必修二Module3Music单元教案

必修二Module 3 Music 单元教案

Teaching content

a) the language points in the module.

b) the grammar:

Teaching aims and demands

Get students to master some useful words or expressions.

Get students to master some important drills

To improve the students ability of using English

Teaching steps

Step 1. Revision

Step 2. Language study.

1. compose v. 作曲；创作；组成；使平静

（1）be composed of 由……组成

（2）compose a letter/poem/speech etc. 写信/诗/讲稿等

（3）compose oneself (生气﹑沮丧﹑激动后)极力使自己平静下来注意与make up /consist of/ consist in的异同

2 .mix v.(（使）混合；调配；调制n. 混合，混杂；配料

（1）mix…with… 使……和……结合

（2）mix sb up 使某人糊涂

3. split up 解散，分割；绝交，决裂；分组

（1）split up with 与……分手/决裂

（2）split up on/over 在……分歧严重

4. make a note of 记录

take note of 注意到

be noted for 因……而文明

be noted as 作为……而著称

5. go , become , grow, turn 的意义及用法区别

Step 3 Grammar: Adverbial clause of time

1.by the time＋一般过去时，主句一般用过去完成时。

2.by the time＋一般现在时，主句一般用将来时或将来完成时。

3.by the end of ＋过去时间，谓语部分用过去完成时

4.by the end of ＋将来时间，谓语部分用将来完成时

Step 4 Practice and summary

《导与练》P47

Ⅰ.单词拼写

1．Dewey was＿＿＿(有影响的)in shaping economic policy.

2．It is＿＿＿(记录)that there have been lots of earthquakes in this area.

3．You want ﹩50, I’m offering﹩30. Why don’t we＿＿＿the difference(折中)？

4．＿＿＿（n.）作曲家→＿＿＿（v.）作曲，创作→＿＿＿（n.）作曲；作文

5．＿＿＿(n.)观光；旅游→＿＿＿（n.）观光者；游客→＿＿＿（n.）旅游业

6. ＿＿＿(n.)天才

Ⅱ.短语记忆

1.(be) lost in thought ＿＿＿＿＿＿＿＿＿

2. be mixed up in ＿＿＿＿＿＿＿＿＿

3. split ＿＿＿＿分割；分裂

4. ＿＿＿＿all time 有史以来

5. ＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿对……有影响

6. make a ＿＿＿＿＿＿＿＿记录

7. go＿＿＿＿变聋

Ⅲ.翻译句子

1.到他12岁时，他已经自学了数学。

＿＿＿＿＿＿＿＿＿he was twelve, he＿＿＿＿＿mathematics all by himself. 2.直到她摘掉墨镜我才认出她是著名影星。

＿＿＿＿＿＿＿＿＿＿＿＿she took off her dark glasses ＿＿＿I realized she was a famous film star.

Ⅳ.单项选择

1．Our monitor is a ＿＿man. He has a talent＿＿organization.

A. talented; of

B. talent; for

C. talented; for

D. talent; of

2.By the time he was 18 years old, he＿＿five storybooks.

A. have finished

B. finishes

C. had finished

D. will have finished

3.—＿＿you got the news that the rocket was sent up successfully?

—From the radio.

A. How was it that

B. How it was that

C. What was it that

D. What it was that

4. John’s success has nothing to do with good luck. It’s years of hard work＿＿has made him what he is today.

A. why

B. when

C. which

D. that

5.After the interview, Sam expected to get a letter＿＿him the job he was dreaming of.

A. offering

B. offered

C. having offered

D. to be offered

Module 3 Music 答案

Ⅰ.单词拼写

1. influential

2.recorded

3.split

https://www.360docs.net/doc/4b4197304.html,poser; compose; composition

5.tour; tourist; tourism

6.genius

Ⅱ.短语记忆

1.陷入沉思

2.被卷入，被牵连到……中

3.up

4.of

5.have an influence on/upon

6. note of

7.deaf Ⅲ.翻译句子

1. By the time had learned

2. It was not until that

Ⅳ.单项选择

1-5 CCADA

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新人教版必修一Unit2EnglisharoundtheworldWarmingupandReading[优秀教案]

Unit 2 English around the world 单元规则本单元的中心话题是“世界英语(English around the world)”，主要介绍了英语及其在世界上的发展状况(English language and its development)和各种各样带有民族、地域特色的英语(different kinds of English)等具体内容。语言知识和语言技能等都是围绕“世界英语”(English around the world)这一中心话题展开的。通过对这一话题的探讨，旨在加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。 “热身（Warming Up）”部分以问答(Do you know that there is more than one kind of English in the world? )和图表的形式，简要介绍了世界英语以及英语语言在某些重要方面有很大差异，使学生感受到英语语言的多文化、多层次、多元性，对英国英语和美国英语的不同有一个粗浅的了解，为本单元的进一步学习作好了准备。 “读前（Pre-reading）”部分设计了三个步骤都与单元主题有关，因此可以引发学生对课文主题的思考，以便参与课堂活动。这时可以展开简短的讨论，讨论时要鼓励学生独立思考，阐述不同的看法。 “阅读（Reading）”部分提供了一篇文章，标题是THE ROAD TO MODERN ENGLISH，简要地说明了英语语言的起源、发展变化、形成原因，以及它的发展趋势。通过这篇文章，使学生了解一些关于英语的知识，了解一点当代语言新趋势和新特点，明确为什么除了英国英语和美国英语还会有印度英语、加拿大英语等，以后可能还会有中国英语。 “理解（Comprehending）”部分设计了三个练习，练习1判断正误，旨在检测学生对课文基本内容的理解程度；练习2列出英语的发展阶段，旨在检测学生的归纳概括能力；练习3回答问题, 要求学生结合实际作答，目的是挖掘学生的学习潜能。这阶段要注意给他们提供充分的思维时间和空间，让他们做学习的主人，学会自己解决问题。 “语言学习（Learning about Language）”部分教学本课重点词汇和重点语法项目。词汇部分设计了4个练习：练习1是给新单词和短语与其释义配对；练习2是用练习1中的一些单词完成段落；练习3是将短语填入段落中使其具有意义，并将这些意群标出；练习4告诉我们有时英国人和美国人使用不同的介词，要求用英国英语和美国英语的介词填空，并比较它们的不同。设计这些练习的主要目的是通过各种练习帮助学生重温本单元前几个部分所学习的新单词和短语，同时也通过新的例子展现了美国英语、英国英语的差异。在这一环节中，教师要引导学生自学、自做、自助、自悟，并适时适当地给以指导点拨，使学生形成自主学习意识，掌握合适的学习策略。语法项目是祈使句及其间接引语，设计了四个步骤：步骤1问能否从“阅读(Reading)”部分中找到表示“要求”和“请求”的祈使句，观察如何用间接引语来复述；步骤2首先着重介绍了表示“要求”和表示“请求”的祈使句之间的不同，然后要求将所给表达按“要求”和“请求”分类；步骤3要求先判断所给句子是“要求”还是“请求”，然后用间接引语复述；步骤4要求运用“要求”和“请求”结合具体语境编对话。设计这些练习的目的就是让学生了解表示“要求”和表示“请求”的祈使句之间的不同，理解并运用它们以及学会正确地转述“要求”和“请求”

人教版高中英语教案必修1第五单元.pdf

英语必修一第五单元 Unit 5 Nelson Mandela----A Modern Hero Period one Warming Up and Reading 1 Ⅰ．Knowledge aims： 1) Key words and phrases：period, advise on, continue, fee, fare, gold, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make sb. adj, imagine, in one way, blankets, degree, allow sb to do sth., guard, stop from，educated，come to power，beg for, terror, fear, cruelty，reward, rights, be proud to do 2) Key sentences It was in 1952 and he had opened a black law firm to advise poor people on their problems. After trying hard，I got a job in a gold mine. He told me how to get the correct papers so I could be in Johnnesburg. Ⅱ. Ability aims：Talk about great people and express your points of view Ⅲ. Emotional aims： 1). Learn about some great people and qualities they have in common. 2). Develop the students` moral ability. 3). Strengthen the idea that friends should help each other. Ⅳ. Important points： 1). Understand the real meaning of the hero 2). Talk about the fine quality of great people to improve the students`speaking ability 3). Improve the students` reading ability Ⅴ. Difficult points： 1). How to express their own opinions and ideas 2). How to grasp the main idea of the text Step 1. Warming up 1．Ask students some questions and have a short discussion Who is the most popular student in our class？ Can we say he is a great person？ 2．Present six pictures about six famous persons：Albert Einstein, Norman Bethune, Sun Yat-Sen, Madam curie, Neil Alden Armstrong, Michale Jordan

2016年人教版必修五Unit1greatscientistsusinglanguage教案.doc

Unit 1 great scientists 教案 using language Teaching procedures & ways: Step 1 Revision Check the homework. Step 2 Teaching the new words(from “N icolaus Copernicus ”t o “l ogical ”) Step 3 Reading 1. Fast reading Read the passage and do Ex 1 on Page 7. Before Copernicus ’t heory Showing Copernicus ’t heory A diagram showing the solar system A diagram showing the solar system with the earth at its centre with the sun at its centre 2. Careful reading Read the passage carefully and answer the following questions. (1) Why was Copernicus frightened and cautious? (Para 4) (2) Why could he not tell about his theory? (Para 1) (3) What was his theory about? (Para 1) (4) What had the astronomers noticed in the sky? (Para 2) (5) When did Copernicus complete his theory? (Para 3) (6) How did he explain changes in the movement of the planets and in the brightness of the stars? (Para 4)(7) When did he publish his idea? (Para 4) (8) Why do people think there is a link between his theory and the work? 3. Post reading If you were Nicolaus Copernicus, would you have hidden your theory for so many years? Give a reason. Step 4 Language points 1. lead to导致 Too much work and little rest often lead to illness. Only working hard leads to your success. 2. only if 只有，只要（only 放句首时，主句要倒装。） Only if a teacher gives permission is a student allowed to enter the room. Only in this way can you learn English well. Only when one is away from home does one realize how nice home is. If only ：(expressing a wish) 如果??就好了(多用虚拟语气) If only she would come! 要是她来了,就好了。 3. make sense / make sense of 懂；理解make no sense 毫无意义 This sentence doesn’t make sense. I can’t make sense of this sentence. Can you make sense of what the speakers says? What he says makes no sense. 4. would have done (1)表示对过去的某种情况进行猜测,或本来要做某事却因某种原因未做成，通常用来说