拓展模块Unit11 Reading学案(2)
拓展模块Unit11 On Reading Books 学案（2） 主备：李荣荣 研备：英语教研组 时间：【教师寄语】：The greatest upbring one can have is not judging others at will.(深到骨子里的教养，就是从不随意评价他人。
)理解文章的主旨和细节信息：了解读书的喜悦及相关知识.【Learning Important Points 】学习重点【Learning Difficult Points 】学习难点学会关于读书的喜悦的词，并运用这些词表达自己的观点。
【Learning Mathod Guide 】学法指导1.Fast —reading to get a general idea of the text2 .Intensive reading to get more details about the text3.Individual ,pair or group work to make every student take an active part in the activities学习过程：【Warming up 】课前热身I. 重点单词欢喜，高兴，愉快n_______________________ 个人的，个体的adj______________________积累；聚积v____________________________ 授予，捐赠v___________________________遥远的，偏僻的adj______________________ 高飞，翱翔v____________________________使鸣响v_______________________________ 忧伤，悲痛，伤心n_______________________想象，想象力n__________________________ 栩栩如生的，活跃的，生动的adj___________归给......,归功于v_______________________ 使迷住，使陶醉v________________________走动，跑来跑去，搅动v__________________ 漫游，闲逛v____________________________诗队的，合唱的adj______________________ 在......的条件下_________________________ 【Lead in 】导入（Fast Reading ）Do you like reading ? why ? What type of books do you like best ? How much time do you spend in reading books ?【Thinking 】思(Careful Reading )Read the text quickly and finish the exercises on Page 137. 【Discussion 】议Read the text and mark the following phrases in your book .A is toB whatC is to D,mankind,picture ,in sorrow and in suffering,store … with …,owe …to …,Please,so ＋adj./adv.＋as to do …,for,make sb ＋n.,on condition that,would rather …than …,endow …with …, in one way, stir, roam, soar, buy【Show Time 】 展1.Books are to mankind ________memory is to the individual. 书与人类的关系等于记忆与个人的关系。
这是一种特殊句型用法：A is to B what C is to D. 意思是“A 与B 的关系等于C 与D 的关系”。
又如：He is to the teacher _____ he is to his father. 他和老师的关系等于他和他父亲的关系。
Our company is to theirs ______ I am to my brother. 我们公司与他们公司的关系相当于我和我弟弟的关系。
句中mankind 和man 用法相同，指不分男女所有的人，而许多人认为这种用法是对女性的歧视而加以避免，改用the human race （用作单数）或humans, human beings, people 。
又如：Disease is an enemy of ________. 疾病是人类的敌人。
The scientists' discoveries were of great help to _______. 科学家的发现对人类有极大的帮助。
2.…they ________ for us the marvels and beauties of nature; help us in our difficulties, comfortus ____________and __________, change hours of weariness into moments of delight,________our minds _______ ideas, fill them with good and happy thoughts, and lift us out of andabove ourselves.书为我们描述大自然的奇妙和美丽，在困难中给我们以帮助；在悲伤与苦难时给我们以安慰；【Learning aims 】学习目标1识记本节课单词表中的单词并能正确使用；初步了解discovery,accumulate,on condition that等短语的含义及用法。
2. 能快速阅读和精读，从材料中获取重要的信息，找到细节信息，并且理解长难句。
把疲劳变成快乐；丰富我们的头脑；使我们的心情充满愉悦；使我们摆脱并超越自我。
句中picture 用作动词，是“描绘”“描写”的意思，又如：The soldier _______the battle. 这个战士描绘了战场上的场面。
The speaker ________ the suffering of the poor for us. 演讲人为我们描述了穷苦人的苦难遭遇。
In his poem he _________ the beauties of nature. 在他的诗歌中，他描写了大自然的美丽。
in sorrow and in suffering“在悲伤和苦难中”，这里in与表示情感的名词连用，表示“在……状态中”，又如：He stared at me ___________. 他惊讶地盯着我。
.She shut her eyes ___________. 她在恐惧中闭上双眼。
We two went on our way __________________. 我们两个高兴地上了路。
store…with…“在……里储存……”，又如：The museum _________________ interesting exhibits. 博物馆里陈列着有趣的展览品。
He____________ his cupboard ____________ food. 他把食物储放在橱柜里。
He has a mind well ___________ facts. 他有一个博闻强记的头脑。
3.Macaulay had wealth and fame, rank and power, and yet he tells us in his biography that he___________ the happiest hours of his life _____ books.迈考雷有钱、有名又有地位和权势，但是他在传记中告诉我们，他一生中最幸福的时刻是在读书之时。
句中owe…to…作“将……归功于/归因于……”解，又如：If I have improved in any way, I _______ it all ______ you.如果说我在某方面已经有所提高，我把这一切归功于你。
We _________ everything_____ you. 我们把一切都归功于你们。
He _________ his success more_________ luck than ______ability.他认为他成功更多的是靠运气，而不是因为自己有能力。
4.…and nothing _________ me so much as to see that she likes books, for when she is as old as I am, she will find that they are better than all the candies and cakes, toys and plays, and sights inthe world. ……没有什么能比看到她喜欢读书使我更喜悦的了，因为当她到我这把年纪的时候，她就会发现书比所有的糖果、点心、玩具、游戏和世上的一切景观都要好。
please“使高兴”“使满意”，又如：It is hard to __________ all. 很难使所有的人满意。
It was clear his words _________ her. 很显然，他的话使得她高兴。
句中so＋adj./adv.＋as to do…表示“到做某事的程度”“达到……程度以至于……”的意思，so是副词，修饰形容词或副词。
又如：She was ______________ to phone for a taxi for me. 她没那么热心，为我打电话叫辆出租车。
How could you be ___________ to believe him？你怎么这么愚蠢竟相信他(的话)？Would you be _______________the door when you leave? 你离开时请把门锁上，好吗？句中for 用作连词，表示“因为、由于”的意思，多用于书面语，一般和前一部分用逗号分开，引起的分句对前面的分句加以解释，有时它引起的分句并不表示原因，而是后来发生的情况，它可以推断出有前面所说的情况。
Module 11 Unit 2 教案2-公开课-优质课(外研版八上精品)
Module 11 Unit 2 教案2【教学目标】●Knowledge objective1. To get information from the reading passage in relation to traditional life.2. To write about traditional life.●Ability objectiveTo write about traditional life.●Moral objectiveTo get the student to know about the different tradition life in different countries.【教学重点】How to use must, mustn’t, can and can’t.【教学难点】To understand the article in detail.【教学方法】PWP method, task-based method.【教学手段】A tape recorder, multimedia and some pictures【教学过程】Teaching Procedures:Step 1 Answer the questions about way of life in your home town1. What do you do when you meet people for the first time?2. What must you say when you talk to older people?3. What food and drink do you give to visitors when they come to your home?4. What do you eat during the Spring Festival?Step 2 WritingWrite a passage about ways of life in your home town. Use your answers in Activities 5 to help you.Step 3 GrammarTo master the usage of need/had better.Step 4 SummaryLet Ss talk about what they have learnt in class.Step 5 ExercisesLet the students practice the main points in Unit 2.Step 6 中考链接Do some exercises from the entrance exam to senior high schools. Step 7 HomeworkWrite a passage to describe what you should do at the bus stop. 【课后反思】。
语文版中职英语拓展模块Unit 11《On Reading Books》word教案.docx
Unit 11 On Reading BooksThe delight of books第一课时warming up主备人：一郭爱萍—审核人：蔡丽霞执教人： ___________ 使用时间 ____________________________姉寄语：Books are treasure banks storing wisdom passed down from generation to generation.书籍是储存人类代代相传的智慧的宝库。
学习目标：1.学习并识记从delight到coach新单词。
2.能灵活运用所学单词及短语。
学习重点：学习并掌握新单词，学会用音标识记单词学习难点：灵活运用单词及短语，看着音标默写单词学习过程：一、快乐自学1、打开课本P134,自学并试读单词和短语。
（5分钟）2、根据音标试读单词并记忆（20分钟）二、合作共羸1、小组长检测单词记忆情况，并相互提问。
2、组内讨论下列问题，并写出答案。
1）Do you like to read books?2)What kind of books do you like to read?3)Do you like to visit bookstores?三、当堂检测1、把下而短语翻译成英语I）人类 _______ 2）记忆，存储器__________3）发现__________ 4）奇异的事物______________5）忧伤，伤心_________ 6）疲劳，厌倦________________7）乞丐__________ 8）想象力________________9）王子. _________ 10）海边，海滨____________________II）劳累，劳苦 _____________ 12）费用，消费 _____________13）财富，财产_________ 14）四轮马车______________四、教后记Unit 11 On Reading BooksThe delight of books第二课时words主备人：一郭爱萍—审核人：蔡丽霞执教人： ___________ 使用时间____________________________ 教师寄语：Books are to mankind what memory is to the individual.书与人类的关系等于记忆与个人的关系。
外研版英语七年级下册Module11教案Unit2
Module 11 body language Unit 2 Here are some ways to welcomethem教学目标1.To understand the passage about body languageand learn more about the differences in body language in different countries2.To be able to use correct body language whenmeeting foreigners教学重点Key words and struct ures: finger, foot, leg, mouth, body, foreignDon’t stand too close to North Americans教学难点To understand the passage about body language and to use correct body language when meeting foreigners学情分析Students may have difficul ty in understanding and remembering the different customs in other countries.学法指导Bottom-up approach教学过程教学内容教师活动学生活动效果预测（可能出现的问补救措施修改意题）见一、lead-in二、pre- reading 1、Askstudentsto look atthepicturesinactivity 1and labelthe partsof the bodywith thewords inthe box.2、askstudentst o checktheiranswerswith theirpartners1、Look atthepicturesinactivity 1and labelthe partsof the bodywith thewords inthe box.2、askstudentsto givetheiranswers.1、it’sveryeasy, sojust fewstudentsdon’tknow theanswer.2、somestudentsmay givethe wronganswers.1. S omestudentsmay give1、theteachercan givetheanswersandteachstudents thewordsabouttheparts ofthebody.1.Askother三．While-rea ding 1. Askstudentsto read thequestionsinactivity 2and answerthem inpairsbeforethey readthepassage.2. Elicitthepossibleanswersand writethem onth eblackboard1. Discussthequestionswith theirpartnersand givethepossibleanswers.2. Askseveralstudentsto writetheiranswers ontheblackboard.the wronganswers.1. Somestudentscan’tunderstand thepassage.studentstogivetheiranswers.1. Theteacherexplainthepassagesentence by四．Post- reading五．Summary and homework. .1. Tellstudentsto read thepassageand answerthequestionsindividually.2. Play therecording,studentslisten andcheck.1. Askstudentsto read the1. Read thepassageand answerthequestionsindividually.2. listento the tapeand checktheanswers.3. Elici tanswers inpairs andcheck withthepreviousanswers onthe board.1. Somestudentsmay findthattheiranswersaredifferent withtheirclassmates.sentence.1. To goback tothepassageagain iftheiranswersaredifferent.passage again and do the exerciseinactivity 3.2. Explain the language points. 1. Studentsto read the passage again to find the answers on their own. They can underline key informatio n while reading. Thenfinish activity 3.2. Take notes.板书设计Answers to the questions in activity 3: homework:1.2.3.4.5.参考书目及推荐资料七年级下英语教材教学反思ssModule 11 body language Unit 2 Here are some ways to welcomethem教学目标3.To understand the passage about body languageand learn more about the differences in body language in different countries4.To be able to use correct body language whenmeeting foreigners教学重点Key words and struct ures: finger, foot, leg, mouth, body, foreignDon’t stand too close to North Americans教学难点To understand the passage about body language and to use correct body language when meeting foreigners学情分析Students may have difficul ty in understanding and remembering the different customs in other countries.学法指导Bottom-up approach教学过程教学内容教师活动学生活动效果预测（可能出现的问题）补救措施修改意见一、lead-in 1、Askstudentsto look atthepicturesinactivity 1 1、Look atthepicturesinactivity 1and labelthe parts1、it’sveryeasy, sojust fewstudentsdon’tknow the1、theteachercan givetheanswersandteach二、pre- reading三．While-rea and labelthe partsof the bodywith thewords inthe box.2、askstudentst o checktheiranswerswith theirpartners1. Askstudentsto read thequestionsinactivity 2and answerof the bodywith thewords inthe box.2、askstudentsto givetheiranswers.1. Discussthequestionswith theirpartnersand givetheanswer.2、somestudentsmay givethe wronganswers.1. S omestudentsmay givethe wronganswers.students thewordsabouttheparts ofthebody.2.Askotherstudentstogivetheiranswers.ding四．Post- reading them inpairsbeforethey readthepassage.2. Elicitthepossibleanswersand writethem onth eblackboard.1. Tellstudentsto read thepassageand answerthequestionspossibleanswers.2. Askseveralstudentsto writetheiranswers ontheblackboard.1. Read thepassageand answerthequestionsindividually.1. Somestudentscan’tunderstand thepassage.1. Somestudentsmay findthattheir1. Theteacherexplainthepassagesentence bysentence.五．Summary and homework. individually.2. Play therecording,studentslisten andcheck.1. Askstudentsto read thepassageagain anddo theexerciseinactivity3.2. listento the tapeand checktheanswers.3. Elici tanswers inpairs andcheck withthepreviousanswers onthe board.1.Studentsto readthepassageagain tofind theanswers onanswersaredifferent withtheirclassmates.1. To goback tothepassageagain iftheiranswersaredifferent.教学反思赠送：英语说课范文Lesson Plan InterpretationUnit 4 Unforgettable experiencesThe 1st Period listening &SpeakingGood morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain it in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work.Ⅰ. My teaching principlesFirst I’d like to talk about my teaching principles .In the New Curriculum of senior middle school, the speaking and listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations withsuitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in English by providing them with live situations. The main feature is to combine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about.Ⅱ.My understanding of the teaching materialIn my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition , I’d like to divide this lesson’s objectives into three categories.①Knowledge objectiveStudents should know some background information about disasters, some names of disasters and also learn some wordsand expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such as Help! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.②Ability objectiveBecause this period combines listening with speaking, the Ss’speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.③Moral objectiveThe speaking exercises help teach students to express their feelings when they are having difficulties and how others would say to encourage or comfort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings.Ⅲ.Teaching methods and learning waysNow come to the part of teaching methods and learning ways.In my class, I will take advantage of the situational method and “3 P” teaching method, that is “Presentation”“Practice”“Production”. Besides, I’ll use a tape recorder and some pictures as my teaching aids.Ⅳ.Teaching procedureNow, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homeworkStep 1 lead-inAccording to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.Step 2 listeningAccording to Krashen’s input hypothesis that learners acquire language as a result of comprehending input addressed to them. So a moderate input is necessary. Therefore I will play a story about earthquake to them for understanding. Before listening, Ss are asked to see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can havea discussion when come across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.Step 3 SpeakingAs far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as possible ,which is used to express worries and also guess what the doctor will say to comfort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly come from our daily life; I willmake Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing for several minutes, they are asked to act their dialogue out. Step 4 ConsolidationIn this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.Step 5 HomeworkSince the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course. Ⅴ.Blackboard workThe last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is a form about useful expressions about showing people’s emotions when they are having troubles, comforting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thankyou！Lesson Plan InterpretationUnit 4 Unforgettable experiencesThe 1st Period listening &SpeakingGood morning, ladies and gentlemen. It is my great honor to interpret my lesson here and the lesson plan I am going to talk about is from SEFC Book 1 A, the first period of Unit 4 Unforgettable experiences. To make my presentation clear, I’ll explain it in the following 5 aspects: My teaching principles; my understanding of the teaching material; teaching methods and learning ways; teaching procedure; blackboard work.Ⅰ. My teaching principlesFirst I’d like to talk about my teaching principles .In the New Curriculum of senior middle school, the speaking and listening is emphasized and the audio-lingual method is adopted in English teaching. We should offer more opportunities for students to be exposed to more authentic English. And listening at a suitable level is one of the best ways. We should also concern about how to create and present good situations with suitable topics for practicing and learning. So in such a teaching case, the governing guideline is to input enough information to the Ss and to activate the Ss to talk in Englishby providing them with live situations. The main feature is to combine speaking with listening, observing, reading and writing. The good point is that the Ss will know not only how to speak but also what to speak about.Ⅱ.My understanding of the teaching materialIn my understanding of the teaching material, there are three parts: teaching aims & demands, the important functional items and also teaching important & difficult points. According to these, the purpose of the listening material is to help student get familiar with how to talk about personal experience, especially disasters. It demands Ss to pay attention to the detailed information about the material. The purpose of the speaking material is to help the Ss master some useful expressions when they want to show their emotions. In addition , I’d like to divide this lesson’s objectives into three categories.④Knowledge objectiveStudents should know some background information about disasters, some names of disasters and also learn some words and expressions used to describe the disaster such as earthquake. And they should do some speaking practice to grasp some useful expressions about showing their emotions, such asHelp! /I’m afraid to …/Don’t be afraid. /It’ll be ok. /Well done. And so on.⑤Ability objectiveBecause this period combines listening with speaking, the Ss’speaking ability and listening ability should be trained. So in my class I’ll play a story about Hankstam trapped in the earthquake , and teach them a few listening skills. Besides, in order to cultivate their ability of discussion, dialogue and even performing. Students should be asked to talk freely in English with partners by using the useful expressions and then act their dialogues out.⑥Moral objectiveThe speaking exercises help teach students to express their feelings when they are having difficulties and how others would say to encourage or comfort them. So through the dialogue and acting, the Ss are enabled to understand the importance of friendship and love between human beings.Ⅲ.Teaching methods and learning waysNow come to the part of teaching methods and learning ways. In my class, I will take advantage of the situational method and “3 P” teaching method, that is “Presentation”“Practice”“Production”. Besides, I’ll use a tape recorder and somepictures as my teaching aids.Ⅳ.Teaching procedureNow, I’d like to talk about my teaching procedure. I want to carry it out in the following 5steps: lead-in; listening; speaking; consolidations; homeworkStep 1 lead-inAccording to the schema theory, I will ask Ss to recall their own experience of disasters and share it with each other. Get them familiar with what is going to learn and prepare for the listening part.Step 2 listeningAccording to Krashen’s input hypothesis that learners acquire language as a result of comprehending input addressed to them. So a moderate input is necessary. Therefore I will play a story about earthquake to them for understanding. Before listening, Ss are asked to see some pictures and guess what happened in the pictures. A reasonable guess is conductive to their master of the listening material. Then they should finish the questions and fill in the blanks in the book. They can have a discussion when come across some difficulties, finally I will check the answer and make a conclusion by teaching some listening skills.Step 3 SpeakingAs far as I concerned, speaking is the most important section of my lesson so it should be paid more attention to. And at this stage, I adopt the “3 P” teaching method and situational method.First I will invite them to a situation of being Hankstram in the earthquake encouraging them to give out as many expressions as possible ,which is used to express worries and also guess what the doctor will say to comfort and encourage him. They are also asked to read a dialogue to find some expressions for encouragement. After that I will list out more relative expressions on the blackboard. What I am going to do next is to produce half-controlled speaking activity. A student is invited to talk with me about a picture about fire. Here I play a leading role, so my questions are designed to activate him to use these expressions spontaneously. Then the whole class is divided into groups to talk about the pictures separately. Ss are familiar with the situations in these pictures ,for they directly come from our daily life; I will make Ss talk freely, so that they can get full involved in the activity. Before they start, I’d like to remind and encourage them to use those useful expressions. After preparing forseveral minutes, they are asked to act their dialogue out. Step 4 ConsolidationIn this step, students should try their best to recall the useful expressions they have learned in this lesson without looking at their books.Step 5 HomeworkSince the next lesson is the reading course for Ss to improve their reading ability and it is a little difficult, I will ask them to preview the reading part and find out some important words and expressions ,especially verbs in the text. It’ll ensure them to take an active role in the reading course. Ⅴ.Blackboard workThe last aspect of my lesson plan is the blackboard work. On the left is the answer of the listening part; in the center is a form about useful expressions about showing people’s emotions when they are having troubles, comforting or encouraging someone. On the right is the word s and expressions about disaster, earthquake. They should be listed clearly to draw the Ss’ attention again. That’s all for my presentation. Thank you！ss's。
拓展模块Unit11学案(3)
拓展模块Unit11 Grammar学案（3）主备：李荣荣研备：英语教研组时间：【教师寄语】:Our life is precious and limited, not everyone deserves you wasting your energy on.(我们一生的精力十分有限，不是每个人都值得你去浪费口舌。
) 【Learning aims】学习目标掌握Subjunctive Mood的用法【Learning Important and Difficult Points】学习难重点学习和掌握虚拟语气的用法。
【Learning Mathod Guide】学法指导：reading, practice学习过程：【Warming up】课前热身虚拟语气一、语气的定义和种类l、语气：语气是动词的一种形式，它表示说话人对某一行为或事情的看法和态度。
2、语气的种类：(1)陈述语气: 表示动作或状态是现实的、确定的或符合事实的，用于陈述句、疑问句和某些感叹句。
如：We are not ready. 我们没准备好。
What a fine day it is!多好的天气啊!(2)祈使语气: 表示说话人的建议、请求、邀请、命令等。
如: Open the door, please。
请打开门。
(3)虚拟语气: 表示动作或状态不是客观存在的事实，而是说话人的主观愿望、假设或推测等。
如: If I were you, I should study English. 如果我是你，我就学英语了。
May you succeed! 祝您成功！二、虚拟语气在条件从句中的用法条件句有两类，一类是真实条件句，一类是虚拟条件句。
如果假设的情况是有可能发生的，就是真实条件何。
在这种真实条件句中的谓语用陈述语气。
如: If it doesn’t rain tomorrow, we will go to the park. 如果明天不下雨，我们就去公园。
语文版中职英语(拓展模块)Unit 11《On Reading Books》ppt课件1
五、即学即练
C 1.He wrote an excellent prelude ________ the book to be published. A. to B in C. for D. with A 2. It’s time to get up. Let’s _______. A. wake him up B. wake up him D C. waking up him D. waking him up A 3. Mrs. Brown__________ her husband to give up smoking because he was in poor health, but he didn’t listen. A. adviced B. advised C. persuaded D. persuade B 4. Telling lies will not _____ you any ________. A. give, good B. do, good C. help, goodness D. do, goodness
虚拟条件从句的谓语有时用过去时，有时用 “should+动词原形”，也可用“were+动 词不定式”，主句的谓语用过去将来时。 如： If the teacher asked me to solve the problem next time, I could try my best. If he should fail in the experiment this time, he would try again. If we were to leave away, we would not be able to help. (4)虚拟条件句中，如果有were，should或助
初二英语学案 Module 11 Unit2
初二英语学案 Module 11 Unit2一、预习导学:1、做某事最好的时间 _____________________2、达到 ___________________3、给。
照相 _______________4、有时 ____________________5、与。
相比较 _______________-6、整天 _____________________二、学习目标:1、知识目标:词汇:camera , northwest , umbrella , pleasant, southeast , from time to time , fall , compared to句型:Bring a good map because you want to travel around.It ’ s a good idea to bring your camera because you may want to take photos of the autumn leaves.语法:复习动词不定式的用法,继续学习表示可能性的单词和句型2、能力目标:通过学习,能够读懂描述天气的材料,能够就某一问题给出建议, 并使用 because, so 写出原因和说明三、重难点解析1、 Bring a good map because you may want to travel around.也许你想四处走一走,因此要带上一份好地图。
(1 此句为 because 引导的原因状语从句, because 引导的原因状语从句也可以换成 so 引导的结果状语从句,但是, because 和 so 不能同时用于句中,即不可以说because … .so.., 两个连词只可保留其一。
Because I got up late, I was late for school this morning.=I got up late ,so I was late for school this morning. 我因为起床晚了,所以今天早上迟到了。
高三_英语__模块十一unit2_复习_导学案.doc
Step 4 Reading strategy
Understanding incomplete sentences used for emphasis.
26.
因为…而感激某人
26.
thank sb・for sth・/ doing sth・
27.
向公司推荐口己
27.
sell yourself to the company
2&
某事是绝不被接受的
2&
sth. is definitely not acceptab1e
Step2.sentences
1- (Line 2-3, pagel8) We' re going to look atwhat you should doif your application is successful andwhat to doif you" re asked to go for an interview.
ofor job candidates to find out more about the job. Interview process can
sinto three parts: first, p, the k_ to getting the job; second, the intervቤተ መጻሕፍቲ ባይዱew
(译文)：穿煎裤和背心去面试是肯定无法接受的
5. (Linc38-39, page19)The interviewer will not listen to your explanation abouthow bad the traffic was at the roundabout.
Module11Unit2教案
（五）总结回顾（用时5分钟）
今天的学习，我们了解了地点描述的基本词汇和句型，并探讨了它们在实际生活中的应用。通过实践活动和小组讨论，我们加深了对地点描述的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“地点描述在实际生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
在课堂总结环节，学生们对于本节课的知识点掌握情况较好，但仍有个别同学对某些知识点存在疑问。我会在课后及时关注这些学生，为他们提供个别辅导，确保每个人都能跟上教学进度。
二、核心素养目标
Module 11 Unit 2核心素养目标
本节课旨在培养学生的以下学科核心素养：
1.语言能力：通过学习地点相关词汇和句型，提高学生运用英语进行实际场景描述的能力，加强语言表达的准确性和流畅性。
2.文化意识：使学生了解不同场所的文化背景，增强跨文化交际意识，培养尊重多元文化的价值观。
五、教学反思
在今天Module 11 Unit 2“Different places”的教学过程中，我注意到学生们对于地点描述的词汇和句型学习表现出较高的兴趣。他们积极参与课堂活动，尤其是在分组讨论和角色扮演环节，大家都能踊跃发言，课堂气氛相当活跃。
高中英语(模块11)Unit 2 Welcome to the unit全英文教案 牛津版选修11
Unit 2 Getting a jobWelcome to the unitTeaching Aims:1. Arrange a discussion for Ss to talk about job hunting and the qualities that are required for each part for a job.2. Encourage Ss to express their own opinions in the discussion.Try to develop their speaking abilityTeaching Important Point:Develop students’ speaking ability.Teaching Methods:Discussion and free talk to involve each student in class activities.Teaching Aids:1. The multimedia2. The blackboardTeaching Procedures:Step 1 Lead-in by picture.What do we need to do after graduation?We need to find a job.1. Do you have any preparation for finding a job?2. What did you do to prepare for job finding?Have you ever been to any Job Fair? Step 2 discussionWhere and how can you find a job?You can find job vacancies advertised in newspapers.You can find information and help with job hunting in the local job centre.You can write a good covering letter to increase your chance of getting an interview. Doing some charity jobs in your gap year may help find a job in the future. Discuss the following questions in groups.1. Do you think these people are doing the right thing to prepare for getting a job?2. What are some other ways to prepare when looking for a job?3. If you could not find the job you want, what would you do?Homework:Preview the reading part1 / 1。
高中英语(模块11)Unit 2 Reading全英文教案 牛津版选修11
高中英语（模块11）Unit 2 Reading全英文教案牛津版选修11Tips for job interview successTeaching Aims:1.Enhance students’ reading abilities.2.Enable Ss to adopt the strategy understanding incomplete sentencesused for emphasis.Teaching important points:1.Help Ss gain some knowledge about job interviews.2.Help them learn some language points.Teaching methods:1. Improve the students’ reading comprehension.1.Practice to get the students to master what they’ve learnt.2.Discussion to make every student work in class.Teaching aids:1.the multi-media2.the blackboard.Teaching procedures:Step 1. Lead- in with pictures.Step 2 Skimming1. What is the lecture transcript about?2. How many parts does the interview process have?3. What should you do to increase your chances of success in the interview? Step 3 ScanningPara 1-2.1. What is the professor going to talk about?2. What is an interview?3. What’s the purpose of the interview?4. After getting much information about the company, what should you do next?5. How do you practice your interview?6. What should you feel if you are prepared properly?Para 3-61. How many states does an interview process have? What are they?2. How important is the first part, preparation in the interview?3. In order to get prepared, where can you get much information about the company?4. The first impression is very important, how should we prepare for the first impression?Para7-101. What is the best time you arrive for the interview?2. What should you do during the interview?Para 11-121. What should you do after the interview?2. Why do we do this?Step 4 ConsolidationFill in the blanks according to the text.When your application is successful you’re asked to go for an i____. The purpose of the interview is not only to find the s___ person for the position, but also provides o_____ for job candidates to find out more about the job. Interview process can s___ into three parts: first, p____, the k__ to getting the job; second, the interview itself; and finally, what you should do after the interview. Next, think about some questions you might be asked. Don’t worry about having ____ on the day of the interview. First i____ are important, so wearing s___ clothes when you’re go for an interview. When you arrive for interview, make sure you are ____. During the interview, remember to be e____. Using _____ to expressyourself in perfect time. Listen closely and answer carefully. After interview you should follow up by writhing to the company to express thanks.Step 5 Reading strategyUnderstanding incomplete sentences used for emphasis.1)In terms of incomplete sentences to denote emphasis, what parts ofthe sentenceare missing?2) Which words does this kind of sentence often begin with?Analyse the following incomplete sentences.1.Or better yet, do practice interviews with a friend.2. So now I want you to imagine that it’s the day of the interview. Step 6 Language points:1. … you won’t have to answer questions off the top of your head during the interview.off the top of one’s head信口地2. Don’t worry a bout having butterflies in your stomach before the interview.have butterflies in one’s stomach(做某事前)惊慌，紧张E.g. I always have butterflies in my stomach just before I perform on stage.3. Smile when you shake hands with the interviewer and look him or her in the eye.look somebody in the eye直视某人，正视某人E.g. I asked him to look me in the eye and tell me what he had done with my bike.4. You should follow it up by writing to …follow up 对……采取进一步行动，加强E.g. Lucy followed up her interview with a telephone call.5. Nod your head when you agree with…nod one’s head 点头E.g. She nodded her head to show that she agreed with me. Homework:1. Read the passage again after class and underline the difficult and important points.2. Write down the results of the discussion.。