高中高一英语课堂教学反思。
老师职责的一部分是要弄自己的教案课件，老师还没有写的话现在也来的及。只要写好教案课件，才能更加清楚教学的重点难点。那写教案课件包括哪几个部分？小编陆续为大家整理了高中高一英语课堂教学反思，仅供参考,欢迎大家阅读本文。
从事英语教学五年, 笔者接触两种不同新教材----人教版和人教新课标.虽然执教时间不长,却颇有感触.特别是九月份开始接触人教新课标这本教材,深深感觉到教学永远是形影不离的.高中英语教学给我的印象是: 与时俱进;一气呵成;环环相扣,步步为赢;师生互动,教学相长.学生永远是主体,教师是渔夫,授学生与渔.
作为授渔者,要了解授渔的渔具.教师首先必学对新教材有深刻的认识,对其指导精神了如指掌.在笔者眼里,新教材本着”以人为本”,要求学生主动参与,主动探究学习,具有以下特点: 话题与时俱进,语言地道自然;;教学理念先进,倡导体验学习;引导探究学习,编排体系合理;设计图文并茂,留给创造空间;单元生词大幅增加,语法进度大步加快.
作为教授者,要了解授渔的对象.笔者执教于一所县城中学.大多数学生来自农村,往往都具备这样的特征:英语基础薄弱,底子差,深受”语法”为中心的传统教学的影响,只关注语法和单词用法, 听力口语零阶段. 同时,由于条件的限制,大多数学生见识少而学习态度不端正,认为学习英语就是考试会做题.总之,对英语学习兴趣不高,缺乏学习方法且自尊心特强.
针对这些情况,笔者在教学过程中采取了以下尝试:
一. 教学过程中, 注重常规教学中求创新,注意高一年级与初中的衔接过渡:
高一新学期开始，我们可以通过入学考试等了解学生的大致水平，及时给学生弥补初中的缺漏知识。利用开学后一月左右的时间从语言、词汇、句型、语法等方面帮助学生系统复习。尽快使学生适应高中英语教学，具体做法是:培养学生课前预习、课后复习的良好学习习惯；坚持尽量用英语授课，要求并鼓励学生用英语思考问题、回答问题；根据高考要求，从高一年级开始就培养学生的阅读能力，教会学生一些阅读技巧，养成良好的阅读习惯；另外，课后加强与学生接触，尽快和学生熟悉起来。
二. 重视语言知识的教学，不玩花架子
1. 重视培养学生良好的学习习惯（1）记的习惯（2）读的习惯（3）写的习惯
2. 高中英语教学要始终贯彻交际性原则，强化学生主体意识: “让游泳者到水中去。”这是交际语言教学理论的思想核心。语言学家毛鲁（ke morrow）曾说过:“to learn it, do it… only by practising communicative activities can we learn to communicate.”贯彻交际性原则也就是要把教学活化为实际，我的做法是:
⑴．建立“课前五分钟会话”，培养课堂交际氛围。如一进课堂我说:“it’s nice to see you again. / it’s fine today, isn’t? / how are you today?”星期一上课问:“did you have a good time at the weekend?”学生会作出不同的回答，引出更多的对话，从而达到交际的目的。
⑵．如果有可能的话，尽量坚持让学生作duty report锻炼学生开口的好方法。具体是让当天值日生在讲台前向同学们介绍当天日期、天气、出勤等情况，也可以让他们讲故事，并允许他们随意挑选同学回答问题。
⑶．适当让学生表演对话或课文内容。针对近期所学内容，布置学生课后进行讨论排练，然后再搬上课堂表演。
⑷．定期举办英语课外活动，如:办英语小报，举行英语晚会。这些活动不仅能够丰富学生第二课堂，激发学生学习兴趣，而且能充分调动学生开口参与交际的积极性。
3. 培养学生的自学能力: 只有通过辅导学生掌握一套科学的学习方法，并培养学生的自学能力，才能使学生的学习积极性和主动性得以发挥。我的具体做法是:培养学生的预习能力、各种方法掌握英语基本知识的能力、学生自己整理所学知识的能力。另外，自学能力的提高还得益于学生课外大量的独立的阅读，于是高一我们就要求学生人人尽量有一本英汉词典作为工具书，让他们勤查字典。
4. 认真抓好英语早读:外语教师下班级认真抓早读课，除了对学生起督促鼓励的作用外，还能及时发现学生的发音、朗读、理解课文及语法概念上存在的问题，并及时给予纠正、示范和指导，从而掌握了学生实际水平的第一手资料。这样就可以有针对性地制定各阶段的教学计划及具体教学安排，有利于提高教学质量。早读课不像上正课那样规矩严格，师生之间的交流也不拘形式，这样有助于密切师生感情。而这时情感的产生往往在激发学生学习外语兴趣方面起着积极的作用，同时也是推动学生学习的动力。从心理学的角度来说，早晨是人的记忆高峰期。在这个时期明读外语、拼读单词、背诵课文或练习语音语调等，能在短时间内收到事半功倍的效果。
通过以上的做法,学生的兴趣明显增强,信心也增强了,学习变得主动了.然而在教学的过程中,笔者也对教材的使用存在有不少困惑:
1．生词量大，学生难以掌握. 新课标要求的词汇量: 修完1-5本必修课本, 词汇量为2400-2500个，达到七级要求; 达到八级要求, 即修完1-8本教材, 词汇量要求为3300个; 九级要求的词汇量是4500个. 鉴于这样的安排,每个单元的词汇基本是在50-60之间。对于我们农村中学的学生来说，难度颇大。
2．听力材料多而长，设题较难不便使用。新教材每个单元中的听力内容比较多，连同练习册中的至少有三个听力材料与练习，尽管所选材料都与本单元话题密切相关，但是总体难度都很大。我们曾在教学第一单元时，按照要求给学生听第六页的短文，后让学生完成相应练习，结果学生普遍没听明白，不但浪费了一节课，还容易使学生丧失信心。
3.workbook部分包括有利于巩固或进一步提高知识与技能的练习和活动，容量几乎和主教材相当。有的教师惟恐不周，为了赶进度，只好加班加点，走马观花过一遍。有的教师以课时有限、学生消化不了为由放弃workbook。只有少数教师根据需要有选择地使用练习册的内容。
4．教学内容多，学生积极性不高。学生进入高中，对新学期的生活充满期待，对英语学习也是如此，无论是重点班还是普通班，刚开始都是精神饱满，信心百倍。可是一两个星期的教学过后，发现学生们的精神状态开始逐渐走下坡路，究其原因:1、教材难度大，内容多，应接不暇；2、课堂所学的内容似乎和考试脱节，试题不会做，没有成功感；3、学生本身意志力薄弱，碰到困难极易退缩.
对新教材的使用的反思与实践:
合理使用教材,对教材进行必要的重组. 新课标对教材的使用提出如下建议: 教师要善于结合实际的需要,灵活和有创造性地使用教材, 对教材内容, 编排顺序和教学方法等方面进行适当地取舍或调整。实际操作过程中, 对教材的使用主要作了相应调整:
1）删减难度教大的内容主要是listening, speaking, 以及练习册中的project 等等; project因为需要学生走出课堂，对某个问题进行研究探讨，甚至需要收集资料，参与社会实践才能完成，这对于农村寄宿制的学校，很难做到。而listening and speaking 则是鉴于学生的英语实际水平，大部分根本无法开展。于是选用英语辅导报上的听力材料或者英语歌曲等代替，以此提高学生的听力水平。另外关于写作，因为每个单元写作任务比较多，也只能是有所筛选着用或者不用，取而代之的是一些常见的句型背诵以及课文精彩段落背诵。
2）调整教学顺序每个单元的教学我们一般需要7个课时，通常是:warming up。
fwR816.cOm同步阅读
高中高一英语《English programmes》教学设计
教学目标
Teaching Aims and Demands
本单元的教学目标 是使学生熟练掌握有关提出建议的常用语句，并运用到日常交际中，学习并掌握动词不定式作主语的用法。通过对课文的学习，了解有关英语广播电视节目的一些常识。
Difficult and important teaching points
1．单词和词组
advice, special, do receive ,go with, write to, pick up, such as
2．日常交际用语与句型
1）That’s easier said than done.
2) Thanks. I must try to do that.
3) Do you think that would help?
4) You’d better find an English pen friend.
5) Why not…?
6) Why don’t you…?
7) I’m sure…
8）The more …, the…
9）find + n. + adj.
10）be of help
3．语法
学习动词不定式作主语的用法。
教学建议
对话建议
在Lesson 45对话中，建议教师围绕如何提高学生听英语的技能的话题以及给学生播放一些英语节目为主要内容，如：
方法一、教师给学生播放BBC，VOA及CRI等英语广播作为导入 课。
方法二、教师组织学生观看视频内容，进行问答练习，用Why not…You’d better….Why don’t you…. 组织造句。
方法三、教师提供给学生一些话题，进行口语练习，如：在听、说、读、写方面如何给出一些建议和方法等。
课文分析
本篇课文从内容上讲述了英语广播和电视节目的一些常识，而且本课着重介绍英国BBC英语广播、学习英语节目，如：语法，书面语和口语的差别，另外介绍中国中央电视台和广播电台的英语节目。在关键词语中，运用了不定式作主语，a short-wave radio, pick up等。
重点和难点
辨析cost, spend与pay
a. cost (cost, cost)的主语是“物”或“事”，表示“花费”“耗费”；
The book cost me ten yuan.
b. spend （spent, spent）主语是“某人”，后接“钱”“时间”“精力”.
She spends a lot of money on clothes.
c. pay (paid, paid)主语是“某人”后接“钱”，表示“支付”之意.
I paid two hundred yuan for the bike.
辨析advice与advise
a. advice 为不可数名词，可用some, much, a little, a piece of等修饰，但不可说an advice 或many advices. 常与动词give, take, follow, ask for等连用。
Let me give you a piece of advice.
b. advise 为动词，常用于以下结构中：
I advise waiting here. (动名词作宾语)
They advise me not to do that. (不定式作宾语补足语)
I advise that she (should) go there at one. (接宾语从句)
辨析look for, find, find out
1）look for (v. + prep.) “寻找”，指寻找的动作，未说明是否能找到，是延续性动词。
—What are you looking for?
—I am looking for my watch.
2）find “找到”“发现”，指找到、发现的结果，是终止性动词。
Have you found the book you need?
3）find out (v. + adv.) “打听出”“查询出”，指经过打听询问后得知。
—What time is the plane taking off?
—I don’t know but I can go and find it out.
辨析another day和the other day
1）another day 可表示近期将来的某一天，意为“改天”，也可表示过去或状态延续的“又一天”。它在句中作状语。
She says she is coming another day instead of today.她说她今天不来，改天来。
2）the other day 指“前几天”，“几天前”，一般用于过去时，如：
I met her in the hospital the other day. 前几天我在医院碰见过她。
辨析on the air, in the air ,by air 和 in the open air
on the air 意为“（正在）广播，播送”。
What's on the air now? 正在广播什么？
in the air指“在空中”
Some kites are flying in the air. 一些风筝在空中飞舞。
by air意为“乘飞机；通过航空”(=by plane).
They often travel by air. 他们经常坐飞机旅行。
in the open air指“在户外，在露天”。
Grandpa walks in the open air for an hour every morning. 爷爷每天早晨在户外散步一小时。
Lesson 45
1. The more you listen to English, the easier it becomes. 英语你听得越多，就越容易听懂。
“the十比较级……，the+比较级……”这个句型结构的意思是“越……，就越……”或“愈是……，则愈是……”。此结构中的比较级可以是形容词，也可以是副词。
The more one has, the more one wants. 越是有，就越想要。
The sooner you do it, the better it will be. 你越早做那件事就越好。(The sooner, the better 愈早愈好。)
2．向朋友提出忠告或建议时，可以用以下三个句型：
l) Why don’t you…? (为什么你不……?)
2 )Why not…?(为什么不……?)
3)You’d better…(你还是……)
第二个句型实际上是第一个句型的省略。在 “Why not” 后直接跟谓语动词。Why don't you go for a walk? (Why not go for a walk?) 为什么不去散散步呢？
第三个句型You’d better是You had better 的省略，意思是“你还是……”、“还是……为好”。had better是一个固定词组，had不可用 has / have代替。它的后面跟不带to的不定式，即had better do sth.，意指“(现在/将来)干某事”，而不指过去。它的否定形式是 had better not do sth., 也就是否定词not放在 had better之后。如：
We'd better wait a little longer.我们再等一会儿。
Lesson 46
1. If you do have difficulties, it is better to try again another day. (=…you’d better try again another day.) 如果你的确有困难，改天再收听。
句中的do是语气词，用来加强语气，常用在肯定句中，根据情况有不同译法。例如：
Do write me soon. 一定早点写封信给我。
2. 注意构词法：
1) “形容词+后缀ly”构成副词，如本课的clear (adj.) + ly → clearly (adv.)。又如：
注意：以y结尾的形容词加ly时，要将y变成i, 然后加ly.
2) “动词+tion”构成名词，如本课中的explain (v.) + tion→explanation (n.)。又如：
inform (v. 告知 ) + tion → information (n.信息)
invent (v.发明) + tion → invention (n.发明)
congratulate (v. 祝贺 ) + tion → congratulation (n.祝贺)
instruct (v. 指示) + tion → instruction (n. 指示)
suggest (v. 建议) + tion→ suggestion (n. 建议)
Lesson 47
本课及下课着重讲授和练习 it作形式主语的句型：It is (was) + adj./n. + to do sth. 除了在 Language Study中所给例句外，还可增补以下例句：
It is necessary to ask her for help. 要求她帮忙是必要的。(=To ask her for help is necessary.)
通过举例和随后的练习，最后可归纳以下三点：
1)it在句中是形式主语，而真正的主语是句子后部的不定式或不定式短语(to do sth.)。
2）当这个不定式很短的时候，可以把这个不定式放在主语的位置，而无需借助于形式主语(见上述两例的括号中的句子)。又如：
It is easy to do, but it is difficult to understand. → To do is easy, but to understand is difficult. 做起来容易，要理解却很难。(知难行易)
3) 但是，如果作主语的不定式短语较长，则通常将形式主语it放置句首，而将真正的主语置于句尾，以避免句子“头重脚轻”，如：
To pick up BBC programmes on the radio is easy. 应该改作：
It is easy to pick up BBC programmes on the radio.
动词不定式在句中作主语
1)不定式或不定式短语作主语时，可直接放在句首。如：
To learn a foreign language is necessary. 学习一门外语是必要的。
2)当不定式短语较长时，通常用it作形式主语放在句首，将真正主语不定式结构放在句子后部。其常见句型有：
a. It is /was+形容词/ 名词+ to do sth.做……是（如何的）。
b. It takes sb. some time to do sth. 做某事花费某人……
It is easy to pick up China Radio International programmes.
收听中国国际广播电台的节目很容易。
It took me 3 days to read the book.
读这本书花了我三天时间。
3）当不定式需要带上自己的逻辑主语时，须用介词for / of, 即for / of sb. to do sth. （它被称为不定式的复合结构。）其基本句型为：
A)it is+ 形容词+of sb.+ to do sth. ==sb.+ be+形容词+to do sth.
该句型中形容词用来描述不定式行为者的性格、品行等，形容词多为brave, careless, clever, polite, wrong, kind, good, nice, foolish, rude (粗鲁的), selfish(自私的)等。如：
It’s very kind of you to say so. ==You're kind to say so. 谢谢你这样说。
B) It is + 形容词+ for sb. to do sth.
=It’s + 形容词 + that + sb. do sth.
在此句型中，形容词只对不定式行为者作某种描述，而不涉及其品行。这类形容词有： difficult, hard, easy, important, dangerous, possible, impossible, necessary 等。如：
It is impossible for him to carry a big box.
( =It's impossible that he carries a big box. )
4）如果是疑问句或感叹句，则只能用it作形式主语的形式，如：
Is it important to practise listening? 练习听力很重要吗？
教学设计方案Lesson 45
Teaching Aims
1.To learn how to improve the four skills in English.
2.To learn to use the following useful words, expressions and sentence structures; advice; find + n. +adj.; The more..., the...
3.To make sure that the students can use the functional sentences and make a similar dialog.
Step I Warming-up
T: You have learnt English for several years. Do you think you have learned English well? If not, what do you think hardest in English － listening, speaking, reading or writing?
Step II Reading and listening
1.Allow the Ss to listen to the tape with their books closed and ask the question;
1).What does Zhou Lan find hardest in English?
2).Why does Bruce suggest that Zhou Lan buy a radio?
Answers:1) Zhou Lan finds listening really hard.
2)You can listen to China Radio International or BBC on the radio.
2.After reading, do the following True or False exercises
1). The more you listen to English, the more difficult it becomes. F
2).Why don’t you buy a radio? T
3).Why not buy some English tapes and some books to go with them? T
4).You needn’t find an English pen friend.F
Step III Language points
1).find +n.+adj.
2).The more…., the….
3).go with---be together with
4).advice
5).help---make better
Fill in the following blanks
1) What do you find______ in English?
2) The ________you listen to English, the _________it becomes.
3) Do you think that would_________?
4) And _______ ________buy some English tapes and some books to _______ with them?
5) Well, ______ _______, you’d better find an English _______friend.
Keys: hardest , more, easier, help, why not , go, for that, pen
Step IV practice
1). Do part 2 on page 45 in the textbook.
T: Here we'll learn how to give advice to your friend By using the following functional sentences.
Why not. . . ; You'd better. . . ; Why don't you. . .
2). Do part 3 on page 45 in the textbook.
Ask the Ss to have short dialogues with their partners using the following sentence structures.
What do you find hardest in English?
I find. . . hardest.
The more. . . , the. . .
3). Ask the Ss to make a similar dialogue with the following topics.
Give advice to your friend on how to improve his/her English.
Give advice to your friend on how to write an English composition.
Give advice to your friend on how to lead English newspapers.
Give your friend some advice on how to listen to the on the radio.
Step V Summary
Go over the useful words, phrases and sentence structures to make sure the Ss have learnt how to use them.
StepVI Homework
The Wb; Lesson 17 Ex. 1, 2 and 3.
教学设计方案Lesson 46
Teaching Aims
1.To help the Ss to understand the text completely.
2.To help the Ss to know how to skim the text to find the general idea and to help them to know how to scan the text to locate specific information quickly.
3.To explain some difficult points in understanding.
Step I Listening
Ask the students to lock at the pictures on page 46 and answer the following questions.
1) What is the building at the top of the page?
The CCTV office
2)What is the building at the bottom of the page?
Bush House, the home of BBC
3)What does BBC stand for?
British Broadcasting Corporation
4)What does CCTV mean?
China Central Television Station
Step II Reading
1. Tell the students the topic of this period.
T: Today we are going to learn “English On The Air”. Now read the passage fast to find out what kinds of there are in the air.At this moment) the students are scanning the text.
Answers: BBC English, China Radio International, Radio English on Sunday, CCTV .
2. Ask the Ss to read the text and judge if the following statements are true or false. Now, the Ss are slamming the text.
Step III Languages points
Explain some phrases meaning on the Bb.
1). in the air =on the radio or on TV
2). from month to month; Every month there is a change.
3).If you do have difficulties, it's better to try once again, (“do” is used here to emphasize the special situation.
4). it’s better =you’d better
5).be well received =be popular
2.用所给的动词或动词短语填空
go, point, out, serve, be, meet, make, ask, for, pick up, receive, think
1.Not only he but I ____ interested in reading novels.
2.He ____ that the road was not safe.
3.By the end of 1995, he ____ in the army for 20 years.
4.Tie foreigner said to me, “Good night! I am glad ____ you.”
5.We were asked ____ a study plan.
6.He ____ Chicago on the radio.
7.He had written to his friends in America, ____ information.
8.Why not ____ and ____ him ____ help?
9.I like to ____ presents on my birthday.
10.He was going to leave school, but later he ____ better of it.
Step IV Further practice
Ask the Ss to make a dialogue based on the text.
Step V Homework
1. Do Ex.2,3 and 4 on page 113.
2. Retell the text.
探究活动
1．Someone can not read the English text aloud. Whenever he reads the text aloud, he has to stop very often and he can never give a complete sentence. please give some advice.
2.教师组织学生讨论，如何利用一些英语节目学好英语，如：BBC，VOA， CRI，TV等
高中高一英语《Extensive Reading》教学设计
教学设计方案
Teaching Aims:
1.Get the Ss to grasp the main meaning of the whole text.
2..Ask the Ss to retell the text according to the questions.
Teaching procedures:
Step I Lead in
1.Check homework:
2.Show the map of Egypt and Africa
3.Get the Ss to respond the teacher’s questions:
T: Where is Africa ?
Where is Egypt ?
What is the river?
What is the dam ?
4.Ask one student to say something about Egypt.
Step II. Watch the video
1.可以在(探索)中查找关于埃及或金字塔或阿司旺大坝或阿布神庙.
2. 或者观看本文的录象资料。
Q: Is the High Dam a successful project ? (No)
Step III. presentation
1.Read the text again and give them three questions ,
Qs: (1).Why was the High Dam built ?
(2).What is the High Dam like ?
(3).What were the problems with the building of the dam?
2.Discuss the answers in pairs.
3.Discuss the answers in class.
4.Try to help the Ss to be able to retell the text in their own words.
The possible answers:
1) The River Nile used to flood large areas every year and destroyed houses and crops. The new dam can control the waters of the Nile so that they run regularly all through the year. Electricity(20-50%of the electricity which Egypt needs )can be produced from the water which runs through the base of the dam.
2) The High Dam is the biggest in the world. It is 3830 meters long, 980 meters wide an the base and 40 meters wide at the top. The lake made by the dam is 500 kilometers long.
3) The water level of the lake was going to rise by 63 meters. It would be necessary to move 53000 people from their villages. A lot of important old temples dated from about 1250 BC would be covered by the water of the new lake so they would be in danger.
Step III Discuss
The Three Gorges Dam project and the problems.
建议：提供有关三峡工程的一些数据（开始，进程，及规模）
三峡工程全称为长江三峡水利枢纽工程。整个工程包括一座混凝重力式大坝，泄水闸，一座堤后式水电站，一座永久性通航船闸和一架升船机。三峡工程建筑由大坝。水电站厂房和通航建筑物三大部分组成。大坝坝顶总长3035米，坝高185米，水电站左岸设14台，右岸12台，共装机26台，前排容量为70万千瓦的小轮发电机组，总装机容量为1820千瓦时，年发电量847亿千瓦时。通航建筑物位于左岸，永久通航建筑物为双线五包连续级船闸及早线一级垂直升船机。
图为：三峡工程效果图。
朝辞白帝彩云间，千里江陵一日还。
两岸猿声啼不住，轻舟已过万重山。
—— 唐 李白 下江陵
关于三峡的资料：
船出了西陵峡，经过一段宽谷的航行后就进入了长江三峡的另一座古城巴东。长江三峡的巫峡就从巴东县的官渡口开始，结束于四川省巫山县的大宁河口，全长42km，巫峡以巫山得名。她幽深秀丽，千姿百态，以俊秀著称天下。峡谷内长年云遮雾绕，细雨蒙蒙，及易形成巫山云雨的奇妙景观。谷深峡长，奇峰突兀，江流曲折，百转千回，船行其间，宛若进入奇丽的画廊，充满诗情画意，令人叹为观止。不少观光游客游过巫峡之后，感触颇深地说：“要知中国画与中国山水的关系，不到巫峡不明白。”唐朝诗人元稹曾赋诗曰：“曾经沧海难为水，除却巫山不是云。”可见巫山云雨乃是天下云雨之冠了。
要求学生模仿课文，叙述三峡工程。
Step III practice.
根据问答提示，写一篇短文。(可做口头练习)
1. Where is the palace Museum ? (in the center of Beijing)
2. How big is it ? (an area of 72 hectares)
3. When was it first built? (in the early 15th century)
4. How many people did it take to work on it? (1,000,000)
5. How long did the building of the project last? When was it finished? (14 years,1492)
6. What happened to some of the houses during the later years? (rebuild)
7. Who used to live in it ? (twenty-four emperors)
8. When didi it become a museum and open to the public ? (1925)
答案：
The palace Museum is in the center of Beijing. It covers an area of 72 hectares(公顷). It was first built in the early 15th century. It took 1,000,000 people to work on it. The building of the project lasted 14 years and was finished in 1420. During the later years, some of the houses were rebuilt. Twenty-four emperors used to live in it. It was not until 1925 that the palace Museum became a museum. Since then the place has been open to the public.
Step IV practice
p90 Ex 3.
Step V Homework
1.If we have no time to do the writing above in class, we can leave it as homework
2.Read the text again and again.
高中高一英语《Mainly revision》教学设计
教学目标
Teaching Aims全面复习第1至第7单元所出现重点词语，日常交际用语项目，重点复习有关命令和请求、语言困难、表示目的和发出通知的常用语句。复习1-7单元所出现的语法项目，时态、被动语态、直接引语和间接引语、定语从句等有关语法。Teaching important and difficult points1.Wordsroom ,offer, discover, arrive2.phrasestake turns, make into , a piece of , help oneself to, get angry2．Revise（1～7words and phrases）3.Useful expressionsWould you like...? How about some more. . . ?Just a little, please. No, thanks. I’ve had enough.I’m full. Thank you. Help yourself to. . .Let me give you. . .4．Grammar复习1～7单元出现过的语法项目1）各种时态2）直接、间接引语3）被动语态（特别是将来时）4）目的状语5）定语从句the Attributive Clause
教学建议
对话建议
方法一：教师要充分利用教材上提供的用餐话语，食物名称对学生进行口语方面的训练, 把表达用餐的日常用语、词组编对话，编类似情景的对话并表演。方法二：教师组织学生分成几组，用竞赛形式把食物的名称用英文让学生写出来；看哪一组学生对食物名称的了解多，可写：蔬菜、肉类、水果、饮料及其他食物。方法三：教师准备好图片，让学生们说出自己喜欢的食物并且采取互问，比如：西红柿、豆腐、 咖啡等，增加对所学的单词的记忆。
课文建议教师把这堂课的内容简述给学生：教师通过听磁带，阅读，问答，分组讨论，图片显示来完成本堂课的教学任务，教师在讲解此课时，特别是在谈论corn, 重点说明discovery, spreading, usage and the way of making food with it.
教材分析本文的交际用语为用餐的表达法，如：Would you like…? How about…? Help yourself..这些词语较简单，学生能够容易运用，同时教材中列出不同的食物名称，短语，练习分别让学生们掌握和分组讨论。阅读课仅用一篇文章说明世界各地的日常食物的来源及产生的背景，如：玉米的发现，土豆、水果的种植。同时本单元是一个复习课，Lesson 31重点复习了定语从句中的先行词指人、物时，关系代词的使用。重点难点1．discover vt.—看出；发现（存在而尚未为人所知之物）1)跟名词或代词：It w as Madame Curie who discovered the element radium.是居里夫人发现了镭元素。Columbus discovered America in 1492．哥伦布于1492年发现了美洲。2)跟从句：It was discovered that our food was running short. 我们发现粮食快完了。We discovered that he was an enemy spy. 我们发现他是一名敌特。3)跟带连接词的不定式：We never discovered how to open the box. 我们找不出打开盒子的方法。4)跟复合宾语：We discovered him to be an enemy spy. 我们发现他是一名敌特。
2．discover 和invent的区分1） 这两个及物动词虽然意义不同，但在具体使用时可能搞混。discover意为“发现”，invent意为“发明”。Coal was first discovered and used in China．煤是最先在中国被发现和使用的。He has invented a new machine．他发明了一种新机器。2）discover可跟从句作宾语，还可以带复合宾语；invent则不能。3）discover的名词形式为discovery（发现、发现物），而invent的名词形式为invention。Columbus’ discovery of America took place by accident．哥伦布发现美洲是偶然事件。Watt’s invention of steam engine brought about a great change in human life．瓦特发明蒸汽机使人类生活发生了巨大变化。
3.prepare v. —预备，准备1)跟名词或代词(可有较活译法)：①please prepare the table for dinner. 请摆好桌子吃晚饭。②Mother is preparing us a meal.母亲正为我们做饭。2)跟不定式：①They are busy preparing to go on holiday. 他们正忙着准备休假。3)prepare for引起的短语表示“为……做好准备”。①We were given two days to prepare for the examination.给了我们两天时间准备考试。②Hope for the best and prepare for the worst.[谚]存的希望，准备应付最坏的情况。
4. dinner与mealdinner意为“正餐”，一般用作不可数名词，通常不与冠词连用。西方国家在星期一至星期五时，正餐一般是晚餐；在周末时，一般是午餐。dinner还可指“宴会”，通常作可数名词，如：They were at dinner when I called.当我去拜访时，他们正在吃饭。The city government will give a dinner to welcome the foreigners.市政府将设宴招待这些外宾，以示欢迎。meal意为“一顿（餐）饭”，可指一天早、中、晚中的任何一餐，是可数名词，如：What time do you usually have your meals? 你通常什么时候吃三餐？
5.offer和supply的区分从意义上来讲：offer多表示主动提出给对方某物或主动提出做某事supply 则多表示供给对方生活必需品从搭配上来讲：offer后可接：名词或代词；直接宾语和间接宾语；to do。supply多用于下列结构：supply sth. to /for sb. ; supply sb. with sth.。但当offer表示“提供出售”之意时，它可与supply替换使用。例如：He offered me a cup of coffee. 他给我端来一杯咖啡。He offered to help me.他表示愿意帮助我。Cows supply us with milk.奶牛向我们提供牛奶。The school supplies books to/for children.学校向孩子提供书本。The bookstore offers/supplies all kinds of books. 那家书店出售各种书籍。
6．be made of, be made from 和 be made into1) be made of意为“由（看得见的原料）制成”。The desk is made of wood. 这张桌子是由木头制成的。2) be made from 意为“由（看不出的原料）制成”。This paper is made from wood. 这种纸是由树木制成的。3）be made into意为“（原料）被制成……”。Wood can be made into paper and desks. 木材能被制成纸和桌子。注：从以上例子可看出不管原料能否看得见，也就是说不管是be made of还是be made from, 均可与be made into转换。
7.room的基本用法1)room可以用作不可数名词，意为“(未占用的或可利用的)空间；地位；余地”。例如：①Is there room for me? 还有我的地方吗？②It's polite for the youth to make room for the old in the bus.在公共汽车上为老人让路是有礼貌的。③There's plenty of room for the desks. 有足够的空地方放课桌。④There's room for three more. 还有三个人的位置。⑤I haven't much room to move about here.我这儿没有多少活动余地。⑥Can you make room for another?你还能腾出一个(或一件东西)的地方吗？⑦This table takes up too much room----we'd better put it out. 这张桌子占的地方太大，我们把它搬到外头去。2)room可以用作可数名词，意为“房间，室；一套房间；寓所”。例如：①How many rooms are there in this hotel? 这家饭店里有多少房间？②This room is a very pleasant one. 这个房间很舒服。【注意】与room常合成的词有：bathroom 洗澡间；sitting-room 起居室；dinning-room 饭厅；schoolroom教室
8.ship作为动词的用法1)ship作为及物动词，意思是“用船运送”、“运送”，如：①They shipped the machine from Shanghai to Tianjin last week.他们于上星期用船把那台机器从上海运到天津。②Did he ship the goods by train or by plane?他是用火车还是用飞机运送那批货物的？2)ship作为不及物动词，意为“上船”、“乘船”、“在船上工作”，如：①He said good - bye to his family and shipped out for England.他向家人道别，乘船到英国去了。②He shipped as a cook.他在船上当厨师。
9.offer的用法作为及物动词，有以下几种意思：1)提供，提出，如：①The young man offered the old woman his own seat.那位年轻人把自己的座位让给那位老大娘。2)出价，开价(常与介词for连用)，如：①I offered him ￡10,000 for the house.我出价一万英镑向他买那座房子。②I offered him the house for ￡10,000．我提出一万磅的价格把那座房子卖给他。3)表示愿意做某事(常与不定式连用)，如：①We offered to go with him. 我们表示愿意和他一道去。另外，offer也可作为名词用，意思是“提供”，“提供的事物”，如：①You ought to accept the offer. 你应该接受这个提议
语法重点——定语从句1．由which引导的定语从句：（which在从句中作主语或谓语动词的宾语）This is the store which opens all night.This is the pen which my brother bought for me.Is this the house in which Lu Xun once lived?(or: Is this the house which Lu Xun once lived in?)This is the magazine which you are looking for.Notes: which, whom在从句中作介词的宾语时，介词一般可置于关系代词之前或放在从句原来的位置。但在含有介词的动词固定短语中介词只能放在原来的位置上，而不能放在which之前，如例4则不能改为This is the magazine for which you are looking.2．由that引导的定语从句：在定语从句中that可以指人或物，代替who，whom，which；在从句中可以作主语、宾语，但不能放在介词后作介词宾语。This is the photo that (which) I took in Beijing last year.This is the man that/who lives next door.Is this the professor that you talked about yesterday? (about不能放在that前面)但下列情况只能用that。l）序数词或级形容词修饰先行词时用that。This is one of the best novels that I have ever read.The first English song that I learned was the ABC song.2）all ,much, everything, nothing, something, anything作先行词时用that。（但先行词是everybody，everyone时因应用who，one指人时也用who）Everything that we saw at the exhibition greatly interested us.Is there anything that belongs to you?All that we need is more time.Nothing that parents do doesn’t influence their children.3）先行词为any，no，only，every等修饰时用that。That is the only way that we can find at present.This is the very museum that we visited for the first time.4) that可以用来引导限制性定语从句，当它在从句中作介宾时，介词应后移。This is the good student that the teachers talked about just now.5）先行词为既指人又指物的并列名词时，用that．My mother and her old friends talked of the things and persons that they remembered in the school.
定语从句练习I．用适当的关系代词或关系副词填空1. Yesterday I met Doctor Wang, ____ told me the good news of his son's passing the examination.2. The two pupils ____ you taught three yeas ago have become teachers.3. He began to work in Beijing in the year ____ New China was founded.4. I don’t know the reason ____ she didn't agree to our plan.5. This is Carry ____ son died in the War of Resistance Against Japan.6. He told us everything ____ he had seen in the traffic accident.7. This was the best model of the TV set ____ the factory produced last year..8. They have visited the Museum of Chinese History ____ premier Zhou’s life and deeds are being shown.9. Alice, ____ dress is all red, looks very pretty.10. The first thing ____ I am going to do this evening is to write a report about the experiment.II．用关系代词which或as填空1. He is an American, ____ I know from his accent.2. She was not discouraged, ____ can be seen from her eyes.3. The sun heats the earth, ____ makes it possible for plants to grow.4. ____ was usual with him, the old man went out for a walk after supper.5. It was raining, ____ was a pity.6. He said he had been to America, ____ is untrue.7. ____ is well known, China is in Asia.8. Edison was one of the greatest scientist, ____ is well-known.9. He must be from Africa, ____ can be seen from his skin.10. Air, ____ we breathe every day, is a mixture of gases.教学设计方案Lesson 29
Teaching Aims
1. To train the students’ ability of listening and improve their spoken English.
2. To learn how to make an offer of food.
3. To learn how to use the following useful words and expressions: offer a piece of help oneself to.
4. To get the Ss to know some table manners.
Teaching procedures
Step I presentation
1.T: We are going to learn some table manners and new words. (Write these on the blackboard).
2. Competition: Write these columns on the Bb.
The Ss work in groups. They have to write down the names of as many items of food as they can think of in English. See which group can write down the most items for each category.
3. Teach the names of food, using some pictures on the projector or the real things. Then ask the Ss what kind of food they like to eat most.
Step 3 Listening
Tell the Ss that we are going to learn a dialogue. In the dialogue Jim and Bob are at Li Jia’s house for dinner.
1. Get the Ss to listen to the tape.
2. After listening, ask the Ss to answer the questions.
3. Get the Ss to listen to the tape again. This time listen and repeat.
Step 4 Reading
Ask the Ss to see how Li Jia offers food to the guests.
T: please listen to the tape carefully with your books closed. After that, you are to answer some questions.
1) How many kinds of food do the friends talk about in the dialogue? (five)
2) What are they? (beancurd, beef, chicken, pancake, soup)
Step 5 Language study
T allow the Ss enough time to discuss the difficult phrases or sentences. After that, ask some Ss to explain them. If they have any problems, the T explains them.
1) Do you like. . . ? (in general)
Would you like. .. ? (It’s more polite than “Do you want. . .now?”)
2) How about some more beef? (There is no main verb here. This is acceptable in speech, but not usually in written English. )
3) There’ s plenty more. =There’s plenty more beef.
4) Next time you must come to us. =We will invite you to have supper at our house next time.
5) Help yourself to. . . ==please take. . .for yourself.
6) another piece of =one more piece of
Step 6 practice
1. Get the Ss to read the dialogue in pairs. Then ask some Ss to read it.
2. Do Talking and Oral practice on page 29.
3. Watch the video - taped performance of the dialogue.
Step 7 Summary and further practice
1. Summary
Go over the useful words and expressions and ask some Ss to make up sentences.
2. Communicative activities
Allow the Ss enough time to make a similar dialogue using the expressions and structures.
3. Ask one or two pairs to act their dialogues out.
Step 8 Homework
Ask the Ss to finish the exercises on page 92.
教学设计方案Lesson 30
Teaching aims
1.To train the ability of skimming the text to find the general idea and scanning the text to locate the information quickly.
2. To learn how to use the following words and expressions:
room ,discover, arrive, make into
3. To review the Attributive Clauses.
4. To let the Ss know some farm products.
Step 1 Revision
1. Check the homework in the workbook first.
2. Revise some new words suiting the pictures.
Step2 presentation
1. Ask the Ss the following questions
1) What’s your favorite food?
2) What food do people like in Shanghai/Sichuan/Tibet/the USA, etc. ?
3) Do you like corn?
Step3.Listening
T play the tape to the Ss, then try to ask them the below.
1) When was corn first brought to China?
2) Can you name some of the plants that were found in America?
Answers: 1)Corn was first brought to China about 450 years ago. 2) For example, beans, potatoes and other different fruits.
Step 4 Reading
T will give the Ss a few minutes to read it, then say something about the useful plant corn.
2) Ask the Ss to skim the text to find the general idea.
Answers:
The passage talks about the food in the world. It tells us how corn, tomatoes and other plants were discovered. It mainly tells us how corn was discovered and taken to the other parts of the world and the my of making corn food.
Step 4. Language study
Get the SB to look through the text and explain some language points and difficult sentences, if necessary the T can explain them again.
1) There was not enough room.
2) discovered the tomato
3) an open fire =a fire that bums in the open air
4) got angry =become angry
Step 5Workbook
Get the Ss to do Ex.2 Sorry. I’m not used to that. Thank you. But you must eat up all the food put in your plate, finish all the wine put in your glass. Don’t make any noises while eating. Don’t put your plate close to your mouth or put you mouth into the plate. You should help your host/ hostess to set the table before the dinner. After the meal you ought to offer your host the help to clear the table.
高中高一英语《A new factory》教学设计
教学目标
一、Teaching aims
了解英语中通知的书写格式，学习并掌握一般将来时的被动语态的用法。
Teaching important and difficult points
二、Teaching important and difficult points
1.Words and phrases
as, supply, abroad, notice, spend, certain, take a look at, agree on, do a lot of walking, at least, at the beginning, all over the country, plenty of, begin. . .with. . . , set up, a training center, far away, as follows, a Sound Lab, put up, by sea
2.Daily expressions
How long have you had. . . ?
I say, let’s go out for a drive.
We’ll meet...
Don’t be late.
3.Grammar
1.Revision the passive Voice of the present and past.
2.Learning the passive Voice in the future tense.
教学建议
教材分析
本单元的对话是以围绕新车的话题而展开，对话内容较简单，容易理解和掌握，如：how far, how long等同时也给学生们介绍关于通知的一篇文章，本单元的课文是以新工厂的建立为话题，了解新工厂的建立给人们的影响。在23课中学习到将来时的被动语态，课文中给出了将来时被动语态的例子与练习。
教学建议
对话建议
1．教师采取对话练习、模仿对话和编造类似的对话，并将课文对话以第三人称进行转述。
2．教师应设置与本课对话内容相关的情景，鼓励学生进行对话，以训练学生们的听说能力。
课文建议
1． 教师组织学生针对课文内容进行问答对话练习，并能将课文内容进行缩写。
2． 教师要求学生通过对课文的整体阅读和快速阅读，提高阅读能力。
3． 教师组织学生进行针对当地某一新建工程，它对人民日常生活和经济生活的影响。
教学重点难点
build, put up , found 和set up 的区别
1）build建造，建立，建设，常指建造较大的物体，如：
They built their homes and made their farms there.他们在那儿建立了家园，办起了农场。
在表示建立一个商店、企业时，也可用start 和open. 如：start/open a factory (shop, business) 开办工厂（商店、公司）
2）set up意为“开办，建立”，常和表示组织、机构、团体等意义的名词连用，与found基本相同，但found更着重打基础。
set up a school (hospital, state ,government, shop, business) 建立学校（医院、国家、政府、商店、企业）
found a city ( state, party, university, etc. ) 兴建城市（建立国家、党派；创办大学等）
3）put着重指建造或搭起一个具有高度的具体的物体，口语中set up 和build也有此意。例如：
They put up (set up) a new house /tent.他们建了一座新房子/搭起一个帐篷。
wear, put on ,dress, have on的区别
1)wear 是“穿着”，“戴着”的意思，可用于穿衣、穿鞋、戴帽子，戴手套、佩戴首饰等，强调状态。
I don't wear glasses. 我不戴眼镜。
2)put on指“戴上”，“穿上”，表示穿衣服的动作，其反义词是take off。
put on your coat, it is cold today. 穿上外套吧，今天天气冷。
3)dress 可作及物动词，有“穿着”，“打扮”的意思，但只用于穿衣，它既表示动作，又表状态，常用于下列结构：dress sb / oneself(给某人穿衣服)、dress well和be dressed in 等
She always dresses well.她总是打扮得很漂亮。
4)have on 和 be in+颜色也是“穿着”的意思，都指穿的状态，但have on不用于进行时态。
He has a blue coat on. ( =He’s wearing a blue coat. )他穿着一件蓝衣服。
The building of a new car factory was agreed on last month. 建新汽车厂的协议已于上月达成，…
句中的building为动名词。动名词既有名词的功能也有动词的功能，即其后可以跟宾语等。例如：
Walking is a good exercise.
agree on 表示双方就某件事取得一致意见或达成共识。例如：
Finally they agreed on a cease-fire. 最后他们达成了停火协议。
agree to
agree to（接名词或动词不定式）意思是“赞同”某种提议、方法、计划，或“同意”做某事。
We agreed to leave at once.我们同意立即离开。
agree with（接名词、代词）意思是“同意”某人的意见或看法。
My mother doesn’t agree with me to make friends with him. 我妈妈不同意我跟他交朋友。
In the afternoon we’ll visit the factory which makes minibuses and trucks.下午我们将要参观生产小型公共汽车和卡车的工厂。
这是一个复合句，which makes minibuses and trucks 是宾语从句，修饰factory。此句的先行词factory，指地点，但由于引导词在从句中作主语，必须用which或that，不能用where，也不能省略，又如：
The house which stands ten yards from the road belongs to Tom. 离马路十码远的那座房子是汤姆的。
定语从句的引导词指代先行词并在定语从句中作主语，如果先行词是单数，定语从句的谓语用单数；如果先行词是复数，定语从句的谓语则用复数。本句的引导词which指代先行词factory，由于factory是单数，所以定语从句的谓语makes用单数，又如：
The park which is near the sea is very beautiful.位于海滨的那座公园很美。
The cars will be supplied to people all over the country. 汽车将向全国供应。
supply作及物动词，意思为“供应、供给、提供”等。它常用于以下用法：
supply sb. with sth. ; supply sth. to / for sb.
This river supplies water to/for people along it. 这条河流向沿岸人民供给饮用水。
The bookshop supplies textbooks to/ for students./The bookshop supplies students with textbooks. 这家商店供应学生教科书。
Milk is supplied to each house in bottles by the shop. 这家商店供应各家各户瓶装牛奶。
They will spend almost 100 million yuan on the project.这个工程将耗资他们1亿元。
“spend+表示钱的名词或短语+ on + n.”结构的意思是“花多少钱买某物”。例如：
He spent ten dollars on that jacket. 买那件夹克他花了１０美元。
“spend + 表示时间的名词或短语 + on + n”结构表示“花费多少时间做某事”。例如：
They spent five years on the bridge. 他们建那座桥用了5年时间。
“spend+表示时间的名词或短语+(in)doing”结构表示：“花费多少时间做某事”。例如：
She spent a whole morning ( in) learning English. 她一早上都在学习英语。
在英语中表示“约定时间做某事”的方法有：
Are／Will you be free tonight? 今晚你有空吗？
How about tomorrow morning? 明天早晨怎么样？
Shall we meet at 1:00 at...? 我们一点钟在……见面，好吗？
I wonder if we could…我想知道我们是否可以……
We’ll meet at 7：00 at…我们将在7点钟时在……见面。
Let’s gather at the gate of our school at …让我们……钟在校门口见／聚齐。
对于约定或预约的肯定应答语有：
Yes, that’s all right. That’s fine with me. I’ll be waiting for you here/ there. OK. That’s settled then.
对于约定或预约的否定应答语有：
I’m afraid I can’t make it tonight. I don’t think I can. I’m sorry, but…
双方就约会时间、地点等达成一致后的告别用语：
All right. See you then．
教学设计示例Lesson 21
Teaching Aims
1.To learn the following words and expressions:
How long have you. . . ?
Take a look at…. Let's go out for a drive.
Don’t be late. Do a lot of walking.
2.To learn how to write a notice and make an oral notice.
Teaching procedures
Step I Warm--up
1.Draw a car on the Bb or show a car picture to the Ss.
2. Suppose that it belongs to one of your students.
To the class: “This is XXX’s new car. Now, everyone, I want to ask him/her a few questions.
T: How long have you had it?
S: For six months.
T: Can I take a look at it?
S: Sure. /Of course. /Certainly.
T: It’s very nice. How far have you been in it?
S: ...
T: I say, shall we go out for a drive next Sunday?
S: . . . (the students may have different answers)
Step II Listening and reading
1.Get the Ss to listen to the tape without referring to the books.
T: What are they going to do next Sunday?
S: They are going out for a drive next Sunday for a picnic.
2.Repeat it if necessary. Then read the dialogue in groups or in pairs.
Step III practice
1. SB part 2, Lesson 21. Get the Ss to do similar dialogues withhis/her partner. Teach “minibus” . Explain to the Ss the meaning of “mini”
2. Before doing this practice, the teacher can ask his/her Ss to do Ex. 2 on page 82 first. It may help them make up their own dialogues. And the teacher may also encourage them to make longer ones by adding “How much did it cost? Who bought it for you? Do you like it? etc.”
3. Ask some pairs to act out their dialogues in front of the class.
Step Ⅳ Listening and reading
1. play the tape for the Ss to listen to the notice. After listening, get the Ss to guess the meanings of province, company, raincoat, railway”. etc.
2. Listen to the tape again, ask the students to try to catch the information.
Visit to : place where we meet:
place: what we shall see:
Date: Time we meet:
What to bring:
3.After that. Get the Ss to open the SB and read the notice and write down the information. Get them to check their answers in pairs. Finally collect the answers from the class and put them on the Bb.
Step ⅤOral practice
According to the information written on the Bb, get the Ss to make up dialogues of their own. For example:
A: What will the students of Grades 2 and 3 do on Monday, 26th October?
B: They will visit the new car factory in Hubei province.
A: When was it opened?
B: In last May.
Step Ⅵ Language points
1. take a look(at) go out for a drive
Explain to the Ss: Here look and drive are used as nouns.
2. notice n/v.
The T explains to the Ss that "notice" can be used as a noun and a verb. Let the Ss do the exercise.
3. do a lot of walking (reading, cooking, washing, shopping, sowing, etc.)
4. wear, put on and dress.
5. as, because, for, since.
Step ⅦFurther practice
First get the Ss to make an oral notice in groups. Then ask one group or two to tell theirs before the class. ( Each group can have one or two students as their representatives) If time permits, the teacher may demand more practice. For example:
1. Class 6, Grade One, see a movie, the Bohai Theatre, this afternoon, at 4:30, by bike, meet, at the gate of the school,
2. Class 4, Grade Two, go to the West Lake, the 25th of this month, by train, meet in front of the dining hall.
StepⅧ Workbook
Get the Ss to do Ex. 1,3 on page 82.
Step Ⅸ Homework
Get the Ss to do Ex. 2 on page 82. The teacher may tell the Ss that they should act out Ex. 2 in pairs after class.
教学设计示例Lesson 22
1. To help the Ss to gain the ability of fast reading.
2. To get the Ss to retell the passage by using their own words.
3. To learn some useful expressions.
Step I Introduction
1. With books open. Refer the Ss to the picture. Ask:
What can you see?
What kind of factory is it?
Where can you find car factories in China?
(Wuhan, Shanghai, Beijing, etc.)
2. The T may tell the Ss the picture is about the car factory built in Wuhan , and it was finished by the year 2000.
Step II Discussion
Get the Ss to discuss this question.
“What will be one of the results of the new car factory?”
Help them to answers: offering new jobs, bringing other new business, leading to the growth of economy, etc.
Step III preparation for reading
prepare the Ss for reading by teaching the new words in the passage. Get the Ss to say the new words or phrases after hearing their teachers explanation.
1. in or to a foreign country ( abroad)
2. to give sb. things needed (supply)
3. a piece of work (job)
4. a lot of; a large number of (plenty of)
5. a plan for building a school, a hospital or other things (project)
6. no less than (at least)
7. person who has finished studying at school and who wants to find jobs (school leaver)
Step Ⅳ Reading
Get the Ss to read the passage again. And answer the following questions.
1.As the result of the new car factory, there will be _____for workers.
A. a great many new cars
B. A lot of telephones and computers
C. a large number of new jobs
2.How many cars will be produced each year at the beginning? _____.
A.300,000 B.15,000 C. 150,00
3.More new companies will produce things like_______.
A. the lights and the windows
B. telephones and computers
C. new houses and new roads
4.Cars will be taken to many parts of the country_______.
A. by railway B. by sea C. by air
While the Ss are answering them, the teacher writes the answers on the Bb. 1.C 2.C 3. B 4. A
Step Ⅴ practice
Get the Ss to retell the passage and use their own words .They can use the passive voice in the future tense. At first they can do it with their partners and then encourage some of them to do it in front of the class.
Step Ⅵ Workbook
part 2 on page 83. Let the Ss do it alone. Before doing it, explain how to do it.
Step Ⅶ Homework
1. Rewrite the passage, and try to use the passive voice.
2. Review the grammar: Language Study “The passive Voice”
3. Go over the expressions on page 22.
探究活动
教师组织学生两人一组，从一个新汽车工厂的建立及它对整个城市及周边地区和国家带来的好处，进行讨论和发表自己的意见，比如：
There will be a great many new jobs for workers and school—leavers in this city. A lot of new cars will be supplied to people all over the country. At least some houses will be built for the workers. New roads will be built too. The port near the city will be opened to foreign ships so that the cars will be sent abroad by sea. The city will become rich. New business will be stated in the city. For example, factories and other buildings for more new companies ;they will produce things like telephones and computers. The new car factory can bring more jobs to the province.
幼儿园英语课堂游戏（14篇）
1、hide a card
玩法：请一名幼儿蒙上眼睛，将一张卡片藏在另一名幼儿身上，当蒙眼睛的幼儿睁开眼睛后，便去寻找卡片在何处，全班幼儿边拍手边说单词来给其以提示。当他离藏卡片的幼儿近时，全班幼儿则快且大声的说单词，当他离藏卡片的幼儿远时，全班幼儿则慢且轻的说单词，猜错三次则罚演一个节目。
2、照镜子
玩法：目的是较小的幼儿反复练习说出单词。老师边说单词边摸自己的身体器官，幼儿模仿摸出并说出。看谁又快又准确。
3、开火车
玩法：教师充当火车头，开到一名幼儿面前，提问What's your name?，幼儿回答My name is~~，之后该幼儿上火车，老师与幼儿一起开到其他幼儿面前，二人继续问该问题，该幼儿回答对后上车，继续开，直至成一列长火车为止。
4、五体投地
玩法：将所学内容的图片摆在地上，教师发出指令如：put your head on~~ put your hip on ~~ put your left hand on~~等，幼儿按指令做出动作。
5、London bridge is falling down
玩法：请二名幼儿面对面用手搭桥，其余幼儿一起边演唱歌曲《London bridge is falling down》或其他所学歌曲，边从桥下通过。当唱到My fair lady时，搭桥的幼儿手放下，将正在从桥下通过的幼儿捉到，被捉到的幼儿需回答一个英语问题。
6、找朋友
玩法：幼儿分成二队，里外圈站好，听音乐演唱歌曲《找朋友》，音乐停止时，里外圈的幼儿面对面，互相问答Hello!What's your name? How old are you?Hello!My name is~~.I'm ~~.
7、the wind blows
玩法：幼儿分二排，面对面站好，每人手持一张卡片，老师或一名幼儿充当发指令者，说the wind blows，其余幼儿问： blows what?发指令者迅速说出二张卡片的名称，持有该卡片的幼儿需马上换位，发指令着也可以参与到抢位置的活动中，没有位置的幼儿输，到前面发指令。
8、废墟寻宝
玩法：将闪卡洒落在地上，请幼儿在众多卡片中找出教师指定的闪卡。最快找出的获胜。或者找到最多的获胜。
注意事项：可配合句型Where is the -----?
9、躲猫猫
玩法：教师任意说出一连串的单词，第二次说的时候故意遗漏掉一个单词，请幼儿快速说出丢失的单词。
注意事项：可遗漏掉1-3个单词，增加游戏难度。
延伸：可改为教师出示闪卡，之后取走其中一张，请幼儿快速说出躲起来的闪卡。
10、丢手帕
玩法：全班围成一个圈，一个幼儿拿着手帕，绕圈走，边走边说句子，任意将手帕丢在一个人的背后，被丢到的人应该立刻捡起手帕去追丢的人，追到就拍他一下，丢的人要尽力绕一圈跑到被丢的人的位子上坐下，输的人必须到前面做下一个丢手帕的人。
注意事项：注意跑的方向必须与当初绕圈的方向一致才行，两个人要同个方向跑。
游戏延伸：可将手帕改为闪卡，走动的时候全体说闪卡上的单词。
11、钓鱼游戏
准备：磁铁数个，拴上绳子，绑在筷子上, 回形针数个别在闪卡上
玩法：请2组幼儿分别展开钓鱼比赛，轮流派人上前听教师指令钓鱼Catch the__.幼儿根据指令用自制鱼竿钓起闪卡，先完成的那一队就得分，以此类推玩下去，看哪一组得分最高就获胜。
注意事项：未参与的幼儿需在位置上重复说教师指定的单词。
12、纸箱寻宝
准备：两个大纸箱，两组同样单词闪卡
玩法：将全班分成两组，将闪卡分别放在两个纸箱内，但纸箱内分别放一些撕碎的纸，将闪卡藏在碎纸内，两组轮流派人出来比赛，按照教师的指示找出正确的闪卡的就得分，以此类推玩下去。
注意事项：其他同组的幼儿不能帮忙找，必须保持距离。
13、小小绘画家
准备：黑板,粉笔
玩法：教师事先画好一个简单的图画与黑板中央（例如：小熊、西瓜等）之后将幼儿分成两组，轮流一个一个按照教师的动作说单词或句子强答，说对快又对的幼儿就可到黑板上画一笔，哪组先完成教师规定的作品获胜。
注意事项：需事先规定好分组后轮流答题的顺序，其余幼儿不能帮忙。
游戏延伸：也可改为教师规定一个作品后请2组分别派代表来画，其余幼儿在底下帮忙说句子或单词，先完成作品组获胜（或者以在规定时间内完成的作品数量最多的获胜）
14、丢雪球
准备：废纸，纸篓
玩法：教师事先将废纸揉成团制作成雪球，准备好纸篓，请幼儿根据教师要求说句子或单词，答对的可进行丢雪球游戏，将雪球（废纸团）丢入纸篓的幼儿奖励。
注意事项：注意纸篓摆放的位置，尽量减低游戏难度，增加游戏乐趣。
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