第一篇：高中英語(yǔ)-Module-4-Fine-Art-Western--Chinese-and-Pop-Arts教案

Fine Art—Western, Chinese and Pop Arts Section 1 Teaching aims： Aimed at carrying out quality education, based on students’ development, letting students grasp the vocabulary, grammar, function in this module, strengthening students’ language skills in listening, speaking, reading and writing set in this module, developing students learning strategies.Through learning this module, students are expected to learn about the artists and their painting styles, be capable of introducing their favorite artists and their works, be interested in art, improve their aesthetic consciousness, love life and develop their sense of cooperation.Aimed to cultivate students’ integrated language capability in various student-centered tasks or activities.Periods 1：Introduction, Reading and vocabulary, Function Teaching aims：（multimedia courseware）Language objectives: To enable the students to grasp the new works, phrases and the structures to give opinions about likes and dislikes Skill objectives: To enable the students to match descriptions with paintings, choosing the correct answers and filling in the form in the aspect of reading To enable the students to give opinions about certain paintings Culture awareness, emotions and attitudes objectives: Teaching important points：

To enable the students to speak out opinions about some paintings with some expressions

To enable the students to grasp the new works and phrases in this part Teaching procedures: PWP Teaching Model Step1.leading-in activity

Use the paintings The Smile of Mona Lisa by da Vinci and the works by Zheng Banqiao on the screen to lead in the topic.Meanwhile, I will introduce the key new words: artist, paint, traditional, brush, ink.Step 2.While—reading 1)Scanning During the start of the period, let the students scan the passage to find out the answers to the questions on Page32, which are about the topics.⑴Match paintings 1-4 with descriptions in paragraphs A-D.⑵Say which paintings are mentioned in paragraph E and F.2)Detailed reading

During this period, I’ll allow students enough time to read the text and then I let them work in groups to do the following two tasks:

⑴Do the multiple choices on the screen.⑵Fill in the form on the screen, which is mainly about the famous artists.3)Language points ⑴consider 認(rèn)為）.⑵with復(fù)合結(jié)構(gòu)

⑶aim 以…為目標(biāo)；意欲；打算 ⑷stand 忍受

⑸I got bored of looking at pictures all the time.⑹Tom gradually became interested in art.Step3.Post—reading

During this period, I’ll let the students do the following tasks.⑴Find out the structures that can be used to giving opinions about likes and dislikes from the paragraphs E and F individually.⑵And then, along with the students, I’ll look through the sentences giving opinions, provided in the first part of Function, making sure that they know how to express likes and dislikes.Show the students a series of paintings on the screen, letting them in groups talk about the pictures they like and dislike, and why or why not, using the information learned from the reading material(or in the form of interviewing—group work).Step4.Homework

Try to find more paintings and artists you like through the Internet.Prepare to introduce a painting in English to your classmates next class.(The day students are assigned to the first task;and the rest of the students to the second.)Blackboard design：

Module 4 Fine arts—Western, Chinese and Pop Arts Period One consider: consider sb./sth.to be adj./n.with復(fù)合結(jié)構(gòu): with+賓語(yǔ)+賓補(bǔ)（adj./adv./prep.Phrase/-ing/-ed/inf.）aim v./n.aim to do sth.aim at doing sth.stand+n./doing sth.get tired of/get bored of “厭煩……”

develop an interest in“養(yǎng)成對(duì)……的興趣”

Teaching reflection ：In the process of leading in, students are familiar with the paintings and the artists, so the pictures can easily arouse their interest and desire to participate.In the process of while-reading, pay attention to the developing of students reading strategies.In the process dealing with language points, setting the new words in a context helps the students learn and comprehend the meaning and the usage of them.In the discussion about their favorite paintings, some students are reluctant to speak, partly because of their lack of knowledge of painting;most students can communicate with their partners or group members after learning the reading materials.The task of assignment is set for the sake of the second period, that is, Listening and vocabulary, to some extent.

第二篇：高中英語(yǔ)試講教案

高一英語(yǔ)Unit 3 Going Places（說(shuō)課稿）

教學(xué)內(nèi)容分析:本單元的中心話題是“旅游”，可以說(shuō)這是一個(gè)世界性的時(shí)尚話題，隨著經(jīng)濟(jì)發(fā)展、社會(huì)進(jìn)步、人們生活水平的提高，旅游作為現(xiàn)代人的一種生活方式，越來(lái)越被更多的人們所接受與喜愛(ài)。文中涵蓋了有關(guān)這一話題的許多內(nèi)容，如：“人們?cè)诼糜沃械慕煌ǚ绞健薄奥糜吸c(diǎn)的選擇”，還有新興的旅游方式----“探險(xiǎn)旅游”、“生態(tài)旅游”等等。而所有的語(yǔ)言知識(shí)和語(yǔ)言技能幾乎都是圍饒這一中心話題而設(shè)計(jì)的。而在上這一單元時(shí)，正趕上“十一”長(zhǎng)假到哪去的話題，學(xué)生應(yīng)該比較感興趣。

Warming-up 由三部分組成：第一部分通過(guò)圖例可以看出人們旅游過(guò)程中發(fā)生的不文明行為；第二、三部分要求討論有哪些交通方式。主要目的在于激活學(xué)生已有的相關(guān)背景知識(shí)，引出話題，為后面幾堂課的討論做好熱身準(zhǔn)備，是本單元的總動(dòng)員。比如：第一部分的圖例內(nèi)容與eco-travel聯(lián)系比較緊密，我就把它作為這一課（第六課時(shí)）的導(dǎo)入。

Listening提供了兩部分聽(tīng)力資料。前面為三則飛機(jī)起飛前的廣播通知；后面是寫在五張明信片上的旅游者的自敘。目的在于通過(guò)輸入語(yǔ)言，掌握一些旅游中會(huì)碰到的常用表達(dá)法。

Speaking 提供的是關(guān)于“時(shí)光機(jī)器”的資料，幻想人們可以借助于這一神奇的交通工具，在過(guò)去、未來(lái)的時(shí)間長(zhǎng)河里隨心所欲地暢游，文后設(shè)計(jì)了表格。這是一個(gè)比較開(kāi)放性的話題，學(xué)生可以展開(kāi)想象，結(jié)合學(xué)過(guò)的歷史、地理知識(shí)暢所欲言，能充分調(diào)動(dòng)他們“說(shuō)”的興趣。整個(gè)活動(dòng)涉及了“聽(tīng)、說(shuō)、寫”多個(gè)技能，按要求完成一定的表格，使之“說(shuō)”的時(shí)候更言之有物。

Reading 分為三部分：pre-reading, reading, post-reading.pre-reading提供了與閱讀材料相關(guān)的三個(gè)問(wèn)題，啟發(fā)學(xué)生預(yù)測(cè)課文內(nèi)容；reading 是一篇關(guān)于探險(xiǎn)旅游的材料，其中介紹了hiking 與rafting，話題較新穎；post-reading設(shè)計(jì)了一些幫助學(xué)生檢測(cè)對(duì)課文作淺層、深層理解的鞏固練習(xí)。

Language study 分word study和Grammar兩部分。詞匯配對(duì)練習(xí)引導(dǎo)學(xué)生加深對(duì)新詞匯的理解與記憶；語(yǔ)法項(xiàng)目是讓學(xué)生進(jìn)一步學(xué)習(xí)現(xiàn)在進(jìn)行時(shí)表示將來(lái)的用法。同時(shí)要求學(xué)生掌握有關(guān)送行與表達(dá)美好祝愿的話語(yǔ)。我對(duì)word study的處理，除了聽(tīng)寫、默寫等機(jī)械性記憶外，更多的是有意地把他們分散在每堂課的指令用語(yǔ)與話題里，讓學(xué)生在語(yǔ)境中學(xué)，在運(yùn)用中學(xué)。而Grammar則滲透在reading與 writing里學(xué)，道理也同上。

Integrating skills 部分可以說(shuō)是閱讀部分的延續(xù)，寫作部分的前奏。文中提到了“生態(tài)旅游”這一越來(lái)越時(shí)尚的熱門話題。以列表形式提供了兩個(gè)生態(tài)旅游區(qū)的資料，讓學(xué)生稍作了解這一新名詞的內(nèi)涵后，完成文中的表格填寫，算是一種mini-writing。

Writing本單元的要求是寫信。以Sue的口吻給父母寫兩封信（分別寫于周六、周日），對(duì)旅游中已做的，正在做的，將要做的事情進(jìn)行如實(shí)描述?？紤]到學(xué)完第三單元，已經(jīng)完成了本冊(cè)教學(xué)任務(wù)的四分之一，我在此安排了一大一小兩作文。

Tips 告訴學(xué)生寫作前要多作思考，不要急于動(dòng)手。不失為一劑寫作良方。

Checkpoint 簡(jiǎn)要地總結(jié)了本單元的語(yǔ)法重點(diǎn)，并提供了一些例句。

從內(nèi)容的編排上可以看出，編者打破了原有教材每單元分課而設(shè)的框框，代之以聽(tīng)、說(shuō)、讀、寫四技能為側(cè)重點(diǎn)的幾大板塊。因此新教材旨在讓學(xué)生掌握一定的語(yǔ)言基礎(chǔ)知識(shí)，在分別完成四技能的基礎(chǔ)上，形成較好的綜合運(yùn)用語(yǔ)言、解決問(wèn)題的能力的導(dǎo)向，由此

可見(jiàn)一斑。

我們教師明確了這一意圖后，在引導(dǎo)學(xué)生進(jìn)行四技能操練時(shí)就會(huì)有的放矢，做到內(nèi)容、形式、技巧三者的有機(jī)結(jié)合。當(dāng)然新教材對(duì)我們教師的自身素質(zhì)、備課深廣度的挖掘以及學(xué)生想象力的激發(fā)都是一場(chǎng)不小的挑戰(zhàn)。還有詞匯，如本單元新增了hiking, rafting, eco-travel等新詞，相應(yīng)地詞匯要求的級(jí)別高了，語(yǔ)言的地道性也有了提升。還有workbook, 簡(jiǎn)直是又一本教材，里面提供了許多關(guān)于聽(tīng)、說(shuō)、讀、寫的材料與練習(xí)，一方面為我們提供了豐富翔實(shí)的資料庫(kù)，另一方面也許也增加了我們的負(fù)荷。這是我對(duì)新教材與本單元的一點(diǎn)理解。教學(xué)重點(diǎn)難點(diǎn)：

（一）重點(diǎn)

1． 本單元的生詞、短語(yǔ)2． 有關(guān)旅游的一些表達(dá)法3． 掌握游記與來(lái)往書(shū)信的寫法4． 復(fù)習(xí)動(dòng)詞的用法以及現(xiàn)在進(jìn)行時(shí)用于將來(lái)的表達(dá)法

（二）難點(diǎn)

1． 動(dòng)詞時(shí)態(tài)的綜合運(yùn)用2． 語(yǔ)法操練與語(yǔ)言交際活動(dòng)的有機(jī)結(jié)合 3． 一些開(kāi)放性話題的實(shí)現(xiàn)4． 課外查閱資料的能力培養(yǎng) 教學(xué)目標(biāo)

1． 語(yǔ)言知識(shí)與技能1）熟練掌握與話題相關(guān)的常用詞匯與表達(dá)法 2）培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫四技能的綜合運(yùn)用能力3）使學(xué)生能就given topics較好地完成一些開(kāi)放性話題4）培養(yǎng)學(xué)生使用圖書(shū)館、網(wǎng)絡(luò)查閱資料的能力 2． 情感態(tài)度與文化意識(shí)

1）在有趣的話題激勵(lì)下，誘導(dǎo)學(xué)生積極參與，充分調(diào)動(dòng)他們學(xué)習(xí)的興趣2）在師生互動(dòng)的活動(dòng)中，加強(qiáng)教師的親和力，增進(jìn)彼此的了解與溝通，充分發(fā)揮情感教學(xué)的優(yōu)勢(shì)3）在共同完成一些調(diào)查、采訪、取長(zhǎng)補(bǔ)短等任務(wù)的過(guò)程中，加強(qiáng)團(tuán)體協(xié)作意識(shí)4）帶領(lǐng)學(xué)生領(lǐng)略世界風(fēng)光之美的同時(shí)，增強(qiáng)他們的環(huán)保意識(shí)

3． 學(xué)習(xí)策略

1）興趣教學(xué)策略,其中包括對(duì)話、討論、表演等2）開(kāi)放式教學(xué)策略，如：brainstorm, role play, given situations 等活動(dòng)3）任務(wù)型活動(dòng)策略，在做中學(xué)，在交際中進(jìn)行真實(shí)運(yùn)用

為了有效地達(dá)到以上教學(xué)目的，我設(shè)計(jì)了以下六個(gè)任務(wù)： 1）The students are to discuss the means of transportation 2）The students are to describe a place they know 3）The students are expected to know what an adventure travel is like 4）The students are supposed to take a virtual travel 5）The students are to write a travel diary/letter 6）The students are to finish a proposal letter/make a survey report

我把本單元計(jì)劃為六課時(shí)，Warming-up & Listening(1課時(shí))，Speaking(1課時(shí))，Reading(一)(1課時(shí))，Reading(二)(1課時(shí))，Grammar & Writing(1課時(shí))，Integrating skills(1課時(shí))，以任務(wù)為依托，分別對(duì)聽(tīng)、說(shuō)、讀、寫四技能進(jìn)行訓(xùn)練，各有側(cè)重，但又互相結(jié)合。注重指導(dǎo)語(yǔ)篇閱讀，逐步提高口頭表達(dá)，筆頭寫作能力。

任務(wù)型語(yǔ)言教學(xué)的倡導(dǎo)者認(rèn)為，掌握語(yǔ)言的最佳途徑是讓學(xué)生做事情，即完成各種任務(wù)。當(dāng)學(xué)習(xí)者積極地參與用目的語(yǔ)進(jìn)行交際的嘗試時(shí)，語(yǔ)言也被掌握了。當(dāng)學(xué)習(xí)者所進(jìn)行的任務(wù)使他們當(dāng)前的語(yǔ)言能力發(fā)揮至極點(diǎn)時(shí)，習(xí)得也擴(kuò)展到最佳狀態(tài)。

第三篇：高中英語(yǔ)公開(kāi)課教案

公開(kāi)課教案

Xxx

X x

Model 1

How Good Are Your Social Skills? Learning Aims: 1.Learn some words related to social manners.2.Get a general understanding of social skills using different reading strategies

3.Be able to summarize some basic social skills mentioned in the passage and thus improve their own social techniques Step 1 lead-in What kind of book is it from? A.B.a business course a how-to book teaching social skills

Step 2 while-reading Skip to get the main idea of each paragraph.Learn how to do small talk Develop your listening skill.Learn the rules.The general idea is ______.A.B.social skills listening skills C.D.talk skills social rules Step 3 read the passage carefully to get some detailed information.1.We will not be shy if we have good ____________.2.According to paragraph 1and 2 ,We should _______.A.avoid talking to someone

whom you know B.lack the confidence to talk to a stranger C.talk confidently to a stranger 3.Communication is a __________ process.It involves _________ and ________.Step 4post-reading Learn more about social skills and culture in different countries!Step 5Home work: Find more social rules in different countries.

第四篇：高中英語(yǔ)閱讀課教案：

高中英語(yǔ)閱讀課教案：

LESSON PLAN

Time of Lesson: 45 minutes Students: Senior Grade One

Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:

1.To train Ss' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)2.To train Ss' reading comprehension(To get messages from what they read.)Teaching Points:

1.Ss get used to three reading skills.2.Ss understand the given passage.Properties:

Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Lesson Type: Reading

New Words and A Phrase:

postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6')1.Lead-in

Show some stamps, letters and postcards and have free talk to arouse students' motivation.2.Dealing with some new words Q: Do you know the postage of a letter?

Explain “postage”, and write postage on the Bb.postage: payment for the carrying of letters

A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters?

A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people.Explain “deliver”, and write deliver on the Bb.deliver: take letters or goods to the addressed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain “put forward” and “proposal”, and write them on the Bb.put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4'30“)1.Instructions

T: Now I give you a passage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don't read word for word.Read quickly.Just try to find the answer.2.Handing out the reading material and reading 3.Checking

Q: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England.Step 3.Scanning(6')1.Instructions

T: This time I give you three minutes to read the passage.When you are reading, find the answers to the two questions.Use OHP to project the questions:

1.Why was the postage high in the early nineteenth century when people did not use stamps? 2.When was postage stamps first put to use? 2.Reading 3.Checking 1)Pair work

2)Class checking

Ans.to Que.1.Because the post offices had to send many people to collect the postage.Ans.to Que.2.On May 6, 1840.Step 4.Full reading(21')1.Instructions

T: Now I give you ten minutes to read the passage for the third time and you should read it carefully.Before reading, let's go over the questions on the work sheet.Give Work Sheet 1 to the Ss.Explain the new words in Que.4.prevent: stop, not let sb.do sth.reuse: use again

T: Try to find the answers to the questions.But don't write the answers down, you can put a sign or underline the sentences concerning the questions.2.Reading 3.Checking

1)Group work: Checking the answers in a group of four Ss.2)Class work: Checking the answers in class.Possible Answers:

1.Why were people unhappy to pay postage for letters in the early nineteenth century?

Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.2.Why was it much easier for people to use stamps for postage?

Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3.Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.4.How could the post office prevent people from reusing the stamps?

The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of the word ”seal“, and write it on the Bb.seal: óê′á 5.Did other countries take up the new postal system?

Yes.Check the understanding of ”postal“ and ”system“, and write them on the Bb.postal: of the post

system: a set of working ways

6.Does every country in the world has its own stamps? Yes.Step 5: Rounding-off(7')

1.Answering Ss' questions on the passage if any.2.Making a guided-dialogue with the information given from the passage.Hand out Work Sheet 2.Do it in pairs.3.Asking two or three pairs to read their dailogues.A possible completed dialogue: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage?

A: They had to pay the postage when they received letters.B: Was the postage very high then?

A: Yes.Because the post offices had to send many people to collect the postage.B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stamps?

A: They can prevent people from using the stamps again.B: When did post offices begin to sell stamps? A: On May 6, 1840.B: Thank you for telling me so many things about stamps.Step 6.Assignment(30”)

Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.************************************************************* Reading Material:

How Did Postage Stamps Come Into Use

When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea?

In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.Work Sheet 1:

Find the answers to the following questions from the passage:

1.Why were people unhappy to pay postage for letters in the early nineteenth century? 2.Why was it much easier for people to use stamps for postage? 3.Why was the postage much lower using stamps?

4.How could the post office prevent people from reusing the stamps? 5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now?

Work Sheet 2:

Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp!

B: Yes, it's from the U.S.A..A: Do you know ____________________ people did not use stamps? B: Then how did they pay the postage?

A: ___________________________________________________________.B: Was the postage very high then?

A: ___________________________________________________________.B: Who put forward the proposal to use stamps?

A: ___________________________________________________________.B: Why do post offices put seals on the stamps?

A: ___________________________________________________________.B: When did post offices begin to sell stamps?

A: ___________________________________________________________.B: Thank you for telling me so many things about stamps.

第五篇：高中英語(yǔ)閱讀課教案

高中英語(yǔ)閱讀課教案： LESSON PLAN Time of Lesson: 45 minutes Students: Senior Grade One

Teaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:

1.To train Ss' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)2.To train Ss' reading comprehension(To get messages from what they read.)Teaching Points:

1.Ss get used to three reading skills.2.Ss understand the given passage.Properties: Stamps, letters, postcards, work sheets, OHP Teaching Method: Communicative Approach Lesson Type: Reading New Words and A Phrase: postage, put forward, proposal, seal, deliver, system, postal Procedures: Step 1.Warm-up(6')1.Lead-in Show some stamps, letters and postcards and have free talk to arouse students' motivation.2.Dealing with some new words Q: Do you know the postage of a letter? Explain “postage”, and write postage on the Bb.postage: payment for the carrying of letters A: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters? A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people.Explain “deliver”, and write deliver on the Bb.deliver: take letters or goods to the addressed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain “put forward” and “proposal”, and write them on the Bb.put forward: put an idea before people for thinking over proposal: sth.proposed, plan or idea, suggestion Again: Who put forward the proposal to use stamps? Step 2.Skimming(4'30“)1.Instructions T: Now I give you a passage to read, and for the first time you should only find the answer to the question.You have only two and a half minutes to read.So don't read word for

word.Read quickly.Just try to find the answer.2.Handing out the reading material and reading 3.Checking

Q: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England.Step 3.Scanning(6')

1.Instructions

T: This time I give you three minutes to read the passage.When you are reading, find the answers to the two questions.Use OHP to project the questions:

1.Why was the postage high in the early nineteenth century when people did not use stamps?

2.When was postage stamps first put to use? 2.Reading 3.Checking

1)Pair work

2)Class checking

Ans.to Que.1.Because the post offices had to send many people to collect the postage.Ans.to Que.2.On May 6, 1840.Step 4.Full reading(21')1.Instructions

T: Now I give you ten minutes to read the passage for the third time and you should read it carefully.Before reading, let's go over the questions on the work sheet.Give Work Sheet 1 to the Ss.Explain the new words in Que.4.prevent: stop, not let sb.do sth.reuse: use again

T: Try to find the answers to the questions.But don't write the answers down, you can put a sign or underline the sentences concerning the questions.2.Reading

3.Checking

1)Group work: Checking the answers in a group of four Ss.2)Class work: Checking the answers in class.Possible Answers:

1.Why were people unhappy to pay postage for letters in the early nineteenth century?

Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all.The postage was high.2.Why was it much easier for people to use stamps for postage?

Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3.Why was the postage much lower using stamps?

Because in this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.4.How could the post office prevent people from reusing the stamps? The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of the word ”seal“, and write it on the Bb.seal: óê′á 5.Did other countries take up the new postal system? Yes.Check the understanding of ”postal“ and ”system“, and write them on the Bb.postal: of the post system: a set of working ways

6.Does every country in the world has its own stamps? Yes.Step 5: Rounding-off(7')1.Answering Ss' questions on the passage if any.2.Making a guided-dialogue with the information given from the passage.Hand out Work Sheet 2.Do it in pairs.3.Asking two or three pairs to read their dailogues.A possible completed dialogue: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know in the early nineteenth century people did not use stamps? B: Then how did they pay the postage? A: They had to pay the postage when they received letters.B: Was the postage very high then? A: Yes.Because the post offices had to send many people to collect the postage.B: Who put forward the proposal to use stamps? A: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stamps? A: They can prevent people from using the stamps again.B: When did post offices begin to sell stamps? A: On May 6, 1840.B: Thank you for telling me so many things about stamps.Step 6.Assignment(30”)Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.************************************************************* Reading Material: How Did Postage Stamps Come Into Use When you send a letter or a postcard, you have to put stamps on the envelope or on the card.When did people first begin to use stamps? Who was the first to think of this idea? In the early nineteenth century, people did not use stamps.They had to pay postage when they received letters.They

were unhappy about this, especially when they paid for a letter which they did not wish to receive at all.The postage was high at that time, because the post offices had to send many people to collect the postage.Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps.He thought it would be much easier for people to use stamps to cover postage.They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.The post office could simply put seals on the stamps so that people could not use the stamps again.In this way, the post office did not need to send postmen to collect postage.It only needed to send fewer postmen to deliver letters.That was a good idea and the government finally accepted it.On May 6, 1840, post offices throughout England began to sell stamps.Soon this new postal system was taken up by other countries.Now each country has its own stamps.And there are many people who collect stamps all over the world.Work Sheet 1:

Find the answers to the following questions from the passage: 1.Why were people unhappy to pay postage for letters in the early nineteenth century?

2.Why was it much easier for people to use stamps for postage?

3.Why was the postage much lower using stamps?

4.How could the post office prevent people from reusing the stamps?

5.Did other countries take up the new postal system? 6.Does every country in the world has its own stamps now?

Work Sheet 2:

Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know ____________________ people did not use stamps?

B: Then how did they pay the postage?

A: ______________________________________ B: Was the postage very high then?

A: _________________________________ B: Who put forward the proposal to use stamps? A: __________________________________ B: Why do post offices put seals on the stamps? A: ______________________________________ B: When did post offices begin to sell stamps?

A:_________________________________________ B: Thank you for telling me so many things about stamps