溫州市高二英語下冊新教材研討會備課資料Unit 17-

發(fā)布時間：2016-2-2 編輯：互聯(lián)網手機版

溫州市高二英語下冊新教材研討會備課資料

Unit 17 Disabilities

　　　標題：巧用技術，處理課堂教材

巧用技術，處理課堂教材

一、巧用技術，處理聲頻與視頻素材

1、在活躍課堂氣氛時運用

2、在課堂導入時使用

3、在聽練習時使用

4、在設置情景時使用

我們把磁帶的聲音轉化為電子文件，或到網絡下載課文的mp3或flash文件，然后插入到PPT文件中，比錄音機更方便地控制聲音，有暫停，播放，快進或退回，顯示計時器，直觀易用。我們把網絡下載的與課文相關的視頻素材，經過剪輯，保存為主流媒體，如 wmv, avi, mpeg, asf, rm, ram, rmbv等格式，然后插入到PPT文件中。

二、運用軟件，輔助詞匯教學

1、詞匯練習的編寫

2、學生詞庫的建設

3、單詞復習的跟蹤

4、單詞復習教學

《金山詞霸 2005》為您提供兩款特色工具小軟件，金山詞霸生詞本和金山迷你背單詞，幫助學生輕松背單詞，克服英語生詞難詞關。教師還可以編寫單元詞匯或課時詞匯，與閱讀補充詞匯表，運用金山詞霸生詞本和金山迷你背單詞，進行詞匯輔助教學。還可以使用其它優(yōu)秀的詞匯學習與教學軟件。

三、巧用軟件，進行文章的批改

四、運用軟件，編寫交互性練習

五、運用軟件，記錄辯論思路

Unit 17 Disabilities

Ⅰ.Brief Statements Based on the Unit

This unit mainly tells us the difficulties that the disabled people may face. The text“Disabled? Not me!”shows us a middle school student-Zhong Xiaowen, who could only move around in her wheelchair, could overcome lots of difficulties, and finally succeeded. From her success, we learn something important. There is nothing difficult in the world if you stick to it. When you meet with difficulty in your life and study, please don’t lose heart.

The teacher should train the students’ mental and moral character of taking pleasure in helping the disabled and help the students to know how to help the disabled to build up the spirit of “being stronger, independent and equal to normal people in activities”.Of course it is necessary for students to master the important phrases and sentence patterns in this unit. Meanwhile we should review the usage of the Direct and Indirect Object.

Ⅱ.Teaching Goals

1. Talk about disability.

2. Practise talking about ability and inability.

3. Review Direct and Indirect Objects.

4. Write an argumentative essay.

Ⅲ.Teaching Time: Four periods

The First Period

Teaching Aims:

1. Learn and master the following:

Phrases: deal with, overcome the difficulties

Sentence Patterns:

If you were in a wheelchair, you wouldn’t be able to…

If I were blind, I would need a/an…

2. Train the students’ listening ability.

3. Improve the students’ speaking ability by describing, talking and discussion.

Teaching Important Points:

1. Train the students’ listening ability.

2. Make the students master the sentence patterns and describe the pictures freely.

Teaching Difficult Point:

How to improve the students’ speaking ability

Teaching Methods:

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

2.Individual,pair of group work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Lead-in

We can use a flash to show what difficulties and dangers you might face if you were in a wheelchair or blind.

Step Ⅱ Warming up

We can learn the words in the language situations in the flash. And then show the following on the screen.

disability/,ｄIｓ′ｂIｌIｔI/n.

ability/′ｂIｌIｔI/n.

sidewalk/′ｓａIｄｗｋ/n.

escalator/′ｅｓｋｌｅIｔ (r)/n.

elevator/′ｅｌIｖｅIｔ (r)/n.(=lift)

(Teacher teaches the words and explains them, and then let the students look at the first four pictures on Page 49 or show them on the screen)

T: OK. Now I want you to discuss the first four pictures using the following sentences.

1. Sentence Patterns:

(1)If I were in a wheelchair, I would…

(2)If I were blind, I wouldn’t…

(Write them on the blackboard)

Yeah, please discuss them in groups of four. After a while, everyone is asked to talk about the pictures. Is that clear?

Ss: Yes.

T: OK. Please work in groups and try to imagine what difficulties and dangers you might face.

(After a while, teacher asks some students to talk about the pictures. If time permits, teacher may ask more students to answer.)

T: Now time is up. Who wants to say first?

T: How hard they are! We pay little attention to them in our daily life. We must take effective measures to improve their conditions. Let’s see what changes have taken place. Please discuss in groups. In the meanwhile, we should notice the two phrases: deal with, overcome the difficulties. (Teacher writes the following on the blackboard.)

2. (1) deal with

E.g. How shall we deal with the problem?

(2) Overcome the difficulties

(After a while, teacher asks some students to talk about the last four pictures.)

T: Now. Any volunteer?

T: They hope to lead a normal life as we do, so we should help them overcome the difficulties.

Step Ⅲ Listening

T: Now please turn to Page 50.Let’s do some listening. You are going to hear John talking about his life. There are three questions for you to answer. You need to listen carefully. Is that clear?

S: Yes.

T: OK. Let’s begin.

(Teacher plays the tape for the first time.Then play for the second time.During this time; teacher may pause for students to write down the information. Play some parts of the tape more times if necessary. Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T: Please look at Speaking on Page 50.Now imagine you are disabled. Choose two of the situations below and discuss how you would deal with them. You may use the following sentence structures.

(Show the structures on the screen.)

I probably couldn’t…

I’m sure I would be able to…

If I…,I would be able to…

I would need help to…

It would be difficult to…

I would try to…

T: OK. Please begin to discuss them.

(Teacher goes among the students and listens to their discussions, then chooses several students to express their ideas in different ways.)

Who can describe Situation 1?

Step Ⅴ Summary and Homework

T: In this class, we’ve done some listening and speaking. We’ve also talked about the situations of the disabled. Of course, we’ve learned some useful sentence patterns. After class, practice more talking about disability in English. Master the useful sentence patterns,(Teacher points to the blackboard.)and preview the reading material“Disabled? Not me!”.So much for today Goodbye, everyone!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The First Period

1. Sentence Patterns:

(1)If I were in a wheelchair, I would…

(2)If I were blind, I wouldn’t…

2. (1) deal with

E.g. How shall we deal with the problem?

(2) Overcome the difficulties

Step Ⅶ Record after Teaching

The Second Period

Teaching Aims:

1.Learn and master the following words and expressions: get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to, get used to

2. Train the students’ reading ability.

Teaching Important Points:

1. Improve the students’ reading ability.

2. Enable the students to understand the text better.

3. How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1. Discussion to help the students know something about the disabled.

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

3. Questioning-and-answering activity to help the students go through the whole passage.

4. Pair work or individual work to make every student work in class.

Teaching Aids:

1. A tape recorder

2. A multimedia

Teaching Procedures:

Step Ⅰ Lead-in

We will ask the students to take a quiz about the disabled. We can play song sung by famous disabled people, or show some pictures, ask them to enjoy some videos, and then ask some questions about them.

Step Ⅱ Lead-in and Pre-reading

They are determined. Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1. Do you know anyone else who is disabled?

How does he or she deal with the disability?

2. How do they overcome the difficulties?

3. Should they get any extra help? Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

We can have a debate on the question 3 with the help of the computer.

They should get some extra help in their everyday activities.

No, they shouldn’t. Because they need recognition, more than sympathy and help

Step Ⅲ Reading

T: Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1. What’s the trouble of Zhong Xiaowen?

2. How does she get around?

3. What’s the teachers’ aim in the special college?

4. What do the articles in Literature of Chinese Blind Children talk about?

5. How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers:

1. I’ll lend some to you.

2. He gave a camera to his wife for Christmas.

3. We’re going to sing the heroes some songs.

4. Bring the book to me.

5. She made me a coat.

6. He bought his teacher flowers.

Step Ⅴ Summary and Homework

T: In this class, we’ve reviewed some new words and mainly done some exercises about direct and indirect objects. After class, review the content, and remember the verbs that can be followed by double objects. Today’s homework: Preview the integrating skills. That’s all for today Goodbye, everyone.

Step Ⅵ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Third Period

Direct and Indirect Object

1. Pass me the salt, please.

→Pass the salt to me, please.

Play us some folk music, please.

→Play some folk music for us, please.

2. Compare:

3.“Subject+Predicate+Direct Object+to/for+Indirect Object”

E.g. I took it to the policeman on duty.

Mother bought the ice-cream for you, not for me.

Step Ⅶ Record after Teaching

The Fourth Period

Teaching Aims:

1. Review the useful expressions learnt in this unit by making sentences with them.

2. Review the common verbs that take indirect objects.

3. Train the students’ integrating skills by reading and writing.

Teaching Important Points:

1. Improve the students’ reading ability by reading the material.

2. Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading skill and writing skill.

Teaching Methods:

1. Fast-reading and reading to improve the students’ reading ability.

2. Practice and pair work or group work to have every student master what they’ve learned.

Teaching Aids:

1. a tape recorder

2. the multimedia

3. the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

omitted

Step Ⅱ Test

T: In this unit we have also learned some useful expressions. Have you remembered them?

S: Yes.

T: OK. Now let’s review them together. I speak Chinese, you speak English.

(Teacher writes the following on the blackboard when students say them.)

share with, treat…as, deal with, the ability to do, play a…role, realize one’s dream, get around, adjust to

T: Now I’ll give you a test to see whether you’ve mastered them or not. Look at the screen, please.

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________ his death__________(把……看作) a case of murder.

3.How shall we__________(處理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(實現(xiàn)夢想),they worked day and night.

7.The policemen__________(四處走動) and tried to find the thief.

8.It will take you some time to__________(適應) the new surroundings.

Step Ⅲ Fast Reading

T: We’ve learned something about disabilities. They hope to lead a normal life as we do, so we should provide more opportunities for the disabled to develop their potential, and let them live a richer life and make a contribution to society. We should help them overcome the difficulties.

Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.

Step Ⅳ Reading

T: Now read the text again. Read it carefully and discuss the following questions on the screen with your partner. Write your answers on a piece of paper. In a few minutes, I’ll ask some pairs to give us the answers.

(Teacher shows the following on the screen.)

Answer the following questions:

1. How often are the Special Olympics held?

2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

3. How do events like the Special Olympics help mentally disabled people?

4. Where was the first Special Olympics held?

5. Why do you think the Special Olympics are becoming more popular?

6. When will the Special Olympics be held in Shanghai?

(The teacher goes among the students, joins in the students’ discussion and answers the students’ questions.)

(A few minutes later)

T: Have you finished? (Ss: Yes.)Give us your answers, please. One student, one question

T: Now look at the screen again. I’ll explain some words and expressions of the text so that you can use them freely. Please listen to me carefully.

T: Do you have anything else you don’t understand? If you have, please tell me. I’ll be glad to have a discussion with you.

(The teacher answers any questions asked by the students.)

Step Ⅴ Listening and Reading Aloud

T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about it?

S: Yes.

(The teacher plays the tape for the students to listen. Then when the students read the text, the teacher goes among the students and corrects the students’ mistakes in pronunciation, intonation and stress.)

Step Ⅵ Writing

T: Now you’ve known something about disabilities. I think many students will show their love to the disabled from now on. What should we do to help them in our daily life?

T: OK. It’s very kind of you! After class, please conduct a survey of the public places where you live in. Start with your school: how easy or difficult is it for a disabled person to get around? Visit other public buildings and find out if they are accessible or not. Work in pairs or groups and make a checklist for your survey. Use the results to write an essay. Describe the current situation and suggest ways to improve the situation.

Suggested writing:

After several days’ survey, I found that the government paid a little attention to the disabled and spend much money on new buildings. There is no special road for the blind. The buildings have many steps, and it’s difficult for the disabled to get into them.

A new government programmed has been designed to help disabled people. More special schools will be built. Not only will help be given to people to find jobs, but also medical treatment will be provided for people who need it. But the truth is that everyone should take care of disabled people, not just the government. If everyone shows love to them, their life will be much better.

Step Ⅷ Summary and Homework

T: In this class, we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practice how to write the article on disabilities. After class, go over all the important points learnt in this unit, and write an essay. Prepare for next unit. Class is over.

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with, treat…as, deal with, the ability to do, play a…role, realize one’s dream, get around, adjust to

Step Ⅹ Record after Teaching

Unit 18 Invention

Ⅰ單元教材內容分析

當全世界科學技術發(fā)展迅猛，各種發(fā)明創(chuàng)造層出不窮，是因為人的思維品質與思維方式即（creative thinking）對發(fā)明創(chuàng)造起著至關重要的作用。因此培養(yǎng)學生的探究性思維能力，創(chuàng)造思維能力是時代社會對教育的要求。教師在課堂教學設計中力求體現(xiàn)“開放、啟發(fā)、引導、自主”的教學原則，幫助學生運用相關的詞匯表達自己的思想及思維過程，培養(yǎng)學生用英語描述某一發(fā)明創(chuàng)造，如構造的工作原理、用途等的能力。況且，我們曾經在高一（上）Unit9 Technology，高二Unit 1 Make a Different, Unit 6 Life in the future, Unit 11 Scientific achievement 等單元中已積累一些詞匯。

本單元的中心話題是：“發(fā)明”（Inventions），課文始終圍繞這一主題展開。具體涉及“科學技術發(fā)展”、“人的思維”、“創(chuàng)造性思維及其品質”、“對發(fā)明的新認識”等，語言知識和語言技能部分主要是圍繞“發(fā)明創(chuàng)造”這一中心話題時行設計的，要不斷豐富鞏固這一話題的詞匯及習慣短語。

“熱身”（Warming up）部分設計了三個練習，列舉了四件與學生日常生活聯(lián)系密切的，富有啟迪意義。

“聽力”（Listening）部分提供了兩人申請發(fā)明專利的情景。兩項發(fā)明均未被接受。學生一方聽懂兩項發(fā)明，而且還要判斷發(fā)明是否有用。這個聽力練習要求學生運用聽的技能的同時，還要學生思考、分析和解決的問題。

“讀前”（Pre-reading）部分設計了三個問題，這三個問題的設計提供給學生開放性的思維，可以利用“頭腦風暴”（brainstorming）讓學生展開思維，闡述自己的觀點，為正文的閱讀作好語言鋪墊。

“閱讀”（Reading）部分介紹了偉大的思想家產生新發(fā)明的一些思路和思維模式：框外思維、換個角度看問題、聯(lián)想和不斷試驗。安排這篇文章的目的在于培養(yǎng)學生的創(chuàng)造性思維。這是一篇說明文，可以用來幫助學生學習說明文的結構。

“讀后”（Post-reading）部分是在閱讀的基礎上，通過兩個活動，檢查學生的理解程序，誘導學生聯(lián)系實際，拓展思維。問答題的設計從表層引入深層、由課文導向課外。第一題為判斷題，主要檢測學生對文章細節(jié)的理解和掌握。第二題實際上為文章提出的發(fā)明創(chuàng)造的思維模式列舉了具體的例子。

“語言學習”（Language study）分詞匯和語法兩部分。詞匯部分設計了兩個練習，其目的是幫助學生復習所學過的詞匯（包括詞性和詞形）及短語。語法部分圍繞定語從句而展開，而且選用了謎語，生動有趣。

“綜合技能”（Integrating skills）部分有閱讀和寫作兩個任務。閱讀的文章說明科學隱喻（運用通俗的名稱于新的發(fā)明之中，如電腦中的memory，storage和paste、print等等）的作用及其局限性。寫作題有兩個：“未來的電子計算機”和“向十九世紀的人介紹電腦”，由學生選作。這個任務符合學生的年齡特點、貼近現(xiàn)代生活，能夠引起學生的興趣。

“學習建議”（Tips）介紹不同的學習策略，如聯(lián)想、猜測、圖示以及分析錯誤等。

“復習要點”（Checkpoint）復習了定語從句。同時通過兩個問題引導學生對本單元所學的內容　進行一次反思。

II 教材內容處理

1、本單元教材重難點處理

我校大部分學生具有較充分的閱讀詞匯，但學生語法知識，口語表達能力較弱，用英語思維表達的習慣很弱。學生具有一定的自學能力，學校局域網健全，并配備學生專用電子閱覽室。這些使學生的自主探究學習成為可能。基于上述學生情況，我列出本單元4項重點和4項難點。旨在突出圍繞本單元課題的詞匯，獲取文章大意的閱讀能力及闡述觀點的能力，以培養(yǎng)學生聚合思維和發(fā)散性思維，從而達到培養(yǎng)學生Creative thinking way，這也是本單元的教學目標之一。在word study 課時中把重點放在學生自我發(fā)現(xiàn)、練習鞏固上，講練結合，當堂鞏固。在定語從句復習與寫作訓練中，以圖式理論為指導，采用分類列舉法幫助學習記憶語法規(guī)則，用列表法為學生提供必要的說看材料，讓學生擴展成文。同時，以“引導、鋪墊、分散、突破、反饋”為原則，處理課堂教學任務；以分組合作，筆頭記錄、口頭匯報的方式反饋兩項主題活動，這也是本單元2個非常重要的預習作業(yè)；以測試性評價手段，借助多媒體來鞏固構詞法、定語從句和本單元的重點詞匯。在整個單元教學中，始終堅持任務目標，材料輸入（導說領先），活動或討論，筆頭落實，環(huán)環(huán)相扣。碰到一項較難的任務時，以教師提供幫助或教學內容在教學程序上的鋪墊來減輕任務的難度，從而使大部分都能獲得成就感。

2、教材運用的改編或增減

增加部分：增加構詞法的練習鞏固

　　　　　增加定語從句的改錯練習與單選題

　　　　　增加workbook中的聽力練習,同時把workbook integrating作為泛讀材料

　　　　　增加中學生科技發(fā)明獎的新聞材料，讓學生讀后討論

1.who is the young scientist? What nationality is he?

2.what is the teenager’s invention?

3.what do the judges think of the new invention?

4.what advantages does the new invention provide?

5.how many projects take part in the competition and how many of them made it through to the final round?

　　　Discussion:　1.Is a creative student always a top student in subjects?

2.What do you think makes him a creative student?

刪減部分：Wb P131 Ex2

Wb P133 Ex3

改編教材：1、把P62 part4作為第一課時的導入材料，以激發(fā)學生的興趣

　　　　　2、把P62 Ex3改編成游戲。

　　　　　3、把P61 Ex3改編成競賽活動。

　　　　　4、把wb P130 listening P131 talking與speaking部分相結合，作為第二課時，主要培養(yǎng)學生的合作意識和口語能力。

3、測試安排

以同步作業(yè)本（科學普及出版社）進行同步作業(yè)布置，學生自我檢測，教師批改、課堂分析、鞏固。

4、本單元教學設計創(chuàng)意之處

　　①始終堅持任務目標→導說領先→活動或討論→反饋或筆頭落實→環(huán)環(huán)相扣，逐步鋪墊。

②增減或改編了部分教材，講練結合，當堂鞏固，達到知識到能力的正向遷移。

③設計兩項主題活動提高學生合作學習意識和能力。

④中學生科技發(fā)明類的新聞材料來源于學生的生活實際，肯定能使感到興趣盎然，能喚起學生進行科技創(chuàng)新的意識。

⑤單列一個課時speaking，圍繞三個話題，培養(yǎng)學生口語表達能力。

　“How much do you know invention?”

“a smart something”

　 “apply for a patent”

III單元教學目標

（一）語言知識和語言技能

1、掌握下列詞匯

vest heel patent officer petrol background reject possibility otherwise connection previous aware trail rider dusty pilot storage glue typewriter

allow for get stuck break away from be aware of trial and error after all keep track of

2、能夠熟練地運用如下句型談論創(chuàng)造發(fā)明（Talking about inventions）

The invention can help people…

This is a new way of …

What does it look like?

How does it work?

What’s it made of?

The new invention will make it possible for people to …

3、復習定語從句，學會用定語從句描述、定義事物。

4、Learn to write a process essay of a new invention.

（二）情感目標

1、Learn about what is creative thinking and arouse the Ss to know now to be a creative thinker efficiently.

2、Guide the Ss learn how to find a good way and share other’s invention.

（三）學習策略

合作學習，自主學習，學會運用“科學、技術、發(fā)明”等相關的詞匯描述新發(fā)明創(chuàng)造。

（四）資源利用

充分利用，改編課本資源，適當利用網絡資源。

http://www.esatbtyoungscientist.com

http://www.esatbtyoungscientist.com/at_the_exhibition.html

http://www.brainquote.com/topics/topic_science.html

（五）兩項主題任務

任務一：發(fā)明家知多少？

活動形式：要求學生介紹自己所了解的發(fā)明家。例如：

Thomas Edison is the most honoured American inventor. He invented the electric light bulb, the phonograph, and the moving picture-three of the most important inventions of the modern world.

任務目的：

1、擴大學生的閱讀量；

2、培養(yǎng)學生的閱讀興趣；

3、提高科學意識。

任務二：發(fā)明展

可以這種方式開頭：Let me describe our new invention and then show you its characteristics.

First, … Second, … Third, … Finally, …

活動時間：和speaking相結合

語言知識要求：

1、詞匯：運用本單元所學詞匯及有關發(fā)明的詞匯，如：productive, trial and error, apply for a patent, receive a patent, hold a patent, sell a patent等。

2、句型：

① What’s it made of?

② How does it work?

③ I make this in order to…

④ This machine is used for…

⑤ It can be used in the way that…

語言技能要求：解說能力

活動形式：

1、個人活動：收集展示個人已有的發(fā)明，并展示給大家。

2、小組活動：選擇展示品，確定解說員編撰解說詞。

3、班級活動：布置展示臺，并在發(fā)明作品相應位置寫上相應的英語解說詞，交流意見，選出最佳發(fā)明作品。

任務目的：

1、培養(yǎng)同學們對發(fā)明創(chuàng)造的興趣。

2、增加語言輸出輸入量，提高語言表達能力。

3、增進同學間的合作與交流，促進學生對知識的渴求。

IV 教學重點與難點

（一）單元教學重點

1. Train the Ss’ listening and speaking ability by talking about inventions and listening to some materials.

2. Develop the Ss to grasp the main idea of the passage and help them to understand the passage better by explaining the different creative thinking way.

3. Enable the Ss to master useful expressions in this unit and review the Attributive clause and expand the knowledge of the attributive clause.

4. Do some writing practice to improve the Ss’ ability of writing a process essay of description of an invention.

（二）單元教學難點

1. Feed back the Ss’ self-reading effectively in class.

2. How to help the Ss to learn to express and support an opinion.

3. Master some new words and learn to use them freely.

4. Make a clear sketch of the Attributive clause to the Ss and expand it.

V 單元課時教學設計

Period 1 Warning up ＆ Listening

Period 2 Speaking ＆ Talking

Period 3 Pre-reading & Reading & Post-reading

Period 4 Language study ＆ Practice

Period 5 Integrating skill ＆ Writing

Period 6 the Revision of the Attributive Clause (possible)

Period 7-8 the two periods for exercises

Period 1 Warming & Listening

Goals 1. Improve the Ss’ listening ability.

2. Enable the Ss to get involved in the topic and familiar to some new words and expressions.

Step1 Lead-in

Today’s topic is invention.

When we speak of invention, we can’t help thinking of the four great inventions in ancient China. What are they? Meanwhile， with the development of science more inventions have come about. These inventions are wonderful.

T：Now what invention do you think is the most useful? Why?

Ss: Collect the Ss’ opinion

T: But some inventions are so common that we often forget how wonderful they are. For example, zippers are very useful, but they are forgotten. Almost none of us know who invented them. Do you think so? Do you think it is important to know how things were invented?

If you want to invent something, you need to train yourself to have creative thinking to think about them in a different way based on the present things.

Now let’s do some riddles to see how clever you are? (on the screen)

1. What is it that Adam has none Eve has two and everyone has three?

2. What is it that the dead eat and that the living would die if they ate.

3. What is it that you use your head to your toes and the more it works the thinner it gets.

4. What is it that is not an airplane but moves through the sky not a river but is full of water?

Step 2 Warning up and discussion

Let the Ss look at the pictures to tell anything special about each picture and then ask the Ss to match each picture with the correct description below.

Ask some questions:

1. What kind of shoes is it? Is there anything special with the shoe?

2. In picture2 the chopsticks can be eaten.

Which word means eaten? edible chopsticks

3. What does nose-top computer mean?

How can you use it?

4. What does “inflatable bike” mean?

What are the advantages of bikes of this kind?

Discussion:

1. Which of these inventions do you think would be useful? Why?

教師可以幫助學生運用：I think ** would be the most useful invention because by using **, we can …

2. Is there anything you would like to invent? If so, what and why?

Possible sentence: I would like to invent a multi-use car. The multi-use car is a new type of car which can pass through any place when it is crowded. For example… You will never be late and save a lot of time for you.

Step 3 Pre-listening

We know when someone has invented something, usually he will go to a patent officer to apply for his patent. Now let’s listen to two dialogues.

In the dialogues, Mr Dean and Mr Scoles both have invented something. They’re trying to get the patent for their inventions from the patent officer. Let’s go through the questions on P15 first and then do the listening.

Step 4 Listening

Play the tape twice for students to listen to and them answer the questions. Play it a third time for the students to check their answers in pairs. At last check the answer with the whole class.

Blackboard:

Creative thinking

edible chopsticks

environmentally friendly(read-friendly)

inflatable

apply for 申請（vi） apply 應用（vt）

apply for a patent for sth

the patent officer

give a patent

hold a patent

step6 Assignment

1. Find out as many inventors as possible and try to describe one of most important inventors you think to the class, using the attributive clause if possible.

Period2 Speaking & Talking

Goals: Expand the topic around inventions to develop the Ss’ creating thinking and speaking ability.

Step1 Lead-in and reporting

T: Well, let’s begin our lesson. So far we’ve known some inventions and their inventors. Who is your most admirable inventor. Please describe something him or her to the class? Anyone will be the first?

Invite the some individual to report their preparations one by one.

Step2 Talking

T: We know inventions are important and great. It seems a little difficult to invent something. But do you think it is always difficult to think of something special?

S: No, sometimes it is not so hard to think of “A smart something”. And in our real life. We can create many smart things, for example, a smart refrigerator can tell you when you need to buy more milk or eggs. A smart air-conditioner can change the temperature itself when it is becoming hot or cold.

T: What smart objects can you think of ?

Ss: Collect Ss’ ideas and then let the Ss turn to P131 Ex.1 and choose two of the smart devices below and have a discussion with your partner to see how they could be used and then decide one to give a report.

Smart money Smart shoes Smart basketball Smart clock Smart pen

Smart car Smart medicine Smart bike Smart heater

Step 3 Speaking (role-play)

From the last lesson we also know how to apply for a patent. Now you are in a patent office. Let’s play a game. Each of you will be given a role card work in groups of five: four inventors and one patent officer. Each inventor should explain how the invention works and why it is useful. The patent officer should ask question and decide whether each invention is a good or not. And I’ll show you some useful expressions to help you. In the end show out some example dialogues.

This invention can help people…

This new invention will make it possible for people to…

This is a new way of…

It has many functions like…

What does it look like…

What’s it make of…?

How does it work…?

How would people use it ?

What are some advantages compared to other product of this kind?

專利官員評判時可使用以下句型:

1. I’m much impressed by ________

2. I think your invention is ____________

3. That’s really a good idea ___________

4. I’m afraid it might not _____________

5. I’m sorry ,but I can’t give you a patent for

6. I think you can have the patent for ________

Possible examples：

A=Patent Officer

B, C, and D =Inventors

A: Good morning. Please tell me about your invention.

B: Yes, well, I have invented a car that uses water instead of petrol. This invention is great for the environment. Imagine how nice and clean our cities would be if we didn’t have all the air pollution from cars.

A: Yes, it does sound good. How does it work?

B: Well, I can’t explain the details, but it uses a new kind of engine that can turn water into energy. The new engine is a bit expensive, and the cars won’t be able to drive very fast, but I think it will become cheaper with time. It is a new way of producing energy, so we will have to build new cars. It can’t be used for normal cars.

A: I see. What about your invention?

C: I have invented a machine that makes it possible for people to know the future.

A: That sounds incredible! How does it work?

C: It’s a small computer that is connected to your brain. It uses everything you know, and all the information on the Internet. Then I use a special equation to guess what will happen next. The machine is right almost90% of the time.

A: How would people use it?

C: Well, let’s say you want to know what questions will be on the maths test next week. You ask the computer to guess and it will predict the questions. Or, if you want to know what will happen two weeks from now, you just type in the date and the computer will describe what will happen to you.

D: Excuse me, may I tell you about my new invention?

A: OK.

D: I have invented a flying bicycle. This invention can help people get around in crowded cities.

A: What’s it made of?

D: The bicycle is made of very light plastic. The bike doesn’t weigh more than 50 grams.

A: And how does it work? What does it look like?

D: There is a small engine on the bike----it looks a bit like a helicopter. If you want to fly, you just start the engine and take off.

( The discussion continues.)

Step 4 Extensive Listening practice (part 1)

Go through Ex.1 on P130 and do extensive listening practice for exact information

Step 5 Summary

Today we’ve learnt how to express and support an opinion. And we’ve learnt how to apply for a patent when you have made an invention. Many of you have wonderful ideas about new inventions. Study hard now and I believe you’ll make your own invention in the future.

　　Step6 Assignment

1. Preview the text and learn the make out difficult sentences new words and expression.

2. Draw your invention and to apply for a patent, please give a good description to it, including how it looks, how it works, and how people can use it.

Period 3 Reading

Goals: 1. Learn the text and train the Ss’ reading ability.

2. Learn some useful words and expressions.

3. Help the Ss to learn to be more creative.

Step 1 Lead-in and Pre-reading

T: Greeting and ask:

In modern times, we have so many inventions? What inventions have you known?

Yes, the inventions can make people’s life easier and better. They will do a lot of good to people.(on the screen)

① But how do they come up with ideas for new invention.

② Do you think you have to be very intelligent to be an inventor?

③ Are some people born creative or is it possible to learn to be creative?

If you want to be an inventor yourself, you must have a lot of questions. New read the passage quickly to find the answers to these questions above.

Step 2 Reading

Allow the Ss a few minutes to find the answers to the questions.

T: Are you finished?

Ss: Yes.

Then collect different opinions from the Ss.

Focus on:

1. Why is it possible to learn how to be creative?

Because creative thinking is a matter of habits. By thinking about how we think and practising good thinking strategies. We can become more creative.

2. Why people don’t have to be very intelligent to be an inventor?

First he or she should be intelligent. But not very because only some of the thinkers did well in school. And creativity is not about getting high test scores having a high IQ or being smart

By the way, what does EQ stand for?

3. Guide the Ss to say out the following points.

① People should try new ways to solve a problem and break away from old thought patterns.

② People should try to combine new with old ideas in many different ways as possible. By comparing and connecting ideas and objects in new ways. People may think of new application and solutions.

③ Good ideas are no accident. They are the result of a long process of trial and error. So keeping trying is important. Failure is the mother of success, as we know.

Step 3 Careful reading

As paragraph one notes, great thinkers seem have little in common-----they have different backgrounds, IQ and education. What they do have in common are the thinking habits outlined in the reading?

1). What are their thinking habits according to the text?

Can you find a sentence from the passage to explain each thinking habit?

2). What’s creative thinking?

3). If we keep trying some of the thinking strategies of the great and famous, what may be the result ?

4. True of False: Do Ex1 of post-reading On P60.

Step 4 Explanation and Listening

Check the Ss’ prevision and explain some difficulties the Ss raise. Meanwhile show the important phrases on the screen.

1. be born creative/ blind/ a singer

2. come up with

3. allow for 為…作準備，顧及

4. get stuck

5. break away from

6. become/be ware of

be aware that 從句

7. remain invisible

8. get high test scores

9. reject

10. inspire

Let the Ss listen and under line the words about.

Step 5 Discussion

Now look at part2 on the same page. Here are five examples which have been mixed up.

Read the short passages carefully and place them in the right paragraph. You may have a short discussion with your partner.

1. Think outside the box.

2. Keep trying.

3. Keep trying.

4. Take another look at it.

5. Make connections.

Step 6 Extensive Reading for discussion(materials attached)

1. who is the young scientist? What nationality is he?

2. what is the teenager’s invention?

3. what do the judges think of the new invention?

4. what advantages does the new invention provide?

5. how many projects take part in the competition and how many of them made it through to the final round?

　Discussion:　1.Is a creative student always a top student in subjects?

2.What do you think makes him a creative student?

Step 7 Summary Assignment

Today we’ve read about how to be creative. And also we’ve learnt some useful phrases. After class please re-read the passage to understand it better and master the new words. Don’t forget to finish the vocabulary exercise on P131, P61.

Period 4 Language study: Grammar

Goals: 1. Review the useful expressions learnt in this Unit.

2. Learn the derivatives of some words.

3. Review and expand the Attributive clause.

Step 1 Check the homework

Ex.3 P61 and Ex.2 on P132

More(on the screen):

1. I got stuck when I’m is spelling a word in a crossword puzzle.

2. He reminded me of what I would otherwise have forgotten.

3. By looking at a problem in as many ways as possible creative thinkers can find solutions that would otherwise remains invisible.

4. It is easy to limit the possibilities of new idea by connecting it to only one area of our previous knowledge.

5. Some of the greatest inventors forced themselves to develop new ideas even when they are tired on feel inspired.

6. If we look only for the correct answer and reject ideas that don’t provide a complete answer, we may get stuck.

Step 2 Word study

1. Now let’s do wore about word study

Please change the form of the following words.

trial (v)

application (v)

inspiration (v)

eraser (v)

involvement (v)

produce (n)

fail (n)

possible (n)

deep (n)

awareness (adj)

ivedicine (adj)

attract (adj)

produce (adj)

2. Do exercises

① He worked very hard during his (try) period at the company.

② What is the (store) limit of laptop computer.

③ Is there any (possible) of solving this problem?

④ To learn think well, you have to learn to make (connect) first.

⑤ It’s necessary to raise high school students’ (aware) of self-defence.

⑥ Einstein’s Theory of Relativity has changed the process of (physical).

⑦ The deepest point in the ocean is generally believed to be in the Marianas with a ______(deep) of about 11.033 metres.

Step 3 The Attributive Clause

After so many exercises, now let’s play a game.

I’ll read out information about some great scientists.

Listen carefully and let’s have a competition between boys and girls.

Anyone who stands up and give the right name will get one score.

Are you clear?

1.the film-maker, whose name is always linked with his cartoon characters, such as Mickey mouse and Donald Duck.

2. the scientist, who was born in Germany but spent his last years in the USA.

3. the inventor , among whose big inventions are electric lighting and the motion picture camera.

4. the actor , whose many great films were City Lights and Modern Times.

6. the famous singer, whose famous songs include Blowing In The Wind.

7. the great physicist from England, who discovered the Law of Gravity.

8.the political leader, who lived in China before the Liberation and contributed to the foundation of China

9. the president, who fought for the freedom of slaves in the USA.

10. a female person , who was Adam’s wife.

T: (slide some of the sentence on the screen) Is there anything special for all these sentences?

Ss: Yeah, they are all the attributive clauses.

T: Yes, now we’re discussing more about the clauses.

Turn to P61 Grammar Ex2

Please join the part of sentences, following the example.

Do them orally first and then write down.

Step 4 Consolidation

測試性評價

請指出哪句是錯的，錯在哪兒？

1. I will never forget the day when I spent with you.

2. I will never forget the day when I studied with you.

3. Is this the factory that he visited the other day?

4. Is this the factory that his father once worked?

5. The man, from who I learn a lot, is Li Ping.

6. The book, that he bought yesterday, is popular with us.

7. Was it at five o’clock when the fire broke out?

選擇最佳答案填空：

1. I shall never forget the day Shenzhou V was launched, has a great effect on my life.

A. when; which B. that; which C. which; that D. when; that

2. I think you’ve got to the point a change is needed, or you would fail.

A. when B. where C. that D. which

3. The course normally attracts 20 students year, up to half will be from abroad.

A. in which B. for whom C. with which D. of whom

4. is known to everybody, Taiwan is part of China.

A. It B. As C. That D. What

5. The operation turned out to be very successful, was more than we could expect.

A. what B. which C. that D. it

6.. The British are not so familiar with different cultures and other ways of doing things,

is often the case in other countries.

A. as B. that C. so D. it

7. It was in the street I live I met Mr Green.

A. Where; that B. where; which C. /; where D. that; which

8. This is the boy parents I met in the park yesterday.

A. who B. whom C. that D. whose

Step 5 Activities if possible

In fact, the attributive clause is very important and useful. It helps to describe something new to people.

For example:

An inventor is some one who......

The patent office is the place where......

A clock is a small machine which......

Would you please have a try and finish Ex1 P61

Step 6 Assignment:

1. Finish off wb for Grammar on P132-133

2. Preview Reading on P133 and try retell about some invention in the future.

Period 5 Integrating Reading & Writing

Goals: 1.Learn a reading passage to improve the Ss’ reading ability and learn about science metaphors.

2. Do writing practice to improve the Ss’ ability of writing a process essay around computer.

Step 1 Lead-in and talking

T: How many of you have a computer at home? Please put up your hands. Who do you do with your computer?

S: I search for information on the Internet.

Play games with it.

Draw picture or type a file.

Send e-mails to friends.

Listen to the music.

Watch football matches.

Read books on the Internet.

T: Yes, we can do these things mentioned easily depending on computers. But we can also do these things without a computer.

S1 we can go to library to look for the information needed. But it’s much quicker and more convenient if we use a computer as a typewriter to type letters

S2 Listen to music on the tape recorder.

Watch football matches, on TV, etc.

T: You’re quite right. Now technology is often used in old ways. That means we can use some old words to describe new technology and science for example “store, memory, cut, paste”. We call these science metaphors. Now please have a discussion in groups of four to complete the chart shown on the screen.

The Internet: used as a library/ TV/ telephone P

used to send e-mails

read news from home and abroad

Cellphone: used as a telephone/ a telephone directory/ a video game player

a watch/ a calender/ a alarm clock/a torch

Step 2 Reading

T: Well done Now we are going to read a passage about science metaphors. Turn to P62 and try to find out the answer to the two questions.

1. Why are scientific metaphors like “memory” and “cut and paste” useful?

How many they limit our thinking?

Answer: They make it easier for as to understand and use a new tool. They may make it more difficult for us to use the new invention in the best way.

2. Think of more words we use to talk about computers and Internet. How well do they describe the things or action they are used for? Are there other words we could use tat might be better?

copy, file, delete, lock, enter, return, store

Step 3 Listening and explanation

1. Read the passage again and get the following phrases. Then ask the Ss to make some sentences

be said to do.

A be similar to B

be different from

after all

Now(that) 既然

2. Read the passage aloud; one student one paragraph..

Step 4 Pre-writing and writing

T: Just now, we talked about computers. Most of you have a desktop computer at home. And as you can see, I’m using a laptop computer.

T: Yeah. These are the most popular computer that use can final. But have you ever heard that a new type of computer---the palmtop computer has been invented. (show the picture)

This is a palmtop which is a kind of computer that we can put on our palm. It’s very small, light and convenient to carry about? Do you like it?

S: Yes, I wish I could have one.

T: From these computers. We know computers are getting smaller and smarter. Can you imagine what the first computer was like?

S: I must have been very big people need a large house to put it in and run slowly. It was built in 1946.

T: What do you think they will look like in the future and how we will use them?

Who’d like to tell us your opinion?

Collect the Ss’ opinions.

Possible opinions: Look like a watch or a cellphone.

Use them to watch TV, read books, ......

Check the date arrange memory thing for people.

That would be a real computer society.

T: Very good. Now, imagine that you had to describe a computer to someone who lived in the 19th century.

How would you explain it? What would you compare it to?

( look like, development, uses of computers in different fields, machine, at high speed, calculate, in many fields, it is said that) These words maybe available and helpful

Let the students have a discussion and writer their composition. Check one student’s writing and then give out a sample description.:

Samples:

Have you ever seen a computer?Now let me tell you something about the computer. A computer is an electric calculating machine that can store and recall information and make calculations at very high speed. It is a wonderful machine and can do most of the things people can do, but it can work millions of times faster. The first large, modern computer was built in 1946, and people needed a large house to put it in. In the last few years there have been great changes in computers. Today they can be used in many fields. People even use it to pay their bills or order what they want . It is said that in the future computers would arrange everything for people, and do almost all kinds of work. That would be a real computer society! I believe that the computer will sure become smaller and smart, which you take where you go.

Step 5 Summary and Assignment

Today we read a passage about toe scientific metaphors and know these phrases (omission). In this Unit we also learn how to become more creative by practising good thinking strategies. They can be used to study English too. Read the tips on P64 and try the ideas in future and they are helpful for your English study. Don’t forget to finish the workbook

VI 備課體會

1、本單元教學設計基于教學參考和課本資料，教學任務高計主要圍繞以下幾個主題：①任務目標。教學步驟中每一步都將成為下一教學步驟的鋪墊，在每一步驟中，教師設計具體任務，讓學生參與到課堂互動中，并完成具體的任務。在寫作課中，Discussion能充分使學生如釋重負。②自主學習。本單元的兩個主題任務滲透中Period 2 和 Period 3 Reading部分，都要求學生在課余進行資料收集、整理并在課堂上報告，對于基礎較弱的學校，教師可以事先收集資料讓學生課前閱讀。③著重思維培養(yǎng)，圍繞話題 Invention 進行多方面的擴展，并且能較好地利用 Pre-reading 部分，引發(fā)學生積極思維、討論。 Post-reading 作為較高要求進行教學設計，可選擇使用。④課堂總結，當堂鞏固。每堂課都進行總結，并復習重點詞匯。在授課過程中，在師生互動中呈現(xiàn)并教授新學詞匯，并落實在課文和練習鞏固中。對于長句、難句，教師進行控制性提問和分析。⑤盡量引入最新的科技，富有時代性，并引導學生利用網絡資源。

2、課堂容量較大，特別是練習。在實際上課中很可能需要調整課時,特別是Period 3 Reading 部分。一般來說，一個單元需要7-8個課時，5-6個課時加上2節(jié)練習課（同步作業(yè)本），本單元中還需一個課時全面復習定語從句。

Young Scientist of the Year 2003

Congratulations to 16-year-old Adnan Osmani from St Finians College, Mulllingar, Co Westmeath who is the winner of the 2003 EsatBT Young Scientist and Technology competition.His winning entry incorporates a new type of browser for speeding up internet usage by 400%. The project, labelled 'The Graphical Technological and User-friendly Advancement of the Internet Browser: “XWEBS is”, says Adnan “the most feature-packed web browser the world has ever seen.” It will allow users to load up even the heaviest of websites in less than 18 seconds, something which the schoolboy says is up to four times faster than any existing internet explorer. The project impressed the judges with its comprehensive range of features which includes an animated character using human speech to read out web pages. The judges described his achievement and depth of knowledge as 'far in advance of his years' and tipped 16-year-old Adnan Osmani to take over from Bill Gates as the world's computer whiz kid.Already a number of major computer companies have expressed an interest in the teenager's invention. More than 1,000 students had taken part in the competition and out of 910 entries, 477 projects made it through to the final round. Minister for Education and Science Noel Dempsey and Tom Byrne, of ESAT-BT, presented Adnan with a cheque for ¤3,000, a Waterford Crystal trophy and the opportunity to represent Ireland at the European Union Contest for Young Scientists taking place in Budapest in September 2003.Additional awards presented included Best Group Winners Cathal Mullin, Eimear Smith and Liam O'Kane from St Patrick's CoEd Comprehensive, Derry; individual runner-up went to Mairead McCloskey, Loretto College, Derry. For more information, visit the EsatBY Young Scientist and Technology Exbihition 2003 website: http://www.esatbtyoungscientist.com

http://www.esatbtyoungscientist.com/at_the_exhibition.html

Announcing the new Built-in Orderly Organized Knowledge device

or BOOK

The BOOK is a revolutionary breakthrough in technology: no wires, no electric circuits, no batteries, nothing to be connected or switched on. It's so easy to use even a child can operate it. Just lift its cover!

Compact and portable, it can be used anywhere -- even sitting in an armchair by the fire -- yet it is powerful enough to hold as much information as a CD-ROM disc.

Here's how it works:

Each BOOK is constructed of sequentially numbered sheets of paper (recyclable), each capable of holding thousands of bits of information. These pages are locked together with a custom-fit device called a binder which keeps the sheets in their correct sequence. Opaque Paper Technology (OPT) allows manufacturers to use both sides of the sheet, doubling the information density and cutting costs in half.

Experts are divided on the prospects for further increases in information density; for now BOOKs with more information simply use more pages. This makes them thicker and harder to carry, and has drawn some criticism from the mobile computing crowd.

Each sheet is scanned optically, registering information directly into your brain. A flick of the finger takes you to the next sheet.

The BOOK may be taken up at any time and used by merely opening it. The BOOK never crashes and never needs rebooting, though like other display devices it can become unusable if dropped overboard. The "browse" feature allows you to move instantly to any sheet, and move forward or backward as you wish.

Many come with an "index" feature, which pinpoints the exact location of any selected information for instant retrieval.

An optional BOOK mark accessory allows you to open the BOOK to the exact place you left it in a previous session, even if the BOOK has been closed. BOOK marks fit universal design standards; thus, a single BOOK mark can be used in BOOKs by various manufacturers. Conversely, numerous BOOK marks can be used in a single BOOK if the user wants to store numerous views at once. The number is limited only by the number of pages in the BOOK. (BOOK marks can be purchased commercially in a wide variety of styles, or easily created at home from readily available materials by the BOOK user.)

You can also make personal notes next to BOOK text entries with optional programming tools: Portable Erasable Nib Cryptic Intercommunication Language Stylus (PENCILS).

Portable, durable, and affordable, the BOOK is being hailed as the entertainment and information communication wave of the future. The BOOK's appeal seems so certain that thousands of content creators have committed to the platform. Look for a flood of new titles soon.

高二英語下冊教材培訓

SEFCB2 unit 19 The merchant of Venice 說課稿

一、教材分析

本單元的中心話題是“莎士比亞與他的戲劇”；內容涉及“莎士比亞”、“威尼斯商人”、“亨利四世”、“哈姆雷特”、“羅密歐與朱麗葉”、“特洛伊羅斯與克瑞西達”等。語言知識和語言技能都是根據(jù)“莎士比亞與他的戲劇”這一中心話題設計的。

1、 Warming up部分由兩個練習組成。第一個練習要求學生說出書中對白出自莎士比亞的哪部戲劇，并解釋他們的含義。要完成這個練習，學生首先得對莎士比亞的作品要有所了解，因為，要準確理解戲劇中的對白，學生就必須要了解故事情節(jié)及相關背景。第二個練習的目的是要幫助學生更多地了解莎士比亞的作品，尤其是他創(chuàng)作的戲劇。

2、 Listening部分由兩個練習組成，聽力內容是一段獨白，向學生介紹了《威尼斯商人》的故事片段，該片段為閱讀部分的故事提供了背景。第一個練習就故事的主要內容設置了四個問題，比如，故事發(fā)生的地點、借款與還款方式等。第二個練習用圖表的形式，直觀地考察學生對故事中五個主要人物的身份、表現(xiàn)以及他們之間的關系的理解。這兩個練習主要訓練學生把握文段細節(jié)的能力。

3、 Speaking部分要求學生就“同情與報復”和“愛情與金錢”這兩個話題進行討論。這是貫穿《威尼斯商人》始終的兩條線索，對他們的討論至今仍有著現(xiàn)實意義。對這兩個問題的回答，直接或從側面反映了人們的人生觀、價值觀以及人們對待生活的態(tài)度。因此，在教學和訓練本單元有關“在交談中強調細節(jié)”的日常用語的同時，教師還有責任給學生以正確的引導，幫助學生明辨是非，確立正確的人生價值取向，建立符合社會規(guī)范的道德體系，并做遵紀守法的公民。

4、 Reading部分是根據(jù)莎士比亞的戲劇《威尼?