unit 13 The USA(人教版高三英语教案教学设计)

unit 13 The USA(人教版高三英语教案教学设计)（通用6篇）

unit 13 The USA(人教版高三英语教案教学设计) 篇1

通过本单元教学，学生能熟练地运用表示“提供和拒绝帮助”的常用语；复习句子的成分---- 主语；了解纽约的发展历史和土著人被压迫的历史。

Importance and difficulty:

1. words and expressions

a handful of , worth, tear down, pass through, take possession of, die out ,turn away, now that

2. sentences:

A. Today Native Americans express their anger over this business deal.

B. This is because the surface of the earth is not flat but round.

C. Now that they could ride horses, it became easier to hunt the bison.

D. This in return had and effect of the food supply for wolves.

3. Grammar-----Subject

A. The first settlers on the plains were farmers.

B. The killing of the bison changed the whole wild life of the plains.

C. Whether he will come or not is unknown.

D. To see is to believe.

E. The learned should be respected.

4. Useful expressions:

A. Can I help you?

B. What can I do for you?

C. Let me….

D. Would you like …

E. Thanks….

F. That’s very kind of you.

G. That’s very kind of you, but…

Lesson 49 New York

Aims and demands: Develop the Ss’ reading ability

Importance and difficulty: Have a deeper understanding of the text

Teaching methods: reading ,discussing, exercises

Learning methods: To read independently , try to guess it meaning according to the text

Teaching aids: tape recorder and some slides

Procedure:

Step 1. New words

Step 2. Warming up

Find out how much the Ss know about the USA

T: As we have learnt in Book 3A . There is one word which you must learn before you visit the USA. What is it ?

Ss: Freeze.

T: What does it mean?

Ss: Stand still and don’t move.

1. What is the capital of the USA? ( Washington. D C )

2. Who is the president of the USA?

3. Name three past presidents of the USA?

4. In which city is the tallest building? ( Chicago )

5. How many states are there in the USA? ( 50, 48+Alaska and Hawaii )

6. Which American president brought and end to slavery and was shot in a theatre?

(Abraham Lincoln)

7. What was the gold rush?

The time when thousands of people went to California to look for gold.

8. Where are the two Disneylands?

( Los Angeles and Florida.)

9. What is the name of the center of the film industry in Los Angeles? ( Hollywood )

10. What prize is given to film actors and directors? ( An Oscar )

Step 3. Fast reading

Read the text fast to get a general idea. And tell which of the following subjects are mentioned in the text? ( text book )

Population History Government Sports Weather Transport Parks Buildings

Step 4. Careful reading

Find out the facts that happened in the following years and give a description of the development of New York.

1. In 1524 : an Italian explorer discovered a group of islands on the east coast of the USA at a point where several rivers flow into the ocean.

2. In 1626 : the island of Manhattan was bought from local Indians , Native Americans , for a handful of goods worth about $24.

3. From 1789 to 1790: New York became the capital of the USA .

4. By 1820 : the population of New York had grown to about 125,000 , making it the largest city in the USA.

5. In 1858 : an area of poor housing, factories and farm buildings was torn down and Central Park was created.

6. In 1892 : the age of mass arrivals began and 15 million new people passed through Ellis Island into the USA over a period of 62 years.

7. Around the year 1900 : the building of skyscrapers in New York began.

8. In 1913 : a 55-storey building went up.

9. In 1931 : the Empire State Building was completed and it was the tallest building in the world then.

Step 5. Discussion ( P.2 )

Step 6. Workbook ( Lesson 49)

Step 7. Comprehension exercises:

Reading comprehension for 3 B Unit 13 ( Lesson 49) CDBCD BDDC

1. The passage is about _____.

A. about the history of New York

B. about the development of buildings in New York

C. a brief introduction to New York

D. about the characteristics of New York

2. Which one is not true?

A. New York is a harbour.

B. New York was owned by the local Indians.

C. New York was the capital of the USA.

D. New York is the political center of the USA.

3. “Native Americans” are _____.

A. American citizens B. local Indians

C. black people D. New York citizens

4. Which sentence is true?

A. Central Park is a natural park.

B. Central Park is a good place to study in.

C. Central Park is an entertainment center.

D. Central Park is a perfect place for rollerskating.

5. The age of mass arrivals began in ____.

A. eighteenth century

B. the early eighteenth century

C. nineteenth century

D. the late nineteenth century

6. The phrase “turn away” in paragraph 3 means___.

A. send away B. refuse to admit

C. cause to return D. drive out

7. “New York never sleeps.” Means ____.

A. people in New York work the whole day.

B. people in New York enjoy night life very much

C. New York is always noisy

D. all kinds of services are offered at night in New York

8. That the buildings in Manhattan become higher and higher cannot prove that ____.

A. the competition is becoming more fierce

B. more and more business and trade take place there

C. the building technology is becoming more advanced

D. New York is a good place for people to live in

9. People are of different opinions that New York is a city of ____.

A. short history B. heavy transportation

C. only one culture D. big population

Homework: ABC

Lesson 50 THE BISON ON THE PLAINS OF AMERICA

Aims and demands : Develop the students’ listening , speaking, reading and writing ability

Importance and difficulty : Have a good understanding of the text

Teaching methods: intensive reading

Teaching aid: text book , some slides, pictures

Teaching procedure:

Step 1. Revision

1. Check the homework Exercises:

2. ask some questions: comprehension exercises

Step 2. Presentation

Now more and more people went to America. Do you know how first people went to America?

Step 1. Presentation

Review something about Australia.

1. Do you remember how the first people come to Australia?

The first people crossed into Australia from Asia on a great land bridge when the water level of the oceans was lower.

2. What were they once called?

In the past they were known as “ aborigines”, which means “ the first people of a country”.

3. What are they called now?

They are now known as Kooris.

4. How did they make a living ?

They made a living by hunting and picking fruits from the trees.

5. What are the famous animals in Australia? (which are disappearing)

Kangaroo, Koala , dingo…

T: Then how about America?

6. How did the first people come to America?

They arrived by crossing a land bridge from Asia to America.

7. Who were the first settlers in America?

Native Americans Who were known as local Indians.

8. How did they make a living ?

They made a living by hunting and killing wild animals, by gathering foots, nuts and wild fruits.

9. What kind of animal is very famous but it is disappearing now? ( bison / bisons / wild horses)

T: Today we are going to learn Lesson 50----- THE BISON ON THE PLAINS OF AMERICA

Step 2. Reading

Read the text and find out: Which words and phrases do the woods in bold in the text refer to?

Step 3. Careful reading

Read the text again and do the comprehension

Step 4. Diagram completion

Step 5. Workbook ---- Ex 2

Step 6. Questions:

1. In what ways did the settlers treat the Native Americans unfairly?

The settlers killed them, forced them to leave their hunting grounds, broke agreements which they had made, forced them onto poor land, and killed most of the bison on which Native Americans had relied for food.

2. What caused a big change in the wildlife on the plains?

The killing of large numbers of bison changed the whole wildlife chain on the plains.

Step 7. Comprehension exercises

Homework:

Reading comprehension for 3B Unit 13 Lesson 50 ACCDD DABD

1. What’s the general idea of this text?

A. While the settlers moved westwards, their killing of great numbers of bison destroyed the Native Americans life as well as the balance of the plains of America

B. The bison on the plains of America lived a poor life.

C. The struggles between the settlers and the Native Americans were fierce.

D. Settlers ruined Native Americans’ life.

2. Which is not true?

A. The Native Americans’ life depended on nature.

B. The Native Americans lived a hard life.

C. The Native Americans grew grains and raised animals.

D. The Native Americans lived a free life.

3. What brought by the settlers was ( were) good for the Native Americans?

A. Their culture. B. Their trade.

C. Their horses D. Their railways.

4. Bison was a treasure for Native Americans because _____.

A. they used bison to make themselves more beautiful

B. they used bison to carry goods

C. they used bison to make money

D. they couldn’t live without bison

5. “Object” in paragraph 3 means ____.

A. subject B. fight C. agree

D. say or do something against

6. The settlers’ killing of lots of bison had __purposes.

A. 1 B. 2 C. no D. 3

7. The settlers’ killing of the bison made ____.

a. settlers get a lot of money

b. Native Americans lose more land

c. Native Americans live a poor life

d. Nature lose its balance

A. a,b,c,d B. a,b,d C. b,c D. d

8. The change in number of bison had a great effect on the plains because ___.

A. bison was the most important part in the wildlife chain

B. bison was one part in the wildlife chain

C. bison was very important to the Native Americans

D. bison was very important to the grass and soil

9. This text is ____.

A. an animal story B. an old tale

B. a historical story

D. an animal story as well as a historical story

Lesson 49~50 Language practice

Exercises: Fill in the blanks or complete the sentences or translate the sentences:

Exercises for Lesson 49

1. The little boy got a handful of rice to feed the chickens.

2. Only a handful of people attended the dance/ ball.

3. He bought a book worth over $10.

4. New York is a city worth a visit / visiting.

be worth sth

be worth doing

非常值得参观 well worth a visit / visiting

well worthy of a visit / visiting

5. By 1820 the population of New York had grown to about 125,000 ,making it the largest city in the USA.

6. 到昨天下午5点钟（以前），他们已经做了一半的工作。

By 5 p.m yesterday they had already done half of the work.

7. 到下个星期天我们将完成这项工作。

By next Sunday we’ll have finished the job.

8. 杰克只学不玩，这使得他成为一个呆笨的孩子。

Jack had all work but no play, making him a dull boy.

9. The workmen tore town the old houses and built a new one in its place.

10. Behind our school is a vegetable garden, reaching down to the river. (延伸到河边)

11. He passed through the doorway and entered the room.

12. His grandpa went through many dangers during the war. （经历了许多危险）

13. They would go through fire and water （赴汤蹈火）to serve the people.

14. Because the hall was full, many people were turned away.

15. He never turned away anyone who asked for help .

turn away: refuse to admit

16. He bought the car in 1988, then a modern type in China.

17. A 55-storey building went up in 1913.

go up : be built （没有被动语态）

到处都在盖新房.

New buildings are going up everywhere.

18. What does “New York never sleeps” mean?

All kinds of services are offered all night long.

Many service sectors （服务行业 ） work round the clock.

Lesson 50

Exercises for Lesson 50

1. 既然你已经康复了，你就可以和我们一起工作了。

Now that you are well again, you can work with us.

2. 既然你的工作已经完成了，你就可以走了。

Now that you have finished your work, you may go.

3. 食品供应源源而来。

Since 1978 , food supplies have been coming in large numbers.

4. 战争期间，我们士兵杀死了大量的敌人。

During the war, our soldiers killed the enemy in great / huge numbers.

5. From 1830 on / onwards in the USA, and from about 1870 in Canada, settlers began to move westwards and to take possession of the plains as their own.

从现在开始 from now on / onwards

从那时开始 from then on

从1990年开始 from 1990 on

6. At midnight they crossed the river and took possession of the village.

7. You can’t take possession of my house until all the papers have been signed.

8. Though busy, they still objected to putting off the meeting.

9. The settlers killed the bison, cut off the skins and left the bodies behind to rot.

10. They refused to give in （投降）and fought to the end.

11. Mother kept inviting Mrs Smith to stay for lunch, and finally she gave in.

12. Mary usually has to give in to her brother.

give in: 投降 屈服 同意 让步

13. The ground supported few plants, and the insects which lived on these plants died out.

die out 绝种

die away 消逝. 消失

die of 死于

die from

be dying for 渴望,很想…

be dying to do… 很想做…

A. These animals have already died out .

B. I am dying for a cup of tea.

C. The fire died out.

D. The noise died away.

E. She is dying to see you.

F. She died of old age.

14. These boys were called in turn to see the headmaster.

15. The arrival of the European settlers had a great effect on the life of Native Americans.

unit 13 The USA(人教版高三英语教案教学设计) 篇2

有效的教学设计是有效课堂教学的保证。笔者通过研究相关英语教学知识,并在教学中不断实践、总结,提出有效的英语阅读教学设计主要包括三个方面:首先,以学生为本,以学生的兴趣、经验为基础;其次,以提高学生综合语言运用能力为出发点;再次,层层递进,创设不同形式的任务和活动。

本文以一堂英语阅读教学研讨课为例,探讨阅读教学的有效设计。

一、教学设计案例

(一)教材分析

阅读材料选自人教版Go for it!九年级Unit 13We Are Trying to Save The Earth Section B部分的Rethink,Reuse和Recycle。文章主要介绍了三位在节能环保方面做出杰出贡献的人物,他们凭借灵感和创造性思维把生活中司空见惯的垃圾变成实用品或工艺品的故事。

(二)学情分析

学生原有的知识和经验:通过本单元前几课时的学习,学生对环保话题比较熟悉。本学期的劳技课中,学生参加了“变废为宝”的创意比赛,对废物回收利用有了独特理解。

能力和情感:通过前面几课时的学习,学生对文中的被动语态、某些相关词汇和表达基本理解,对文本内容和思想基本了解。根据学生的活动和学习经验,学生对文中提到的“变废为宝”的奇思妙想和创作有非常浓厚的兴趣,对通过灵感和才智来节能环保,拯救地球有认同感。

(三)教学目标分析

有效的阅读教学设计应以三维目标为指导,即通过阅读学习,积累语言知识,发展语言技能,掌握一定的阅读方法和阅读策略,在理解文本的同时体会文章所呈现的情感态度和价值观。以下是这次阅读课的具体阅读目标:

1. 通过阅读文章,学生能正确使用下列常用的词汇和表达:recycle,wooden,metal,bottle,throw...away,put sth.to good use,pull...down,upside down,bring back,能正确认读以下词汇:inspiration,iron,creativity。

2. 学生能借助文中的插图和标题,对文章内容进行合理的预测;能用略读的阅读方法,快速找出每段的段落大意;能用寻读的方法,找到文中的细节描述;能借助上下文和构词特征,猜测部分词汇的意思。

3. 通过阅读学习,学生能从中得到环保再生的灵感和启发。

(四)教学设计思路

以有效教学设计的要点为指导,在阅读的3个阶段(读前、读中、读后)设计符合学生认知的、感兴趣的、不同形式的任务和活动,引导学生运用多种阅读策略理解文本,理清文章脉络,形成对环保再生的积极态度。

学生在阅读学习过程中,通过预测、略读、寻读等阅读策略,完成文本结构的分析、段意的匹配、表格的填写、思维导图的填写、问题的回答、标题的深层剖析和小组讨论等一系列活动,深入理解文章。

二、教学过程

(一)读前活动

Activity 1:warming-up

上课前,教师准备一些实物:破牛仔裤、饮料瓶等。在课堂上,教师向学生提问:“What are they?How do you deal with these things?But after you see something you may change your mind.”然后,教师拿出另外两样实物,分别是用破牛仔裤做的包和饮料瓶做的花瓶,然后向学生提问:“这是用什么做成的?”

【评析】课前几分钟的预热让学生很快进入学习最佳状态。通过两类实物的对比,为学生进入话题埋下伏笔,这样的设计符合学生的认知。同时,实物给学生直观的视觉冲击,创造了真实的语境。在真实的情景中处理部分词汇和表达,如rubbish,iron,bottle,throw away,put...in good use,bring back to life等。

Activity 2:predicting

在这个环节中,学生通过读标题和看图片(见图1、图2、图3)来预测阅读内容。教师提问:

1. What does the title“Rethink,Reuse,Recycle”mean in literally?

2. What do you think might be talked about in the article after reading the three pictures?

【评析】通过上一个活动的铺垫,学生利用标题和插图进一步预测文章,这一任务的设计符合活动的递进性。预测和推断文本也是通过阅读教学对学生的阅读策略进行培养的目标之一,学生根据构词法通过re前缀猜测词意。

(二)读中活动

Activity 3:Choosing after Skimming

学生通过预测和略读(Skimming)的方法,检验文章的主要内容是否与预测相符。教师给出两个小任务。

1. Please choose the way in which the passage is organized.

A.(1)—(2)(3)(4)B.(1)(2)—(3)(4)

2. Please find the topic sentence.

【评析】教师通过自上而下的方式处理文本,有利于学生从宏观的角度把握文章的组织结构,训练学生用略读(Skimming)策略了解文章结构布局和topic sentence。文章的“总—分”结构相对明显,学生能够顺利完成第一个任务。学生了解文章的“总—分”结构后,能快速地从总起段找到中心句:Nothing is a waste if you have a creative mind.

Activity 4:Matching

教师要求学生运用略读和寻读的技巧,对文章的主体部分进行快速阅读,并对以下信息进行匹配。

【评析】此任务的设计是让学生进一步理解文章的主体结构和主要内容。文章通过三个杰出人物的例子进一步围绕主题句展开探讨。在配对的活动中,学生的寻读和略读技巧得到了运用,同时引导学生学习文章主体部分是如何围绕中心段展开叙述的。

Activity 5:Fill in the table after careful reading

细读第一个例子,完成表1,并提醒学生关注Amy Hayes的环保再生创作,同时品读文章的细节描述。

【评析】学生通过表1了解作者是如何对环保作品做具体描述和介绍的,并体会创作者的灵感。这一活动训练了学生寻读的技能,有助于把握和整理细节。同时,从前一个任务的整体感知到此任务的具体分析,符合学生从整体到局部的认知规律,体现了任务设计的层层递进性。

Activity 6:Finish the mind-map after careful reading

教师要求学生细读第3段,完成下面的思维导图。在完成思维导图的同时,关注动词不定时to do这一语言结构。

【评析】此项活动是对文章局部信息的理解。在阅读中,学生关注频繁出现的语言结构to do这一不定式,使学生在语用中感知语言,真正做到在用中学。

Activity 7:Answer the questions after careful reading

教师要求学生阅读最后一个例子,并完成以下四个问题:

1.Wang Tao is known for_________________.

2.He_______makes larger pieces that look like animals and humans______small pieces that can be put at home.

3. Why does he hope to set up a“metal art”theme park?

4. What can art bring according to the last sen-tence?

【评析】此次任务虽然还是聚焦细节的阅读,但并不是简单的重复寻读的任务,在任务的形式上采用问答的方式,比起前两个任务的难度有所增加。学生在理解细节后,需要概括并用自己的语言进行回答。在问题2中,教师应提醒学生关注文中的连词。

(三)读后活动

Activity 8:Rethinking the meaning of the title

教师要求学生在通篇理解文章后,再次对文章标题进行挖掘和剖析。教师说:“Let’s return to the title and rethink the meaning of the title.Would you like to talk about your understanding after reading the whole passage?”引导学生对阅读做更深层次的解读,使学生对文本的理解不再局限于字面意思,鼓励学生欣赏文本的文艺性和所要传达的充满正能量的价值观,达到提升文本内涵,升华学生情感的目的。

根据学生的回答,教师以图片的形式进行最后总结(见图4)。Rethink:think again in one’s mind.Reuse:use again in one’s action.Recycle:cycle something again to get a positive result.即先有想法,然后付诸实践,最后达到良性循环,从而拯救环境,保护地球。

【评析】学生通过深度解读文本,不仅获得了文字表面信息,而且有利于关注文本的人文性。同时,此任务与预测标题的任务达到了前后呼应的效果。

Activity 9:discussion

这个任务链中包括三个小任务:学生在小组内讨论生活中有哪些垃圾可以被回收、如何将回收的垃圾变废为宝、模仿阅读文本写出有关垃圾再利用的创意。

【评析】该任务为开放性讨论,小组成员可以集思广益,交流和谈论各自的创作,在完成任务的过程中自然地运用所学的目标语言,内化语言学习知识。

三、有效阅读教学设计要点

有效英语阅读教学设计必须坚持以学生为中心,以“可理解的语言输入(comprehensive input:克拉申i+1公式)”为出发点,根据学生现有的语言认知水平和生活经验(i),设计略高于现有水平的课堂教学活动(1),让学生获得最佳的学习效果(刘玉屏、孙晓明2010)。案例中的活动设计充分考虑了学生在不同阶段的认知水平和经验,设置学生“跳一跳”就能够得着的任务。比如,任务Activity 2的设计既对学生有挑战性,又不超出学生的认知水平。

有效英语阅读课堂设计,要挖掘文本的工具性和人文性,制订综合的三维教学目标,即知识能力、方法策略、情感态度和价值观(教育部2012)。案例中的每个活动都有明确的目标,且各有侧重。如Activity 4的设计既训练了学生寻读的阅读技能,又强调了学生对语言知识点的学习;Activity 8的设计凸显了文本所要传递的情感和价值观。

有效英语阅读课,应设计层层递进的任务链,在循序渐进的语言运用中自觉获得语言能力(龚亚夫、罗少茜2003)。在案例中,阅读的9个任务贯穿于3个环节的真实语境中,难度从低到高,层层递进。

参考文献

龚亚夫,罗少茜.2003.任务型语言教学[M].北京:人民教育出版.

教育部.2012.义务教育课程标准(2011年版)[S].北京:北京师范大学出版社.

unit 13 The USA(人教版高三英语教案教学设计) 篇3

一、 教材分析

（一）教材内容

本课主要学习19世纪和20世纪10项发明（汽车、电视、电话、计算机……）的时间及用途。语法项目是一般过去时的被动语态结构。

（二）教学特点

本课教材的特点是语法项目和日常交际用语自然结合，内容形象直观。通过操练when 开头的特殊疑问句把学生引入话题（谈论重要发明的历史及用途）的语境中。

（三）教学目标

1. 知识目标

通过本课学习学生能掌握10项发明的英语名称及由when引导被动语态一般过去时的特殊疑问句的结构及用法。

2.能力目标

能运以下句型进行对话：When was the telephone invented ?

It was invented in 1876.

What was it used for ?

It was used for talking to people in other places.

培养学生的观察、分析能力，快速反应能力，自学能力和用英语交流的能力。

3.德育目标

教育学生爱学习，爱科学，开阔学生的思路，培养学生的创造精神。

（四） 教学重点和难点

重点：口头掌握本课核心句型

When was the telephone invented ?

It was invented in 1876.

What was it used for ?

It was used for talking to people in other places.

难点：when引导被动语态一般过去时的特殊疑问句的结构及用法。

二、 学习分析

苏霍姆林斯基认为：“教给学生方法比教给学生知识更重要。”建构主义是近年来介绍到我国的一种新兴教育理论，它认为知识不是通过教师传授得到，而是学习者在一定的情境即社会文化背景下，借助学习过程中其他人（包括教师和学习伙伴）的帮助，利用必要的学习资料，通过意义建构的方式获得的。基于这样的认识，结合本课内容和初三年级学生的特点及学习经历，在教学中我侧重指导学生采用以下三种学习方法：

1. 合作学习法。合作意识和合作能力是社会的需要，也是学习本身的需要，它有利于培养主动学习过程的合作性，以弥补独立学习之不足，增进学生之间情感沟通与智力互补。学生通过对所学内容进行讨论，刺激学生的交流欲望，达到相互启发，加深理解，提高课堂学习效率的目的。

2. 情景交际法。即学生通过交际活动理解和运用语言知识，用所学到的知识进行对话表演、问答，从而达到脱口而出的交流目的。

3. 联想法。看图联想，营造真实的语言运用氛围，以最佳的情景和语言效果刺激学生的感官引发学生联想，激活学生的思维和想象，达到发散创新的目的。

三、 教法分析

根据这节课的教学内容以及学生的实际，从培养学生能力和发挥学生主体作用的角度出发，我采用“技能训练—生生互动—师生互动”教学模式。这种模式便于充分发挥教师的主导作用和学生的主体作用，能增强课堂教学的实效性。采用情境教学法和功能交际法。（采用这两种方法的目的旨在）优化教学过程，通过布置任务“最有用的发明”，让学生在课前根据自己的兴趣，通过上网、查看书籍等形式，查找自己认为最有用的发明物的资料，在课堂上展示，开阔同学们的思路，激起学习兴趣和主动参与学习的欲望。适当安排竞猜抢答、快速反应、角色扮演、小组讨论、记者采访等活动，激励学生大胆开口说英语，提高他们运用语言的能力，变“学会”为“会学”。建构一种新型的现代教育模式，让学生在轻松愉快的环境下获得更多的信息交流。

四、 教学程序设计

根据识记认知规律和教学原则，我把教学程序分为以下几个环节；复习—引入新课—操练—运用—巩固练习。

1. 激趣抢答，温故知新：告诉学生我们将玩一个游戏——考考你。

快速展示一组图片，如：电话、电视机、电脑、计算器、飞机等，然后提问学生：

A. How many things have you seen ?

B. What are they?

C. What was invented before the car ?

活动设计意图：以抢答形式完成，目的在于吸引学生的注意力，激起他们的学习兴趣。在回答问题的过程中，激活学生与本课学习目标相关的原有知识基础，开阔学生的思维，达到温故知新的目的，为引入新知作好铺垫。

2. 设问置疑，导入新课。

展示一幅计算机的图片，然后提问学生：

A. Do you like computers ?

B. If you want to know more information about the inventions, what will you do ?

C. So computer is very important for us to know more besides books, isn’t it ?

学生回答这些问题后，及时导入新课，提问：

Do you know who invented the computer ?

When was it invented ? Now , let’s come to Unit 9 Section A to find out the answers.

活动设计意图：“良好的开端是成功的一半”，我根据课文内容和学生的年龄特点创设这一情境，激发学生的求知欲，使学生进入最佳的学习状态，在这种状态下接着讲授新课。

展示电视机图，提问：

1）What’s this in English ? Is it a computer ?

2）Who was the inventor of TV ?

3）Is this invention useful ?

这几个问句引出本课的生词：

inventinventioninventorinventive

老师讲解词义和构词法，接着展示其他几幅图，学生轮流用英语快速说出所有物品名称，然后回答下列问题：

What’s the most useful invention ?

Who invented it ?

When was it invented ?

What was it used for ?

从而巧妙地引出本课的重点句型，然后让学生运用这些句型分小组进行操练。这一环节，贯彻了直观性和循序渐进的原则。

活动设计意图：通过提问和抢答实现了两个教学目标—— 单词和句型的掌握和运用。

3. 视听联想，加深理解

告诉学生准备好辨图、听声，然后说出物品发明时间及用途，（简笔画）黑板上画简笔画，让学生分组抢答后，请1-2个学生用下面的语言结构说出：

The invention is …It was invented in…by… And it is used for…

接着播放汽车喇叭声、自行车铃声及电话铃声等，让学生听声音说出物品的名称、发明的时间和用途。

以上操练利用了视听联想手段，发挥学生的想象力，培养他们的发散思维和观察、分析问题的能力，通过积极思维达到自主学习的目的。

4. 合作小结，拓展延伸

为了让学生学懂会用，学以致用。我创设以下语言情境：

（1） 设置几个问题让学生分组讨论

A. If you are a scientist , what do you want to invent most ? Why ?

B. Who do you think is the greatest inventor in the world ? Why ?

C. What do you think is the most interesting invention ? Why ?

D. If you had money, what would you like to own ? Why ?

小组成员对讨论的结果进行整理后，请一名代表向全班同学展示小组讨论结果。

（2） 发明给我们带来了什么？

学生分小组列出教室里或书包内的十项发明，并填入表格。

在小组内根据发明的用途进行讨论，哪些发明对人类有益，哪些发明给人类带来了烦恼。

What do you think is the most helpful invention ?

What do you think is the most boring invention ?Why ?

活动设计意图：这一环节体现了学以致用的语言教学原则，优化英语课堂教学过程的其中一个重要方面便是丰富和拓宽教学内容，培养学生的创造精神以及发散思维。给学生提供一种协作学习的环境。这种形式有利于师生之间、学生之间相互传递和接受信息，有利于激励学生参与，实现课堂教学交际化。

5. 探究应用，练中巩固

为了引导学生牢固地掌握所学过的知识，结合本课语法，被动语态过去时的用法，我设计了以下练习：

（1） 听力练习

完成课本上Ib Listen and match the inventions with the date .

（2） 选择填空

1. The cup is used for _______ tea.

A. drinkB. drinks C. drinking D. to drink

2. The tall building near here _______ in 1987.

A. was put up B. was putting up C. is built D. has built

3. This kind of knife ______ for cutting paper many years ago.

A. is used B. were used C. was used D. will be used

4. —— Who ______ the electric light lamp ______ ?

—— It was invented by Edison.

A. was; invented B. is; invented C. did; invent D. was; invented by

5. —— ______was the telephone invented ?

—— I’m not sure. Maybe hundreds of years ago.

A. Where B. WhenC. How many D. How long

（3） 写作

根据问题写5—8个句子

What can you invent in the future ?

Have you ever invented something ?

unit 13 The USA(人教版高三英语教案教学设计) 篇4

1. Talk about eating habits and health. Talk about seeing the doctor. Practise giving advice and making suggestions.

2. Use the modal verbs: had better, should and ought to.

3. Learn some useful cooking terms. Read and write recipes.

Ⅱ. Teaching Times: 5 periods

The First Period

§ Teaching Aims:

1. Learn and master the following words and phrases: sweet, mushroom, fried, junk food, fat, snack, stomach, fever, salad, peach, ripe, ought, examine, plenty, all the time, have a fever, be careful with, plenty of.

2. Sentence Patterns: (1) advise sb. (not) to do sth.

(2) There’s sth. wrong with…

3. Train the Ss’ listening ability.

4. Develop the Ss’ speaking ability by describing, talking and discussion.

§ Important Points & Difficult Points:

1. Trains the Ss’ listening ability.

2. Master the new phrases, sentence patterns and everyday English and make the Ss be free to talk about their favourite food and give reasons for their decisions.

3. How to finish the task of speaking.

§ Teaching Methods:

1. Listening-and-answering activity to help Ss go through with the listening material.

2. Individual, pair or group work to make every student work in class.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Warming-up: Brainstorm (words about food)

* List the food we eat in the Spring Festival:

rice, porridge, noodle, dumpling, corn, big flatbread, steamed bun, fried twisted dough sticks, walnut, peanut, chestnut, bean cake, mushroom, fried chips, hamburger, ice cream, chocolate, apple, pear, banana, orange, grape, chicken, beef, fish, pork, cucumber, carrot, tomato, potato, cabbage.

* Fill in the table

Name Food Junk food / Healthy food

Breakfast

Lunch

Snack

Supper

* Talk: Are these food good for our health, or be harm to our health?

Model:

A: Do you like eating fried chips? B: Yes, I like it very much.

A: But I think it is junk food, because it has a lot of fat and sugar.

B: Really? So I’d better not eat too much.

Step 2. Speaking

T: There are so many food for us to eat, right? They are very delicious, but if you eat too much in a meal, or eat some raw food, you will be ill as Sharon. Turn to Page 3, read the dialogue and pay attention to the useful expressions.

* Useful Expression

I’ve got a pain here. This place hurts. I don’t feel well.

There’s sth. wrong with my back / my knee / my arm.

Lie down and let me examine you. Let me have a look.

* Make a short dialogue

Step 3. Listening

* First time, listen carefully and try to understand what does it talk about?

* Second time, answer the following questions

1. What’s wrong with Mike?

2. What did Mike have for breakfast?

3. Can you give Mike some advice? What should he eat less of?

* Third time, answer the next three questions

1. Which side of Mike’s stomach hurts?

2. Does Mike have a fever?

3. What does the doctor tell Mike to do?

Step 4. Homework

1. One reading exercise everyday

2. Ex1 & 2 on Page 72

3. Preview the reading part

§ The Design of the Writing on the Bb

Unit 13 Healthy eating (first period)

Brainstorm: Words & Phrases:

dumpling, all the time

corn, have a fever

noodle… be careful with…

The Second Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Review the words and phrases learnt last period

Step 2. Pre-reading

Q1. Which of the following gives you the most energy: a banana, a soft drink, a bar of chocolate? (a bar of chocolate)

Q2. How many meals do you eat every day? Which meal do you think is the most important? Why? (3, breakfast)

Q3. How much water do you drink every day?

Step 3. Reading

* Fast reading, what does the text mainly talk about?

* Details

Q1. What does the word “green” mean in the text above? What about the word “fuel”? Can you find any other words used in the same way?

A: unpolluted, unharmful and good for people’s health; other words used in the same way; fuel means all the things we eat for our bodies, it can help keep our body functioning and fighting disease.

Q2. The text gives examples of how people make choices about what they eat. List the examples and the reasons why people eat or don’t eat certain kinds of food.

A: Many people today make choices about their eating habits based on what they believe. Some people are vegetarians, because they believe it is healthier not to eat meat or because they do not think we should kill animals for food.

Q3. How have our eating habits changed? Why? Try to think of as many examples and reasons as possible.

A: People have experienced the processes from having no enough food to having enough food, and later from having enough food to having better food. Now people buy and eat sth. , we not only think about if the will give us the nutrients we need, but also if the food belongs to eco-foods.

Q4. Why do people go to fast food restaurants?

A: it is very convenient, and it can save time.

Q5. Why is it not good for you to eat too much sugar or fat?

A: If people eat too much sugar and fat, they put on weight very easily and some of them may have bad teeth.

Q6. Why are crash diets and supplements so popular?

A: Because people want to be smarter, healthier, in particular, young people want to be more beautiful. It goes with the need of the times.

Q7. What can we do to keep a balanced diet?

A: Buy and eat good, nutrient foods from all the food in the right amounts, and eat less sugar and take more exercise.

* More exercises: translate the sentences underlined on Page4 into Chinese

Step 4. Homework

1. Finish word study on Page5

2. Preview the integrating skill reading on Page74

3. One reading exercise every day

The Third Period

§ Teaching Aims:

1. Learn and master the following words and phrases: soft, bar, fuel, diet, calory, pace, bean, fibre, mineral, disease, environmental, chemical, probably, balance, keep up with, too much, make choices, be harmful to, lose weight, be prepared for, go for

2. Improve the Ss’ reading ability.

3. Enable the Ss to understand the best way to make sure that we will feel and look fine is to develop healthy eating habits by learning the reading text

§ Important Points & Difficult Points:

1. Improve the Ss’ reading ability.

2. Master the following phrases: keep up with, too much, make choice, be harmful to, lose weight, be prepared for.

3. How to make the Ss understand the reading material better and answer the questions on the passage.

§ Teaching Method:

1. Discussion before reading to make Ss interested in what they will learn

2. Discussion after reading to make Ss understand what they’ve learned better

3. Fast reading to get a general idea of each paragraph

4. Careful reading to get the detailed information in the text

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision: What does the text mainly talk about?

Ask some Ss to try to say sth. about the text.

Step 2. Integrating Skills--Don’t be a Mouse Potato (on Page74)

* Fast Reading

Read the quickly in 5 minutes, and then answer the following questions.

Q1. What is a couch potato?

A: couch potatoes means people who spend too much time in front of the TV and eat too much junk food.

Q2. What is junk food according to this text?

A: It is food that has a lot of calories but few nutrients, vitamins and minerals.

Q3. Why are people becoming potatoes and what can people do to avoid it?

A: One reason is our modern way of life; we must make sure that our diet is varied and balanced.

* More reading exercises on extra materials from English Weekly.

Step 3. Important Points and Difficult Points

1. prepare (sth.) to do / for… 2. in the form of… 以…形式

prepare oneself for… 3. be short of 短缺…

be / get prepared for / to do… 4. go for 也如此，对…也适用，向…攻击

5. be based on / upon 以…为依据

6. exercise不可数，意为“运动” exercises可数，意为“练习，体操，演习”

7. not a bit一点儿也不 not a little非常

* Exercises

1. Bob is a diligent student and is ___ his coming examinations while his mother is ___ supper.

A. preparing for; preparing for B. preparing; preparing for

C. preparing for; preparing D. preparing; preparing

2. We should do more exercises, both __ for our health and __ for our knowledge.

A.exercise;exercise B. exercises;exercisesC.exercise;exercises D.exercises; exercise

3. ___ do you base your calculation?

A. On which B. On what C. About what D. For what

4. some stones weigh ___ fifteen tons.

A. as more as B. so more as C. as much as D. as many as

5. ---Are all the telephone numbers ___ in the directory? ---Yes, all __ Jane’s.

A. listed; included B. listing; includes C. listed; including D. being listed; includes

6. Before the election, the candidates(候选人) ___ each other in the newspaper.

A. went with B. went for C. went over D. went forth

7. The boy __ on the ground __ that he had seen a cock __ an egg.

A. laying; lay; lay B. lying; lie; lie C. lying; lied; lay D. lay; lying; lay

8. Jenny ___ have kept his word. I wonder why she changed her mind.

A. must B. should C. need D. would

9. We ___ last night, but we went to the concert instead.

A. must have studied B. might study C. should have studied D. would study

Answers: 1. C 2. C 3. B 4. C 5. C 6. B 7. C 8. B 9. C

Step 4. Homework

1. One reading exercise every day

2. Prepare a healthy diet and explain why it is healthy

3. Remember the first 15 words and prepare for the dictation.

The Forth Period

§ Teaching Aims:

1. Review the words learned in the last three periods.

2. Learn and master modal verbs: had better, should, ought to

§ Important Points & Difficult Points:

1. How to guess the missing word according to the given sentence.

2. Let the Ss learn how to give advice or opinion about sth. , especially master hoe to use “should, ought to, had better and their negative forms” to give advice.

§ Teaching Aids:

1. a tape recorder

2. the blackboard

§ Teaching Procedures:

Step 1. Revision---dictation about the first 15 words in this Unit

1. junk food 2. fat 3. stomach 4. salad 5. ought to 6. energy 7. peach 8. plenty of 9. examine 10. ripe 11. soft 12. fever 13. fuel 14. diet 15. keep up with

Step 2. Word Study

Give Ss 5 minutes to do the exercises on Page5, then ask some Ss to say the Chinese meaning of the sentences, and check the answers.

1. nutrient 2. diet 3. vitamin 4. mineral 5. fat 6. sugar 7. protein 8. calory

Step 3. Grammar

* Translate the following sentences into English

1. 外面很冷，你最好穿上你大衣。

It is cold outside, you’d better put on your coat.

2. 你最好别脱下你的衣服。

You had better not take off your clothes.

3. 我们应该尊敬老师和父母。

We should / ought to respect our teachers and parents.

4. 你不应该这么粗心。

You shouldn’t / ought not to be so careless.

* More exercises on Page5 and Page74

Step 4. Homework

1. One reading exercise every day

unit 13 The USA(人教版高三英语教案教学设计) 篇5

1. diet

【考纲释义】n.日常饮食(食物);v。实行节食

【备考实例】---Would you like some more chicken?

---No,thanks.I am ______a diet and I’m trying to ___weight.

A.on,lose B.on, put on C.in ,have D.in ,lose

【考点解析】 句意：你想再来点鸡肉吗? 不，谢谢。我在节食，我在试着减肥呢。 on a diet 是固定短语，意为节食。lose weight 减肥。故答案为A。

【知识拓展】be /go on a diet 控制饮食 diet of sth.多的令人生厌的东西

put sb. on a diet 限制某人的饮食

2. advise

【考纲释义】vt.建议

【备考实例】She advised that the work ______at once.

A. is done B. be done C. was done D. would be done

【考点解析】句意：她建议要马上去做这项工作。 advise 后接从句时，宾语从句中的谓语要用should+do 其中should 可以省去。 故答案是B.

【知识拓展】advice n. 建议，忠告，劝告

advise sb. (not) to do sth.劝告某人(不要)做某事

advise doing sth. 建议做某事 take /follow/accept one’s advice 接受建议 give advice on sth.就…提出建议

3. fit

【考纲释义】adj.健康的，合适的 v. 适合

【备考实例】---Is the young man ____for the job?

--- Of course.He is responsible and honest..

A. siut B.fit C.suitable D.fitted

【考点解析】句意：这个年轻人胜任于这项工作吗?当然了，他既负责又诚实。此题考查be fit for sth.适合某事，胜任于。 故答案选B.

【知识拓展】be fit for sth. 适合某事，胜任于 be fit to do sth.适合做某事

fit in with 适合，符合，适应

fit up 准备，装备

fit on 穿上，试穿

【辨析】fit 指大小，尺寸，形状合适;suit 指合乎需要，口味，性格，条件，地位等;match 多指大小，色调，形状，性质等方面的搭配。

4. similar

【考纲释义】adj.相似的，类似的。

【备考实例】Boys wear fashionable clothes to attract girls. In a _____way, some birds have bright feather.

A. common B. ordinary C. similar D. same

【考点解析】句意：男孩子穿时髦的衣服来吸引女孩子，同样地，有些鸟也身披鲜艳的羽毛。 common“共同的，普遍的”; ordinary“平凡的，一般的”; same 一般要与the 连用。in a similar way 与…相似的;故答案选C.

【知识拓展】similarly adv.类似地 similarity n.类似，相似之处。

be similar to sb./sth. 与某人/某物相似

be similar in sth .在(某一方面)相似

5. honour/honor

【考纲释义】v.尊敬，给以荣誉 n.光荣，荣誉

【备考实例】The speaker said that he was feeling highly ________one of the guests invited to the press conference.

A. honored with B.honored as C.honored for D.honored by

【考点解析】句意：发言人说，他作为被邀请参加会议的客人之一而颇感荣耀。be honored as “被尊为…”,故答案为B.

【知识拓展】 in honor of sb.为了向某人表示敬意 be honored for 因…而受到尊敬/获得荣誉 be honored as 被尊为 be honored with 被授予… feel honored to do sth.因做…而感到荣幸 have the honor to do sth. 有幸做

feel it an honor to do sth.因做…而感到荣幸

6. compare

【考纲释义】v.比较

【备考实例】(04.湖北)_______with the size of the whole earth, the biggest ocean does not seem big at all.

A.Compare B.When comparing C.Comparing D.When compared

【考点解析】句意：同整个地球的大小比较起来，世界上最大的海洋看起来一点也不大了。句子的主语the biggest ocean 是compare with的宾语，构成动宾结构，故此处需用过去分词表示被动，答案是D。

【知识拓展】comparision n. 比较，相似，比较的结果 beyond comparision 无与伦比 compare …with 把…比作… 指同类相比

compare …to… 把…比作… 指异类相比

Compared to/with sb./sth. 和…比起来 常位于句首或者句尾做状语。

7.examine

【考纲释义】 v.测验，检查。

【备考实例】 ---Did the doctor ______ your mother ?

---Yes.He said there was nothing wrong with her.

A.check B. examine B.test D. review

【考点解析】句意：医生为你母亲检查身体了吗?是的，医生说，她没什么事. examine 可指对病人的检查，其他各项意思不对。故答案选B.

【知识拓展】examination n. 测验，考试。exam n. 考试。

take/sit an exam 参加考试 pass/fail an exam 考试及格/不及格

【辨析】 check主要指对某物进行核对，以免出错。 test 作为动词使用的频率不高，意思是测试，测验，检测。examine 可指对病人的检查，诊断。也可以指考试，测验。

二.重点词语。

1.keep up with (1)跟上，不落在…后面 (2)保持联系

Are wages keeping up with inflation?

工资的增幅跟得上通货膨胀的速度吗?

Do you still keep up with him?

你还与他来往吗?

【知识拓展】catch up with (在落后的情况下)追上，赶上

keep up 继续，坚持，保持

keep away from 使…远离

keep off 使不踩(吃，谈等)

keep back 隐瞒不讲，阻止

2.plenty of 许多的，大量的，多用于肯定句中，否定句中用many,much或者enough.

Don’t worry!We still have plenty of time .

别担心，我们还有充足的时间。

【知识拓展】a great deal of/a large amount of 后只能接不可数名词。

a great/good many /a large number of 后只能接可数名词复数形式。

plenty of /a lot of /lots of/ a large quantity of 后既可以接可数名词复数，也可接不可数名词。

3. give away 分发，泄露，捐赠，让步

He is sure to give away your secret.

他一定会泄露你的秘密的。

She has given away all her money to the beggar.

她把所有的钱都送给乞丐了。

Our taecher is giving away the prizes to the students.

我们的老师正在给同学们分发奖品。

【知识拓展】give out 用完耗尽 精疲力竭

give in 屈服，投降，退让

give up 放弃，终止

give back 归还，送回

give off 散发出蒸汽等

4.take in 欺骗，理解，吸收，改小(衣服)

Don’t trust that fellow ;he‘ll take you in if he gets the chance.

不要相信那家伙，他只要有机会就会骗你。

My dress is a bit loose round the waist----could you take it in for me?

我衣服的腰围有点儿松，你能给我改窄一些吗?

I can’t take in what you said.

你说的我理解不了。

Black clothes take in the sunlight easily.

黑色衣服容易吸收太阳光。

【知识拓展】take down 记下，拆毁

take off 脱衣服，飞机起飞

take on a new look 呈现新面貌

take one’s place=take the place of sb.代替，取代某人的位置

take place =happen 发生

take …for granted认为某事当然

take up 开始从事，拿起，继续下去，占据(时间，空间等)

unit 13 The USA(人教版高三英语教案教学设计) 篇6

通过本单元教学，学生应能熟练地运用表示“提意见和建议”的常用语;复习宾语;了解毛利人的历史和新西兰的历史、地理及风士人情。

Importance and difficulty:

1. words and expressions:

hand down, sign an agreement with, take a degree, share, times, live, go doing

2. sentences:

A. The language which the Maori speak is related to the languages of Tahiti and Hawaii.

B. This is how they keep their way of life alive.

C. In size it is bigger than Guangdong Province, yet has a much smaller population.

D. Apart from their milk, the wool from their coats is used in expensive clothing.

3. Grammar:

A. The search party found the missing child.

B. I enjoy swimming in summer.

C. I’d like to invite you to my birthday party.

D. I’ll get the letter mailed first.

4. Useful expressions:

A. You’d better ( not )……

B. You should / ought to ……

C. I suggest you ……

D. Shall we……

E. How / what about…….

Lesson 73 The Maori of New Zealand

Aims and demands:

Develop the Ss’ reading and speaking ability.

Importance and difficulty:

Have a good and deeper understanding of the text.

Teaching aid; a tape recorder and some slides

Teaching methods: reading

Teaching procedure:

Step 1. Presentation

Find out how much the Ss know about New Zealand by asking a few rapid questions around the class.

T: Where is New Zealand?

----- East of Australia.

T: How many islands is New Zealand made up of ?

----- Two large ones.

T: What is the capital?

----- Wellington.

T: What money is used in New Zealand?

----- NZ dollar.

T: Name one sailor who landed on New Zealand several centuries ago.

----- Captain Cook.

T: What are the earliest people of New Zealand called? ( first settlers )

----- Maori .

T: Where did they come from?

----- Polynesia.

T: Where did the first settlers in the USA come from?

… in Australia

Step 2. Fast reading

Read the text fast and find the answers to the questions.

1. From which countries have the people of New Zealand come?

Polynesia / Oceania and Europe , mainly Britain.

2. What parts of Maori life are mentioned in the text?

Kindergartens, customs, way of life, the marae, the meeting house, family life, special days ---- huis, weddings, conferences, deaths and burials.

Step 3. Careful reading

1. Read it and do the reference

( Which words and phrases do the words in bold in the text refer to?)

2. Note making

Step 4. comprehension

1. paper comprehension

Comprehension for Unit 19 Lesson 73(3B) CDDCB BBDCC BD

1. The passage is mainly about ___.

A. why the Maori chose to settle in New Zealand

B. what the European settlers had done to the Maori

C. the history, life-style, languages and customs of the Maori

D. the rare animals and plants in New Zealand

2. The population is mainly made up of ___.

A. the Maori and Europeans

B. the Maori and Kooris

C. the Maori and Pacific Island

D. the Maori, Europeans and Pacific Islanders

3. When the Maori came to settle in New Zealand, they did NOT take ___ with them.

A. the way of life

B. dogs and rats

C. plants like the sweet potato

D. written records of their history

4. In the 19th century the Maori population dropped as a result of ___.

A. their improper way of life

B. the bad weather in the island

C. many fierce battles and diseases

D. lack of money and medicine

5. Which is WRONG about the languages spoken in New Zealand?

A. English is widely used as the official language.

B. The children in New Zealand are greatly encouraged to use the Maori language.

C. At least three kinds of languages are spoken in the country.

D. Maori children can learn to speak English at school.

6. It can be figured out that the population of New Zealand is about ____.

A. 435,000 B. 3,346,100 C. 5,5655,000 D. 170,000

7. We can learn what the text is about from ___.

A. the first paragraph B. the title

C. the last paragraph D. the whole passage

8. What did the Maori not take to New Zealand ?

A. Plants like the sweet potato B. Dogs

C. Rats D. Potatoes

9. How many kinds of languages are spoken in New Zealand according to the text?

A. one B. two C. three D. four

10. The difference between the Maori’s life and the Europeans’ life is in their ___.

A. dining habit B. clothing

C. family size D. living condition

11. What is written in details in the text?

A. Wedding B. Burial

C. Conference D. None of the above.

12. The Maori’s burial service is different from the European’s because ___.

A. they give speeches at the funeral

B. they go to see the dead

C. they share their memories of the dead

D. there’s always someone staying with the dead

2. work book

Bb:

Maori ----- Polynesia

wars

New Zealander European (British )----- Europe / Britain

Pacific Islanders----- Oceanis

Homework

Lesson 74 New Zealand

Aims and demands:

1. Get the Ss to read a text very fast in order to find out what the different sections about .

2. Train the Ss to obtain information from a diagram.

3. Develop the Ss’ reading ability.

Importance and difficulty:

1. Have a deeper understanding of the text.

2. Finish the comprehension exercise

Teaching methods: reading and understanding

Teaching aids : tape recorder and some slides

Teaching procedure:

Step 1. Revision

Answer the questions:

1. What’s the other name for New Zealand? ----- Aotearoa

2. When did the first traveler reach New Zealand, 950, 1050 or 1150? -----950

3. What did early travelers bring with them?

---- Dogs, rats and plants like the sweet potato.

4. Which is warmer, North Island or South Island? Why?

---- North Island is warmer because it is closer to the equator.

5. What is the name of the earliest New Zealand people? ------Maori.

6. Where did they come from? ----- Polynesia

7. Why did settlers and the Maori fight? ----- Over land rights

Rearrange the following sentences:

1. Following his discoveries many islanders travelled 3,500 kilometres by sea in their narrow boats to this new country between 1100 and 1350.

2. As a result of these wars and diseases, the Maori population fell from 100,000 to 4,200.

3. In Maori history, the first traveler to reach New Zealand in the year 950 was a man called Kupe.

4. By 1840 about 2,000 Europeans, mainly British, had come to settle in New Zealand and the Maori signed and agreement with these settlers.

5. However, in later years there were fierce arguments over land rights and many battles were fought between the settlers and the Maori.

6. He named the country “ Ao-tea-roa”, which means “the land of the long, white cloud”.

7. They took with them dogs, rats and plants like the sweet potato, and settled mainly in North Island where the weather was warmer.

8. Their population has now increased to 435,000 , and today they make up about 13% of the population.

3-6-1-7-4-5-2-8

Step 2. Reading for general understanding ( 3 minutes )

The purpose of this task is to get the Ss to read a text very fast in order to find out what the different sections are about. It is a speed-reading exercise.

Give the Ss a time limit of 3 minutes for this exercise.

Answers: Politics – Agriculture – Sports and free time – Natural beauty – Wildlife

Step 3. Careful reading

1. Read it carefully and finish the paper comprehension exercises.

Reading comprehension for Unit 19 Lesson 74 (3B) ACBCA CABDB BD

1. Which is correct about New Zealand?

A. Before 1893 women couldn’t enjoy the same voting rights just as men.

B. There are about 50 million sheep in the country, more than 14 times the population.

C. People over a certain age can all receive a weekly “old-age pension” nowadays.

D. The government is quite successful in controlling the unemployment rate.

2. Which is not the reason for the question “Why New Zealand is thought to be an important agricultural country”?

A. Animal farming is well developed.

B. There are more sheep than people.

C. Deer are kept for their meat and fur.

D. The main exports are agricultural products.

3. According to the passage, which is most likely to happen in New Zealand?

A. The country imports wood pulp(纸浆).

B. Earthquakes will shake the country.

C. Winter vacation starts from December.

D. Farmers begin to keep deer instead of cattle.

4. There are flightless birds in New Zealand because___.

A. these birds are kept in cages for a long time and lose the ability to fly

B. they caught the strange diseases which settlers took with them

C. they had no natural enemies until the arrival of humans

D. as in Australia, the climate there is quite suitable for birds to live on the land

5. After reading the text you cannot have a picture of ___.

A. the history of New Zealand

B. the climate in New Zealand

C. the agriculture in New Zealand

D. the strange animals in New Zealand

6. What is not true about New Zealand?

A. New Zealand is the first the allow women to vote in the world.

B. New Zealand exports mainly agricultural products.

C. All the people can receive the :old-age pension”.

D. All the people above a certain age can receive the “old-age pension”.

7. What is not included in the exported agricultural products?

A. Pork B. Lamb C. Beef D. Butter

8. What fruit is implied (暗指) in the text?

A. Apple B. Grape C. Pear D. Banana

9. In New Zealand only the kiwi is ___.

A. ancient B. flightless

C. voiceless D. the national bird

10. Who made the birds flightless?

A. The birds themselves. B. Nature.

C. Some biologists. D. Natural enemies.

11. The main school holidays in New Zealand are about ____ month(s).

A. one B. one and a half

C. two D. two and a half.

12. It can be inferred that New Zealand is not an ideal place for ___.

A. having sports B. going sight-seeing

C. keeping cattle and goats

D. developing heavy industry

2. True or False statements.

a. New Zealand is an important agricultural country with a small population. In size it is bigger than Guangdong Province, yet has a much smaller population.

b. In 1893, many countries, including New Zealand, allowed women to vote.

c. In recent times the “ old-age pension” has only been paid to the poorest people because these people are usually very old.

d. The main school holidays are from mid-December till early February because the weather is usually very cold.

e. Tourists from all over the world come to New Zealand because they are attracted by the natural beauty of the country.

f. The Kiwi, New Zealand’s national bird is flight-less because this kind of bird is very huge and it cannot fly.

Answers: T F F F T F

Step 4. Practice Workbook Ex 2

Step 5. Diagram Page 40

Homework

Lesson 73~ 74

Aims and demands: Review the text and deal with the language points.

Importance and difficulty: Get the Ss know the usage of the language points.

Teaching aid: some slides.

Teaching methods: practicing and comparison

Teaching procedure:

Step 1. Revision

Say as quickly as possible and tell if the following statements are True or False.

1. All the people of New Zealand came from the Islands of Polynesia in the Pacific.

2. The Maori had no written language.

3. By 1840 about 2,000 British had come to settle in New Zealand.

4. Now the Maori makes up about 13% of the population.

5. They have a population of 4, 200.

6. The Maori have given up their own customs and ways of life.

7. New Zealand is an important industrial country with a small population

8. New Zealand was the first nation in modern times to allow women to vote.

9. North Island is famous for its hot springs.

10. New Zealanders like to go swimming, sailing , horse-riding during the months of December-February.

F T F T F F F T T T

Step 2. Useful expressions

Fill in the blanks ( Lesson 73~ 74)

1. Ireland lies to the west of Great Britain. They are separated from each other by the Irish sea.

2. I have bought a dictionary for you and I’ll send it to you by mail as soon as possible.

3. The two tables are of the same size, but they are different in colour.

4. They have made much money out of keeping fish.

5. Apart from the garden, I’m quite satisfied with the house.

6. Their customs were handed down/on from generation to generation.

7. Their population has now increased to 420,000 . That makes up about 13% of the whole population.

8. I insist on him changing his learning methods, but he sticks to it.

9. Can you explain the sentences to me which are marked with red lines?

10. Would you like to stay with us for a few more days?

Step 3. Language points:

Fill in the blanks ( Lesson 73~74)

1. They took with them dogs, rats and plants like the sweet potato and settled mainly in North Island.

要下雨了，请带把雨伞。

我没有带钱，请你借我10 元好吗?

2. The language which the Maori speak is related to the languages of Tahiti and Hawaii.

relate vt. 把 … 联系起来

be related to 和 … 有联系

3. Maori family enjoy sharing what they own and looking after one another.

enjoy doing consider , dislike , finish , go ,mink , practise , risk , suggest , avoid , appreciate, feel like , give up …

4. This is how they keep their way of life alive.

alive

live

living

5. The fish is still alive .

6. This is a live fish .

7. All living things need sunlight , water and air.

8. Although he is sixty, he is still alive.

9. Many people will sleep and eat on the marae during these three days and share their memories of the dead person.

10. She is always happy and never shares his parents’ worries ( 从不分担父母的忧愁 )

我们应该共甘同苦。

We should share joys and sorrows.

11. New Zealand is an important agriculture country with a small population.

中国是一个人口众多的发展中的国家。

China is a developing country with a large population.

12. It is bigger than Guangdong province in size.

13. The two countries are of the same size, but they are different in population.

14. The main exports of the country are wool, lamb, beef butter, forest products, fruit and vegetables ( 水果和蔬菜 ).

15. Some farmers have turned tokeeping deer (养鹿).

16. Whenever he had difficulty, he turned to the teacher for help( 他就去向老师求助 ).

turn to

turn on

turn off

turn down

turn into

turn out

turn over

17. New Zealand wine is of high quality and is sold all over the world.

be of high quality =high-qualified

be of great help =helpful

be of importance =important

be of great value =valuable

18. Apart from their milk, the wool from their coats is used in expensive clothing.

19.Apart from English , he is good at French. ( Besides )

20. There were ten people at the meeting apart from me. (besides)

21. The composition is good apart from a few spelling mistakes. ( except for)

22. North Island is famous for an area of hot spring, some of which throw hot water high into the air.

23. Hongzhou is famous for its West Lake.

24. Helen Keller was famous as an American writer.

Step 4. Correct the mistakes:

1. All things are related with all other things.

(to)

2. Mary and I will share with a room. /

3. Besides from the cost, it will take a lot of time. ( Apart ) from /

4. We have reported the matter to the master but he considers it of no important. (importance )

5. In this factory the workers are paid by hour. ( by the hour ) (by hours)

6. The rice is sold by the weight. /

7. When time went on, Einstein’s theory was proved to be correct. ( As )

8. After he left school he became a teacher , but later he turned to drive. ( driving )