高三英語學生教案都有哪些？英語音韻學是指研究英語音韻學（即語音系統）。與所有語言一樣，英語口語發音因方言而異，無論歷史與否。下面是小編為大家帶來的高三英語學生教案七篇，希望大家能夠喜歡！

高三英語學生教案（精選篇1）

一、教法建議

【拋磚引玉】

同學們將通過本單元的閱讀課文“Milu Deer Return To China”, 深刻認識并了解保護野生動物的重要意義。

單元雙基學習目標

Ⅰ.詞匯學習

四會單詞和詞組：at present , nature , common , recently , alive , year by year , greatly , one day , sick

三會單詞和詞組：increase , similar , equipment , disappear , period , research , protect , paint , deer , performance , put on performance , one after another

Ⅱ. 交際英語

目的、意圖、同意和祝愿

1. Why are you making this journey ?

2. We are trying to collect the memory for a wildlife project .

3. We want to do … so that …

4. What is the purpose of your new project ?

5. We want to do … very much .

6. That sounds a great idea .

7. Good luck with your trip !

Ⅲ. 語法學習

在本單元，同學們要理解并初步掌握現在進行時被動語態的用法。現在進行時的被動語態是由“由be的現在式 (am , is , are ) + being + 過去分詞”構成。現在進行時的被動語態是表示“某人或者某事此時正在被……”。如：A teaching building is being built in our school .

【指點迷津】

單元重點詞匯點撥

1. deer鹿

I saw four deer in the forest .

〖點撥〗deer的單復數一樣。單復數形式一樣的名詞還有：sheep , aircraft , police , cattle等。

2. increase增加;繁殖

Travel increases one’s knowledge of the world .

The number of tourists has increased . = Tourists have increased in number .

〖點撥〗增加了百分之幾常用介詞by連接。The population of this town increased by five percent last year .

另外，on the increase是“不斷增加，正在增加中”。如：Traffic accidents in cities are on the increase this month .

3.similar類似的

The two of them are similar in character .

A cat is similar to a tiger in many ways .

〖點撥〗be similar to與……相似。又如：Gold is similar in colour to brass (銅) 。

4. recently近來

The recently completed , 35-story , four-star hotel is the tallest building in the city .

〖點撥〗recently在句中時，句子常用現在完成時。如：Have you been very busy recently ?

5. alive活著的;存在的

Who’s the greatest man alive ?

〖點撥〗alive ; living ; live ; lively ; life ; lives 這些詞都有“活著”之意，它們的用法各不相同。

1)alive 意為“活著”，側重說明生與死之間的界限，既可指人，也可指物;可用來作表語，后置定語或賓補。雖有死的可能，但還活著。例如：

The badly wounded soldier was still alive when taken to the hospital .

He is dead , but his dog is still alive . 他死了，但他的狗仍然還活著。

No man alive is greater than he . 在活著的人中沒有人比他更偉大了。(注：此時 alive 含有“在所有活著的……之中”)

He wanted to keep the fish alive . 他想讓魚活著。

2)living意為“活著”強調說明“尚在人間”，“健在”，可用來指人或物，作定語或表語。例如：

Comrade Wang is really a living Lei Feng in our country .

My first teacher is still living . 我的啟蒙老師仍健在。

English is a living language . 英語的活的語言。

A living language should be learned through listening and speaking .

He is regarded as one of the best living writers at present . 他被認為是當代活著的的作家之一。

注意：living 前加上 the , 表示類別，指“活著的人們”。例如：The living must finish the work of those dead . 活著的人必須完成那些死去的人的事業。

living 還可用于短語，例如：make a living 謀生。

3)live “活著的”，通常指物，不指人，常用來作定語放名詞的前面。還指“實況轉播的”。例如：

a live wire 有電的電線，a live fish 一條活魚。

Do you like a live show or a recorded show ? 你是喜歡直播還是錄音 。

He said he had seen a live whale . 他說他看見過活鯨魚。

make a / one\'s living by + ing 通過干……謀生

4)lively 則意為“活潑的”，“活躍”，“充滿生氣的”，可作定語、表語或賓補，既可指人，又可指物。例如：

Jenny is a lively girl . 詹妮是個活潑的女孩。

Everything is lively here . 這兒一切都生機勃勃。

He had a strange way of making his classes lively and interesting . 他有一種奇特的方法，使他的課生動有趣。

5)life 是名詞作生命可數，作生活不可數。其復數是 lives 。類似把 -fe 變為 -ves 的還有：wife , shelf , leaf , half , loaf , thief , knife , wolf , self .

I prefer country life to city life .

These children are full of life . 這些孩子充滿火力。

Many people lost their lives in the accident .

all one\'s life 一生 ，true to life 栩栩如生，in one\'s life 在……的一生中，come back to life 蘇醒過來，live / lead a happy life 過著幸福的生活。

單元詞組思維運用

1. make a trip to到……旅行

They are leaving tomorrow to make a trip to Hangzhou .

注意：“去……旅行”還可以用take a trip , have a trip , go on a trip , make a journey 。

2. collect money for= raise money for 為……籌集資金;為……募捐

These Young Pioneers are trying to collect money for a wildlife protect .

3. put on performances演出

You have put on a fine performance .

The performance put on by the senior class was a dance .

4. at present= for the time being 目前;現在;如今

How many research center are there at present for milu deer in China ?

5. do with處理;對待

What do people plan to do with the milu deer in future ?

注意：do with常與what連接使用，deal with常與how連接使用。

6. too many of太多的

Too many of the deer had been killed and they disappeared .

注意：so many和too many的順序。too much修飾不可數名詞。如：Too much of such rain will ruin the crop .

7. year by year年復一年

They liked the cool wet weather there and their number increased year by year .

We should do everything possible to enable the peasants to raise their personal incomes year by year .

注意由“名詞 + by + 名詞”的短語還有：step by step逐步地，two by two兩個兩個地，little by little逐步地。

8. south of = to the south of在……以南

The zoo is three miles south of the city . 動物園在城南三英里處。

Hunan Province lies to the north of Guangdong .

9. one day總有一天;有一天

該詞組可以指過去，也可以指將來。但some day指將來。

One day last summer I made a trip to the country .

You will come to see the importance of English one day (= some day) .

10. in the wild在荒野;在曠野

These animals had to live in the wilds of northwest China .

11. once more = once again再次;重新

The facts showed once more that he was not interested in music .

12. one after another = one after the other = one by one 一個接一個;相繼

The students left the theatre one after another after the play . 13. in the past year在過去的一年中

A lot of work has been done in the past year .

注意：類似的還有，in the past few years在過去的幾年中，in the last few months在過去的幾個月中。出現這樣的短語時，句子常用完成時態。而in the past (在過去) 卻需要使用過去時。

14. be similar to和……差不多，和……相近

If one thing is very similar to another thing , they look almost the same .

Cameras are similar to the human eye .

15. make a study of對……加以研究

She gave us some advice on how to make a study of teaching methods .

16. set free釋放

The girl set the pretty birds free .

二、學海導航

【學法指要】

單元難點疑點思路明晰

1. at present ; at the present time ; for the present

〖明晰〗這三個短語近義，都可表示“目前;現在”。第一個中的 present 是名詞，其前不用定冠詞;第二個中的 present 是形容詞 ( 意為“現在的 ) ;第三個中的 present 是名詞，其前要用定冠詞。at present 與 at the present time 通常可互換，而 for the present 側重指“暫時”。如：At present there are not many milu deer in nature parks in China .

We use this tense to show that something is being done at the present time .

For the present we do not need that book , so please go on reading it yourself .

2 . one day ; some day ; the other day

〖明晰〗這三個短語都可表示“某一天”，但用法不同。

( 1 ) one day 可指過去或將來的某一天，some day 只能指將來的某一天，the other day 指過去 ( 不久前 ) 的某一天。如：

At all these centres it is hoped that one day they will have enough animals to set them free and let them live in the wild again .

You\'ll be an engineer some day .

I met him the other day at the bus station .

( 2 ) 這三個短語通常作狀語用，但 one day 間或能作主語用。如：

One day on the moon is as long as two weeks on the earth .

( 3 ) one day 不能連寫成一個詞。而 some day 有時可連寫成 someday。如：

Someday we may drive cars that are run by electricity .

3 . greatly ; very ; much

〖明晰〗這組副詞都可作“非常”解，主要區別是：

( 1 ) greatly 修飾動詞或過去分詞。如：

Since then the number of milu deer there has greatly increased .

( 2 ) very 修飾形容詞和副詞原級，不能修飾動詞和 a - 形容詞。如：

I think he\'s very old .

( 3 ) much 修飾動詞、過去分詞、形容詞和副詞的比較級或級。如：

We like it very much .

Now it is much easier to make plans for our trips .

當修飾過去分詞時，much 有時可與 greatly 互換，但 greatly 的語氣比較強。如：

He was greatly moved .

4. would like的用法

〖明晰〗would like 用以表示說話人委婉的愿望或請求。意為“希望，想要”等。其中 would

( 適用于各種人稱 ) 可以換成 should ( 只限第一人稱 ) 。在口語中，常用其縮略式“ \'d like”。其否定式為“主語 + shouldn\'t/wouldn\'t like + 其它”;其疑問式為“Would + 主語 + like + 其它 ? ”。would like 主要有如下四種結構：

1) would like +名詞或代詞。

— Would you like some coffee ? 你要些咖啡嗎 ?

— Yes , please . 是的。

— Would you like another cup of tea ? 你還要一杯茶嗎 ?

— No , thanks . 不要了，謝謝。

2) would like + 不定式。

— Would you like to have some rice ? 你要米飯嗎 ?

— Yes , I\'d like to . 是的，我要。

— Would you like to have some more beer ? 你還要些啤酒嗎 ? — No . thanks . I\'ve had enough . 不要了，謝謝。我喝夠了。

— Wound you like to go with me ? 你愿意和我一起去嗎 ?

3) would like + 主語 + 不定式 ( 作賓補 ) 。

— Would you like something to drink now ? 你現在想喝些什么嗎 ?

— I\'d like a glass of beer . 我要一杯啤酒。

4) would like +不定式的完成式。

該結構含有責備或惋惜的意味。表示過去本該做某事但未能去做。

We\'d like to have helped her . 我們本該幫助她。

You\'d like to have gone there yesterday . 你昨天本該去那里。

5. Where are you travelling to , Gary ? 加里，你們打算到哪里旅行 ?

〖明晰〗該句用現在進行時表示將來，指按計劃、安排在不久就要發生的動作，常用在口語中。常見的這類動詞有 come , go , leave , arrive , get , start , travel , work , stay , try , fly , return 等。例如：How are you getting there ? 你們打算怎樣到那里。

6 . Good luck with your trip ! 祝你們旅途好運 !

〖明晰〗Good luck . 是分手道別時的常用祝愿語，意為“祝幸運/平安/順利”，其后常跟介詞 to ( sb . ) 或 with ( sth . ) 。又如：

Good luck with your new job !

Good luck to you !

7 . Until recently , the only milu deer alive in the world belonged to …直到不久以前，世界上僅有的活著的麋鹿屬于……

〖明晰〗 ( 1 ) until recently 意為“直到不久以前;直到最近”，until 在此相當于 till , 其意思是“直到……為止”，可作介詞或連詞，until 在此為介詞。作介詞時，其后常跟表示時間的名詞，也可跟副詞。作連詞時，引導一個時間狀語從句。例如：

I taught in No . 58 Middle School of Zhengzhou until 1993 .

Father usually doesn\'t go to bed until very late . 爸爸通常很晚才睡覺。

( 2 ) alive 意為“活著的;在世的”，相當于 living 或 live ( adj . 活著的 ) ，它屬于

表語形容詞，即只在句中作表語，不作定語。但 alive 偶爾可以作定語，要放在它修飾的名詞之后。例如：

Who is the greatest man alive in the world now ?

living 和 live 作定語時，需前置。例如：living thing 生物，live chicks 活雞

8 . In fact , there are so many deer that some are being sent to nature reserves by environmentalists who would like to return them to the wild . 其實，現在這種麋鹿已經相當多了，有一些正在被送往那些愿意把麋鹿送回野外去的地方。

〖明晰〗 ( 1 ) 該句是一個較為復雜的復合句，主句為…there are so many deer , that 引導的是結果狀語從句，which 引導定語從句。

在這個 so…that 結構中，中心詞是名詞 deer，本應該用 such…that 結構，但因名詞前有 many 修飾而用了 so…that 結構，此特殊用法需注意。

( 2 ) are being sent 是現在進行時的被動語態形式，表示“正在被送往”其中的 being 容易被誤省。又如本課中的其它兩句：

The life of the milu deer is being studied there .

More milu deer are being moved to a new large nature park in Shishou in Hubei Province .

【妙文賞析】

Two Mistakes

For a long time Dr Smith had wanted to get a better job in a certain big modern hospital . He was appointed to a particular position which he wanted , and his wife moved to the house which they were now to live in . The next day some beautiful flowers were sent to them , with a note which said , “ Deepest sympathy (沉痛悼念). ” Naturally , Dr Smith was angrily to receive such an unusual mote , and telephoned the shop which had sent the flowers to find what the note meant . When the owner of the shop heard what had happened , he apologize to Dr Smith for having made the mistake .

“ But what really worried me much more , ” he added , “ is that flowers which ought to have gone to you were sent to a person who had just died , with a card which said , ‘Congratulations on your new position . ’ ”

很久以來，史密斯醫生一直想在某一家大型的現代化醫院找一份比較錫樣的工作，這一天終于盼來了。他被任命為他想干的特殊位置，而他的妻子也搬進了他們現在住的房子。第二天送來一些鮮花，里面夾著一張條子，上面寫著： “ 沉痛悼念 ” 。

接到這樣一張奇特的字條，史密斯醫生自然很生氣，于是便給鮮花店打電話詢問怎么回事。

當店老板聽說發生的情況時，他忙向史密斯醫生道歉，說是送錯了。

“ 但真的使我更擔心的是， ” 他補充道， “ 本應該送到你那里的鮮花卻送給了一個剛死的人，鮮花里面夾著一張卡片，上面寫著：‘祝賀你搬遷新居。’ ”

【思維體操】

British public libraries were linked by computers . If 1.

your nearest library in London doesn\'t have the book you want 2.

to borrow it , a librarian will go on-line to see whether any of 3.

the other nearby libraries have . If no library has the book in 4.

store , the librarian will search for further , connecting 5.

library in other cities like Manchester . If a copy of the book 6.

has found , arrangements will be made for it to be sent to your 7.

library , and within a day and two , you\'ll be able to check it 8.

out . It\'s also possible for readers to lend books from 9.

university or college libraries even if we are not students . 10.

答案：1. were → are 2. 對 3. 去it 4. has 后加it 5. 去for 6. library → libraries 7. has 后加been 8. 第二個and → or 9. lend → borrow 10. we → you

三、智能顯示

【心中有數】

單元語法發散思維

一、現在進行時的被動語態

〖思維〗1. 現在進行時的被動語態結構。

I am/ He / She is/ You / We / They are + being done .

More milu deer are being moved to a new large nature . 更多的糜鹿正被往一所新建的大天然公園遷移。

2. 現在進行時的被動語態的用法。

A . 表示一個正在進行的被動動作即某件事情現在正在被做。例如：

The water is being turned into vapour . 水正在變成蒸汽。

The question is being discussed at the meeting now . 現在會上正在討論這個問題。

B . 表示在現階段進行被動動作，但不一定發生在說話的這一時刻。例如：

The bridge is being repaired .那座橋正在修復之中。(可指“正在講話的同時”，也可指“目前”。)

She\'s being taught English . 有人在教她英語。(在說話時，也許根本沒人教她。)

[注]現在進行時的被動語態有時可與情態動詞連用。如：

I know Mark was going to have an interview sometime this afternoon . He may be being interviewed at this very moment . 我知道馬克今天下午什么時候有面試。他此刻也許正在接受面試哩。

練習：

A . 把下列句子變成被動語態。

1 . Mr Smith is driving a car .

2 . The teacher is scolding (批評) me .

3 . They are painting the houses .

B . 單項選擇。

4 . — Have you moved into the new house ?

— Not yet . The rooms ____ .

A . are being painted B . are painting C . are painted D . are being painting 5 . I ____ English for five years now .

A . was studying B . have been studying C . studied D . am studying

6 . The blood ____ now .

A . is tested B . is being testing C . is being tested D . has been testing

7 . The new lake ____ in the park , so many workers are working there .

A . is made B . has been being made C . is being making D . is being made

8 . In some parts of the world , tea ____ with milk and sugar .

A . is serving B . is served C . serves D . served

答案：1. A car is being driven by Mr Smith . 2. I am bing scolded by the teacher . 3. The houses are being painted . 4 — 8 ABCDB

二、enough 與高考

Ⅰ . enough 作副詞用時，可修飾形容詞、副詞和動詞。修飾形容詞、副詞時，enough 應后置。

Helicopters were sent to rescue them , but it was impossible for them to get close enough .

When they reached the burning building they found that their ladders were not long enough to reach the people who were trapped .

You don\'t practise enough at the piano .

I with you\'d write clearly enough for us to read it .

Ⅱ . enough 作形容詞用時，修飾復數名詞和不可數名詞，習慣置于名詞之前。

Have you made enough copies ?

I\'ll get enough money to pay for a taxi .

當 enough 和形容詞一起位于名詞之前時，要注意辨別 enough 的詞性以及對語義的影響。比較：

1 . a) I haven\'t found enough big nails to mend the cupboard . 我還沒找到足夠的大釘子來修碗柜。

b) I haven\'t found big enough nails to mend the cupboard . 我還沒找到足夠大的釘子來修碗柜。

a) 句中的 enough 是形容詞，修飾 nails，強調釘子的數量。b)句中的 enough 是副詞，修飾 big，強調釘子的大小。

2 . a) Is there enough hot water for me to have a bath ? 有足夠的熱水讓我洗個澡嗎 ?

b) Is there hot enough water for me to have a bath ? 有足夠熱的水讓我洗個澡嗎 ?

a) 句中的 enough 是形容詞。修飾 water , 強調數量;b)句中的 enough 是副詞，修飾 hot , 強調水的溫度。

下面請看 NMET1998 — 11題。

If I had _______ , I\'d visit Europe , stopping at all the small interesting places .

A . a long enough holiday B . an enough long holiday

C . a holiday enough long D . a long holiday enough

選項A中的 enough 是副詞，修飾 long，強調程度，符合句意，故是句意，故是答案。B中的 enough 是形容詞，不能修飾單數可數名詞，故不選。選項C、D的語序不對，也不可選。

高三英語學生教案（精選篇2）

Wish you were here-----language points

Welcome & reading

1. I wish you were here.

wish 后面跟賓語從句，從句中要用虛擬語氣，即時態往前推一格， be動詞改成過去式時，用 were。

I wish I ____were___ (be) as clever as you.(現在)

How he wishes that he ____had passed_____ (pass) the exam last term. (過去)

How I wish I _______would/could/might have____ (have) a good holiday.(將來)

2. in case conj. “以防， 萬一 ”，引導條件狀語從句，或adv 置于于句末，作狀語

in case of +名詞或代詞

in that case 要那樣的話 in any case無論如何 in no case 決不

(1)John may phone tonight. I don’t want to go out ____in case___he phones.

(2)You’d better take an umbrella ___in case of__________ the rain.

(3)You’d better take an umbrella _____in case________it rains.

(4)I don’t think I’ll need any money but I will bring some___in case_____.

(5)I hope it will be fine tomorrow. ____In that case____, we can go out for a picnic.

(6)It’s too late in any case. 無論如何太晚了。

(7)In no case will I give in. 我決不投降。

3. arrange Vt./Vi. 安排，準備 arrangement n.

arrange sth. arrange to do sth arrange for sb. to do

(1) 我們會安排好一切的。 We will arrange everything.

(2) 我已經安排今晚同他們見面 。 I’ve arranged to see them tonight.

(3) 我已經安排瑪麗去機場接你。 I’ve arranged for Mary to meet you at the airport.

4.We eat and drink whatever they do

Whatever adv./conj. 可引導名詞性從句和狀語從句

(1) no matter +who(m) /where/which/what/how/when..=wh-+ever均能引導讓步狀語從句

Whenever he comes to Beijing, he will visit his teacher.=No matter when he comes…

(2) 引導主語從句和賓語從句只能用who(m)ever, whatever, whichever,不可用no matter who(m) , no matter what, no matter which

(3)however=no matter how引導讓步狀語從句時，常與形容詞與副詞連用

Have a try：

(1)No matter what he says, I won’t believe him.= Whatever he says, I won’t believe him.

(2) You can eat whatever you want.

(3) Whoever breaks the law should be punished.

(4) However/No matter how difficult the job is, we must try our best.

5. supply

v. 供應，供給supply sth to sb=supply sb. with sth

provide sth for sb=provide sb with sth 提供

offer sb sth=offer sth to sb(主動)提供

(1) The media supplies lots of information __to______us every day.

=The media supplies us ____with_____ lots of information every day.

(2) A pipe line will be built to D some eastern provinces gas.

A. send B. provide C. supply D. offer

n.供應，供給，供給物 the supply of sth

(1)The water company cut off the _supplies____ of water for no good reasons.

6. scare vt.驚嚇，使害怕，使恐懼 adj. scared驚恐的; scary令人驚恐

be scared at ….對…感到害怕. be scared to do 害怕做… scare away嚇跑

1) His idea __scared_____ me. 2) She __was scared ___ at the strange noise.

3) People keep a dog _to scare away________ thieves.

4) He is scared to go out alone at night 他害怕晚上出去。

5) It was a __scary___ story and children were scared_____ after they heard it.

7. up close

close: adj(時間，空間上)接近;親密的;仔細的，嚴密的 adv靠近地 常與to連用

closely : adv 仔細地,嚴密地

Our new house is __close___to the school. Jane and I are __close____ friends.

It was raining heavily. Little Mary felt cold, so she stood _close_____to her mother.

She stood__close___ to her teacher so that she could watch__closely___.

The policeman examined his room__closely___.

Our health is closely related to (和…緊密相關)our diet.

8. tire vt. 使勞累/使厭倦 adj. tired 困倦的，厭煩的; tiring 令人厭煩的

be tired of ….厭倦… be tired from/with…因…疲勞

Too much work tired me (out)._____太多的工作使我筋疲力盡。___

I was tired from/with too much work._____我因為太多的工作而勞累。_______

He was very talkative and I was tired of talking with him.__他太健談了，我厭倦和他講話。__

His speech was tiring. I can’t put up with it. 他的演講令人厭煩。 我無法忍受下去了。

9.It’s the biggest desert in the world--the size of the US.

the size of the US= as large as the US= the same size of the US

倍數表達法 A is once/twice/three times … as +原級+as +B

A is once/twice/three times … 比較級+than B

A is once/twice/three times … the +名詞(size/ length) of B

新圖書館是老圖書館的4倍大。(3種表達)

The new library is four times as large as the old one.

The new library is three times larger than the old one.

The new library is four times the size of the old one.

9. The sun can be so brilliant that you’ll need to keep covered or you’ll get burnt.

get done 表被動

(1) His car got stolen (steal)at the weekend.

(2) Our car gets cleaned (clean) about once every two month.

(3) She got paid (pay) before she went on a holiday.

Word power, Grammar, Task

10. 強調句型 基本形式為：It is/was +強調部分+that+其他部分

強調部分可以是句子的主語，賓語，狀語，狀語從句等。

其特征是去掉It is/was…that…句子依然成立。

Eg. It is in the garden that his party will be hold.

It is Tom that/who helped us in the accident.

It was because his father changed his job that they moved to California.

是他昨天送那個男孩回家的。 It was he that sent the boy home yesterday.

是上個星期天小張買了輛車。 It was last Sunday that Xiaozhang bought a car.

是因為他媽媽生病他昨天沒來上課It was because his mother was ill that he didn’t come to school yesterday.

是直到他回來我們才知道這個消息It was not until he came back that we knew the news.

11. total adj. 完全的，全然的， 全部的， 總計的

It’s a total failure ._這是一次徹底的失敗. The room is in total darkness.__房間里一片漆黑。

Can you tell me the total number? 總數

n.總數，總計

What does the total come to?__總共有多少___There are 50students in total.__總共50名學生。

Project

12. reach: v/n夠得著，延伸，達成

(1) Vt. We reached Beijing to reach an agreement yesterday__到達 ____;達成(協議)

到達某地：reach sp.= arrive in/at sp.=get to sp.

Can you reach the book for me? __拿______

You letter reached me yesterday. __寄到_____

Vi. The land reaches as far as the river.________延伸 _______________

高三英語學生教案（精選篇3）

Objectives

■ To use pictures to help understand new words and to use the dictionary to check meanings.

■ To read a text quickly to find specific information.

■ To practise the Present Simple Passive, Present

Continuous Passive, Past Simple Passive, Present Perfect Passive and Past Continous Passive.

Resource used

Grammar Summary 5.

Possible problems

Students should be encouraged to use the Passive. It is used more in English than in many other languages.

Background Communal celebrations mark events such as changing seasons, religious days or political events; music, dance or costume are usually involved. Routes through the material

■ If you are short of time, set some of the exercises for homework.

■ If you have time, use one of the Options ideas.

■ If you have two periods for this lesson, a suitable natural break is after Exercise 4.Language Power: pages 76C77. Mini-Grammar 9ReadingBefore you start

Exercise 1

■ Students look at the pictures and guess what is happening and what is being celebrated. Ask them to describe what they can see.

■ Students discuss what their favourite seasons are and list the festivals in China which are associated with each season. Read to learn

Exercise 2

■ Students look at the three titles (Summer, Autumn, Winter) and suggest which festivals are associated with these three seasons in China and if there are any associated with Spring.

■ Students read the texts quickly and do the matching.

AnswersPicture 1?CC the Dragon Boat Festival

Picture 2CA the Mid-Autumn Festival

Picture 3CB the Lantern Festival

Exercise 3

■ Divide the class into three groups. Each group reads one section of the text carefully and writes four or five questions about it. Then give the class three orfour minutes to read the whole text again. Students close their books, and in turn each group asks its questions for the rest of the class to answer.

■ Students read the text again and fill in the table with the text information they get.

■ Have students check their answers in pairs.

■ Encourage students to add another festival they know well.

■ Students read the questions and find the answers in the texts by reading the texts again.

■ Have students talk about their festival in pairs.AnswersPassage A:

the Mid-Autumn Festival, September or October, moon cakes

Passage B:the Lantern Festival, the fifteenth of the first month of the lunar calendar, sweet dumplings

Passage C:the Dragon Boat Festival, the fifth day of the fifth month of the lunar calendar, Zongzi

Exercise 4

■ Students discuss in pairs and tell the class their opinions.

Language Power: the Word Corner on page 79 givesfurther practice in vocabulary (clothes).

GrammarTHE PASSIVE (I)

Exercise 5

■ Students identify that the passive is used when we don’t know or there is no need to say who the “doer” of an action is.

■ Students then do the exercise, finding the sentences in the text and completing the verbs.

■ Refer students to Grammar Summary 5 to make sure they understand how to use the Passive correctly.

■ For further practice, ask students to answer questions about their school (or town), e.g. “When are school examinations held?

When are school reports written? Where is football played?

When are bells rung? When was this classroom cleaned? When was this school built?”Answers1. are made 2. were, organized

Exercise 6

■ Have students look at the given sentences and ask them what tenses are used in them.

■ Encourage students to draw rules for the formation of the passive forms. Ask them to refer Grammar Summary 1,3,4 and 5 on pages 92?C93.

Answers1. has been arranged

2. is being collected

3. was being painted

Exercise 7

■ Ask students if they have heard of the Water Festival.

■ Students read the text to find out about the festival. Then read the text again and complete the verbs.

Answers1. is celebrated 2. is splashed 3. are carried

4. are told 5. is related 6. are washed

7. are raced 8. are launched

■ Have students close their books and ask them to say what they can remember about the festival.

Exercise 8

■ Students work in pairs, changing the sentences into the passive. Answers

1. My health is being affected by stress.

2. People are being moved out of the houses.

3. The mini-helicopter has already been invented by him.

4. The forest fire has been put out by them.

5. The car was being repaired when I got there.

6. The house was being decorated when the accident happenedVocabulary

Exercise 9

■ Students may need to go back to the text to review the words before they start filling in the blanks.

Answers1. is lit 2. has decorated

3. mark 4. celebrate

5. was included 6. was burnt down

7 take part in 8. be boiled

Language in Use

Exercise 10

■ Students work in groups, writing out the questions and

adding more of their own questions using the Passive. Tell students they must know the answers to their questions. If you wish, they can finish the questions for homework and use reference sources to check their answers. Each group should have between 10?C15 questions.

Answers

1. Where is the Mid-Autumn Festival celebrated? (In China)

2. Where is “zongzi” eaten? (In China)

3. When is the Lantern Festival celebrated? (In China)

4. Who was the telephone invented by? (By Alexander Graham Bell)

5. Who was Romeo and Juliet written by? (By William Shakespeare)

6. Where are BMW cars made? (In Germany)

Options

PracticeIn groups, students prepare a written description of Spring

Festival in China. Tell students they are writing for English speaking readers who have not visited China. Students can follow the structure of the texts in the coursebook and, if possible, illustrate their text with a suitable drawing or photograph. When the groups have finished, they can exchange papers for others to read.

Extension

Students, working individually or in pairs, carry out a research project (using reference books or the Internet) to find out about a seasonal festival in another country. Students then prepare a short talk about this festival to give to the class.

高三英語學生教案（精選篇4）

教學內容分析

本單元的中心話題是“(杰出)女性”，話題涉及談論及你最崇敬的女性“婦女獨自南極探險”，“美國電視黑人女主持人奧普拉·溫茀麗的故事”等，語言技能和語言知識都圍繞中心話題而設計。本節課為此單元的第二課時——閱讀課。

“讀前”(Pre-reading)設計了三個有關旅行和南北極的問題，具體涉及極地探險、動物等內容, 能夠誘發學生的探索精神和想象力。通過學生的討論、探究，自主地發現下面閱讀故事的背景，有助于學生正確理解文章的深層意思，真正體會主人公Helen Thayer的偉大。

“閱讀”(Reading)材料是一篇記敘文，故事描敘的是作者Helen Thayer在她60歲時，獨游南極洲的冒險經歷。在惡劣多變的氣候條件及險惡的地理狀況中，作者在危急關頭，雖感孤獨恐懼，但表現出冷靜、頑強、樂觀的態度，最后克服險境。對學生今后的人生道路、心理素質、生活態度起到了陶冶和積極的導向作用。

Teaching Aims：

1 Train the students’reading ability.

2 Learn and master the following words and phrases;

1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value

2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision

Teaching Important Points：

1. Improve the students’ reading ability.

2. Enable the student to understand the text better.

3. Let the students have strong wills and determination by reading the passage.

Teaching Difficult Points：

1. How to improve the students’reading ability.

2. The use of some useful expressions.

Teaching Methods：

1. Discussion before reading to make the students be interested in what they learn in class.

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

3. Careful reading to answer some detailed questions.

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

Teaching Aids:

1. a map of the world

2. a tape recorder

3. a computer

Teaching Procedures：

Step I Greeting and speech

Greet the students as usual and the student who is on duty give a speech before class.

Step II Lead--in

1 Do you like travelling ?

Where do you like to travel best ?

How will you travel ?

2 Imagine you are traveling alone to the South Pole, what will you take with you ?

3 Why do polar bears never eat penguins ?

Step III Fast – reading

Ask the students to read the text quickly and silently, find the answers to these three questions .

1 How did the writer celebrate her 60th birthday ?

2 When was the writer is 60th birthday ?

3 Why did she say it was an experience she would never forget and would value for the rest of her life ?

Step IV Careful-reading

Ask students to read the text again carefully and finish three tasks:

1 Finish Exercise 1 of post-reading on page 32.

2 Fill in the form on the screen .

Time WeatherWhat did she do?/What happened to her?

began her almost 200-mile journey

3rd --11th

celebrated her 60th birthday

13th --21th----------------------

22th-----------------------

23th

----------------------

3. Do some T/F exercises on the screen.

1). She celebrated her fiftieth birthday by traveling alone to the South Pole.

2). She went to Antarctica with the dog team pulling her sled.

3). Everything went all right during the first few days.

4). During the next week the wind grew so strong that it blew away her tent.

5). She had an accident after her birthday.

6). It was all her training that helped her out of danger

Step V Listening and Consolidation

Play the tape for the students and ask them to read the text after the tape in a low voice, paying attention to the pronunciation and intonation.

Step VI Discussion

1. What kind of woman is Helen Thayer ? Describe her in a few sentences.

2. Do you admire her? Why ?

Step VII Reading together.

"If you have a goal without a plan, it's only a dream. Once you set a goal, you have to keep going. There have been a lot of times where I was determined to just take the next step. Those who can take that next step are the successful people in the world."

-------Helen Thayer

StepVIII Homework

1. Reading the text again and again after class.

2. Finish the exercises of Grammar.

Step IX Record after Teaching

高三英語學生教案（精選篇5）

教學目標

本單元對話課復習了有關問路及應答用語，要求學生用所學語言自編對話描述所在學校、區域或城市;

本單元介紹了美國的迪斯尼樂園及其創始人Walt Disney艱苦創業的生活經歷。通過本單元教學，要求學生掌握迪斯尼樂園的概況，并可根據提示復述沃爾特?迪斯尼奮斗的生活簡歷。引導學生意識到只有通過自身的努力，艱苦奮斗，才能收獲成功的道理。同時，設計問答練習，提高學生閱讀能力。

作為高二的起始單元，此處復習了賓語從句的用法，通過課文閱讀，完成練習冊后練習，學生需熟練掌握此語言項目，并準確運用到口頭及書面表達中。

對話教學建議

Step 1聽錄音

教師放對話錄音，放完兩遍之后，教師根據對話內容提出一些問題。

1.What were they talking about ?

2.How to answer the first /second/third/forth/fifth visitor question?

Step 2 練習

組織學生五個人一組，練習對話三至五分鐘。教師請幾組同學到前面表演。

Step 3改寫

將對話內容改寫為一篇短文，要求學生用本課的地點名稱如：

Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building

比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….

Step 4 討論

If you are visitor, How to ask the way to the stranger at first?

Step 5總結

教師提問學生們，歸納和總結對話用語。

Asking:

Where is …...

How can I get to…

Which is the way to…

Could you tell me if…

Could you tell me the way to…

Answering:

Go straight ahead…

It’s behind …/in frond of/

Go down this street…

教材分析

本課的日常用語用語是有關對話asking the way and responses,這樣的問路用語在初中都以學過，所以對話不在是個難點。本課的兩篇閱讀文章是有關人物，沃爾特·迪斯尼。難點在于第一篇是了解他的生活經歷和艱苦創業。第二篇是我們眾所周知的Disneyland，兩篇文章結合著學過的語法知識賓語從句在里面，這也不是學生們所要了解的重點。

高三英語學生教案（精選篇6）

一、利用表象，豐富想象

觀察圖畫和實物作文符合英語作文起步階段需要有一定的情景要求，也符合高中學生有意想象占優勢的特點，同時避免了文字情節作文易使學生中譯英的缺點，但若每一次訓練都是刻板的再現材料，創造想象則難以增長。如果在教學設計時，在圖中留有空白，或對實物設置懸念，不僅可以引發學生的好奇心，激發他們對英語作文的興趣，減輕他們的懼怕心理，而且可以促使學生通過創造性的想象去填補空白，解決懸念。

如senior bookⅰ，unit 3 中的“help! help!”，可按發展順序設計幾幅救落水兒童的圖，但只給學生展示第一、二兩幅圖，圖畫的內容大致與課文內容相同，但是后幾幅的空白，使學生必須通過創造性的想象才能填補材料的空白。學生可以引用課文中的材料，也可以自由發揮。有學生這樣寫到：

last week， we had a picnic in forest park。 we found a shady place by the river。 as soon as we had sat down， tom suddenly got up and shouted， “someone has fallen into the river!" it was true。 a boy was struggling in the water， and the children in a boat looked hopeless。 tom and jack took off their shoes while running to wards the water。 they swam very quickly towards the boy who was sinking fast。 tom and jack got hold of the boy by the arms and lifted his head above the water。 together they pulled the boy to the shore。

之后，再給學生展示其中一幅圖，或一句話的情景：……，a man/a woman/a child， etc。 has fallen into the river/the lake， etc。……。讓學生自由選擇自由發揮。有的根據曾在報上看到的新聞，稱頌一身懷六甲的婦女勇救落水兒童的事跡，也有的譴責那些對落水者無動于衷的旁觀者。學生的作文體裁記敘文、議論文不限。這樣，既訓練了他們書面的`表達能力，又發揮了他們的想象和創造能力、思維表達能力。同時也讓他們思索了做人的道理。

二、精選圖畫，激發想象

處于英語作文起步階段的學生的想象具有直觀性，片面性和模仿性的特點，為其提供的觀察材料越具體、越完整、越詳實，他們的這些特點往往表現得越明顯，有時甚至強化了他們的這些特點。換個方式，為他們提供一些抽象的圖畫，他們的創造想象反而被激活，因為他們必須在原有的圖畫上進行創造才可能有新的形象產生。而“抽象畫作品所表現的物象與參照物相差甚遠，它限度地把形與色對視覺作用的潛力發揮出來，直觀效果非常強烈。它經過夸張、簡化、分解、組合等變化手段，將客觀事物的表象創造成為富于想象力。”如荷蘭畫家蒙德里安的表達百老匯街道的嘈雜與熱鬧的《百老匯爵士》(jazz in broadway)是一幅看上去比較抽象的圖畫，學生通過觀察、運用合理的想象，寫出了內容各異的作品。

有學生這樣寫到：

it is the downtown of shanghai。 the streets， such as nanjing road and huaihai road， etc are busy。 cars， buses and trucks with all kinds of advertisements are running。 people dressed in their best are walking happily or hurrying to work on their bikes。 beautifully decorated stores are crowded with people shopping。 they all look in high spirits。 the traffic policemen at the crossings are directing the traffic attentively and seriously。 everything is in good order。 such is our city。 i love our city。

而另有學生在他們的作文中認為這是一個“排污系統”(drain outlet system )或電路板(circuit board)或房屋平面圖(a plane figure of a house)等等。

可見，由抽象的圖畫到生動畫面的產生，到一篇作文的寫作成功，是創造想象不斷發展的過程，也是提高英語語言運用能力的過程。

三、借助音樂，拓寬想象

音樂能有效地豐富學生的精神生活，促進學生感知、情感、想象等方面的健康成長，能給學生提供想象和聯想的廣闊空間，有利于培養學生的發散性思維能力，促進人的全腦開發，為學生的創新精神和實踐能力在各方面的延伸乃至終身發展提供良好的基礎。因此，在英語寫作訓練中有時借助音樂等藝術形式，對豐富學生的想象力是一種有益的嘗試。

如senior book ⅵ ，unit 7中的“the waltz king ”這一課文，根據內容，可設計讓學生聽一首beethoven的“命運”(fate)，讓學生根據自己的理解，寫一篇作文，一位學生這樣寫到：

i am a graduate from high school， and i will enter for the collage entrance examination。 whether i will be admitted to a collage， i will work harder than before ， since our country is still poor and weak。

從作品中我們可以發現，借助音樂，學生的想象力得到了較大幅度的拓展。“音樂藝術對學生的創造能力的發展具有獨特的作用。

四、靈活方法，發展想象

“創造想象是嚴格的構思過程，它是由思維調節的。”想象會產生全新的物象與情景、獨特的認識和感悟。一段文字、一篇文章，給不同的讀者，就有不同的想象余地。正如：a thousand readers， a thousand hamlets。(一千個讀者，就有一千個哈姆雷特。)在英語作文教學中根據一定的線索或情節，提供學生廣闊的思維空間，讓學生進行想象描述(創造性的描述)，會收到很好的鍛煉效果。

例如 “after twenty years" (senior book ⅵ，unit 5) 這一課，可要求學生在學完之后， 簡單續寫一個結尾。這是一篇根據o。 henry 同名原作改寫的文章。文章的故事情節雖然簡單，但很能挖掘、發揮學生的創造想象力。學生這樣寫到：

as soon as the police officer wanted to catch bob by the arm， he took out a gun， aimed at the officer and said， “i knew i was wanted， but i don’t want to be arrested anyway。 tell jim wells i will come to visit him one day。" just at that time， the police officer found himself surrounded by some strong men， gun in hand， pointing to him。 bob then walked into the street and got into a car parking there， followed by those strong men。 the car soon disappeared。

另有學生這樣寫到：

the moment the officer caught bob by the arm， he got rid of it and ran away at once。 he was running down the street as fast as he could， when he was shot on the right shoulder。 he turned round。 to his great surprise， it was jim wells， his o ld friend。 he fell on the ground and fainted。

在作文教學中，通過對一定的語言材料進行不同方式的處理，確實是鍛煉學生的思維，發展學生的想象力的一條重要途徑。當學生對當前的語言材料進行閱讀、處理時，進行了充分的分析、比較，又充分展示了自己的想象力，其思維得到了充分的發散。心理學研究已經證實，發散思維對個體的創造性有著重要影響，我們應該根據教材特點，結合教學內容，注意這種思維能力的訓練，并創造一些行之有效的教學技術。可以說，續寫結尾、續寫故事、改寫、擴寫等，都是高中英語作文教學中鍛煉學生思維，發展學生想象力的有效手段。

高三英語學生教案（精選篇7）

1. 能力目標：

① Listening: gain useful information and clear views from the listening material;

② Speaking: express one’s attitude or views about friends and friendship in appropriate words.

③ Reading: let Ss summarize the main idea

④ Writing: write a letter about how to make friends

2. 知識目標：

① Talk about friends and friendship; how to BE friends; how to gain friendship

② Use the following expression:

so do I / neither do I

I think it is a good idea

All right

Yes，but…

③ to get the Ss to master direct speech and indirect speech

④ vocabulary and phrases: upset, calm, concern, careless, loose, cheat, list, share, German, series, outdoors, crazy, purpose, thunder, entirely, power, trust, suffer, teenager, advice, quiz, editor, communicate, situation, add up, calm down, have got to, be concerned about, walk the dog, go through, hide away, set down, a series of, on purpose, so as to, face to face, according to, get along with, fall in love with, join in, be upset about, for once

3. 情感目標:

① To arise Ss’ interest in learning English;

② To encourage Ss to take part in the activities and make Ss confident;

③ To develop the ability to cooperate and communicate with others.

4. 策略目標：

① To develop Ss’ cognitive strategy: making notes when listening carefully;

② To develop and improve Ss’ communicative strategies.

5. 文化目標：

To enable the Ss to come to know different opinions about making friends from different countries.

6. 現實目標

① To make Ss respect each other and friendship

② To make them get well with one another in society

Teaching steps:

Period one

Step 1. warming up

1. Ss listen to an English song AULD LANG SYNE.

2. Brainstorming: let Ss say some words about friendship：careful, warm-hearted, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible….

3. To let Ss make a correct choice about their questions that they meet in warming up.

Step 2. practice speaking

1. Ss talk about their old friends in Junior Middle School, talk about their appearance, personality, hobbies, etc.

2. Self-introduction or work in pairs

3. Ss can ask some questions about life or learning

Step 3. Make new friends

1. Ss go around and ask their new friends some information and fill in the following form name age/hobbies/favorite sports, books …

2. Report to the class: who will probably be your friend why.

Step 4. Do a survey

Ss do the survey in the text on P1

Step 5. Listening and talking

Do Workbook on P41 (Talking). While Ss listen to the material, ask them to take notes about the speaker’s views of making friends.

When Ss make their conversation, ask them to try to use the following expressions.

I am afraid not exactly I agree I think that is a good idea of course not

Step 6. Discussion

Divide Ss four in one group and each group choose a topic to discuss. There are four topics.

Topic 1: Why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: There is a saying “to have a good friend, you need to be a good friend.” What do you think of the saying and how can you be a good friend?

Topic 3: Does a friend always have to be a person? What else can be your friend? Why?

Topic 4: List some qualities of a person who does not make friend easily.

Step 7. Summary

1. Ask Ss themselves to summarize what is friendship and what is the most important in making friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find the answer to the question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a piece of clear sky.

When I’m crying, I think friendship is a white handkerchief.

It can wipe my tears dry.

When I am sad, I think friendship is a warm word.

It can bring me happiness again.

When I am in trouble, I think friendship is a strong hand.

It can help me escape my troubles.

When I sit in a quiet place, I think friendship is a very wonderful feeling.

It can’t be pulled and torn, because it is in everyone’s heart.

It is there from the beginning to the end of our lives.

3. Tell Ss: make new friends and keep the old; one is silver and the other is gold.

Step 8. Evaluation

Ss finish the following evaluation form. Standard: A, B, C

Contents 自評 他評

1. I’m active in talking with others.

2. I’m active in cooperating with others.

3. I can express myself fluently, accurately and appropriately.

4. I know more about friendship after the lesson…

5. Do you think you need to improve yourself in some ways? Which ways?

Homework:

1. Look up the new words and expressions in warm-up and pre-reading in a dictionary.

2. Write a short passage about your best friend.

Period two

Step 1. Warming up

Activity 1: Suppose you have to stay indoors to hide yourself for a whole year. You can never go outdoors, otherwise you will be killed. You have no telephone, computer, or TV at home.

How would you feel?

What would you do?

Four students a group discuss with each other for 2 minutes.

Activity 2: Play a short part of the movies

Step 2. Predicting

Students read the title of the passage and observe the pictures and the outline of it to guess:

Who is Anne’s best friend?

What will happen in the passage?

Step 3. Skimming

Students skim the passage in 2 minutes to get the main idea:

Who is Anne’s best friend?

When did the story happen?

Step 4. Scanning

Students work in pairs to find the information required below:

Anne in World War Ⅱ

Step 5. Intensive reading

Students work in groups of four to discuss the following open questions:

1. Why did the windows stay closed?

2. How did Anne feel?

3. What do you think of Anne?

4. Guess the meanings of “spellbound”, “ hold me entirely in their power” from the discourse(語篇,上下文).

5. Which sentences attract you in the passage?

Step 6. Activity

Four students a group to discuss the situation:

Suppose you four have to hide yourselves for 3 months. During the three months, you will be offered the basic food, water and clothes. Your group can take 5 things with you.

What will you take? Why?

How will you spend the 3 months?

How will you treat each other and make friends?

Step 7. Assignment

Task 1. Surf the internet to find Anne’s Diary and read some of it. Print out a piece of the diary and write down your feelings after reading it on the page. We will share the pieces and your feelings with the whole class.

Task 2.Ex 2.3 on Page3

Period three

Step 1. Warming up

Check the Ss’ assignment: task 2

Step 2. Language points:

1. add (v.)

1). To put together with something else so as to increase the number, size, importance, etc.增加，添加

Please add something to what I’ve said, John.

2). To join numbers, amount, etc so as to find the total 相加

Add up these figures for me, please.

add to something: to increase 增加

The bad whether added to our difficulties

add up to總計、加起來共是

Having a big breakfast adds up to 112

add…to…把…加到…

Please add the names to your list

2. Cheat v.

1). To act in a dishonest way in order to win 欺騙;作弊

2). (of, out of) to take from (someone) in a dishonest way 騙取

The boss has cheated out of his money

1). an act of cheating 作弊行為

2). one who cheats 騙子

3. Go through

1).To examine carefully 仔細閱讀或研究

I went through the students’ papers last night.

2).To experience 經歷，遭受

They went through the terrible earthquake at night

4. Crazy (adj.)

1). mad, foolish 瘋狂的，愚蠢的`

It’s crazy to go out in such hot weather.

2). wildly excited; very interested 狂熱的，著迷的

She is crazy about music

5. Lonely (adj.) unhappy because of being alone or without friends 孤獨的，寂寞的

He has been very lonely since his wife left him.

Lonely/alone

alone

1). without or separated from others單獨的

She lives alone.

2). only 僅僅，只有。用于名詞或代詞之后。

The gloves alone cost $ 80.

Leave/let sb. or sth. alone: not take, touch or interfere with sb or sth 不帶走，不觸摸，不干涉某人或某事

Leave that alone. It’s mine.

She has asked to be left alone.

6. be concerned about/for: be worried about 擔心

We’re all concerned about her safety

Concern oneself in something 從事或參與某事

He concerned himself in the case

Be concerned with… 　與…有關

The car accident was concerned with my carelessness

7. upset:

1). Adj. worried; sad; angry; not calm 不安，心煩意亂， 生氣

He is upset about the little things。

2). V. cause to worry, to be sad, to be angry, not to be calm 使不安，使生氣

His cheating on the exam upset his mother

8.well n.井 adj. 身體好 adv. 好 Int. 噢，

George was well and truly drunk.

I couldn’t very well say no when there was no one else she could ask.

9. spellbind: to hold the complete attention of 吸引人，迷人，是入迷

The children watched spellbound as the magician took rabbits from his hat.

Step 3. Learning about language

1. Finish Ex.1, 2 and 3 on Page 4.

2. Direct speech and indirect speech: Ss do Ex.1 and 2 on Page 5. Then let the Ss themselves discover the structures.

Step 4. Practice

Using structures on Page 42: ask the Ss to use indirect speech to retell the story.

Step 5. Assignment

Finish Workbook. Ex, 1 and 2 on page 41 and 42.

Period four

Step 1. Revision

Check the Ss’ assignment.

Step 2. Reading

Ss read the letter on page 6 and tell each other how to help the student named Lisa

Notes:

1. get along with

2. fall in love with

Step 3. Listening

Ss should take notes while they are listening.

1 .first listening: Ss listen and answer the questions of part 2 on page 6.

2. second listening: Ss listen again and finish part 3 on page 6.

Step 4. Listening

Ss listen to a story about Anne and try to finish Workbook. Ex 1 and 2 on page 43 and page 44.

Step 5. Speaking

Ss work in groups of four, design a questionnaire to find out what kind of friends your classmates are. They can use the quiz in the warming up to help them.

Step 6. Assignment

1. Ss prepare the reading task on page 44.

2. Surf the internet and find some material about friendship in different countries.

Period five

Step 1. Warming up

Ss say something about making friends and how to maintain friendship.

Step 2. Listening

Ss listen to a short passage and fill in the blanks on page 41 (listening).

Step 3. Reading

1. first reading: Ss read the passage about friendship in Hawaii and finish Workbook.Ex1.on page 45.

2. second reading: Ss read again and discuss the questions on page 45.

3. Ss share their material about friendship in different countries in groups, and then choose some groups to show theirs in class.

Step 4. Discussion

What do you and your friends think is cool?

Ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not.

Ask Ss to use the following sentences while they talk:

I think that… is cool/ isn’t cool because ….

I think so.

I don’t think so.

I agree with you.

I don’t agree with you.

Step 5. Assignment

Ss collect some proverbs about friendship.

Period six

Step 1. Pre-writing

1. Read a letter from a student called Xiao dong.

2. Go over the advice on page 7 and be ready for writing.

Step 2. While-writing

Ask the Ss to write a letter to Xiao dong as an editor and give him some advice.

1. Ss make a list of the important information they can need

2. Ss begin to write the letter to Xiao dong.

3. Ss revise their letters by themselves.

4. Ss exchange their writing paper with their partners and correct the mistakes (tense, spelling, letters, structures….)

5. Ss get back their own writing paper and write the letter again.

Step 3. Post-writing

Choose some students’ writing paper and show in the class. Ask the Ss to correct the mistakes together and also learn from some good writings.

Step 4. Writing for fun

1. Ss read the passage on page 7 by themselves.

2. Ss try to write a few lines to describe their best friends or a person they know.

3. Show some Ss’ writings in class.

Step 5. Assignment

Do Workbook. writing task on page 46.

Period seven

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself on page 47. It is very important to improve their learning interests and abilities。

Teachers can try to let Ss write down their opinions about making friends or friendship in order to make Ss get well with each other in school.