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牛津高中英语模块二Unit 2教案

Period 1 Welcome to the unit

Teaching aims:

1. Talk about traveling.

2. Make the students practice their spoken English and share opinions with each other by either discussing their travel experiences or using their imagination.

Teaching important & difficult points

1. Make the Ss free to talk in and after class about traveling.

2. Help students finish the task of speaking.

Teaching methods

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

Teaching aids

A computer and a projector.

Teaching procedures

Step 1 Brainstorming

Ask and answer the three questions between T and the Ss.

(1). Do you like traveling? Do you want to visit these picturesque places?

(2). Why do you want to travel?

(3). Why do more and more people like to travel, even some of them traveling abroad?

(4). Where do people often travel?

(5). What do people need to do before traveling?

(6). What items should we take?

Step 2 Speaking----Our travel route

Talk about the pictures of Grasslands of Africa, Australia’s famous beache s, Brazilian rainforest, Gobi Desert in pairs or groups.

Step3 Interview

Ask him/her as many questions as possible about his/her traveling experiences using the following sentences.

Step 4Homework

1. Find more information about places in the world and traveling.

2. Preview the reading text.

Teaching Post-description:

________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ __________________________________________________________________

Periods 2-5 Reading

An adventure in Africa

Teaching Aims:

1. Help students improve their reading abilities.

2. Learn and master the following words and phrases

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students understand the text better.

3.Get the students to master the tenses used in the passage.

4.Develop the students’ creative, comprehensive and consolidating abili ties.

Teaching Difficult Point:

1.How to improve the students’ reading ability.

2.The use of some useful expressions.

Teaching Methods:

1. Fast reading to get the general idea of the text.

2. Careful reading to understand the passage better.

3. Discussion to help the students understand what they’ve learned better.

4. Explanation to help the students master some language points.

Teaching Aids:

1. A tape recorder.

2. A multimedia.

Teaching Procedures:

Step 1 Revision

Ask one or two students to talk about their traveling experiences.

Step 2 Reading Comprehension

1.pre-reading

What do you think of the pictures in the media show? Have you ever been to all these places? Do you like traveling? Yes. Actually, most people are crazy about traveling. With the rapid development of economy, Chinese people are becoming richer and richer. To improve life quality, they will try to find chances to travel. And also the Chinese government has arranged for two golden weeks to that people can have more time to enjoy traveling. As you have seen from the pictures, some places of interest are crowded with tourists. More people are now going out for sightseeing. Then why is traveling becoming more and more popular?

As a matter of fact, many of you have ever been to some places of interest, can you tell us the names of the tourist attractions? Well, all these places are located in China. Have you ever been abroad for a visit? Neither have I. Then it doesn’t make any difference. We can travel abroad by reading. Here is a passage about An adventure in Africa. (Teach the students how to pronounce the word “adventure and explain the meaning.)

2.Scan the whole text to find the route of the adventure and answer questions:

1.How will Colin and Toby travel through the desert?

2.What activity does Toby think is dangerous?

3.How long will the brothers stay in Africa?

3.(Present the world map. Show the students the route from London to Morocco by

plane.) So this is their first destination for their summer vacation trip. From the map, we

know that Morocco is located in northwestern part of Africa. Skim the first second Para.

and find the answers to these questions.

(1)What will they be doing there? (slide show)

(2)What will Toby bring a flashlight for? (slide show)

Anyway, traveling in desert is romantic, though it is tiring and a little bit dangerous. But

Toby has to continue his adventure. Who will tell me their next destination? (Better find a video clip)

Questions:

(1)What will they be doing while traveling down the Nile?

(2) Is there any danger when they do this activity? How to protect themselves?

(3)What do you think of the game? Since rafting is dangerous and may kill you, will you

experience the game? Why?

4. Different people have different points of view. You have the right to choose to die or live. In rafting, Toby and Colin may feel nervous. So they want to relax at the next destination. What is it? And what are they going to do there? Why do the guides have guns with them?

Further thinking:

(1). Should Toby drink the cow’s blood?

(2). Should they get as close as possible to the wild animals?

After all, wild animals are wild animals. If they are hungry, they might attack anything.

5. It is certain that staying with Kenya local people for Toby and Colin will be quite an experience and they had a good time watching the wild animals. So they are continuing their exciting trip. Do you know the name of the highest mountain in Africa? Kilimanjaro. In which country does it lie?

Questions:

(1)What do you think of mountain climbing?

(2)What problems do some people have while climbing?

Discussion:

If you feel exhausted in climbing mountain, should you give up half way?

Adventures such as mountain climbing and white-water rafting can be dangerous. Why do some people risk their lives for these kinds of adventure?

Do you think it is worth risking your life for adventure? Why or why not?

6. Now the letter is almost coming to an end. Do you still remember the countries they will be visiting and the things they will be doing? (Present The route and destinations in Africa to the students and ask them to retell what they will be doing along the route)

Step 3An Informal letter sample

Dear Toby,

How are you? I’m glad to ……………….………………………………………………………..……

Best wishes to you!

Love,

Aihua

Step4 Homework

You are supposed to write a letter to Toby telling him your plan for the oversea travel. Pay attention to the style of the letter.

Teaching Post-description:

Periods 6 Language focus of An adventure in Africa

Teaching Aims:

1.Revise the reading passage by retelling it.

2. Get the students to grasp the usage of some important words and expressions.

Teaching Aids:

1. The multimedia

2. The blackboard

Teaching Procedures;

Step 1 Revision

Ask the students to retell the story according to the route and destinations in Africa.

Step 2. Language focus

1. I’ve been quite busy arranging my holiday with my older brother, Colin.

be busy doing sth. 忙于做某事

e.g. He who is too busy doing good finds no time to be good.

太着急做好事的人，反而找不到时间去做好人。

arrange v.安排，准备

e.g. I’ll arrange somehow. 我总会设法去办的。

Everything has been arranged satisfactorily. 一切都得到了令人满意的安排。

2. Colin and I plan to spend a few weeks travelling before he goes to university.

spend v. /n.花费，消耗spend…on sth./spend…(in) doing sth.

e.g. Tom spent ten cents _________ popcorn.

He spent three hours ________ his homework

3. We leave London on 15 July, and we will be flying to Morocco, in northern Africa.

Leave, go, begin, arrive, return, come… can be used in the present tense to indicate the future event.

They arrive in Beijing tomorrow.

The train leaves in ten minutes’ time.

When does the show begin?

4. Altogether, the trip will take six days.

altogether adv.总共，公而言之

e.g. I’d like to have 100 sheets altogether.我一共想要100张。

Altogether, our achievements are great. 总而言之, 我们的成绩是很大的。

take 在此表示“ 需要，花费”

⑴Writing books must __________________(需要大量时间)

⑵————————————————— go to school every morning.(他每早上学需要20分钟)

⑶The flight ___________________ .(花了我们两个小时)

5. So, we’ll go white-water rafting.

Translate some phrases and sentences.

去购物————

去爬山——————

去吃苹果———

去游泳——————

周末他们去找房子。

6. You have to wear a helmet and life jacket for protection, just in case you fall into the water. protection n. 保护，防卫，防护物

e.g. The construction workers wore metal helmets for protection.

建筑工人为了防护而带金属头盔。

A thin jacket is a poor protection against cold.

一件单薄的夹克衫不足以御寒。

in case 以防，以防万一

Translate the sentences.

我整天呆在家里以防Harry打电话。

你最好带把伞以防下雨。

in case; in case of; in no case; in any case

①In any case, I won’t help the people like him.

②I shall stay in the hotel all day in case there is news of the missing child.

③The sign reads “In case of a fire, break the glass and push th e red button.”

④In no case can you cheat in the exams.

7. We will live with the local people in their villages, and eat and drink whatever they do, including cow’s blood!

whatever pron.无论什么，不管什么

翻译：⑴无论你说什么我都不会相信的。

⑵无论你做出什么决定，我都会支持你。

⑶父母不应该孩子要什么就给什么。

8. Since we’ll be walking for almost two weeks, I’ll need to buy a large backpack in advance to carry my supplies of food and water.

in advance 事先，预先

Everything was fixed in advance. 一切都是预先安排好的。

supply / provide sth. to/for sth

supply/ provide sb. with sth.

supply/ meet/ satisfy one’s need for sth.

c.f.: offer sb. sth. = offer sth. to sb.

It is hard to supply the demand for more and better house.

The media supplies us a lot of information every day.

The water company cut off the supply of water for no good reasons.

Step3 Exercise

1.--Hello, could I speak to Mr. Smith?

--Sorry, wrong number. There isn't ____Mr. Smith here.

A. /

B. a

C. the

D. one

2. I lost my wallet last week, but ____ I didn't have any money or credit cards in it at that time.

A. luckily

B. hopefully

C. gladly

D. normally

3. Stick to what you think is right, ______ you will gain a surprising happy ending.

A. and

B. but

C. before

D. so

4._____________ he has limited technical knowledge, the old worker has a lot of experience.

A. Since

B. Unless

C. As

D. Although

5. This is a very interesting book. I'll buy it, ____________.

A. how much may it cost

B. no matter how it may cost

C. however much it may cost

D. how may it cost

6. Lily succeeded, for she had made the greatest ____ and got over plenty of difficulties.

A. force

B. strength

C. effort

D. energy

7. I don't believe him. His story doesn't _______ what I have heard.

A. agree on

B. make up

C. agree with

D. make out

8. Customers are asked to make sure that they ________ the right change before leaving the shop.

A. will give

B. have been given

C. have given

D. will be given

9. By hiking, people can _________ nature and experience a kind of life.

A. close to

B. close the

C. get close to

D. get close to the

10. As we _____ the ninety-mile Death Valley, some of our oxen were poisoned by the water they _____ from the ponds found on the way.

A. crossed; were drinking

B. were crossing; had drunk

C. were crossing; were drinking

D. had drunk; drank

Step4 Discussion

Do you like adventures?

Why or why not?

Do you think it is worth risking your life for adventures?

Step5 Homework

1. Make sentences using the above words and phrases.

2. Preview Grammar part.

Teaching Post-description:

________________________________________________________________________________ ________________________________________________________________

Periods 7-8 Word power

Teaching aims:

1.Improve the students’ ability of mastering words

2.Enlarge the students’ vocabulary

3.Help students learn the words and expressions related to adventure holidays.

4.Get the students to expand related vocabulary and to use it.

Important teaching Points：

1. Help students learn the words and expressions related to adventure holidays.

2. Learn the words by heart and try to use them

Difficult teaching points:

1.How to i mprove the students’ ability of mastering words

2.How to use the new words to solve problems

Teaching Methods:

1.Talking to improve the students’ speaking ability

2.Practice to get the students to master what they’ve learnt

3.Discussion to make every student work in class

Teaching Aids

the multimedia and the blackboard

Teaching Procedures

Step1 Free talk Show some pictures and ask

1. Have you ever been to any of these places?

2. Tell us about your traveling experiences.

Step2 Discussion

Suppose you want to plan a holiday with your friends, what kind of things will you plan to take? Step3 Reading

Read the passage and fill in the form.

The items Colin wants to take on his holiday

Do you think Colin has made good preparations for his travels?

If you were his best friend, what suggestions would you give him?

Step4 Read the e-mail complete it.

Hi Colin,

I’m glad to hear that you are going to have so many adventures in Africa. You must be very excited! You will need strong (1) _____ because you are going to walk a lot. Take a (2) _____ as well, because you will get wet when you go white-water rafting.

Equipment is also very important. I’m sure you will take your (3) ____ and (4) ___________ for camping in the desert, but don’t forget small things, such as waterproof matches, which you may need to make a fire. Also take a (5) ____ of all the places you will visit and a (6) _______ so you don’t lose your way. A (7) ______ and some (8) ______ are also useful when it gets dark.

Of course, you will take some food, such as biscuits and chocolate. You can find water in the open air, but remember to boil it before drinking.

Oh, I really forgot about the (9) _______! Take as many pictures as you can and show them to me when you are back.

The last and most important piece of equipment is your first-aid kit in case you become ill. You can also take a (10) ___________to cut food or anything else when needed.

Best wishes,

Jennifer

Step5 Discussion

1. What shall we do if we meet emergency? How do you protect yourself?

2. Ch oose the four correct items for taking a first aid kit on Colin’s trip.

Step6Writing

你和李明参加了一次野外生存训练。以下5幅图画表现了野外训练活动的过程,请根据图示写一篇英文日记。

注意:1. 词数100左右;2. 日记的开头与结尾已为你写好。

参考词汇:宿营地:campsite n

Saturday, May 6, 2006 cloudy

Li Ming and I took part in wilderness survival program yesterday and it has been one of the most unforgettable experiences since high

school.__________________________________________________________________________ ______________________ The two of us spent the night in the forest.

We learned to use knowledge gained in classroom training to solve problems. It was quite an experience for both us, which I’ll never forget for the rest of my life.

Teaching Post-description:

Periods 9-12 Grammar and usage

Future Continuous Tense and Future in the past

Teaching Aims:

Learn Future Continuous Tense and Future in the past.

Teaching Points:

How to use Future Continuous Tense and Future in the past.

Teaching Methods:

1 Inductive method

2 Comparative method

Teaching Aids:

1 a multimedia

2 a blackboard

Teaching Procedures:

Step 1 Lead in

Look at the following sentences and try to explain why the tense used in these sentences.

1. We leave London on 15 July, and we’ll be taking a flight to Morocco, in northern Africa.

2. Since we will be walking for almost two weeks, I’ll need to buy a large backpack in advance to carry my supplies of food and water.

Step 2 Structure

will/shall be + doing

(a) talk about something that will be in progress over a period of time in the future

e.g. I will be visiting Europe next week

(b) talk about an action that starts before a point in the future and probably continues after it

e.g. I’ll write to you. (I want to write)

I’ll be writing to you. (just a mere statement of fact, without intention)

(d) ask politely about other people’s future plans

e. g. Will you be visiting your uncle in London?

Will you visit your uncle in London?

Step 3 Practice

A: Translate the following sentences into English.

今天我下午三点到四点, 我们要开会。

We will be having a meeting from 3 to 4 this afternoon.

我想他马上就会到的。

I believe he’ll be coming soon.

今天下午我要去送一个朋友。

I will be seeing a friend off this afternoon.

我不知道我们什么时候再在一起工作。

I don’t know when we will be working together again.

史密斯夫妇下个星期去巴西。随后这个月里他们将在墨西哥旅行。

Mr. and Mrs. Smith are going to Brazil next week, and they will be traveling in Mexico later in the month.

Step 4 B Multiple choice:

1. Send for a doctor quickly, or the old man___.

A. will die

B. is dying

C. dies

D. died

2. Henry will not be able to attend the meeting tonight because ____.

A. he must teach a class

B. he will be teaching a class

C. he teaches a class

D. he will have been teaching

3. We___a basketball match at five tomorrow afternoon. A. will have watched B. watch C. can watch D. will be watching

4. If he ___ , don’t interrupt him.

A. still works

B. will still be working

C. still has been working

D. is still working

5. If the horse wins tomorrow, he ___ twenty races in the past three years.

A. will win

B. would win

C. will have won

D. has won

Step 5 Future in the past

Look at the following sentences:

1. She said that she would go and visit her friend.

2. He phoned his mother and told her he was going to arrive at 10 p.m.

3. I was just about to dive into the sea when I saw a shark.

Step 6 The use of the future in the past

(A) report an action in the past from a time when it was still in the future

e.g. They were sure that they would win the final victory.

(“be sure” happened in the past, the action “win the final victory” happened in the future compared with action of “be sure”)

(B) indicate a past intention

e.g. I was going to leave, but then it began to rain.

e.g. Colin left work early because he was going to see Jennifer later that afternoon.

(D) mean that the future action actually happened

e.g. The journey that was to change Toby’s life started in July that year.

Step7 The form of future in the past:

(A) would + do

e.g. Colin and I would spend a few weeks traveling after he graduated.

She would go for a walk after she had supper.

(B) was/were going to

e.g. We were going to see the wild animals, but then we didn’t have time.

e.g. It was his last day at school, and he was to leave the next morning.

(D) was/were about to

e.g. Colin was about to get off the camel when a child ran towards him.

Step 8 Multiple choice

1. ----Alice, why didn’t you come yesterday?

----I___, but I had an unexpected visitor.

A. had

B. would

C. was going to

D. did

2. I first met Lisa three years ago. She ____ at a radio shop at the time.

A. has worked

B. was working

C. had just started

D. had worked

3. I don’t think Jim saw me; he____ into space.

A. just started

B. was just starting

C. has just started

D. had just started

4. We were all surprised when he made it clear that he_____ office soon. (NMET1992)

A. leaves

B. would leave

C. left

D. had left

5. ---Come in, Peter. I want to show you something.

---Oh, how nice of you! I___ you____ to bring me a gift. (NMET1990) A. never think; are going B. never thought; were going C. didn’t think; were going

D. hadn’t thought; were going

6. He____ anyone the minute he ____ they needed help.

A. would help; saw

B. helped; saw

C. will help: sees

D. helps; sees

7. As I ____ the next day, I went to bed early on Thursday evening. A. was leaving B. had left C. will leave D. left

8. I had no idea if he _____ the meeting.

A. will attend

B. attends

C. will have attended

D. would attend

9. I ____ to start off when it began to rain.

A. was

B. was able

C. wanted

D. was about

10. They wanted to know what ____ next.

A. would happen

B. has happened

C. will happen

D. is going to happen

Teaching Post-description:

________________________________________________________________________________ ________________________________________________________________

Periods 13-15 Task

Teaching aims:

1. To train students as to how to get information about dates and places through listening.

2. To help students improve their listening, reading, speaking and writing abilities

3. To make students be aware of the appropriate ways of performing each individual procedure and master the skills

4. To make sure students have opportunities to combine the skills they have learned with reality

5. To help them learn to solve a practical problem in their daily life---how to plan a holiday for your family.

Important and difficult points:

1.Help students learn how to make a note of figures

2.Help students how to organize information in a logical order correctly.

3.Make students learn how to conduct an interview, how to analyse statistics and how to write a biographical article based on the interview

Teaching procedures:

Step 1 Skills building 1: recognizing dates and names of places

Some tips on what to look out for when we are trying to gather information on travel plans:

1. Pay attention to three pieces of information.

◆the day of the month,

◆the month

◆the year

2. When listening for dates, we can pay attention on the ending of the number. Most dates end with –th, some have different endings.

?* 1st/first 21st /twenty-first

?* 2nd/second 22nd/twenty-second

?* 3rd/third 23rd/twenty-third

3. In British English, we can write a complete date in three ways:

23 November 2010, 23rd November 2010 23/11/2010

4. Listen to Mary talk with Charles about her trip to Europe. Complete the table on page 32.

Step 2 Skills building 2: forming questions

Ask questions in pairs

1. where

2.what

3. why

4.when

5. how

6.who/whom

Use questions words to complete the questions on page 35.

1. When

2. Why did you

3. What would you like to see in Shanghai?

4. Where are you from?

5. How did you come here?

6. Who/whom are you traveling with?

Step3: Reading travel leaflets

A. Read the two leaflets and circle the names of the places mentioned.

B. You are drafting travel plans for your family to consider. Read the holiday leaflets on page 33 carefully and fill in as many details as possible.

C. Listen carefully as the travel agent gives you more information. Complete the travel plans. Task ------Planning a holiday for your family Period 2

Step 4: choosing a holiday destination

A .Your mother is away on business. Help her make her holiday plans. Write your questions in the form below.

1. Type of holiday: What type of holiday do you prefer?

2. Cost: How much will you spend?

3. Places to visit: Where do you want to go? /What do you want to see?

4. Dates: When do you want to travel?

5. Length of time: How long do you want to travel?

B: Make up a dialogue and work in pairs.

Son/Daughter: Mum, what type of holiday do you prefer? Where do you want to go?

Mum: Actually I don’t know. I just want to take an active holiday……

Step 5 Skills building 3: writing an e-mail

Lead-in:

1. What is an e-mail?

2. How do we write an e-mail?

3. Read an E-mail from Connie to Ellen

To: Ellen@https://www.sodocs.net/doc/a98347394.html, Subject:Singapore

Hello Ellen!

How are you? Have you finished your exams yet?

I’m in Singapore! I only arrived here two days ago but I’ve already seen a lot of interesting things Yesterday, we went shopping in the afternoon, and then we went to the Night Safari. It’s a zoo that’s open at night, but there are no cages so you can see the animals up close!

Tomorrow, we’re going to Sentosa. It’s an island south of Singapore. I hear there is a lot to see and do there!

Sorry I don’t h ave much time to write. I’ll call you when I get back.

CU soon!

Love,

Connie

4. Ways of ending an informal e-mail:

All the best

Best regards

Lots of love

Love

Love from

Regards

Take care

Yours

Step 6: E-mailing your father

Write an –mail to your father, tell your father about your holiday destination.

Where?

When?

What activities?

What...see…?

The length of time?

The cost?

Writing an E-mail

Step 7 Homework

Write an E-mail to your friend, telling him or her your holiday plan.

Teaching Post-description:

Periods 16-17 Project

Teaching Aims:

1. Improve the students’ reading ability.

2. Help students to learn English through doing group work.

3. Develop the students’ creative, comprehensive and consolidating abilities.

4. Encourage students to make a travel leaflet by imitating the one about traveling to Shangri-la. Important teaching points:

1. Improve the students’ reading ability.

2. Use what they have learnt to complete the project by working together.

Difficult teaching points:

Learn to design a travel leaflet by imitating the one about traveling to Shangri-la. Procedures:

Step1.Free talk

1. Where have you visited?

2. Have you taken photos? Can you share them with us?

3. Have you read travel leaflets before you traveled?

4. Do you know something about Shangri-la?

Step2. Pre-reading

If your family plan to visit Shangri-La how will you learn more about it?

Where is Shangri-La?

Where do you want to travel?

Step3. Reading

Read the travel leaflet and answer the questions

1. Where did the wo rd “Shangri-la” first appear?

2. What can you know from it?

3. What interests you most?

Introduce Shangri-La to us as a local guide

Step4.The writing features of a travel leaflet

? brief introduction of the place

? history and culture

? description of the scenery of the place

? how to get to the place

? what the weather is like

Which of these places would you like to visit most? (showing some pictures)

Step5 Making a travel leaflet

1. 6 students a group to think about the place you will travel to and the reason.

2. Talk about the climate there?

What to take with you?

How to get there?

Where to stay?

What do you want to see there?

3. Make a leaflet. Each group member must write a section.

Step6 Homework

Collect more information about the history, culture and people there to complete your leaflet.

Look for some photos/pictures for your leaflet.

Get ready to display your group’s leaflet for the rest of the class to read.

Teaching Post-description:

人教版英语必修二Unit 2(Reading：An Interview)教案

A Teaching Plan for Module2 Unit2 Olympic Games Reading An Interview Teaching Aims a. To know some basic information about the ancient and modern Olympics b. To catch the key words or phrases in the reading c. To enhance the skills fast-reading and careful-reading Teaching Keys Points a.To bear some new and important words and phrases in minds, such as ancient, take part in, stand for, Greece, magical, volunteer, athlete, slave, host, olive wreath. b.To improve the reading and speaking skills Teaching Difficult Points a.To summarize the similarities and difference between the earlier and latest Olympics through the long dialogues. b.To arouse the students’ interests of English-speaking. Teaching Aids Blackboard, Multi-media, and other normal teaching tools. Teaching Methods Students-centered approach and Task-based teaching and learing. Teaching periods Period 1 Warming up(3’) 1. Enjoy a video which is to celebrate that Beijing win the right to host the 2008 Olympic Games to lead in the topic: the Olympic Games. 2. Guessing game: Which ring is concerned with the Olympic Games? five rings flag five continents The five interlocking rings stand for friendship of five continents. Blue =Europe Black =Africa Red =America Yellow =Asia Green =Oceania 3. Show the pictures to Students about the Olympic motto: Swifter, Higher, Stronger 4．Introduce three medals to students; gold, silver, bronze. Period 2 Reading

人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案

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history.（Parag1） ②The king of Prussia gave the Amber Room to Russia because D. A he wanted to marry Catherine Ⅱ B he was kind C he needed better soldiers D he wanted to make friends 文中信息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.（Parag2） ③The Amber Room was stolen by B. A Russian soldiers B German soldiers C people in Konigsberg D people in St Petersburg 文中信息：But some of the Nazis secretly stole the Amber Room itself. ④In 1941, the city of Konigsberg was in A. A Germany B Russia C Sweden D France 文中信息：But some of the Nazis secretly stole the Amber Room itself. ⑤The Russians didn’t hide the Amber Room because C. A they were at war B they couldn’t find a p lace C the German soldiers arrived too soon D no train could take it away 文中信息：This was a time when the two countries were at war. 3、Look at every statement. If you are “sure” it is true, mark “S” to the left of it. If you are “not sure”, mark “NS”. （NS）1 The Amber Room was not easy to make. （S） 2 Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it. （S） 3 The Amber Room was taken to Konigsberg and hidden there in 1941. （NS）4 The Russians didn’t care about the Amber Room. （NS）5 The Russians don’t think the Amber Room will ever be found. 课堂笔记 1、He insists it belongs to his family. 他坚持说这是他家的。动词insist后面所接的从句有两种情况，当表示“坚持要干某事”时，用虚拟语气；当表示“坚持认为（主张、想法和事实）”时，不用虚拟语气。 ①Mother insisted that I（should）use the old bicycle. 妈妈坚持要我骑那辆旧自行车。（坚持要别人干，虚拟语气） ②He insisted that he was right. 他坚持认为他是对的。（坚持认为，真实语气） 2、Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. 普鲁士国王威廉一世决不可能想到他送给俄罗斯人的礼物会有这样一段离弃的历史。情态动词+have done表示对过去发生的事的推测、批评、反悔等意。 ①When you spoke in front of 300 people yesterday, you must have felt very nervous. 你昨天面对300人讲话时，一定很紧张吧。（推测） ②You failed again in exam. You should have studied hard. 你考试又没有及格。你本来应该好好学习（批评） ③It is raining hard now. I needn’t have watered the flower this morning. 下大雨啦！我本来不必给花浇水的。（反悔）

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He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

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Period 3 Extensive Reading The General Idea of This Period： This period is to introduce the students to Greek literature and to help them understand the problems that women had in Ancient Greece.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion.They believe that these Gods （or Goddesses）would help if they felt sorry for them or if the humans were good people.The Gods did not always help though.They behaved like people who were unpredictable and capricious.To try to get the support of the Gods people had to pray to them and offer them presents.In this story the Goddess Hera，the Greek Goddess of Love （the wife of the chief God，Zeus）was sorry for Hippomenes and agreed to help him. Teaching Aims： 1.Enable the students to learn and talk about Atlanta’s story. 2.Learn some useful words and expressions：prince，pri ncess，amaze（amazing，amazed），foolish，promise，golden，etc. 3.Learn some sentence patterns：（1）I will only be married to a man who can run faster than me. （2）It was so tall that I had to look up to the sky to see it. （3）There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules. Teaching Important Points： 1.Enable the students to comprehend the story of Atlanta and get the general idea of the story of Atlanta and something about the beginning of the Olympic Games in the ancient time. 2.To know the athlete in the past and the fact that women were not allowed to take part in. Teaching Difficult Point： To understand the content and finish the true or false exercises efficiently. Teaching Methods： 1.Skimming to get the general idea of the story of Atlanta. 2.Scanning to get detailed information and get to understand the story better. 3.Task-based methods to get the students to comprehend the passage and be able to retell the story in their own words. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Revision 1.Revise the future passive voice. T：It’s getting cold now.Will you bring or buy some thick clothes to school? Ss：Yes. T：In fact we may also say that because it is getting cold now，some thick clothes... Ss：Some thick clothes will be brought or bought. T：That is to say，some thick clothes will be brought or bought.Sometimes we can use future passive voice to express a future action.Remember the form? Ss：Yes.will/be to/being go to be done.

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The First Period (Warming up, one class) Teaching Aims: 1. To learn the knowledge of the cultural relics. 2. Discuss how to protect our cultural relics. 3. To learn the following words or phrases: Teaching Design Step One: Presentation (By showing them some photos of some famous cultural relics.) Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over: A.Can you name them out? B.Who have the right to own and confirm them? (The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are. A. a cultural relic is sth. that survive d for a long time B. a cultural relic may be a part of old thing has remain ed when the rest of it had been destroyed C.or a cultural relic is something rather rare （while showing these photos, teach the new words in red: cultural relics, survive, remain, rare） 1. Get the students understand the identity of the cultural relics. 2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site. ( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li ) Step Two: Drills Let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location. Here are some possible answers from the students: (The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.) (The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.) Step Three: Discussing 1 As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price. 1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)

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