrevention．Now，pleaseturntoPage50．Let’s1ookattheinstructionandthequestionsinPart1first．ThenIllplaythetape．Attheend，I’llasksomeofyoutoanswerthequestionsandwe’llcheckthemtogether．Areyouclearaboutthat?
Ss：Yes．
(Teachergoesthroughtheinstructionandquestionsfirst．Thenplaythetape．Finallychecktheanswers．Afterthat,teacherasksthestudentstodo
Part2．)
T：Well，nowpleaselistentothetapeonceagainandtakesomenotesofwhatyouhear．Thenuseyournotestotellyourpartnerabouthowstacyworks，howshefeelsaboutherjob，andwhatadviceshegives.Areyouclearaboutthat?
Ss：Yes。
T：Andifyouwereadiseasedetective.Whatwouldyoudotolearnmoreaboutanewdisease?Talkaboutitwithyourpartnerattheend．Doyouremember?
Ss：Yes．
T：OK．Now,pleaselistencarefully．Remembertotakenotes．
(Thestudentslistenandmakenotesfirst.Thentalkaboutthequestionswiththeirpartners．Attheend，teachermayaskssomestudentstoreportfortherestoftheclass．)
(Bb：adiseasedetective．theCentreforDiseasecontrolandPrevention．)
StepⅣSpeaking
T：Atthebeginningoftheclass，wetalkedaboutsomedeadlydiseases,andwealsohadaquizonAIDS．WeknowAIDSisnotonlyoneofthedeadlydiseasesbutalsoamostserioussocialproblemtoday．Couldyoupleaseexplainwhy?GuoLi，youtry,please．
S：Onereasonisthatitisincurable，anotheristhatpeopleknowlittleabouthealthcare,preventionandeducation．
T：Welldone．BesidesAIDStherearesomeothermostserioussocialproblemssuchasdrugs，smokinganddrinking．Whichdoyouthinkisthemostseriousone?Nowlet’scometothespeakingpart．Chooseoneoftheproblemslistedbeloworthinkofan—otherseriousproblem．Preparearolecardonwhichyouwritedownreasonswhyyouthinkyourproblemisthemostserious．Usetherolecardinthegroupdiscussionandtrytopersuadetheothergroupmembersthatyourproblemisthemostseriousone．Areyouclear?
Ss：Yes．
T：AndIllshowyousomeusefulexpressionsonthescreentohelpyouwithyourdiscussion．
(Teachershowsthescreen．)
Supportinganopinion
Ithinkthat…，because…
First…
Onereasonisthat…
Forexample，…
Ifwe／theywereto…,we／theycould…
Challenginganopinion
Perhaps，butwhatif／about…?
Haveyouthoughtabout…?
Whatmakesyouthinkthat…?
Couldyoupleaseexplain…?
IfIwereyou,Iwould…
(Teacherandthestudentsgothroughtheexpressionstogether.Thenthestudentsbegintodiscussingroups．Atlast．Teachermayasksomestudentstoreportfortherestoftheclass．)
StepVSummaryandHomework
T：Youalldidverywellinthisclass．Nowlet’slookatwhatwe’vedoneinthisperiod．First，we’vehadaquiztocheckyourknowledgeaboutAIDS，whichhelpsusknowmoreaboutAIDS．Second，we’velistenedtothetapeaboutadiseasedetectiveattheCenterforDiseaseControlandPrevention，whichhelpsusgetsomeknowledgeaboutdiseasedetectivesandtheirwork.Third，we’vediscussedwhatisthemostseriousproblemtoday．Thisnotonlymakesuscaremoreaboutsocialproblems，butalsotrainourspeakingability．What’smore，we’velearntsomeusefulwordsandphrases．Afterclass,pleasepractisemoreandprepareforthenextperiod．Somuchfortoday.Classisover．Seeyoutomorrow．
Ss：Seeyoutomorrow．
StepⅥTheDesignoftheWritingontheBlackboard
Unit7LivingwithdiseaseTheFirstPeriod
1.via
e.g.Wecansendhimanoteviatheinternalmailsystem．
2．persuadesb．todosth．；trytopersuadesb．todosth．
e．g.Thesalesmanpersuadedustobuyhisproduct．
Hetriedtopersuadehimtochangehismind．
StepⅦRecordafterTeaching

Savingtheearth（TheFourthPeriod）

TheFourthPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:defend,incorrect,affect,advise
2.Trainthestudentslisteningandspeakingabilities.
3.Learntowriteanevaluationparagraph.
TeachingImportantPoints:
1.Mastertheusefulwordsandphrasesappearinginthisperiod.
2.Learntosupportanopinionbothinspeakingandwriting.
TeachingDifficultPoint:
Howtohelpthestudentsfinisheachtaskandimprovetheirskillstouselanguage.
TeachingMethods:
1.Oralpracticetotrainthestudentsspeakingability.
2.Writtenworktotrainthestudentswritingability.
3.Individual,pairorgroupworktomakeeverystudentworkinclass.
TeachingAids:
1.ataperecorder
2.aprojector
4.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead-in
T:Yesterday,welearnttheuseofInversionanddidsomeexercises.Canyou
tellmethedifferencebetweeninvertedsentencesandusualsentences?Wu
Li,wouldyouliketohaveatry?
Sl:Yes.Inaninvertedsentence,partofthepredicateorthewholepredicate
comesbeforethesubject.Inausualsentence,thepredicatecomesafterthe
subject.
T:Quiteright.Sitdown,please.ThenforwhatreasonsdoyouthinkInversionis
used?Anyvolunteer?
S2:IthinkInversionisusedfortworeasons.Onefortheneedofthegrammaticalstructureofacertaintypeofsentencetheotherforemphasisofacertainpartofasentence.
T:Quiteright.Now,letsdoanexercise,Lookatthescreenandwriteyouranswersonapieceofpaper.ThenI11checktheanswerswiththewholeclass.
(Teachershowsthefollowingonthescreen.)
RewritethefollowingsentencesusingInversion.
1.Wecanfinishtheworkontimeonlybyseizingeveryminute.
________________________________________________finishtheworkontime.2.Ihaveneverheardsuchnonsenseinallmylife.
___________________________heardsuchnonsenseinallmylife.
3.Apieceofpaperwasfoldedinthepocket.
________________________________apieceofpaper.
4.Helittlerealizeshowimportantthisheartoperationis.
___________________________howimportantthisheartoperationis.
5.Churchillwasnotonlyastatesmanbutalsoapoet.
___________________Churchillastatesmanbutalsoapoet.

Suggestedanswers:
1.Onlybyseizingeveryminutecanwe
2.NeverhaveI
3.Foldedinthepocketwas
4.Littledoesherealize
5.Notonlywas
T:Welldone.Besides,wevereadapassageinthisunitabouttheEarthSummitandenvironmentalproblemsandsolutions.Whatwordswevelearntinthisunitcanhelpusdescribeenvironmentproblemsandsolutions?
Ss:Sustainabledevelopment,contaminateddrinkingwater,poorsanitation,air
pollution,killer,poverty,war,violence,equality,fairness,takeaction,makechanges,education,inharmonywithnature...
T:Oh.Somany.Ihopeyoucanrememberandusethem.WeknowtheEarthSummitmainlytalksaboutenvironmentproblemsandsolutions.ExpertsfromallovertheworldarewelcometotheEarthSummit,speakingaboutdifferenttopicsanddiscussingnewwaystosolveoldproblems.Todaywearegoingtolistentothevoicesofthe
EarthSummit.Andwelltalkabouttheenvironmentproblemagain.First,let’slearnthenewwordsinthisperiod.
(Teachershowsthenewwordsonthescreenandgivesbriefexplanations.)
(Bb:alternative—alternate;defendagainst/from;incorrect--correct;affect/effect;advisesb.(not)todosth.,advisedoingsth.)
StepIIIListeningandSpeaking
T:Well,nowpleaseopenyourbooksatPage71.LookatthefirstpartinListeningandSpeaking:ListentothespeechesfromtheEarthSummitandcompletetheoutlinesbelow,Illplaythetapetwicecontinuously.Listencarefullyandfinishyourtask.Attheend,Illcheckyouranswers.
(Afterlistening,teacherintroducesthenexttask.)
T:Welldone.Youveunderstoodthespeechesexactly.Doyouagreewithwhattheyaresaying?Workinpairstotalkaboutthisquestion.Writedownyourthoughts,comments,opinionsandquestionsaboutwhattheysaid.Prepareforafewminutes.Thenwellgoonwiththenexttask.(Afewminuteslater.)
T:OK.Nowyouhaveachancetomakeyourownspeech.Useyournotesandthinkaboutwhatyouwouldliketosay.First,writeanoutline,andthengivethespeechinclass.Makesurethatyouarereadytoanswerquestionsanddefendyourargument.Areyouclear?
Ss:Yes.
T:Youcanbegintopreparetotitnow.
(Anotherfewminuteslater.)
T:Areyouready?
Ss:Yes.
T:OK.Nowletsbeginourspeech.Eachstudentshouldlistentoyourclassmatesspeechescarefullyandgetreadytoaskthemquestions.Whodliketobethefirsttogiveyourspeech?Anyvolunteer7
S:…
(Oneofthestudentsstandsupandgiveshisspeech.Theothersgoon.Afterthespeeches,teachershowsthefollowingonthescreen.)
Tipsforpreparingaspeech:
Knowinghowtogiveagoodspeechisausefulskill.Ifyouwanttogiveagood
speech,thereareafewthingsyouneedtoconsider.
I.Thinkaboutyouraudience
a.Whowilllistentoyourspeech?
b.Whataretheyinterestedin?
c.Whatdotheywanttoknow?
d.Whatdotheyalreadyknow?
Outlineslikethesewillhelpyoudecidewhatyouaregoingtosay.
II.Prepareandpractise
a.Researchyourtopiccarefullyandorganisethematerial,
b.Beforeyougivethespeech,practiseinfrontofamirrorortogetherwithafriend.
T:Yourspeecheswereallmadesuccessfully,butinorderyoucanmakeabetterspeech,Igiveyousomeadviceonpreparingaspeech.Lookatthescreen.Letsstudytogether.…
StepIVWriting
T:Asweallknow,environmentproblemsarebecomingmoreandmoreseriouswiththedevelopmentofmodernagricultureandindustry.Amongalltheproblems,whichdoyouthinkisthemostseriousone?Whydoyouthinkso?Whatdoyouthinkshouldbedonetosolveit?Nowwriteaparagraphtotellyourreaderaboutthesequestions.
(TeacherwritesthequestionsontheBb.)
T:Youcanprepareyourparagraphasfollows:First,writeasentencethatstates
youropinion,forexample,“Ithinkthatairpollutionisthemostseriousproblembecauseitdoesgreatharmtoourhealth.”Thenlistasmanyreasonsaspossible.Finally,usethesentencestoorganiseyourparagraph.Areyouclear?
Ss:Yes.
T:Well.Illshowyousomewordsandphrasesonthescreen.Youcanreferto
them.Afterfinishingyourparagraph,usethechecklistinUnit2tocheckit
forerrorsandmistakes.Areyouclear?
Ss:Yes.
(Teachershowsthefollowingonthescreenandthestudentsbegintowork.)
Manyproductsarebadfortheenvironment.
Itiswrongtobuyproductsthatareharmfultotheenvironment.
Tothinkthatthereisnothingwecandoisincorrect.
WhatwedoisimportantbecauseitaffectstheenvironmentIsuggestthatwedosomethingabouttheseproblems.

Iwouldadvisepeoplenottobuyproductsthatharmtheenvironment.

Irecommendthatallofusshouldthinkaboutwhatwedoandwhatwebuy.

StepVSummaryandHomework
T:Youalldidverywellinclass.Nowletsseewhatwevedoneinthisperiod.First.weverevisedthepreviouscontents,includingthetextandthegrammar.Second,wevedonesomelisteningandspeaking.Thenwevelearnttowriteanevaluationparagraph.Alltheseactivitiescenteronthesubject“environmentproblemsandabsolution”.Everyoneshouldmakeanefforttotakecareofour
planet.Doyouthinkso?
Ss:Yes.
T:Besides,wevelearntsomeusefulwordsandphrases,suchas…Afterclass,pleasepractisemoretoimproveyourabilitytouselanguage.Somuchfortoday.Seeyoutomorrow!
Ss:Seeyoutomorrow!
StepVITheDesignoftheWritingontheBlackboard
Unit9Savingtheearth
TheFourthPeriod
I.WordsandPhrases:
alternative--alternate
incorrect--correct
defendagainst/from
affect/effect
advisesb.(not)todosth.
advisedoingsth.
II.anevaluationparagraph
Whatdoyouthinkisthemostseriousone?
Whydoyouthinkso?
Whatdoyouthinkshouldbedonetosolveit?
StepVIIRecordafterTeaching

Newsmedia（TheFourthPeriod）

一名合格的教师要充分考虑学习的趣味性，高中教师要准备好教案，这是老师职责的一部分。教案可以让学生更好的消化课堂内容，帮助高中教师营造一个良好的教学氛围。怎么才能让高中教案写的更加全面呢？急您所急，小编为朋友们了收集和编辑了“Newsmedia（TheFourthPeriod）”，供大家借鉴和使用，希望大家分享！

TheFourthPeriod
TeachingAims:
1.Learnandmasterthefollowingwords:citizen,polluter,arm,update
2.ReviewtheuseofthePastParticiple.
3.Trainthestudentsintegratingskills,especiallythewritingskill.
4.Learnmoreaboutreportersandnewsreports.
TeachingImportantPoints:
1.Trainthestudentsintegratingskills.
2.Helpthestudentswriteacomparisonparagraphbetweentwokindsofnewsmedia
TeachingDifficultPoint:
.Howtowriteabettercomparisonparagraph.
TeachingMethods:
1.Asking-and-answeringactivitytocheckthestudentsunderstandingofthetworeports.
2.ReviewmethodtoconsolidatetheuseofthePastParticipleasAttributeandPredicative.
3.Individual,pairorgroupworktofinisheachtask.
TeachingAids:
1.ataperecorder
2.aprojector
3.theblackboard
TeachingProcedures:
StepIGreetings
Greetthewholeclassasusual.
StepIIRevisionandLead-in
T:Yesterday,welearnedtheuseofthePastParticipleasAttributeandPredicative.Nowletshavearevisionbydoinganexerciseonthescreen
Completeeachsentenceusingtherightformoftheverbinbrackets.
1.Ihadnothingtodo.Iwas(bore)andlonely.
2.Jacklookedevenmore(amaze)thanhefelt.
3.Theresultswerevery(disappoint).
4.Iwasthankedbythe(satisfy)customer.
5.Thegirl(dress).inredismydaughter.
6.LastMondayourclasswentonan(organise)trip.
(Teacheraskssomestudentstodoit.Onestudent,onesentence.Meanwhile,checktheiranswerswiththewholeclass.)
Suggestedanswers:
1.bored2.amazed
3.disappointing4.satisfied
5.dressed6.organised
T:Besides,wevelearnedalotaboutnewsmediaandreporters.Tellmewhichwordsinthetexthelpusunderstandthelifeofareporter.
Ss:record,report,interview,write,reflect,truthfully…
T:Yes.Areportermustdosomeinterviews,writearticles,andrecordandreportevents.Thebasictaskforareporteristoreportandreflecteventsandopinionstruthfully.Isthatso?
Ss:Yes.
StepⅢPresentation
T:Today,weregoingtolearnmoreabouttheworkofreporters.First,wellreadtworeportsofthesameevent.Thenwellwriteacomparisionparagraph.Now,letslearnthenewwordsinthis
period.Lookatthescreen.
(Teacherdealswiththenewswordsasusual.Thenplaythetapeofthetworeports.)
T:Now,pleaselistentothetworeportsandtellwhichoneyouthinkisreportedtruthfully.
(Afterlistening.)
T:Haveyouunderstoodthetworeports?
Ss:Yes.
T:Areyouabletotellwhichoneisreportedtruthfully?Anyvolunteer?
S:Letmetry.Ithinkthesecondreportisreportedmoretruthfullythanthefirstone.
T:Whydoyouthinkso?
S:Becausethefirstreportdoesnttelluswhythegroupofpeoplecausedtroubleforworkers.Itisunbelievablewithoutfullproof.
T:(Totheothers.)Doyouagreewithhim/her?
Ss..Yes.
StepIVReadingandSpeaking
T:OK.Now,pleasereadthereportscarefullyandcomparethem.Thendiscussthequestionsonthescreenwithyourpartner.
(Teachershowsthescreen.)
1.Howarethereportsdifferent?
2.Whodoyouthinkwroteeachreport?
3,Whatdoyouthinkarefactsandwhatareopinions?
4.Whatwouldbeagoodheadlineforeachstory?
5.Whatpictureswouldyouuse?
(Teachergivesthestudentsenoughtimetodothat.Attheend,teacherasksforthestudentspinionsanddifferentopinionsareencouragedtoexpress.)
StepVReporting
T:Next,itsyourturntobeareporter.Firstgobacktothespeakingactivityandlookattheeventsyouchose.Thenthinkaboutthefollowingquestionsonthescreen.
1.Howwouldyoureportthem?
2.Whatpictureswouldyouuseandwhy?
3.Whatheadlineswouldyouuse?Why?
Andthenchooseoneoftheeventsandwritetheshortnewspaperarticleaboutit.Finally,compareyourarticleswithyourgroupmembers.Afterclass,handinyourarticles.Areyouclear?
Ss:Yes.
(Teachergoesaroundtheclass,givingthemdirectionsifnecessary.)
Samplereports:
No.1:Inthepastfewdays,threechildrenwerekilledinourcity.Theauthorityistryingeverybitofefforttocapturetheculprit.Parentslivinginthecityshouldtakecareofyourchildrentoavoidbeingfurtherhurt.Anyonewhocanoffertheclue,pleasecometousassoonaspossibleinordertoputthepresentsituationundercontrol.
No.2:ChinabeatBrazil5-1intodaysfootballmatch.LiketabletennisinChina,Brazilisfamousforthefootball,andhaswonthechampionoftheWorldCupmanytimes,havingalotofuperstarsinitsfootballteam.ThebeatbyChinawiththeunbelievablescore5-1undoubtlybringsanimpactingwavetotheworld.ItisaninspiringandexcitingthingtousChinese.Letscheerourfootballplayersup!
StepVIWriting
T:Now,turntoPage16.Itstimeforyoutowriteacomparisonparagraph.Beforewriting,pleasereadthefollowinginstruction.Itmaybehelpfulforyoutowriteyourparagraph.
(First,teacherasksonestudentstoreadthroughtheinstruction.Thenteachersumsupsomekeypoints.)
T:Fromtheinstruction,weknow,towriteacomparisonparagraph,thefirstthingyoushoulddoistothinkaboutthethingsyouaregoingtocomparebeforeyouwrite;thenyoushouldexplainhowtwoormorethings,places,peopleorideasaresimilartoordifferentfromeachother;besides,youshouldthinkaboutwhatcharacteristicsorfeaturesarethemostimportant,andwhatdifferencesorsimilaritieswillhelpthereaderunderstandthethingsyouarecomparing.Allthesethingsareimportant.Youmustpayspecialattentionto.Doyouknowhowtowriteacomparisionparagraphnow?
Ss:Yes.
T:Next,pleaselookatthefollowinginformationaboutthecomparisonbetweenwebsitesandnewspapers.Itmayhelpyouwriteyourparagraph.Youcanreaditbeforepreparingforyourcomparisonparagraph.Ofcourse,youcanchooseanyotherkindsofmediatocompare.(Teacherallowsthestudentsenoughtimetoprepare.Aftertheyfinishit,teachercanshowthefollowingchecklistforthestudentstorevisewhattheyhavewrittenandmakesomenecessarychanges.)
Doesyourparagraphhaveatopicsentence?
Isiteasytounderstandwhatyouareexplaining?
Doyoursupportingsentencesfocusonthemainidea?
Haveyouusedenoughexamples?
Doesyourparagraphhaveaclosingsentence?
Isyourparagraphinteresting?
Checkyourspelling.
Doeseachsentencehaveasubjectandaverb?
Dothesubjectsandverbsagreewitheachother?
Samplecomparisonparagraph:
Astwomainmedia,TVandnewspaperhavemuchincommon.Bothofthemcanprovidetheinformationneededbypeople,tryingtocaterforthedifferenttastesofpeopleonallsidesoflife.Meanwhile,theymakemoneyandsurviveinthesocietybysellingads.Ontheotherhand,itisthedifferencebetweenthemthatmakesthemhavetheirowncharacteristics.TVcan“broadcast”theinformationyouwantwhilenewspapercan’tTVcanprovideaseriesoflivelyconsecutivepictureswhilenewspaperonlyhasprintedpicturesonit.Mostoftime,TVoffersinformationforfreewhilenewspapercostsyoumoney.Astowhichisconvenient,TVisnotmuchaseasyastobetakenasnewspaper.
StepⅦSummaryandHomework
T:Inthisclass,first,wevereadtworeportsandcomparethem.Next,wevelearnttowriteareport.Thenwelearnthowtowriteacomparisonparagraph.Finally,wepractisedwritingone.Throughtheseactivities,we’velearntmoreaboutnewsmediaandlearnthowtowriteacomparisonparagraph.Besides,yourabilitytouselanguagehasbeenwelldeveloped.Afterclass,youshouldpractisemoretotrainyourability.Somuchfortoday.Seeyoutomorrow.
Ss:Seeyoutomorrow.
StepⅧTheDesignoftheWritingontheBlackboard
Unit2Newsmedia
TheFourthPeriod
Howtowriteacomparisonparagraph:
a.Whatthingsareyougoingtocompare?
b.Whatcharacteristicsorfeaturesthemostimportant?
c.Howaretwoormorethings,places,peopleorideassimilartoordifferentfromeachother?
StepⅨRecordafterTeaching