高中英语必修5教案全套

Teaching Plan for Book 5

Unit1 Great Scientist (Reading)

Teaching Goals:

1. Enable the Ss to familiar with some famous scientists and their contributions.

2. Enable the Ss to learn how to organize a scientific research.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they’ve learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning

activities.

3. Competition and role-play method to arouse the Ss’ interest

4. Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

I. Warming up

1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?

Are you familiar with this red ribbon?

What’s it related to? ? What doesn’t it mean? Do you know?

(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)

2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?

What is their job besides acting?

Is it just the problem in China?

(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)

2. Brain storming

Q1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.

(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)

3. How much do you know about AIDS?

1) Pair work—questions for discussion ? What’s the full name of AIDS?

Can AIDS be transmitted? ? In what ways can it be transmitted?

What kinds of people are likely to get AIDS?

Do people with AIDS look healthy at first?

Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)

2) AIDS QUIZ (individual work)

1) AIDS quiz (p.49)?check students? knowledge about AIDS.

2) Picture quiz ?

Can the AIDS virus transmitted via the following routes?

Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)

1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?

2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)

3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.

III. Talking (Optional) Role play:

Work in groups. Imagine that the headmaster of a school has found out that one of the students has H

IV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)

IV. Homework

1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.

2. Learn the new words of this unit by heart.

The Second Period GOALS:

To practice supporting and challenging an opinion.

To practice listening comprehension.

TEACHING PROCEDURES

I. Revision

Do you still remember this logo? What can you learn from it?

Q1: Do you remember what it means?

Q2: In what ways is AIDS transmitted?

II. Speaking

1. Pre-speaking

1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.

2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)

3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS

1. How many AIDS patients all over the world? Where are they? And are they young or old?

2. What kinds of social problems can AIDS cause?

3. How about the situation in China? ? About drugs

1. Is the use of drugs such as heroin, serious? Why do you think so? 2. What should we do

with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?

2. What kinds of danger can it cause to our body?

3. Can you think of the other dangers of smoking? ? About drinking

1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.

2. Can drinking cause some problem to our body? What are they?

3. Will drinking cause some social problems? Give some example.

T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.

2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ? 3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They

can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).

The Third Period

GOALS:

To learn more knowledge about AIDS.

To help students understand the attitudes and spirits of living with disease ? To learn some useful language point

I. Pre-reading

Life is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.

II. While-reading

Questions:

Q1: How did cancer change the writer’s life?

Q2: Compare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?

Q3: Do their experiences strike you?

Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)

III. Writing

Life is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to follow

Step one: think about your past days: what were some events that made you very happy? What made you very sad?

Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).

Step three: talk about the happy and sad things to your partner, with reference to the timeline.

Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.

Step five: work out an outline of what you are going to write.

Step six: read an example

Step seven: begin to write.

IV. Homework

1. Write an essay about an important event in your life.

The Fifth Period

GOALS: ?

To learn about some antonyms ?

To practice using some useful words and phrases in the text

TEACHING PROCEDURES

I. Lead-in

Ask students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way

Q1. Do you still remember Xiaohua?

Q2. What has happened to her?

Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)

II. Learn and practice using some antonyms

1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.

2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible

3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)

1. In February 2003 some people got ____ a strange disease and died within a month.

2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.

3. People think it a serious crime to attack _______ children.

4. AIDS can be transmitted by having ______ sex.

5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.

III. Practice using some useful words and phrases in the text.

(Translate the following sentences with the help of Chinese or italic words.)

1. The doctor ______ (诊断)my illness as a rare skin disease.

2. He has _______ （恢复）from his bad cold and can go out tomorrow.

3. The disease makes her realize how _______ （宝贵）life is.

4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.

5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）

6. Bad news may discourage a patient, so it is very important that doctors try to cheer up

the _______________（灰心丧气的病人）

7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.

8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）

The Sixth Period

GOALS: ?

To learn the Subjunctive Mood?

To make students get familiar with the Subjunctive Mood and master it by using it in different situations

TEACHING PROCEDURES

I. Lead-in

1) Show students the picture of Xiaohua and ask them two questions:

Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)

Q2. How was she infected with AIDS? (She was infected by birth.)

2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.

1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.

2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?

3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.

II. More Situations

1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?

2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?

3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?

III. Homework

1. Finish all the grammar exercises on SB and WB

2. Review the whole unit

Teaching Plan for Book 5

Unit2 The United Kingdom.

Teaching Goals:

1. Get the students to know the information about the United Kingdom.

2. Encourage the students to talk out what they know about the UK and Ireland.

3. Help the students learn to get information by listening.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

5. Discussion methods to make the Ss understand what they’ve learned in class.

6. Pair work of group to get every student to take part in the teaching-and-learning activities.

7. Competition and role-play method to arouse the Ss’ interest

Teaching procedures

Step 1 Warming up

1.Lead-in

(1) What do you think of Dongguan? Which place impresses you most?

(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about our country? Think what words you¡¯ll need to describe a country and then give a brief description of China.

B. There are many famous places in China. Think out one and describe it, letting others guess which place it is.

2. Show pictures of some famous places of China. Ask: Where are they taken?

3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.

4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)

(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.

(3) Then ask the students to look at some cities in the UK and to name them.

5. Group work:

(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)

(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.

Step 2 Listening

1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk more about the education in the UK.

2. Ask: How are classes arranged in schools in the UK?

3. (1) Listen to the tape and tick the sentences which are true.

(2) Listen to the tape and fill in the timetable below.

(3) Listen to the tape and answer the following questions.

Step 3 Extension

1. Talk about our own timetable.

2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.

Step 4 Homework

Find more information in relation to the UK and Ireland on the Internet.

The second period Speaking

Teaching Goals

Train the students¡¯ spoken English

Improve the students¡¯ ability of imagination and debate

Practice expressing agreement and disagreement

Increase participation and learn from each other.

Teaching Procedures

Step 1 Talking about hot topics

1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens

2. Talk about the 28th Olympic Games

3. Talk about their favorite athletes

Step2 Group theme debates

Of the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes

1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?

2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?

3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?

Step3 Tips on how to express agreement and disagreement

Step5 Homework

Preview the reading passage

The third period Reading

Teaching goals

Get the students to know more about the British Isles and learn more new words and their usages.

Teaching procedures

Step 1 Presentation

Show the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )

Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.

Step 2 Fast reading

Get the students to skim the passage and match the paragraphs and the topics.

Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.

Step 3 Careful reading

Ask the students to read the passage carefully and decide whether the following sentences are true or false.

( ) 1. Many people around the world study English, and they know a lot about British culture.

( ) 2. Great Britain is made up of four countries.

( ) 3. The island of Britain is separated from France by the English Channel.

( ) 4. Scotland is colder throughout the year, but receives less rain.

( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( ) 6. The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Step 4 Discussion

Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?

Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.

Step 5 Homework

Write a short passage about the Dachen Isles.

The fourth period Grammar and Language study

Teaching goals

1. Learn about the appositive clause.

2. Identify noun clauses.

3. Enable students to use new words.

Teaching procedures

Step 1 Review the vocabulary and complete the sentences.

a. Students work in pairs first.

b. The teacher check the answers.

Step 2 Brainstorming

a. Review the text and present the appositive clause by asking questions:

1.What impresses you most in the passage ?

The fact that ¡ impresses me most.

2.What have you already known before reading the passage ?

I have known the fact that ¡

3.Did you hear any news about Britain recently ?

I heard the news that ¡

b. Collect answers as many as possible ,reminding students

of sentence structure if find errors.

Step 3 Grammar Explanation

a. Get students to identify the clauses .

c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.

1.The news that the plane would take off on time made everybody happy.

2.The news that is spreading around the airport is that a heavy storm is coming.

3.The suggestion that students should learn something practical is worth considering.

4.The suggestion that they are considering is that students should learn something practical.

c. The teacher offers explanation if necessary.

Step 4 Tell the function of the following sentences.

1.The idea that Great Britain is made up of three countries¡¯ Corner ,Big Ben and the Tower of London is past.

2.The fact that Great Britain is made up of three countries is still unknown to many.

3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.

4.Some people feel that Wales is an ancient fairy land.

5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.

6.They realize that it is of great value to record and teach them to the younger generation.

Step 5 Consolidation

Consolidate what have been learned by doing further exercises.

The Fifth Period Integrative Skills

Teaching Goals:

1. Learn to describe the countryside, the cities, the people and their life by reading the passage.

2. Learn things about the city Salisbury.

3. Know more about Britain.

4. Cultivate the students’ abilities of concluding and reasoning.

Teaching procedures:

Step 1: Lead in

Teacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?

Who wrote the story?

Do you know something about Daniel Defoe?

Step 3 Extension

1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be found

with names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a

light-colored beer), ale (a type of beer made from malt), etc

(A video clip is presented about a pub.)

About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.

2. Let the students say something about the British Isles as far as they know.

Step 4 Homework:

Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:

1. Choose any place you know or you like and write a short passage about it.

2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.

Teaching Plan for Book 5

Unit3 Life in the Future

Teaching Goals:

1. Predicting the good and bad changes in the future.

2. imagine the alien creatures.

Teaching procedures

Step 1 Revision

1 Check the homework exercises.

2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?

Step 2 Presentation

S. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.

Step 3 Reading

Say Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.

Step 4 Dialogue

Play the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.

Notes:

a People have been talking of it a lot recently.:

Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.

b I simply don‘t know. = I honestly don’t know.

c Right now = At this moment

d The problem is … it. = Finding land for building the new factory is a problem ( i.e.

difficult).

e The majority of people = Most people

f a number of people = quite a lot of people

g out of work = do not have jobs

h But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.

i I can see the problem. = I understand the problem.

j is likely to happen = will probably happen

k It‘s quite likely: Quite emphasizes likely and increases the possibility.

Step 5 Practice

Demonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.

Step 6 Workbook

After Ex. 1 is done orally, get the Ss to write the answers in their exercise books.

Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.

When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.

Step 7 Consolidation

With a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.

I believe you’re right.

What are the problems then?

What do you think is likely to happen?

Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.

A: I think the company will buy more land.

B: I believe you‘re right.

A: But it isn’t likely that the manager will make a decision soon.

B: What are the problems then?

With an ordinary class, just practice the dialogue in Part 1 again.

Homework

Finish off the Workbook exercises.

Teaching Plan for Book 5

Unit 4 Making the news

Teaching Goals:

1. Enable the Ss to get some knowledge about basic procedures of making the news.

2. how to make newspapers of TV programmes.

3. Talk about news and the media.

4.. Practise expressing opinions.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

1. Discussion methods to make the Ss understand what they’ve learned in class.

2. Pair work of group to get every student to take part in the teaching-and-learning activities.

Teaching procedures

The First Period

Teaching Aims:

1. Learn and master the following words and phrases: media, reliable, fire, face, difficulty, elect, go up, burn down, injure.

2. Practice expressing opinion using the following:

What do you think of…?

What's your opinion?

Why do you choose…?

Perhaps…is more important.

I would rather choose.…

I don't think we should choose…

Maybe it would be better to choose…

Our readers want to know about…

3. Talk about news and the media.

4. 4. Train the students' listening and speaking abilities.

Teaching Important Points:

1. Master the useful words and expressions appearing in this period.

2. Train the students' listening and speaking abilities by talking about news and the media.

Teaching Difficult Points:

1. How to help the students understand the listening material exactly.

2. How to help the students finish the task of speaking.

Teaching Methods:

1. Listening-and-answering activity to help the students go through the listening material.

2. Individual, pair or group work to make the students finish each task.

Step I Greetings and Lead-in

T: Good morning/afternoon, class.

Ss: Good morning/afternoon, Miss/ Mr. X.

T: Sit down, please. Being the members of the society, we all cares for/about what

happens around us or even what happens at home and abroad. How can you do so?

Ss: By reading newspapers and magazines, watching TV programmes,

listening to the radio.

T: Are there any other ways? Think it over.

Ss: By a website.

T: Yes. It’s also a way to learn about the world. What do you call these things which help us know about to the world?

Ss:新闻媒体

T: In English, we call it news media. First, let's learn the new words in this period. Look at the screen.

(Teacher first asks some students to read the words on the screen. Correct the Ss' mistakes in pronunciation. Then teacher gives brief explanations. At last, let the Ss read and remember them for a while.)

Step Ⅱ Warming up

T: Well, now please open your books at Page 9. Warming up first. Look at each of the pictures and tell me which kind of news media it shows?

Ss: The first picture shows a website; the second one shows radio; the third one shows TV programmes; the fourth one shows magazines; the fifth one shows newspapers.

T: Quite right! Now, please work in groups of four and discuss the five questions below the pictures. A few minutes later, I’ll check your answers. OK?

Ss: OK.

T: You can begin now.

(A few minutes later. )

T: Are you ready now?

Ss: Yes.

T: Which group would like to talk about the first question? Choose one member of your group to answer the question.

S1: I think TV is the most reliable among the news media. TV consists of a series of lively consecutive pictures. For the people

who want to know what is exactly happening, a picture responds better to offer the truth of a fact than the mere words upon a page. It can offer an unique function of seemingly on-the-spot feeling, which is not available to the other media.

T: The second question?

S2. I think TV programmes are easy for most people to understand. Radio, can only be heard and sometimes can’t be picked up clearly. Newspapers and magazines are only useful for people who can read. Websites have many different pages, but you should be careful

to read some of the pages. who can read. Website have many different pages, but you should be careful to read some of the pages.

T: The third question?

S3 : I will check other sources.

T: The fourth question?

S4: Every morning, the newspaper chief editor and the journalists discuss the main events of the day. Reporters are then sent to cover the events. They usually do some interviews and then check the information. They must work very fast. Later in the day, everything is put together at the news desk. Then the editors read the stories and make any necessary changes and choose a good title for eachstory. At last, they print them quickly and deliver them. Making a magazine is more or less the same as making a newspaper. But the articles in a magazine are more like stories, which are writtenby all kinds of writers. Magazines are not published as quickly as newspapers.

T: The last question?

Ss: News broadcast, newspaper, magazine, radio programme, website,

report, reporter, editor, interview, write articles…

Step Ⅲ Listening

T: Next, let's come to the Listening. We are going to listen to two parts of conversations. The first part is an interview; the second part is a dialogue. Now, look at Exercise 1:

Listen carefully towhat is said and tick the information you hear in each part. If necessary, I'll play it twice. (Teacher begins to play the tape, and checks the answers after listening. Then ask the students to finish the rest of the tasks. )

T: OK. Now, please listen to each part once again and then work inpairs to talk about the questions in Exercises 2,3,4 and 5. Are youclear?

Ss: Yes.

(Teacher allows them enough time to talk about the questions. Thenask some students to say their answers.)

Step IV Speaking

T: Well, now it's time for us to be the editors of a newspaper. Here is a list of ten things that happened today. Look at the screen. (Teacher shows the screen and read through the list to the whole class.)

200 people died in an earthquake in Turkey.

China beat Brazil 5-1 in football.

France elected a new President.

Three children from your city were killed.

Someone robbed a bank in Shanghai.

Food prices are going up.

A house in your town burned down. Nobody was injured. 2 000 people in your city were happy today and moved into new buildings. A Chinese scientist has invented a new car engine that does not pollute the air. There is a rumor that a large company wants to build a factory in your town:

(Bb :go up, burn down)

T: Now, you've known the ten things, but you only need to report

five of them. So, first decide which events you are going to put in your newspaper. Then give reasons for your choices and compare with your classmates. Work in groups of four or five. And the following expressions on the screen can help you with your dialogue. After a while, I'll ask some of you to act out your dialogue.

(Teacher shows the screen. )

What do you think of'…?

I would rather choose.…

What's your opinion?

I don't think we should choose…

Why do you choose…

Maybe it would be better to choose…

Perhaps… is more important.

Our readers want to know about….

(Teacher goes around the Ss and checks their work. If necessary, teacher may join in them. )

Teaching Plan for Book 5

Unit5 First Aid for Burns (Reading)

Teaching Goals:

1. Enable the Ss to get some first aid knowledge

2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly.

3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .

Key Teaching Points

How to improve the Ss’ reading ability.

Difficult points

1. How to grasp the main idea of each paragraph / part & each passage.

2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.

Teaching methods

1). Skimming & scanning methods to make the Ss get a good understanding of the text.

5. Discussion methods to make the Ss understand what they’ve learned in class.

6. Pair work of group to get every student to take part in the teaching-and-learning activities.

7. Competition and role-play method to arouse the Ss’ interest

Teaching aids

The multi-media (see a short movie about how to treat burn from ppt.)

Teaching procedures

Step1. Lead-in

Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid

Step2. Pre-reading

Show the Ss the picture of Pre-reading on P33 and ask them the following

questions:

What has happened?

What sort of injuries the child will have?

What kind of first aid would you perform?

Step3. Fast reading

Let the Ss read the passage fast and then find out the answers to the questions

1. What will the passage be about?

2. What do they tell you about the passage?

3. In which order are these topics covered in the text? Number them from 1 to 5.

____ the three types of burns

____ what to do if someone gets burned

____ the purpose of skin

____ the symptoms of burns

____ how we get burns

Step4. Detailed reading

1). Tell if the following statements are true or false:

1. Our skin has three layers.

2. We will never get burned by the sun.

3. Burns are divided into three degrees according to the degree of pain.

4. Third degree burns are the most serious and painful.

5. Put cool water on any burns to cool them.

6. Don’t rub the burns

7. It’s better that you put some butter or oil on burns.

2). Answer the questions

1.Why should you put cold water on a burn?

2.Why doesn’t a third degree burn hurt?

3.Why do you think clothes and jewellery near burns should be removed?

4.If someone has a third degree burn, why might you see tissue?

3). Read the text again and then find out how many parts there are and the main idea of each part:

Part1. The purpose / function of skin

Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

Part3. Types of burns: First degree burns, Second degree burns, Third degree burns

Part4. Characteristics of burns

Part5 First aid treatment

3). Finish off Comprehending Ex2&3

Step5. Words competition

Have a competition to check the Ss’ words spelling

Step6. Making a first-aid kit

An activity to let the Ss know what are included in a first-aid-kit

A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

Step7. Role play

Work in pairs to act out how to place an emergency call for help

Step8. Summary

This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

Step9. Homework

Search as much information as you can about first aid

http://www. healthy. net/clinic/first aid/

http://kids health. org/parent/first aid_ safe/

英语创新教案（Senior English Book 5）

临清工业学校 于小燕

Module 2 A Job Worth Doing

The First Period (第一课时)

Tasks:

1.Talk about “ Jobs” and let the Ss know the importance of different kinds of jobs.

2.Study the new vocabulary.

3.Comprend the text “ The Human Traffic Signal” and

finish the questions based on it.

4.Encourage the Ss to learn from the volunteer in the story.

Key points:

1.Discussions about“jobs”.

2.Understanding of the text.

Teaching methods: Explanation and Practice

Teaching aid: Pictures and Multi-media Classroom

Teaching procedures:

Step1 Introduction

1. Present the photos on P11.

Work in pairs or groups to talk about the photos.

“What are the people in the photos doing?”

2. Go through the vocabulary in the box.

3. Describe jobs with them.

4. Discussion: work in pairs.

Say what sort of job you would like to do? Why?

Step2 Pre-reading

Present the pictures on P12 and ask:

“Do you think what the man is doing?”

Step3 Reading

1. Read the text and make sure what on earth he is doing there. ( Directing the traffic.)

2. Finish Ex4 on P13 and Ex5 on P14 according to the text. (Work in pairs)

Step4 Disscussion

Work in pairs and disscuss:

“Do you think his work is worth doing? And why?”

Step5 Summary

Summarise the whole class and point out the key points.

Step6 Homework

1. Review what they have learnt today.

2. Retell the story in their own words.

3. Preview “Grammar”in this unit.

英语创新教案（Senior English Book 5）

临清工业学校 于小燕

Module 2 A Job Worth Doing

The Second Period (第二课时)

Tasks:

1.Consolidate the text learnt last time.

2.Revise 3 kinds of Verb tenses (past simple, past perfect, past continuous)

3.Be able to use these 3 verb tenses freely in speaking and writing English.

Key points:

Be able to use the 3 kinds verb forms freely.

Teaching methods: Explanation and Practice

Teaching aid: Pictures and Multi-media Classroom

Teaching procedures:

Step1 Revision

Talk about the man in the text in their own words.

Ask several Ss to finish this task.

Step2 Presention

1.Look at 3 sentences:

1) He survived. (past simple)

2) He was driving a lorry. (past continuous)

3) He had had lots of jobs. (past perfect)

2.Identify the tenses in the 3 sentences.

3.Give brief explanations.

Step3 Practice

1. Activity 2:

Ask the Ss to answer the questions.

2. Activity 3:

Work in pairs to find more examples in the text.

3. Activity 4:complete the passage.

1) Do it themselves first.

2) Ask one or two Ss to show their answers.

3) Have a small disscussion.

4) Check with the whole class.

Step4 Summary

Point out the key points.

Step5 Consolidation

Give more practice if time permitting.

Step6 Homework

1. Finish Exx.on the WB.

2. Preview next period.

英语说课稿（Senior English Book 5）

临清工业学校 于小燕

Module 2 A Job Worth Doing

The First Period (第一课时)

一、教学内容分析

(一) 知识背景及新课程、新教材

本单元围绕“job”(工作) 这一主题开展听、说、读、写多种教学活动。“工作”是一个非常贴近生活、具有时代性、可挖掘性的教学主题。

本单元所选的语言素材涉及许多种不同的工作，通过本课的学习，让学生认识到各种工作的重要性，认识到什么样的工作才是真正有意义的，是值得做的。今天的学习帮助学生树立正确的人生观、价值观。同时本单元的教学对教师本身的文化修养、等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。

（二）教学重点难点

1.学习与工作相关的词汇。

2.围绕“工作”展开讨论。

3.阅读有关一个志愿者的文章，对课文有正确的理解。

就文章中的主人公展开讨论“什么样的工作是值得的、有意义的”。

二、教学目标

（一）知识技能

1.学习、掌握一些有关工作的词汇：

如：electrician，biochemist，volunteer，manager，scientist，chemist等。

掌握其他一些课文中涉及的词汇：

如：survive，bend，lorry，toll，direct，take… for granted，come off等。

3. 学习掌握下列结构句式：

如：what sort of job would you like to do?

I want to do a job which helps other people, such as…

I like to be …, because …

4. 提高学生语言听、说、读、写综合语言运用能力。

（二）情感态度

1.从故事中的这位主人公，我们可以懂得什么样的工作才是有意义的，做什么样的工作才是值得的，同学们一定要树立正确的人生观和价值观，正确的看待金钱。

2.通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）学习策略

1.认知策略

在学习中借助图画、图表非语言信息进行理解或表达。

2.交际策略

充分利用课堂内外的讨论来提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

三、教学步骤

(一) Warming up

这部分的重点是引出本单元的话题---工作，了解学生对不同工作的态度，同时训练学生说的能力。

活动步骤：

1.师生互动：教师展示图片，提问题：

What are the people doing in the photos？

2.小组活动：要求学生进行小组合作，每小组选一幅画面进行讨论，学生可以发挥自己的想象力，给出各种不同的观点。

3.班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。

（二）Reading

本篇阅读材料是给大家介绍了一位义务指挥交通的志愿者。通过今天的学习，旨在让学生懂得什么样的工作才是有意义的，做什么样的工作才是值得的，同学们一定要树立正确的人生观和价值观，正确的看待金钱。

活动形式：

1.个人活动

教师展示图片，学生对图片进行预测，根据图片猜想：

Do you think what the man is doing?

2.小组活动

快速阅读课文核对与自己猜想是否相符。接着讨论以下的问题：

1) Why did the man direct the traffic there?

2) Could he get paid from the job?

3) What made him do the job?

3．个人活动

完成Activity4 和Activity5。

4.小组活动：把学生分成不同的小组，讨论下面的问题：

Do you think his job is worth doing? Why?

（三）Summary

这一节我们主要学习了一些有关“job”的一些词汇，大家一起讨论了什么样的工作是重要的，什么样的工作才是值得做的、是有意义的。希望大家通过今天的学习，能够树立正确的人生观和价值观，正确看待金钱。

（四）Homework

1.复习今天课上所讲的内容，课下大家还可以针对该话题继续展开讨论。

2.以“什么工作是有意义的”为主题，写一篇作文。

3.预习下一个模块“Grammar”。

英语说课稿（Senior English Book 5）

临清工业学校 于小燕

Module 2 A Job Worth Doing

The Second Period (第二课时)

一、 教学内容分析

(一) 知识背景及新课程、新教材

本单元围绕“job”(工作) 这一主题开展听、说、读、写多种教学活动。“工作”是一个非常贴近生活、具有时代性、可挖掘性的教学主题。本单元的语法是复习三种动词的基本形式，主要是通过练习让学生掌握他们的基本含义和基本用法。

（二）教学重点难点

1.学习和掌握动词的三种时态：一般过去时、过去进行时、过去完成时。

2.了解三种基本时态的含义、基本形式和用法。

3.能够在实际的练习中正确的使用这三种时态。

二、教学目标

（一）知识技能

1. 学习和掌握动词的三种时态：一般过去时、过去进行时、过去完成时。

2. 了解三种基本时态的含义、基本形式。

1) 一般过去时 S+did+…

2) 过去进行时 S+was/were+doing+…

3) 过去完成时 S+had+done+…

（二）情感态度

通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。

（三）学习策略

1.认知策略

在学习中借助图画、图表非语言信息进行理解或表达。

2.交际策略

充分利用课堂内外的讨论来提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。

三、教学步骤

（一）Revision

这部分的重点是复习上一节课学习的课文，以问答或复述的方式来进行。

活动步骤：

1. 师生互动：教师根据课文的内容提出问题。

1.What was his job?

2. What was he doing when he came off the road one day?

3. What had he done before he volunteered?

4. What did he get for directing the traffic?

5. What made him start this job?

2. 小组活动：要求学生进行小组合作，对以上的问题进行讨论后回答。

1. He was a volunteer.

2. He was driving a lorry.

3. He had been a miner and a soldier.

4. He got nothing for it.

5. The experience he had helping people in a bus crash made him start this job.

（二）Presention

让学生了解三种基本时态的含义、基本形式和用法。

活动形式：

1. 个人活动：

判断以上句子使用的分别是哪种时态？

2.小组活动：

小组讨论三种时态的基本形式、含义和基本用法。

3.小组活动：

把学生分成不同的小组来完成一个翻译练习。

（三）Practice

1. 师生互动：师生配合共同完成Activity2。

2. 个人活动：学生完成Activity3和Activity3，在实际的训练中运用三种时态。

（四）Summary

这一节我们主要学习了一般过去时、过去进行时、过去完成时的含义、基本形式和用法。通过今天的练习来看，大家掌握的都不错。学习英语关键在于应用，大家课下一定要多练习，多用英语，这样英语水平才能不断地得到提高。

（五）Homework

1. 完成练习册中语法方面的练习。

2. 预习下一个模块的内容。

英语课堂实录（Senior English Book 5）

临清工业学校 于小燕

Module 2 A Job Worth Doing

The First Period (第一课时)

Step1 Introduction

1.教师：大家请看多媒体大屏幕的六幅图片，现在我们两人为一组来进行讨论：

What are the people doing in the photos？

学生讨论以后，回答：

The doctor is examining the old woman.

The manager is talking about the problems with the employees.

The electrician is examining the wares.

The biochemist is making an experiment.

……

2.教师：大家做的很好,下面请看大屏幕上的一些词汇。

badly paid dangerous exciting intellectual

well paid manual satisfying stressful

请大家用以上的词汇描绘照片上的人所从事的工作。

学生：（讨论后踊跃发言）

The manager is intellectual and stressful.

The pilot’s job is exciting but dangerous.

The biochemist is intellectual.

The electrician’s job is very dangerous.

…

3.教师：I think you must like one job best. Now let us discuss in pairs:

what sort of job would you like to do?

学生：（讨论后用自己的话来回答）

I want to do a job which helps other people, such as a doctor.

I want to do a job which is very interesting and exciting, such as, a football player.

I want to do a job which is a little dangerous, because I like to risk.

I like to be a teacher, because I like to stay with children.

I like to be a pilot, because I want to fly freely like a bird in the sky.

I like to be a biochemist, because I prefer to make experiments.

……

Step2 Reading and Practice

1.教师：大家看一下大屏幕上的这个人在做什么？

Do you think what the man is doing？

学生：（讨论后回答）

Maybe the man is directing the traffic.

2.教师：请默读课文，验证答案。

学生：读课文，确认答案。

Yes, the man is directing the traffic.

3.教师：请大家精读课文，理解课文的细节，回答问题。

1) Why did the man direct the traffic there?

2) Could he get paid from the job?

3) What made him do the job?

学生：默读课文，进行小组讨论，找出问题的答案。

1) Because many accidents happened there.

2) No, he got nothing from the job.

3) The experience he had helping people in a bus crash made him start this job.

4.教师：大家回答的很好，说明大家对课文已经基本理解，下面我们来完成Activity4 和Activity5。

学生：读课文回答。

Activity4：

1)c. He is a volunteer who directs the traffic.

2)b. At a side of the road.

3)a. It is narrow and in bad conditions.

4)c. No money at all.

5)c. The experience he had helping people in the bus crash.

6)b. He felt he must do it.

Activity5：the keys ( present them on the screen)

Step3 Discussion

教师：OK.大家做的都很好，下面请大家分组讨论下面一个问题：

Do you think his job is worth doing? Why?

学生：讨论后踊跃发言：

I think the man is great.

I think the man is doing a great job.

I think his job is worth doing.

We must learn from the man.

…

Step4 Summary

教师：这一节我们主要学习了一些有关“job”的一些词汇，大家一起讨论了什么样的工作是重要的，什么样的工作才是值得做的、是有意义的。希望大家通过今天的学习，能够树立正确的人生观和价值观，正确看待金钱。

Step5 Homework

教师：好，今天的课就上到这里，给大家布置的作业是：

1.复习今天课上所讲的内容，课下大家还可以针对该话题继续展开讨论。

2.以“什么工作是有意义的”为主题，写一篇作文。

3.预习下一个模块“Grammar”。

英语课堂实录（Senior English Book 5）

临清工业学校 于小燕

Module 2 A Job Worth Doing

The Second Period (第二课时)

Step1 Revision

教师：上一节课我们讨论了有关一个志愿者的故事，下面我们来做一个问答练习。问：

1.What was his job?

2. What was he doing when he came off the road one day?

3. What had he done before he volunteered?

4. What did he get for directing the traffic?

5. What made him start this job?

学生：回答

1. He was a volunteer.

2. He was driving a lorry.

3. He had been a miner and a soldier.

4. He got nothing for it.

5. The experience he had helping people in a bus crash made him start this job.

Step2 Presention

1.教师：大家回答的很好,说明大家已经掌握了昨天的课文.下面请大家研究上面你们回答的这几个句子，判断它们使用的时态分别是什么？

学生：讨论后回答。

1.past simple

2.past continuous

3. past perfect

4. past simple

5. past simple

2.教师：大家回答的是正确的,下面我请几个同学来说一说这三种时态所表达的含义是什么?

学生:回答问题.

1) past simple: 这个时态用来表达在过去发生的事情,它的基本形式是S+did+…

2) past perfect: 这个时态用来表达一个在过去的过去发生的动作,它的基本形式是S+had done +…

3) past continuous: 这个时态用来表达在过去的某一个时间正在发生的动作或者存在的状态，它的基本形式是S+was/were doing+…

3.教师: 很好,同学们的回答是完全正确的。现在我们已经在理论上理解了这三种时态,那么我们还要学会在实际的运用中，正确地使用每一种时态来表达我们想要表达的内容.下面我们来做一个翻译练习,看看大家是不是已经掌握了它们的用法.

（教师在大屏幕上出示练习题目）

1.昨天他来的时候,我正在厨房做饭.

2.她来中国以前,就读过了很多有关中国的书籍.

3.王教授是前天给我们做的关于环境保护的报告.

4.我是在1996年离开学校的.

5.当事故发生的时候,你在做什么呢?

6.来到之前,人们已经把那个小偷抓了起来.

学生: 进行讨论,翻译句子.

1.I was cooking in the kitchen when he came yesterday.

2.She had read many books about China before she came to China.

3.Professor Wang gave us a talk about Environment Protection the day before yesterday.

4.I left school in 1996.

5.What were you doing when the accident happened?

6.People had caught the thief when the police arrived.

4.教师: 这些同学回答的很好,说明他们已经掌握了这三种时态的含义和他们的基本用法. 其他同学还有不明白的问题吗?

（有个别学生提出了一些疑问,给予适当的解释）

Step3 Practice

1.教师：现在我们了解了这三种时态，下面我们来做几个练习，看看大家是否真的掌握了。

大家一起来完成Activity2，请回答这些问题。

学生：（讨论后回答）

The keys：3 2 1

2.教师：大家做的很好，下面请完成Activity3。

学生：（完成）回答

1.He was in hospital for months.

2.He was called out.

3.He was walking as a lorry driver.

4.He had had lots of jobs.

3.教师：下面请大家完成Activity4。

学生（出示答案）

教师和学生一起核对答案，有问题的地方及时给予了适当的解释。

1) had done 2) was waiting 3) saw

4) asked 5) cried 6) left

7) ran 8) talked 10) finished

11)did 12)knew 13)had happened

14)forgot 15)took 16)had frozen

Step4 Summary

教师：OK。我们一起来看看今天所学的主要内容，大家一定要牢牢地掌握这三种时态的用法，因为他们是英语语言之中最基本的形式，基本的知识掌握好了，才能使自己的英语水平慢慢地得到提高。

Step5 Homework

教师：今天的课就上到这里，下面请大家记好今天布置的作业。

1.完成指导书上语法部分的练习。

2.使用今天所学的三种时态造句，每种时态5个句子。

3.预习下一个模块。

教后自评材料

临清工业学校 于小燕

教高中英语新教材已经有两年的时间了，通过两年来的摸索、探究和学习，我对新教材已有了一个较为全面认识。在新的教学理念的指导下，结合我校学生的特点，设计和采用适合我校学生的教学方法，两年来不仅学生的成绩有了很大的提高，而且学生各方面的素质也得到了提高。表现在以下几个方面：

一、学生学习英语的兴趣提高了。

新教材内容新颖，编排科学，图文并茂；选材和教学活动的设计充分考虑到学生年龄特征和他们生理和心理发展的需要。例如：名人、音乐、体育、文学、艺术、语言、友谊、幽默等题材能够激发学生学习的兴趣。教材中的许多鲜活的人与事能够引起学生思想情感的共鸣。教师在教学的过程中，适时地运用一些教具，制作一些课件，给学生一种很“新鲜”的感觉。学习英语不再只是枯燥地去记忆那些单词、语法规则，背诵课文，因此学生对英语学习都产生了浓厚的学习兴趣。

二、课堂气氛十分活跃。

新教材在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动。 每个单元以话题为核心，以结构和功能项目为主线，组织和安排了听、说、读、写的活动。在设计不同层次和多种形式的活动时，也特别注意以学生的生活经验和兴趣为出发点，尽可能提供真实的情景，让学生综合地应用所学语言完成一些任务，促使他们获取、处理和使用信息，用英语与人交流，解决实际问题，完成某个项目。

在课堂上，所有的学生都积极配合教师创设情景，积极地参与到教师安排的活动之中，课堂气氛不象原来那样“死气沉沉”，取得了良好的课堂效果。

三、学生综合运用英语的能力得到了提高。

新教材对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复。 教科书遵循中国学生学习英语的认知规律，不仅专门设置了“语言学习”（ Language study）部分系统地介绍词汇和语法，而且每个单元的重点语言项目渗透在各个教学部分中，以保证高中学生切实加强基础知识和基本技能的训练。

新教材还注意培养创新精神，提高实践能力。 教材提供了大量的活动，帮助教师采用启发式教学方法，激活学生的思维，调动他们已有的知识和经验，改被动接受为主动参与。

另外，新教材还注意促进学生自主学习，帮助他们发展学习策略。为了让学生加强学习的自主性，教材通过目录、每个单元的“目标”和“复习要点”明确列出了教学的内容和要求。各单元的“学习建议”（Tips）指导学生有效地采取各种策略提高学习的质量。

在新的教学模式下，学生成了学习的主体，学生积极地参与到教学活动的每一个环节，告别了传统教学下那种的“填鸭式”的教学方式。在这些活动中，学生展开自己丰富的想象力，用英语进行思维，使自己的英语水平在不知不觉中得到了很大的提高。

四、学生的思想素质和人文素质得到了提高。

新教材教学内容贴近现代生活，富有较强的时代气息，许多课文渗透着思想情感的教育，通过对这些课文的学习，学生的思想素质和人文素质得到了提高，扩大了他们的国际视野，增强了他们的爱国情怀，提高了他们对社会的责任感和历史的使命感。

当然，在教学过程中也遇到了一些问题，有教师方面的也有学生方面的。

问题一、基础差的学生学习新教材有些吃力。

高中的学生，经过了小学、初中阶段的学习，英语基础是不尽相同的，甚至有些学生英语成绩相当差。因此，这部分学生在接受这种新的课堂教学模式的时候，往往觉得有点困难。

因此还要根据这部分学生的实际情况，采用一些相应措施，既要照顾到程度好的学生，

又要兼顾到程度差点的学生，不要让他们感到什么也听不懂，什么也学不到，不要让他们产生消极情绪。

问题二、我们做教师的，一方面认为新教材编得好，可是另一方面却有时感到难以驾驭。

新教材对教师提出了很高的要求。其中包括教师要有良好的语言素养，广泛而扎实的英语知识，不断更新知识结构；准确把握本课程标准的理念、目标和内容，运用教育学和心理学理论，研究语言教学的规律；发展课堂教学的和组织能力，灵活运用各种教学技巧和方法；掌握现代教育技术，并能在自己的继续学习和实际教学之中加以运用；自觉加强中外文化修养，拓宽知识面；要根据教学目标，学生的需要以及当地客观条件，积极地和有创造性地探索有效的教学方法；不断对自己的教学行为进行反思，努力使自己成为具有创新精神的研究型教师。

虽然存在一点问题，但是和传统的课堂结构相比，在课堂气氛、教学密度、学生的学习积极性等方面都有了良好的改变，相信在新的教学理念的指导下，在新的课堂模式下，学生们的英语水平一定会有很大改观。