新世纪英语教案第1册(全套)
Unit One
Why College?
教学目的（teaching objective）：
Master the key words and structures, and understand why people go to college for further studies so as to have enough education for a good job.
教学内容、课时安排及方法设计(contents, classes, method)
教学重点（key points）：
教学难点（teaching difficulties）：
1. Understand some difficult sentences in the text. eg. American faith in the value of education is shown by the rising number of Americans who have at least a bachelor’s degree.
2. 连词词组的应用：either…..or not only……but also
3. Listening practice
教学方法（teaching methods）：
课文以启发式提问导入，采用讲授法。通过教师分析、讲解、提问使学生掌握重点难点。阅读采用阅读指导法：重点指导阅读技巧。
练习采用练习辅导法：指导学生正确完成课后练习。
实验法：主要应用于听力训练和课堂讨论；
教学手段（teaching instruments）：
板书和多媒体教学相结合，使用语音设备进行听力训练。
教学过程（teaching procedures）：
The first period:
1. Lead in
Directions:
(1) Give out three ideas about why colleges: earn more money; get a higher degree; prepare for a career
(2) Ask the students to look at the pictures on page 1 in the textbook and discuss in pairs about their choice and ideas.
(3) The giff-gaff and cross reference between the teachers and students.（师生互动）
2. Background information
Directions: The teacher introduces the background information of the text
(1) Education in the USA
(2) The differences between colleges and universities
(3) Degrees
3. Study the New words and expressions
Directions:
1) listen to the tape recording or ask the students to read the new words,
2) correct the pronunciation, ask the students to read after the teacher.
3) explain some usage of words and phrases and the methods of learning new words. beyond prep. 表位置：He is hiding twenty meters beyond the tree.
表时间：Some stores keep open beyond midnight.
表范围：Control the speed beyond 30km/1hour.
faith n.-----We firm faith that communism will prevail throughout the world.
graduate n. v.----The graduates from India graduated from Beijing University.
majoy a.n.-----作为形容词时没有比较级和最高级。
require v.-----同need
reserve v.n.-----reserve one’s strength for sth. 养精蓄锐；储蓄物
variety n.-----a variety of = kinds of
at the age of = years old
enroll in
view….as-----She was viewed as the best candidate for the job.
in addition (to)-----In addition to English, we have to study a second language.
make it
The second and third periods:
1. Study the text in detail :
Directions:
1) listen to the tape recording or ask students to read the text
2) explain the text paragraph by paragraph.
3) Language Points of the text
Read in:
1. pay attention to-----Why are people paying more and more attention to education?
2. make every effort to do sth. = try ones best to do sth.
3. …. as ked yourself why you go to college?
宾语从句三要素之陈述句语序：Have you ever asked yourself why you go to college? Line 1-12:
1. the more ….. the more越….越….
2. “accept” and “receive”
We received his invitation, but all of us don’t want accept it.
3. outearn: earn more money than…
4. 用介词短语作定语：People with master’s degree outearn those with only a bachelor’s.
5. “else” and “other”
Something, everything, etc.
What
Where + else
Who
Line 13-17:
1. not only….but also----The girl not only sings well, but also dances well. Not only does he like English, but also he learns it well.
2. human nature 人性
Line 17-26:
1. 动名词及动名词短语作主语：Going to college is becoming the next step after high school.
2. “no longer” and “no more”
no longer = not... any longer
no more = not...any more
3. 形式主语it：It is quite common for adults of all ages to come back to college.
4. …. for adults of all ages to come back….
各种年龄
Line 27-33:
1. …is sh own by the rising number of Americans…..现在分词和过去分词作定语的区别
sleeping babies
broken cups
developing country
developed country
2. major nations 大国
The fourth period:
Directions: Review the text by reading and ask some questions according to the text so that the teacher can know whether the students understand the text completely.
1. Comprehensive Questions
* Why do most people go to college?
* Say something about education in the USA.
* Do you think a person must go to a college for his future career? Why or why not? * How about our country’s college education?
2. Summary of the Text
Directions: The teacher concludes the text
3. Homework
Directions: Assign the students to do all the exercises.
The fifth and sixth period:
Exercises:
Directions: Ask the students to do the exercises in class. The teacher will correct the mistakes and explain the important and difficult points.
1. Focus on:
2. work out:
A: Read the text and then complete statements.
B: Fill in the blanks with words and phrases from the Vocabulary Snapshot.
C: Complete the sentences with the proper forms of the words given in blanks. D: Rearrange the words into sentences
E: Translate the Chinese into English.
F: Make sentences according to the models of sentence structure.
Structures:
the more…..the more----The happier Karl pretended in public, the sadder he felt in private.
形式主语及不定式的复合结构：It….for sb. To do sth.
动名词短语作主语：Getting up early is considered as a good habit.
The seventh period:
Grammar:
Directions: Grammar Tips（冠词的使用）
1. The+adj.=n.-----The blind and the deaf should be taken care
2. No “the” before “meals, sports, games, colors”----have breakfast, play football, dress in blue
3. Hit, tap,etc. + sb. + in/on/across/by + the + parts of body----Don’t hit the baby on the head.
4. play + the + musical instrument, chess fan----My brother likes to play the guitar.
5. the + same---The man you have just met is of the same age.
The eighth period:
Reading skills:
Directions: Reading strategy 阅读技巧：Use the definition and restatement to understand.
* Deffination---the meaning of a word is stated directly.
* Restatement---the meaning of a word is usually signaled by key words. Practical reading: Reading indexes and contents
After read the index of a newspaper, answer some questions.师生互动
1) If you feel like going to a movie tonight, which page should you turn to?
2) On which pages will you probably find new recipes?
3) What will you read about if you turn to Page 7?
4) If you are looking for a new apartment, which pages do you need to turn to?
5) Which pages may let you know about crimes in the neighborhood?
The ninth and tenth periods:
1. Practical writing: Form-filling
Directions: The teacher gives the model:
Name Firs t name ______________________________
Family name _____________________________
Full name _______________________________
Sex and
age Sex__________ Age __________ Date of birth
Marital status Married _________ Single
Divorced ___________ Widowed _____________
Address Perma nent _________________________________
Temporary _________________________________
Education School Attended ___________________________
Major _____________________________________
Degree ____________________________________
Work Occu pation _______ present Position _______
Tel ____________ Fax No. __________________
E–mail ___________________________________
Signature _______________ Date ____________
Study guide: setting your own rules
Clue on: unique adj.唯一的, 独特的session n.会议, 开庭tear up撕碎
The eleventh and twelfth period: Listening and Speaking practice （教学实践部分）Directions:
1) Ask the students to read the phonemes and the teacher corrects their pronunciation.
2) Listen to the tape and finish doing the followings:
Section A: After listening, circle the word the students hear, then repeat them. Section B: Listen and repeat, paying attention to the pronunciation of the words. Section C: Ask the students to circle the words that they hear.
Listen in: Dialogues Section A, B, C.
3) Ask the students to imitate the speakers while listening.
4) Ask the students to make conversations.
5) Listen more: Section A, B, C. to practice PET
1. Practice listening:Read the phonemes.单词提示
weep n.哭, 哭泣, 滴下vi.哭泣, 流泪, 哀悼, 滴落vt.哭着使...,悲叹, 滴下
mill n.压榨机, 磨坊, 磨粉机, 工厂, 制造厂
trek vi.牛拉车, 艰苦跋涉
gem n.宝石, 珍宝, 精华, 被喜爱的人, 美玉
Ask the students to do the listening exercises in the listening course book pg.2. (Listen the tap and circle the words you hear in the brackets.)
rather---区别于quite, fairly, very etc.
How’re you doin’?
Long time no see. = Haven’t seen you for a long time.
In a rush = busy
Take it easy. = relaxing
Me too.
check out
Nice to meet you.区别于Nice meeting you.
Catch you later. = See you later. = Catch you some other time.
2. Listen the dialogues and encourage imitation. Focus on:
Greeting people Saying bye-bye Welcoming Introducing Responses
3. Speak out:
4. Listen more:Clue on the words and phrases:
allergic adj.[医]过敏的, 患过敏症的
registration n.注册, 报到, 登记
shellfish n.贝, 甲壳类动物
entrepreneur n.<法>企业家, 主办人
privilege n.特权, 特别待遇, 基本公民权力, 特免
academic adj.学院的, 理论的
compulsory adj.必需做的, 必修的, 被强迫的, 被强制的, 义务的
fancy adj.奇特的, 异样的----Fancy meeting you here. = So surprise to see you. lack for 缺乏
in the same line of business = in the same field of work
5. Use the expressions in “listen in” to make dialogues according to the situation given below:
*A student meets his professor on the way to the library one afternoon.
*Two workers meet by the copy machine. They are both new hands.
*You are at a friend’s party, but you have to leave early.
Unit Two
Who’s Afraid of Maths Anyway?
教学目的（teaching objective）：
Master the key words and structures. Be able to explain the differences between man and woman with respect to the social position and the career ladder as well. Discuss whether the factors causing the difference are more biological than social.
教学内容、课时安排及方法设计（contents， classes and method）
教学重点（key points）：
教学难点（teaching difficulties）：
1. Understand every sentence correctly in the text; eg. The explanation for the difference, which is apparent during the teenage years, goes as far back as early childhood experiences.
2.the usage of some special words：enough, male and female, claim, less likely to do sth.
3. Listening and speaking
教学方法（teaching methods）：
课文以启发式提问导入，采用讲授法。通过教师分析、讲解、提问使学生掌握重点难点。阅读采用阅读指导法：重点指导阅读技巧。
练习采用练习辅导法：指导学生正确完成课后练习。
实验法：主要应用于听力训练和课堂讨论；
教学手段（teaching instruments）：
板书和多媒体教学相结合，使用语音设备进行听力训练。
教学过程（teaching procedures）：
Topic: Man and Woman
The first period:
1. Lead in
Directions:
(1) Ask some questions for the students to answer freely; for example:
If you had a choice, would you choose to be a man or a woman? Why or why not? (2) Ask some students to find out both strong and weak points of man and woman in relation to the various social parts they play.
(3)Analyze many unfamiliar words to the students; for example: freedom/ intelligence/opportunity/prejudice/strength
2. Background information
Directions: The teacher introduces the background information of the text
1）Liberal arts: They refer to college or university subjects such as literature, history, and political science.
2）Topic-related words or phrases:
Sex role: a set of behaviors characteristic of or expected of members of one sex or the other. For centuries, the differences between men and women were socially defined and distorted through a lens of sexism in which men assumed superiority over women and maintained it through domination.
3. Study the New words and expressions
Directions:
1) Listen to the tape recording or ask the students to read the new words,
2) Correct the pronunciation, ask the students to read after the teacher.
3) Explain some usage of words and phrases and the methods of learning new words such as word building.
The second and third periods:
Study the text in detail:
Directions:
1) Listen to the tape recording or ask students to read the text
2) Explain the text paragraph by paragraph.
3) Language Points of the text
Useful expressions
l 1.anyway: at any rate, in any case
A. I know you don’t like it, but I don’t care, I’m buying it anyway.
B. “Anyway,” said Bob, changing the subject, “please do it right next time.”l 2. Come up with: find a way to deal with sth.
A. He came up with a new idea for increasing sales.
B. He came up with a good excuse for being late for the meeting.
l 3. convince: make someone believe that something is true or right; persuade
A. She failed to convince him of his mistake.
B. He managed to convince the jury that he was telling the truth.
l 4. point out: indicate
A. I would like to point out that you are thirty minutes late.
B. The guide pointed out the house of a famous movie star as we passed by it.
l 5. influence: have an effect on
A. He was hardly influenced by the opinions that surrounded him.
B. It’s your choice, don’t let anyone else influence you.
l 6. bring sb. up: raise, rear or educate sb.
A. Mary brought up her son on her own.
B. Joe was born in Chicago but brought up in New York.
l 7. territory: the area of knowledge
A. Astronomy is an unfamiliar territory, and I cannot answer any questions about the stars.
B. His scientific investigations cover a wide territory.
l 8. statistics: a collection of numbers which represent facts or measurements
A. Statistics show that online transactions are on the rise.
B. According to the statistics, women constitute nearly two-fifths of the work force.
l 9. equal: of the same in size, number, value, etc.
A. Women demand equal pay for equal work.
B. Your achievement is equal to his.
l 10. because of: followed by a noun, pronoun or verb in –ing form, meaning “as a result of”
because: followed by a clause, meaning “for the reason that”
A. Because of the rain, the sports meeting was put off till next Friday.
B. Jane was late for work because her car broke down.
l 11. encourage: give someone the courage or confidence to do something
A. Jane encouraged me to work hard in school.
B. The children are encouraged to solve the problem on their own.
l 12. apparent: easily seen or understood
A. The cause of the accident was apparent to everyone.
B. It’s quite apparent that he would vote against the proposal.
l 13.go back to: have one’s origins in
A. This festival goes back to Roman times.
B. The history of horse racing goes back to the Olympic Games of about 600B
C. l 14.childhood: the time of being a child
A. He has taken a great interest in music since childhood.
B. I’ll never forget the small town where I spent my childhood.
l15.lead to: result in
A. Too much work and too little rest often leads to illness.
B. I welcome any change that will lead to something better.
l16. later on: at a later time
A. At first things went well, but later on we ran into trouble.
l17. evidence: words or things that prove something
A. There wasn’t enough evidence to prove him guilty of the crime.
B. There is some evidence that people’s pur chasing power is rising.
l18. exceptional: unusually good outstanding
A. The exceptional tennis player won the championship.
B. The girl has exceptional abilities as a pianist.
l 19. reveal: make known; show
A. What he said revealed a top secret.
B.A glance at the clock revealed that it was almost midnight.
l20. claim: state or declare something as a fact
A. Don’t claim to know what you don’t know.
B. The job applicant claimed he had a college degree.
l21. tend to: be likely to do something
A. Cigarette smokers tend to have higher death rates than nonsmokers.
B. Plants tend to die in hot weather if you don’t water them.
l22. regard … as: think of … as
A. Mary regards her job as a way to pay her bills.
B. Some people regard vegetable growing as a healthy leisure activity.
l23. be likely to: tend to do something
A. Speakers who focus exclusively on their notes are likely to lose their audiences.
B. Are you likely to be in London this year?
l24. take up: begin to do or learn
A. He has taken up photography as a hobby.
B. He took up painting at the age of five.
l25. attractive: pleasing; charming
A. He sounds very attractive on the phone.
B. I find the idea of travel rather attractive.
Paraphrases of Difficult Sentences
l 1.“But the difficulty is that by the time children reach school age, there are so many other influences that it is almost impossible to tell whether girls are worse at science and maths, or whether they’ve been brought up to think of these subjects as boys’ ‘territory’.”
→ But the difficulty is that when children enter schools, there will be so many other factors influencing them that it will be very hard to tell if girls are worse at science and maths or they have been reared to consider these subjects to be boys’ “fields of study”.
l 2. “While it is socially unacceptable for people not to be able to read and write, it is still acceptable for women to say that they are ‘hopeless’ at maths.”→ Although in a modern society it is unthinkable that people are unable to read or write, it seems to be acceptable for women to claim that they are very bad at maths.
l 3. “The explanation for the difference, which is apparent during the teenage years, goes as far back as early childhood experiences.”
→ The explanation for the difference, which is apparent during the teenage years, could be found in some of the early experiences of childhood.
l 4.Most teachers who took part in the study claimed that they expect their male students to do better at mathematics and science subjects than their female students.”
→ Most teachers taking part in the study of the difference between boys and girls said that they expect their boy students to do better at mathematics and science subjects than their girl students.
l5. “Interestingly, both boys and girls tend t o regard such ‘masculine’ subjects like mathematics and science as difficult.”
→ It is interesting that both boys and girls often look upon these boys’ subjects like mathematics and science as difficult.
The fourth period:
Directions: Review the text by reading and ask some questions according to the text so that the teacher can know whether the students understand the text completely.
1. Comprehensive Questions
l What does the author mainly want to tell us in paragraph one? Although there are slight biological differences between girls and boys, there are many other factors critical in the explanation for the subjects boys and girls choose.
l What do researchers reveal as to girls’ mathematical ability? They can do equally well as boys, though they are not encouraged to do so.
l Why didn’t girls learn to solve problems on their own as boys did in nursery school?
They were not asked to work on their own and complete tasks, while boys were greatly encouraged.
l What effect may teac hers’ attitude have on students’ performance? It’s quite obviously showed that more attention and higher expectations from the teachers may lead to harder work and hence better marks of the students.
l Who’s afraid of maths according to the text?
Both boys and girls are afraid of maths.
l Why, above all, do boys appear to do better than girls in science subjects in the author’s opinion?
Although both tend to think maths difficult, yet, boys are encouraged to do well in such science subjects as maths, which is supposed to be masculine territory, so as to prove their competence and competitive spirit. Girls, on the contrary, so as to be more attractive, avoid science subjects just because they don’t want to make great efforts in masculine subjects and compete with boys.
2. Summary of the Text
Directions: The teacher concludes the text
Since there are too many social influences on young learners like boys and girls, biological scientists have found it hard to determine the reason why some girls are worse at mathematics and science than boys. Nevertheless, recent reports have suggested that even from their early nursery school days, girls are not encouraged to work independently, an in contrast, boys are encouraged to work independently, and in contr ast, boys are encouraged in schools by their teachers’ expectation that they do better than girl students. Another possible reason is that girls regard
mathematics and science as difficult “masculine” subjects and avoid them, although both boys and girls think these subjects are difficult.
3. Homework Directions: Assign the students to do all the exercises. The fifth and sixth period:
Exercises:
Directions: Ask the students to do the exercises in class. The teacher will correct the mistakes and explain the important and difficult points.
1. Focus on:
2. work out:
A: Decide whether the sentences are true(T) of false(F) according to the text. B: Fill in the blanks with words and phrases from the Vocabulary Snapshot.
C: Complete the sentences with the proper forms of the words given in blanks. D: Rearrange the words into sentences
E: Translate the Chinese into English.
F: Make sentences according to the models of sentence structure.
The seventh period:
Grammar:
Directions: The teacher explains the definition of the grammar, and then asks the students to practice
1. Nouns plural
复合词的复数形式；
某国“人”的复数形式；
名词修饰名词时的复数形式变化；
固定名词词组的复数形式；
以is结尾的复数形式；
新世纪英语七年级第一学期知识点
新世纪英语七年级第一学期知识点Unit One Housing Estates and Surroundings Lesson One Choosing a Flat in the centre of town 在市中心 in the suburbs 在郊区 face south 面南，朝南 agree with sb. 同意某人的意见 the Wangs 王家，姓王的一家人（the Fangs） need to do sth. 需要做某事 don’t need / have to do = need n’t do 不需要做… have a look （at）看一看…. this week/year/Monday（带this，that或next的时间状语前一般不用介词）housing estate 住宅区 be happy/glad to do sth. 高兴做某事 a bigger one/pair 一个/双/条更大的 have an area of 占地…… a piece of paper 一张纸 a lot of / lots of + 可数名词复数/不可数名词
Lesson Two New Housing Estates in front of 在……前面（范围之外） in the front of 在……前面（范围之内） ten minutes’ walk 十分钟的步行路程 by the way 顺便问一下 go to…by bike = ride a bike to… 骑车去…… go to…by bus = take a bus to… 坐公车去…… go to…by air = fly to… 乘飞机去…… return to… = go/come back to… 返回…… = give …back to 归还……给 There used to be… 过去有 There is going to be…/There will be… 将会有 lose one’s way = get lost 迷路 used to do sth. 过去常常做某事 did’t use to do sth. / usedn’t to do sth. （否定句形式）Did…use to do sth. （一般疑问句形式） be used to doing sth. 习惯于做某事（to是介词） be used to do sth. = be used to do sth. 被用来做某事 What’s…like? = How is…? ……怎么样？ 语法:（Lesson Three） 一般将来时构成 shall + 动词原形（只用于第一人称） will + 动词原形 be going to + 动词原形
新世纪版六年级上册英语练习
一、人称代词 人称代词主格：作主语，表示动作的发出者。 人称代词宾格作宾语，表示动作行为的承受者。 在动词与介词之后一般要用宾格做宾语。如：give it to me(介词之后的宾语) ,give me a call(动词之后的宾语)。 二、物主代词 形容词性物主代词(my/your/his/her/its/our/their)+名词 而名词性物主代词(mine/yours/his/hers/its/ours/theirs则相当于形容词性物主代词+名词,故其后不必加名词。如： 物主代词可分为形容词性物主代词和名词性物主代词。 1.形容词性物主代词用在名词前，表示所属关系。 例：1) This is _______ book. 这是我的书。 2) We love_________ motherland. 我们热爱我们的祖国。
2.名词性物主代词=形容词性物主代词+名词（为避免重复使用名词，有时可用“名词性物主代词”来代替“形容词性物主代词+名词”的形式。） 例：My bag is yellow，_______(her bag) is red， _______(his bag) is blue and _________(your) bag is pink. Wh at’s ________ (you) name? ________ (I ) name is Sally. Is this ______ (you) book? No,，it isn’t，it’s ________.(her book) This is _______ (we) classroom. ______ (They) classroom is over there. This is not _______ (he) book. ________ (his book) is over there. This is not ________( I ) book. _________ (my book) is in the bag. Where is _______ (you) book? I can’t find ________ (your book) 课后练习题。 一、选出括号中正确的词，在正确的词上打勾。 1. This is（my / I）mother. 2. Nice to meet （your / you）. 3. （He / His）name is Mark. 4. What’s（she / her）name? 5. Excuse（me / my / I）. 6. Are（your / you）Miss Li? 7. （I/ My）am Ben. 8. （She / Her）is my sister. 9. Fine , thank （your / you）. 10. How old is （he / his）? 二、用所给代词的正确形式填空。 1. These are ______ ( he ) brothers. 2. That is _______( she ) sister. 3. Lily is _______ ( Lucy ) sister. 4. Tom, this is _____ ( me ) cousin, Mary. 5. Now _____________(her parent) are in America. 6. Those __children________ ( child ) ar e _____ ( I ) father’s students. 7. Do you know ______ ( it ) name? 8. Mike and Tom __________ ( be ) friends. 9．Thanks for helping ________( I ).
上海新世纪版2020届九年级上学期英语期中检测试卷C卷
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