高一必修二作文英语

高一必修二作文英语（共8篇）

高一必修二作文英语 篇1

高一必修一必修二英语作文

In my 6 years of study and career, I encountered many setbacks. But these setbacks, no one can beat me, which has a setback let me the most imprint is engraved on my heart.

When I was reading the fifth grade, a day to the final exam, which made me feel the hitherto unknown pressure and panic. I stayed at home all day, soon to enter the state, I put the book on the review of the knowledge points are read was a long sigh of relief. The time flies, the exam is scheduled. This morning I Chinese, English, maths exam this afternoon. Chinese book the look of the review are so examination is very easy, English also did well in the exam, which made me a little get dizzy with success. The afternoon of the math test I because of his carelessness several application problems originally very simple to the wrong, I kept saying to himself: “dont be afraid, just the wrong a few word problem buckle only buckle of more than a dozen hours, I get 80 points.” When I was in comfort, but who would have thought I had only a 70 math, language 90.5 points, only 77 points. When I saw the marks, immediately silly eye, let me really want to cry but no tears, blame only themselves to blame be big with pride, thought he did well in the exam, and exam in a complete mess.

I took the papers on the way home, the sky seems to do the like, a downpour. The cold wind whistling blowing sand, sand falling rain, thunder rumble, sounded to me this is like a sad song, listen to my heart sour. Very not easy to go home but did not dare go in, has been hovering in the doorway, has not entered. I saw dad saw my score be furious, constantly scolded me to hit me. Finally I have teeth pressed the doorbell, instead of seeing an angry face but a be courteous and accessible face. I really feel feel shy look said: “Mom, I got.......” To the back of the voice is more and more small, finally small like mosquitoes a “buzz” sound. “Needless to say, we all know.” The mother said quietly. I marveled: “how do you know? Dont you down?” Mother said: “I see you come back late, call your teacher, the teacher put your grades said, and that we dont hit you, teacher let you speak with him.” I see light suddenly, the original is the teacher to save my life, I hurried to answer the phone said: “thank you, teacher.” “No thanks, I just want to tell you something.” The teacher said. Say what you want to say. I was quick to promise. “The sunshine after the rain, do not experience wind and rain, how rainbow? If you understand the meaning of this sentence, not afraid of anything like this today.” Then the teacher hung up the phone.

Yeah! Do not experience wind and rain, how rainbow, life is probably not everything is going smoothly, there will always be some ups and downs, as long as we dare to face and learn from it will not have any setbacks can beat us!

高一必修二作文英语 篇2

本课为人教版高中英语必修二Unit 5 Music Reading板块, 授课时长为40 分钟, 是“桂林市名师培养工程基地研修”高中组学员展示课例之一。本课的指导教师为广西桂林市教育科学研究所英语教研员李陆桂教师和广西桂林中山中学特级教师李佩莲老师。

二、教学分析

(一) 教学内容分析

本课例选自人教版高中英语必修二第五单元Music中的Reading部分。本单元的中心话题是“音乐”“音乐类型”和“乐队”。而本课The band that wasn’t (并非乐队的乐队) 是单元的主篇课文。作者首先介绍了一支乐队形成的通常过程。然后, 笔锋一转, 描述了门基乐队 (The Monkees) 如何由“假乐队”逐步发展为“真乐队”的不寻常的成长历程。通过对课文的学习, 学生将了解音乐尤其是乐队音乐的魅力和乐队的成名过程, 并从中归纳出乐队成功的要素。

本课理解的关键点在于门基乐队由“假”变“真”的过程。因此, 在热身环节, 教师要引导学生理解什么是真正的乐队 (许多学生分不清乐队和音乐组合) , 为理解课文做铺垫。在阅读环节中, 教师应让学生归纳出门基乐队和普通乐队不同的形成和发展历程, 比较两者之间的区别, 进而理解门基乐队起初“不是”真乐队, 后来“发展成为”真乐队。最后, 教师引导学生讨论门基乐队成功的原因——善于抓住机会并竭尽全力去做好;相信自己, 奇迹就会出现等, 并进一步引导学生思考在自己的学习、交友等日常生活中如何借鉴门基乐队的成功心得。

(二) 学情分析

高一学生的英语学习还处于初中与高中的衔接阶段, 兴趣对学习的影响力比较大。根据对借班授课班级教学进度的了解, 该班级并未进入本单元的学习, 他们对这篇文章十分陌生。再加上本文所涉及的门基乐队属于上世纪六七十年代的老牌乐队, 对于学生来说太久远了, 无法引起他们的共鸣。因此, 本节课必须从学生熟悉的当红乐队导入, 激活他们对音乐的热情, 引发其对乐队的兴趣, 进而关注门基乐队。

(三) 教学目标

根据教学内容分析与学情分析, 本课的教学目标设定为:

1. 学生通过略读、 读等方式, 根据关键词找出文章的段落大意, 理清文章的总体脉络及框架。

2. 通过细读, 了解门基乐队的特殊成长历程及其与普通乐队的区别, 归纳其成功的秘诀。

3. 了解不同乐队的音乐, 提升音乐素养。通过小组合作竞猜乐队名, 增强团队意识。

教学重点:训练学生掌握、理解文章细节的阅读能力。获取有效信息:什么是真正的乐队, 乐队的形成过程以及门基乐队的成长历程。

教学难点:深层次理解门基乐队如何由“假乐队”发展为“真乐队“”成功的乐队”的特殊成长历程, 领悟它的成功秘诀并运用到自己的实际生活中。

(四) 教学设计思路

1. 备课思维过程

在反复阅读分析文本之后, 授课教师着重思考了如下问题:阅读前的热身 (Warming up) 部分是否能作为阅读课的引入?阅读文本如何处理?本节阅读课可在哪些方面有所创新?

这篇阅读文章的中心是“乐队”, 这个话题对于高中生来说应该很受欢迎, 他们都对时下的流行音乐及乐队了如指掌。但本文的主线是介绍“门基乐队”的成长历程。这个老牌乐队成立于二十世纪六七十年代, 如果直接引入“门基乐队”这个话题, 学生一定会一片茫然, 教学效果势必不甚理想。本课例尝试在引入环节要有创新、有亮点, 迅速吸引学生的眼球, 激发他们的热情。由于时间有限, 如何在短短一堂课内让学生掌握文章脉络, 了解“门基乐队”如何由“假”变“真”, 成为一支成功的乐队, 并对文本进行深层次挖掘, 也是本课需要突破的一点。

2. 教材内容的调整

基于对文本的解读和教学定位, 依据教学目标, 教师对教学材料进行了如下调整: (1) 大胆删除本单元Warming up部分对于八大音乐形式的介绍和赏析, 此环节不仅耗时, 音乐材料过时, 不适用于“00 后”的学生, 且涉及音乐范围过大, 难以切入文章主题。 (2) 开发教材资源。利用网络搜索出当前学生较熟悉的乐队及其音乐, 并通过技术剪辑合成了一首混合了10 段乐队音乐的MP3 音频文件, 以此精心设置任务:以小组竞猜的形式开展“混歌大家猜”。 (要求学生以组为单位, 听歌快速在黑板上写出当前流行的乐队名) 。这是本课的一个亮点, 以学生的视角去设计任务, 引出乐队话题。 (3) 改编、整合教材。把Comprehending部分的Part 2 概括每段大意改为连线题, 降低难度。此外, 对Part 3 的第二问进行深层次挖掘, 除讨论门基乐队成功的秘诀外, 还让学生联系生活实际, 学习该乐队的精神。

三、教学过程

Step1:Warming up (7 mins)

1. Teacher introduces a student band from her school.

2. Ask students to think of two questions:Do you like the songs from the bands? Are you familiar with any famous bands in the world?

3. Students have a group competition—Guessing game. (Task 1)

(规则:全班分为A、B两大组, 现场播放一段混合了不同乐队的音乐。在音乐声停止前, 每个小组成员必须快速在黑板上写出不同的乐队名, 正确率最高的小组胜出。输的一组在这堂课结束时起立献唱一首英文歌。)

【设计意图】通过本土校园学生乐队的介绍可拉近与学生的距离, 并进而追问学生是否喜爱乐队音乐及熟悉哪些世界知名乐队。再开展“混歌大家猜”的小竞赛, 彻底激活了学生对乐队音乐的兴奋与激情, 为接下来的乐队话题做足了铺垫。

Step 2:Pre-reading (3 mins)

1. T:What is a real band ? (教师给出专业的字典定义:A real band is a group of people playing esp instrument or a group of people playing popular music.)

2. T:—What makes up a band?

S:—It is made up of a lead singer, a guitarist, a bassist, a drummer and a keyboard player.

3.T:Have you ever heard about The Monkees?

S:Is it a real band?

【设计意图】教师给出专业的字典解释, 让学生对什么是真正的乐队有了正确的理解, 为阅读正文如何区别门基乐队与普通乐队埋下了伏笔。

Step 3:Reading (27 mins)

1. Predicting:What does it mean by “The band that wasn’t”?

2.Skimming (根据关键词找出段落大意并连线)

【设计意图】这是学生第一次阅读, 以预测、略读为手段, 大致了解文章的脉络, 理清思路。

3.Detailed reading

Task 2:How do most people form a band? (Para 2) (见表1)

Task 3:How was the Monkees formed and became a real band? (Para.3&4)

T:Which group can put the steps in the right order in the shortest time? (排序)

【设计意图】第二次阅读着重细节查找。教师通过图表填空、事件排序等形式给足时间让学生细读全文, 充分地了解文章的主线并提炼出核心信息。同时也为下面进行深层阅读做好了准备。

4.Time to think (Task 4:Discussion)

Q 2:In our daily life, how can we overcome (克服) the difficulty like the Monkees? (such as English learning or making friends)

There can be miracles (奇迹) when you believe (以齐唱玛丽亚·凯莉的一首歌When You Believe来解答这个问题)

【设计意图】教师通过对比门基乐队如何由“假”变“真”, 设问让学生思考其成功的真谛, 引导学生从把握细节信息过渡到理解深层含义, 启发学生思维。接着第二问又把学生从书本转向自己的现实生活中, 启发学生面对学习上的困难, 要像门基乐队那样毫不畏惧, 用尽全力做好;相信自己, 奇迹就会出现。经过三次阅读, 学生的思维火花被激发, 对文本的理解也不仅仅停留在表面, 实现了课堂的有效教学。

Step 4:Homework (3 mins)

1.Compulsory (必做) assignment

Please finish the exercise 1, 2, 3 on page 36 after class.

2.Optional (选做) assignment

Learn to sing a song by the Monkees.

四、教学反思

本堂课教师的设计目的是将音乐与英语阅读有机结合。学生在阅读的过程中感受到音乐与英语学习的乐趣, 同时培养了学生获取和处理信息的能力。总地来说, 这堂课基本完成了教学任务, 笔者认为以下3个方面做得较好:

1.教学环节的设计接地气, 贴近学生生活。如“热身”环节的混歌大家猜, 用竞赛机制来刺激学生踊跃上台答题, 且所选歌曲多为时下热门乐队所唱, 容易引起学生共鸣, 这样的设计使学生兴趣盎然。

2.活用教材。随着时代的发展, 学生每天接触的信息量极大, 若还是一成不变照搬教材, 无法调动学生的学习积极性。因此, 教师应仔细研读教材, 以原有教材为基础, 大胆地删减、改动或添加内容, 创造性地使用教材。如引入部分去掉了八大音乐形式介绍, 增加乐队的详细解释, 最后在讨论环节还联系学生的现实生活升华主题。

3.运用了多种教学方法。如: (1) 学科迁移法, 即把音乐运用到英语学习中; (2) 任务型教学法, 即以具体的4个任务来贯穿整节课的英语阅读。

然而, 这堂课仍有诸多不足之处。首先, 学情分析不足, 导致课堂上“生生互动”不够自然、顺畅。笔者在某些环节高估了学生的理解能力, 一度出现了学生思考“卡壳”现象。其次, 教师的话语不够精炼, 一些指令性语言重复出现, 分散了学生的听课注意力。再次, 对于一些内向的学生或基础弱的学生, 没能成功调动起他们的答题积极性, 致使课堂气氛由开头的热闹转为冷清, 有效教学目的未能完全达成。

专家点评

授课教师教学目标明确, 重点突出。教学内容设计合理, 有机地把音乐与英语阅读结合起来, 激活了学生英语学习的热情。亮点1:课文的引入新颖别致, 并巧妙地设置了竞赛制答题, 让学生在活动中学, 变传统的讲授式为学生积极主动参与式, 变“要我学”为“我要学”。亮点2:善于从学生的角度出发, 容易与学生有共同话题。如课前播放的一段视频就是学生自组乐队演唱的歌曲, 一下子拉近了与学生的距离。

高一英语课本必修一中的价值取向 篇3

关键词：英语；教科书

中图分类号：G632 文献标识码：B 文章编号：1002-7661（2014）21-075-01

一、价值取向的概念分析

价值取向（value orientation）是价值哲学的重要范畴，它指的是一定主体基于自己的价值观在面对或处理各种矛盾、冲突、关系时所持的基本价值立场、价值态度以及所表现出来的基本价值取向。价值取向的突出作用是决定、支配主体的价值选择。价值取向的合理化是进步人类的信念。

二、在高中英语教学中渗透德育教育的必要性

首先，我们应该认识到在高中英语教学中渗透德育教育的必要性是众所周知的。高中生正处于长身体和增长知识的黄金时期，他们的德育观还有很大的可塑性。在学科课堂上贯彻德育教育是新课标学科教学中态度情感价值观的目标的总体要求，同时也有着其他德育方式不可比拟的优越性。

三、高中英语教科书价值取向的基本特点

任何一门课程的理论与实践都负载着某种特定的价值，在本质上，课程不是“价值中立”或“文化无涉”的纯粹知识活动。（梁红梅，赵长林，2009）。高中英语课程作为语言学习的重要工具，其思想性和教育性比较强。通过教科书的内容使学生获得什么，都有明显的价值取向。

1、广义的人道主义精神的展现

在广义的人道主义思想体系中，生命是其关注的中心，并构成价值的来源和价值的归宿（唐代兴 2004）。教科书借助了一些故事或人物形象的塑造来传递，如第一单元的“friendship”。

课文“Annes Best Friend”以德国法西斯残害犹太人这段历史为背景，讲述了一个叫安妮的犹太小女孩在躲避纳粹的过程中与日记“交朋友”故事。日记中体现了对美好的自由的向往，对感受自然的渴望。于是，读者在形象的、直观的、情绪化的、感悟的阅读里体会着小女孩的处境和乐观的心情，一点一滴地塑造着对人的尊严、价值、命运的维护、追求和关切。

贯穿第四单元课文“A Night the Earth didnt Sleep”的文化主线，也是悲天悯人的对生命极度珍视的情怀，因此在阅读的整个过程中，读者都不能够放下对灾难中人们的挂念与担心，尤其是在最后一段，读者还能够感觉到许多的暖意：

“All hope was not lost. The army sent 150000 soldiers to Tang Shan to rescue workers. Hundreds of thousands of people were helped...Slowly， the city began to breathe again.”

我们很容易看出课本的编写者想要通过故事要传递的价值观：人的生命是平等的，每一条生命应该被珍惜和尊重；不要放弃希望，即使灾难来临，也要乐观面对。

2、对具有超越性的生活意义的追求

我们这里指的是儒家所提倡的一种终极的价值、人生的境界、道德的觉悟和最高的智慧（姚新中， 何丽艳 2008）。具有超越性的生活意义关于人自己的生存的问题，但是也没有一个确定的概念可以归纳，它可以是追求更真更善更美，可以是思考众生万物的奥秘，也可以是为了人类文明的进化。

第五单元在人物的选择上就呈现了追求超越性的生活意义的价值观。如在课文“Pre-reading”部分，为让学生对“伟人”有更深的理解，所有的实例都是为民族甚至是整个全世界做出巨大贡献的人，其中包括了为坚持自己对圣经的信念而牺牲的英国新教改革者威廉.汀代尔，国际主义战士白求恩，印度，非暴力不合作倡导者甘地，中国的民主卫士孙中山，他们无一不是为了全民族或全世界的人类而战斗着，向我们传递了超越性生活意义所在：活着不应该只是为了自己吃饱睡暖，还要怀有大爱和大智慧。

本单元课文“EliasStory”以一个名为Elias的视角，向我们介绍了为南非黑人获取平等权利而不惜一生斗争的曼德拉总统的事迹。他的精神不只是他能在入狱近二十载后出来帮助民众的精神，还在于他始终体味区域性人民疾苦，为人的生存权利以外的诸项权利努力的正义行为。

3、对理性和科学精神的追求

广义的科学精神则是指由科学性质所决定的、贯穿于科学探究活动之中的基本的精神状态和思维方式，它不限于自然科学领域。科学追求真理，认识自然和人赖以生存的物质世界，使人获得自由与幸福，这与强调人的价值、尊严、自由、幸福的人文精神是一致的。

单元“Earthquake”也明显表达了科学精神的倾向，它详细地介绍和描述了有关地震的科学知识，包括地震前的预兆和地震灾害自救的科学常识，从而让读者认识他们赖以生存的自然界。

克拉克洪-斯多特贝克（Kluckhohn & Strodtbeck， 1961）曾经概括出五种价值取向模式人性取向、人与自然的关系取向、时间取向、活动取向和关系取向。克拉克洪与斯多特贝克提出某一社会所青睐的解决这些问题的方法反映的就是这个社会的价值观。

1、人性取向--人性本善（Good），人性本恶（Evil）或善恶兼而有之（Mixed）；

2、人与自然的关系取向—征服（Mastery）、服从（Submissive）或和谐（Harmonious）；

3、时间取向--过去（Past），现在（Present）或将来（Future）；

4、人类活动取向—存在（being）、成为（being-in-becoming）或做（doing）；

5、关系取向—个体主义的（Individualistic）、附属的（Collateral）或等级的（Hierarchical）。

高一必修二必考英语作文 篇4

I’m very glad to have received your letter. Now I’d like to introduce my school life as follows.

My school is not big but beautiful. The clean campus is full of life w ith students hurrying to class or playing sports on the playground. We study in a five-storey building shaped like an open book, every classroom in w hich is air-conditioned and equipped w ith a computer, and a very big screen.

My teachers have left me a very deep impression. Some of them are very strict w ith us; others are very kind and patient. They are all professional and w illing to give us any help w e need.

I feel excited about the brand new life in senior high. In the meanw hile, having more homew ork and thus less spare time makes me a little stressed. But I feel hopeful of achieving my goals in such an excellent school.

Best wishes to you.

Yours,

高一必修二第一单元英语作文 篇5

Most people haven’t formed the habit of and mitted themselves to waste sorting now in China. They would throw their domestic garbage - kitchen refuse, abandoned plastics and papers,broken china and glass, etc. - all into the same public containers, without thinking whether they are recyclable or not.

This, obviously, will reduce the value of stuff that can be recycled or reused, such as plastics and papers. Besides,the growing amount of garbage makes the building of more landfills necessary, which will worsen the shortage of land. Worse still,disposing of the recyclable waste like plastics by burning will give off toxic smoke which seriously pollutes the air. ID this sense, throwing the trash unsorted should not be advocated, no matter from the perspective of economy or protecting the environment.

人教版高一英语必修二教案 篇6

1、教材的地位及作用：

第二册第六单元第五节课，本单元围绕表述个人特征，对人物进行比较这个题材开展多种教学活动，学会用形容词的比较级来对两个人的外貌及个性进行比较。本节课是堂阅读课，它通过前几节课学习的比较等级，进一步加深对比较等级的语法现象的理解和运用。同时通过对与朋友间的相同及不同之处的描述，进一步提高学生听、说、读、写的综合素质能力。

2、教学目标 ：(知识目标、能力目标、情感目标、学习策略目标)

知识目标：

(1)学习单词：opposite, view, interest, most of, though, opinion, really

(2)掌握句子：Should friends be different or the same?

I like to have friends who are like me.

I like to have friends who are different from me.

能力目标：提高学生听、说、读、写及知识自学的综合能力。

情感目标：

①通过形象、生动的教学使学生掌握如何去比较两个人，并从中学会欣赏别人中，享受与不同的人交往的乐趣。

②培养学生学习英语的强烈兴趣，乐于参加各种活动的积极情感。

学习策略目标：

①善于抓住用英语交际的机会。

②积极参于，善于合作。

确立教学目标 的依据：

根据英语课程标准规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。此外，根据我国国情和外语教学大纲的要求，现阶段外语教学的素质教育主要包括思想素质教育、目的语素质教育、潜在外语能力的培养、非智力因素的培养等四方面。

3、重点与难点：

重点：学会用形容词的比较级来对两个人的外貌及个性进行比较。

难点：文章中较难句子的理解及应用。

确立重点与难点的依据：

根据课程标准的要求，及本课在教材中所处的地位和作用。

二、说教法：

为了更好地突出重点，突破难点，我主要采用了：

1.任务型教学法：新课标倡导的“玩中学，学中玩”的理念也很受学生欢迎。例如，阅读文章时我设计了一张表格，让学生阅读后完成表格并复述。培养学生逻辑分类与表述能力。

2. 竞赛教学法：根据初中生争强好胜的性格特征，我每堂课都进行俩俩对话，激发学生兴趣，给学生创造外语语言氛，培养学生集体荣誉感。实践证明这是个复习巩固旧知识的好办法。

三、说学法：

1.善于抓住用英语交际的机会，充分感知，积极体验，大胆实践。例如，在复习环节，学生可以利用很多机会：One minute dialogue(每组都有一次机会)，Revise words and phrases(每人至少一次)，Act out the conversation(每组一次)。

2.积极参于，善于合作。例如，本课设计了几个任务，操作简单，学生一定很感兴趣并且积极地参与其中，从而合作完成任务，培养了团队精神。

四、说流程：

1.总体设计及依据

课前准备和复习(10分钟)-阅读(20分钟)-任务应用(8分钟)-写作交流(6分钟)-作业 布置(1分钟)

依据：

⑴遵循人类认识过程的普遍规律和学生认识活动的特点。

⑵教师为主导，学生为主体。

2.分步设计及依据

StepⅠ课前准备和复习(10分钟)

1. 一分钟俩俩对话。自由选择已学过或未学句型进行一分钟比赛。创设英语氛围，引进竞争机制，活跃课堂气氛，调动学习积极性。同时促进预习的开展，为新课导入 做准备。

2. 用卡片复习本单元重点词汇与短语。直观教学，加深印象，促进单词记忆，为新课的活动做准备。

3. 学生拿出课前准备好的自己小时候与现在的相片，然后进行比较，从而复习巩固本单元的重点：形容词的比较级。

StepⅡ阅读(20分钟)

1. 让学生自行阅读课文2分钟，找出难理解的词汇或句子。然后教师给与解答。为理解课文及3c的写作扫清语言障碍。

2. 划出文章中描写人物性格特征的词。复习巩固形容词的比较级的变化规律，

3. 完成表格，加深对文章的理解。

What kind of friend he/she likes

The same as best friend

Different from best friend

James Green

Huang Lei

Mary Smith

StepⅢ任务应用(8分钟)

根据所完成的表格，Say sth about James, Huang Lei, Mary and their friends.让学生学会交际使用，训练说的能力。

StepⅣ写作交流(6分钟)

对本堂课所学知识进行了综合运用，培养了学生听说读写能力。教师要引导学生从中学会欣赏别人，享受与人交往的乐趣。。

StepⅤ作业 布置(1分钟)

为了巩固课堂上所学知识，给学生布置课外作业 ：继续完成写作并完成自测部分练习。

3.板书设计 (根据本课的重难点)

本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用任务型教学，从听、说、读、写等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。

人教版高一英语必修二全册教案 篇7

本模块话题是“电影和电视节目”，阅读课文为影评。通过本模块的学习，使学生能用新学词汇、句型等基础知识，围绕话题开展厅、硕、读、写活动，能正确看待电影、电视的功能，并通过影视作品增长知识、丰富生活。

二.教学目标

1. 语言知识

语音 感叹句的语音

词汇 MODULE FILE , VOCABULARY

语法 Adverbs of frequency and place

Adverbs and adverbial phrases

功能 Talking about how often you do things

话题 从背景、情节、角色、演员和评论等方面讨论电影

2. 语言技能

听 能听懂广播、电视中比较简单的英语节目。

说 能在老师指导下参与角色扮演等活动并能正确使用语音、语调。

读 能连贯、流畅地朗读课文，并能根据上下文猜测生词的意思。

高一必修二作文英语 篇8

Period 1: A lesson plan for reading

(AN INTERVIEW)

Aims

To talk about the history of the Olympics games

To read an interview about the Olympic Games

Procedures

I. Warming up

Warming up by sharing

Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.

Warming up by describing

Now, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!

Warming up by discussing

Hi, class. You know our country is trying her best to prepare for the Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.

II. Pre-reading

1. Asking and answering

Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.

For reference:

1. In Summer Olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, Javelin, weight lifting, gymnastics, boxing etc.

In winter Olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc.

2. The 29th Olympic Games will be held in Beijing on Auguster 18th, 2008.

3. To hold the Olympic Games is a rich prize for a country. And it can make a country known in the world. It can stimulate the country’s economy, and help to speed up its development.

2. Imaging and introducing

Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.

For reference: The first picture is the status of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD. His Guide to Greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. It is so informative that it may be called the foundation of classical archaeology and this ancient Baedeker is still used as a guide to classical Greece. Can you remember a famous ancient Chinese traveler and writer? He also wrote a book. Yes, his name is Xu Shake. His works is The Notes of Xu Shake’s travels.

The second picture is the opening ceremony of the Olympic Games. Maybe this is the principle stadium. It’s large and can hold thousands of audience.

The third picture is a Chinese athlete named Yang Yang. She won a gold medal for China in the winter Olympic Games. She is a famous skating player.

3. Talking and Sharing

We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …

III. Reading

1. Reading aloud to the recording and finding the general idea

Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?

Yes, it tells us the differences and the similarities between the ancient and modern Olympics.

2. Reading and acting

Now let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.

3. Reading and finding

Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?

4. Reading and collecting information

Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?

Then let’s come to the differences.

The similarities

① Both are held every four years.

② Both are held not for money but for honour.

③ The beliefs are the same. They are: Swifter, Higher, and stronger.

④ Men are allowed to take part both in ancient and modern Olympics.

⑤ Some events are the same, such as running, jumping, shooting and thowing.

The Differences

① There were not winter Olympics in the past.

② Now competitors are from all over the world. But in the ancient time, only the people in Greece could take part.

③ Only men were allowed to take part in the past, now woman are also allowed.

④ In the past, winners got the olive wreath as the prize. Now competitors compete for medals.

⑤ The events and athletes in modern time are more than those in the past.

⑥ There is a special village for the competitors to live in, a stadium for competitions, a gymnasium for these who watch the games now. But there were not in the past.)

5. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from AN INTERVIEW

take part in…, gold medals, the spirit of…, be held, in order to, host the Olympic Games, on a magical journey, find out, the present day Olympic Games, used to, write about…, come to your time, be admitted as…, two sets of…, enjoy competing in…, compete against…, for the honour of…, reach the standard, be admitted to…, play a very important role, as well as, a stadium for competitions, as a matter of fact, compete for…, olive wreath, feel proud of…, make… happy

Ⅳ Closing down

Closing down by doing exercise

To end the lesson you are to do the comprehending exercises 1 & 2.

Closing down by discussing

You know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?

For reference:

It is worthwhile to host the Olympic Games. To host Olympic Games can make our country known to the whole world. To host Olympic Games can make our culture and people understood by the other peoples. To host Olympic Games can stimulate the developing of our economy.

Closing by imagining

Imagine what we will do and what we can do for the 29th Olympic Games now.

For reference: Maybe we can serve as volunteers to help the foreign visitors and athletes from all over the world. So at present we should study hard. Especially we should try our best to learn English well.

Closing down by narrating

We can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?

For reference: The ancient Olympic Games began in Greece and were held from 776 B.C. to A.D.393. It was held every four years. At that time, there were not so many sports as today. And women were not allowed to take part in the games. There were not Winter Olympics at that time. Winners got the olive wreath as the prize. The motto was swifter, higher and stronger.

The modern Olympic Games began in 1891. They’re held every four years. There are many new sports in the Olympics. In the summer Olympics there are over 250 different sports. Women are not only allowed to join in but also play a very important role. Now the competitors compete for medals. The motto is swifter, higher and stronger.

Closing down by summarizing

As we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.

Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.

Period 2: A lesson plan for Learning about Language

(The Future Passive Voice)

Aims：

To learn about future passive voice

To discover useful words and expressions

To learn the methods of words formation

Procedures

I. Warming up

Warming up by dictating

There are several important sentences in this unit. Let’s dictate them. If you can’t, learn them by heart after class.

① When and where will the next Olympic Games be held?

② I live in what you call “Ancient Greece” and / used to write about the Olympic Games more than 2000 years ago.

③ All countries can take part if they reach the standard to be admitted to the games.

④ The next Olympic Games will be held in my hometown.

⑤ It is just as much a competition among countries to host the Olympics as to win an Olympic medal.

Warming up by discovering useful words and expressions

Turn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’.

II. Learning about word formation

1. Do exercise 4 and discover the rules.

Turn to page 12 and find out the rules of word formation.

By adding -ing to a verb, we can change the verb into a noun.

That means we can change “doing some sport” into “the name of the sport”.

By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.

2. Means of word-formation in general

Affixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.

III. Learning about Present Future Passive Voice

Turn to page 13 and do exercise 3. And tell the class the formation of present future passive voice.

For reference: Well done, class. We can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.

Ⅳ Closing down by summarizing

1.Present future passive voice (take “ask” for example)

Affirmative Negative Interrogative

I

You

He/she/it will be asked

We will (shall)

You/They will I

You

He/she/it will not be asked

We will (shall) not

You / They will not Will (shall) I

Will you

Will he/she/it be asked

Will (shall) we

Will you / they

2.The passive Voice of phrasal verb

Generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.

But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:

At last they put out the fire. At last the fire was put out.

They will put up a notice on the wall. A notice will be put up on the wall.

Have you sent for a doctor? Has the doctor been sent for?

I have never heard of such a thing before. Such a thing has never been heard of before.

We must take good care of the children here. The children must be taken good care of here.

His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.

Period 3: A lesson plan for using language

Aims:

To read about the ancient Olympic Games

To listen and talk about hobbies

To write about hobbies

Procedures

1. Warming up

Warming up by introducing

Hi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.

Warming up by sharing

Now, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.

Prometeus 普罗米修斯 -- a son of the former chief God

Sphinx斯芬克斯 -- a being with a human face but a lion body

Pandora 潘多拉-- a beautiful girl with every ill and evil thought and deed

Zeus宙斯-- the chief God who governed the world

Hera 天后-- the wife of Zeus who governed the love

Ⅱ. Guided reading

1. Reading and judging

Read the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.

2. Reading and answering

Read the text again, and answer the following questions.

A. What was Atlanta’s problem?

B. What were Atlanta’s rules?

C. What was Hippomenes’ amazement?

D. What made Hippomenes change his mind?

E. Whom did Hippomenes turn to for help?

F. Can you guess what was the ending?

For reference:

A. Atlanta could run faster than any men in Greece. But she was not allowed to run in the Olympic Games.

B. She promised to be married to a man who could run faster than her. If he could not run as fast as her, he would be killed.

C. Hipppomenes could not understand why so many young men wanted to risk their lives.

D. Atlanta’s beauty made him understand his amazement and change his mind.

E. He turned to the Goddess of love for help.

F. Hippomenes was killed because of losing his race.

G. He ran faster than Atlanta and married her.

3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE STORY OF ATLANA

be allowed to, run against…, will be pardoned, hear of…,be amazed, as fast as…, change one’s mind, ask… for help from…,

promise to, will be relaxed, pick up, be confident about…,share one’s pain, run past…,compete with…, cheap to marry

4. Listening

For listening turn to page 15 and be ready to do exercises 1.

First read the questions carefully and imagine what is the listening about.

When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.

5. Acting

Next we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?

Who will be Alanta’s father, the old king?

Who will be the Goddess of Love?

Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.

A text play of THE STORY OF ATIANTA

Time: one morning in spring

Place: at the palace

People: the old king(K), the princess (A), the young man (H), the Goddess of love (L).

F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers. Why don’t you marry? So many young kings and princess want to marry you, and they are all so rich, smart and nice.

A: Oh, dear father. I have promised that I will only be married to a man who can run faster than me. I will run against him. If he cannot run as fast as me, he will be killed. No one will be pardoned.

F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married?

A: I won’t marry unless I am allowed to run in the Olympic Games. (Hippomenes is allowed to come in)

H: Oh, my kindest king and my prettiest princess!

I’ll marry the princess. I’ll compete with you.

A: Do you know the rules?

H: Yes, princess!

F: Oh, young man! Go away! You can’t win her. You are only losing your life!

H: No, I want a try!

F: Foolish thing! Go away! Don’t go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is watching everything above him in the sky and pities him)

L: Oh, young man, what’s the matter? Why are you so sad?

H: Oh, my Goddess, can you help me? Can you help me to win the princess and marry her?

L: Ok, young man. Do you really want to marry her and love her?

H: Of course. She is so beautiful.

L: Ok, it is easy. Take these three golden apples.

Throw apples in front of Atlanta when she is running past and she will be relaxed. When she stops to pick it up, you will be able to run on and win.

H: Oh, thank you, my Goddess!

(Hippomenes returns to the palace)

K: Well, young man, why are you here again?

H: My kindest king. I want to marry her and run against her!

K: Well, young man. I repeat. Don’t be silly! Go away!

H: No. I love her. I will marry her - or die!

6. Speaking

Now, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.

Which do you like, sport, music or collection?

Which of the sports do you like best?

What is your favorite sport?

Are you interested in table tennis?

After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.

Why do you like this sport / music / collection?

When do you begin to like it?

What’s enjoyable about the hobby?

What have you learned from the hobby?

III.Guided writing

1. Writing an imagined dialogue

Groups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…

2. Writing a description

Turn to page 16 and follow the direction to write a description of your favorite hobby.

Here is an example:

Swimming is my favorite sport. I like it because it can bring me much fun. The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough. It’s a healthy sport and it can build up your body. If you are a beginner, you must be careful.

You’ll better not swim alone and bring life buoy with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.

IV. Closing down by finding information

Go to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.

Part Two: Teaching Resources

Section 1: The writing style of the reading AN INTERVIEW

Type of writing Conversational style

Main idea Comparing the differences between Ancient and Modern Olympics

Characteristics By comparing and contrasting

Section 2: Background information on the Olympic Games

I. Events of the Moden Olympic Games

Archery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, Volleyball, Water Polo, Weightlifting, Wrestling

II.Olympic Traditions

The Olympic Anthem

The Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.

The Olympic Motto

The Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens, borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,1894.Later, the International Olympic Committee formally adopted this phrase as the official motto of the Games.

The Olympic Creed

The Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”

The Olympic Flag

It was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.

Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.

The Olympic Oath

“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”

At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.

The Olympic Flame

The Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.

The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.

The Torch Relay

During the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay to the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.

Section 3: Words and expressions from unit 2 THE OLYMPIC GAMES

honest

adj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honest

ancient

adj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. having existed since a very early time: ancient history/customs

compete

v. to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others

medal

n. an award for winning a championship or commemorating some other event

host

n. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v. be the host of or for: We hosted 4 couples last night.

magical

adj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spell

interview

n. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds. 2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates. 3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.

athlete

n. a person trained to compete in sports

admit

v. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club. 3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard. 5. afford possibilitye: This problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: The theater admits 300 people.

replace

v. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt. 4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.

relate

v. 1. have or establish a relationship to: She relates well to her peers. 2. be in a relationship with: How are these two observations related? 3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate these events at all.

sail

n. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic 2. travel in a boat propelled by wind: I love sailing, especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow. 4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.

advertise

v. 1. call attention to: Please don’t advertise the fact that he has AIDS. 2. make publicity for; try to sell (a product)

promise