重大版高中英语教材2

重大版高中英语教材2（精选四篇）

重大版高中英语教材2 篇1

一、内容的安排上更加贴近于生活, 可以激发起学生学习英语的兴趣和欲望。英语学科本身就是一个抽象性比较强的学科, 如果单纯地学习英语就会感到枯燥无味。如果将英语知识与实际生活结合起来, 将会极大的改变这一现状, 从而也可以激发起学生的学习兴趣和欲望。

二、新课程英语中的“有用的英语”是新课程的第二个亮点。它可以让学生认识到我们学习的英语知识是与我们生活息息相关的, 是可以在实际的生活中用到的。新课程中倡导的“人人学有价值的英语”, 这是指义务教育阶段的英语应当促进学生全面发展, 使其所学习的英语知识可以解决一些实际生活中的问题, 可以提高逻辑思维能力等等。把有关的知识与实际问题结合起来, 使学生感受到英语的价值, 认识到英语既是必需的, 也是有用的。只要能将所学的知识与实际生活结合起来, 解决一些实际生活中的问题, 这样的英语就能激发学生的学习兴趣。

三、新课程英语的第三个亮点是“愉快的英语”。新的英语课程是有弹性的, 新课程力图最大限度地满足每一名学生的英语需要, 最大限度地挖掘每一名学生的潜能, 也能为有特殊才能和爱好的学生提供更多的发展机会。同时, 新课程要特别关注学习上暂有困难的学生, 不让一位学生掉队。评价体制的改革, 使学生感到压力减小了, 更加注重学生学习的过程, 学生在学习英语的过程中能够体会到成功的乐趣与快乐, 那么他就会对学习产生兴趣, 激发起内在的动力。

四、以“平等对话”为平台, 努力提升学生英语素养。《高中英语新课程标准》明确指出:“英语教学应在师生平等对话的过程中进行。”高中英语阅读教学更为典型, 阅读是因文会意的理解过程, 也是以文会友的对话过程。学生和教师都是文章的读者, 都要与文章的作者对话, 这是一种全方位、跨越时空的交流与沟通。

“对话”应是一种“共享”, 师生之间共享知识、共享经验、共享智慧、共享情感的体验、共享生命的意义与价值。由此可见, 高中英语教学不仅仅是一种知识传授的过程, 更是一种人与人之间平等的心神交流沟通的过程, 通过“对话”获得人生体验和生活智慧的过程。因此教师首先要注意与学生之间的对话是平等对话。其次, 教师要注意师生之间的对话是互动的, 而非单方面或一厢情愿的。这种对话应是一种双向交流, 双方是互相促进的。教师要学会善于倾听, 要对学生的各种语言表达充满期待与耐心, 并能根据需要及时调整自己表达的内容和方法手段, 灵活、迅速而理智地处理偶发事件。最后还要注意师生之间的对话是价值重新构建的活动过程, 在对话中学会欣赏学生、鼓励学生、尊重学生的自我价值体现。

五、以“情感体验”为手段, 点亮学生情感的灵性。体验是价值的叩问, 指向的是学生的精神世界和价值体现, 只有通过体验才能将生命的意义和价值挖掘出来。新理念下的高中英语教学不仅仅是一种教导, 更是一种体验。在教学中, 教师应善于挖掘教材的情感因素。只有挖掘课文, 把情感透射出来, 才能打动学生的心弦, 引发学生的情感共鸣。

重大版高中英语教材2 篇2

学习目标

1.通过分析酸、碱、盐之间的反应事实,认识离子反应的实质,感受宏观辨识与微观探析。

2.通过分析离子反应的条件,感受反应分类,认识证据推理的过程。

3.通过离子方程式书写步骤的掌握,形成书写离子方程式的方法模型认知。

4.通过离子共存的分析,了解常见离子的检验,进一步理解离子反应。

课堂探究

主题

学习探究过程

提升素养

知识回顾

写出下列反应的化学方程式。

1.盐酸与氧化铜反应:。

2.盐酸与氢氧化钾溶液反应:。

3.盐酸与碳酸氢钠溶液反应:。

4.氢氧化钠溶液与硫酸反应:。

5.稀硫酸与氢氧化钡溶液反应:。

6.硝酸与碳酸钠溶液反应:。

7.少量二氧化碳通入澄清石灰水,与氢氧化钙溶液反应:

(1)酸、碱、盐的共性:

(2)这些反应从类别上有哪些共同点?

一、离子方程式

课本P16【实验1-3】

向盛有2mL

Na2SO4稀溶液的试管中加入2

mL

BaCl2稀溶液,观察现象,并思考下列问题:

[问题1-1]观察现象,你看到了怎样的现象?

[问题1-2]Na2SO4稀溶液与BaCl2稀溶液中存在哪些微粒?

[问题1-3]两份溶液混合后微粒之间发生了怎样的变化?

(1)宏观现象:。

(2)微观实质:。

(3)离子反应的实质:。

主题

学习探究过程

提升素养

一、离子方程式

一、离子方程式

1.离子反应

(1)定义:。

(2)发生的环境:。

2.离子方程式

定义:。

3.离子方程式的书写步骤(以【实验1-3】中的反应为例)

(1)写出正确的化学方程式

(2)把易溶于水且易电离的物质(如强酸、强碱和大部分可溶性盐)写成离子形式,把难溶的物质、气体、单质、水及氧化物等仍写成化学式

(3)删去方程式两边不参加反应的离子

(4)检查方程式两边各元素的原子个数和电荷总数是否相等。

4.物质拆分成离子时的注意事项:

①强酸、强碱和大部分可溶性盐可拆成离子形式

a.强酸:

b.强碱:

c.大部分可溶性盐　　　　　　　　　　盐全溶SO42-除　　　　　　　以外,其余全溶Cl-除　　　　　　以外,其余全溶CO32-只溶K+、Na+、NH4+

②特殊情况

Ca(OH)2是微溶物作反应物澄清石灰水:　　　　　石灰乳:　　　　　作生成物:

[例1]写出下列反应的离子方程式,并回答问题。

1.盐酸与氧化铜反应:。

2.盐酸与氢氧化钾溶液反应:。

3.盐酸与碳酸氢钠溶液反应:。

4.氢氧化钠溶液与硫酸反应:。

5.稀硫酸与氢氧化钡溶液反应:。

6.硝酸与碳酸钠溶液反应:。

7.少量二氧化碳通入澄清石灰水,与氢氧化钙溶液反应:。

5.离子方程式的意义

[问题1-4]观察反应2、4的离子方程式,得出什么结论?。

[问题1-5]酸、碱、盐在水溶液中发生复分解反应的实质是什么?。

6.复分解反应的发生条件

[问题1-6]复分解反应的发生条件是什么?

现象:。

实质:。

(4)离子方程式的书写方法模型:。

(5)分类因需而定,无固定依据。

(6)书写离子方程式的常见错误:。

(7)从宏观和微观的角度理解离子反应的意义和复分解反应的发生条件。

主题

学习探究过程

提升素养

二、离子共存

二、离子共存

[问题2-1]溶液中离子的来源是什么?。

[问题2-2]酸、碱、盐在水溶液中发生哪种类型的反应?。

[问题2-3]离子不共存会生成什么物质?

宏观上:。

实质:。

1.判断离子共存的条件:。

2.判断离子共存的隐含条件:

(1)无色溶液——有颜色的离子不能存在。

Fe3+:棕黄色　Fe2+:浅绿色　Cu2+:蓝色　MnO4-:紫色

(2)酸性溶液、石蕊溶液变红、与金属反应产生气体——有较多H+——看阴离子:。

(3)碱性溶液、石蕊溶液变蓝、酚酞溶液变红——有较多OH-——先看阳离子:;再看阴离子:。

[例2]下列离子在水溶液中能大量共存的是()

A.Na+、K+、CO32-、H+

B.Fe3+、K+、Cl-、OH-

C.K+、NH4+、H+、SO42-

D.Ba2+、Cu2+、NO3-、SO42-

[例3]下列离子在水溶液中,无色且能大量共存的是()

A.Fe3+、K+、NO3-、Cl-

B.Ba2+、K+、Cl-、OH-

C.H+、Mg2+、HCO3-、SO42-

D.Na+、K+、MnO4-、NO3-

(1)建立判定离子共存的思维模型。

(2)理解离子不共存的实质。

小结

1.结合本课时内容请对反应进行分类。

2.学习本节课,对你以后的化学学习有何帮助?

核心素养专练

1.下列各组离子,能在溶液中大量共存的是()

A.Na+、Mg2+、Cl-、OH-

B.H+、Ca2+、CO32-、NO3-

C.Cu2+、K+、SO42-、NO3-

D.Na+、HCO3-、H+、Ca2+

2.下列离子在无色酸性溶液中能大量存在的是()

A.Cu2+、K+、Cl-

B.K+、OH-、Cl-

C.Na+、K+、SO42-

D.Na+、NO3-、CO32-

3.在pH=1的无色溶液中可以大量共存的离子组为()

A.Na+、Cl-、OH-、Al3+

B.NH4+、Mg2+、NO3-、Cl-

C.K+、MnO4-、Na+、SO42-

D.SO32-、K+、H+、Cl-

4.下列各组离子中,在碱性溶液中能大量共存,并且溶液为无色透明的是()

A.Fe3+、K+、Cl-、OH-

B.K+、Na+、SO42-、NO3-

C.K+、HCO3-、Cl-、CO32-

D.H+、Na+、Cl-、OH-

5.下列离子方程式正确的是()

A.氢氧化铝与盐酸反应:H++OH-H2O

B.锌片与稀盐酸反应:Zn+2H+Zn2++H2↑

C.硫酸与氢氧化钡溶液反应:H++SO42-+OH-+Ba2+BaSO4↓+H2O

D.过量二氧化碳与氢氧化钠溶液反应:CO2+2OH-CO32-+H2O

6.下列离子方程式正确的是()

A.Na2CO3和醋酸反应:2H++CO32-H2O+CO2↑

B.Ba(OH)2和CuSO4溶液反应:Ba2++SO42-BaSO4↓

C.稀盐酸和NH3·H2O反应:H++OH-H2O

D.CaCO3和稀盐酸反应:CaCO3+2H+H2O+CO2↑+Ca2+

参考答案

课堂探究

[知识回顾]

1.2HCl+CuOCuCl2+H2O

2.HCl+KOHKCl+H2O

3.HCl+NaHCO3NaCl+H2O+CO2↑

4.2NaOH+H2SO4Na2SO4+2H2O

5.H2SO4+Ba(OH)2BaSO4↓+2H2O

6.2HNO3+Na2CO32NaNO3+H2O+CO2↑

7.CO2+Ca(OH)2CaCO3↓+H2O

[提升素养](1)都能电离出阴、阳离子(2)都是复分解反应

一、离子方程式

[问题1-1]有白色沉淀生成[问题1-2]Na+、SO42-、Ba2+、Cl-、H2O分子

[问题1-3]SO42-与Ba2+反应生成BaSO4白色沉淀

1.(1)溶液中的某些离子之间的反应

(2)水溶液中

2.用实际参加反应的离子符号来表示反应的式子称为离子方程式

3.(1)BaCl2+Na2SO4BaSO4↓+2NaCl

(2)Ba2++2Cl-+2Na++SO42-BaSO4↓+2Na++2Cl-

(3)Ba2++SO42-BaSO4↓

4.①a.HCl、H2SO4、HNO3、HBr、HI、HClO4

b.KOH、NaOH、Ba(OH)2

c.大部分

可溶性盐钾、钠、铵、硝酸盐全溶SO42-除Ba2+(Ca2+、Ag+微溶)以外,其余　全溶Cl-除Ag+以外,其余全溶CO32-只溶K+、Na+、NH4+

②Ca(OH)2是微溶物作反应物澄清石灰水:拆成离子　形式石灰乳:不拆成离子形式作生成物:不拆成离子形式

[例1]

1.2H++CuOCu2++H2O

2.H++OH-H2O

3.H++HCO3-H2O+CO2↑

4.H++OH-H2O

5.2H++SO42-+2OH-+Ba2+2H2O+BaSO4↓

6.2H++CO32-H2O+CO2↑

7.CO2+Ca2++2OH-H2O+CaCO3↓

[问题1-4]H++OH-H2O不仅可以表示某个具体的化学反应,还可以表示同一类型的离子反应

[问题1-5]电解质在溶液中相互交换离子的反应

[问题1-6]现象:只要具备生成沉淀、放出气体或者生成水这些条件之一就行

实质:向着某种离子浓度减小的方向进行

[提升素养](1)有白色沉淀生成(2)SO42-与Ba2+反应生成BaSO4白色沉淀(3)向着某种离子浓度减小的方向进行(4)写、拆、删、查(5)①拆分不合理;②离子方程式未配平;③不符合客观事实;④未注意反应物间的量的关系;⑤漏写或错用“↑”“↓”等

二、离子共存

[问题2-1]酸、碱、盐等电解质电离

[问题2-2]复分解反应

[问题2-3]

宏观上:沉淀、气体或者水

实质:向着某种离子浓度减小的方向进行——生成在水溶液中不能完全电离的物质

1.是否生成沉淀、放出气体或者生成水

2.(2)只有强酸对应的阴离子能共存

(3)只有强碱的阳离子能共存　弱酸的酸式酸根离子不共存

[例2]C

[例3]B

[评价反馈]

1.D　2.D

3.(1)CO32-、SO42-(2)CO32-、OH-(3)Cu2+、Ag+、Mg2+、H+(4)OH-、CO32-(5)CO32-、SO42-、OH-、Cl-

核心素养专练

重大版高中英语教材2 篇3

一、必修模块的地位和作用

《物理1》和《物理2》是共同必修模块, 也是为学生设计的, 旨在引导学生学习基本的物理内容, 了解物理学的思想和研究方法, 初步认识物理学对科学技术、经济、社会的影响。它的主要内容是力与运动 (简称为力学) , 通过这两个模块的学习, 不但能了解并掌握力与运动的基本概念和基本规律, 还能通过物理实验提高实验技能, 体会实验在物理学中的地位及实践在人类认识世界中的作用。学生在学习物理基础知识的同时, 初步经历对自然规律的探索过程, 从中体会物理学的思想, 并在情感态度与价值观方面等受到熏陶, 也为进一步选学物理课程打下坚实的基础。

二、课程标准实验教材与原大纲版教材的章节结构对比

从课标教材和原大纲教材的对比中可以看出, 课标教材的编排完全打破了传统的框架, 特别是将大纲版教材中的“直线运动”细分为两部分, 并且放在第一、二章, 这样的安排缩小了初、高中物理之间的差距, 降低了初中和高中之间的台阶, 妥善地解决了由初三向高一的过渡问题。像这样正确分析新内容与学生已有认识之间的落差, 帮助教师搭设合适的教学台阶的编写思想和编写艺术在实验教科书中得到了充分地体现, 现仅列举“矢量”一例加以说明:

《物理1》的第一章第1节先通过位移初步接触矢量, 接着通过“思考与讨论”, 初步领悟矢量相加具有特殊的规律 (笔者在教学中回避了平行四边形定则, 而称之为“几何”法则或作图法) 。《物理1》的第三章第4节通过实验探究得出两力合成的法则——平行四边形定则《物理1》的第三章第5节得出矢量相加的法则, 继而对矢量进行科学的定义。接着, 通过“说一说”栏目进一步深化矢量相加的法则《物理2》的第五章第6节通过又一次运用矢量之差求曲线运动速度的变化量, 使学生对矢量的认识达到较高的水平。

三、课标实验教材栏目设置多样, 内容丰富, 体现出选择性和开放性

课程标准实验教材除了传统的“正文”、“问题与练习”、“思考与讨论”等栏目外, 还设计了许多开放性的栏目, 如“说一说”、“做一做”、“科学漫步”、“科学足迹”、“科学技术与社会 (STS) ”、“课题研究”、“课外读物及网站推荐”等。与原大纲版教材栏目设置及安排数量的比较可以见下表:

“说一说”既有利于巩固和深化理解知识, 又有利于拓宽知识面, 激发探究欲望;“做一做”把我们的物理教学从课本、课堂、实验室扩展到家庭生活, 使物理走向了社会, 使学生的观察能力、学习能力、创新能力都得到了极大的提高。还通过信息技术与学科课程的有效整合, 让学生亲切地感受和亲密接触奥妙无穷的物理世界, 在物理学习中酝酿了创新意识;读读“科学漫步”、“科学足迹”, 找寻科学的思想方法, 培养学生树立科学的情感、态度和价值观;“STS”栏目强调的是科学技术和社会的关系, 引导学生进行科学与生活、社会联系的思考, 充分领略科学、技术、社会发展的关系和人文精神。

总之, 这些栏目的设置使学生的学习更具有选择性和开放性, 能充分调动学生学习物理的积极性, 极大地激发了学生学习物理的兴趣, 使教师能够教得生动, 学生可以学得主动, 使教师、学生、教材三者真正实现交互, 从而全面达成三维课程目标。

四、课标实验教材更加注重学生的探究活动, 探究精神贯穿始终

为了将学生学习的重心从过分强调知识的传承和积累向知识的探究过程转移, 改变学生一味被动接受知识、缺乏自主获取知识的意识和途径的状况, 使实验探究和理论学习尽量融为一体, 课标实验教材安排了几个典型的科学探究案例, 例如, “探究弹性势能的表达式”、“探究平抛运动的规律”等, 并且把探究实验由过去的独立设置转变为有机地嵌入教材, 使实验探究和理论学习尽量融为一体。课标教材虽然没有专门设置“探究”栏目, 但在许多栏目中都有意识地促进学生养成观察、思考的习惯, 像“演示”和“实验”栏目里只写用什么器材, 进行什么操作, 注意观察什么, 而不把实验的现象写出来, 更不写由此得出的结论, 这些编排都是为了突出科学探究的本质, 避免对探究产生“行而上”的认识。

科学探究是新课程的一个亮点。在进行高一物理的教学工作中, 笔者深深地感到科学探究被当作一种精神自始至终地贯穿了高一物理的整个课程。新课标指出了教学中科学探究的七个要素:提出问题、猜想与假设、设计实验、进行实验、分析与论证、评价、交流与合作。让学生进行探究是学习“怎样进行探究”的主要途径, 但不是唯一途径, 教科书在第二章第5节《伽利略对自由落体的研究》 (见物理1的第二章第6节) 中展示了前人的探究过程, 让学生从中领悟科学探究的方法。教科书以醒目的大黑体字方式给出了伽利略研究的线索:绵延两千年的错误→逻辑的力量→猜想与假设→可检验的结论→实验验证→……但这绝不是科学探究的固定模式, 其实科学探究并没有一定的模式。新课标给出了科学探究的七个要素, 七个“要素”并不是七个“环节”, 环节缺一不可, 缺了一个环节锁链就要断裂, 而要素只要存在一些就能体现科学探究的精神。正如2006年11月29日人民教育出版社、省教科所、市教研室等有关专家来我校开展高一物理“新课程改革”调研工作的座谈会上物理教材编委张颖和省教研员梅小景指出的那样:“在一节课或一个教学片断中, 有一两个、两三个科学探究的要素, 它就体现了科学探究的精神。不一定要七个要素一应俱全、把科学探究的要素程序化, 特别是没有实验的教学片断照样可以充分体现探究精神”。例如, 在《物理1》的第三章的第1节引入强相互作用之前有一个“说一说”:质子带正电, 但质子却能聚集起来构成原子核, 根据你的推测, 原因可能是什么?学生学到这里时会想:是啊, 我在初中时就知道原子核里有质子, 质子带正电, 还知道“同性相斥, 异性相吸”……老师提的这个问题我怎么没有想过?难道质子之间除了相互排斥的静电力之外还有别的力……这些思考的过程里面有提出问题, 有猜想和假设, 有简单的分析……它体现了科学探究的精神, 虽然没有实验, 但久而久之, 学生自然会形成质疑的习惯, 不断提高认识新事物的能力, 像这样体现科学探究精神的例子在教科书中俯拾即是, 这里不一一枚举。

其实, 多数探究活动都不会包括所有七个要素, 例如, 有些探究活动不一定包括实验。我相信谁都不会否认爱因斯坦的工作是科学探究, 但谁能找出他亲手做实验的证据?更不用说那个全身瘫痪、躯体瘦小扭曲、头部歪向一边的史蒂芬·霍金了。

实验是物理学的基础, 指实验可以为物理学提出问题, 而且物理学理论的正确与否最终必须接受实验的检验, 但不是说每个物理学家都要做实验, 更不是说高中物理的内容都要通过做实验才能得出来。笔者认为, 体现新课标, 落实科学探究精神既不能搞激进的形式主义, 也不能采取消极观望的态度, 更不能以安庆二中目前处于基础建设过渡时期的实验条件滞后为由而拒斥新课改。

过去的教学方式基本是“老师讲, 学生听, 学生练”, 我们不会也不可能全盘否定过去, 笔者认为:不论现在还是将来, 老师还要讲, 学生还要听, 还要练, 但是在讲、听、练的过程中, 我们提倡“独立思考, 同伴交流, 师生互动”。教科书以探究的方式讲述物理内容, 教师通过智慧的教学方式促进学生学习方式的改变, 引导学生通过自己的思考而获得知识, 并逐渐习惯于以独立思考为基础的学习方式。播种一种行为, 收获一种习惯, 一天天, 一年年, 长此以往, 我们的学生就会不由自主地从最习以为常的事物中发现问题并尝试做出解释, 这不正是科学探究的精神吗?

五、课标实验教材版式新颖, 版面设计图文并茂, 形式活泼

课标实验教材版式新颖, 16开版面, 大气端庄, 每页都留有适当空白, 用以配置图表, 彩色图片和旁批等, 使整个版面图文并茂, 以直观的方式传递着大量有效的信息。为了突出重点, 用不同的字体区分不同的内容:正文、实验、问题与练习等;在重要的公式、定律和演示实验下, 铺设彩色封底。与以往教材相比, 课标实验教材还首次对重要的物理概念和定律采用中英文双语版, 使学生明白了物理量的符号表示缘由, 如力 (force) 用F表示, 加速度 (acceleration) 用a表示, 等等。

当然, 我们在教材的使用过程中也发现, 课标实验教材并非尽善尽美, 也存在一些值得商榷的地方, 如《物理1》对超重和失重现象的定义有失科学性 (参见物理1的第四章第7节) 。再如, “速度”、“平均速度”、“瞬时速度”三个概念在教材 (参见物理1的第一章第3节) 中的表述显然有失严密性。又如, 物理量符号的使用仍不能统一, 速度 (velocity) 和速率 (speed) 都用υ表示, 不便于区分;而位移 (displacement) 的表示则又是几改几易, 在第一章用Δx, 在第二章用x表示, 在必修部分的第五章又用l表示, 尽管更改在对应章节的过渡文字中有暗示, 但对学生来说, 还是让他们感到困惑, 等等。当然也还有一些印刷错误, 如《物理2》的第一宇宙速度 (first cosmetic velocity) 中的cometic是指化妆品, 正确的应该是cosmic, 其他的就不一一列举了。

重大版高中英语教材2 篇4

1 Before looking at the comic strip, revise some of the adj.used to describe personalities focusing particularly on ‘smart’. Also revise comparatives and the structure ‘there be’. Preteach structures (‘What is …like?, It’s like…’) out of context.

2 Ask students to study the page for a few minutes. Encourage them to ask any questions about the conversation. Invite more able students to give comments about the last sentence.

3 After students have grasped the amusing message of the page, use it as a starting point for brainstorming on ‘What is school like?’ Ask students make comments, write everything on the Bb.

4 Do a mini survey of students’ opinions.

Presentation (Welcome to this Unit)

1 Introduce the idea of the main language spoken in different countries around the world. Start with Chinese then move on to English. English is used as a main language in the following countries: Britain, Ireland, the USA, Canada, Australia and New Zealand. Talk to students briefly about different varieties of English used around the world.

2 Ask students to read the list of words in Part A. Check for pronunciation and explain any unfamiliar words. Give them more British and American words to match.

Language points

Why don’t dogs…? What is school like? Be like watching TV, fewer advertisements, autumn-fall, American football-football, football-soccer, film-movie, secondary school-high school, etc.

Homework

1 Learn the language points by heart.

2 一课三练 P.13

3 Preview the Reading Part.

Presentation (Reading A)

1 Talk about different countries to introduce the idea that there are different kinds of schools around the world.

2 On the Bb, write the headings ‘Life in a Chinese School’. Brainstorm quickly students’ ideas about what they want to tell people in other countries about their school life. Focus on enjoyable and special aspects of school.

3 Write ‘Life in a British school’ and Life in an American School’ on the Bb. As a pre-reading activity, ask students what they think lives in these schools are like. Elicit subjects, different class activities, extra-curricular activities and clubs.

4 Ask students to read the text. Explain any difficult words.

5 Divide the class into two groups. Allocate one of the letters to each group. In pairs, ask students to underline the main points . Then ask them to circle all the keywords in the text. Ask students to make a gird with the different ‘Wh-‘ questions.

Presentation (Reading B)

1Ask students to do Part B1 on their own.Encourage students to check their answer with a partner. Invite less able students to find and underline the words in the text on page 20. Check answers orally with the whole class.

2 Divide the class into pairs. Students read the conversation in Part B2 first without filling the blanks. Check whether they understand the conversation.

3 Ask a pair of more able students to read the conversation to the class, pay attention to fluency, pronunciation and stress. Provide feedback on the correct choice of words for each blank.

Presentation (Reading C)

1 Do the class feedback as a quiz. Divide the class into eight groups. Students check their answers with members of their group. Ask students to close their books while I read the sentences and tell me whether the sentences are true or not.

2 Ask students to correct the false sentences.

3 Explain and read the words in the box in Part C2 .Ask students to look at the pictures on the page and complete the task on their own. Students select the correct phrases for each picture.

4 Ask students to check in the text on page 20 to find out whether each picture is from John or Nancy.

5 Write some questions about the reading passage.

* What are the names of the two students?

* What are the names of their towns?

* Why does John love Home Economics most?

* How old are students when they learn to drive in American?

* What do older students do at the buddy club?

* What is the name of Nancy’s buddy?

Language points (Part A)

Year 8, a mixed school, have lessons together, Home Economics, how to cook and sew, how to do things for myself, cook healthy and tasty meals, a reading week, have to, the end of each class, as well, in 9th grade, driving lessons, drive me to school, it’s faster than taking a bus, twice a week, spend a lot of time practicing, go to a bubby club, help me with my homework, my hero, have a great time doing

Language points (Part B)

A close friend, with a pleasant taste, an article by a girl from the USA, be called, someone you admire very much

Homework

1 Learn the language points by heart.

2 一课三练 P.14-15

3 Preview the Vocabulary Part.

Presentation (Vocabulary)

1 This section helps students expand their active vocabulary about school subjects. Ask students to read the words in the box and match pictures with correct subjects on their own.

2 Check answers with class as a whole.

3 Point out that two adj. are introduced, one using the prefix ‘un-‘ and the other using the suffix ‘-less’. Give them more examples.

Unhappy, unhealthy, uncomfortable, careless

Read all the adj. Students should be able to recognize all the words. Ask them to do the task on their own first and then compare with a partner.

Language points

Want to learn more about the subjects that British students study, attach to, unimportant, unpopular

Homework

1 Learn the language points by heart.

2 一课三练 P.1

3 Preview the Grammar Part.

Presentation (Grammar Part A)

1 Use the context in Part A1 to arouse students’ interest. Talk to students about how many hours they spend doing various things.Write down the results in a table on the Bb. Introduce the idea of ‘more than’ ,’fewer than’ and ‘less than’.

2 Ask students to study the sample sentences at the top of the page.Read each sentence. Invite students to make one more sentence about each picture.

3 Review the difference between countable and uncountable nouns. Elicit 6-7 nouns to illustrate the differences.

4 Ask students to read and complete ‘Work out the rule!’

5 Ask students to study the table in Part A1 carefully. Work out the correct information and complete sentences 1-4. Complete the table with their own information to arouse their interest. Ask them abouttheir results comparing with Nancy’s and John’s.

Presentation (Grammar Part B)

1 Ask students to look at the pictures at the top of the pageand read the sentences under each picture. Explain that we use ‘the most’ for the largest amount and ‘the fewest/the least’ for the smallest amount.

2 Ask students to read the sentences on their own and then ask questions to elicit the rule in the introduction.

3 Ask students to read and complete ‘work out the rule!’

4 Part B1 is a problem-solving task and they have to use deductive skills to work out the information from the table on page 24.

5 Ask students to read out the sentences to check the answers..

Presentation (Grammar Part C)

1 Point to the picture and read the sample sentences. Ask students to identify the nouns in each sentence. Tell them that the two sentences have the same meaning. Elicit the different usage of words depending on the position of the noun.

2 Divide students into pairs and ask them to do Part C1. Read the worked example and point out the word order.

3 students to look at the contents of their school bags. Ask them to show and name the things in it.

4 Ask students to work in pairs to do Part C2. Ask each pair to tell the rest of the class about the similar objects they have in their school bags.

Presentation (Grammar Part D)

1 Point at the pictures at the top of the page and read the sentences. Explain when we use ‘the same as’ and ‘different from’.

2 Use the topic of the school uniform to arouse students’ interest and help students refocus on the task more easily.

3 Point at the pictures in Part D1 and explain that Millie and Simon go to Beijing Sunshine Secondary School and Tina and John go to Woodland School. Ask students to complete the sentences on their own and then read out the answers in class.

4 Encourage more able students to make more comparisons on their own. Ask them to make a summary of their findings using the ideas given in Part D2.

Language points

More than, fewer than, less than, compare…with, the most…, the fewest/the least, a large/small amount of, like---alike, the same as, different from, a uniform

Homework

1 Learn the language points by heart.

2 一课三练 P.17-18

3 Preview the Integrated skills, Speak up & pronunciation Part.

Presentation (Integrated skills A)

1 Read the list of future plans before playing the recording.

2 Invite students to talk about their own and their partner’s future hopes.

3 Play the recording. Students listen carefully and put a tick next to each correct phrase as they hear it. Stop the recording after each phrase listed in Part A1 if necessary.

4 Ask students to read Millie’s letter addressed to Mr Zhou, the editor, on their own. Read the completed letter to check the correct answers.

5 Play the recording for Part A3 and ask students to complete Sandy’s letter on their own. Go through the list of phrases in the table on page 12 again. Read the completed letter.

Presentation (Integrated skills B)

1 Close the books and listen to me while I read the conversation. Ask students to repeat the sentences as they hear them.

2 Ask students to practice the conversation in pairs and then change roles.

3 Ask students to bring photos of their friends. Divide them into pairs and invite them to ask each other questions about the people in the photos. E.g., Who is the boy on your left? What’s he like? What would he like to be when he grows up?

Language points

Popular, help people solve problems, make friends, make people happy, editor, try to do---try to be kind to people, try my best to help them, a social worker, I’m really happy to do, future plans, It is great to do, become a famous singer, agree/agree with, one of the nicest boys

Homework

1 Learn the language points by heart.

2 一课三练 P.19-20

3 Preview the Main task & Checkout Part.

Presentation (Study skills)

1 Ask more able students what they want to find out when they read a passage. Write ‘What’s it about?’ on the Bb and try to elicit the other questions listed on the page. Underline the ‘Wh-‘ words.

2 Read the letter to the whole class. Ask more able students to close the books while I read. Ask some open questions, e.g. , Who is Cindy? Why is Cindy unhappy? What is Cindy’s problem? Explain difficult or unfamiliar words.

3 Ask students to read the letter carefully and underline the main points on their own using a pencil initially. Remind them to refer to the ‘Wh-‘ questions at the top of the page. Divid the class into groups of four and ask students to compare the main points they have underlined. Go through the letter again sentence by sentence and check the answers.

4 Ask more able students to underline main points and circle keywords.

5 Tell students to read them again, and answer the ‘Wh-‘questions. Students work in pairs.

Language points (Study skills)

Smiling, general appearance, pleasant, ability

Presentation (Main task)

1 Explain the context of entering a writing competition of a teenagers’ magazine. If possible, find out about similar writing.

2 sk students to look at Daniel’s notes in Part A.

3 Remind students that when we take notes, we don’t need to write in complete sentences--- we just need to write down the keywords.

4 Encourage students to use a variety of adj. to avoid repetition. Remind them of the adj. they’ve learned in this unit.

5 Ask students to read Daniel’s article in Part C on their own. Then ask general questions to check comprehension.

6 Ask students to underline the adj. in the article.

7 Ask students to identify the four paragraphs in the article. Help them identify the purpose of each paragraph. Then focus on the layout of the article, e.g., introduction, main body and conclusion.

8 Make sure that students are aware of the use of pronouns, which help link different ideas and sentences together and avoid repetition of names.

9 Ask students to write a rough draft using their notes in Part B, Daniel’s article as a model and the plan in Part D.

Language points (Main task)

Live next door, have been friends for almost 10 years, wear a smile on her face

Presentation (Checkout)

1 Tell students that they will be able to check their use of adj., comparatives and superlatives in the structures they have learned in the unit by doing Part A.

2 Ask students to read through the table and complete the conversation.

3 Tell students that they need to select the correct adj. and noun phrases to fit the context of the sentences in the diary entry in Part B. Set a time limit.

Language points (Checkout)

Climbing, what about playing football?, a friend like Alan, answer questions correctly

Homework

1 Learn the language points by heart.

2 一课三练 P.21-22