牛津高中英语教学设计

M10 unit1 Building the future

Period 1

Teaching aims:

1. Try to help Ss know something about the poverty in developing countries and the way to help them solve the problem.

2. Try to cultivate Ss? abilities in listening, speaking, reading and writing. 3. Help Ss master the reading strategy: understanding a title.

Teaching important and difficult points:

1.Develop the students? reading ability

2.How to help the students develop their creative, comprehensive and consolidating abilities

Teaching procedures:

Step 1 Introduction

The teacher begins the lesson by asking students to say something about the title.

Step 2 Skimming

Ask students to try to find out the answers to the three questions in a very short time without finishing reading the whole text.

Step 3 Silent reading

Ask students to read the passage carefully, trying to find out the main idea of each paragraph, finish the true or false questions and answer all the seven questions.

Step 4 Comprehension

Ask students to finish the true or false questions and answer all the seven questions 8. How many people are quoted in the article?

Step 5 Listening and reading

Ask students to listen to the tape and read after it so that the students will have a better understanding of the text.

Step 6 Reading strategy: understanding a title

Help students to master the reading strategy: understanding a title

Step 7 Summary

Ask students to fill in the blanks according to what they have learned form the passage.

Step 8 Group discussion

Ask the students talk about the two topics by working in groups.

Step9 Homework

Ask the students to write a 150-word passage about either of the two topics.

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Period 2

Teaching aims:

1. Learn the language points in the passage. 2. Practise listening, speaking and writing.

Teaching important and difficult points:

the usage of words and phrases

Teaching procedures:

Step 1 Learn the new language points

1. shock v. 震动,震惊

A. sth. shock sb. B. sb. be shocked (to do) C. sb. be shocked that …

A great number of people in the world are suffering from hunger, which greatly shocks us. =We are greatly shocked that a great number of people in the world are suffering from hunger. =We are greatly shocked to learn that a great number of people in the world are suffering from hunger.

shock n. 震动，冲突，震惊

A great number of people in the world are suffering from hunger, which is a great shock to us. It gives us quite a shock to learn that a great many people in the world are suffering from hunger. 2. intend v.

A. sb. intend to do sth. 打算做某事 What do you intend to do this Sunday? I intended to visit you last night but it rained. B. sb. intend sb. to do sth. = sb. be intended to do sth.

=sb. intend that … 打算让某人做某事 They intend their son to take over the company. =Their son is intended to take over the company. =They intend that their son will take over the company. C. sb. intend sth. as sth. =sth. be intended as sth. sb. intend sth. for sb. =sth. be intended for sb.

sb. intend sth. for sb. as sth. =sth. be intended for sb. as sth.

Mother’s day was coming. Tom bought some flowers for his mother as a gift in honor of his mother.

Tom intended the flowers as a gift. =The flowers were intended as a gif.

Tom intended the flowers for his mother. =The flowers were intended for his mother.

Tom intended the flowers for his mother as a gift. =The flowers were intended for his mother as a gift.

The joke, intended (intend) to please the audience, turned out to be very boring. 3. doubt

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1) doubt sb./sth. Sarah doubted Hannah.

Sarah doubted Hannah?s honesty. 2) doubt whether/if …

There is some doubt whether/if … Sb. has doubts whether/if …

Sarah doubted whether Hannah was honest. There was some doubt whether Hannah was honest. Sarah had her doubts whether Hannah was honest. 3) don?t doubt that … There is no doubt that … sb. has no doubt that …

We don?t doubt that Mary is diligent and intelligent. There is no doubt that Mary is diligent and intelligent. 4) no doubt

No doubt that good friends should share in joys and troubles. 5) without doubt: 毫无疑问, 一定地 Don?t worry; he?ll come back without doubt. Without doubt you have been working very hard. 4. be dependent on sb/sth.

=depend on = count on = rely on 依靠的,依赖

The country is heavily dependent on its exports of agricultural commodities．

=The country heavily depends on/counts on/relies on its exports of agricultural commodities. 这个国家很大程度上依靠农产品的出口。

The elderly may seek their own friends rather than become too emotionally dependent on their children.老年人可以找自己的朋友而不会在情感上太依赖他们的子女。 5. risk

A. at risk: 处于危险之中

The disease is spreading, and all children under five are at risk. Is the Government?s income policy seriously at risk? B. at the risk of … 冒??的危险

At the risk of catching the fever himself the man kindly carried the sick child home. C. run/take the risk of 冒??的危险, 做某件危险的事 I was afraid to run the risk of betting on the game. D. vt. 冒??的危险，拿??冒险

The brave man risked his life in trying to save the child.

Step 2 Group discussion

In the making of this kind of story, emphasis is on the correct and clever use of the language items, not on the content of the story, which may appear strange sometimes. Step 3 Homework

Try to make up a story by using the words and phrases we?ve learned in this passage.

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Period 3

Teaching aims:

1. Help students know the importance of sustainable development and some particular forms of renewable energy.

2. Learn some important words and expressions.

3. Get ready for the classroom display about the report of what your city/town is doing to support sustainable development.

Teaching important and difficult points:

1.Develop the students? reading ability

2.How to help the students develop their creative, comprehensive and consolidating abilities

Teaching procedures:

Step 1 Lead-in

Ask students to look at the pictures and get a general idea of the fact that our development has done something bad to the world and the importance of sustainable development.

Step 2 Pair work

What is the gift for the future?

What do you think we can give for the future?

Step 3 Listening

Ask students to answer the question:

Listen to the tape and find out the main idea of this article and how it is organized.

Step 4 Silent reading

Ask students to answer the following questions: 1. What do you think of development in the past?

—It polluted the environment and wasted natural resources.

2. Compared to development in the past, what are the advantages of sustainable development? —It is long-term planning which focus on the environment and preserving natural resources. It

is all about creating better health care, education, housing and improved standards of living for everyone.

3. What might happen in the future to the current sources of energy?

—Our future and the lives of our children and grandchildren will be in danger. There will be an

increase in pollution, global warning and acid rain. 4. Fill in the table below: Forms of energy What we can do with the energy solar energy use the sun?s natural energy to renewable; never run out; help provide heat, light, hot water the environment Advantages 第 4 页 共 50 页

wind energy hydroelectricity 5. some useful expressions 1) put into practice

and electricity use windmills to pump water renewable; never run out; help and grind wheat; use wind the environment turbines to generate electricity use the force of the water renewable; never run out; help stored in a reservoir to the environment generate electricity We?ve made our plans, and now we must put them into practice. 我们已订好计划，现在应付诸实施了。

His proposition is good in theory but cannot be put into practice. 他的建议在理论上可以，但不能付诸实现。 put into action put into words put into shape

使行动起来 用语言表达 使??成形

put into execution 实现，实行

2) on top of = in addition; besides

He had a bad week. He lost his job, and on top of that, his car was stolen. 这个星期他过得很糟糕。他丢了工作，不但如此，自行车也被偷了。 on top of the world = extremely happy 听说他被释放的消息，我感觉非常高兴。

When I heard that she had been released, I felt on top of the world.

Step 5 Discussion

What are the things we have to do to make a classroom display about the report. Planning:

1. Form groups of 4 members.

2. Every member should get involved in the research. Preparing:

1. Discuss the information from various sources on the topic. 2. Decide what to include and what to leave out. Producing:

1. Draw an outline of your display.

2. Use some examples or statistics to help you.

3. Use some illustrations to make your display attractive. 4. Correct any mistakes. Presenting:

Present your display to the class.

Step 6 Homework

Get ready for the classroom display about the Roma.

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M10 Unit 2 People on the move

Period 1

Teaching aims:

3. Know something about the movement in the USA. 4. Try to improve students? reading ability.

5. Know how to match pictures with captions when reading newspapers or magazines.

Teaching important and difficult points:

1.Develop the students? reading ability

2.How to help the students develop their creative, comprehensive and consolidating abilities

Teaching procedures:

Step 1 Lead-in

The teacher begins the lesson by asking students to say something about the history of immigrants to America according to their survey. The teacher just shows a picture to help students fulfill the presentation.

Step 2 Listening

Ask students to listen to the tape and answer the question: What are the two groups of people discussed in this passage?

Answer: The old and the young in the USA.

Step 3 Fast reading

Ask students to read the passage fast and try to fill in the blank. Name Edna David Daniel Angela Age 78 68 27 21 Destination Florida Florida A big city Los Angeles Step 4 Reading Ask students to read the passage again and try to answer questions in Part C2 on page 20. 1. Why is Florida called the oldest place in the USA? 2. Why is Florida a popular choice for older people? 3. What has been done in Florida for older people? 4. What is the percentage of people in the USA who move every year according to a 2009 survey? 5. Why are young people moving to cities?

6. How many people were interviewed for the article?

________________________ ________________________ ________________________ ________________________ ________________________

Step 5 Task-based reading

Ask students to complete the task-based reading in the hand-out according to the passage.

Population mobility in the USA

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Mobility trends People are

Duration aged permanent Reasons

1. better health care; 2. communities for old

people; climate;

4. low cost of living

there 1. good jobs; 2. excitement Examples

1. Edna prefers staying

warm inside. 2. David and his wife

want to buy a house here

because

the

community

understands the needs of older people. 1. Daniel thinks cities

are more exciting. Though the rent is high, it?s a great place to meet people and have fun. 2. Angela will move to

Los Angeles because she wants more career opportunities. 65 and over or

heading for a few

Aging in south, the sun

17 percent of the

state?s

population. Young adults move to big cities.

Bright lights, big city

months of 3. warm and pleasant accounting for the year

Step 6 Group discussion

Ask students to discuss the following question: Do you think it is good for many immigrant laborers to flow into cities from the countryside? Why or why not?

Step 7 Homework

Do Exercise D on page 20 and Exercise E on page 21.

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Period 2

Teaching aims:

1. Learn the language points in the passage. 3. Practise listening and speaking.

Teaching important and difficult points:

the usage of words and phrases

Teaching procedures:

Step 1 Learn the new language points

1. on the move

1) traveling from place to place 在行进中，在移动中

We?ll be on the move next week, so you won?t be able to reach us. 2) busy or active all the time 繁忙的，活跃的 He?s always on the move and never has time to talk/rest. 3) developing quickly 快速发展 It?s an industry on the move. 2. look at

1) In this edition of American Living, we are looking at some population trends in the USA. The effects of the new law need to be looked at. 思考，考虑，研究 2) I haven?t had time to look at the papers yet. （仔细）察看，检查

3) The Americans look at life differently from the British. 观察或看待事物 look down on/look into/look through/look up/look up to/look back on 1) She looked through her notes before the examination. 快速浏览

2) If you want to catch the next train, please look up the time in the timetable. 查看 3) A working party has been set up to look into the case. 调查，审查 4) Looking back on my childhood, I feel so good. 回顾

5) He was looked down on because of his shabby beginnings. 鄙视，瞧不起 He was such a great person that was worth looking up to. 赞赏，尊敬（某人） 3. make up

1) He made up some excuse about the dog eating his homework. 编造 2) They made up a little poem and wrote it on the card. 编写；创作 3) They made my face up to look like a clown. 给??化妆

4) Sorry, I?m late; I?ll make up the time this evening. 补足；补回 5) Women make up 40 per cent of the workforce. 组成，构成 This book is made up of twelve separate short stories. 由??组成 4. prefer 更喜欢，钟爱

Even today, most Americans prefer coffee to tea. I prefer to stay at home rather than go to the cinema. have a preference for sth. 偏爱?? 5. elect 选举 elect sb to sth.

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They were elected to the House of Commons.

She was the first black woman to be elected to the senate. ~ sb (as/to be)

They elected him (as) chairman of the company. They elected Nixon (as/to be) President. ~ to do 选择、决定 (做??)

Many people elect to work at home nowdays. 6. seek v. 寻求,寻找,搜索 [(+after/for)]

He sought vainly for the answer. 他寻求答案,但无结果。

Something suspicious was found after the room was sought through. 房间被彻底搜查后,发现了一点可疑的东西。

He sought to speak to her. 他寻找机会与她说话。 相关短语

Nothing seek, nothing find. [谚]无所寻则无所获。 seek out 找出, 搜出; 挑出 seek through 找遍

7. associate … with: combine … with 与??联系

People often associate this brand with bad quality.

The survey shows that learning is associated with good study habits. Many road accidents are associate with driving too fast. 8. refer to … as

Even as a boy he referred to his father as Steve. refer to

She referred to her mother several times during her speech. 提及 These notes refer to the case of a teenage murderer. 有关，针对 Refer to the dictionary when you come across some new words. 参考 The problem was referred to the committee. 委托

Step 2 Homework

Try to make up a story by using the words and phrases we?ve learned in this passage.

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Period 3

Teaching aims:

1. Get to know some important information about the Romany. 2. Learn some important words and expressions.

3. Get ready for the classroom display about the Jewish people.

Teaching important and difficult points:

1.Develop the students? reading ability

2.How to help the students develop their creative, comprehensive and consolidating abilities

Teaching procedures:

Step 1 Lead-in

Ask students to look at the pictures and answer the question: Who are those people in the pictures? The Romany.

Show some parts from a film about the life of the Romany.

Step 2 Fast reading

What is this article aimed to do?

To explain the history of the Romany and some of the reasons for their movement.

Step 3 Listening

Ask students to answer the question:

What are the places the Romany have traveled? India, Egypt and some European countries.

Step 4 Reading

Ask students to answer the following questions: 1. Where did the Romany first come from?

The Romany are thought to have first come from India. 2. What is the Romany?s main characteristic?

Their main characteristic is that they do not stay settled for a long period of time, and always move on to another place.

3. What happened to the Romany during the second World War?

During World War II, the Romany, along with gays and Jews, lived in terror. The Nazis classified them as a dangerous group, and followed a systematic policy of hunting and killing them in large numbers.

4. What are some modern nations trying to do?

Some modern nations are now trying to help the Romany preserve their history, language and

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culture.

Step 5 Task-based reading

What are talked about in the article?

language culture (music, dancing) history The wandering Romany traditions experiences of the group way of life

Step 6 Discussion

What are the things we have to do to make a classroom display about the Jewish?

Planning:

1. Form a group of 4 members.

2. Every member research one related topic: history, culture, politics … to show the Jewish are a distinct cultural group.

Preparing:

1. Discuss the information from various sources on the topic. 2. Decide what to include and what to leave out. Producing:

1. Draw an outline of your display.

2. Use some examples or statistics to help you.

3. Use some illustrations to make your display attractive. 4. Correct any mistake. Presenting:

Present your display to the class.

Step7 Homework

Get ready for the classroom display about the Jewish.

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M10 unit3 Protecting ourselves

Period 1

Teaching aims:

1. Learn and master the words and expressions in the text.

2. Train the students? reading ability.

3. Get the students to learn about how to protect themselves from Aids.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

1. Fast reading to get a general idea of the text. 2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Lead in

Ask students to answer the questions related to Aids, through which the topic has been introduced

● How much do you know about Aids?

● ● ●

Are you familiar with this red ribbon?

What can you associate the logo of Aids with? What does it mean?

(Red ribbon is related to Aids. It means that we should give Aids patients love and care, understanding and support.)

Step 2 Warming-up exercises (Game)

The teacher plays a game with the students to check how the students learn about Aids.

Step 3 Listening

Listen to the tape to answer the three questions on the textbook.

Step 4 Skimming

Allow Ss several minutes to read the text quickly to find some detailed information and then fill in the chart.

Step 5 Careful reading

Allow the students several minutes to go through the passage and answer some questions related to the supporting details.

1. What are the three ways Aids is transmitted?

The three ways are unprotected sex, blood-to-blood contact and Mother-to-child.

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2. What is being done in China to help control the Aids epidemic?

China is working hard to control the epidemic, and has opened HIV/Aids labs to test and monitor the disease across the country. In 2003, the government started providing free Aids drugs for Aids patients in need. 3. What is the aim of UNAIDS?

The aim of UNAIDS is to help prevent the spread of Aids.

4. What does UNAIDS do for people who think they might have the virus?

It provides infected people with help from doctors and testing for people who think they might have HIV or Aids.

5. Why did Ajani not catch the virus from his mother?

Because his mother has access to prescription Aids medications during pregnancy. Step 6 Main idea

Ask students to discuss with their partner and summarize the main idea of body paragraphs.

Step 7 Interview

Work in pairs: suppose one of you is an Aids patient, your partner is a reporter working for the Red Cross. Practise asking and answering questions according to the text.

Step 8 Homework

1. Review the whole text after class.

2. Each group designs a PSA about Aids for the Red Cross. Write down what you know about Aids and call on people to care for Aids patients.

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Period 2

Teaching aims:

1. Learn and master the Reading strategy. 2. Explain the difficult language points. 3. Get the students to practice the key points.

Teaching important and difficult points:

the usage of words and phrases

Teaching procedures:

Step 1 Lead-in

Review what the students learned yesterday, which can make the students be familiar with the content of the text.

Step 2 Presentation (Reading strategy)

Explain to the students the links between paragraphs.

Step 3 Practice

Give students some examples to practise.

Step 4 Language points:

1. There is no cure for HIV or Aids. cure n. 药方; 治愈; 解决办法

There?s no known cure for a cold. 治疗感冒尚无良方。

She tried every means to cure her child of the bad habit. 她想尽一切办法试图改掉她孩子的这个恶习。 There is no cure for rising prices. 没有解决物价上涨的办法。 cure v 治愈[(+of)]

Penicillin cured him of pneumonia. 青霉素治愈了他的肺炎。

Antibiotics help to cure many diseases that were formerly fatal. 抗生素有助于治疗许多以前会是致命的疾病。

That nasty shock cured him of his inquisitiveness for ever. 那沉重教训根除了他凡事爱打听的毛病。

2. HIV and Aids are spreading across the world at a frightening rate. rate n. 比率, 等级, 程度

Our investment accounts return a high rate of interest. 我们的投资项目利润回报很高。

That?s one part of the job done at any rate. 不管怎么说, 这个工作已经做了一部分了。 They drove at a steady rate. 他们以平稳的速度开车。

At this rate, we shall soon be bankrupt. 这样下去的话, 我们很快就要破产了。 3. be familiar with 意思为“熟悉、通晓、 精通”，一般主语为人；而be familiar to意思为“为??所熟悉”，一般主语为物。例如：

He is more familiar with modern jazz than I. 他比我更熟悉现代爵士乐。

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His name is familiar to me, but I haven?t met him. 他的名字我很耳熟，但我未曾见过他。 These tales are familiar to Chinese children. 这些传说对于中国小孩而言是听惯了的。 4. Dr David Ho, a Chinese-American Aids expert in biochemistry, has devoted himself to bringing up-to-date technology and international attention to China?s Aids problem. 美籍华裔、杰出艾滋病专家何大一博士一直全身心地致力于引进最新技术，吸引国际社会关注中国的艾滋病问题。

devote…to ( doing) sth = be devoted to (doing) 献身；专心于??

Nurses devote themselves to the care of the sick. 护士致力于病人的护理事业。

We should devote our selves to serving the people. 我们应该全心全意地为人民服务。 He devoted all his time to his job. 他把他的全部时间都用在工作上了。 This magazine is devoted to science. 这个杂志专门刊载科技文章。

After he has retired, he will devote himself to gardening. 退休后，他将要致力于园艺。 5. Their grandfather is now caring of them, and because their mother had access to prescription Aids medicines when she was pregnant, they did not get HIV from her.

他们的爷爷现在正在照料他们，而且由于他们的妈妈在怀孕期间使用了处方艾滋病药物，他们没有从她那里感染艾滋病病毒。

词组have access to 表示“有接近、进入、出去或使用??的权力 ”。例如： Every student in our school has access to the library. 在我们学校每位学生都可利用图书馆。

Lawyers may have free access to the classified material. 律师们可以自由使用已归类的材料。

Step 5 Homework

1. Make sentences with useful phrases and expressions in the text.

2. Read the text again to have a deep understanding of the whole passage.

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Period 3

Teaching aims:

1. Get the Ss to review the passage about drugs. 2. Enable Ss to make a poster about the dangers of drugs.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

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

2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Revision

The reasons/causes for taking drugs: 1. Because they are curious.

2. To rebel against their families or society. 3. To be accepted by friends who are drug users. The effects or results of taking drugs:

1. The effect of uppers: increase …; make … 2. The effect of downers: decrease …;

3. The effect of drugs like LSD: cause …; increase …;

Step 2 Presentation

Present the questions in Part B

? 1. What are the different types of drugs?

? 2. What are the effects of drugs on the body or mind? ? 3. How do you think drugs affects the users? family? ? 4. What are the legal punishments for carrying drugs?

Step 3 Discussion

Now let?s discuss what our poster will focus on and what we will need to do in preparation.

? 1. Will your poster focus on the effects on the users, the users? families or the legal punishments

for carrying drugs?

? 2. Will you focus on drugs in general or a specific type of drug? ? 3. What title will you use for you poster??? 4. Who will do each task in your group??

Step 4 Practice

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Work in groups, making a poster about the dangers for your School Health Week.?Planning?Preparing ?Producing ? Presenting

It?s time for us to make our own posters for our school Health Week.

Step 5 Presentation

Show their poster to the whole class, and the teacher should make some comments on them.

Step 6 Proverbs

● Life is the most priceless gift that nature ever gives to you. ● Life means struggle against every kind of enemy, including drugs. ● Fight against drugs, fight for life.

Step 7 Homework

1. Finish the workbook exercises.

2. Perfect the poster about the dangers of drugs.

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M10 unit4 Fight against cybercrime

Period 1

Teaching aims:

1. Enable the students to get familiar with the topic.

2. Help the students to gain some knowledge about the problem of cybercrime. 3. Highlight the reading strategy and give them chances to practice it.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

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

2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Revision

The teacher starts the lesson by asking students to recall information about different crimes, especially cybercrime.

Step 2 Careful-reading

Ask students to follow the teacher and get to understand the passage paragraph by paragraph.

Step 3 Summarize

Ask Ss to summarize the structure of the passage.

Step 4 Discussion

Ask Ss to think of more ways to solve cybercrime.

Step 5 Homework

Ask Ss to Prepare for an oral presentation on cybercrime.

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Period 2

Teaching aims:

4. Get to know more about intellectual property.

5. Get to know what action is illegal according to laws.

6. Learn to know how to protect intellectual property in their daily life.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

1. Fast reading to get a general idea of the text. 2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Revision

The teacher starts the lesson with a brief revision about the reading “cybercrimes”.

Step 2 Lead in

Ask students to answer the questions related to themselves, through which the topic of you and intellectual property is introduced.

Step 3 Fast reading

Allow Ss 2 minutes to read the text quickly to divide the passage, and summarize the main idea of each part.

Step 4 Careful reading

Allow the students several minutes to go through the passage part by part and answer some questions related to supporting details.

Step 5 Summarize

Allow students 2 minutes to draw the structure of the passage, thus forming a general pattern of a passage about describing a social phenomenon. Then require the students to give supporting details to each main part.

Step 6 Homework

Each group is required to finish a proposal on how to protect intellectual property.

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M11 unit1 Careers and skills

Period 1

Teaching aims:

After learning the Reading part, the students will be able to:

1. understand the three types of jobs by reading carefully;

2. enhance their reading ability and learn the reading strategy: reading for opinion in a text; 3. know when choosing a career, they should consider all the aspects of a job and every job in the society has its advantages and disadvantages.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

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

2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Lead in

First of all, give students 2 questions to discuss with each other:

1. What is the first thing you would take into consideration when choosing your future career: salary, working conditions, interpersonal relationship, working hours, personal interest in the job , the qualities you have for the job or other factors? Why?

I would take personal interest in the job and the qualities for the job into consideration first. First, interest is the best motivation. If you have interest in the job, you will devoted yourself to the job without any complaint and try every means to improve your perfermance in work. Second, your qualities are also very important. If you are suitable for the job, you will feel at ease when working and can overcome obstacles easily.

2. What do you think of the following jobs: actors, lawyers, cleaners, bus drivers, DJs, gourmets (美食家)？Can you talk about some advantages and disadvantages of these jobs?

1) I think actors and lawyers are very decent jobs. They can earn lots of money and can be the envy of others …

2) I think cleaners and drivers are very tiring jobs. They should work very hard: get up very early, work very long ours and earn less money. But we should also show respect for them and thank them.

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3) I think DJs and gourmets are very exciting jobs. People can work flexible hours and have a lot of freedom …

Step 2 Reading comprehension

1. Fast Reading:

Read the article quickly and answer the following questions.

1) What does the author discuss in the article? Different types of career and jobs to choose from.

2) Can you give two examples of the so-called glamorous jobs? A model, an actor. 3) Which jobs look dull but are actually very important? Shop assistant, drivers, barbers, cleaners.

2. Careful Reading

1) Analyze the structure of the text

2) Help students understand each part step by step Para One

(1) What is last year of high school a time for? A time for hard work and also a time to reflect. (2) Choose the meaning of “reflection”. A. to make light turned back B. to cause an image in a mirror

C. to think carefully about something, sometimes for a long period of time. (3) What are the three types of jobs the author talks about? popular jobs unusual jobs everyday jobs (4) Guess the meaning of the word “options”.

A. different choices B. jobs C. careers Para Two & Three

(1) When choosing a career, what is the author’s advice?

Consider all the aspects of a job.

(2) What do unsuccessful actors, actresses and models have to do? They have to work as waiters and waitresses.

(3) What do successful ones have to do?

They have to spend long hours traveling, deal with constant media attention, be very

thick-skinned, go on diet to keep young and beautiful, have painful surgery to make their faces and bodies look more attractive.

(4) What is the author’s attitude towards the successful career?

Maybe a career as a local grocer or flour-covered baker would be a better option. (5) What are some other popular professions? Lawyer businessman

(6) What are the problems with these professions?

Stress and pressure, work long hours, hurt people, involve facing moral issues.

Para four

(1) List the unusual jobs mentioned in the paragraph. Noise pollution testers, beer tasters,

Fireworks display designers, testers of amusement park rides.

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(2) What job did the man in the Grand Canyon National Park do?

Check noise pollution in the park zone.

(3) Which sentence shows the author’s positive attitude toward these unusual jobs? All these people love their jobs, which might not be popular, but are interesting

regardless. Para five

(1) List the ordinary jobs in this paragraph.

Shopkeepers, drivers, barbers, cleaners.

(2) What attitude of the author’s do the following words express?

1) … many ordinary jobs may look plain, but they are necessary to our society.

2) These jobs may not seem very attractive, but they are all important.

3) These people, who perform such ordinary but vital tasks, allow people to go about their daily lives.

The author is in favour of the ordinary jobs.

Para six

Find out the words which show the author’s positive attitude and negative attitude.

Positive attitude: quite important Negative attitude: rather difficult

Step 3 Reading Strategy：reading for opinion in a text

1. Ask students to read this part on page 3 first and then let students judge: What attitude do the following sentences express? Negative or positive? 1) It does not seem that glamorous now, does it? N 2) These jobs may not seem very attractive, but they are all important. P 3) Remember that some glamorous jobs can be rather difficult. N 4) Some ordinary jobs can be quite important. P

2. Ask students find more sentences that tell the opinions of the author.

3. Draw a conclusion: It is clear that the author is biased in favor of ordinary careers and dislikes some popular careers.

Step 4 Filling the blanks according to the text

So many jobs to choose from The last year of high school is an important time (1) you should work hard, look (2) on what you have already done, and above all, choose a job which is best suited to you for the future. The jobs mentioned here can be classified into (3) categories as follows. Categories (4) Models, lawyers businessmen (5) Disadvantages actors, These jobs can be important, They can be dull, or exciting, well-paid or difficult and interesting. sometimes, the people will be under great are stress and (8) usually They are not popular. (6) careers People(7) More unusual jobs These jobs noise pollution, interesting. designing fireworks displays or testing 第 22 页 共 50 页

rides for parks Shop assistants, They benefit our society a lot, They are ordinary and drivers, barbers, or such as keeping streets clean, dull. cleaners stopping disease (9) . Everyday jobs To sum up, whatever job you choose, you should (10) in mind that all of the jobs are important and help society function well.

Key: 1. when 6. Popular

2. back 7. checking 3. three 4. Examples 8. pressure 9. spreading

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5. Advantages

10. keep/bear

Period 2

Teaching aims:

After learning this part, the students will be able to:

1. learn the usage of some important words and phrases;

2. deeply understand some long and important sentences as to better understand the text;

3. know how to use some new language points in other contexts.

Teaching important and difficult points:

the usage of words and phrases

Teaching procedures:

Step 1 Lead in

Do a quiz about some new words and new phrases in the text:

Teacher gives some English explanation of some words orally and students listen carefully and guess what the word is. Students can stand up quickly and tell classmates the word if he knows the answer. The student who does the best in this quiz can get praise from the teacher.

Step 2 Language points explanation

1. The last year of high school is a time for hard work and also a time to reflect. reflect

His face was reflected in the mirror. 映出

Baseball reflects America?s history 棒球反映出美国的历史。 Her work reflects intelligence. 她的工作显示出她的智慧。 reflect on: consider 思考

I need some time to reflect on your suggestion. reflection

(1) Can you see your reflection in the glass? 镜中的映像 (2) consideration深思，考虑

At first I disagreed, but on reflection (=after thinking carefully about it), I realized she was right. 经再三考虑on/upon reflection on second thought

陷入沉思 be lost in reflection/thought

2. I am going to discuss some of the options available to you and whether popular careers, more unusual jobs or everyday jobs are better suited to you.

Translate the sentence:

我将谈论一些你可以选择的工作以及哪种工作更适合你，热门工作、特殊工作还是普通工作。 (1) option—choice

I have little option but to go.

Find out another sentence in the text with “option”

Maybe a career as a local grocer or flour-covered baker would be a better option. (L20) optional adj.可选择的 (Where did we learn this word?) (M9 P35) They decided that their freedom was no longer optional. 选修课 optional/elective subjects 必修课 compulsory subjects

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(2) suit sth. to sb.—be suited to sb. 适于

She had the ability to suit her performances to the audience. Her performances are suited to the audience.

Find another sentence in the text with “be suited to” and translate it into Chinese: 3. In reality, these people have to spend long hours travelling … in reality

The two football players may be rivals on the pitch, but in fact/reality, they are actually good friends.

Tom may appear cold, but in reality he is warm-hearted.

4. Many people have ambitions to become successful as a lawyer or business person, but they do not consider the stress and pressure that come with these jobs. 有些人雄心勃勃想做某事，但?? (1) stress and pressure 紧张和压力 stress—worry (来自内部)

pressure—strong influence (来自外部)

be under/suffer from/relieve/reduce pressure/stress stress

a stressful experience

I always eat when I am stressed.

They are putting pressure on people to vote yes.

(2) ambition/ambitious for sth./to do sth.

她有远大的抱负要成为一名医生。 She has an ambition to become a doctor. I have an ambition to travel to Beijing one day. She is ambitious for fame./to win fame. an ambitious lawyer

5. … lawyers can sometimes face tough moral problems. tough: adj. 艰苦的，艰难的

They will be a tough team to beat.

Many homeless people are facing a tough winter. 一个严冬 a tough job棘手的工作 a tough guy n.<美口>硬汉

Writing is tough work, but I hope it will be worthwhile. 写作是很辛苦的工作，但我希望它会是值得的。

6. All these people love their jobs, which might not be popular, but are interesting regardless. regardless adv. 无论如何；不管；不顾

I must make the decision regardless. 不管怎样我得做决定。 regardless of: paying no attention to

The law requires equal treatment for all, regardless of race, religion, or sex. They decorated the house regardless of cost. 不计成本

7. As we go through our daily lives, we meet many different kinds of people … go through

(1) suffer/experience遭受， 经历 Iraq has gone through two wars. (2) 仔细检查， 审查

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She went through the room but couldn?t find the missing ring. (3) 通过某场所

Can the table go through the door?

The company is going through a tough time at the moment. (4) 履行

go through the procedures

8. … cleaners, who clear up our rubbish. clear up

(1) 整理；完成；收拾 clear up the desk 整理书桌

Would you clear up this room before our visitors arrive? (2)（天气）转晴

If the weather clears up, it gets better. (3) 消除

clear up a misunderstanding 解除误会

9. These people, who perform such ordinary but vital tasks, allow people to go about their daily lives.

这些人做着这样普通却重要的工作，使人们得以继续他们的日常生活。 go about sth. —continue to do; keep busy with 继续做，忙于做 尽管战争一触即发，人们仍像平时一样工作。

Despite the threat of the war, people went about their work as usual. 忙于日常事务 go about one?s daily routine

go about (doing) sth. —start to do something; set about sth. 开始，着手 How shall we go about the job?

How do you go about repairing this telex machine? (= set about)

Step 3 Homework

Review all the language points after class and do A1 and A2 on Page 94 in the workbook.

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Period 3

Teaching aims:

After learning the Project part, the students will be able to

1. understand an Internet quiz and finish the quiz according to the instructions;

2. write an essay about what career they want to have and how accurate they think the quiz is

and why;

3. learn more about themselves about what careers they may be qualified for and learn to give

others advice and suggestions.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

1. Fast reading to get a general idea of the text. 2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 lead in

Have you ever discussed your choice of career with your friends/parents/teachers? What advice did

they give you?

A: yes, I?ve ever told my parents that I want to be an actress in the future. I think actress is a very glamorous job: I can earn a lot of money and live in luxurious house, wearing name brands and expensive diamonds. Meanwhile, I will be very famous and have many fans … However, my parents don?t agree with me. They think it is a very tough and tiring job which will make you tired physically and mentally. For example … And they think my personalities are not right for the job.

1. Do you think your choice will suit you? How will you know if your have made a good and right choice?

A: I am not sure. Maybe the choice should be based on many factors such as my interest, personality, my ability and my chance. So it?s very hard to say.

Step 2 Do an Internet quiz on the textbook

1. Do 6 choices on page 14 which identify students? skills and interests. (1) I would rather __________. a. fix or mend things. b. solve maths problems.

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c. draw or paint.

d. lead a group discussion. e. sell things or promote ideas. f. set up systems on a computer.

(2) I am __________. a. practical.

b. curious about many things. c. creative. d. friendly. e. self-confident.

f. well organized.

(3) For a hobby, I prefer _______. a. playing sports. b. reading books. c. taking photographs. d. watching sports. e. debating with others. f. collecting things.

(4) I like to __________. a. build things. b. do lab experiments.

c. design things. d. play team sports.

e. meet important and famous people. f. organize things.

(5) I can __________.

a. operate tools and machines easily. b. use a computer easily. c. sing, act and dance well. d. work well with others. e. give good speeches. f. keep accurate records. (6) I like to __________. a. be around animals. b. solve problems.

c. use my artistic ideas.

d. work with people to help them. e. work with people to make money. f. work with data.

2. Figure out how many times they have chosen among a, b, c, d, e, f and share the results in groups of four.

3. Read your career description according to your choice and then evaluate different career options according to your partners? choice.

4. Questions asking students themselves after they see what type of person they are and what

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careers would probably suit them best according to their quiz scores:

(1) Compared to your former choice of job, do you think you have made a good decision? (2) Is there any other job that might be more suitable for you? If so, what is it?

5. Let students tell their partners their quiz scores and the final analysis. Then ask partners to give some comments about the results and give advice and suggestions based on their understanding about the student?s interests and personalities.

(1) Are your partners? results of the quiz accurate? Why? (2) What other careers would be more suited to your partners?

Step 3 Writing an assay

1. Discuss eight questions with partners.

(1) What ideas did you have about your career before you did the quiz? (2) What did you think about the quiz?

(3) How did you feel about the result you got?

(4) Do you think a person could be a mixture of more than one type? Why? (5) How accurate do you think the quiz was? Why?

(6) What else can you do to find the most suitable career for you?

(7) Do you need advice from your teachers, parents or friends? Why or why not? (8) How will you organize and plan the information in your essay? 2. Give an example of writing.

3. Ask students to work together and write an essay about what career they want to have and how accurate they think the quiz is and why.

4. Ask some groups to present their essays to the class and the other groups to give comments or raise

questions.

Step 4 Homework

1. Do Parts B1 and B2 on page 95 in workbook.

2. Read the article in Part A on page 101 in Workbook and then write a plan for your ideal

careers.

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M11 unit2 Getting a job

Period 1

Teaching aims:

After learning the reading part, the students will be able to:

1. have a basic understanding of the procedures of an interview;

2. have a good knowledge of what to do before, during and after an interview; 3. use effective methods learn useful phrases and words in the text.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

1. Fast reading to get a general idea of the text. 2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 lead in

1. Predict the content of the text according to the title.

2. Invite students to share some tips for an interview before further learning the text.

Step 2 comprehend the passage

1. Go through paragraph 1 to 2 quickly and then underline and analyze the key sentence in Para 2. (Before we go any further, it?s important to make sure you understand what an interview is and why it?s arranged.)

2. Encourage student to find two questions in the topic sentence and answer them.

(An interview is a talk between an employer and a potential employee. Via the interview, the interviewer can assess the interviewee to see whether he or she is suitable for the position, while the candidates can find out more about the job and the company, and ask themselves, ?Is it right for me??)

3. Find key phrases in Para 3. (three parts)

4. Read the rest of the passage carefully and summarize what to do at the different three stages of an interview.

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Before the interview (preparation) During the interview(7-10) (2-6) After the interview (11) 1.collect information from the website 2.Prepare for possible questions 3 be confident 4 be dressed smartly 1. Be on time 2. Be enthusiastic 3. Make eye contact 4. Use body language 5. Listen carefully 6. Show your interest in the job Follow the interview up by writing thank-you letter a Step 3 Consolidations

Observe the pictures and encourage students to point out what wrong things have been done for an interview.

(The two persons, especially the person should be dressed smartly instead of wearing a jacket, boots and extremely short top wear. When going for an interview, a lady can use some hairpins or styling wax to keep her hair neat and tidy. The young lady?s hair style is too fashionable and unique. People in the rest of the three pictures all have used wrong body languages. When interviewed, a person should not keep their arms or legs crossed, which is very rude and arrogant behavior, nor could he sink into a chair. Instead, he should keep his back straight to give the interviewer an impression of confidence and politeness)

Step 4 Language points

1. Replace the red part in each sentence with phrases from the passage.

(1) You won?t have to answer questions without careful consideration during the interview.

(answer questions off the top of your head)

(2) Don?t worry about feeling nervous before the interview.

(having butterflies in your stomach) (3) So gentlemen, make sure you?ve used your electric shaver or razor to shave your beards off.

(give yourself a good shave) (4) Smile when you shake hands with the interviewer and look directly at him without fear.

(look him in the eye) (5) Making eye contact is one of the quickest ways of establishing a close connection with

another person. (making a bond )

(6) You should do more things after the interview like writing to the company.

(follow the interview up by) (7) It can also give you the advantage over other potential employees.

(give you the edge over other candidates)

(8) If you follow the advice I?ve given you today, achieving success in an interview is a piece of

cake.

(landing an interview is as easy as pie)

2. Guess the meaning of the word “roundabout” in different context to master its different meanings.

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(1) She asked him, in a roundabout way, if he would help her with her homework. (用一种委婉的方式) (2) He took a roundabout route home to avoid the rush hour traffic. (绕了个远路)

3. Finish exercise A1, A2 on workbook to apply the newly-learnt word in different context.

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Period 2

Teaching aims:

After learning Project, the students will be able to: 1. have a deep and clear understanding of “gap year”;

2. voice and exchange their own opinions on taking a gap year and write out an essay about what they think of going on a gap year;

3. cooperate with group members to complete a task before a deadline.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

1. Fast reading to get a general idea of the text. 2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Lead in

1. Say something about the last year of senior high school and what to do in the last summer vacation of the senior high school. 2. Show pictures related to a gap year.

3. Listen to a short audio clip about gap year.

Step 2 Scanning

1. Scan Part A to have a basic idea of the whole passage. 2. Answer two questions.

(1) How many people?s experiences of taking a gap year are mentioned?

(Three students? experiences are described in this passage, namely, Carol Smith, Daniel Jones, and Martin Johnson.)

(2) Does the writer have a positive or negative attitude towards taking a gap year?

(The writer holds a positive attitude towards taking a gap year)

Step 3 Skimming

1. Skim Para1 and Para 2-3 to answer three questions. (1) What is the traditional course of a student leaving school?

(He or she would go straight to university and study for three or four years before joining the world of work and begin the slow climb up the career ladder.) (2) What is the main idea of this part?

(Different attitudes towards taking a gap year and the reason behind such attitudes.)

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(3) Why do more and more employers prefer to hire graduates who have taken a gap year? (Because a gap year gives young people an opportunity to learn skills and gain life experience.) 2. Skim Para 4-6.

Who Carol Smith where Brazil activities helping save the results became more independent; felt like she Amazon rainforest. really made a difference helped conserve the rainforest. Daniel Jones Ghana teaching poor students from rural area in Ghana. Martin Johnson India found living among local people challenging but rewarding; ready to face challenges helping build a school learnt how to deal with difficult situations; in a poor part of India. learnt a lot about getting on with the local people and working with

Step 4

1. Encourage students to skim the whole passage again, especially Para 7 to 8 to summarize the benefits of taking a gap year.

2. Complete each sentence that describes the benefits.

The benefits of taking a gap year

(1) gives young people an opportunity to learn skills and gain life experience.

(2) helps young people develop and grow.

(3) teaches students how to look after themselves and how to work with a group of strangers

without the help of family or friends. 3. Makes students more capable of working independently and working well with colleagues from different backgrounds.

4. Gives students an edge in the job market. Step 5 Carry out the task

1. Organize students into groups of four and discuss on what they think of going on a gap year, where they would go and what they would do.

2. Make sure each group member will be responsible for one part of the task and inform them later they will report their essay to the whole class. Step 6 Report your essay.

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1. Each group takes turns to report their essay to the whole class.

2. When one group is reporting their essay, other groups evaluate their essay and choose the best one they think. Evaluation Form Groups G1 G2 G3

Marks (1-10) wonderful points in the essay

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M11 unit3 The secret of success

Period 1

Teaching aims:

1. Learn and master the words and expressions in the text;

2. Train the students? reading ability;

3. How to help the students understand the text exactly, especially some long sentences.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

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

2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Greetings

Greet the whole class as usual.

Step 2 Lead in

1. When was Clive Sinclair born? 2. What was Clive?s first job?

3. What society was Clive chairman of?

Step 3 Skimming

Read the text quickly and decide which of the following can best express the main idea of the text. A. Sir Clive?s stories.

B. Sir Clive?s mini inventions. C. How Sir Clive ran his company.

D. Sir Clive Sinclair?s life and inventions.

Read Para One and choose the correct topic sentence for it.

A. Sir Clive Sinclair was a famous British businessman and inventor. B. Clive?s brilliant Childhood.

C. Clive got a job at 17.

D. Sinclair was mostly self-educated.

Read Para Two and choose the correct topic sentence for it.

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A. Sinclair was unfortunate.

B. How Clive?s ran his first company.

C. Sinclair built the company in his spare time. D. Sinclair founded his own company.

Read Para Three and choose the correct topic sentence for it. A. Sinclair likes computers very much. B. Sinclair?s computer cost only 100 pounds. C. Sinclair?s company expended rapidly.

D. Clive was very talented at making little things. Read Para Four and choose the correct topic sentence for it. A Sinclair C5 is good for environment.

B. The disadvantage of Sinclair?s new inventions.

C. Sinclair?s new invention was laughed at in the newspaper. D. How Sinclair?s career underwent a failure during the 1980s. Read Para Five and choose the correct topic sentence for it. A. Sinclair became chairman of British Mensa.

B. How Sinclair saved Mensa as a chairman.

C. Sinclair paid personally for an annual Mensa conference at Cambridge. D. Sinclair has been an inventor and a business man.

Step 4 Scanning

Fill out a timetable to make clear the time order Clive?s successful experience. Answer some detailed questions based on the text.

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Period 2

Teaching aims:

Language points explanation.

Teaching procedures:

Step 1 Language points

1. In 1961, Sinclair resigned from his job and founded his own company, producing pocket-sized radios.

resign v. 辞职，放弃，抛弃（权利等）；让出（工作等）

“That?s why I decided to leave Afghanistan and resign from my job,” he said. 菲特拉特表示：“这就是我之所以决定离开阿富汗并辞职的原因。”

I regret having to resign from my position. I wish you and ABC the best of luck and future success.

很遗憾我不得不辞职。祝您和ABC公司好运相伴，未来更加兴旺发达。 resign oneself to 听任；只好(做某事)

No resign oneself to being defeated. 不甘心于失败。

2. The man providing the money to start the company pulled out of the project at the last minute. pull out (1) 拔（牙等） (2) 把船划出；（车，船等）开出；（人）出发

(3)〈美〉离（职） (4) 拖长（谈话等） (5) [航]（飞机的）改出动作 So instead of trying to pull out of the stall, the US economy will simply have to absorb whatever blow is coming.

因此，美国经济没有试图摆脱这种停滞，而是将被迫接受可能来临的一切打击。 They were so deeply involved in the matter that they found it hard to pull out. 他们在那个问题上陷得太深，难以自拔。 3. … put out advertisements for his radio.

put out (1) 伸出；取出；出版 (2) 关掉，熄灭；扑灭 (3) 伸；拉出；射出；发送；放出 Leaders are expected to put out a communiqué of recommendations Saturday. 预计，与会领导人将在周六公布相关的提议公报。 Put the light out before you go to bed. 你睡觉之前请把灯关掉

The doctor told him to put out his tongue. 医生要他伸出舌头。

put 短语：

put away 收拾起来，存起来 put down 记下，写下，镇压 put off 延期，推迟 put on 穿上，戴上，上演 put out 扑灭 put … into 把??译成 put up with 忍受 put up 搭起，架起，安装，住宿，张贴，盖起 put … through 接通电话 4. … demand was high and the business simply took off. take off （飞机）起飞; 出去, 动身, 腾飞

Fortunately, nothing was found and five hours later we were able to take off again. 幸好什么也没发现，五小时后，我们又能起飞了。

He always sits on the very edge of his chair when he is working, as though about to take off. 他工作的时候，总是坐在椅子边上，好像随时都会跳起身来的样子。

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take 短语：

take away 拿走，使消失 take back 拿回，收回 take … for 误以为??是 take down 记下，记录 take on 雇用，呈现（新面貌等） take notice of 注意 take in 接纳，吸收，改小 take over接管，接替 take up 开始学，从事，占据 take a photo of 拍 ?? 照片 take the place of 取代

5. Sinclair had tired of his various businesses, and was throwing his energy into British Mensa. throw … into 投身于，献身于，积极从事

I receive many advertisement letters every day, which I throw into the garbage bin without reading them.

我每天都收到很多广告信件，但我看都不看就扔进废物筒里。

They throw themselves into climbing down the banisters in the boldest, bravest fashion. 他们以最英勇无畏的架式，爬上楼梯扶手往下溜。

6. … a bicycle that can be folded up small enough to fit into a bag. fold up 折起

I fold up the bedding and put it in the closet. 我折叠寝具把它放在柜子里。

Fold up the tablecloth and put it away, please. 请把桌布叠好收起来。

Step 2 Homework

Finish Exercise in the workbook.

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Period 2

Teaching aims:

1. Learn and master the words and expressions in the text; 2. Train the students? reading ability; 3 Get the students to make a speech.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

1. Fast reading to get a general idea of the text. 2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Greetings

Greet the whole class as usual.

Step 2 Lead in

Questions:

1. Is Vincent van Gogh a successful man? 2. Was he famous of rich in his time? 3. How do you understand “successful”? Who cares you most in your family? What do you think of him or her?

Step 3 Read the transcript of a speech “My father, my hero” and match column A with column B.

A B

Part 1 A. My father?s constant care about me and my brother Part 2 B. My father?s hard childhood.

Part 3 C. My father made the best Christmas for us. Part 4 D. What I value about my father.

Part 5 E. My father helped his friend?s son go on study. Part 6 F. My father?s good qualities of success. Part 7 G. My father helps in our local community. Part 8 H. My father?s optimism.

Step 4 Reading

1. What makes a successful father? Money, fame or love?

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2. How does the father help the community?

Step 5 A game

Find out as many good qualities as you can in the transcript. You will get one pear in your basket for each merit you find.

Step 6 Answer the following questions

1. Who will you write your speech about? 2. Why is the person successful?

3. What qualities does the person have that make him or her successful? 4. Will you interview this person? 5. How long will your speech be? 6. How will you practice your speech?

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M11 unit4 The next step

Period 1

Teaching aims:

After learning the reading, the students will be able to:

1. gain some information about living and studying at a university in Canada; 2. better understand the tone and style in the text;

3. practice and reinforce their reading comprehension and improve their overall ability.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

1. Fast reading to get a general idea of the text. 2. Careful reading to get the detailed information..

Teaching procedures:

Step 1 Lead in

1. Show students some pictures of university life of my friend who is studying in Australia. 2. Ask students a question: Have you thought of studying abroad?

Step 2 Fast reading

1. Ask students to read the text quickly and answer the following questions: (1) How long has Qin Xiaoyong been at university?

More than one year. (2) What sport did he play at school?

Football.

(3) What sports did his Canadian friends introduce him to？

Baseball and canoeing.

2. Match the paragraphs with the main ideas.

Para1 Introduction himself and his topic Para2 His college life in Canada Para3 Para4-5 Advice to readers Para6

Para7-8 Preparations before leaving Para9-10 Adjustments in his life

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Step 3 Detailed reading

1. Read para1 and answer 2 questions: (1) Who is the author of the newsletter? He is a schoolmate of the students. (2) What?s the intention of Qin?s writing?

To give the readers a quick review of what to expect from university life either in China or

abroad.

2. Read para2 and answer the questions: What do you need to do to prepare for university? Decide which university to apply to, what course to study and which permits you need. 3. Read para3-6 to find out what adjustments have been made to get used to the university life:

(1) Being away from his family (2) Getting used to Canadian food Adjustments (3) Learning to cook (4) Doing laundry

(5) Squirreling money

4. Read para7-10 and finish the following true or false questions:

(1) My room was big and rectangular with no bathroom. (2) My roommate is well-informed and have different timetable from mine.

(3) I have a lot of free time for personal study and relaxation, so I?m good at both baseball and canoeing.

(4) My advice to students is to prepare and think ahead, which will be easy to make the transition from home to university. Answers: F T F T

Step 4 Consolidation

Finish task-based reading. __1__ before going to university __6__ made to my life at university in Canada ● Deciding to which university to send your ● Leaving the nest was hard for me, but I could ___2___, what course you want to ___3___ in, study and meet new people to __7__ myself to and which permits to study abroad. new life. ● Setting up e-mail addresses for your family ● At first I found it strange to eat Canadian is a good way to keep in __4__ with them. food, but later I am ___8___ to it and I also can ● Learning how to use a stove and a rice cook some Chinese food on my own. cooker and how to cook some simple dishes. ● I am good at ___9___ the amount of money I ● Learning how to do laundry and how to spend each week, which makes my friends think give the washing a short spin on a low heat is a of me as a __10__ person. ● University life in Canada can be exciting and ___5___ for an independent life. busy. Answers: 1. Preparations 2. application 3. major 4. touch 5. necessity 6. Adjustments 7. adapt 8. accustomed/used 9. controlling 10. mean

Step 5 Discussion

How do you think university is different from high school? (aspects: courses, exam, free time, daily life, sports etc.)

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Step 6 Homework

1. Finish exercises D&E.

2. Preview the language points of reading and finish phrase translations.

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Period 2

Teaching aims:

After learning the language points, the students will be able to: 1. Master the important words, phrases and sentences;

2. Use the phrases and sentences in the text to write an article.

Teaching procedures:

Step 1 Presentation of words and phrases

1. Check out phrase translations.

(1) say hello to sb. (2) look through (3) at some point在某个时刻或地方 (4)decide on

(5) make some big adjustments to my life (6) believe it or not (7) do laundry (8) live on one?s own (9) squirrel away (10) be measured in millimeters (11) look forward instead of backwards (12) make the most of (13) do not hesitate to do

(14) apply to a certain university

(15) feel like the prodigal son returning (16) give the washing a short spin

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牛津高中英语（模块十）教学设计Reading

2. Expand the usage of “look”, “through”, “point” when doing the first step. 拓展一：look 的相关短语

(1) 环视，往四周看 look about/around/round (2) 照看；照顾 look after

(3) look at （仔细）察看，检查；思考，考虑，研究 (4) 回顾 look back (on sth)

(5) 轻视，看不起 look down on/upon ... (6) 寻找 look for

(7) 盼望；期待 look forward to (doing) sth (8) look into 朝??里面看；调查

(9) 看起来像 look like … (10) 旁观 look on

(11) 把??看成?? look on/upon … as … (12) 注意，提防，当心 look out (for sb/sth) (13) look sth over 查看；检查

(14) 转过头来看 look over one?s shoulder (15) 正视/直视某人 look sb in the eye (16) look sb up and down 上下打量某人 (17) look up 好转，改善

(18) look up (from sth) 抬头看

(19) （在字典中）查阅 Look sth up in the dictionary (20) 钦佩；仰慕；尊敬 look up to sb

(21) 你今天气色不好。 You don?t look yourself today. 练一练：

(1) I?ve _____________ all my papers but I still can?t find the contract. (2) Only one man tried to help us, the rest just _________ in silence. (3) ______________ those days, I still can?t figure out what went wrong.

(4) We need to ______ very carefully___ ways of improving our efficiency. (5) Practical measures have been taken and things are __________!

Answers：(1) looked through (2) looked on (3) Looking back on (4) look at (5) looking up 拓展二：有关 through的词组搭配 get through 接通；完成；通过 go through浏览；经历；检查，审查 break through突破

live through活过，经历??仍然活着 练一练：

(1) Our troops had no difficulty in ________________ the lines of the enemy. (2) The old man can?t ___________ the winter if not operated on immediately. (3) She ___________________________ her notes before the exam. (4) The country has ____________ too many wars.

(5) _________________ the task, they went home.

Answers：(1) breaking through (2) live through (3) looked through/went through (4) gone through (5) Having got through

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牛津高中英语（模块十）教学设计Reading

拓展三：point 的常考点

(1) His speech was short and to the point. 切题，中肯 (离题，不切题 go/get/wander off the point )

(2) It is a turning point in his life. He is on the point of success. 这是他人生中的转折点，他就要成功了。

(3) I was on the point of telephoning you when you came. 就要做?? = was about to telephone

(4) There?s no/not much point in complaining; they never take any notice.

埋怨也没什么用, 人家根本不理睬。 练一练：

(1) After graduation she reached a point in her career ________ she needed to decide what to do.

(2007 江西) A. that B. what C. which D. where

(2) Do you agree with the point ___________ exams should be abolished so that students can really enjoy their studies?

A. that B. what C. which D. where Answers：(1) D (2) A

Step 2 Important sentences

1. List important sentences and ask students to pay attention to the structures.

(1) I am writing this article to give you a quick preview of what to expect from university life either in China or abroad.

(2) Moving to Canada meant making some big adjustments to my life. (3) Although I knew everybody has to leave the nest at some point, leaving my family was the hardest part, and some people cannot handle being away from home.

(4) My advice to you is to prepare and think ahead, and you will be sure to have an easier time in making the transition from home to university.

2. Expand the structures related to “expect”, “mean”,“with ” when doing the first step. 拓展四：expect 结构总结

expect to do sth expect sb/sth to do sth expect sth from sb expect (that)

expect a lot/too much of sb 对某人期望过高 expect sb home/back 期待某人回来

(1) As is expected, the whole family was shocked by the news. (正如所料??) (2) 这栋楼预期在下个月底完工。

It is expected that the building will have been completed by next month. The building is expected to be completed by next month. 练一练:

(1) I?ve worked with children before, so I know what _______ in my new job. (2000全国) A. expected B. to expect C. to be expecting D. expects (2) I _________ to stop her from entering the room, but it was too late.

A. expected B. expect C. should expect D. had expected (3) —If you are admitted to a key university, ____ as a prize? —I?m longing for a cell phone.

A. what you expect your father will offer you

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牛津高中英语（模块十）教学设计Reading

B. do you expect what your father will offer you C. what do you expect will your father offer you D. what do you expect your father will offer you Answers：(1) B (2) D (3) D 拓展五：mean的用法

mean to do 打算做?? mean doing 意味着??

mean﹢双宾语 mean﹢sb﹢to do打算某人做??

had meant to do … 本打算做?? (表未曾实现的愿望)

(1) To others, happiness means achieving success in something, such as meeting a goal. (M6U2 P18) 对其他人来说，幸福意味着获得成功。 (2) I didn?t mean to cheat, but it was still cheating anyhow. 我本不打算作弊的。 (3) He means what he says. 他说话是当真的。

(4) 虽然她很生气，但她对你无恶意。

Although she seemed angry, she meant you no harm. (5) 我本打算帮你学英语的，但我太忙了。

I had meant to help you with your English, but I was very busy.

Step 3 Homework

Provide students a Chinese passage and ask them to write an article about arrangement of university life.

你将步入大学，面对新的学习和生活环境，请根据提示写一篇英语短文，谈谈你打算如何安排你的大学生活。开头已给出。内容要点应包括：

(1) 确定新的学习目标；(2) 改进学习方法；(3) 学会独立生活； (4) 参加各种课外活动；(5) 处理好与同学的关系。

参考词汇及句型要求：

think ahead; squirrel away; make the most of; make the transition from home to university v-ing作主语；it作形式宾语；疑问词+to do

I will go to college in the near future

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牛津高中英语（模块十）教学设计Reading

Period 3

Teaching aims:

After learning the project, the students will be able to:

1. know more about Zhenhua university and think about which university to choose study at; 2. learn the general structure of a university guide; 3. learn to write a university guide by cooperating.

Teaching important points:

1. Learn to use the words and expressions in the text. 2. Train the students? reading ability.

Teaching difficult points:

How to help the students understand the text exactly, especially some complicated sentences.

Teaching methods:

1. Fast reading to get a general idea of the text. 2. Careful reading to get the detailed information.

3. Asking-and-answering to help the students understand the text exactly. 4. Pair or group work to make every student work in class.

Teaching procedures:

Step 1 Lead in

1. Look at some pictures of famous universities in China. 2. Ask students two questions:

(1) Which university would you like to go? (2) What do you know about that university?

Step 2 Prediction and fast reading

1. Ask the students to predict the contents of the text.

2. Read the text fast to check out the aspects which are mentioned in the article.

Step 3 Further reading

1. Read the passage to grab the main idea of every paragraph. 2. Finish Reading comprehension questions.

(1) The subtitle “your home away from home” means ________.

A. Your new home is far away from your old home in the Zhenhua University.

B. You will find a new home away from your home. C. Your home has a long distance from Zhenghua University. D. You will set a new home in Zhenghua University. (2) The passage is mainly written to ____. A. Introduce Zhenhua University to readers. B. Persuade readers to become excellent students. C. Show Zhenhua University is famous.

D. Promote or advertise for Zhenghua University.

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牛津高中英语（模块十）教学设计Reading

Step 4 Words and expressions

1. be set in

2. obtain your bachelor?s degree 3. beneath the arches of sth. 4. make good use of their time 5. make the most of your time 6. take up a new sport

7. focus on sharpening debating skills

8. be equipped with laundry and showers with two to four students sharing a room 9. operate a shuttle to and from the city 10. get the best out of your education 11. ensure you a bright future

Step 5 Write a university guide

1. Form a group of four and answer some questions which may help students to do the job:

(1) What is your ideal university?

(2) What aspects will you choose to write about the university?

(3) What are the useful words and expressions you might use in the article?

2. Use Nanjing University as an example and ask students to write a guide according to the Chinese passage.

南京大学坐落在六朝古都南京。今天的南京大学包括鼓楼、浦口、仙林三个校区。教学、科研成绩卓著，已发展成为全国一流高校之一。

目前，南京大学设有23个学院，65个系，有本科、研究生和博士生三个层次的课程，为国家在各个领域培养了大批优秀人才。学院具有数量充足、配套齐全的教学、实验、文娱、体育和生活设施，拥有一大批优秀的资深教授和博士生导师, 所以教学质量具有一流水平。

总之，拥有悠久办学历史、深厚文化底蕴, 办学条件一流的南京大学将是大学生理想的学习、生活场所。

Nanjing University is located in Nanjing, China?s capital for six ancient dynasties. Today?s Nanjing University consists of three campuses: Gulou Campus, Pukou Campus and Xianlin Campus. With excellent teaching qualities and out-standing research achievements, Nanjing University is regarded as one of the best universities in China.

Nanjing University has 23 institutions and 65 departments. We have programmes at both graduate, postgraduate and doctor levels. Beneath the arches of Nanjing University, we have trained talented persons in each field for our country. Nanjing University has plenty of well-equipped facilities, including modern teaching buildings, libraries, gyms, dormitories and recreation centers for students to study and live in. Besides, with a large number of excellent experienced professors and tutors of PH.D, the standard of teaching is at the top class.

In conclusion, Nanjing University which has a long history and culture as well as the first-class teaching conditions will be a good place for university students to further their education and enjoy their life.

Step 6 Homework

1. Read the text again to understand it better.

2. Finish Part A and Part B on Page 125 in Workbook.

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