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高中外研版 (2019)Unit 1 Looking forwards教案
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这是一份高中外研版 (2019)Unit 1 Looking forwards教案，共29页。教案主要包含了一般时态，进行时态，完成时态等内容，欢迎下载使用。
Unit1 Looking forwards Period1 Starting out教案
Topic
Starting out
Teacher
Teaching
Aims:
1. Guide the students to watch the video and understand the main idea of the video.
2. Stimulate the students' interest in the topic,and warm up for the whole unit.
Teaching important
Points:
1.Guide the students to find out the important life choices made by Lu Xun and summarize the reasons behind them.
2.Introduce the topic “Looking forwards”to the students.
3.Guide the students to look at pictures and ask them to compare and analyze the differences between different life’s paths .
Teaching difficult points:
1.Guide the students to think about the impact of choosing different paths on their lives.
2.Stimulate students’ interest in the topic, and lay a good foundation for the next unit study.
Teaching methods:
Task-based Language Teaching
Teaching type:
Speaking
课 时
one
Teaching procedure:
Teaching contents:
Lead-in
Activity1.
Activity2.
Summary
Homework
Help the students get familiar with the new words in the video.Let the students read and understand the meaning of the new words.
Step1:Lead the students to get the main information of the video.
Step2:Let them organize,process and summarize the key information provided in the video text.
Step3:Play the video and ask the students to answer the following questions.
1. Who is mentioned in the video? What decisions did he make?
2.Why did he change his decision?
Answers:
1.Lu Xun.
When Lu Xun was 15, traditional Chinese medicine failed to cure his father's illness, so he made a decision to study Western medicine and become a doctor. But later he made a decision to abandon his medical studies and take up writing.
3. Because he realized that the people in China were more in need of treatment for their minds than their bodies.The most important thing,in his mind, was to change people's spirit, and the best way to achieve this was through literature.
Guide the students to think about the theme and meaning of
the pictures.Help the students to know themselves and and better understand the meaning of"life choice" .
Step 1: Ask the students to look closely at the picture and answer Question l.
Step 2: Ask the students to describe the three roads in the picture.
Step3:Guide the students to compare the three roads and answer Question 2.
Step 4:Guide the students to explore the possibility of choosing different life paths.Lead them to face the question"How to choose their own life path" with a positive attitude and answer Question 3.
Questions:
1. What can you see in the picture?
2. What are the differences between the three paths?
3. What do you think life's path looks like?
Answers:
1. We can see three different paths in the picture.
One man is standing in front of the three paths. He may be thinking about which one he should follow.
2. The path on the left side of the picture is very
straight and smooth. The path in the middle is straight, but there are many rocks on it. The path on the right has many twists and turns.The two straight paths reach a mountain, while the winding one reaches a forest.
3. Students' own answers.
The students successfully completed the learning task in this lesson.By presenting videos and pictures from the textbook,guide the students to warm up for the whole unit.
Preview the next part of this unit.
Blackboard design
Looking forwards-Starting out
1. make a decision做决定
decide to do sth.决定做某事
2. recognizable adj.可辨认的，可认识的
recognize v.辨认，认识
recognition n.认出，认可
3. be known for 因…而闻名
be known as 作为…而闻名
4. devote…to… 把…奉献于…
be devoted to=devote oneself to专心致志于…
5. therefore adv.因此
thus adv.因此
Unit1 Looking forwards Period2 Understanding ideas教案
Topic
Facing the future
Teacher
Teaching
Aims:
1.Get the students to learn some useful new words and expressions in this part.
2.Develop the students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
3.Enable the students to understand the whole passage.
Teaching important
Points:
1. Lead the students to obtain the general idea of the text through skimming and intensive reading.
2. Let the students master the key words and phrases in this part.
3. Ask the students to complete the questionnaire.Then guide them to summarize the past and look into the future based on the content of the questionnaire.
Teaching difficult points:
1.Let the students learn to analyze and solve problems ,and improve their reading level.
2.Guide the students to understand the meaning of the title.
3. Guide the students to describe the growth process of the two writers in the text, their different experiences in the growth process and their representative works.
Teaching methods:
Task-based Language Teaching
Teaching type:
Reading
课 时
one
Teaching procedure:
Teaching contents:
Step1:
Pre-reading
Step2:
While-reading
Step3:
Post-reading
Summary
Homework
Leading-in
Guide the students to summarize the past and look into the
future based on the content of the questionnaire .Then
let them predict the content of the text.
Task 1: Encourage the students to preview before class and
learn about the lives and achievements of the two authors.
Task 2: Let the students complete the questionnaire quickly
and then discuss it in groups.
Task3:Lead the students to predict the content of the text
by looking at the pictures and reading the title and topic
sentence.
Task4: Ask the students to read the text quickly with
questions to verify their prediction .
Activity 1:
Skimming:Let the students go through the whole passage quickly to get the main idea.
Activity 2:
Scanning:Encourage students to read the passage again and
work together to finish the following tasks.
Task1.Read the text carefully and choose the best answers
according to the text.
1. What do we know about Ernest Hemingway according to the passage?
A. He once worked as a trainee reporter in a newspaper in Cuba.
B. The Old Man and the Sea got him to win the Nobel Prize in Literature in 1953.
C. He was fond of writing ever since his early boyhood.
D. His novels were based on the Second World War and the Spanish Civil War.
2.What do we know about Arthur Conan Doyle?
A.He was born in Scotland in 1899.
B.He was best known for his historical novels.
C. His main ambition was to become a writ er of detective novels.
D. He began to write his detective novels when he worked as a doctor.
4. What can we learn from the last but one paragraph?
A.Doyle gave up medicine and devoted himself entirely to writing once he began to write novels.
B.The public thought highly of Doyle's detective novels and were fond of Sherlock Holmes.
C.Doyle's historical novels made him a household name.
D. Doyle's achieved his ambition of writing historical novels successfully.
4. What can we infer from the passage?
A.Whatever difficulty we meet with in our life, we should be prepared for the unexpected.
B. Having plans in place for the future is a guarantee that they will become reality.
C. Both Ernest Hemingway and Arthur Conan Doyle were fond of writing detective novels.
D. Ernest Hemingway is more successful than Arthur Conan Doyle.
Task2. Fill in the blanks according to he text.
Facing the future, can we take action to shape it, 1
should we just accept whatever comes our way? As many of us already know, 2 (have) plans in place for the future is no guarantee that whey will become reality. In this respect, some people are 3 (fortunate) than others, as can
4 (illustrate) by comparing the lives of two famous authors - Ernest Hemingway and Arthur Conan Doyle.
Hemingway, born in 1899, was single minded in his ambition
5 (write)from early boyhood. In order to achieve his goal, he did many different 6 (job) and used his own experiences to inform his writing. 7 (eventual) his hard work paid off, winning the Pulitzer Prize for Fiction and the Nobel Prize in Literature. 8 contrast,Doyle wasn't so lucky.He longed to become known for his historical novels among other academic works, but his success in other fields was nothing, 9 (compare) to his fictional detective, Sherlock Holmes.
Though both of them were ultimately successful, their paths to success were quite different. So, whatever twists and turns you might encounter, be prepared for 10 unexpected.
参考答案：Task1:1.C 2.D 3.B 4.A
Task2:1.or 2.having 3.more fortunate 4.be illustrated
5.to write 6.jobs 7.Eventually 8.By 9.compared 10.the
Activity3:Lead the students to further understand the content of the text.Inspire the students to think deeply and explore the meaning of the topic by summarizing the main ideas.
Guide the students to pay further attention to the structure and main information of the text and understand the author's writing intention.
Task1:Ask the students read the text closely,understand the content of the text,and complete the information about Ernest Hemingway and Arthur Conan Doyle in the chart.
Answers:
Ernest Hemingway
·was single-minded in his ambition to write
·novels and short stories based on his personal experiences of the First World War the Spanish Civil War, bullfighting and deep-sea fishing, among others
·the Pulitzer Prize for Fiction in 1953 and won the Nobel Prize in Literature later
Arthur Conan Doyle
·a doctor; Doyle's main ambition was to become a writer of historical novels
·the fictional detective
·his historical novels among other academic works; the public couldn’t get enough of Sherlock Holmes
Task2:Lead the students to discuss the similarities and differences between the two writers.Then ask them to complete the information about the similarities between the two writers in the middle of the chart.
Answers:
Similarities
·were ultimately successful
·the same ambitious and energetic approach to life
Task3: Let the students read the sentence from the passage and answer the questions.
So, whatever twists and turns you might encounter, take a leaf out of the books of these two authors and be prepared for the unexpected.
1. What is their understanding of “take a leaf out of the books”?
2. What effect is the author aiming to achieve by using it?
3. What other expressions do they know that share the same meaning?
Answers:
1. Students' own answers.
2. The author aims to maintain the reader's interest
by using this figure of speech, and perhaps to end with a lighter note by using a pun.
3. Students' own answers.
This lesson successfully completed the pre-set tasks
and achieved good effects.
Review this lesson and complete the following questions.
1. What is your understanding of Steve Jobs's words at the end of the passage?
2. What can you learn about facing the future from the two authors?
3. What will you do to prepare yourself for the future?
4. Do you know any stories about Chinese writers and their plans for the future? What lessons can you learn from their experiences? Share your opinions with the class.
Answers:
1. You cannot make sense of your life by looking forward, because the future has not happened yet, and the meaning of future events is therefore uncertain. However once future events have occurred, you may be able to see how they fit into the pattern of your life.Things which you did not expect to be important may turn out to be very important. You must face the future by believing that everything will work out in the end, and that your life will make sense and have meaning.
2. Students' own answers.
3. Students' own answers.
4. Students' own answers.
Blackboard design
Facing the future
1. in the face of面临，面对
be faced with面对=face v.
2. approach n.接近；通道；方法 v.接近
an approach to… 做某事的方式
3. take action采取行动
put…into action 將…付诸实施
4. inform v.通知，告知
inform sb.of sth.通知某人某事
information n.信息（u.）
5. long vi.渴望
long to do… 渴望做某事
long for 渴望，怀念
Unit1 Looking forwards Period3 Using language
Topic
Tenses
Teacher
Teaching
Aims:
1. Let the students know more about the usage of tenses.
2. Guide the students to find and summarize the rules of tenses.
Teaching important
Points:
1.Help the students to grasp the key points to use tenses.
2.Guide the students to review and flexibly use the common tenses in the real context.
Teaching difficult points:
Help the students to grasp some basic tenses.
Teaching methods:
Introduction method
Teaching type:
Grammar
课 时
two
Teaching procedure:
Teaching contents:
Step1:
Leading-in
Step2:
Step3:
Step4:
Summary
动词主要表示动作，其次表示状态。动作和状态的发生有一定的时间和表现方式，这就是英语中动词的时态。英语动词的时态主要
由动词的不同形式来表示。
一、一般时态
1.一般现在时(am/is/are或do/does)
一般现在时表示经常发生的或习惯性动作、客观存在的情况或状态等。常与表示时间或频度的状语连用，如:always,often,seldom
sometimes,usually,every day/night, ever time,now and then等。
Around two o'clock every night,Sue starts talking in her dream.It somewhat bothers us.
每天晚上大约两点钟的时候,休就开始说梦话。这有点困扰我们。Notes:
⑴按时间表、时刻表、日程表、计划或规定等将要发生的动作,用一般现在时。往往只限于 go,arrive,leave,stay,return,begin, come 等动词。
The flight takes off at 2: 30every Wednesday and Friday.这个航班每周三和周五2:30起飞。
⑵用在时间、条件或让步状语从句中,用一般现在时表将来。(即“主将从现”原则)
When I grow up,I will be a nurse and look after patients.我长大后要当一名护士，照顾病人。
2.一般过去时(was/were或did)
一般过去时表示过去某个时间发生的动作、存在的状态或过去反复发生的动作。
-Haven't seen you for ages! Where have you been?
好久没见你了!你去哪里了呀?
-I went to Ningxia and stayed there for one year,teaching as a volunteer.
我去了宁夏，在那里待了一年，作为一名志愿者教书。
3.一般将来时(shall/will do)
一般将来时表示将要发生的动作或将来存在的状态。
He will graduate from Tsinghua University next year.
他明年将从清华大学毕业。
-What time is it?
几点了?
-I have no idea. But just a minute,I will check it for you.我不知道。你稍等，我给你查查。
4.过去将来时(should/would do)
过去将来时表示从过去某时看将来要发生的动作或存在的状态。would do也可以表示过去某种习惯性行为。
She hoped that they would meet again someday.
她希望将来有一天他们能再见面。
Whenever we had trouble, he would come to help us.
每当我们遇到困难时,他总会给予帮助
二、进行时态
1.现在进行时(am/is/are doing)
现在进行时表示说话时正在进行或现阶段正在进行的动作或发生的事,经常与now， at the moment,these days等连用。
Linda's brother is watching TV in his bedroom now.现在琳达的哥哥正在他的卧室里看电视。
Notes:
⑴现在进行时可以表示按计划或安排即将发生的动作,常限于 go,come,leave,start, arrive, return, work, sleep, stay, have, wear等动词。
We're having some guests tonight.
我们今晚有客人来。
⑵当现在进行时与频度副词 always, forever,continually，constantly等连用时强调重复的动作，表示某种感情色彩(如赞许厌烦、满意等)。
My wife is always complaining about this or that.
我的妻子总是抱怨这个那个的。
The students are making progress constantly.
学生们在不断进步。
2.过去进行时(was/were doing)
过去进行时表示在过去某时刻或某一阶段内正在进行的动作,通常与表示过去的时间状语 at that time,at that moment,at this time yesterday,at ten o'clock yesterday等连用。
She was phoning someone,so I nodded to her and went away.她正在给某个人打电话，所以我向她点了点头就离开了。
Notes:
⑴表示位移的动词，如come,go,arrive，leave,start,begin，return等的过去进行时可以表示计划、安排过去将要发生的动作。
She told me that she was going to Hainan for her holiday.她告诉我她将去海南度假。
⑵过去进行时在含有时间状语从句的复合句中,表示一个过去的动作发生时或发生之后,另一个动作正在进行。你宗去故
When I got to the top of the mountain,the sun was shining.我到达山顶时,阳光灿烂。
⑶将来进行时(will be doing)
将来进行时表示将来某一时刻或某一段时间里正在进行的或持续的动作。
Daniel's family will be enjoying their holiday in Mount Huangshan this time next week.
下周的这个时候,丹尼尔的家人将在黄山度假。
She will be working on her experiment during May.
整个五月她将全部用来进行她的实验。
三、完成时态(现在完成时、过去完成时、将来完成时)
1.现在完成时(have/has done)
(1)表示过去发生的动作或事情对现在的影响或产生的结果，常与already,yet,ever， never,just,before等词连用。
You have already grown much taller.你已经长高了许多。
(2)表示从过去某个时间开始，延续到现在，并可能延续下去的动作。往往和表示包括现在时间在内的一段时间的时间状语连用，如:so far,up to now,since last year,for a long time,in/during the past decades, these days 等。
Up to now, we have received no news from her.
我们至今没有收到她的消息。
They have learned English for eight years.
他们已经学了八年的英语了。
Notes:
下列句型中常用现在完成时:
This/That/It is/will be the first(second/third/...)time
+that从句.
This/That/It is the best/finest most interesting/...+名词+that从句.
This is the first time I have flown to Shanghai.
这是我第一次飞往上海。
This is the most interesting novel he has ever written.
这是他所写的最有趣的一部小说。
2.过去完成时(had done)
过去完成时表示在过去某一时刻或动作之前已经完成或结束的动作，即“过去的过去”。可以用by，at等构成的介词短语或 when,before等引导的时间状语从句来表示动作发生的时间。
Lily had just left when we arrived.
我们到达的时候莉莉刚刚离开。
Notes：
过去完成时还可用在hardly... when...,no sooner... than...,It's was the first/second/...time(that)...等固定句型中。在这类句型中，注意有时会用到倒装结构。
Hardly had the game begun when it started raining.
比赛刚刚开始就下起雨来。
3.将来完成时(shall/will have done)
将来完成时表示将来某时之前或某动作之前已经完成的动作，或一个持续到将来某时或某动作发生之前的动作。
I shall have finished the report by next Friday.
到下周五我就完成这份报告了。
By next Monday, she will have studied here for three years.到下周一，她在这里学习就要满三年了。
四、完成进行时态(现在完成进行时)现在完成进行时表示一个从过去某时开始发生，一直延续到现在并可能延续下去的动作。
She has been playing tennis since she was 20 eight.
她从八岁开始就一直打网球。
I have been cycling to work for the last two weeks.
这两个星期以来我一直骑车上班。
易混淆时态辨析
1.一般过去时和现在完成时
两者都表示发生在过去的动作。但现在完成时表示过去的动作与现在的关系，强调过去的动作对现在造成的影响或产生的结果;一般过去时强调动作发生在过去某一时间，与现在没有联系。
They've gone to Paris.
他们到巴黎去了。(说明他们现在去巴黎了，不在这里)
They went to Paris.
他们去了巴黎。(只说明去过,不表明是否现在仍在那里)
3. 现在完成进行时与现在完成时的区别
(1)现在完成时强调的是某个刚刚完成的动作或某个过去的动作对现在的影响或产生的结果;现在完成进行时则强调动作的延续性。试比较:
I have thought it over.
我已经考虑过这件事了。
I have been thinking it over.
我一直在考虑这件事。
(2)现在完成进行时可以表示动作的反复性;现在完成时一般不表
示反复性。
试比较:
Have you been meeting him recently?
你最近经常见他吗?
Have you met him recently?
你最近见过他吗?
(3)现在完成进行时可以表示动作的反复性;现在完成时一般不表示反复性。
试比较:
Have you been meeting him recently?
你最近经常见他吗?
Have you met him recently?
你最近见过他吗?
(4)现在完成进行时有时含有感情色彩;现在完成时一般表示平铺直叙。
试比较:
亨利工作有条不紊。
Henry has been doing his work orderly.(含表扬的意味)
Henry has done his work orderly.(描述事实)
Task1:用所给词的适当形式填空。
①Once the drink (be) gone, the straw will take
centuries to disappear.
②During an interview for one of my books, my interviewer
(say) something I still think about often.
③The number of medical schools reached 18 in the early 1990s and (remain) around that level ever since.
④By about 6 000 BC，people (discover) the best crops to grow and animals to raise.
⑤-You are a great swimmer.
-Thanks. It's because I (practise) a lot these days.
⑥I (hope)to send Peter a gift to congratulate him on his marriage, but I couldn't manage it .
⑦-I dropped in at your house at about ten last night, but you weren't in.
-I (do)regular exercises at the club.
⑧My dictionary is missing. I have looked for it everywhere but still (find)it.
⑨The vegetables didn't taste very good.They
(cook)too long.
⑩The train (go)at the present speed until it reaches the foot of the mountain at about nine o'clock tonight.
⑪I first met Tom 10 years ago. He (work)in a radio factory at that time.
⑫I (wait)for you for almost 2 hours.
⑬He just told me that he (help) me when I was in trouble.
⑭When they reached there, the ship (set)off.
⑮In the past two years,I (make) many friends in the school.
⑯I (stay)in China since I was ten.
Task2:单句写作
1.昨天我们去了公园。
2.狗在吃骨头。
3.汤姆每天早上起得很早。
4.他教英语已经8年了。
5.雨已经连续下了一整天了。
6.雨很快就要停了。
Answers:
Task1:
①is ②said ③has remained ④had discovered
⑤have been practising ⑥had hoped ⑦was doing
⑧haven't found ⑨had been cooked ⑩will be going
⑪was working ⑫have been waiting ⑬would help
⑭had set ⑮have made ⑯have been staying
Task2:①Yesterday we went to the park
②The dog is eating a bone
③Tom gets up early every morning
④He has taught English for 8 years
⑤It has been raining all day
⑥The rain will stop soon
This lesson successfully completed the pre-set tasks
and achieved good effects.
Homework
完成下列语法练习题
1. As many of us already know, having plans in place for the future (be) no guarantee that they (become) reality.
2.What (do) in ten years' time?
3. Although they shared the same ambitious and energetic approach to life, their careers (unfold) in contrasting ways.
4.I decided that I (write) one story about each thing that I knew about.
5. By contrast, the young Arthur Conan Doyle, born in
Scotland in 1859, hr originally (work) as a doctor.
6.Interestingly,Doyle wrote some of his early Holmes stories while he (wait) for patients in his medical practice in Lon don.
7.Sherlock Holmes (entertain) readers for well over a century.
8. For many of us, it's something we already
(experience).
Answers:1.is; will become 2.will; be doing 3.unfolded
4. would write 5.had; worked 6.was waiting
7.has been entertaining 8. have experienced
Blackboard design
Tenses
I. 一般时态
II. 进行时态
III. 完成时态
IV. 完成进行时态
Unit1 Looking forwards Period4Developing ideas教案
Topic
The Road Not Taken
Teacher
Teaching
Aims:
1.Get the students to understand the whole passage.
2.Improve students’ ability of reading information .
3.Master some usage of key sentences.
4.Guide the students to understand the connotation of the poem"The Road not Chosen".
Teaching important
Points:
1.Help the students to get the main idea by reading the passage.
2.Guide the students to comprehend the theme of the poem so as to deepen the understanding of the unit theme.
Teaching difficult points:
1.Training the students to grasp the skills of fast-reading and getting the text’s structure..
2.Stimulate the students’ reading interests of learning English by reading the text.
Teaching methods:
Task-based Language Teaching
Teaching type:
Reading
课 时
one
Teaching procedure:
Teaching contents:
Step1:Greeting
Step2:
Pre-reading
Step3:
Fast-reading
Step4:
Careful-reading
Step5:
Post-reading
Summary:
Homework:
Greet the whole class as usual.
Task1:Guide the students to read the introduction of author Robert Frost to Learn about the life and achievements of Robert Frost.
Questions:
1. What are the special features of Frost's poetry?
2. Have you read any poems written by Robert Frost? Share one with the class.
Answers:
1. There are four special features of Frost's poetry: first, it has been praised for its natural themes mostly set in the rural areas of New England; second, it has been praised for his colloquial approach to American language; third, it generally has a regular rhythm and rhyme and is easy to read aloud and remember; and finally, he often used simple settings in his poems to explore complex personal and social themes.
2. Students' own answers.
Task2:Ask some students to read a favorite poem by Robert Frost first.Then let the students introduce or share the sentences they are interested in to the class.
Task1:Ask the students to observe the background pictures of the text independently and think about the meaning of the pictures.
Task2.Find out the main idea of the passage.
Task3.Let the students read the text quickly and then answer the following questions.
1. What can we know from the first paragraph?
A.The poem The Road Not Taken is the most famous American poem of all time.
B. The poem The Road Not Taken often appears on television commercials.
C. People seldom quote lines of the poem The Road Not Taken in their speeches.
D. The poem The Road Not Taken is well known for its thoughtful insights into nature.
2. What is the author's opinion about the
choice we make according to the text?
A. We can go back although we have made a choice in all circumstances.
B. All the choices we made can lead to a specific consequence.
C. All we can do after making a choice is look forward without regret.
D. We should never doubt the choice we have already made.
3. Which of the following is RIGHT according to the whole text?
A. Partly, the art of decision making is learning to make the most of our decisions.
B. We should never look back on our decisions with regret.
C. Once we have made a choice between the two offers, we should never think of the other one.
D. We should never choose the“less traveled”road.
参考答案：1-3 BBA
Ask the students to read the text carefully and finish the following tasks.
Task1:Play the tape and guide the students to read the original text of the poem again to further understand the general idea of the poem and feel the beauty of the rhyme.
Task2:Guide the students to read the interpretation part at the end of the poem in sections to have a deep understanding of the artistic conception of the poem and the feelings conveyed by the author through the poem. Task3:Ask some students to share their understanding and feelings.
Task4:Ask the students to complete the table on page 12 with information from the passage.
Answers:
1. being unable to take both roads
2. is grassy and wants wear
3. the passing there has worn the two roads really about the same
4. he will take the first road
5. if he should ever come back
6. made all the difference
7. how our lives progress and change
8. whether we made the right choice
9. be facing our future with energy and optimism,for the choices are ours only
Task5:Play the recording of the poem again.Ask the students to listen to the recording and imitate reading the poem.
Guide the students to read another interpretation of the poem and prepare a report comparing it with the one in the passage.
Task1:Ask the students to discuss the two inter
-pretations from the following aspects. Do further research if necessary.
①What points do the two interpretations share?
②What are the major differences between the two interpretations?
③Which interpretation seems more convincing to you? Why?
④Can you think of yet another interpretation of the poem?
Answers:
① The two interpretations share the following
points: the poem The Road Not Taken is one of America's most famous or best-loved poems and it is about choice.
②The major differences between the two interpretations are: the one in the passage interprets the poem as a call for facing the future without regret, while the second interpretation(Robert's) maintains that the poem is really about accepting the consequences of our choices many years in the future, when it is too late to change them.
③Students' own answers.
④Students' own answers.
Task2:Let the students prepare their reports, including their understanding of the poem.
Task3:Ask the students to share their reports with the class.
This lesson successfully completed the pre-set tasks
and achieved good effects.
Review this lesson and complete some exercises.
Finish the following questions.
1. Why do you think the writer looks back on his decision "with a sigh"?
2. What are the rhyming words in this poem? What effect do they have?
3. What is the most difficult choice you have ever had to make? What did you choose to do?
4. What effect will the poem have on you when you face decisions in the future? Give your reasons.
5. In what different ways do the two reading passages in this unit improve your understanding of the choices you make and how they impact your future?
Answers:
1. The writer looks back on his decision“with a sigh", because he is wondering whether he made the right decision.
2. The rhyming words in this poem are:wood stood, could; both, undergrowth; fair, wear there; claim, same; lay, day, way; black, back; sigh, l, by; hence, difference.
Rhyming words may make it easier to read and recite the poem, because they make the rhythm of the poem fairly obvious.
3. Students' own answers.
4. Students own answers.
5. Students' own answers.
Blackboard design
The Road Not Taken
1. alternative n.可供选择的事物
have no alternative but to do sth.=have no choice but to do sth.= can’t help but do sth.除做某事外别无选择
2. range v.（在一定范围内）变化
n.种类；范围
a range of一系列…
range from… to… 从…到…变动
3. arise v.由…引起
arise from=arise out of 由…引起
4.状语从句的省略：
Unit1 Looking forwards Period5 Writing教案
Topic
Writing an application letter
Teacher
Teaching
Aims:
1.Improve the students’ writing ability.
2.Guide the students to use suitable tense、layout、sentences and linking words to write an application letter.
3.Guide the students to summarize the elements,basic content and relevant expressions contained in the application letter ,and then write one according to the job advertisement given.
Teaching important
Points:
1. Lead the students to understand and master the layout、sentences and linking words effectively.
2. Lead the students to master the way to use advanced and various sentence structures.
Teaching difficult points:
1.Training the students to grasp the skills of writing.
2.Stimulate the students’ writing interests of learning English by writing an application letter.
Teaching methods:
1.Process-focused writing approach
2.Group work cooperative learning.
Teaching type:
writing
课 时
one
Teaching procedure:
Teaching contents:
Step1:
Pre-writing
Step2:
While-writing
Step3:
Post-writing
Task1:Lead the students to read the job advertisement as well as application letter and have a preliminary under-
standing of the writing method.
Task2: Let the students read the application letter again and match it with the headings of .
Answer:e-g-f-c-a-b-d.
Task3: Guide the students to read the job advertisement carefully and clarify its requirements.
Task4:Ask the students to and answer the questions under the advertisement to get ready for the following writing.
Activity1:Introduce some common expressions and sentence patterns for writing an application letter.
1.Common expressions:
(1) put an advertisement in the local paper在当地报纸登一则广告
(2)create 15 new posts增设15个新职位
(3)an application for membership会员资格申请
(4)be grateful for any information you can give us 对您提供的信息我们感激不尽
(5)communicate with each other互相沟通
(6)a job interview 求职面试
(7)have the opportunity to ask any ques
(8)apply for a job 申请工作
(9)major in computer science主修计算机科学
(10)have a good command of English
2.Common sentence patterns:
I.开头常用句式
(1)Your advertisement made me unable to wait to write this application because I think I have the qualifications you are seeking.
你们的广告让我迫不及待地写这封申请信,因为我认为我具备了你们所寻求的条件。
(2)I am writing to apply for the post of…
我写这封信是想申请……的职位。
(3)I would like to apply for the scholarship that your department offers to students from other countries
我想申请贵系提供给来自其他国家学生的奖学金。
(4)I am writing to you in the hope that I may obtain an opportunity to further my study…towards a master's degree in your university.
我写信给您是希望能有机会到……继续深造,在贵校攻读硕士学位。
II.结尾常用句式
(1)Looking forward to your favorable reply.
期待您积极的回复。
(2)Thank you for considering my application and I am looking forward to hearing from you.
感谢您考虑我的申请，我期待您的回信。
(3)Thank you for considering my application and I am looking forward to hearing from you.
感谢您考虑我的申请，我期待您的回信。
(4)I greatly appreciate any of your favorable consideration of my application.
我非常感谢您对我的申请的任何积极的考虑。
(5)I would be very grateful if you would consider my application and could send me some information about the scholarship.
如果您能考虑我的申请并给我一些关于奖学金的信息,我将非常感激。
(6)Thank you for your consideration.I'm looking forward to your reply.
谢谢您的考虑。我期待您的回复。
(7)I would be grateful if you could grant me an early reply about the result of my application.
如果您能尽早回复我申请结果,我将不胜感激。
(8)I hope my academic background will
meet your general entrance requirements for graduate study.
我希望我的学术背景会满足贵校研究生学习的常规人学要求。
Activity2:Write an application.
One possible version:
Dear Ms Lee,
I wish to apply for the position of office assistant as advertised in China News Report on 11 July.
I'm skilled in the use of computers, and I have a great interest in online technology. I believe my skills would enable me to contribute to the smooth operation of your office.As I plan to work in an administrative post after graduation, I would welcome the opportunity to gain experience in this field.
As stated in my attached CV,I am well prepared for a variety of tasks, including document filing, photocopying, preparing meeting agendas,arranging refreshments and sorting letters and parcels. English is my native language, and I’m majoring in French at university.
Although I have not held the position of office assistant before,I did work in a major department store for a few weeks, five days per week on the morning shift, and I was regarded as a valuable addition to the sales team.I am capable of learning quickly, and willing to start with the basics wherever it is necessary.
Should you consider me a suitable candidate to interview, I’m contactable at your convenience at samhanson@uni.com or by phone on 8969-7616.Thank you for your time and consideration.
Yours faithfully,
Sam Hanson
Guide the students to make improvements to their writing.
Homework
假定你是李华,暑假在伦敦学习，得知当地美术馆要举办中国画展览。请写一封信申请做志愿者，内容包括:
1.写信目的;
2.个人优势;
3.能做的事情。
注意:
1.词数 80 左右;
2.可以适当增加细节,以使行文连贯;
3.开头和结尾已给出,不计人总词数。
参考词汇:Chinese painting exhibition 中国画展览
One possible version:
Dear Sir or Madam,
I'm writing to apply to be a volunteer for the Chinese painting exhibition to be held in the local art gallery.
I think I am qualified for this job,because I have learned Chinese paintings since boyhood. Besides,I am fluent in both Chinese and English, which helps me introduce Chinese paintings.If I am lucky enough to be chosen as a volunteer,I can show visitors around the art gallery and get them to know more about the Chinese paintings.
I would be very grateful if you could offer me the opportunity.I'm looking forward to your reply.
Yours,
Li Hua
Blackboard design
Writing an application letter
Useful expressions
1.put an advertisement in the local paper
2.create 15 new posts
3.an application for membership
4.be grateful for any information you can give us 5.communicate with each other
Unit1 Looking forwards Period1 Starting out教案
Topic
Starting out
Teacher
Teaching
Aims:
1. Guide the students to watch the video and understand the main idea of the video.
2. Stimulate the students' interest in the topic,and warm up for the whole unit.
Teaching important
Points:
1.Guide the students to find out the important life choices made by Lu Xun and summarize the reasons behind them.
2.Introduce the topic “Looking forwards”to the students.
3.Guide the students to look at pictures and ask them to compare and analyze the differences between different life’s paths .
Teaching difficult points:
1.Guide the students to think about the impact of choosing different paths on their lives.
2.Stimulate students’ interest in the topic, and lay a good foundation for the next unit study.
Teaching methods:
Task-based Language Teaching
Teaching type:
Speaking
课 时
one
Teaching procedure:
Teaching contents:
Lead-in
Activity1.
Activity2.
Summary
Homework
Help the students get familiar with the new words in the video.Let the students read and understand the meaning of the new words.
Step1:Lead the students to get the main information of the video.
Step2:Let them organize,process and summarize the key information provided in the video text.
Step3:Play the video and ask the students to answer the following questions.
1. Who is mentioned in the video? What decisions did he make?
2.Why did he change his decision?
Answers:
1.Lu Xun.
When Lu Xun was 15, traditional Chinese medicine failed to cure his father's illness, so he made a decision to study Western medicine and become a doctor. But later he made a decision to abandon his medical studies and take up writing.
3. Because he realized that the people in China were more in need of treatment for their minds than their bodies.The most important thing,in his mind, was to change people's spirit, and the best way to achieve this was through literature.
Guide the students to think about the theme and meaning of
the pictures.Help the students to know themselves and and better understand the meaning of"life choice" .
Step 1: Ask the students to look closely at the picture and answer Question l.
Step 2: Ask the students to describe the three roads in the picture.
Step3:Guide the students to compare the three roads and answer Question 2.
Step 4:Guide the students to explore the possibility of choosing different life paths.Lead them to face the question"How to choose their own life path" with a positive attitude and answer Question 3.
Questions:
1. What can you see in the picture?
2. What are the differences between the three paths?
3. What do you think life's path looks like?
Answers:
1. We can see three different paths in the picture.
One man is standing in front of the three paths. He may be thinking about which one he should follow.
2. The path on the left side of the picture is very
straight and smooth. The path in the middle is straight, but there are many rocks on it. The path on the right has many twists and turns.The two straight paths reach a mountain, while the winding one reaches a forest.
3. Students' own answers.
The students successfully completed the learning task in this lesson.By presenting videos and pictures from the textbook,guide the students to warm up for the whole unit.
Preview the next part of this unit.
Blackboard design
Looking forwards-Starting out
1. make a decision做决定
decide to do sth.决定做某事
2. recognizable adj.可辨认的，可认识的
recognize v.辨认，认识
recognition n.认出，认可
3. be known for 因…而闻名
be known as 作为…而闻名
4. devote…to… 把…奉献于…
be devoted to=devote oneself to专心致志于…
5. therefore adv.因此
thus adv.因此
Unit1 Looking forwards Period2 Understanding ideas教案
Topic
Facing the future
Teacher
Teaching
Aims:
1.Get the students to learn some useful new words and expressions in this part.
2.Develop the students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.
3.Enable the students to understand the whole passage.
Teaching important
Points:
1. Lead the students to obtain the general idea of the text through skimming and intensive reading.
2. Let the students master the key words and phrases in this part.
3. Ask the students to complete the questionnaire.Then guide them to summarize the past and look into the future based on the content of the questionnaire.
Teaching difficult points:
1.Let the students learn to analyze and solve problems ,and improve their reading level.
2.Guide the students to understand the meaning of the title.
3. Guide the students to describe the growth process of the two writers in the text, their different experiences in the growth process and their representative works.
Teaching methods:
Task-based Language Teaching
Teaching type:
Reading
课 时
one
Teaching procedure:
Teaching contents:
Step1:
Pre-reading
Step2:
While-reading
Step3:
Post-reading
Summary
Homework
Leading-in
Guide the students to summarize the past and look into the
future based on the content of the questionnaire .Then
let them predict the content of the text.
Task 1: Encourage the students to preview before class and
learn about the lives and achievements of the two authors.
Task 2: Let the students complete the questionnaire quickly
and then discuss it in groups.
Task3:Lead the students to predict the content of the text
by looking at the pictures and reading the title and topic
sentence.
Task4: Ask the students to read the text quickly with
questions to verify their prediction .
Activity 1:
Skimming:Let the students go through the whole passage quickly to get the main idea.
Activity 2:
Scanning:Encourage students to read the passage again and
work together to finish the following tasks.
Task1.Read the text carefully and choose the best answers
according to the text.
1. What do we know about Ernest Hemingway according to the passage?
A. He once worked as a trainee reporter in a newspaper in Cuba.
B. The Old Man and the Sea got him to win the Nobel Prize in Literature in 1953.
C. He was fond of writing ever since his early boyhood.
D. His novels were based on the Second World War and the Spanish Civil War.
2.What do we know about Arthur Conan Doyle?
A.He was born in Scotland in 1899.
B.He was best known for his historical novels.
C. His main ambition was to become a writ er of detective novels.
D. He began to write his detective novels when he worked as a doctor.
4. What can we learn from the last but one paragraph?
A.Doyle gave up medicine and devoted himself entirely to writing once he began to write novels.
B.The public thought highly of Doyle's detective novels and were fond of Sherlock Holmes.
C.Doyle's historical novels made him a household name.
D. Doyle's achieved his ambition of writing historical novels successfully.
4. What can we infer from the passage?
A.Whatever difficulty we meet with in our life, we should be prepared for the unexpected.
B. Having plans in place for the future is a guarantee that they will become reality.
C. Both Ernest Hemingway and Arthur Conan Doyle were fond of writing detective novels.
D. Ernest Hemingway is more successful than Arthur Conan Doyle.
Task2. Fill in the blanks according to he text.
Facing the future, can we take action to shape it, 1
should we just accept whatever comes our way? As many of us already know, 2 (have) plans in place for the future is no guarantee that whey will become reality. In this respect, some people are 3 (fortunate) than others, as can
4 (illustrate) by comparing the lives of two famous authors - Ernest Hemingway and Arthur Conan Doyle.
Hemingway, born in 1899, was single minded in his ambition
5 (write)from early boyhood. In order to achieve his goal, he did many different 6 (job) and used his own experiences to inform his writing. 7 (eventual) his hard work paid off, winning the Pulitzer Prize for Fiction and the Nobel Prize in Literature. 8 contrast,Doyle wasn't so lucky.He longed to become known for his historical novels among other academic works, but his success in other fields was nothing, 9 (compare) to his fictional detective, Sherlock Holmes.
Though both of them were ultimately successful, their paths to success were quite different. So, whatever twists and turns you might encounter, be prepared for 10 unexpected.
参考答案：Task1:1.C 2.D 3.B 4.A
Task2:1.or 2.having 3.more fortunate 4.be illustrated
5.to write 6.jobs 7.Eventually 8.By 9.compared 10.the
Activity3:Lead the students to further understand the content of the text.Inspire the students to think deeply and explore the meaning of the topic by summarizing the main ideas.
Guide the students to pay further attention to the structure and main information of the text and understand the author's writing intention.
Task1:Ask the students read the text closely,understand the content of the text,and complete the information about Ernest Hemingway and Arthur Conan Doyle in the chart.
Answers:
Ernest Hemingway
·was single-minded in his ambition to write
·novels and short stories based on his personal experiences of the First World War the Spanish Civil War, bullfighting and deep-sea fishing, among others
·the Pulitzer Prize for Fiction in 1953 and won the Nobel Prize in Literature later
Arthur Conan Doyle
·a doctor; Doyle's main ambition was to become a writer of historical novels
·the fictional detective
·his historical novels among other academic works; the public couldn’t get enough of Sherlock Holmes
Task2:Lead the students to discuss the similarities and differences between the two writers.Then ask them to complete the information about the similarities between the two writers in the middle of the chart.
Answers:
Similarities
·were ultimately successful
·the same ambitious and energetic approach to life
Task3: Let the students read the sentence from the passage and answer the questions.
So, whatever twists and turns you might encounter, take a leaf out of the books of these two authors and be prepared for the unexpected.
1. What is their understanding of “take a leaf out of the books”?
2. What effect is the author aiming to achieve by using it?
3. What other expressions do they know that share the same meaning?
Answers:
1. Students' own answers.
2. The author aims to maintain the reader's interest
by using this figure of speech, and perhaps to end with a lighter note by using a pun.
3. Students' own answers.
This lesson successfully completed the pre-set tasks
and achieved good effects.
Review this lesson and complete the following questions.
1. What is your understanding of Steve Jobs's words at the end of the passage?
2. What can you learn about facing the future from the two authors?
3. What will you do to prepare yourself for the future?
4. Do you know any stories about Chinese writers and their plans for the future? What lessons can you learn from their experiences? Share your opinions with the class.
Answers:
1. You cannot make sense of your life by looking forward, because the future has not happened yet, and the meaning of future events is therefore uncertain. However once future events have occurred, you may be able to see how they fit into the pattern of your life.Things which you did not expect to be important may turn out to be very important. You must face the future by believing that everything will work out in the end, and that your life will make sense and have meaning.
2. Students' own answers.
3. Students' own answers.
4. Students' own answers.
Blackboard design
Facing the future
1. in the face of面临，面对
be faced with面对=face v.
2. approach n.接近；通道；方法 v.接近
an approach to… 做某事的方式
3. take action采取行动
put…into action 將…付诸实施
4. inform v.通知，告知
inform sb.of sth.通知某人某事
information n.信息（u.）
5. long vi.渴望
long to do… 渴望做某事
long for 渴望，怀念
Unit1 Looking forwards Period3 Using language
Topic
Tenses
Teacher
Teaching
Aims:
1. Let the students know more about the usage of tenses.
2. Guide the students to find and summarize the rules of tenses.
Teaching important
Points:
1.Help the students to grasp the key points to use tenses.
2.Guide the students to review and flexibly use the common tenses in the real context.
Teaching difficult points:
Help the students to grasp some basic tenses.
Teaching methods:
Introduction method
Teaching type:
Grammar
课 时
two
Teaching procedure:
Teaching contents:
Step1:
Leading-in
Step2:
Step3:
Step4:
Summary
动词主要表示动作，其次表示状态。动作和状态的发生有一定的时间和表现方式，这就是英语中动词的时态。英语动词的时态主要
由动词的不同形式来表示。
一、一般时态
1.一般现在时(am/is/are或do/does)
一般现在时表示经常发生的或习惯性动作、客观存在的情况或状态等。常与表示时间或频度的状语连用，如:always,often,seldom
sometimes,usually,every day/night, ever time,now and then等。
Around two o'clock every night,Sue starts talking in her dream.It somewhat bothers us.
每天晚上大约两点钟的时候,休就开始说梦话。这有点困扰我们。Notes:
⑴按时间表、时刻表、日程表、计划或规定等将要发生的动作,用一般现在时。往往只限于 go,arrive,leave,stay,return,begin, come 等动词。
The flight takes off at 2: 30every Wednesday and Friday.这个航班每周三和周五2:30起飞。
⑵用在时间、条件或让步状语从句中,用一般现在时表将来。(即“主将从现”原则)
When I grow up,I will be a nurse and look after patients.我长大后要当一名护士，照顾病人。
2.一般过去时(was/were或did)
一般过去时表示过去某个时间发生的动作、存在的状态或过去反复发生的动作。
-Haven't seen you for ages! Where have you been?
好久没见你了!你去哪里了呀?
-I went to Ningxia and stayed there for one year,teaching as a volunteer.
我去了宁夏，在那里待了一年，作为一名志愿者教书。
3.一般将来时(shall/will do)
一般将来时表示将要发生的动作或将来存在的状态。
He will graduate from Tsinghua University next year.
他明年将从清华大学毕业。
-What time is it?
几点了?
-I have no idea. But just a minute,I will check it for you.我不知道。你稍等，我给你查查。
4.过去将来时(should/would do)
过去将来时表示从过去某时看将来要发生的动作或存在的状态。would do也可以表示过去某种习惯性行为。
She hoped that they would meet again someday.
她希望将来有一天他们能再见面。
Whenever we had trouble, he would come to help us.
每当我们遇到困难时,他总会给予帮助
二、进行时态
1.现在进行时(am/is/are doing)
现在进行时表示说话时正在进行或现阶段正在进行的动作或发生的事,经常与now， at the moment,these days等连用。
Linda's brother is watching TV in his bedroom now.现在琳达的哥哥正在他的卧室里看电视。
Notes:
⑴现在进行时可以表示按计划或安排即将发生的动作,常限于 go,come,leave,start, arrive, return, work, sleep, stay, have, wear等动词。
We're having some guests tonight.
我们今晚有客人来。
⑵当现在进行时与频度副词 always, forever,continually，constantly等连用时强调重复的动作，表示某种感情色彩(如赞许厌烦、满意等)。
My wife is always complaining about this or that.
我的妻子总是抱怨这个那个的。
The students are making progress constantly.
学生们在不断进步。
2.过去进行时(was/were doing)
过去进行时表示在过去某时刻或某一阶段内正在进行的动作,通常与表示过去的时间状语 at that time,at that moment,at this time yesterday,at ten o'clock yesterday等连用。
She was phoning someone,so I nodded to her and went away.她正在给某个人打电话，所以我向她点了点头就离开了。
Notes:
⑴表示位移的动词，如come,go,arrive，leave,start,begin，return等的过去进行时可以表示计划、安排过去将要发生的动作。
She told me that she was going to Hainan for her holiday.她告诉我她将去海南度假。
⑵过去进行时在含有时间状语从句的复合句中,表示一个过去的动作发生时或发生之后,另一个动作正在进行。你宗去故
When I got to the top of the mountain,the sun was shining.我到达山顶时,阳光灿烂。
⑶将来进行时(will be doing)
将来进行时表示将来某一时刻或某一段时间里正在进行的或持续的动作。
Daniel's family will be enjoying their holiday in Mount Huangshan this time next week.
下周的这个时候,丹尼尔的家人将在黄山度假。
She will be working on her experiment during May.
整个五月她将全部用来进行她的实验。
三、完成时态(现在完成时、过去完成时、将来完成时)
1.现在完成时(have/has done)
(1)表示过去发生的动作或事情对现在的影响或产生的结果，常与already,yet,ever， never,just,before等词连用。
You have already grown much taller.你已经长高了许多。
(2)表示从过去某个时间开始，延续到现在，并可能延续下去的动作。往往和表示包括现在时间在内的一段时间的时间状语连用，如:so far,up to now,since last year,for a long time,in/during the past decades, these days 等。
Up to now, we have received no news from her.
我们至今没有收到她的消息。
They have learned English for eight years.
他们已经学了八年的英语了。
Notes:
下列句型中常用现在完成时:
This/That/It is/will be the first(second/third/...)time
+that从句.
This/That/It is the best/finest most interesting/...+名词+that从句.
This is the first time I have flown to Shanghai.
这是我第一次飞往上海。
This is the most interesting novel he has ever written.
这是他所写的最有趣的一部小说。
2.过去完成时(had done)
过去完成时表示在过去某一时刻或动作之前已经完成或结束的动作，即“过去的过去”。可以用by，at等构成的介词短语或 when,before等引导的时间状语从句来表示动作发生的时间。
Lily had just left when we arrived.
我们到达的时候莉莉刚刚离开。
Notes：
过去完成时还可用在hardly... when...,no sooner... than...,It's was the first/second/...time(that)...等固定句型中。在这类句型中，注意有时会用到倒装结构。
Hardly had the game begun when it started raining.
比赛刚刚开始就下起雨来。
3.将来完成时(shall/will have done)
将来完成时表示将来某时之前或某动作之前已经完成的动作，或一个持续到将来某时或某动作发生之前的动作。
I shall have finished the report by next Friday.
到下周五我就完成这份报告了。
By next Monday, she will have studied here for three years.到下周一，她在这里学习就要满三年了。
四、完成进行时态(现在完成进行时)现在完成进行时表示一个从过去某时开始发生，一直延续到现在并可能延续下去的动作。
She has been playing tennis since she was 20 eight.
她从八岁开始就一直打网球。
I have been cycling to work for the last two weeks.
这两个星期以来我一直骑车上班。
易混淆时态辨析
1.一般过去时和现在完成时
两者都表示发生在过去的动作。但现在完成时表示过去的动作与现在的关系，强调过去的动作对现在造成的影响或产生的结果;一般过去时强调动作发生在过去某一时间，与现在没有联系。
They've gone to Paris.
他们到巴黎去了。(说明他们现在去巴黎了，不在这里)
They went to Paris.
他们去了巴黎。(只说明去过,不表明是否现在仍在那里)
3. 现在完成进行时与现在完成时的区别
(1)现在完成时强调的是某个刚刚完成的动作或某个过去的动作对现在的影响或产生的结果;现在完成进行时则强调动作的延续性。试比较:
I have thought it over.
我已经考虑过这件事了。
I have been thinking it over.
我一直在考虑这件事。
(2)现在完成进行时可以表示动作的反复性;现在完成时一般不表
示反复性。
试比较:
Have you been meeting him recently?
你最近经常见他吗?
Have you met him recently?
你最近见过他吗?
(3)现在完成进行时可以表示动作的反复性;现在完成时一般不表示反复性。
试比较:
Have you been meeting him recently?
你最近经常见他吗?
Have you met him recently?
你最近见过他吗?
(4)现在完成进行时有时含有感情色彩;现在完成时一般表示平铺直叙。
试比较:
亨利工作有条不紊。
Henry has been doing his work orderly.(含表扬的意味)
Henry has done his work orderly.(描述事实)
Task1:用所给词的适当形式填空。
①Once the drink (be) gone, the straw will take
centuries to disappear.
②During an interview for one of my books, my interviewer
(say) something I still think about often.
③The number of medical schools reached 18 in the early 1990s and (remain) around that level ever since.
④By about 6 000 BC，people (discover) the best crops to grow and animals to raise.
⑤-You are a great swimmer.
-Thanks. It's because I (practise) a lot these days.
⑥I (hope)to send Peter a gift to congratulate him on his marriage, but I couldn't manage it .
⑦-I dropped in at your house at about ten last night, but you weren't in.
-I (do)regular exercises at the club.
⑧My dictionary is missing. I have looked for it everywhere but still (find)it.
⑨The vegetables didn't taste very good.They
(cook)too long.
⑩The train (go)at the present speed until it reaches the foot of the mountain at about nine o'clock tonight.
⑪I first met Tom 10 years ago. He (work)in a radio factory at that time.
⑫I (wait)for you for almost 2 hours.
⑬He just told me that he (help) me when I was in trouble.
⑭When they reached there, the ship (set)off.
⑮In the past two years,I (make) many friends in the school.
⑯I (stay)in China since I was ten.
Task2:单句写作
1.昨天我们去了公园。
2.狗在吃骨头。
3.汤姆每天早上起得很早。
4.他教英语已经8年了。
5.雨已经连续下了一整天了。
6.雨很快就要停了。
Answers:
Task1:
①is ②said ③has remained ④had discovered
⑤have been practising ⑥had hoped ⑦was doing
⑧haven't found ⑨had been cooked ⑩will be going
⑪was working ⑫have been waiting ⑬would help
⑭had set ⑮have made ⑯have been staying
Task2:①Yesterday we went to the park
②The dog is eating a bone
③Tom gets up early every morning
④He has taught English for 8 years
⑤It has been raining all day
⑥The rain will stop soon
This lesson successfully completed the pre-set tasks
and achieved good effects.
Homework
完成下列语法练习题
1. As many of us already know, having plans in place for the future (be) no guarantee that they (become) reality.
2.What (do) in ten years' time?
3. Although they shared the same ambitious and energetic approach to life, their careers (unfold) in contrasting ways.
4.I decided that I (write) one story about each thing that I knew about.
5. By contrast, the young Arthur Conan Doyle, born in
Scotland in 1859, hr originally (work) as a doctor.
6.Interestingly,Doyle wrote some of his early Holmes stories while he (wait) for patients in his medical practice in Lon don.
7.Sherlock Holmes (entertain) readers for well over a century.
8. For many of us, it's something we already
(experience).
Answers:1.is; will become 2.will; be doing 3.unfolded
4. would write 5.had; worked 6.was waiting
7.has been entertaining 8. have experienced
Blackboard design
Tenses
I. 一般时态
II. 进行时态
III. 完成时态
IV. 完成进行时态
Unit1 Looking forwards Period4Developing ideas教案
Topic
The Road Not Taken
Teacher
Teaching
Aims:
1.Get the students to understand the whole passage.
2.Improve students’ ability of reading information .
3.Master some usage of key sentences.
4.Guide the students to understand the connotation of the poem"The Road not Chosen".
Teaching important
Points:
1.Help the students to get the main idea by reading the passage.
2.Guide the students to comprehend the theme of the poem so as to deepen the understanding of the unit theme.
Teaching difficult points:
1.Training the students to grasp the skills of fast-reading and getting the text’s structure..
2.Stimulate the students’ reading interests of learning English by reading the text.
Teaching methods:
Task-based Language Teaching
Teaching type:
Reading
课 时
one
Teaching procedure:
Teaching contents:
Step1:Greeting
Step2:
Pre-reading
Step3:
Fast-reading
Step4:
Careful-reading
Step5:
Post-reading
Summary:
Homework:
Greet the whole class as usual.
Task1:Guide the students to read the introduction of author Robert Frost to Learn about the life and achievements of Robert Frost.
Questions:
1. What are the special features of Frost's poetry?
2. Have you read any poems written by Robert Frost? Share one with the class.
Answers:
1. There are four special features of Frost's poetry: first, it has been praised for its natural themes mostly set in the rural areas of New England; second, it has been praised for his colloquial approach to American language; third, it generally has a regular rhythm and rhyme and is easy to read aloud and remember; and finally, he often used simple settings in his poems to explore complex personal and social themes.
2. Students' own answers.
Task2:Ask some students to read a favorite poem by Robert Frost first.Then let the students introduce or share the sentences they are interested in to the class.
Task1:Ask the students to observe the background pictures of the text independently and think about the meaning of the pictures.
Task2.Find out the main idea of the passage.
Task3.Let the students read the text quickly and then answer the following questions.
1. What can we know from the first paragraph?
A.The poem The Road Not Taken is the most famous American poem of all time.
B. The poem The Road Not Taken often appears on television commercials.
C. People seldom quote lines of the poem The Road Not Taken in their speeches.
D. The poem The Road Not Taken is well known for its thoughtful insights into nature.
2. What is the author's opinion about the
choice we make according to the text?
A. We can go back although we have made a choice in all circumstances.
B. All the choices we made can lead to a specific consequence.
C. All we can do after making a choice is look forward without regret.
D. We should never doubt the choice we have already made.
3. Which of the following is RIGHT according to the whole text?
A. Partly, the art of decision making is learning to make the most of our decisions.
B. We should never look back on our decisions with regret.
C. Once we have made a choice between the two offers, we should never think of the other one.
D. We should never choose the“less traveled”road.
参考答案：1-3 BBA
Ask the students to read the text carefully and finish the following tasks.
Task1:Play the tape and guide the students to read the original text of the poem again to further understand the general idea of the poem and feel the beauty of the rhyme.
Task2:Guide the students to read the interpretation part at the end of the poem in sections to have a deep understanding of the artistic conception of the poem and the feelings conveyed by the author through the poem. Task3:Ask some students to share their understanding and feelings.
Task4:Ask the students to complete the table on page 12 with information from the passage.
Answers:
1. being unable to take both roads
2. is grassy and wants wear
3. the passing there has worn the two roads really about the same
4. he will take the first road
5. if he should ever come back
6. made all the difference
7. how our lives progress and change
8. whether we made the right choice
9. be facing our future with energy and optimism,for the choices are ours only
Task5:Play the recording of the poem again.Ask the students to listen to the recording and imitate reading the poem.
Guide the students to read another interpretation of the poem and prepare a report comparing it with the one in the passage.
Task1:Ask the students to discuss the two inter
-pretations from the following aspects. Do further research if necessary.
①What points do the two interpretations share?
②What are the major differences between the two interpretations?
③Which interpretation seems more convincing to you? Why?
④Can you think of yet another interpretation of the poem?
Answers:
① The two interpretations share the following
points: the poem The Road Not Taken is one of America's most famous or best-loved poems and it is about choice.
②The major differences between the two interpretations are: the one in the passage interprets the poem as a call for facing the future without regret, while the second interpretation(Robert's) maintains that the poem is really about accepting the consequences of our choices many years in the future, when it is too late to change them.
③Students' own answers.
④Students' own answers.
Task2:Let the students prepare their reports, including their understanding of the poem.
Task3:Ask the students to share their reports with the class.
This lesson successfully completed the pre-set tasks
and achieved good effects.
Review this lesson and complete some exercises.
Finish the following questions.
1. Why do you think the writer looks back on his decision "with a sigh"?
2. What are the rhyming words in this poem? What effect do they have?
3. What is the most difficult choice you have ever had to make? What did you choose to do?
4. What effect will the poem have on you when you face decisions in the future? Give your reasons.
5. In what different ways do the two reading passages in this unit improve your understanding of the choices you make and how they impact your future?
Answers:
1. The writer looks back on his decision“with a sigh", because he is wondering whether he made the right decision.
2. The rhyming words in this poem are:wood stood, could; both, undergrowth; fair, wear there; claim, same; lay, day, way; black, back; sigh, l, by; hence, difference.
Rhyming words may make it easier to read and recite the poem, because they make the rhythm of the poem fairly obvious.
3. Students' own answers.
4. Students own answers.
5. Students' own answers.
Blackboard design
The Road Not Taken
1. alternative n.可供选择的事物
have no alternative but to do sth.=have no choice but to do sth.= can’t help but do sth.除做某事外别无选择
2. range v.（在一定范围内）变化
n.种类；范围
a range of一系列…
range from… to… 从…到…变动
3. arise v.由…引起
arise from=arise out of 由…引起
4.状语从句的省略：
Unit1 Looking forwards Period5 Writing教案
Topic
Writing an application letter
Teacher
Teaching
Aims:
1.Improve the students’ writing ability.
2.Guide the students to use suitable tense、layout、sentences and linking words to write an application letter.
3.Guide the students to summarize the elements,basic content and relevant expressions contained in the application letter ,and then write one according to the job advertisement given.
Teaching important
Points:
1. Lead the students to understand and master the layout、sentences and linking words effectively.
2. Lead the students to master the way to use advanced and various sentence structures.
Teaching difficult points:
1.Training the students to grasp the skills of writing.
2.Stimulate the students’ writing interests of learning English by writing an application letter.
Teaching methods:
1.Process-focused writing approach
2.Group work cooperative learning.
Teaching type:
writing
课 时
one
Teaching procedure:
Teaching contents:
Step1:
Pre-writing
Step2:
While-writing
Step3:
Post-writing
Task1:Lead the students to read the job advertisement as well as application letter and have a preliminary under-
standing of the writing method.
Task2: Let the students read the application letter again and match it with the headings of .
Answer:e-g-f-c-a-b-d.
Task3: Guide the students to read the job advertisement carefully and clarify its requirements.
Task4:Ask the students to and answer the questions under the advertisement to get ready for the following writing.
Activity1:Introduce some common expressions and sentence patterns for writing an application letter.
1.Common expressions:
(1) put an advertisement in the local paper在当地报纸登一则广告
(2)create 15 new posts增设15个新职位
(3)an application for membership会员资格申请
(4)be grateful for any information you can give us 对您提供的信息我们感激不尽
(5)communicate with each other互相沟通
(6)a job interview 求职面试
(7)have the opportunity to ask any ques
(8)apply for a job 申请工作
(9)major in computer science主修计算机科学
(10)have a good command of English
2.Common sentence patterns:
I.开头常用句式
(1)Your advertisement made me unable to wait to write this application because I think I have the qualifications you are seeking.
你们的广告让我迫不及待地写这封申请信,因为我认为我具备了你们所寻求的条件。
(2)I am writing to apply for the post of…
我写这封信是想申请……的职位。
(3)I would like to apply for the scholarship that your department offers to students from other countries
我想申请贵系提供给来自其他国家学生的奖学金。
(4)I am writing to you in the hope that I may obtain an opportunity to further my study…towards a master's degree in your university.
我写信给您是希望能有机会到……继续深造,在贵校攻读硕士学位。
II.结尾常用句式
(1)Looking forward to your favorable reply.
期待您积极的回复。
(2)Thank you for considering my application and I am looking forward to hearing from you.
感谢您考虑我的申请，我期待您的回信。
(3)Thank you for considering my application and I am looking forward to hearing from you.
感谢您考虑我的申请，我期待您的回信。
(4)I greatly appreciate any of your favorable consideration of my application.
我非常感谢您对我的申请的任何积极的考虑。
(5)I would be very grateful if you would consider my application and could send me some information about the scholarship.
如果您能考虑我的申请并给我一些关于奖学金的信息,我将非常感激。
(6)Thank you for your consideration.I'm looking forward to your reply.
谢谢您的考虑。我期待您的回复。
(7)I would be grateful if you could grant me an early reply about the result of my application.
如果您能尽早回复我申请结果,我将不胜感激。
(8)I hope my academic background will
meet your general entrance requirements for graduate study.
我希望我的学术背景会满足贵校研究生学习的常规人学要求。
Activity2:Write an application.
One possible version:
Dear Ms Lee,
I wish to apply for the position of office assistant as advertised in China News Report on 11 July.
I'm skilled in the use of computers, and I have a great interest in online technology. I believe my skills would enable me to contribute to the smooth operation of your office.As I plan to work in an administrative post after graduation, I would welcome the opportunity to gain experience in this field.
As stated in my attached CV,I am well prepared for a variety of tasks, including document filing, photocopying, preparing meeting agendas,arranging refreshments and sorting letters and parcels. English is my native language, and I’m majoring in French at university.
Although I have not held the position of office assistant before,I did work in a major department store for a few weeks, five days per week on the morning shift, and I was regarded as a valuable addition to the sales team.I am capable of learning quickly, and willing to start with the basics wherever it is necessary.
Should you consider me a suitable candidate to interview, I’m contactable at your convenience at samhanson@uni.com or by phone on 8969-7616.Thank you for your time and consideration.
Yours faithfully,
Sam Hanson
Guide the students to make improvements to their writing.
Homework
假定你是李华,暑假在伦敦学习，得知当地美术馆要举办中国画展览。请写一封信申请做志愿者，内容包括:
1.写信目的;
2.个人优势;
3.能做的事情。
注意:
1.词数 80 左右;
2.可以适当增加细节,以使行文连贯;
3.开头和结尾已给出,不计人总词数。
参考词汇:Chinese painting exhibition 中国画展览
One possible version:
Dear Sir or Madam,
I'm writing to apply to be a volunteer for the Chinese painting exhibition to be held in the local art gallery.
I think I am qualified for this job,because I have learned Chinese paintings since boyhood. Besides,I am fluent in both Chinese and English, which helps me introduce Chinese paintings.If I am lucky enough to be chosen as a volunteer,I can show visitors around the art gallery and get them to know more about the Chinese paintings.
I would be very grateful if you could offer me the opportunity.I'm looking forward to your reply.
Yours,
Li Hua
Blackboard design
Writing an application letter
Useful expressions
1.put an advertisement in the local paper
2.create 15 new posts
3.an application for membership
4.be grateful for any information you can give us 5.communicate with each other
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