第十六单元第一课教学设计
Lesson 1 Stories from History
教材分析
本课是第16单元第一课。教材讲述了意大利的庞培城，一个变成了“时间胶囊”城市，公元79年被火山爆发所吞没和1600多年后科学家们再发现它的历史故事。本课以这个历史故事为话题，展开对故事体裁（Genre）写作结构的了解。本单元在Warm-up部分
已为第一课做了很好的故事话题、结构和词汇方面的铺垫，因此本课可以从Warm-up导入开始，了解故事的种类。进一步培养学生在进行阅读过程中，了解文章故事的结构和写作特点以便更好地为故事体裁写作输出做准备。最终达到读得懂、说得出、写得好的目标。
本课篇章不长，也不算难。词汇短语最好通过学生的课上活动，以及对过去完成时的练习和掌握，不断使词汇及短语复现，从而达到掌握和理解课文的目的。另外，过去完成时的学习可以通过发现实验的方法加深学生的理解和应用。即：在语言应用中发现并掌握语法知识。
本课计划两课时完成。第一课时的重点是通过故事结构（标题，故事事件发生的场景（时间、定点、人物），主体和结论）话题相关信息的了解，运用自己的语言通过讲故事复述课文学习本课及相关的词汇；第二课时的重点是词汇的巩固和语法的发现、归纳、总结和练习，让学生明白过去完成时和过去时的区别以及Have/Get something done词的用法，并能在语境中恰当的应用语言。
教学内容
1.话题: Stories from History
2.阅读: Pompeii: The city that became a time capsule
3.词汇: 重点词汇：volcanic eruption, buried, event, disappear, disaster, preserve, destroy,
discover, scientist
相关词汇：capsule, tremble, particularly, loss, awesome, rewind, burst, authentic, architecture
短语和搭配：block out, in a way, on one’s side, split up, pay rise 4．语法：The Past Perfect; Have/Get something done
第一课时
First Period
教学目标
本课结束时，学生能够：
1．通过Warm-up的听力，学生能够听懂并知道故事的不同种类。
2．谈论和讲述故事。
教学过程
第二课时
Second Period 教学目标
本课结束时，学生能够：
1．在语境中应用和掌握Lesson 1 所学新词汇及短语。2．掌握Past Perfect 和Past Tense 的区别和用法。3．了解Have/Get something done 的用法。
教学过程
第一课时学案
First Period
(Reading)
I. Word Bank for Story:
2. Find the exact English words in Lesson One and try to explain it in English:
世纪，发生，火山爆发，埋葬，事件，消失，灾难，保存，毁坏，科学家，发现，建筑
4. Using proper words and phrases fill in the blanks.
Pliny was a Roman writer who had _____1____ and wrote about a ____2_____ eruption which ____3____ on August 24th, 79AD and it was of Mt. Vesuvius. The tragedy had left a deep _____4_____ on Pliny who had lost his uncle in the accident. The people, towns and villages had been ___5___ under the ashes of Mt Vesuvius.
By 1748, scientists had started to ____6____the ancient city Pompeii. It is like a “time capsule”_____7_____ a frozen moment in history. Not only the buildings and
authentic objects of Pompeii attract people, but also the forms of the people caught in the ___8____ that have made the city a ____9_____ to human history. The bodies of people who had died in Pompeii showed their exact ___10____of getting together for_____11____ in their last hours of life.
Today, since excavations started, people and scientists visit Pompeii every year to learn more about the_____12______. In this way, the city, which the world had once forgotten ___13____ nearly 2,000 years after its ___14___.
第二课时学案
Second Period
(Language Focus and Grammar)
II. Translation:
1) Nobody believed him because he _______________________(以前常撒谎).
2) They weren’t surprised at all. They_______________________(早就听到这消息了).
3) When we arrived at the theatre, the play___________________(已经开演半小时了)。
4) Did the police believe what the witness ___________________(讲的那些话吗)?
第十六单元教学设计
Lesson 2 Name Stories
教材分析
本课是第16单元的第2课。本课的听力材料是三位学生讲述他们名字的故事。学生将在本课学习如何简单讲述名字的故事，并实际口头练习。此后使用听力策
略，听取并记录信息，复述他人名字故事。听说练习之后，结合文化广角的英文姓氏的起源，话题进一步深入，学生通过对比东西方人名，了解其所承载的不同文化。
话题对于学生来说很熟悉因而没有难度。重点是学生能够准确的获取信息并流畅的复述。话题的另外一个特点则是文化意义很强，因此特别结合教材以及教参的补充内容在文化上深度挖掘。语言上难度也适中因此要求学生说与写上输出量很大。
本课计划按两课时完成：第一课时重点是听力训练，让学生听懂有关解释名字意思的故事并通过关键词抓住重点。第二课时阅读英文姓氏的起源，讨论中西名字中的不同文化，并选择一个感兴趣的名字写出其中的故事。
教学内容
话题：中西人名的故事
词汇：重点词汇：specific, significance, name after, vivid, abnormal, hardship,
相关词汇：musical instruments blacksmiths Heather, pillar
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
1.听懂名字的故事并抓住重点信息复述
2.讲述自己名字的故事
第二课时
Second Period 教学目标:
在本课学习结束时，学生能够：
1．提取英文姓氏的起源信息；
2．对比中西名字文化差异；
3．写名字的故事。
教学过程
第一课时学案：
Listen to tape and take down notes: Wang Jiannan:
Heather Smith:
Issac Evans:
第二课时学案：
1. Write about the right names
Father’s given name Jack Son’s surname_________
Father’s given name William Son’s surname_________
A man who lived by the wood might be called Jack ________.
A person who lived on the top of a nearby hill might be called John __________.
2.Read and answer the questions:
Do you know where western first names come from? Do you know which names are popular today?
Jacob, Mary, Rebecca and Sarah
Martin Luther King, Jr.
Alexandre Dumas - Alexandre Dumas Fils
Western Names
Apart from their surname or last name or family name in Britain or the US, most British and American children are given two personal names by their parents, a first name and a middle name. These names are sometimes called Christian names or given names. Some people have only one given name, a few have three or more.
Parents usually decide on given names for their children before they are born. In some families the oldest boy is given the same name as his father. In the US the word junior or senior, or a number, is added after the name and surname to make it clear which person is being referred to.
Many popular names come from the Bible, e.g. Jacob, Joshua and Matthew, Mary, Rebecca and Sarah, though this does not imply that the people who choose them are religious. Other people give their children the name of somebody they admire, such as a famous sports personality, or a film or pop star. In Britain the names William and Harry have become common again since the sons of Prince Charles were given these names.
Name Story
Mini-writing:
_____________________________________________________________________ __________
_____________________________________________________________________ __________
_____________________________________________________________________ __________
_____________________________________________________________________ _____________________________________________________________________ ___________________
_____________________________________________________________________ __________
Lesson 3 Life Stories
教材分析
本课是第十六单元第三课。课文讲述的是海伦.凯勒在家庭教师的帮助下学习语言的故事。由于本课是叙述性文体，所以学生在理解篇章方面要遵循时间发展的顺序，着重理解海伦学习单词的过程——她是如何突破身体的障碍的，如何学习各种单词的，以及她的切身感受。在理解的过程中通过上下文猜测生词词义。另外，学生还需要掌握一个重要的阅读策略——预测。在读前通过看标题、图片、文章的开头来预测文章的内容，了解文章大意。
本课计划按两课时进行，第一课时的重点是阅读理解，并能在学完后对故事进行复述；第二课时的重点是处理文中的语言点，强化重点词汇及短语的学习，设置练习恰当地使用新学词汇。讲解同义词、反义词的构词法。
Language Power中有关同义词反义词的练习有些可以在教学中选用，有些则可以留作家庭作业。
教学内容
话题：Life Stories
阅读技能：预测
词汇：重点词汇：severe, restriction, complex, vivid, straightforward, stubborn, precious, former, apparent, superb, breakthrough
相关词汇：outstanding, valuable, precious, obvious, limit, be eager to
第一课时
First Period
教学目标
在本课学习结束时，学生能够：
1. 使用阅读策略读懂文章并复述故事；
2. 在语境中理解本课重点词汇的词义；
3. 表达观点：我们能从残迹人身上学到什么。
教学过程
教学活动Activities 设计意图
Intentions
互动
模式&
时间
IP &
time
Lead-in
Step
1
? T asks the students to look at the picture and
asks whether and what they know about
Helen Keller.
? If Ss’ response is limited, T can provide the background of Helen Keller and list her
famous saying.
[PPT 2–3] ◆自然导出本课话题。
◆激活背景知识，熟悉话
题。
CW
2’
Pre-reading
Step 2 ?T asks Ss about Helen’s problems. T ma y use
the following questions:
What were her problems?
?T uses pictures, examples to ask Ss to guess
the meaning of the new words.
[PPT 5]
1.运用语境和图片，围绕话
题预教词汇。
2.渗透围绕话题组织词汇的
词汇学习策略。
CW
3’
Step 3 ? T presents reading strategies.
? T asks Ss to predict wh at will be talked about
in the article based on the title and the picture.
[PPT 6]
根据标题和图片预测阅读内
容，帮助学生理解课文，培
养学生利用背景知识进行阅
读的策略。
CW
2’
Step 4 ?Ss predict what will be talked about in the
text.
[PPT 7－8]
预测文章内容，激发阅读兴
趣。
IW
PW
2’
While-reading
Step 5 ? Ss r ead the text quickly and check their
predictions.
[PPT 9]
有目的地快速阅读课文，检
测预测。
IW
CW
3’
Step 6 ? Ss Read and find out the examples of words
Helen learned.
[PPT 10]
1. 整体理解课文，为下面按
部分提取信息做准备。
2. 通过上下文猜测词义。
GW
4’
Step 7 ?Ss read the text to ?ll in the table or complete
the passage.
[PPT 11-15]
1．提取细节信息。
2．复现词汇，增加学生接触
和使用词汇的机会。
PW
10’
Step 8 ?Ss talk about Helen’s learning process.内化信息。PW
5’
Post-reading
Step 9 ? Ss answer the questions.
? Retell the story.
[PPT 16-17]
问答和表述课文中的信息。GW
7’
Step 10 ? Ss work in groups of 4 and do a role-play:
Xiao Ming, 15 years old, recently had an
accident and lost his left arm. He was in low
spirit. Talk with him and try to encourage him
to cheer up using Helen as an example.
?Encourage Ss to use the information on the
handouts.
?Provide the language that Ss may use while
presenting.
I’m optimistic about…
As far as I know…
It seems to me that…
From my point of view, ...
?T chooses some groups to present their
interview in front of the class.
[PPT 18]
1. 以小组活动的方式，
2. 练习使用新学表达方式。
GW
7’
Homework
1. Underline some useful expressions in the text.
2. Read the article “Three Days to see” and write about your feelings using at least 200 words.
第二课时
Second Period
教学目标
在本课学习结束时，学生能够：
1. 掌握课文中的语言点；
2. 掌握近义词反义词。
教学过程
教学活动Activities 设计意图
Intentions
互动模式&时
间
IP & time
Revision
Step 1 T asks Ss if they still remember what they
have learnt in the last period, summarizes Ss’
recalling and then briefly introduces the main
objectives for this period.
[PPT 2]
鼓励学生回顾第一课时
所学相关内容，加强两
个课时之间的联系。
GW
5’
Step 2 T presents some quotes Helen Keller wrote.
[PPT 3-8]
进一步了解海伦.凯勒，
体会语言的魅力。
GW
5’
Language Study
Step 3 T shows different sentences with new words
in.
Ss match the words with their definitions.
[PPT 9－13]
在语境中练习使用词
汇。
WC
5’
Step 4 Ss fill in the blanks with the new words.
[PPT 14-15]
[学案I]
在语境中练习新学词
汇，加深理解，增强记
忆。
IW
PW
7’
Step 5 Ss finish the synonyms and opposites
exercises.
[学案II]
强化猜测词义的策略。PW-
WC
6’
Step 6 T explains some difficult sentences. 帮助学生理解长难句。WC
IW-PW10’
Language in use
Step 7 Ss do the exercises.
[PPT 16]
强化所学内容。WC-GW-WC
4’
Homework
Ex 1 P56
第一课时学案
Pre-reading
1. A Brief Introduction
She was one of the most famous American writers in the twentieth century. When she was 19 months old, she survived a fever but she found she could no longer see or hear. And she also found it very difficult to speak. However, she grew up and become a world-famous public speaker. While she was still at college, she wrote the famous ‘The Story of My Life’.
While-reading
1.Main idea : The text is about ________________________________.
A. how Helen Keller learned to play games.
B. how Helen Keller communicated with her teacher.
C. how Helen Keller learned the words.
2. Words:
Group 1:
_______________ Group 2: _____________ _______________ ______________ ( ) 1.The word “love” was a complex word for Helen.
( ) 2.Helen didn’t find it difficult to understand the word “love”. ( ) 3.The understanding of “think” helped her understand “love”. ( ) 4.Helen got to know the meaning of “love” through touching.
5. Blank filling :
Summary
For Helen Keller, trying to learn the word “love” was an _1__________ for her. When she asked the _2_____________ of it for the first time, she didn’t know many words and she did not understand anything _3___________ she touched it. She wondered whether it meant the _4______________ of flowers or the _5____________of the sun shining. Luckily, the understanding of the word “think” gave her a _6_________________ in learning words. After she understood the _7__________ word “think”, her mind _8_____________ “love”. In a __9__________ moment, Helen finally understood the beautiful truth of the word: It is something that one cannot _10___________ , but without it, one would not be happy or want to play.
Post-reading: Retelling
(Retell the text with the help of the following questions) 1. What problems did Helen have as a child?
2. Who helped her learn language? And how? (one example )
3. What helped her learn the word “love”? (detailed information)
4. What can you learn from her?
Assignment:
1. Underline some useful expressions in the text.
2. Read the article “Three Days to see” within two weeks and write about your feelings using at least 200 words.
https://www.doczj.com/doc/ee12561210.html,/three-days-to-see.htm
Always remember: Never give up!
Never be discouraged by difficulties!
You are what you want to be!
第二课时学案
用所给短语的适当形式填空
be eager to, now that, uncertain about , relate to, open up
1. I’m going to relax _________ the school year is over.
2. What time does the Xinhua Bookstore ________?
3. We are ____________ the place where he lives.
4. The cost ________ the amount of time spent on the job.
5. To tell you the truth, I _________ meet my friends tonight.
Translate sentences:
1. now that conj. 既然，由于
既然你已经来了，我们就开始工作吧。
________________________________________________________
2. be uncertain about 不确定的，不能肯定的
我拿不定注意下一步做什么.
________________________________________________________
3. a burst of understanding/anger/temper
……的突然爆发
他突然明白她所说的话的意思。
________________________________________________________
4.It was the first time Helen had understood such a complex word.这是海伦第一次明白这样一个复杂词
It is / was the + 序数词+ time + （that）... 表示“是第……次做……”。这是一个特殊的句型，当主句用is时，that从句应该用现在完成时；当主句用was时，
that从句应该用过去完成时。还可以用This /That代替It。如：
这是你外公第一次去美国。
_________________________________________________________
这是他第一次上学迟到。
_________________________________________________________
5.be eager to do sth. 想去做某事
他渴望得到一份工作，因为他无法想象没有工作生活会是什么样。
_________________________________________________________
Task 3.Synonyms （同义词）Exe.3 P11
Task 4. Opposites （反义词）Exe.4 P11
Homework: Ex 1 P56
Communication Workshop
教材分析
本课是第 16单元最后两个课时。本课主要是运用本单元的话题、词汇和结构进行写作和听说的练习。本课话题涉及学生的生活现实,学生会感觉较亲切, 另外听说部分的神话和故事更能吸引学生的注意力和激发大家的想象力。
本课中的主要结构和时态都是学过的，但是本课重点和难点是如何在语境中运用。
计划按两课时进行，第一课时重点是写作，第二课时重点是听说。
教材第97页的WRITING HELP中有较详细的写作指导。
教学内容
4.写作: 生活的一件事
5.口语: 讲述一个故事
3. 听力: 听一个神话
第一课时
First Period
(Writing)
教学目标
本课结束时，学生能够：
?运用所学的词汇和结构写一个故事。
?正确运用记叙的连接词。
评价手段:
?小组评价教学过程
Second Period
(Speaking) 教学目标
本课结束时，学生能够：
?看图画讲述一个故事。
?运用所学的交际策略, 处理口语中出现的错误。
教学过程
第一课时学案
First Period (Writing)
I. Write three or four sentences on one bad event that you have experienced, including who, when, where and what.
_______________________________________________________________________ _____________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Write two or three events on the topic III. Put why and feelings in your writings. A Day When Everything Went Wrong.
Unit 18 课下能力提升(十) Ⅰ.单词拼写 1．Even though I've been acting for years, I still get a t________ out of going on stage. 2．A beggar in s________ clothes came to the door to beg for some money. 3．Alison and I had been at school together, and I felt great a________ for her. 4．The bus came to an a________ stop, which made passengers on board lean forward. 5．Judging from their p________ furniture, this family must have a high income. 6．Prisoners should be treated with regard for human ________ (尊严)．7．It's ________ (冰冻的) in this house. Can't I turn on the heating? 8．Can the postman ________ (邮递) the luggage to my house? 9．She is so ________ (模糊的) that I can never understand what she is trying to say. 10．________ (娇嫩的) plants must be protected from cold wind and frost. Ⅱ.句型转换 1．The students can have easy access to the computer laboratory of our school. →The computer laboratory of our school ________ ________ ________ ________ the students.
Unit 16 Warm-u p biography n.传记 fantasy n.想象(幻想)物 *horror n.惊恐，恐惧abandon vt.放弃，遗弃 come into view 出现 knock sb. over 撞倒某人 victim n.受害者 once upon a time 从前princess n.公主，王妃 criteria n.(评判的)标准novelist n.(长篇)小说家Lesson 1 volcanic eruption 火山爆发preserve vt.保护，保存capsule n.胶囊；太空舱witness v.目击 occur vi.发生 tremble vi.颤抖，发抖 block out 堵住 particularly adv.特别地，特定地loss n.遗失，丢失 awesome adj.令人敬畏的 in a way 从某种程度上说rewind vi.vt.倒回architecture n.建筑 authentic adj.原作的，真正的characteristic adj.典型的monument n.纪念碑，纪念堂gather vi.vt.聚集 on one's side 侧身 sorrow n.悲伤，难过sympathy n.同情 burst vi.爆炸；冲，闯 split up 断绝关系，分成小部分on the way to 在去…的路上pay rise 增加工资 Lesson 2 specific adj.详细的，特定的significance n.重要性，意义abnormal adj.反常的，不正常vivid adj.生动的，逼真的hardship n.艰苦，困苦
Warm-u p biography n.传记 fantasy n.想象(幻想)物 *horror n.惊恐，恐惧abandon vt.放弃，遗弃 come into view 出现 knock sb. over撞倒某人 victim n.受害者 once upon a time 从前princess n.公主，王妃 criteria n.(评判的)标准novelist n.(长篇)小说家Lesson 1 volcanic eruption火山爆发preserve vt.保护，保存capsule n.胶囊；太空舱witness v.目击 occur vi.发生 tremble vi.颤抖，发抖 block out 堵住 particularly adv.特别地，特定地loss n.遗失，丢失 awesome adj.令人敬畏的 in a way从某种程度上说rewind vi.vt.倒回architecture n.建筑 authentic adj.原作的，真正的characteristic adj.典型的monument n.纪念碑，纪念堂gather vi.vt.聚集 on one's side 侧身 sorrow n.悲伤，难过sympathy n.同情 burst vi.爆炸；冲，闯 split up 断绝关系，分成小部分on the way to 在去…的路上pay rise 增加工资
specific adj.详细的，特定的significance n.重要性，意义abnormal adj.反常的，不正常 vivid adj.生动的，逼真的 hardship n.艰苦，困苦 *pillar n.支柱 violinist n.小提琴家 name ... after 以…命名 come across 偶然遇见 hold up 支撑起 count on 依靠 origin n.起源，开端；出身 figure out 理解 *heather n.石南属植物 discourage vt.使泄气 end up 以…结束，以…告终 put up with 容忍，忍受 suffering n.痛苦，困难 musical adj.音乐的n.音乐剧，音乐片musical instrument 乐器 admirable adj.令人钦佩的，极佳的tease vt.嘲笑，取笑 suspension bridge 吊桥 videophone n.可视电话 in particular 特别，尤其 Lesson 3 superb adj.出色的，卓越的 severe adj.严重的，严厉的restriction n.限制，约束unbearable adj.不能忍受的 stubborn adj.倔强的，固执的 former adj.以前的 troublesome adj.引起麻烦的straightforward adj.直接的；坦率的precise adj.准确的，精确的 *imitation n.模仿 precious adj.宝贵的，珍贵的
Unit 18 Beauty词汇篇1 __________________________________________________________________________________ __________________________________________________________________________________ 1、掌握第三单元第一课及第二课的重点单词，短语及句型。 2、灵活运用第三单元第一课及第二课的重点单词，短语及句型。 1.beauty n. 美，美丽；美人；美好的东西；极好的榜样；典型的例子；好处，优点 ①[U]美，美丽（指抽象概念） Her beauty had faded over the years. 这么多年过去了，她渐渐失去了美貌。 ②美人，美好的东西；极好的榜样，典型的例子 She was considered a great beauty in her youth. 她年轻时是个公认的大美人。 词汇链接： ①beautiful adj. 美丽的 ②beautify vt. 美化，使美丽 短语拓展： ①beauty contest 选美比赛 ②beauty queen 选美比赛冠军，选美皇后 ③beauty salon/ parlour/ shop 美容院 ④beauty spot = beauty mark 美人痣；风景点 ⑤beauty products 美容产品 ⑥the beauty of... ......的优点，......的好处，......的妙处 ⑦the beauty of the sunset/ poetry/ his singing 落日/诗作/他的歌声之美 2.attractive adj. 有吸引力的，有迷惑力的；动人的，妩媚的
SectionⅣCommunication Workshop,Language Awareness3,Culture Corner&Bulletin Board 一、根据句意及首字母或汉语提示,填写单词 1.It was e that the plan is a failure.Even a child could see it. 答案：evident 2.Can you r a good dictionary to me? 答案：recommend 3.My mother always t us like children. 答案：treats 4.He is one of the dishonest (商人)in that city. 答案：merchants 5.What is the main (主题)of the play? 答案：theme 6.The film has a rather thrilling (情节). 答案：plot 7.It is (幼稚的)to run into danger for nothing. 答案：childish 8.The great (缺点)of living near a main road is the noise. 答案：drawback
二、用所给单词的适当形式填空 1.The birds got (trap) when eating corn. 2.I bought this book on the (recommend) of a friend. 3.Black and white show a (strike) contrast. 4.There wasn’t enough (evident)to prove he was guilty. 5.It is bad (manner) to interrupt. 三、根据汉语提示完成句子 1.它是以布芒夫人的童话故事版本为基础改编的。 It the version of the fairy tale by Madame Le Prince de Beaumont. 2.她的姐妹们,费利西娅和阿德莱德,行为不佳,把美丽当作仆人。 Her sisters,Felicie and Adelaide,are nasty and Beauty a servant. 3.要么他的一个女儿替他囚禁在城堡中,要么他就得死。 one of his daughters him a prisoner in the castle, he will die.
第十六单元第一课教学设计 Lesson 1 Stories from History 教材分析 本课是第16单元第一课。教材讲述了意大利的庞培城，一个变成了“时间胶囊”城市，公元79年被火山爆发所吞没和1600多年后科学家们再发现它的历史故事。本课以这个历史故事为话题，展开对故事体裁（Genre）写作结构的了解。本单元在Warm-up部分 已为第一课做了很好的故事话题、结构和词汇方面的铺垫，因此本课可以从Warm-up导入开始，了解故事的种类。进一步培养学生在进行阅读过程中，了解文章故事的结构和写作特点以便更好地为故事体裁写作输出做准备。最终达到读得懂、说得出、写得好的目标。 本课篇章不长，也不算难。词汇短语最好通过学生的课上活动，以及对过去完成时的练习和掌握，不断使词汇及短语复现，从而达到掌握和理解课文的目的。另外，过去完成时的学习可以通过发现实验的方法加深学生的理解和应用。即：在语言应用中发现并掌握语法知识。 本课计划两课时完成。第一课时的重点是通过故事结构（标题，故事事件发生的场景（时间、定点、人物），主体和结论）话题相关信息的了解，运用自己的语言通过讲故事复述课文学习本课及相关的词汇；第二课时的重点是词汇的巩固和语法的发现、归纳、总结和练习，让学生明白过去完成时和过去时的区别以及Have/Get something done词的用法，并能在语境中恰当的应用语言。 教学容 1.话题: Stories from History 2.阅读: Pompeii: The city that became a time capsule 3.词汇: 重点词汇：volcanic eruption, buried, event, disappear, disaster, preserve, destroy, discover, scientist 相关词汇：capsule, tremble, particularly, loss, awesome, rewind, burst, authentic, architecture 短语和搭配：block out, in a way, on one’s side, split up, pay rise 4．语法：The Past Perfect; Have/Get something done 第一课时 First Period 教学目标 本课结束时，学生能够： 1．通过Warm-up的听力，学生能够听懂并知道故事的不同种类。 2．谈论和讲述故事。 教学过程
Unit 18 Beauty 语法篇 __________________________________________________________________________________ __________________________________________________________________________________ 1、掌握并区分used to与would的区别和用法。 2、掌握限定词的区别和用法。 一. used to和would 1. used to的用法 used to意为“过去常常”，其中to是动词不定式符号，后面接动词原形，表示过去经常性或习惯性的动作但现在已经结束，只能用于一般过去时，含有较强的“今昔对比”的意味。 I used to enjoy gardening, but I don’t have time for it now.我过去喜爱园艺，但现在没时间弄了。 误区警示： ①在疑问句中或否定句中，可以有两种形式。 Used you to go to the same school? = Did you use to go to the same school? 你们曾经就读同一所学校吗？ He usedn't to smoke. = He didn't use to smoke. 他过去不经常抽烟。 ②在反意疑问句和简略答语中也有两种形式。 John used to be a policeman, didn't he? = John used to be a policeman, usedn't he? 约翰过去是名警察，是吗？ ---Used you to go to school in Australia? 你曾经在澳大利亚上过学吗？ ---Yes, I did./ Yes, I used to. 是的，我上过。 2. would的用法 ①would是will的过去式，表示过去的“意志、意愿”，可用于多种人称。 They said that they would help us. 他们说他们愿意帮助我们。
word 北师大版高中英语选修六单词表（Englishtec） Unit16Unit17Unit18 Warm-up suffering Warm-up caution Warm-up stuff biographymusicalbreathlesssteady amusescratch fantasymusicalinstrumentmasterpiece Lesson3 burstoutlaughingscoldforbid horroradmirablescenicChristian giggleruninto abandonteasesuperiorendless anecdote Lesson3 comeintoviewsuspensionbridgesidewaysfreezing ridiculouscomedy knocksb.over victim onceuponatime princess videophone inparticular Lesson3 superb politician response unbelievable comedian imitate puton vertical adore rainbow Lesson1 romant ic tranqu il hoarfr ost bend agencyturnsboff criteriasevereflockhomesickness visaregardlessof novelistrestrictionbeholderdrown mygoodnesspurely Lesson1unbearableconsistentvague Lesson1universal volcaniceruptionstubborncorsethoof harmonyseal preserveformerwoolenstout capsuletroublesomecashachequeastonishshawlbound witnessstraightforwardwithdrawsaucertattoooval occurpreciseslimbow forgetfulsteaktartar trembleimitationoverweightjerk matureraw blockoutpreciouscommitmentchimney overlookdisgusting particularlynowthatdieoutsleigh clarifydesperate losseageraccompanythistle delayboardingschool awesomegradualrangetone inawayexpandconscienceunlike rewindcomplexinnerconvey architecturevioletsubjectiveaffection counter obtain agent partly queue compensate yelldeliberately authenticapparentdimension Communication waitinlineconvince characteristicsweetnesscommand Workshop identificationplayaround monumentwarmthtastelessmerchant sunburntpullfaces gatherbreakthroughmustardtreat onone'sside sorrow sympathy burst u ncertain communication workshop tiresome messy scared thriller swiftly rarely presence genius Communication s pear teapot botany skateboard t rap theme manner drawbac k
北师大版高二英语选修六单元测试题及答案全套 单元质量检测(一) (时间：100分钟满分：120分) Ⅰ.阅读理解(共15小题；每小题2分，满分30分) A It was the first snow of winter — an exciting day for every child but not for most teachers.Up until now，I had been old enough to dress myself，but today would need some help.Miss Finlayson，my kindergarten teacher, had been through first snow days many times, but I think she may still remember this one. I managed to get into my wool snow trousers.But I struggled with my jacket because it didn't fit well.It was a hand-me-down from my brother, and it made me wonder why I had to wear his ugly clothes. At least my hat and scarf were mine, and they were quite pretty.Finally it was time to have Miss Finlayson help me with my boots (靴子)． In her calm, motherly voice she said, “By the end of winter, you will all be able to put on your own boots.” I didn't realize at the time that this was more a statement of hope than of confidence (信心)． I handed her my boots and stuck out my foot.Like most children, I expected grown-ups to do all the work.After much pushing, she managed to get first one into place and then, with a sigh, worked the second one on too. I announced, “They're on the wrong feet.” She struggled to get the boots off and went through the joyless task of putting them on again.“They're my brother's boots, you know，”I said，“I hate them.” Somehow, from long years of practice, she managed to act as though I wasn't an annoying (烦人的) little girl.She pushed and pushed, less gently this time.With a greater sigh, seeing the end of her.She struggled with me, she asked, “Now, where are your mittens (连指手套)？” I looked into her eyes and said, “I didn't want to lose them, so I hid them in the toes of my boots.” 1．The little girl was more satisfied with her________. A．trousers B．jacket C．boots D．hat 2．Miss Finlayson had difficulty with the girl's boots mainly because ________. A．the girl got them from her brother B．the girl put something in them C．they were on the wrong feet D．they did not fit the girl well 3．Why does the author think Miss Finlayson would remember that first snow day? A．Because the little girl was in her brother's clothes. B．Because it was the most exciting day of the winter. C．Because the little girl played a trick on her. D．Because the little girl wore a pretty scarf. 4．We can learn from the text that Miss Finlayson ________. A．was losing confidence in the little girl B．gradually lost patience with the little girl C．became disappointed with the little girl D．was getting bored with the little girl B
○1Is that an authentic painting from Picasso , or a modern copy ? 那是毕加索的真迹，还是现代复制品？ 考查单词：authentic adj.原作的，真正的 ○2Stop looking for the perfect job --- it’s just a fantasy. 别再找完美的工作了——这只是个幻想。 考查单词：fantasy n.想象(幻想)物 ○3We must encourage the planting of new trees and preserve our existing woodlands. 我们必须鼓励植树，保护我们的现有林地。 考查单词：preserve vt.保护，保存 Lesson 2 ○1I used to hate being teased about my red hair when I was at school. 我以前不喜欢在学校里被人取笑我的红头发。 考查单词：tease vt.嘲笑，取笑 ○2Mr. Howard gave us very specific instructions. 霍华德先生给了我们非常具体的指示。 考查单词：specific adj.详细地，特定的Lesson 3 ○1In fact, losing weight is a slow , gradual process ! 事实上，减肥是一个缓慢、渐进的过程！考查单词：gradual adj.逐渐的 ○2They plan to expand the pub by adding a family room. 他们计划通过增加一个家庭房间来扩大酒馆的规模。 考查单词：expand v.扩大，扩充 ○3Lara was able to tell me everything that had happened in precise detail. 劳拉能准确地告诉我发生的一切。 考查单词：precise adj.准确的，精确的Communications Workshop ○1I feel a little tense because of tomorrow’s examinations. 因为明天的考试，我有点紧张。 考查单词：tense adj.紧张的 ○2They’d chosen an awkward time to call me as I’d just got into the bath. 他们选择了一个尴尬的时间打电话给我，因为我刚进了浴室。 考查单词：awkward adj.笨拙的；令人不舒服的○3The first mobile phones were heavy and clumsy. 第一部手机又沉又不得体。 考查单词：clumsy adj.笨拙的 短语总结： knock sb. over撞倒某人block out 堵住 in this way用这种方法in the way妨碍;挡道 by the way附带说说;顺便一提burst into 突然…起来break into 闯入，破门而入in a way从某种程度上说get stuck in 被困于hold up举起；支撑起 come across偶然遇见figure out 理解，想出split up断绝关系，分成小部分end up以…结束|告终 put up with忍受，容忍 as soon as = hardly / scarcely …when = no sooner …than 一…就…I’d rather do sth…than do sth 与其…不如
SectionⅡLesson2What’s Your Favourite Music? 一、用所给单词的适当形式填空 1.The musicians gave a very (polish) performance. 答案：polished 2.Please excuse my (disturb) you at the dinner time. 答案：disturbing 3.We were (thrill) to learn about our success in the game. 答案：thrilled 4.After a long sleep he awoke (refresh). 答案：refreshed 5.The rain was still falling (steady) after three days in a row. 答案：steadily 6.Thank you for your immediate (deliver) of my mail to my house.答案：delivery 7.(person),I am keen on pop music. 答案：Personally 二、根据汉语提示完成句子 1.我喜欢民间音乐。它易于理解又充满活力。 I like folk music.It’s and lively. 答案：accessible
2.我喜欢它因为它富有激情。 I like it because it with such energy. 3.一场精彩的摇滚音乐会通常让我兴奋万分。 A good rock concert always . 4.它(摇滚音乐)并不总是很优雅,这个事实使得我父母认为它有点寒酸,而在我看来那只是增加了它的吸引力。 The fact that it’s not always makes my parents think it’s but that just adds to its for me. 5.他也唤起了我的记忆,让我想起了我看过的那些精彩的演出。 It also and reminds me of all the wonderful performances I’ve seen. 6.周杰伦的音乐太空洞,不连贯而且让人心烦。 Zhou Jielun’s music is rather ,. 7.我认为我是个传统的人,所以我往往喜欢传统的音乐,比如京剧。 I think I’m a traditional kind of person so I to like traditional kinds of music,like Beijing Opera for example. 8.高三的学生比高二的学生往往学习更用功。
北师大版-选修六-unit16-Pompeii-课文及重点词汇 Pompeii: the city that became a time capsule Around the end of the century AD, a Roman writer called Pliny wrote about a terrible volcanic eruption that he had witnessed as a young man. The eruption has occurred on August 24th, 29 AD. The earth began to tremble and a volcano named Vesuvius, near Pompeii, Italy, erupted. Pliny described a cloud coming down the mountain, blocking out the sun and burying everything in its path, including whole villages and towns. This particularly sad event left a deep impression on Pliny who had lost an uncle in the eruption. Yet, over the centuries, there was a greater loss. The people, towns and villages that had disappeared under the ashes were entirely forgotten by the world. However, more than 1,600 years later, some scientists found the lost towns that had been buried under the ashes. By 1748, they had found an awesome historical site. They had started to dig out the ancient city of Pompeii. In a way, Pompeii is like a “time capsule” preserving a frozen moment in history. Before the eruption occurred, it had been a booming Roman city with temples, markets, restaurants and theatres. Now as you walk along the streets of the city, time rewinds. You can admire the ancient architecture, statues, decorated walls and authentic objects characteristic of the time. However, much more than buildings and objects, it is the forms of the people who were caught in the disaster that have made the city a monument to human history. The bodies of people who had died in Pompeii left impressions in the ash that showed their exact shapes. As you walk, you will pass people gathered together for protection in their last hours of life. One person, sitting alone, looks like he is praying. Another man, lying on his side, looks as if he is trying to get up. One can only feel sorrow and deep sympathy for these once living statues. Today, more than 250 years after scientists found the city, thousands of tourists and hundreds of scientist visit Pompeii every year to learn more about the ancient world. In this way, the city, which the world had once forgotten, lives on nearly 2,000 years after its loss. Key words: V olcanic eruption, buried, event, disappear, disaster, preserved, destroy, discover, scientist 1 / 1
Unit 16 Stories 故事知识点总结 重点词汇 1．n．想像(幻想)物→v．想像；幻想→adj.极好的；奇异的2．vt.放弃，遗弃→adj.被遗弃的；无约束的；放荡的→ n．放弃，遗弃 3．vt.保护，保存→n．保护，保存 4．v．目击→n．目击者，见证人 5．vi.发生→n．(事情的)发生，出现；发生的事情 6．vi.颤抖，发抖→n．摇动；颤抖→adj.摇动的，发抖的7．v．聚集→n．集会 8．vi.爆炸；冲，闯→(过去式)→(过去分词)→n．突发；猝发；爆破9．vt.使泄气，使灰心→ adj.令人沮丧的，令人灰心的→adj.(人)感到沮丧的，泄气的→ n．沮丧，泄气→ v．(反义词)支持，鼓励 10．n．痛苦，困难→v．遭受，受苦；患病→n．(疾病等的)受苦者； 受难者，患者 11．adj.渴望的，热衷的→ adv.渴望地，热切地→n．渴望，殷切12．v．扩大，扩充→n．扩张，扩大；展开→adj.有膨胀力的； 扩张性的→v．(反义词)收缩 13．vt.介绍，提出，呈现→ n．表现，发表；介绍；赠送→ adj.出席的，在场的→n．出席，到场 14．v．参考，查阅，提及→ n．参考，查询 高频短语 1．come into view 出现2．撞倒某人3．堵住 4．从某种程度上说5．侧身 6. 断绝关系，分成小部分7．以……命名8．偶然遇见9．支撑起10．依靠 11．理解 12．以……结束，以……告终13．容忍，忍受 14．特别，尤其15．既然，由于 16．查阅；提到；涉及；提交17．另一方面 常考句型 1．... the forms of the people who were caught in the disaster have made the city a monument to human history. 是那些遇难的人的形态使这个城市成为了人类历史的纪念碑。 2．Helen understood the key to language，she was very eager to learn more and use it she could. 既然海伦理解了语言的关键所在，那么她非常渴望多学些并尽可能多地去利用它。 3．Her words puzzled me very much because I did not then understand anything I touched it. 她的话使我非常迷惑，因为那时我若不用手触摸就什么都不理解。 4．I looked down，my face became. 我越低头看，我的脸就变得越红。 单词点击： 1. abandon vt.抛弃，遗弃，离弃；放弃；中止abandon oneself to...沉湎于……，陷入…… abandon hope of doing sth.放弃做……的希望abandon one’s country/friend背弃祖国/朋友abandon one’s wife遗弃妻子 【注意】该词易和abundant混淆。abundant adj.大量的，充裕的。使用时一定要注意拼写。 He abandoned his wife and children. 他遗弃了妻子和儿女。(朗文P1) The bad weather forced them to abandon their search. 恶劣的天气迫使他们中止了搜寻工作。(朗文P1) They abandoned all hope of finding the child. 他们放弃了找到这个孩子的一切希望。(朗文P1)
笑是疗效最好的药。无论我们感觉自己的情绪有多么低落，笑声足以让我们开心一整天。 Laughter stimulates your full body Feeling exhausted？A laugh can provide you with a full-body wake-up call that will help you feel energized and refreshed. Laughter makes you feel better Have you ever been super stressed at work or school，maybe because everyone is being mean today or you have an exam coming up that you're not even close to ready for, but then a friend told you a hilarious joke or story that made you laugh so hard you almost wet yourself？It is amazing how much better an explosive laugh can make us feel, especially if it's totally out of the blue! Laughter increases your immunity Negative stress causes chemical reactions in your body that decrease your immunity, making it more likely you will get sick.A hearty laugh fuels your immune system with disease-fighting powers that will help you stay healthy and energetic. Laughter helps you stress less Have you ever been so frustrated with your day that you wanted to curl up in a ball and cry？I doubt anyone can honestly say, “No，”to that question because we've all been there, but why not laugh instead? How happy you are in life has less to do with how you act than it does how you react. [阅读障碍词] 1．stimulate v t.刺激；鼓舞