第一篇：高一英語必修三模塊4教案

Giants and storm hit northern China 如果你生活在北方,你可曾目睹過沙塵暴襲來時天地昏黃、日月無光的景象呢？你可曾想過誰是造成這種災害的罪魁禍首呢？其實就是我們人類自己。

On March 10, 2004, strong winds from Russia’s Siberia kicked up clouds of dust and sand.Thus northern China was hit by the season’s first major sandstorm.The thick yellow glooms lowed traffic and forced airports and schools to close, giving the sky a yellow appearance.Northwestern Gansu Province was the worst affected area.One villager said, “There’s nothing to do but dig away the sand nonstop and wait to see what happens.Sometimes I dream of the sand falling around me faster than I can dig away.I worry that in real life, the sand will win.”

His worry is understandable.Every year, about 110 million people suffer from desertification and another 2,500 sq km turns to desert each year.Few people think of China as a desert nation, but it is among the world’s largest.What causes the terrible sandstorm? The answer is obvious.Years of heavy farming and animal grazing in the northern China are the major reasons.Due to this, the land of vegetation that protects the soil is disappearing.The exposed earth becomes a dust bowl easily swept up by the strong winds.As early as in the 4th century B.C., our ancestors began to notice the environmental problem.Chinese philosopher Mencius(孟子)once wrote about desertification and its human causes, including tree-cutting and overgrazing.Our former Premier Zhu Rongji also called it “an alarm for the entire nation”.He called on the whole nation to plant trees to fight the growing desertification.However, Chinese deserts are still on the move.Sandstorm threatens even Beijing.Beijing, which will host the 2008 Olympic Games, has told the world it will hold a “Green Olympics”.The government has promised to make the capital into a “garden city”for the Games by creating belts of trees.So a great project named “Green Wall”is in process.The green wall, like the Great Wall, will block invasion of the enemy.However, the enemy are not foreign invaders, but sand.小字典

gloom n.陰沉nonstop adv.不斷地grazing n.放牧vegetation n.植被dust bowl 干旱塵暴區(qū)ancestor n.祖先invasion n.入侵

Open question:

As a student, what will you do for the “Green Olympics”?

重點短語透視

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【詞條1】be caught in 【課文原句】“To have been caught in a sandstorm was a terrible experience,”...(Page 32)【點撥】be caught in 此處意為“遭遇上”。如: I was caught in the downpour on the way home from school.【拓展】catch 構成的常見短語: 1.catch sb doing 偶然發(fā)覺某人做某事。如: The teacher caught him sleeping in class.2.catch up with 趕上。如: You’ll have to work harder to catch up with the top students.【詞條2】take in,give out 【課文原句】Trees take in carbon dioxide and give out oxygen.(Page 35)【點撥1】take in 此處意為“吸收,吸入(空氣、水等)”。如: Take in a deep breath.【拓展】take in的常見意思還有: 1.take in 把……拿進。如: Please take your clothes in in case it rains.2.take in 收容(留)某人住宿。如: The teacher took in several students.【點撥2】give out 此處意為“放出,散發(fā)出”, 多指氣味、熱量等的釋放。如: The rotating machine gave out a lot of heat.【拓展】give out的常見意思還有: 1.發(fā)(書、報)等。如: The teacher gave out the exam papers.2.用完,耗盡。如: After five months, their food supply finally gave out.【詞條3】cut down,dig up 【課文原句】This is a process that happens when land becomes desert because of climate changes and because people cut down trees and dig up trees.(Page 32)【點撥1】cut down此處意為“砍倒”。如: They cut down many old trees and planted some young trees.【拓展】cut down還有“削減,刪減”的意思。如: Your article is too long, so please cut it down to 500 words.【點撥2】dig up此處意為“從地里挖出(某物)”。如: We dug up the tree by its roots.【拓展】dig up 還有“掘到,掘出”的意思。如: An old vase was dug up here last month.請根據首字母或漢語提示完成單詞。

1.As we know, s_______ are strong, dry winds that carry sand and dust around.2.What can we do to p______ this disease from spreading in this district? 3.Though it was late, they didn’t feel tired and c______ the work.4.The old man lives in Gansu Province.He has e_______ many terrible sandstorms.5.Unfortunately, only two children s_____ in the traffic accident.6.The weatherman has ______(預報)that it is going to be sunny tomorrow.7.This is an important decision that will ______(影響)the future of the company.8.When I was at school, my good friend always helped me ____(解決)any problem I met.9.Reforming the education system is a very difficult _____(過程)for the Chinese government.10.She ______(抱怨)to me about his bad manners 1.sandstorms2.prevent 3.continued 4.experienced 5.survived 6.forecast 7.affect 8.solve 9.process 10.complained

第二篇：高一英語人教版必修三Unit 4 課文內容

Unit 4 Astronomy: the science of the stars

HOW LIFE BEGAN ON THE EARTH No one knows exactly how the earth began, as it happened so long ago.However, according to a widely accepted theory, the universe began with a “Big Bang” that threw matter in all directions.After that, atoms began to form and combine to create stars and other bodies.For several billion years after the “Big Bang”, the earth was still just a cloud of dust.What it was to become was uncertain until between 4.5 and 3.8 billion years ago when the dust settled into a solid globe.The earth became so violent that it was not clear whether the shape would last or not.It exploded loudly with fire and rock.They were in time to produce carbon dioxide, nitrogen, water vapour and other gases, which were to make the earth’s atmosphere.What is even more important is that as the earth cooled down, water began to appear on its surface.Water had also appeared on other planets like Mars but, unlike the earth, it had disappeared later.It was not immediately obvious that water was to be fundamental to the development of life.What many scientists believe is that the continued presence of water allowed the earth to dissolve harmful gases and acids into the oceans and seas.This produced a chain reaction, which made it possible for life to develop.Many millions of years later, the first extremely small plants began to appear on the surface of the water.They multiplied and filled the oceans and seas with oxygen, which encouraged the later development of early shellfish and all sorts of fish.Next, green plants began to grow on land.They were followed in time by land animals.Some were insects.Others, called amphibians, were able to live on land as well as in the water.Later when the plants grew into forests, reptiles appeared for the first time.They produced young generally by laying eggs.After that, some huge animals, called dinosaurs, developed.They laid eggs too and existed on the earth for more than 140 million years.However, 65 million years ago the age of the dinosaurs ended.Why they suddenly disappeared still remains a mystery.This disappearance made possible the rise of mammals on the earth.These animals were different from all life forms in the past, because they gave birth to young baby animals and produced milk to feed them.Finally about 2.6 million years ago some small clever animals, now with hands and feet, appeared and spread all over the earth.Thus they have, in their turn, become the most important animals on the planet.But they are not looking after the earth very well.They are putting too much carbon dioxide into the atmosphere, which prevents heat from escaping from the earth into space.As a result of this, many scientists believe the earth may become too hot to live on.So whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.A VISIT TO THE MOON Last month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer.We visited the moon in our spaceship!

Before we left, Li Yanping explained to me that the force of gravity would change three times on our journey and that the first change would be the most powerful.Then we were off.As the rocket rose into the air, we were pushed back into our seats because we were trying to escape the pull of the earth’s gravity.It was so hard that we could not say anything to each other.Gradually the weight lessened and I was able to talk to him.“Why is the spaceship not falling back to the earth? On the earth if I fall from a tree I will fall to the ground.” I asked.“We are too far from the earth now to feel its pull,” he explained, “so we feel as if no gravity at all.When we get closer to the moon, we shall feel its gravity pulling us, but it will not be as strong a pull as the earth’s.” I cheered up immediately and floated weightlessly around in our spaceship cabin watching the earth become smaller and the moon larger.When we got there, I wanted to explore immediately.“Come on,” I said.“If you are right, my weight will be less than on the earth because the moon is smaller and I will be able to move more freely.I might even grow taller if I stay here long enough.I shall certainly weigh less!” I laughed and climbed down the steps from the spaceship.But when I tried to step forward.I found I was carried twice as far as on the earth and fell over.“Oh dear,” I cried, “walking does need a bit of practice now that gravity has changed.” After a while I got the hang of it and we began to enjoy ourselves.Leaving the moon’s gravity was not as painful as leaving the earth’s.But returning to the earth was very frightening.We watched, amazed as fire broke out on the outside of the spaceship as the earth’s gravity increased.Again we were pushed hard into our seats as we came back to land.“That was very exhausting but very exciting too,” I said.“Now I know much more about gravity!Do you think we could visit some stars next time?” “Of course,” he smiled, “which star would you like to go to?”

第三篇：高一英語必修3 Unit 4教案

高一英語必修3 Unit 4教案

Unit4

Astronomy：thescienceofthestars

I教學內容分析

本單元的中心話題是“天文學”。本單元的兩篇都采用了敘述性文體。第一篇閱讀短文按照時間順序主要敘述了地球上生命的起源和發(fā)展過程。第二篇閱讀短文中作者用第一人稱的口吻講述了他和朋友的登月經歷?？梢哉f本單元科學知識含量較高，更能激發(fā)學生的學習興趣和好奇心。

warmingUp部分共有兩個問題,第一個問題讓學生說出八大行星并看圖指出各個行星的名稱；第二個問題讓學生說出自己對天文學哪些方面感興趣以及天文學家所關注的方面。在高考的重壓之下，同學們都想能利用科學的學習方法做到事半功倍而且很多學生也一直做著將來能成為科學家的夢。所以，該話題會讓學生們興趣盎然，積極思考和討論此方面的內容，從而達到熱身的目的。

Pre-reading部分也提出了三個問題，主要是讓學生區(qū)分宗教信仰、文化傳統(tǒng)和科學思想之間的不同?？梢砸灾v故事的方式讓學生彼此之間分享一些有關宇宙和地球起源方面的傳說或故事，這樣既能激活他們的思維也能為閱讀部分打下基礎。

Reading部分描寫了地球上生命的起源和發(fā)展過程，具體寫了由于水的形成才使得地球上生命的誕生成為可能?？茖W家認為，地球上的生命最初誕生于水中。數萬年后，陸地上才長出了綠色植物，隨后出現了陸棲動物和水陸兩棲動物。最初的動物靠孵化繁衍后代，再之后誕生了哺乳動物，人類也隨之誕生了。最后講述的現象發(fā)人深?。篢heearthmaybecometoohotforthelivesonit.它關系到地球上生命的未來。

comprehending部分通過五個練習題檢測學生對本文核心內容的理解。練習1是對結構的分析以及大意的概括；練習2通過排序的方式幫助學生弄清本文的行文線索，也就是地球上生命的起源和發(fā)展歷程；練習3提出5個小問題，考查學生的深層理解和推斷能力；練習4讓學生找出中出現的連接詞，檢查學生對中句型的熟悉和理解程度，同時還有助于學生在寫作方面得到提高；練習5讓學生選擇一個問題進行回答并向全班匯報，開拓學生的思維并鍛煉他們的語言表達能力。

LearningaboutLanguage有詞匯和語法兩部分。第一部分練習讓學生學著去應用課文中出現的詞語。第二部分是針對主語從句的練習，其中第一題要求學生從課文中找出三個或更多的主語從句；第二個練習以把主語從句改寫成簡單句的形式讓學生能對此語法有深層的了解。第三個練習則以完成句子的方式要求學生更進一步的運用復合句，此部分是對表語從句進行練習。

UsingLanguage包括“聽力”、“閱讀”、“說和寫”三大塊。這三部分的話題都是有關科學的。聽力部分主要是介紹三位偉大的科學家。閱讀部分講了一個科幻故事。說和寫的中心話題是登月旅行中必需的工具和可能遇到的問題。該部分的設計由淺入深，層層遞進，既練習了聽力又豐富了知識，還能夠鍛煉同學們的想象力，拓展學生各方面能力。

SummingUp指導學生歸納和總結在本單元學到的知識——有用詞匯、慣用表達和語法結構。

II．教學重點和難點

．

教學重點

（1）本單元的生詞、短語和句型結構；

（2）掌握主語從句并把它和表語從句進行區(qū)別；

（3）學會運用科學知識并能結合自己的想象力去解決現實中的問題。

2．教學難點

（1）通過學習相應的科學知識培養(yǎng)學生的創(chuàng)造性思維能力；

（2）學生應能夠理解主語從句的用法和作用并能做到學以致用，舉一反三。

III．教學計劃

本單元建議分為六課時：

第一課時：warmingUp,Talking&Listening（workbook）

第二課時：Pre-reading,Reading&comprehension

第三課時：LearningaboutLanguage

第四課時：UsingLanguage

第五課時：Readingtask&Speakingtask

第六課時：Listeningtask&writingtask

IV.教學步驟：

新課標第一網xk

b1.com

Period1

warmingUp,Listening（workbook）&Talking

TeachingGoals:

.ToarouseSs

’interestintheknowledgeofastronomyandscience。.2.TodevelopSs’abilityinlisteningandspeaking.TeachingProcedures:

Step1.Leading-in

GiveSsafewminutestosaysomethingaboutsciencebyaskingthefollowingquestions.（1.）whoisthefirstmaninspace，doyouknow？

（2.）whichspaceshipdidyangLiweitaketospace？

（3.）Doyouwanttogotospaceifyouaregivenachance?

Step2.warmingUp

Purpose:TointroducethetopicofthisunittoSsintheformofaskingquestionsanddiscussion.AsksomeSsthequestionsfirstandthengetSstodiscusswitheachother.Iftimepermits,haveoneortwogroupspresenttheiranswerstothewholeclass.Howmanysubjectsarewestudyingnow?

（2）Doyouhavesomescientificstudyingmethodstolearnthemwell?

Asyousee,alargenumberofstudentswanttobecomescientistsinthefuture.Butwhatkindofqualitiesandskillsdoweneedtoberealscientists?

Step3.Talking

.DivideSsintosixgroups,andaskthemtotalkabouttherequestofTalkingonP62andanswerthefollowingquestions.Differentstudentswillgivedifferentanswers.makenotesofsomevaluableinformationandmakeaconclusionatlast.whatnecessaryinstructionsshouldnewspacetravelersmake?

canyoumakealistofthem?

2.ShowSssomebeautifulpicturesoftheuniversityandsay,“Nowlookatthepictures.HowbeautifultheUniverseis!Itisalsofullofmysteries.HaveyoueverdreamedofflyingtothespacelikeyangLiweitounlockthemysteriesoftheuniverse?Ifyoucould,whatthingsshouldyoupayattentionto?”

3.EncourageSstogiveasmuchinformationaspossible.Afterthediscussion,writedownsomekeywordsandimportantexpressionsontheblackboardtohelpSstohavethesenseoftravelinginspace.conclusion:

Beforemakingatripintospace,we

’dbettermakefullpreparations,suchas:collectingasmuchinformationaboutthespaceaspossible;checkingwhetheryouhavegottheproperspacesuitsornot;makingsureofallthesafetyrules;notleavingthespaceshipaloneunlessthespaceguidetellsyouto;payingattentiontorecordingsomeimportanttimeduringthespacetravelingandsoon.Step3.Listening

Purpose:TodevelopSs’listeningability.Togainsomeexperienceoftravelinginspace

.GetSstolookthroughtheexercisesbeforegivingthemthelisteningmaterial.Atthesametimeremindthemofthenewandkeywords:astronaut,experience,instruments,pilot,airforce,rocket.2.AskSstolookthroughthequestionsofthefirstpartandlistentothetapecarefully.Playthetapetwice.Forthefirsttime,justaskSstolistenforthegist.Forthesecondtime,askSstopreparetodotheexercises.Iftimepermits,playagaininordertogivetheclassachancetocheckorcompletetheirexercises.Period2

Pre-reading,Reading&comprehending

TeachingGoals:

.ToenableSstobetterunderstandthetheoryabouttheoriginoftheuniverseandlifeontheearth—the“bigband”theory.2.ToenableSstoconcernaboutthefutureoflifeontheearth.Step1.Pre-reading

Purpose:ToarouseSs

’interestinlearningaboutsomerelativeinformationabouttheuniverse..ShowsomepicturestotheclassandencourageSstosaysomeinformationabouthowlifebeganontheearth.Theycansaysomerelativelegends,folktalesorscientifictheoriesaboutthetopic.Thesolarsystemismadeupofthesunandtheobjectsthatorbitit.Theearth’satmosphere

Forreference:

Someideasaboutthebeginningoftheuniverse:

●PanGuturnsintoamyriadofthings

盤古化生萬物

●PanGuseparatestheskyfromtheearth

盤古開天地

●Nuwamakesmen女媧造人

conclusionandLeading-in:

Buttheseideasareallnotthecorrectandscientificideas.Doyouknowthescientificideaofthedevelopmentofthelifeontheearth?Thenwe’dbettercometothetext.Step2.Fastreading

Purpose:Togetthegistofthepassage.Tocorrectlyunderstandsomeinformationgiveninthetext..AskSstoreadthetextquicklyandtrytogetthemainideaofthetext.SuggestedAnswer:

Themainideaofthetextisthetitle

—Howlifebeganontheearth.2.AskSstoworkinpairsanddiscussthequestionsofEx1onP27.Andthenletthemchecktheanswersinpairs.Step3.Intensivereading

Purpose:togetthestudentstolearnthedetailsofthetext.Answerthequestions:

whendidthe“BigBang”happen?

whatformwastheearththe“BigBang”?

whatmadeuptheearth

’satmosphereaftertheearthexploded?

Howdidwatercomeintobeingontheearth?

whatwasimportanttothedevelopmentoffish?

whatmadepossibletheriseofmammalsontheearth?

whyaremammalsdifferentfromalllifeformsinthepast?

（2）Fillinthechartabouttheorderofdevelopmentoflife.SuggestedAnswers:

①Smallplantsinwater

②Shellfishandallsortsoffish

③Greenplantsonland

④Insects

⑤Amphibians

⑥forests

⑦reptiles

⑧dinosaurs

⑨mammals

⑩humanbeings

Period3LearningaboutLanguage

TeachingGoals:

.TogetSstoknowhowtousenewwordsandphrases.2.TohelpSstomastersomenewwordsandexpressions.3.TogetSstohavetheknowledgeofthisgrammarpoint:nounclausesasthesubject

TeachingProcedures:

Step1.consolidation

Purpose:Toconsolidatethewordsandphrasesinthetext..AskSstoworkingroupsandreadthetextagain,andthenfinishEx1andEx2onP28andchecktheanswersingroups.2.AskSstokeepthewordstheyfilledinEx1inheart.3.AskSstofinishEx3andthenletthemcheckeachother’sanswers.Step2.Grammar

Purpose:TogetSstorecognizenounclausesasthesubjectandtomakesurethattheycandosomesimpleexercises..DivideSsintofourgroupsandaskthemtofinishEx1ofDiscoveringUsefulStructuresonP29.Andthenletthemdrawaconclusionaboutthegrammarpoint.Seewhichgroupunderstanditbestandhaveamemberofthegrouppresentbeforetheclass.2.Afterthepresentation,explainthegrammarpointforSs.3.LetSscompleteEx2onpage29afterlearningthegrammar.Purpose:TogetSstounderstandtheusageofnounclausesasthesubject.主語從句的語序

主語從句要求使用陳述句語序，而非一般疑問句語序。如：

whatsurprisedmemostwasthatthelittlegirlcouldplaytheviolinsowell.使我感到驚訝的是這個小女孩的小提琴拉得太好了。

Howhewassuccessfulisstillapuzzle.他是如何成功的仍然是個謎。

連接詞的選用

①that和what的選用

that和what都可引導主語從句。what除起連接作用外，還在名詞性從句中充當某些成分可作從句的主語、賓語或表語。而that在名詞性從句中不充當任何成分，無詞義，只起連接詞作用。如：

whathewantsisabook.他想要的是一本書。

Thatlighttravelsinstraightlinesisknowntoall.眾所周知，光線沿直線運行。

②if和whether的選用

引導主語從句，不能用if，只能用whether。如：

whetherwewillholdapartyintheopenairtomorrowdependsontheweather.我們明天是否在戶外開晚會要看天氣而定。

③其它連接代詞和副詞的選用

根據主語從句的具體意義，正確的選擇who,which,when,where,why,how等連接詞，這些連接詞既有疑問含義，又起連接作用，同時在從句中充當各種成分。如：

whenweshallholdoursportsmeetisnotdecided.我們何時舉行運動會還沒有決定。

whobroketheglassyesterdayisnotclear.還不清楚昨天誰打破了玻璃。

whichcaryouwillchoosetobuymakesnodifference.你決定買哪一輛車都不會有任何區(qū)別。

④whatever/whoever的功用

whatever,whoever在主語從句中不含疑問意義。它引導主語從句，并在從句中作主語、賓語、表語等。whatever=anythingthat;whoever=anyonewho。要注意和whatever,whoever引導的讓步狀語從句的區(qū)別。如：

whoeverbreaksthelawshouldbepunished.（主語從句）（＝Anyonewhobreaksthelawshouldbepunished.）

whoeverbreaksthelaw,heshouldbepunished.（讓步狀語從

句）

（＝Nomatterwhobreaksthelaw,heshouldbepunished.）

it構成的主語從句

①由連詞that引導的主語從句，在大多數情況下會放到句子的后面，而用代詞it作形式主語。如：

Itiswell-knownthattheearthmovesaroundthesun.眾所周知，地球圍繞太陽轉。

需要注意的是，it作形式主語代替主語從句時，要注意和as引導的定語從句的區(qū)別。試比較：

ItwasreportedthattheUSwasundertheterroristattack.（主語從句，有that，無逗號）

Aswasreported,theUSwasundertheterroristattack.（定語從句，無that，有逗號）

上兩句意為“據報道，美國遭到恐怖分子的襲擊”。

②常見用it作形式主語的復合句結構

◆

Itisafact（agoodidea/apity/ashame/nowonder/goodnews…）that…如：

It’sapitythatyoumissedthefilm.你沒有看那部電影真是太遺憾了。

◆

Itisnecessary（clear/true/strange/important/wonderful/possible/likely…）that…

需要注意的是，這類主語從句中，謂語動詞很多為“（should）＋動詞原形”，即要用虛擬語氣。如：

Itisnecessarythatyou（should）masterthecomputer.你很有必要掌握電腦。

ItisimportantthatastudentlearnEnglishwell.學生學好英語很重要。

It’sclearthattheybadlyneedhelp.很明顯，他們急需援助。

Itislikelythatahurricanewillarrivesoon.颶風很可能馬上就要到達了。

◆

Itisreported（well-known/hoped/thought/expected/said/believed/decided/suggested/order-ed…）that…如：

Itissaidthathewaskilledintheearthquake.據說他在地震中喪生了。◆Itseems

（happened/appears/doesn

’tmatter/makesnodifference/…）that…如：

Itseemsthattheywillwinthegame.看起來他們好像會贏得這場比賽。

Itmakesnodifferencewhetherhewillattendthemeetingornot.他是否會參加會議都無關緊要

主語從句不可位于句首的五種情況：

①if引導的主語從句不可居于復合句句首。

②Itissaid/reported…結構中的主語從句不可提前。例如：

ItissaidthatPresidentjiangwillvisitourschoolnextweek.√

ThatPresidentjiangwillvisitourschoolnextweekissaid.×

③Ithappens/occurs…結構中的主語從句不可提前。例如：

Itoccurredtohimthathefailedintheexamination.√

Thathefailedintheexaminationoccurredtohim.×

④Itdoesn’tmatterhow/whether…結構中的主語從句不可提前。例如：

Itdoesn’tmatterwhetherheiswrongornot.√

whetherheiswrongornotdoesn’tmatter.×

⑤含主語從句的復合句是疑問句時，主語從句不可提前。例如：

Isitlikelythatitwillrainintheevening?√

Isthatwillrainintheeveninglikely?×

3.Practice

Purpose:togetthestudentstohavetheknowledgeofthegrammarthroughexercise.AskSstofindwhichofthefollowingsentencesaresubjectclauses.whathewantsisabook.Itissonicethatwecanlearnthisgrammarpointtogether.I’msogladthatIcanmakefriendswithyou.Thisiswhyhedidit.DoyouagreetothesuggestionthatwehaveatripinTibet?

Thathewantsabookiscertain.Isuggestedjustnowwetakepartinthiscompetition.whetheryoulikehimornotdoesn’tmattertoomuch.Hedoesn’tknowwhetheryoucansingitwell.Theproblemiswhetheryoucansingitwell.Theproblemwhetheritisrightorwronghasnotbeendecided.Pleasetellmewhoyourmonitoris.SuggestedAnswers:

主語從句是:①②⑥⑧,賓語從句為:③⑦⑨,而④⑩為表語從句，⑤為同位語從句。

AskSstochoosethebestanswerstothefollowingsentences.①________makesmistakesmustcorrectthem.A.what B.That c.whoever D.whatever

②Itworriedherabit____herhairwasturninggrey.A.while B.that c.if D.for

③whenandwhyhecamehere________yet.A.isnotknown B.arenotknown

c.hasnotknown D.havenotbeenknown

④_____surprisedmemostwas____suchalittleboyofsevencouldplaytheviolinso

well.A.That...what

B.what...that

c.That...which D.what...which

Thesubjectof“whatisinterestingisthatIdonotevenknowhim.”is_______.A.what

B.interesting

c.whatisinteresting

D.I

whatapity_____is_____youdidn’tarrivebydaylight.A.there,because

B.it,that

c.he,when

D.that,for

⑦

isafactthatEnglishisbeingacceptedasaninternationallanguage.A.There

B.This

c.That

D.It

Itisimportantthat______oureducationinallavailableways.A.wemustdevelop

B.weshalldevelopc.wewoulddevelop

D.weshoulddevelop

Itisnecessarythat______bytheendoftheweek.A.wegoteverythingready

B.wehavegoteverythingready

c.wegeteverythingready

D.wemustgeteverythingready

Itwasnaturalthat_______.A.mypictureswouldsurprisethem

B.mypicturessurprisedthem

c.mypicturesshouldsurprisethem

D.mypictureswouldhavesurprisedthem

1.__________wecan

’tgetseemsbetterthan_______wehave.A.what;what

B.what;that

c.That;that

D.That;what

2.___________we

’llgocampingtomorrowdependsontheweather.A.If

B.whether

c.That

D.where

3.Itworriedherabit________herhairwasturninggrey.A.while

B.that

c.if

D.for

4.—IdrovetoZhuhaifortheairshowlastweek.—Isthat______youhadafewdaysoff.A.why

B.when

c.what

D.where

5.Itwasamatterof_______wouldtaketheposition.A.who

B.whoever

c.whom

D.whomever

6.Itisgenerallyconsideredunwisetogiveachild________heorshewants.A.however

B.whatever

c.whichever

D.whenever

7.________youdon’tlikehimisnoneofmybusiness.A.what

B.who

c.That

D.whether

8.youcan

’timagine________whentheyreceivedthesenicechristmaspresents.A.howtheywereexcited

B.howexcitedtheywere

c.howexcitedwerethey

D.theywerehowexcited

9.Thereisnodoubt________.A.thatmr.Hansenisingoodhealth

B.whetherismr.Hansenhealthy

c.ifmr.Hansen'shealthwasreturning

D.whethermr.Hanseninhealth

SuggestedAnswers:

①～⑤cBABc

⑥～⑩BDDcc

1～15ABBAA

6～19BcBA

Step3.Homework

.AskSstoreviewthenewwordsandphrases.2.AskSstolearntherulesofnounclausesasthesubjectbyheart.Period4UsingLanguage

TeachingGoals:

.ToimproveSs’listeningability.2.ToensureSshavereallygraspedtheimportantwordsandphrasesoftheunit.TeachingProcedures:

Step1.Listening

Purpose:TohelpSsimprovethelisteningability..Pre-listening

AskSstolookatthephotosofthethreegreatscientistsonP30andsaysomethingaboutthem.Thenaskthemthefollowingquestions.①

Doyouknowaboutsomebackgroundknowledgeofthesethreegreatscientists?

②

canyousaysomethingaboutthem?

AskSstolookthroughEx1andEx2onP30andgetfullypreparedforlisteningtothetape.2.Listening

AskSstolistentothetapeandfinishEx1onP30.PlaythetapeagainandaskSstochecktheanswersinpairs.AskSstolistentothetapeforthethirdtimeandfinishEx2onP30.Thenhavesomeofthemexplaintheiranswers.Step2.Reading Purpose:TogetSstoknowabouthumanbeing

’sfeelingsofvisitingthemoon..Fastreading

AskSstolookthroughthetextquicklyandchoosethebestanswertothefollowingquestion.Thepassageismainlyabout____?

A.introductionofthemoon

B.thegravitythatIfeltonmywaytothemoon

c.myvisittothemoon

D.myfriendyanping,anastronomer

SuggestedAnswer:

c.2.Intensivereading

AskSstoreadthetextcarefullyandfinishthefollowingexercises.Accordingtothetext,weknowthattheforceofthegravitywouldchange_____times.A.2

B.3

c.4

D.5

whendidtheauthorfeelstrongestofthegravityoftheearth?

A.onthemoon.B.onthehalfwaytothemoon.c.Attheverybeginning

D.ontheirleavingfromthemoon whatcausesthewritertofeelthathebecomesweightlessonthemoon?

A.Spaceship

B.Gravity

c.Hisfriend

D.HisGoodfeelingsofthemoon

Fromthetextwecanknowifamangrowsuponthemoon,_____.A.hewillgrowtallerthanontheearth

B.hewillgrowshorterthanontheearth

c.hewillbecomefatter

D.hewillbecomeweightless

SuggestedAnswers:

B

c

B

A

Step3.Speakingandwriting

Purpose:TogetSstolearnhowtopreparealistofthingsusedforgoingtothemoon.TopracticethewritingabilityofSs.1.Dividethewholeclassinto6groups.LetSsdiscusswiththeirgroupmemberswhattheymightneedtogotothemoon.meanwhile,askonestudentofeachgrouptowritedowntheimportantpartsoftheirdiscussion.2.AfterthediscussionSshavehadsomeknowledgeofthethingstheywouldneediftheyweregoingtothemoon.GetthemtodescribethethreewaysinwhichgravitychangedforLiyanpingandhowhisweightchanged..3.ThenSstowriteashortpassageexplainingthreeproblemstheymightmeetonthemoonaswellasthesolutionstothesedifficulties.Beforewriting,theycanhaveadiscussion.Step4.consolidation

.AskSstofinishEx2andEx3onP63

～P64andletthemchecktheanswerstogether.2.AskSstofinishthefollowingexercises.Fillintheblankswithproperwordsaccordingtothegiveninformation.①Thescientificstudyofthestarsiscalleda______________.②EatingtoomuchduringtheSpringFestivalcandogreath_______toourhealth.③

Thepatient

’shealthisg___________improvingwiththehelpofthedoctor.④Themixtureofgasesthatsurroundtheearthiscalleda_____________.⑤Peoplecanfindlotsofv___________scenesinsomeAmericanfilms.⑥Hearingtheexcitingstory,almosteveryoneintheroom_____________withlaughter.⑦Theforest__________asfarastheriverbank.⑧Thewifewasmuch____________atherhusband’sabsence.⑨marxwas_________toleavehismotherlandforpoliticalreasons.⑩Thereismuchdust__________intheair.SuggestedAnswers:①astronomy

②harm

③gradually

④atmosphere

⑤violent⑥exploded

⑦spreads

⑧disappointed

⑨forced

⑩floating

Finishthefollowingsentencesaccordingtothechinese.①______________________________________isthatIhaven'theardfromhimrecently.②Donotreadbooksinthepoorlightasitis_____________________.③_____________________,wearegettingbetterwitheachother.④_____________________________________________hasagreatandactiveeffectonmylife.⑤Pleasetrytocomebackearly_______________________________.SuggestedAnswers:

①whatmakesmeupset/annoyed

②harmfultoyoureyes

③Astimegoesby

④ThatonceIworkedinafactoryfortenyears

⑤nowthateverythinghasbeenarranged

choosethebestanswertothefollowingsentences.①TheAmericansareeating_____vegetablestodayastheydidbefore.A.morethantwice

B.morethantwiceasmany

c.twiceoverasmany

D.overtwiceasmuch

②Ifyoualwaysworksohardlikethis,youwill____soonerorlater..A.breakup

B.breakout

cbreakdown

D.breakin

③—willyougooutforshoppingthisSunday?

—well,___________.A.Iwouldliketogo.B.italldepends

c.Ihavealotofworktodo

D.certainlynot

④Beyond_____starstheastronautsawnothingbut_____space.A.the;/

B./;the

c./;/

D.the;the

⑤_____youhavegotachance,youmightaswellmakeuseofit.A.After

B.Although

c.Assoonas

D.Nowthat

SuggestedAnswers:①B

②c

③B

④A

⑤D

Step5.Homework

.AskSstousethewordsandphraseslearnedinthisunittowriteashortpassageabouttheirownopinionsontravelingtospace.2.AskSstopreviewthenextperiod.Period5&6Readingtask，Speakingtask,Listeningtask&writingtask

TeachingGoals:

.ToenlargeSs’visionofspacetravel

2.ToletSsgetmoreknowledgeaboutscienceandtechnology.3.ToimproveSs’abilityinlisteningandwriting.4.ToletSsknowmoreaboutspacetravel.TeachingProcedures:

Step1.Readingtask

.Fastreading

AskSstoreadthetextquicklyandsilentlyandanswerthefollowingquestion

whatisthetextmainlyabout?

SuggestedAnswers:

Itismainlyaboutwhathappenedandwhattheysawroundthe“blackhole”.2.Intensivereading “ AskSstoreadthetextcarefullyandexplainwhatthe

blackhole

”isaccordingtothetext.Thenhavethemwriteitdown.AskSstoreadtheformonP67andwhichoftheoldideasaboutthe“blackhole”iswrong.SuggestedAnswers:

Thefiftholdideaiswrong,becauseobjectscanbethrownfarfromthe“

blackhole

”

bytheenergyinthe“blackhole”.otheroldideasareright.AskSstoimprovetheirwritingsaboutthe“blackhole”accordingtotheformonP67andchoosesomeSstoreadoldtheirwritings.Step2.Speakingtask

.DivideSsintothreegroupsandaskeachgrouptothinkofaquestionwhichtheywanttoaskLiyanpingmost.Thenwritethethreequestionsthreegroupshavepresentedontheblackboard.Possiblequestions:

?

canwesee“blackholes”withoureyes?

?

Ifyoucan'tseea“blackhole”,howdidyouknowyouhadgotclosetoit?

? Haveourscientistsfoundoutwhether“blackholes”willdoharmtothehumanbeingsornot?

?

whatwillhappenedifwegetclosetoa“blackhole”?

? whatwasthemostunexpectedthingyoufoundoutabout“blackholes”?

?

whatwasthemostfrighteningthingthathappenedtoyouonthisjourney?

Possibleanswers:

?

No,wecan't.?

youonlyknowyouareclosetoablackholebyseeingthingsdisappearintowhatappearstobeanemptyspace.Theblackholecan'tbeseen.?

Sofarwehaven'tfoundouttheycancausedamagetotheearthorhumanbeings.?

Allobjectsmustgointothe“blackhole”whentheyarecaughtbyitsgravity.?

Themostunexpectedthingisthatthe“blackholes”threwoutmaterialaswellasswallowingobjects.?

Themostfrighteningexperience:whenthegravityofthe“blackhole”waspullingusslowlyintoits“mouth”,andthenthespaceshipmovedaroundtheholeandbegantogofasterandfasterintoit;IwasterrifiedbecauseIthoughtwewouldbeswallowedbythe“hole”.2.AskSstoreadthethreequestionsofSpeakingtaskonP67anddiscussallthesixquestions.3.AskSstoworkinpairsandmakeaninterview.onestudentasksthequestionsandtheotheranswers.Thenchangeroles.Theycanbeginthedialoguelikethis.S1:Goodmorning,mrLi.S2:Goodmorning.S1:Sinceyoulikethisjob,wouldyoumindmeansweringsomequestions?

S2:ofcoursenot.justgoahead.S1:whatwasthemostunexpectedthingyoufoundoutabout“Blackholes”?

4.choosesomepairstopresenttheirinterviewsbeforetheclass.Step3.Listeningtask

.Pre-reading

AskSstodiscussthefollowingquestions.Ifyouareareporter,howwillyouinterviewafamousastronomer?

whatkindofquestionswillyouaskhim?

Doyouwanttoexperiencetheastronaut'slifeinspace?

2.Listening

AskSstoreadEx2ofListeningtaskonP65andthenplaythetapeandletthemfinishEx1.AskSstoreadEx2ofListeningtaskonP65andmakesuretheyknowaboutthedifferentpartsofthespacesuit.PlaythetapeagainandaskSstofinishEx2.PlaythetapefrothethirdtimeandaskSstochecktheiranswerstoEx1andEx2inpairs.Step4.writingtask

.AskSstodiscussthefollowingquestions.Ifyoucantravelinspace,whichstarorplanetdoyouwanttoexplore?

whatwillseeduringyourspacetravel?

Ifpossible,doyouwanttoapproachthe“blackhole”?

Howwillyoufeelinspace?

2.AskSstowriteanarticletotellabouttheirideasandhopesforspacetravel.Theycanmakemostoftheirimagination.Remindthemtomakeamainheadingandsmallerheading.TheycanrefertothepassageonP68.3.AsksomeSstopresenttheirwritingstotheclass.Step5.Homework

.AskSstowritedowntheirinterviewsontheirnotebook..2.AskSstosurftheInternettofindsomeinformationaboutthe“blackhole”.AskSstoreviewthisunitandpreviewthenextunit.

第四篇：高一英語必修

高一英語必修②Unit 1期末復習題

一.單詞拼寫

1.These small animals must store plenty of food if they are to s_________ the winter.2.There is a beautiful garden over there.Do you know whom it b__________ to.3.She took a ________ candle into the room, and the dark room lit up at once.4.This coat is of the latest s________.5.In my o_________, he is not the right person for the job.6.Do you have enough e_________ to prove that you are right?

7.Don’t _________ not to know me, actually you know me very well.8.We couldn’t go for a walk because I have no time, b_________, it rains heavily.9.He s___________ all the street, but could not find his dear parents.10.As is known, the Great wall is one of the w___________ of the world.11.In the accident, only two people s__________ at last.12.The building is specially d__________ for the homeless people.13.Tom has bought a new house, he needs to buy some f___________ before he moves into it.14.His father works on a ship, he is a s________.15.This is a r_______ coin, so it’s very valuable.二．翻譯下列單詞或短語

1.作為對……的報答 2.處理

3.充當，擔任4.與……處于戰(zhàn)爭狀態(tài)

5.尋找6.屬于

7.調查，朝……里面看 8.而不是，而非

9.迷路，丟失 10.同意（某人的看法）

11.高度評價 12.拆開

13.毫無疑問 問題的答案

三．定語從句專練習: 用恰當的關系詞填空。

1.Do you know the place __________ he borrowed the book?

2.He talked about the teachers and schools ________ he had visited.3.Some of the roads were flooded, ________ made our journey more difficult.4.The novel ________ you’re interested was written by Mark Twain.5._________ is often the case, we have worked out the production plan.6.Hangzhou is a beautiful city, ________is often called the Heaven of the Earth.7.Yesterday I met an old friend, ___________had a gift of music when he was young.8.I will never forget those three years, during____________ time I learned a lot about life.9.____ is reported, Chinese team won the final.10.I bought all the food in the shop, much of_______________ was given out to the poor.11.I never forget this summer vacation, ___________I spent the happy days with my friends.12.He is talking about the great woman, _________films have been on in

many cities.四.單項選擇.1.As a result of the report many villagers rushed to the mountain ________ gold.A.in search ofB.in the search ofC.to searchD.searching

2.-----What has Tom been doing recently?------I didn’t know, ________ care.A.nor do IB.nor I doC.neither am ID.neither I am

3.This book will _______ to the students of English.A.be of great valueB.be of great valuableC.be great valueD.be of

very value

4.In the paper factory, trees are cut into pieces and pulped, then the pulp is

_______ paper.A.made ofB.made fromC.made intoD.made

up of

5.I don’t like the way ______ you speak to her.A./B.in thatC.whichD.of which

6.What he did ______ what he said moved us.A.more thanB.rather thanC.less thanD.no

more than

7._______ is known to us all is that America is a developed country_______ the

First World.A.Which;belonging toB.As;belongingC.What;belonging toD.It;

belonging

8.We don’t doubt______ he can do a good job of it.A.whetherB.thatC.whatD.why

9.The woman, when _______ how her husband was injured, began to cry.A.askedB.to askC.askingD.ask

10.------Tom is never late for work.Why is he absent today?

------Something _________ to him.A.must happenB.should have happened

C.could have happenedD.must have happened

11.Never in my life ______ the lesson he gave me.A.I will forgetB.will I forgetC.had I forgetD.did I

forget

12.I’m afraid that I don’twhat you said.A.agree toB.agree onC.agree withD.agree about

13.He was by his colleagues though he himself didn’t think he had done

anything special.A.thought little ofB.thought poorly

C.thought highly ofD.thought highly

五.短文改錯

Long long ago, people had gather leaves and1.fruit of plants to eat with.They didn’t know how2.to plant crops or how to keep animals for their3.food.We call them Stone Age people.Thing for4.them were terrible and hard.Now there have still5.some people living liked those Stone Age people.6.They live in places that are hard reach.They do not7.know of our invention, for they keep themselves8.away our civilized world.For many years a group of9.people call Aruntas have lived alone in the center10.參考答案：

一.單詞拼寫

1.survive2.belongs3.lighted4.style5.opinion6.evidence7.pretend

8.besides9.searched10.wonders11.survived12.designed13.furniture

14.sailor15.rare

二．翻譯下列單詞或短語

1.in return for2.do with/deal with3.serve as4.be at war with

5．In search of6.belong to7.look into8.rather than

9.get lost10.agree with11.think/speak highly of12.take

apart

13.(there is)no doubt that14.the answer to the question

三．定語從句專練習: 用恰當的關系詞填空。

1.where2.that3.which4.in which5.As6.which

7.who8.which9.As10.which11.when12.whose

四.單項選擇.1-5 AAACA6-10 BBBAD11-13 BCC

五.短文改錯

1.had改為had to 2.去掉with

為are

6.liked改為like 7.reach改為to reach 8.invention改為inventions

10.call 改為called3.√4.Thing改為things 5.have 改9.away 后加from

第五篇：高一英語教案：必修三Unit2教案

Unit 2 Healthy eating

Period 3 Learning about language: Grammar

整體設計

教材分析

This is the third teaching period of this unit.To test whether students have grasped the important and difficult language points they learned in the last period, the teacher should first offer them some revision exercises.Then lead in the new lesson.This teaching period mainly deals with the grammar: learn the use of ought to and review the use of can, could, may, might, will, would, shall, should, must, can’t.Students often feel modal verbs abstract and difficult, so it is necessary to make the lesson interesting and connect it with their daily life in order to let it easy to accept and understand.Firstly, the teacher can ask students to read the reading passage Come and Eat Here(1)again, tick out the sentences using modal verbs from the reading passage and translate them into Chinese.Secondly, compare and discover the uses of each modal verb by giving a lot of example sentences.Thirdly, do the exercises in Discovering useful structures on Page 13 and more exercises for students to master the related modal verbs.Finally, summarize the use of ought to and let students make it clear how each modal verb is being used in the situations.At the end of the class, ask students to do the exercises in Using structures on Page 54 and additional exercises for consolidation.教學重點 1.Get students to review and consolidate the use of can, could, may, might, will, would, shall, should, must, can’t.2.Let students learn the use of ought to.教學難點

Enable students to learn how to use ought to correctly.三維目標 知識目標

1.Get students to know more about modal verbs.2.Let students learn the use of ought to.能力目標

Enable students to use modal verbs correctly and properly according to the context.情感目標

1.Get students to become interested in grammar learning.2.Develop students’ sense of group cooperation.教學過程

設計方案(一)

→Step 1 Revision

1.Check the homework exercises.2.Dictate some new words and expressions.3.Read the passage Come and Eat Here again to find words and expressions that mean the same.Alternative words and expressions Words and expressions from the text

should

run away after doing something wrong

something to make you thin by eating it

wish to know about something

get rid of something

Alternative words and expressions

parts of plants that help food move quickly through the body

changing food into something the body can use

proper amount of different kinds of food needed for good health

Give students about four minutes to find the suitable words and expressions.Then check the answers with the whole class.Suggested answers: Alternative words and expressions Words and expressions from the text should ought to run away after doing something wrong get away with something to make you thin by eating it slimming foods wish to know about something curiosity get rid of something throw away Alternative words and expressions Words and expressions from the text parts of plants that help food move quickly fibre through the body

changing food into something the body can use digestion proper amount of different kinds of food balanced diet needed for good health

→Step 2 Leading-in by revision Translate the following sentences and explain how each of these modal verbs is being used in the situations.1.He could hardly support his family before he found the new job.2.Where could/can the boy be now? 3.May/Might I come in? 4.You may/might catch sight of the sunrise from here when you get up before 5 in the morning.5.You must hurry up or you’ll be late.6.Whatever you want, you shall have.7.We should read English aloud every morning.8.He would sit there for hours, doing nothing at all.Suggested answers: 1.他在找到那份新工作前幾乎無法養(yǎng)家糊口。(ability)2.那孩子現在能在哪兒呢？(guessing)3.我可以進來嗎？(ask for permission)4.你在早晨五點鐘以前起來, 或許能從這兒看到日出。(possibility)

5.你必須得快點兒, 不然會遲到的。(necessity)6.你想得到什么, 你就可以有什么。(promise)7.我們應該每天早晨朗讀英文。(duty)8.他總是在那兒一坐就是幾個小時, 什么都不干。(past habit)→Step 3 Grammar learning 1.Reading and discovering Ask students to turn back to Page 10 to read through the passage Come and Eat Here, let them pick out the sentences using modal verbs and translate them into Chinese.Suggested answers: 1)By lunchtime they would all be sold.到午飯時分, 它們都會賣完。

2)By now his restaurant ought to be full of people.到了這個時候, 他的餐館本該賓客盈門的。3)What could have happened? 發(fā)生了什么事呢？

4)Nothing could be better.再沒有比這些更好（吃）的了。

5)Something terrible must have happened if Li Chang was not coming to eat in his restaurant as he always did.要是李昌不像往常那樣來他的餐館吃飯, 那問題就嚴重了。

6)He could not believe his eyes.他簡直不能相信他的眼睛。

7)Perhaps he should go to the library and find out.也許他應該去圖書館查查清楚。

8)He could not have Yong Hui getting away with telling people lies!他不可能讓詠慧哄騙人們后跑掉。9)He had better do some research.他最好作一番調查。

10)They would become tired very quickly.他們很快就會到疲乏。

11)Perhaps with a discount and a new sign he could win his customers back.或許打折的方法和新的招牌能夠幫他贏回顧客。

2.Thinking and discussing Let students read aloud the sentences they picked out, think over and discuss with a partner how each of these modal verbs is being used in the situations.Use the function words below to explain the meaning of the modal verbs.If students have some difficulty, give them a hand.Intention Duty Permission Possibility Guessing Ability Suggested answers: 1)Possibility 2)Possibility 3)Possibility 4)Possibility 5)Guessing 6)Intention 7)Duty 8)Intention 9)Duty 10)Possibility 11)Ability 3.Summing up: the use of ought to ought to的用法

ought無人稱和時態(tài)的變化, 后接帶to的動詞不定式。ought to可表示“義務”“要求”或“勸告”, 常譯作“應該”“應當”等, 和should差不多, 只是語氣稍重一些;有時表示“非?？赡堋钡囊馑肌７穸ㄊ綖閛ught not to(oughtn’t to), 疑問式為Ought I/you/...to...? 1.表示“責任或義務”

Such things ought not to be allowed, ought they? 這類事情不應該被準許, 是嗎？ —Ought he to go? 他應該去嗎？

—Yes, he ought to.是的, 他應該去。2.表示“適當, 合適或應該”

Coffee ought to be drunk while it is hot.咖啡應該趁熱喝。

There ought to be more buses during the rush hours.在上下班高峰期, 公共汽車應當多一些。3.表示“可能性”

Harry ought to win this race.哈里應該會贏得這場比賽。

If he started at seven, he ought to be here now.假如他在七點出發(fā)的話, 現在大概到這兒了。4.表示“勸告或建議”

I think you ought to eat more body-building food.我認為你應當多吃些有營養(yǎng)的食物。

He said I ought to do that job.他說我適宜做那項工作。

5.表示“推測”, 意為“照說應該;想必一定”, 后跟不定式的一般時、進行時或完成時, 分別表示對現在、現在進行或過去情況的推測。

She has had working experience before.She ought to be fit for the job.她以前有過工作經驗, 應該勝任這項工作。

It’s just 9 o’clock.Mary ought to be doing her homework in her room now.才剛九點, 按說瑪麗應該在房間里做作業(yè)。

It ought to have rained last night.昨晚應該下過雨。6.表示“責備或后悔”

ought to后接不定式的完成式時, 表示“本應該做某事而事實上沒做”;其否定式表示“本不應該做某事而事實上做了”。

You ought to have done these exercises because you were required to so during your holidays.這些練習你本應該做完的, 因為假期里就要求你做了。

She ought not to have told him the bad news, which had a bad effect on his examinations.她本不應該告訴他這個不幸的消息, 結果影響了他的考試。

→Step 4 Grammar practice 1.Turn to Page 13.Ask students to do Exercise 2 in Discovering useful structures.First let them discuss in pairs how each of these modal verbs is being used in the situations.Then check the answers with the whole class.Give some explanations if necessary.2.Turn to Page 50.Ask students to do Exercise 1 and Exercise 2.Check the answers after most of them finish.→Step 5 Asking and answering

Let students work in pairs.One asks a question and the other answers it.Remind them to use modal verbs in their answer.Show the following on the screen to students.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I ought to do my homework as soon as I get home.Other possible questions: 1.Do you know what you have to do when you borrow books from the library? 2.Do you know what to do when your teethache? 3.Do you know what to do if you need to meet someone you don’t know at the airport? 4.Do you know what to do if you want to get a discount in a shop? 5.Do you know what you should do when you meet the hostess in your friend’s home? The following procedures may be followed: 1.Let students ask and answer the questions in pairs.2.Ask as many pairs as possible to perform their dialogue to the class.→Step 6 Closing down by a quiz

Show the following exercises on the screen.Let students finish them within three minutes to see if they have mastered the use of modal verbs.Five minutes later, check the answers with the whole class.1.—What’s the matter with you?

—Oh, I’m not feeling well in the stomach.I ______________ so much fried fish just now.A.shouldn’t eat B.mustn’t eat C.oughtn’t to have eaten D.mustn’t have eaten

2.—Mum, I climbed to get the Teddy Bear from the top of the shelf.—My goodness!You ______________ yourself.You ______________ do that again.A.must have hurt;mustn’t B.should have hurt;can’t C.may have hurt;mustn’t

D.might have hurt;won’t be able to

3.The train was ten minutes late, so I ______________ have run all the way from my house to the station.A.couldn’t B.shouldn’t C.needn’t D.mustn’t

4.You ______________ worry about the old man.He ______________ well already.A.needn’t;may get B.didn’t have to;gets C.mustn’t;got

D.needn’t;may have gotten 5.—Shall I tell John about it?

—No, you ______________, for I’ve told him already.A.needn’t B.wouldn’t C.mustn’t D.shouldn’t

Suggested answers: CCCDA →Step 7 Homework

1.Finish off the workbook exercises.2.Preview the reading passage Come and Eat Here(2)on Page 14, find the sentences in which modal verbs are used, and see if you can understand the situations.設計方案(二)

→Step 1 Revision 1.Check the homework exercises.2.Translate the following into English.1)平衡膳食 2)應該;應當 3)減肥;體重減輕

4)被放過;（做壞事）不受懲罰 5)說謊;撒謊

6)到了這個時候, 他的餐館本該賓客盈門的。7)再沒有比這些更好（吃）的了。

8)要是李昌不像往常那樣來他的餐館吃飯, 那問題就嚴重了。9)他簡直不能相信他的眼睛。

10)他不可能讓詠慧哄騙人們后跑掉。

→Step 2 Warming up by asking and answering Let students work in pairs.One asks a question.The other answers it.Remind them to use modal verbs they have learned in their answers.Example: S1: What should you do after school? S2: I have to go home at once.I need to take the bus.I should do my homework as soon as I get home.→Step 3 Discovering useful structures

Ask students to underline the sentences containing modal verbs in the reading passage and use the function words below to explain the meaning of the modal verbs.Intention Duty Permission Possibility Guessing Ability →Step 4 Learning the use of ought to

1.Ask students to turn to Page 91 and learn the part 6 ought by themselves.2.Encourage them to ask as many questions as possible.Give them explanations if necessary.3.Let them do some additional exercises.4.Sum up.→Step 5 Practice

Ask students to finish the following exercises within 8 minutes.Then check the answers with the whole class.1.Exercise 2 in Discovering useful structures on Page 13.2.Exercise 1 in Using structures on Page 50.→Step 6 Consolidation

Let students work in pairs to choose one of the situations below and develop it into a conversation.Make sure they use as many modal verbs as possible.1.Your friend sees someone steal a purse from an old lady’s pocket.He/She does nothing but is very worried about this.He/She comes up to you for your advice.What would you tell him/her to do? 2.Your friend has borrowed your mobile phone and lost it while he was out with his friends.You are very angry with him.He is not concerned.What are you going to say to each other? →Step 7 Homework

1.Finish off the Workbook exercises.2.Practice your conversation with your partner and be ready to present it to the class.板書設計 Unit 2 Healthy eating the use of ought to Use Examples ought無人稱和時態(tài)的變化, 后接帶to的動詞(1)There is something I ought to tell you 不定式。ought to可表示“義務”“要求”或“勸before you leave.告”, 常譯作“應該”“應當”等, 和should差不(2)He ought not to do that.多, 只是語氣稍重一些;有時表示“非?？?3)—Ought he to see the doctor? 能”的意思。否定式為ought not to(oughtn’t to), —Yes, he ought to.疑問式為Ought I/you/...to...?(4)If she is completely well, she ought to be

back at school today.活動與探究 After class, make up a dialogue with your partner to talk about food you like or dislike.Be ready to present your dialogue to the class.You must use the following expressions and as many words that are referred to as you know.Expressions Food words My favorite food/fruit/meat is...fried chicken smoked chicken roast I’m fond of...I don’t often eat...duckbarbecued mutton lemon beefsweet and I really hate...I can’t stand...sour fish steamed fish creamed tomatoes

make me gain/lose weight fried eggplant cucumber salad boiled eggs

stir-fried mushrooms The beginning is given to you.A: Do you know how to make soup? B: Yes, I put in mushrooms, tomatoes and eggs to make a vegetable soup.A: Oh, I can’t stand tomatoes....