高二英语下凤凰职教集体备课电子教案unit1.doc
凤凰职教英语unit 1
呈现新课(Presentation)
（1）在学生初步了解打招呼用语后，教师播放本课的歌曲"Hello"的录音，自然引出师生之间的打Hello.
（2）教师利用这个机会及时向学生介绍自己Hello, I’m…/Hi, I’m…
（3）教师还可带上Sarah的头饰介绍Hello! I’m Sarah. /Hi ! I’m Sarah.（教师在示范时，应定要用手势语言辅助学生理解。对于初学者来讲，体态语言和手势语可帮助他们理解和记忆，因此教师要适时利用手势和动作甚至表情来配合教学。）
Hello,myname isxian.what'
课堂教学安排
教学环节
及时间分配
教学主要内容与过程
教法运用
第一步：
组织教学
（3’）
第二步：
复习导入
（10’）
1.call names
2.Say hello to the students
3.introduce yourself
2.学会常用的英文问候语。
（4）给学生带上Sarah, ChenJie, Mike, WuYifan的面具或头饰，扮演这些人物到讲台前说Hello! I’m…
（5）听录音，放投影；或通过录像，VCD来展示Let’s talk部分的教学内容
3．趣味操练(Practice)
（1）Game
玩Let’s play。首先，将全班学生分为两大组。教师可有节奏地敲击小鼓，两组学生同时开始传花，当老师的鼓声停止时，两组各有一名学生拿到花，这时，拿到花的学生就说Hello, I’m…/Hi, I’m…（这个游戏也可用放音乐来代替击鼓，学生可待音乐停止时起立做自我介绍。）
How are you？How do you do？
高二英语教案：高二英语下学期Unit 1教案
Module 5 Unit 1 Great Scientists【教材分析】本单元的中心话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理。
”Warming up 和pre-reading激活背景知识，为进入阅读课文打好铺垫;阅读文章介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法发现并控制“霍乱”的。
运用图式理论激活背景知识的过程，Doctor Zhong NanshanSARS & Bird Fluinfectious diseasesCholera John Snow通过阅读，使学生学习解决问题的一般步骤，并用于指导其他学科的学习。
之后进行相关的语言学习和语法学习，对于课文语言点，采用老师引导式：课前布置学生找出重难点，堂上通过设计各种各样的情景要求学生使用课文出现的重难点回答问题，最后以填空、翻译、复述、使用所学重点造句等形式进行巩固，深入理解文章中的句子。
语法教学根据三维语法教学理论所提倡的：“形式+ 意义+ 运用”相结合；把语法教到实处，教到使处。
整个语法教学由单词、词组、句子、对话、段落到篇逐渐过渡，使学生能做到学以致用。
听力部分主要培养学生的分析能力和组织语言的能力；而说的部分侧重于交际能力和说服能力，同时也为后面的写作打好基础。
写作除了强调说理能力的培养，也强调了对学生收集信息、整理信息及传递信息的能力培养，通过引入(背景)---口头讨论(收集点子)---列提纲---写作---组内交流---全班分享---课后修改---老师批改体现了自做、自助和自悟的教学思想、改进学生的学习策略。
【课程标准要求掌握项目】功能句式Describing peopleWhat nationality is this scientist?When was he / she born?When did he / she die?What kind of family did he / she come from?What kind of education did he / she receive?What did he / she achieve in his / her scientific work?Why did he / she achieve great success?Was it because of his / her talent / intelligence / hard work / persistence / confidence / curiosity / enthusiasm / luck?词汇1．四会词汇engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, handle, addition, link, announce, instruct, virus, construction, contribute, positive, strict, movement, god, backward, complete, spin, enthusiastic, cautious, reject, view2．认读词汇infect, infectious, cholera, deadly, outbreak, clue, Cambridge, germ, certainty, creative, cooperative, Nicolas Copernicus, revolutionary, calculation, loop, privately, bright-ness, persuasive, logical3．词组put forward, make a conclusion, in addition, link ... to ..., apart from, be strict with, lead to, make sense, point of view, expose to, absorb into, be to blame, physical characteristic结构The past participle as the predicative & attributeFind out the functions of the past participle in sentences.Discover the similarities and differences between the passive voice of the predicate and the past participle used as predicative & attribute.重点句子 1. John Snow was a famous doctor in London —so expert, indeed, that he attended Queen Victoria as her personal physician. P22. But he became inspired when he thought about helping ordinary people exposed to cholera. P23. It seemed the water was to blame. P24. To prevent this from happening again, John Snow suggested that the source of all water supplies be examined. P35. Although he had tried to ignore them, all his mathematical calculations led to the same conclusion: that the earth was not the center of the solar system. P66. Only if you put the sun there did the movements of the other planets in the sky make sense. P77. To his surprise, he found that he could cross six of the bridges without going over any of them twice or going back on himself. P44Period 1 Warming up & VocabularyTeaching Aims:1. Get to know some new words and expressions. Focus on: put forward, theory, black hole, radium, steam engine, characteristics, examine, draw a conclusion, analyse, repeat, attend,contribute, apart from, creative, co-operative, positive, strict, enthusiastic, cautious.2. Know some great scientists and their achievements.3. Analyse the common qualities these scientists share and revise how to describe people’s characteristics.Difficult and Important Points:1) Word study2) Describe main contributions of the great scientists.3) Make up a dialogue between two scientists about their inventions/discoveries and their plan for the future.Teaching Methods:1. Analysing2. Individual & Pair work3. Teams matchTeaching ProceduresStep 1 Leading inIntroduce some famous scientists and their achievements, and then do the quiz.1. Can you remember them? ( Stephen Hawking & Yuan Longping)Have a revision of the expressions: theory, black holes, super hybrid rice.2. Play a guessing game. Show sentences one by one about scientists’ contri butions, and let Ss guess who they are. Ss should compete to answer as soon as possible. Then share some famous sayings by the great scientists, to inspire Ss to learn from them. Each student represents his/her team and gains points for his/her team.Step 2 Warming up1. Try this quiz and find out who knows the most. (Pair work to finish the Quiz Questions on P1.) Give Ss enough time to understand the questions in the quiz, and they are allowed to discuss with their partners. T walks around to give help.2. Check the answers with the whole class. Then ask Ss about these scientists. If they don’t know, show the further introduction to these 10 scientists.1).Archimedes (an ancient Greek mathematician & physicist)2).Charles Darwin (British, author of The Origin of Species )3).Thomas Newcomen (British, improved the first steam pump and turned it into a steam engine for taking water out of mines in 1712 .James Watt improved it and turned it into the first modern steam engine used on the railways. )4). Gregor Mendel (Czech)5).Marie Curie (Polish and French, won two Nobel Prizes)6).Thomas Edison (an American inventor)7).Leonardo da Vinci (a famous Italian artist)8).Sir Humphry Davy (British)9).Zhang Heng (Chinese, invented seismograph)10).Stephen Hawking (a British astronomer)Step 3 Brainstorming1. Now that we’ve learned so many great scientists, let’s draw a conclusion about them. What common characteristics do they have?Attention: In this part, Ss may list many other adjectives which they have learned before todescribe scientists. So the major job of T should be leading in these new expressions and make some connection between the old and the new, for example, bright can be equal to clever or wise, strict can be similar to serious, co-operative means work along well with others, enthusiastic means full of love for their jobs, and so on. So it is better for T to explain the new words in English-English way. But if the Ss are not so good at English, T can use some Chinese if necessary.enthusiastic co-operative positivebrightcommon characteristicsstrictpersuasive cautious creative2. Draw a conclusion about them in sentences: They all…Eg. made a great contributionmade great achievementssucceeded in their scientific careerovercome many difficultiesStep 4 Pair workMake up dialogues. It’s a pity that these great minds can’t get together. So now we’ll organize a party for them. Because of an advanced machine called Time Machine, all scientists from all different times can come to attend it. Now they’re talking to each other. Make up a dialogue between two scientists. They may talk about their achievements, their life and their plan for the future work.They may talk about these1.I wonder if you’re…2.I know you because I’ve heard that you…3.Thank you for knowing so much about me.4.I’m the one who…5.I’m really interested in your invention.……They may ask about theseWhat’s your nationality? (I’m from…)What are you interested in?What conclusion have you drawn?What are you proud of?What leads to your success? (My cautiousness/ creativeness/ determination…leads to…)Step 5 Homework 1. Tell your partner about the great scientists and their achievements.2. Revise the new words and expressions learned in this lesson, and preview those of the reading text.Period 2-3 ReadingTeaching aims:1. Learn some new words and expressions, such as deadly, infectious, infect, severe, absorb, blame, expose to, defeat, etc.2. Train the reading skills and the ability of finding relative information.3. Know how to prove a new idea in scientific research by abiding by the 7 stages.4. Be encouraged to find out results by examining and analyzing.Difficult and Important Points:1) Make out the outline of the text.2）Find out what John Snow did in the 7 stages, and find out the cause of cholera after reading the text.3) Design a poster about cholera, using the information learned from this lesson.Teaching Methods:1. Pair work2. Illustration3. Discussion and team workTeaching Procedures:Step 1 lead inThere are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.Alexander Bell electricityThomas Edison the First telephoneLaite Brothers the electric LampMadame Curie black holes in UniverseFranklin Theory of GravitySteven Hawking the First PlaneElbert Einstein RadiumIsaac Newton the Theory of RelativityStep 2 Pre-readingDo you know Zhongnanshan? <Severe Acute Respiratory Syndrome >Are there more terrifying infectious diseases?What is “King Cholera”? Who hel ped the people to defeat cholera?Show some pictures about people infected with cholera,Step 3 Skimming & scanningWho is John Snow? What happened between he and Queen Victoria?Give a brief introduction to its symptoms and some figures about deaths. Then ask Ss about other infectious diseases.What does “king” mean?Do you know what did this map was used for in 1854?Step 4 Fast-reading1. Put the 7 stages in right order according to the passage.2. Match each paragraph with each stage in examining a new idea.draw a conclusion think of a method collect results make up a questionfind a problem analyse the results find supporting evidence repeat if necessaryStep 5 Careful readingPara 11. What is cholera?2. how to control cholera , in J ohn Snow’s opinion?Para 2He put forward ________ theories explaining the cause of choleraIdea 1Cholera was spread by________________________in the air to attack people.Idea 2Cholera was spread by __________ with which people absorbed this disease into their bodies. Which is right ?Para 31. What did John Snow do when another outbreak hit London in 1854 and spread quickly?2. Where did he gather the information?Para 4Many deaths happened here.No death happened here.The water from the pump was to blame.Para 51.The water came from ______________.A.the river that had been dirtied by people from LondonB.the lake that had been polluted by local peopleC.the river that had been dirtied by water from LondonD.the lake that had been polluted by water from London2.What did Dr. Snow advise the people in Broad Street to do? And what was the result?Para 6Read the 6th Para and try to catch the main idea of this paragraph.Para 7To prevent the cholera from spreading again, what did John Snow do?Step 6 post reading1.Find out the relative information about these numbers.16, 37, 38 and 40 These numbers in Broad Street near the water pump had many of the deaths 20 ,21; 8,920 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.7These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.2. Fill in the blanksJohn Snow was a __________ doctor in London. There was the most deadly disease called King Cholera of his day. Every time there was a (an) _________, many people died of disease. John Snow wanted to use his knowledge to help solve this problem. He knew it would never be __________until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera__________ in the air without reason. The second suggested that people ___________ this disease into their bodies with their meals. John Snow determined to find out why. He believed in the second theory but needed to prove he was correct. So he_________ data to test the two theories. He ________ on a map where all the dead peoplehad lived and the map gave a _________ clue about the cause of the disease. It seemed the water was to __________. Next, John Snow looked into the source of the water for these streets. With enough evidence, he announced with____________ that polluted water carried the disease of cholera.Step 7 discussion1. What disease is similar to cholera?Cholera was a 19th century disease. What disease do you think is similar to cholera today?2. What should we pay attention to in our daily life in order not to get infected with cholera? (Drink only water that you have boiled or treated with chlorine or iodine. Other safe drinks include tea or coffee made with boiled water and carbonated, bottled beverages with no ice. Eat only food that's been thoroughly cooked and is still hot, or fruit that you've peeled yourself. Avoid undercooked or raw fish and shellfish. Avoid raw salads and vegetables. Avoid food and drinks from street vendors.)3. What spirit can we find in John Snow? As a student, what should we learn from him?clever/talented strict patient creative determinedpositive honest intelligenthard-working ambitious careful co-operative confident braveStep 8 Team workShow a poster about cholera first, then ask Ss to design a poster, following the example.In the poster, the symptoms and the ways of preventing us from getting infected with cholera should be included.Step 9 Homework1. Surf the internet to find out: What should we pay attention to in our daily life to prevent ourselves from getting infected with all these infectious diseases?2. Write down the important words and phrases in your exercise books.3. Underline the difficult sentences that you cannot understandPeriod 4 Language pointsTeaching Aims:Learn expressions & phrasesnguage pointsDifficult and Important Points:1）Language points2）The usage of “suggest & in addition”Teaching Methods:Presentation & PracticeTeaching Procedures:Step 1 RevisionHave a dictationStep 2 Check the answersCheck the answers of yesterday’s homework (ing Words and Expressions)Step 3 Expressions & phrases1.discover & inventdiscover v. “发现”被探索或被揭示的事物早已客观存在着.Columbus discovered America in 1492.哥伦布于1492年发现了美洲.Who discovered radium? 谁发现了镭?invent v. “发明”,指的是发明原先不存在的东西.Who invented the steam engine? 谁发明了蒸汽机?2.lift up 举起;抬起;提升3.Who put forward a theory about black holes?谁提出了黑洞的理论?put forward(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)(2)推荐某人或自己任职位;提名May I put your name forward as our monitor?我能否提名你当我们的班长?put away 抛弃;舍弃put down 写下来;记入名单;put on 穿上;戴上;增加put off 耽误;延期put out 熄灭(灯);扑灭(火) put up 建立;建造put up with…忍受……•You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.A. put onB. put downC. put backD. put off4. draw a conclusion 得出结论5.But he became inspired when he thought about helping ordinary people exposed to cholera. expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.expose v.(1)to make visible 暴露“expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.(2)to reveal the guilt or wrong doing of …揭露;揭发He exposed their plot.他揭穿了他们的阴谋.I threatened to expose him ( to the police).我威胁要(向警察)揭发他.expose to 使易受,使受expose a fraud 揭穿骗局expose sth. to the light of day 把某事暴露于光天化日之下6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.every time是连词,引导时间状语从句,意为“每次,每当”,如:Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:I will give the letter to him immediately I see him.我一见到他就把这封信给他.I came directly I got your letter.我一接到你的信就来了.7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)8. terrified people 被吓坏的人们9. absorb sth. into…把….吸收入….10. gather the information 收集信息11.in addition adv. as well as 另外In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础.A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.12. link …to …将….和….联系起来(be linked to…)13. announce with certainty 肯定地宣布14. prevent sb. from doing sth. 阻止某人干某事Step 4 PracticeFinish the exercises on P4 & P42.P43 Ex.3.4.5.Step 5 HomeworkEnglish week page 4 part 3Period 5 GrammarTeaching Aims:1. Get the hang of past participle used as attributive and predicative.2. Know the difference between V-ing form and the past participle used as the attribute and predicative.Teaching Important Points:1. Enable the students to use the Past Participle as the Attribute & Predicative in real situations.Teaching difficult points1. Have the Ss sum up the function of the past participle2. Know the difference between V-ing form and the past participle used as the attribute and predicative.Teaching Methods:1. Inductive , comparison, explanation and exercise method2. cooperative workTeaching ProceduresStep 1 RevisionCheck the homework.Step 2 Grammar LearningPart 1 Competition.Divide the class into four teams. Each team chooses one student as their leader. The leader will choose the amount of money which stands for each question and can choose any one in the team to answer the question. If the answer is correct, the group will get the amount money. If not, they will lose the money.1. What do you know about Dr. John Snow’s being well-known in London?He attended Queen Victoria to ease the birth of her babies.2. From what disease did Londoners suffer in his age and why did he get inspired?They exposed themselves to cholera. He got inspired when he thought about helping ordinary people exposed to cholera.Ordinary people who were exposed to cholera3.Why did so many terrified people die every time there was an outbreak?Neither its cause, nor its cure was understood4. When did Dr. Snow think the disease would be controlled?He knew it would never be controlled until its cause was found.5. What was the second theory explaining how the disease killed people?People absorbed this disease into their bodies with their meals. From the stomach the disease attacked the body quickly and soon the affected person was dead.6. Where did the water of pump from and how did it get polluted?It came from the river, which had been polluted by the dirty water from London7. What did Dr. Snow advised the people in Broad Street do?He told the astonished people in Broad Street to remove the handle from the water pump so it could not be used8.What else did Dr. Snow find in another part of London that were linked to the Broad Street outbreak?In addition, he found 2 other deaths.9. What conclusion did Dr. Snow tell the public?He announced that polluted water carried the disease.10.To prevent the cholera from spreading again, what did John Snow do?He suggested that the source of all water supplies be examined and that new methods of dealing with polluted water be found. The water companies werealso instructed not to expose people to the polluted water anymore.11. Why were these families working in the pub at 7 Cambridge Street not affected ?Because they were given free beer and so had not drunk the water from the Broad Street pump. Now please lo ok at these phrases esp. the words in red. What’s the same characteristic of these words? That’s what we will talk about today---the past participlePart 2 The past participle used as the attribute and predicative过去分词的句法功能：1．过去分词作定语(Attribute)1) 在句中的位置单个的过去分词作定语时，位于它所修饰的名词或代词前面；过去分词短语作定语时，位于它所修饰的名词或代词后面。
高二英语教案：高二英语下册模块unit1教案1
2. Read the leaflet about Teen Talk and do the exercise in Part A
3.Keys to Part A
Phone
True
False
teenagers
1. Lead-in
You are a reporter of your school newspaper and going to have a interview with your headmaster next week, what should you do?
2. Turn to page 12 and find some guidelines
be ____ and _____ about yourself;
ask him/her ________ about _____________ ;
actively _____________________ .
4)You can ____________ or ___________ to meet a people with similar interests to you.
c. Tip: Be polite when you ask others to repeat.
Could you say that again?
Could you repeat that,please?
Did you say ______ or ______?
3. Listening
a. Discuss freely:
2.the way to show agreeing and disagreeing.
凤凰职教Unit2高二英语下集体备课电子教案全-9b07
高二英语集体备课电子教案课题课题 Unit2 That Must Be Hard on You 主备人时间2013．3．1111——————20132013．03.21 单元达成任务语言技能1. Describe relationships. 2. Understand relationships better 3. Treat people without prejudice 职业技能1. To use English knowledge in real life. 2. To understand relationships among different people. 句型How could she do that to you ? The same thing happened to me. I’m really sorry to hear that. Forget about it.That must be hard on you. Tell me about it. Important Sentences: If a person uses words attack someone during arguments, he or she is aggressive. It was because Jim didn’t do the cleaning on time and the place was a mess. What are the qualities needed to improve the relationship between Our friends and us? Keep your problems to yourself and keep your face smiling. The only need is to pay less attention to ourselves and more to others. Instead, stop focusing on finding your opposite and find someone Who has an approach to life similar to yours. Honesty is the best policy. 重点词汇apartment, smell, patient, communicate , improve, pleased , speaker, pour, joke, whatever, practice, attract, unusual 常用短语How come? Put sth.away, work out, be in a mess, come through, pour in , bring in, the more...the more, at first, in reality 课时课时 安排安排Period One Warm-up, Listening and Speaking A （1课时） Period Two Listening and Speaking B （1课时）课时） Period Three Reading and writing （3课时）课时） Period Four Grammar （1课时）课时） Period Five Real Life Skills （1课时）课时） Period Six Exercises （1课时）课时）备课日期备课日期 Mar.11-12 授课类型 New 课 题 教学设计（教案、学案） 授课时数Two 章节名称章节名称 Unit2 That Must Be Hard on You 主要教主要教句型: How could she do that to you ? The same thing happened to me. I’m really sorry to hear that. Forget about it. That must be hard on you. Tell me about it. Important Sentences: If a person uses words attack someone during arguments, he or she is aggressive. 学内容学内容重点词汇: apartment, smell, patient, communicate , improve, pleased 常用短语: How come? Put sth.away, work out, be in a mess, come through 教学目标教学目标Knowledge Objectives ： 1. To learn the new words . 2. To learn the new phrases. Ability Objectives: Enable the students to describe relationships and understand relationships better. Feeling Objectives: 1. To improve the students' interests in this unit. 2. To make students know that they should treat people without prejudice. 教学重难点Importance: 1. The words and phrases in this part. 2. The students’ abilities of listening and speaking.3. The students' can set up the consciousness of describing describe relationships and understand relationships better. Difficulties: How to improve the students' interests in this topic. 教学资源教学资源 Textbook , computer, projection, recorder and bSrlackboard 教学方法教学方法 Discussing Cooperative learning Task-based instructive teaching 教学过程( Part A) (第一课时）第一课时） 复备复备 Step1. Warm-upShow some pictures about different kinds of people. (They are have different characteristics.) Then make students to try their best to describe the people in the pictures in English .And judge which kind of them can get on well with ? And why? Introduce some new adjectives about the descriptions of people. aggressive , self-centred , genlte, patient, mean, amazing, good-natured, fun, frustrated, bossy Make students understand the chinese meaning of these new words. Ask them to find some classmates who can be described by these words. Take them to read these words and try to remember them. After learning these words, they can complete the exercises on P20. some useful phrases in these sentences. become upset, order sb. Around, attack sb., be easy to be around, appreciate one’s efforts, think too much/little about sb. Check the answers after they have finished it. Put the adjectives in Activity 1 into the three groups given below. Positive Qualities Negative Qualities Could Be Positive or Negative Step2 Listening and speaking ATake students to read the picute of Part1 and guess what’s happening to Jim.Listen to the conversation and circle what Jim is upset about.Then correct the answer. Listen again and complete the Part2 True or False.And tell the reasons to the class. Try to encourage to complete the part3 by themselves by using the information they have got in the before Twice’s listening.教学反思教学反思教学过程( Part B) （第二课时）（第二课时）（第二课时） 复备复备Step1 Revision Have a dictaion Some important words: aggressive, gentle, patient,amazing, fun, bossy...... Students can describe their partners by the words we have learned last class. Step2 Listening First listening: Take students to learn the three sentences and to know their chinese meanings. Listen to the tape recorder and find out the problem mentioned in each item. (Tell students to catch the key information when they are listening and take some notes.) Second Listening: Read the five sentences and try to complete the conversations with them. Ask two students to practise the conversations . Listen again and check their answers. some useful phrases: talk behind my back, all sorts of lies, ask him for help. Step3 Conversation Strateg Understanding Genuine compassion Make you be in a similar situation Be a good listener Step4. Work with a partner. Role-play the following e the conversation strategy in Acivity5. Situation 1: ...... Situation 2: ...... Situation 3: ...... 教学反思教学反思备课日期Mar.13-14授课类型New课 题教学设计（教案、学案）授课时数Three 章节名称Unit2 That Must Be Hard on You Reading and Writing I -III主要教主要教学内容学内容Words: Communicate, improve, pleased, speaker, pour, pour out, bring in, etc. Sentences: 1. What are the qualities needed to improve the relationship between Our friends and us? 2.If the smile is without any hatred, it s more enchanting. Keep your problems to yourself and keep your face smiling. The only need is to pay less attention to ourselves and more to others. Instead, stop focusing on finding your opposite and find someone Who has an approach to life similar to yours. Honesty is the best policy. Writing: Learn to make an outline and write a passage. 教学目标教学目标Knowledge Objectives ：1. To learn the new words . 2. To understand the main idea of the reading material. 3. To analysis some sentences and master the language points Ability Objectives To improve the students' reading and writing abilities. To make an outline and write a passage. Feeling Objectives: To make students describe relationships and understand relationships better. 教学重难点 重点：重点： 1.The words and some useful language points in this part. 2.The students abilities of reading and writing. 难点：难点：How to improve the students' abilities of reading and writing. 教学资源教学资源 textbook ,computer, projection, recorder and blackboard 教学方法教学方法Discussing Cooperative learning Task-based instructive teaching 教学过程(Ⅰ) (第一课时）第一课时）第一课时） 复备复备Step1 Revision 1. Discussion:How to express your sympathy to your friends? 2. Listen to the listening materials again, and make students read them fluently. 3. Have a dictation: the words and phrases learned last class. Step2 Presentaion 1. First Reading. a. Give a question and let students read the passage A quickly to find the answer. Q:What are the qualities needed to improve the relationship between our friends and us? A: Smile, Listen, Have something funny to say, Appreciate. 2. Second Reading. a. Give more questions. ①If someone is smiling at you, how will you feel ? ②To make a person socially popular, what is the very first quality? ③ What kind of question will encourage the speaker to pour out all to you ? Complete the exercise1 to match the qualities with the functions. Qualities Functions Smile It makes others feel pleased. Listen It encourages people to talk more about their problems. It makes your friends laugh Have something funny to say I t makes your friends laugh and love you more. Appreciate A sincere compliment makes people feel good. Last Reading. Ask some students to read the passageA one by one. Students can express that how to be friendly and charming by their own words. Complete the exercise 2 and check the answers with others. Step3 Discussion What else can be done to improve friendships? Divide the students into several groups and talk with each other. 教学反思教学反思教学过程(Ⅰ) Passage B（第二课时）复备复备 Step1 RevisionRevise the main idea of the passage A Read the passage paragraph by paragraph. Check the answers to the exercises of the homework. Step2: Lead-inShow a vedio about the relationships among different people and make them think about the Myths about Relationships. And ask them whether they have relationships when they get along with others , what are they? (Students can talk about this topic with their partners with the help of the teacher.) Step3: ReadingⅠ.Pre-reading( words study) Learn some important new words and phrases. Words: Practice, attract, unusual, couple, exactly, quickly Phrases: come across sb./sth., in reality, wear off, do sb. good Ⅱ.While-reading ⅰ.Skimming Q&A: what are the myths about relationships that people believe in the passage ? ⅱ.Scanning Invite some students to read the passage one by one, and talk with them about the myths about relationships . Opposites attract. Love at first sight. Honesty is the best policy. Disscussion: Do you agree with the writer? And do you have other suggestions? Ⅲ.Post-reading Complete the exercises 5, 6 and 7. And check the answers with them. Step4. Summary and Homework1. Remember the important words and phrases. 2. Do some more exercises about this part. 3. This passage can have a good effect on the students when the build relationships with others. So they should have their own opinions about this.教学反思教学反思复备 教学过程(III) Passage A-B (第三课时）复备Step One: RevisionRevise the main idea of the passage A -B Read the passage paragraph by paragraph. Check the answers to the exercises of the homework. Step Two：Language pointsRead the paragraphs and mark the difficulties, then explain the language points to the students. 1. Some of us are a comfort to others. Comfort 名词名词Comfortble adj. 舒服的舒服的 反义词→uncomfortable adj. 不舒服的不舒服的When we see somebody smiling, we feel pleased. See sb. do sth. 看到某人做某事的全过程或者经常做某事看到某人做某事的全过程或者经常做某事See sb, doing sth. 看到某人正在做某事看到某人正在做某事类似用法的单词还有：hear, watch, notice feel是形容词后接形容词是形容词后接形容词动词，感官动词，变化动词三种系动词：Be动词，感官动词，变化动词3. I come across people nearly every day who believe common myths about relationships that people believe. (偶然地)碰到；想到：eg. Perhaps I shall come across him in France. 也许我会在法国遇见他。
高中英语最新-高二英语下册Unit1教案3 精品
【学习目标】学习、掌握名词性从句的用法。
【自主学习】1．思考，回忆关于名词性从句的知识。
2．重读课文，在课文中找出各种名词性从句（单词、短语或从句）。
【问题探究】你了解多少有关名词性从句的知识要点？__________________________________________________________ __________________________________________________________ ________________________________________* 根据下列所给例句，你能归纳出什么规则？1.Who will win the match is still unknown.2.I want to know what he has told you.3.The fact is that we have lost the game.4.The news that we won the game is exciting.5.When they will start has not been decided yet .6.She always thinks of how she can work well7.The reason for his absence was that he was ill.8. The problem is that I am short of money.9.China is no longer what she used to be .10.The question is how we can get there .11.It looks as if it is going to rain. 。
12. We don’t think you are here. 。
13.I don’t believe he will do so.14. Can you tell me whether to go or to stay?15. It is still a question whether she will come or not . _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _____________________** 做名词性从句题的时候，注意哪些问题？___________________________________________________________ ___________________________________________________________ ____________________________【课堂练习】1. a certain doubt among the people as to thepractical value of the project.A. It hasB. They haveC. It remainsD. There remains2．She is very dear to us. We have been prepared to do ittakes to save her life.A. whicheverB. howeverC. whateverD. whoever3. The fact has worried many scientists ______ the earth is becoming warmer and warmer these years.A. whatB. whichC. thatD. though4. Could I speak to is in charge of InternationalSales please?A. whoB. whatC. whoeverD. whatever5. One of the most important questions they had to consider was of public healthA. whatB. thisC. thatD. which6. The how to book can be of help to wants to do the job.A. whoB. whomeverC. no matter whoD. whoever7. As a new diplomat, he often thinks of he can reactmore appropriately on such occasions.A. whatB. whichC. thatD. how8. News came from the school office ________Wang Lin had been admitted to Beijing University.A. whichB. whatC. thatD. where9. It is obvious to the students ______ they should get well prepared for their future.A. asB. whichC. whetherD. that10.－Is there any possibility ______ you could pick me up atthe airport?－No problem.A. WhenB. thatC. whetherD.what11.We should consider the students’ request ___ the school library provide more books on popular science.A. thatB. whenC. whichD. where12. Many young people in the West are expected to leave__ could be life’s most important decision—marriage—almost entirely up to luck.A. asB. thatC. whichD.what13. The little girl who got lost decided to remain _________shewas and wait for her mother.A. whereB. whatC. howD. who14.The companies are working together to create theyhope will be the best means of transport in the 21st century.A. whichB. thatC. whatD. who15.The last time we had great fun was _____ we were visitingthe Water Park.A. whereB. howC. whenD. why答案第4课时1. D2．C解析名词性从句的引导词。
高二英语教案：高二年级英语下学期Unit1教案
Unit1.Hello, eveyone. I’m very glad to have an opportunity to talk about some of my teaching ideas. My speech is made up of 3 parts.Part 1. My understanding of this lesson:（一）The analysis of the teaching material:This lesson is reading passage. It plays a very important part in the English teaching of this unit. By reading this passage, students can improve their reading skills and receive some moral education.（二）Teaching key points and special difficulties1. By reading this passage, students can learn from Jane Goodall at least two aspects.2. Ask students to answer these questions:(1) What make her a great success?(2) What should we learm from Jane Goodall?3. Let everyone believe that all of us can become Jane Goodall.（三）Teaching goals1. Learn Warming Up, and know how to tell the great women and the famous women.2. Learn the way to describe a person from what the person did, what she/he looks like and so on.（四）Something about students1.By learning Book1.Unit5( Nelson Mandela— a modern hero), students have some understanding about the standard of great man and how to tell great men and importand men.2.They are lack of vocabulary.3.They don’t often use English to express themselves and communicate with others.4.Some students are not active in the class because they are afraid of makingmistakes.Part 2. My teaching theories, methods and aids1. Make the students the real masters in the class, while the teacher acts as director.2. To make students active in Engish teaching, my design for teaching is based onTask-based Language Teaching.3. Let the students receive some moral education while they’re learning the Englishlesson.4. Apart from the normal teaching tools, I’ll make full use of multimedia.Part 3. Teaching stepsStep1. Lead-inShow the whole class the list of world 100 greatest people.Questions:1.Why they are regarded as the greatest people?2.What qualities do they have?3.Do you think the list of greatest people a fair one?4.According to the list, do you think that men have been making greaterachievementsthan women?Discussion: W hich of these women listed in the book they think is a great women and give theirreason..Purpose: Arouse the students’ interest of thin king; Bring in new subject.Step2. ReadingTask1. Fast-readingRead the passage as quickly as they can. Let them get the main idea of each paragraph.Task2. Careful-reading1. Read the text paragraph by paragraph and summary the things she did.2. True or false exercise.Purpose:Train the students’ listening and reading ability.prehendingDo the Exercise 1＆2 on page 3.Purpose: Further understand the text.Step3. Discussion1. What made her a great success?2. What should we learn from Jane Goodall?Step4. Language points1.Watching a family of chimps wake up is our…..今天我们的第一件事是......动名词作主语主语是由不定式、动名词、从句构成的，谓语动词采用单数。
凤凰职教英语第二册Unit1
课题序号1授课班级12LG计算机授课课时2授课形式Warm-up & Listening and Speaking授课章节名称Unit 1 What a Wonderful time!使用教具 A tape recorder教学目的1.Ss will be able to master some vocabulary and expressions abouttravelling.2.Ss will be able to talk about their travel experience in English.3.Ss will be able to feel the joy of travelling.教学重点Sentence patterns of talking about places of interest.教学难点How to use the useful expressions in real situations.更新、补充、删节内容课外作业1.Copy the dialogue and read the useful expressions.2.To preview the reading part.教学后记授课主要内容或板书设计Unit 1 What a wonderful time!Listening & SpeakingPic 1: snow mountainPic 2: beachPic 3: valleyPic 4: The Roman ColosseumLanguage points:1.hear of 意为“听说，耳闻”hear from 意为“收到某人的来信”2.a bit 意为“稍微，有点儿”，用作副词，表示程度a bit of 意为“一点”，表示数量，后接名词3.be famous for 因…而出名be famous as 作为…而闻名课堂教学安排教学过程主要教学内容及步骤Step 1 Step 2Step 3GreetingsT: Happy new year, everyone! S: Happy new year!Warm-up1. Ask Ss to look at the pictures and give the correct name of each place. Check the answerPic 1: snow mountainPic 2: beachPic 3: valleyPic 4: The Roman ColosseumDiscussion: What activities can people do at each place?Pic 1: climbingPic 2: sunbath, swim, fishing, collect seashellPic 3: driftPic 4: watch games/show2. Ask students to give their reasons for traveling.Listening&speakingA1.Where did Lily probably go in the winter vacation? Tick your answer. Then listen to the conversation to check your prediction.tropical beaches2.Listen again. Then underline the sentences talking about a travel destination in the conversation.Language points1) Have you ever heard of Sanya?hear of “耳闻，听说”，hear from sb. 意为“收到某人的来信”e.g. I was shocked to hear of his death.How often do you hear from your sister?2) Could you tell me a bit about it?a bit意为“稍微，有点儿”，用作副词，表示程度；a bit of “一点”，表示数量，后接名词。
中等职业学校英语教材教案unit
中等职业学校英语教材教案Unit 1一、教学目标1. 知识目标：（1）能够正确理解并使用本单元的核心词汇和短语。
（2）能够听懂、说出一般现在时的句子。
（3）能够理解并运用本单元所学的语法知识。
2. 能力目标：（1）能够用英语进行简单的日常交流。
（2）能够阅读并理解简单的故事或说明文。
（3）能够运用所学知识进行写作。
3. 情感目标：（1）培养学生对英语学习的兴趣和自信心。
（2）培养学生积极主动参与课堂活动的习惯。
二、教学内容1. 核心词汇和短语：（1）词汇：如job, pany, friend 等。
（2）短语：如work at, live in, go to school 等。
2. 语法知识：一般现在时。
3. 对话或故事：描述人们的工作、生活和学习情况。
三、教学重点与难点1. 重点：（1）本单元的核心词汇和短语。
（2）一般现在时的句子结构和用法。
2. 难点：（1）一般现在时的句子结构的运用。
（2）词汇和短语的准确运用。
四、教学方法1. 交际法：通过模拟真实情境，让学生在实际交流中学习英语。
2. 任务型教学法：通过完成各种任务，提高学生的综合语言运用能力。
3. 语法翻转教学法：通过先让学生自主探究语法知识，再进行讲解和练习。
五、教学步骤1. 热身活动：（1）与学生进行简单的英语对话，检查他们的英语水平。
（2）引导学生回顾前一单元所学的内容。
2. 引入新课：（1）介绍本单元的主题和目标。
（2）展示本单元的核心词汇和短语。
3. 新课讲解：（1）讲解一般现在时的句子结构和用法。
（2）举例说明一般现在时的句子。
4. 课堂练习：（1）让学生进行小组活动，用一般现在时造句。
（2）选取部分学生的句子进行点评和纠正。
（2）布置作业：要求学生用一般现在时写一篇短文。
六、教学评估1. 课堂参与度：观察学生在课堂活动中的参与情况，了解他们的学习状态。
2. 口语表达：评估学生在口语交流中的词汇运用、语法准确性和表达流畅性。
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高二英语集体备课电子教案课题Unit1 Could I Change My Life ?主备人时间2013． 2 ．语言1. Ask for and give advice.2. Take action to change your life.技能3. Give a speech.职业 1. TO use English knowledge in real life.技能 2. To change oneself if necessary.Asking for Advice:1. What plan do you suggest?2. What would you do in my situation ?Giving Advice :1.You should always...2. Maybe you should...3. If I were you , I ’ d...4. Why don ’t you单Important Sentences:元 1.You keep doing that for two months , and then move on to doing达something more changing.成句型 2.Liz Murrary was only three years old when she realized her parents 任had ben addicted to drugs.务 3.She decided to go to high school,even though she was still homeless.4.At the age of 15,Liz began high school, but she promised herselfto become a straight A student.5.It's a great honor to stand here and share with you my experienceabout change.6.Have you ever had an experience that has impacted you so deeplythat it changed the person you are?7. What if...重点Challenging, addicted, inspire, succeed, deeply, 词汇step,overcome...etc.常用In...situation , even though, at the age of, straight A student,短语public speaking ,pass away, as long as , what if...? Get sth. donePeriod One Warm-up, Listening and Speaking A （1课时）Period Two Listening and Speaking B （1 课时）课时Period Three Reading and writing （3 课时）Period Four Grammar （1 课时）安排Period Five Real Life Skills （1 课时）Period Six Exercises （ 1 课时）备课日期Feb.25~ 26授课类型New 课题教学设计（教案、学案）授课时数Two章节名称Unit1 Could I Change My Life ?Listening and Speaking句型 :Asking for Advice:1.What plan do you suggest?2.What would you do in my situation ?Giving Advice :1.You should always...2.Maybe you should...3. If I were you , I’ d...4.Why don ’ t youImportant Sentences:8.You keep doing that for two months , and then move on to doing something主要教more changing.重点词汇 :Suggestion , aspect, bar, outdoor , challenging学内容常用短语 :Complain about, make plans for, give up, carry out , find out,move onto sth./ doingKnowledge Objectives：1. To learn the new words such as Suggestion , aspect, etc.2. To learn the phrases such as "Complain about, make plans for"Ability Objectives:教学目标Make the students know about necessity to improve the listening and speaking abilities and change their unhealthy lifestyle.Feeling Objectives:1. To improve the students' interests in this unit.2. To set up the consciousness of healthy lifeImportance:1. The words and phrases in this part.教学重难2. The students ’ abilities of listening and speaking.3. The students' can set up the consciousness of healthy life and improve点their interests in this topic.Difficulties:教学资源教学方法How to improve the students' interests in this topic.Textbook , computer, projection, recorder and blackboard DiscussingCooperative learning Task-based instructive teaching教学过程 ( Part A) (第一课时）复备Step One:Lead inPlay a video to show a unhealthy lifestyle to arousestudents ’interest in class and make the students set up theconsciousness of healthy lifestyle.Step Two: Warm-up The exercises in Activity One: Class:Free topics about the students' present life. Discuss the following 1.Copy the new questions: words1. What do you do every day ? Do you like doing them ? Do you "suggestion "tolike your present life? Why or why not? Do you want to change "Straight A your present life? Could you change your life? How can you student " for change it? twice.Activity Two: Discussion1.Discuss in class to finish the questionnaire to testwhether you need to make a change. During thisstep,explain the new words and the difficulties for theStudents.2.Put the instructions into a proper order .3.Check the answer. Explain the difficulties ifnecessary.Step Three: Listening and speaking AActivity One:Pre-listening: word studySuggestion , aspect, bar, etc.While listening1. Listen to the conversation and circle the bestanswer.2.Discuss the answers.Activity Two:1.Listen again and circle the best answer.2.Discuss the answers.Post-listening1.Read the conversation in pairs, and try tosolve the language points in groups.2.Do the exercises in the Ex-book.1. be satisfied withplain about3. make plansfor 4. give up 5 carry out 6.find out7.congratulate... on...eful expressions:Asking for Advice:1.What plan do you suggest?2.What would you do in my situation ?Giving Advice :1.You should always...2.Maybe you should...3. If I were you , I’ d...4.Why don ’ t youImportant Sentences:9.You keep doing that for two months , and then move on to doingsomething more changing.Step Four: Practice1. Revise the points learned today.Step Six: Homework1.Finish the exercises in the Ex-book.教学反思Most of the students did well in class.教学过程 ( Part B)（第二课时）复备Step One:Revision1. Read the conversation they ’ve learnt in last lesson.2. Make the students have a dictation.Step Two：ListeningPre-ListeningRevise some new words to make preparations forthe listening.aspect, bar, outdoor, in...situation, challenging...etc.While-listeningActivity One:Listen to the conversation and circle the best answer.Discuss the answers.Activity Two:1.Go through the sentences in the box at page4 and dealwith some language points.2.Read and remember them. Exercises in class:Copy the useful expressions at page 4 in the box for twice.plete the conversation with the sentences in the box.Listen again and check the answer.4.Practice the conversation with their partner.5.Act it out.Step Three: Post-listeningDiscussionActivity Three :Discuss in groups: Work with a partner. Role-playthe following situations. Use the conversation strategyin Activity4 .Situation 1 and Situation2 (at page 5)(Preparations for the task by giving some words relatedand learning the conversation strategy.)Step Four: PracticeActivity Four: Showthe students an example . Guide the students to make up dialogue with the help of theexample. Then practice their dialogue.Step Five : Homework教学反思Most of the students did well in class.备课日期课题章节名称主要教学内容教学目标教学重难点教学资源教学方法Feb.27-Mar.3授课类型New 教学设计（教案、学案）授课时数ThreeUnit1 Could I Change My Life ?Reading and Writing I -IIIWords:Homeless, addicted, drug, shelter, death, inspire,...connect, etc. Sentences:1.Liz Murray was only three years old when she realized her parents hadbeen addicted to drugs.2.She decided to go to high school,even though she was still homeless.3.At the age of 15,Liz began high school, but she promised herself tobecome a straight A student.4.It's a great honor to stand here and share with you my experience about change.5.Have you ever had an experience that has impacted you so deeplythat it changed the person you are?6. What if...Writing:Learn to write a speech.Knowledge Objectives：1.To learn the new words such as homeless,addicted and so on.2.To understand the main idea of the reading material.3.To analysis some sentences and master the languagepoints Ability Objectives1.To improve the students' reading and writing abilities.2.To write a speech.Feeling Objectives:To know that even a homeless person can do something that totally Changes her life.重点：1.The words and some useful language points in this part.2.The students abilities of reading and writing.难点：How to improve the students' abilities of reading and writing.textbook ,computer, projection, recorder and blackboardDiscussingCooperative learningTask-based instructive teaching教学过程 ( Ⅰ ) ( 第一课时）复备Teaching proceduresStep1: Revision1.Revise the conversation they have learnt in listening and Exercises in class:speaking.2.Read it in pairs and read it together.3.Act out their own dialogue.Step2: Lead-in( pictures talking)Show some pictures about some famous persons who were poor or hard in life .Conclusion: People can have an almost impossible mountain to climb to succeed in life. Exercise2 at page 3 in the Ex-book.Step3: ReadingPresent the title:Homeless to HarvardⅠ.Pre-reading( words study)Learn some new words to make preparations for the coming reading.(from homelessto extraordinary)Ⅱ.While-readingⅰ.SkimmingRead the passage quickly to gain the main idea then answer the question: “What is the passage about?”ⅱ.ScanningRead the passage paragraph by paragraph to answer the following questions:1) What's Liz Murray' decession after her mother's death?2) How long did it take her to finish her high school?Ⅲ.Post-readingi.Do the exercisestrue or false.ii.Read the passe again and circle the best answer.iii.Discuss the answers in class.iv.Discuss what moved you most in Liz's story? Find more information about her and share it with the class.Step4. Summary and Homework1.Read the passage and mark difficulties.2.Finish exercises 1-4 on page 3 in the Ex-book.3.Preview Passage B and finish the exercises at page7- 9 inthe textbook.Th e students need to do more exercises.教学反思教学过程 ( Ⅰ) Passage B （第二课时）复备Teaching proceduresStep1: Revision1. Revise the main idea of the passage A Exercises in class:2.Read the passage paragraph by paragraph.3.Check the answers to the exercises of the homework. Step2: Lead-in(A Video)Show a video about a speech in English or Chinese. Discuss: What's the video about? How can we give a speech ? Conclusion: Writers sometimes use questions to draw audience's attention.Step3: ReadingPresent the title:Could I Change My Life? Exercise3 at page 3 in the Ex-book.Ⅰ.Pre-reading( words study)Learn some new words to make preparations for the coming reading.1.(from gentleman to connect)2.Match the words with their explanations .Ⅱ.While-readingⅰ.SkimmingRead the passage quickly to gain the main idea then circle thebest answer . ( Ex5 on page9 )2. Discuss the answers in class.ⅱ.Scanning1.Read the passage again and work with a partner. Discuss and answer the questions in Ex6 on page 9.2.Writers sometimes use questions to draw audience's attention. Read the passage again and find where the strategy is used. Write the questions on the lines on page9.3.Check the answersⅢ.Post-readingv.Do the Exercise8 on page10. Learn how Liz arranges her speech, and make an outline for your own speech about the changes you want to make.vi.Discuss the answers in class.vii.Write a speech based on the outline you've made in Activity8. ( Finish the speech on page11)viii.Present their speech to the class.ment on their speech.4.Read the passage and mark difficulties.5.Finish exercises 5-6on page 3 in the Ex-book.6.Review the points in passageA and passageB and finishthe exercises at page12 in the textbook and the exercises 1-5 at page6-7.The students can finish their tasks in class.教学反思教学过程 (III) Passage A-B (第三课时）复备Step One: Revision4.Revise the main idea of the passage A -B5.Read the passage paragraph by paragraph.6.Check the answers to the exercises of the homework. Step Two：Language pointsRead the paragraphs and mark the difficulties, then explain the language points to the students.1. Liz Murray was only three years old when she realized her parents hadbeen addicted todrugs.be addicted to sth. / doing sth. 对。