canimprovetheirreadingability,learnmoreabouttheseaandthelifeintheoceans.Atthesametime,weshouldgetthestudentstounderstandsomedifficultsentencestocomprehendthepassagebetter.TheSsshoulddosomelistening,speakingandwriting,too.Ofcourse,theSsshouldreceivesomemoraleducation.LettheSsunderstandtheseabetter,lovetheseaandsavetheseaandthelifeofthesea.TeachingKnowledgeaim:UnderstandthemainideaoftheAbilityaim:RelthetextintheirownEmotionalaim:MaketheSslovethelifeoftheseaanddosomethingtostopitbeingpolluted.Keypoints/TeachingimportantHowtounderstandthetextbetter.Teachingdifficultpoints:UseyourownwordstoreltheDiscussthepollutionoftheseaandhowtosavethesea.SomethingabouttheSs:TheSshaveknownsomethingabouttheseaandsealifethroughtheInternetandotherways.TheyarelackofTheydon’toftenuseEnglishtoexpressthemselvesandcommunicatewithSomeSsarenotactiveintheclassbecausetheyareafraidofmakingmistakes.Part2Myteachingtheories,methodsandaidsBeforedealingwiththislesson,I’lldomybesttocarryoutthefollowingtheories:MaketheSstherealmastersinclasswhiletheteacherhimselfactsasdirector；Combinethelanguagestructureswiththelanguagefunctions;LetthestudentsreceivesomemoraleducationwhiletheyarelearningtheEnglishlanguage.TeachingDoubleactivitiesteachingQuestion-and-answeractivityteachingmethodWatch-and-listenactivitydiscussionmethodPairworkorindividualworkmethodTeachingaids:aatapethePart3.Teachingsteps/Ihavedesignedthefollowingstepstotraintheirabilityoflistening,speaking,readingandwriting,especiallyreadingability.TheentirestepsGreetings,Revision,Lead-inandpreparationforreading,Fastreading（scanning）,Listening,Intensivereading,Preparationfordetailsofthetext,Consolidation,Discussion,Step1Greetthewholeclassasusual.Step2.RevisionAskstudentssomequestionstorevisethelastlesson（showthemontheHowmuchsaltdotheoceanscontainperthousandpartsofwater?（35partsofsalt.3.5%byweight）Whatiscoral?WhyarecoralsnotfoundindeepWhyistheDeadSeacalledtheDeadCheckthe（madeasurveyabouttheseaorsealifebysurfingtheInternetoraskingforhelpfromotherpeople）.Throughthispartwecanconsolidatewhattheystudiedyesterday,communicatewithothersabouttheirsurveryresultsandprepareforthenewlesson.Step3.Lead-inandpreparationforShowthemsomepicturesandletthemtalkeachother,andthenusethepicturesaboutseaandlifeintheoceanstolearnnewwords,forexample,Antarctica,hugewhale,spermwhale,squidandsoon.Purpose:Arousethestudents’interestofBringinnewsubject:Lifeintheoceans.Step4.FastreadingReadthepassageasquicklyastheycan.Ishowthequestionsonthescreenandletthemgetthemainideaofeachparagraph:WhycanlivingthingsliveinsuchoceansaroundtheWhatdoesthewhalefeedWhatisthedifferencebetweenthespermwhaleandotherwhales?Method:Readthetextindividually,usequestion—and—answeractivity.Purpose:Improvethestudents’readingability.Understandthegeneralideaofeachparagraph.Step5.Listening（bookclosed）Listentothetapethendoanexercise（wbpage90,partTrueorfalseexercise.（ontheTraintheSs’listeningabilityandprepareforlaterexercises.Step6.IntensivereadingReadthepassagecarefullyagainandanswersomedetailedquestionsontheHowmuchdoesawhaleeatataDoallthewhalesfeedonsmallHowdeepcanaspermwhaleItisalsocalleddepthreadingorstudyreading.ItmeansreadingfordetailedPurpose:Furtherunderstandthetext（Trainfurtherreadingability）tofindoutsomedifferentsentencesanddetailsofthetext.Step7.Preparationfordetailsofthetextonthe...itsheartslowstohalfitsnormalspeed.slow-v.to e/makeslowerusingsoundPresentparticipleusedasprovidesth.forprovidesb.withatatime:eachgrowtoalengthPurpose:TraintheSs’abilityofunderstandingandusingStep8.FindoutthetopicRelthepassageaccordingtothetopicPurpose:IwanttoknowifmystudentsunderstandthewholetextreallyandiftheymasterwhatImeantoltheminthisclass.What’smore,Iwanttoletthemhavetheabilityofintroducingandyzingexpression.Atthesametime,Iwillwritedownthetopicsentencesontheblackboardaccordingtowhatthestudentsfind,sotheycanreliteasily.Step9.Showthemsomepicturesaboutthepollutedseaandmanylivingthingswhichareindangerandaskthem:Whataretheiropinionsaboutit?Inordertoletthemhavechoice,Igivethemanothertopic:Theseaisbeingpolluted.Whatshouldtheydo?Purpose:Imeantogivethememotionaleducation.Igivethemmulti-mediapicturestoarousetheirinterestofstudyandtheirloveforlife.Imeantomakethemrealize:Theseaisindanger!Iteachthemtodotheirbesttohelpitanddosomethingfromnowon.Everyoneshoulddosomethingtoloveandprotectourhome.Step10.WriteanarticleSavingthesea.Iwanttoimprovetheabilityoftheirwriting.Atthesametime,traintheabilityofdo-it-yourselfandlookinguptheinformationbyPart4.BlackboarddesignUnit16 Lesson63TopicSentences:SomelivingthingscanliveinThewhalefeedsonsmallThespermwhalefeedsonsquid.（difference）Thewhalesareindanger.What’syouropinionaboutTheseaisbeingpolluted.WhatshouldweInmyopinion,theblackboarddesigncanreflecttheteacher’sabilityofthetextandleadingthestudentstomasterthetextInthistext,thedesignisnoteasytowrite.Iwritethetopicsentencesontheblackboardinordertolthestudentsthatthisisoftheimportanceinthisclass.Thediscussionisofthedifficulty.Iwanttomakethedesigninductive,instructiveand一、分1、簡析，難點在于要求學生用自己的語言概括出來。閱讀部分的文章介紹了著名物理學家StephenHawkingStehenHawking在理界享有至高的榮譽和威信，是深受許多科學家和廣大物理迷尊重和的者。他不為病魔和癱瘓所嚇倒，而以驚人的毅力和信心成為物理界探索宇宙的先鋒，并界樂觀地面對生活。讀后部分設(shè)計了三組習題。第一組習題的三個問題考查學生對文章內(nèi)容 2（知識目標、能力目標、德育目標）能在生活中面對任何挫折，不被，在學習和工作中能主動探索積極進取。用能力，激發(fā)學生的，為真實語言交際打基礎(chǔ)。此外，沒一門課程都應盡可能結(jié)合學skimming,scanning,carefulreading對文章次的理解及細節(jié)的欣賞及對人物的評4、教學輔助工具：多，機說，英語還是相當難的一個學科，所以在教學過程中，注意提高課堂的趣味性，激發(fā)學生的也極其StephenHawking的學習，了解也能進一步促進學生學習科學家的精神，更加努力奮斗，自強不息。中。本課采用影象導入，利用多一些學生熟悉的著名的科學家的資料，引出有關(guān)StephenHawking的話題，然后使用提問、啟發(fā)、分析、歸納的方法，是學生掌握內(nèi)容，培養(yǎng)學生閱讀和分三部分（warminguplisteningspeaking）中，學生對一些科學家已經(jīng)有所了解，所以我首先用導入，讓學生回顧幾位科學家的經(jīng)典；然后展示StephenHawking的，讓學生猜測他是誰，簡單地談談有關(guān)他的一些事情，引出本章標題“NoBoundaries”更次的理解文章；然后我給了學生三個討論的題目，沒有答案，只要求學生充分利用文章中NoBoundaries”，讓學生來談談4、訓這一環(huán)節(jié)也是對課文的進一步鞏固，我要求學生不看課文仔細聽，然后補充完整一篇根據(jù)所學文章改寫的短文。這樣在培養(yǎng)學生的同時也為下一步復述課文打下基礎(chǔ)。5、詞語點撥再現(xiàn)上一環(huán)節(jié)67借鑒這篇文章的學做手法，寫一篇短文介紹以為自己熟悉或者的人一份英語說Goodmorning!LadiesandHereismyteachingdesigndemonstration.ThecontentIchoseisthereadingpartfromunit5.NowIwillintroducethisperiodindetail.TheteachinggoalofthisperiodistoenableSstocatchthemainideaofthepassageandgettheoutlineoftheBritishIslesbyfastreading.Then,tofindoutsomedetailedinformationthroughcarefulreading.Thethirdistoexpressthemselveswiththelanguagelearnedinclass.ThegoaloflearningabilityistodevelopSs’basicskillsoflistening,speaking,readingandwriting.Ofcourse,readingisthecentreofthislesson.SoIwillfocusonpractisingtheirreadingskillsincludingpredicting,skimming,scanninganddigesting.Meanwhile,IwillencourageSstopractice,participate,andco-operateintheclassroomactivities,andprovidethestudentswithsituationswheretheycanacquirelanguagenaturally.Astotheteachingmethod,Iwilladoptcommunicationmethodbasedmethod,audio-visualandcooperation-studymethod.Withthehelpof andcourseware,Ithinktheefficiencyoftheclasswillbegreatlyimproved.TheteachingproceduresareasfollowsStep1isWarmingIwillgettheSstotalkaboutsomethingaboutEnglandtoactivatetheirinterests.Step2.pre-readingIwillshowmystudentsthe5seperatepartsoftheBritishIslesonmap.BecausethestudentsknowlittleabouttheBritishIsles,Iwillattachenoughimportancetoitsgeographicallocation.Step3.FastInthisstep,IwillgetthemtoreadthearticlequicklytocatchthegeneralideaandgetabriefimpressionoftheBritishIsles.Byngthis,Iwilltrainthestudentsforfastreadingskills.Step4.CarefulTheSsarerequiredtofocusonthewholetextcarefullyparagraphparagraphandanswerthequestions.Thepurposeistotrainthestudentsfortheskillsofscanningandtoleadthestudentstofindouttheimportantfactsanddetailedinformation.Andfurthermoretohelpthestudentsunderstandthetextandsmoothawaythedifficulties.Step5.Post-readingForthesstounderstandthepassagebetter,Iwillgetthestudentstoanswerthreequestionstofurtherdevelopthestudents’readingabilitiesanddealwiththeStep6Inthisstep,theSswillbeaskedtohaveadiscussioningroupsabouttheirtripntotheUK.Byngso,IguidetheSsto.activatetheirlanguagethattheyhavelearned.Theninvitesomegroupmemberstoreporttheirworktothewholeclasstomakeetheirshynessandstimulatethemtospeakinpublic.IthinktheabilitytouseEnglishisthemostimportant.WespendaslongasnineyearsstudyingEnglish.Weshouldn’tenditjustbyattendingtheEnglishentranceexaminationtogethighmarks.IgavetheSssomepresentsbecauseoftheirexcellentperformances,thusenhancingtheirawarenessofusingEnglish.Step7Inthisstep,whattheSswilldoistoappreciatesecenaryandmusicaswellaslisteningtothetapessothattheycanrevisewhattheywillhavelearntintheclass.Step8ThelaststepistohelpSsconsolidatewhattheywillhavelearntinthislessonbyputtingdowntheirtraveln.That’sallaboutmyteaching,andduringmyteaching,Iwilltrymybesttomaketheclassaliveandencouragethestudentstospeakmore,actmoreandkeepsmilingandpraisingthem.IthinkthatIwillarousetheirinterestinstudyingEnglish.Thanksverymuch.本單元圍繞考古這一開展聽、說、讀、寫多種教學活動。旅游作為社會人們最感的話考古工作。所以Archaeology也是一個非常貼近生活、具有時代性、可挖掘性的教學。利用現(xiàn)代教育技術(shù)歷史教育片的過程中，“拓寬了學生學習和運用英語的”；同時本單元的教（二）利用已有知識談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化、生產(chǎn)工具等，為以后閱讀英國的《巨石王》和中華文明的奠定基礎(chǔ)。調(diào)動學生的積極性，組織他們利用表達好奇功能結(jié)構(gòu)談論他們所感話題是這一課的難點。材料介紹是古代法國人用來射箭的一種。材料長，對的結(jié)構(gòu)（一）•Iwonderwhat/ Ireallywantto•I’mcuriousto… I’dlovetoknow…•Iwonderif/whether… WhatI’dreallyliketofindoutis…•I’mcuriousabout… I’dliketoknowmoreabout…學些與考古有關(guān)單詞、短語和句式,如：archaeology及其派生詞，curiosity,bronze,decoration,artifact,unearth,spear,pot（二）從談論石器時代、青銅器時代、漢朝、唐朝等時代人們的飲食起居、文化、生產(chǎn)工具等入手（三）認知策略：通過-ology,ological,ologistarchaeology,archaeologist,archae-ological調(diào)控策略：通過讓學生了解到有時很難，不可求全責備?？梢圆牧险{(diào)整要求。有的交際策略：通過談論古代人的飲食起居、文化、生產(chǎn)工具和談論等真實交際活動提高用（四）Lead-這一步驟的重點在于激發(fā)學生對考古學的，因為一般學生認為考古沒什么有趣的doyousee?學生自然會回答：Nothing.DoyouknowwhatIwaslookingat?學生自然會回答Idon’t.Whydidyoulookatthereafterme?學生答不上。老師告訴學生Thatisbecauseofcuriosity.再問Whatistheword curiosityfrom?Curiosity。然后給出一個新詞：Archaeology(板書課題)并Thisisanewwordforyou.Youmaywanttoit.Doyouthinkitisacourseorascience?Yes.Whyyouthinkitisascience?學生會說出他們學過以-ologytechnologypsychologytechnological,組織學生推出其它詞的-ologicalologist最后今天所學內(nèi)容是Archaeology.再問Whatarethegoalsinlearningtheunit?請一個學生解釋本單元學習目標(Goals),然后和全班一起關(guān)回憶本單元的四個學習目標(三)預備(Warming活動形式：分組評論。談論上的四幅圖畫。先中華民族有著悠久的歷史和燦爛的文化。每居、文化、生產(chǎn)工具等。然后用Whatdidtheyeat?Wheredidtheylive?Whatdidtheirh