高二英语上册Unit 5教案
Unit 5 Travelling abroad Ｉ.单元教学目标III. 教材分析与教材重组1. 教材分析本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。
学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。
1．1WARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这些问题。
1．2 PRE-READING是READING的热身活动。
提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。
1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。
使学生对比在国内学习与在国外学习的不同。
Try to understand some of the benefits and difficulties she has in London.1．4 COMPREHENDING练习1通过四个问题来检查学生对课文的细节的理解。
练习2以图表的形式来分析在国外学习的利与弊。
练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。
练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。
1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。
其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。
Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。
1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。
首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做的事；听第二遍是要求学生回答五个问题；练习3是填空题。
通过这些题，培养学生学会获取听力材料中的具体用词和细节要点，同时让学生了解有关Peru这个国家的一些情况，为下面的reading and speaking 作铺垫。
第二部分Reading and speaking 作为一个整体教学材料。
阅读部分主要依据地图对秘鲁这个国家进行介绍，要求学生skim(to get the main idea),再scan( to get the details), 然后回答3个Wh-问题。
然后为大家提供了一个旅游小册子，其内容包括在秘鲁旅游的四条路线。
要求学生在读后根据文章细节回答四个问题。
Speaking部分主要是设置了一个情景your group plans to spend eight days in and around Cuzco。
要求学生依据所提供的旅游手册来选择适合自己团队的旅游路线。
进一步了解有关旅游的一些注意事项，并学会表达计划和任务。
这是一个任务型训练题，旨在培养学生的口语表达能力和实践能力。
1．9 WRITING 要求学生给一位即将到中国来学习的美国笔友写一封信，在信中向他介绍中国的一些情况，在中国的学习、生活中可能会遇到的问题及解决问题的办法，告诉他怎样更好的学习中国的文化以及你将提供给他的帮助。
2. 教材重组2.1 从话题内容上分析，WARMING UP 与READING相一致；而从训练目的上分析与TALKING比较一致。
从教材份量来说，可将WARMING UP与Workbook中的TALKING, SPEAKING TASK整合在一起，设计成一节任务型“口语课”。
2.2 可将PRE-READING, READING与COMPREHENDING三个活动整合在一起上一节“阅读课”。
2.3 USING LANGUAGE中的Listening与Reading and speaking都是谈论有关秘鲁这个国家，介绍秘鲁的景色以及在秘鲁旅行的几条路线，内容一致，所以放在一起，设计成一节"听说课"。
2.4可将LEARNING ABOUT LANGUAGE 与Workbook中的LISING STRUCTURES语法练习题整合在一起上一节“语法课”。
2.5 可将Workbook 中的Listening与Reading Task 与Writing Task 整合起来，上一节“综合实践课”。
2.6将WRITING 与Learning Tip 与Workbook中Project整合成一节“写作课”。
3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）1st period Speaking2nd period Reading3rd period Listening and Speaking4th period Grammar5th period Integrating skills6th period WritingⅣ. 分课时教案The First Period SpeakingTeaching goals 教学目标1. Target language目标语言：a. 重点词汇和短语adjust to，advantage，find out ，youth hostels，communityb. 交际用语expressing and supporting an opinionYou might …It’s a possibility...Probably…It’s (very) poss ible that...It could happen.Most probably...It’s not very likely… I doubt it.He/She/They will probably...2. Ability goals能力目标Enable the students to discuss what they would learn when traveling or living in another country. And how to deal with the problems and dangers that could happen while traveling in a foreign country.3. Learning ability goals 学能目标Help the students learn how to deal with the problem that they could meet while traveling..Teaching important points教学重点Let students learn to use the structures of expressing and solve the problems. Teaching difficult points 教学难点How to deal with the problems that are likely to happen when traveling and how to prevent them.Teaching methods教学方法1. Looking at the questions. (individuals).2. Pairs work to discuss and work in groups of four.(task-based , cooperative learning).Teaching aids教具准备1. A computer2. A projectorTeaching procedures & ways教学过程与方法Step I Greeting and RevisionT: Good morning/afternoon, boys and girls! First, let’s check the homework.1.Check whether they have remembered the ten important sentences.2.Check whether they have previewed the new words and expressions in this unit.Step II Warming up*Talk about the problems with the teacher’s help.T: If you had chance to go abroad in the world, which country would you like to visit and why ? and what kind of things would you meet or learn best? Look at the problems on Page 37. You can discuss the following questions with your partner. Qs: 1.If you could go anywhere in the world, which country would you like to visit and why?2. What kind of things would you learn best by being a tourist in a country andwhat would you learn best by working or studying there?3. How differences or easy do you think it is to adjust to living or traveling inanother country? What kind of differences might you experience?4. Have you talked to anyone who has spent some time in another country? Whatdid they find unusual or difficult about it?DiscussionSa: If I had chance to travel abroad, I’d like to visit New Zealand. It’s said that it’s a beautiful country, I’d like to enjoy the beautiful scenery in New Zealand.Sb: If I had chance, I’d like to go to America. Maybe it is better if I could work or study there, then I could learn English well.Sc: I ‘d like to go to Egypt, because I want to know about the ancient culture.T: What kind of things would you learn best by being a tourist in a country and what would you learn best by working or studying there?Sa: When we travel to another country, maybe we could know about the architecture of the country, the beautiful scenery, the economic situation and so on.Sb: When we work or study in the country, maybe we could know more about the manners and customs of the country. We could learn the standard English better, we could communicate with the local people to improve our English.Sc: If we could live with the local people, we could know the proprieties of the country, know more slang, know the difference in time, food, transportation etc. between the two countries.T: Very good. You can think so many things. Have you talked to anyone who has spent some time in another country? What did they find unusual or difficult about it? Ss: Well, I have talked to my friend who had been to a foreign country, he told me something different or interesting in the foreign country. For example, in India, most people don’t eat meat, especial beef, they like to eat vegetables and fr uits, so if you invite an Indian for dinner, never order steak for them.Step III SpeakingT: Well, we talked about the things that we could learn while we traveling or studying in a foreign country. Then, what kind of problems or dangers would happen while traveling in a foreign country? Now, turn at page to P82, try to list the dangers and problems, then discuss ways you could prevent these things happening in groups. The following sentence patterns are helpful for you:You might… Most probably, …It’s a possibility… It’s likely/unlikely that…Probably, … It’s not very likely… I doubt it.It’s (very) possible… He/She/They will probably.It could happen.(After a few minutes)T: Well, are you ready ? Who’d like to show us your opinion?Sa: While traveling, it’s possible that you could lose you way, because you don’t know the country very well. To prevent this:◆You’d better take a map of the country w ith you.◆Don’t leave alone without saying a word.◆Pay attention to the conspicuous signs, for example, some famous buildings,some special road signs so that you can ask the way while you are lost.Sb: It’s likely that we could meet malefactors--- robber, thief or others. Probably, we will be hurt. To prevent this:◆Don’t show your valuable belongings to others.◆You’d better go along with other people.◆Should you face dangers, connect the police.Sc: It’s (very) possible that we could have difficulty in com municating with the local people. To prevent this:◆Try to grasp the simple and basic communicated language◆Try to know about the manners and customs of the country◆Try to be familiar with formality in everyday lifeStep IV Talking (若时间不足，可改为作业)T: OK! So much for the questions. You did a very good job, I’m sure that you have known how to deal with the problems while traveling or studying in a foreign country. If we wanted travel alone with a little money, could you find a good way to save money?Sa: Maybe we could travel on foot or by second-class rail.Sb: We could stay at the small inn to save money, but maybe the situation there is not good.T: Well, there is a good and not expensive place for travellers--- Youth Hostels, Hostels provide clean sa fe place to stay and have community kitchens. Now, let’s read something about Youth Hostels and discuss the questions in groups.(5 minutes later.)T: OK. Let’s look at the questions. Are youth hostels expensive or cheap to stay in? Ss: They are cheap. They offer quality accommodation at low cost.T: Yes. And how many people share a bedroom in a hostel?Ss: There are 4,5, or 6 people.T: What is the advantage of staying in a place with a kitchen when you are traveling? Ss: If there were a kitchen in th e hostel, I could cook by myself, it’s It is good economy to cook on my own.T: What is the advantage of having a Youthpass?Ss: Youthpass offers travelers cheap train fares in most European countries. It can make you maximize your time and minimize your cost.T: How old must you be to get a Youthpass?Ss: For those under age 26 on their first day of travel.T: Why is it a good idea to buy travel insurance?Ss: Because while traveling, we may face unexpected illness or accident, no matter where you go to in the world, the cost of medical treatment can be very high, if you buy travel insurance, it can afford all medical treatment of you while traveling abroad.T: Then would you enjoy staying in a youth hostel? Why?Ss: Though there are many advantages of staying in a youth hostel, I still like to travel in collective tour. Tourists can help each other in case of an emergency.Ss: Well, I like youth hostel very much. Because I like traveling on my own, I like to enjoy the sense of freedom, I can do whatever I like. Also, it’s convenient for traveler to stay in youth hostel.T: Good. There is little time, let’s look at our homework.Step V Homework1．Learn the new words and expressions by heart 2．Let students talk about their experiences of travelling。
英语：Unit 5 the british isles-Reading教案教案(大纲版高二上)
Teaching PlanUnit 5 The British IslesReading THE BRITISH ISLESTeaching objectives1。
Knowledge objectives: To help the students know about the history, geography, climate，languages and culture of the British Isles.2. Ability objectives：Enable the students to describe a place to others in their class，using target language。
3. Moral objectives：To let Students have a brief understanding of culture of the British Isles。
4。
Learning strategies：To some extend, students develop the abilities of study, effective communication，dealing with information and thinking and expressing in English.Teaching important& difficult points1. To improve the students’ reading ability.2。
How to let the students master the knowledge of noun clause。
3. To develop some basic skills of describing a place.Teaching methodsListening，skimming, group work, task—based approachTeaching proceduresStep1：Warming upShow some pictures of UK。
高二英语教案：高二英语上册 Unit5阅读课
高二英语上册Unit5阅读课课堂教学设计实例Unit5 The British Isles--ReadingTeaching Aims:1. Further develop the students' reading ability and reading skills.2. Get the students to know more about the British Isles.Teaching Important Points:1. Train the students' reading ability and develop their reading skills.2. Enable the students to understand the text better.3. Get the students to know more about.Teaching Difficult Points:1.How to make the students know the British Isles very well.2.How to make the students know the text well.Teaching Methods：1. Pre-reading to make the students take interest in the British Isles and have a basicknowledge of the British Isles.2. Fast reading to get a general idea of the text.3. Question-and-answer activity to get the detailed information in the text.4. Practicing activities to make the students use the language they learn in the class. Teaching Aids:1. a computer and a courseware2. a tape recorderTeaching Procedures:Step I GreetingsGreet the whole class as usual.Step II Warming-upT: Today we’ll go to the UK to have a look. When we talk about the UK, what comes to your mind?Ss: Show their different ideas, such as Bid Ben, Buckingham Palace and so on.T: Show the attractions on the screenSs: (Speak out the English names )Big Ben; River Thames; The Tower of Lodon; Buckingham Palace; Stone Henge; Oxford University; Webmister Abbey; The British Museum; The national galleryBeckham; Queen Elizabeth II; Tony Blair; James BondT: Show a small quiz about the UK, including the national flag; the national bird, flower, badgeSs: the national flag-Cthe national bird—robin(红胸鸽)the national flower--rosethe national badge –lion ;unicorn; crown; harpT: Show a video about the UK.Ss: Answer three questionsStep III Fast-ReadingTry to get the main idea of each paragraphStep IV Careful-Reading(Teacher gives students a few more minutes to read the passage to get more details about the text.)Part1:Which of the following is wrong?(careful-reading)Part2:Finish the map on P36.(Write the numbers in the correct places on the map.)(Read together)Part3-5: Answer some questions. (scanning and skipping))Part6:Accoding to the map ,say something about the development of itshistoryPart7: Fill in the blanks on the screen.(Read it together)T:In total, There are six native languages and two local languages. But moat of them are now threatened and may disappeared is a serious matter to the people in Britain. (lead in the discussion.) Step V DiscussionImagine you are a guide of the British Isles, Please introduce the British isles To us -- the tourists?Ss stand in front of the class, introduce the British Isles to the others , using the knowledge they have learned in this class. Step VI: Summary and HomeworkT: Today we've read a passage and learnt something about the United Kingdom and Ireland, especially about the British Isles. Now we all know that the climate there is mild with a lot of rain. There are all kinds of flowers all year round and many trees everywhere. Also there are many cultural relics, places of interest and natural parks. Do you want to travel to England if you have a chance? Where are you going? Today's homework: please make a travel plan for going on a trip through the UK. AtStep VIIpara1:View para3:climate para4:culture para6: history para7:languageStep VIII Record after Teaching1.Ss have got a good knowledge of the British Isles very well.2.The procedure of the whole class is very smooth.3.The discussion should be improved.。
高二英语教案：高二英语上学期Unit 5 Enjoying novels
Unit 5 Enjoying novels教学安排对课本内容进行优化组合，可将本单元分成5个课时Period 1 Reading 1Period 2 Reading 2Period 3 TalkingPeriod 4 GrammarPeriod 1 ReadingTeaching aims:Words and expressions in this session:there used to be, consensus, equality, must have done, in force, get round, deal with, but forThe main grammar in this session: the use of attributive clausesTeaching procedureIn this session, we mainly focus on the learning of the first four paragraphs in the text. By learning the four paragraphs, the students should not only understand the content, but also learn about the back-ground and the uses of the related language points, especially the use of the attributive clauses.1.Lead in1). To introduce the topic by doing the warming up and the pre-reading exercises.2). To ask the students to focus on the English authoresses.2.Presentation1). To ask the students to skim the first four paragraphs to get the main idea.2). To ask the students to read the text again to understand the text.3). To learn about the students’understanding of the text by asking them some questions.4). To ask the students to raise their difficult points in their understanding after reading.5) Problems solving—answer the questions raised by the students.6) Explanation:a. To learn about the background of the English authoresses in the 19th century by learning about the first paragraph.The main points in the first paragraph are the uses of the expressions such as there used to be, must have done, be in force, get round and the uses of the attributive clauses.b. To learn about the first great authoress, Jane Austen and her novel, Pride and Prejudice by learning the next three paragraphs.The main points in these three paragraphs are the uses of the expressions such as deal with, but for and the uses of the attributive clauses.3.PracticePractice using the main expressions and the attributive clauses.4/ConsolidationTo ask the students to say something about what’s been learn in the first four paragraphs.5.HomeworkTo ask the students to review what’s been learned in the first four paragraphs.Period 2 ReadingEnjoying novelsTeaching aims:Key words and expressions in this session:under the name of, see through, hail, stand out, owe to, etc.The main grammar in this session: the nominative absolute constructionTeaching procedureIn this session, we mainly focus on the learning the rest of the text, the last four paragraphs. By learning these four paragraphs, the students should not only understand the content, but also learn more about the other four great English authoresses and one excellent male author, Charles Dickens and their novels. The uses of the nominative absolute constructions are the key language focus of this session.1. RevisionReview what’s been learned in the first four paragraphs by asking the students some questions related to the background of the 19th English literary world and something related to Jane Austen and her novel.2. Lead inTo continue the learning of the text by asking the students some of the questions about Jane Eyre, which is a famous novel known by many people.3. Presentation1). To ask the students to skim the rest of the text to get the main idea.2). To ask the students to read the text again to understand the text.3). To learn about the students’understanding of the text by asking them some questions.4). To ask the students to raise their difficult points in their understanding after reading.5) Problems solving—answer the questions raised by the students.6) Explanation:a. To learn about the three Brontёsisters and the famous novel, Jane Eyre,by learning the fifth and the sixth paragraphs.The main points in these two paragraphs are the uses of the expressions such as under the nameof, see through, the use of the structure sb. find it + adj. to do sth. and the use of the nomi-native absolute construction, “The three Brontёsisters adopting this practice,…”. Besides,the students should be enabled to understand the words and sentences used to describe the novel, Jane Eyre.b. To learn about the fifth premier authoress, George Eliot and her novel, Silas Marner by learning the seventh paragraph.The main points in this paragraph are the uses of the expressions such as ambiguous, make a concession to and the uses of the attributive clauses such as“…a little girl whom he takes in to live with him”, and “…a mistake for which the couple both suffer.”.c. To learn about one excellent male author, Charles Dickens and his novel, David Copperfield by learning the last paragraph.The main points in this paragraph are the uses of the expressions such as regard as, stand out, owe to, benefit from and the uses of the nominative absolute construction, “with the 19th century being regard-ed as ….”, “These women having produced works of the highest quality,…”.4. PracticeTo ask the students to do the comprehending exercises at P43 and the exercise 1 and 2 in Learning about Language at P43 –44.5. ConsolidationTo ask the students to say something about what’s been learn in the last four paragraphs.6. HomeworkTo ask the students to review what’s been learn in the last four paragraphs.Period 3 TalkingTeaching aims:To do the related exercises in the workbook.Teaching procedureIn this session, we mainly focus on the exercises in the workbook.1. RevisionRemind the students of the nominative absolute construction and “the proposal” from the pride and prejudice.2. Lead inTo begin the related exercises by introducing the main story of David Copperfield3. Practicing1). Listening2). Talking3). Using words and expressions4. HomeworkPeriod 4 GrammarTeaching aims:1. To learn about the nominative absolute construction and learn to use it.2. To learn about the novel Pride and Prejudice and do some corresponding exercises. Teaching procedureIn this session, we mainly focus on learning about the nominative absolute construction and how to use it, then we’ll turn to learn about the novel Pride and Prejudice.1. RevisionReview what’s been learned in the text by asking the students some related questions on the 19th English literary world.2. Lead inTo begin the learning of the nominative absolute construction showing the students some sentences with the construction.3. Presentation1). To show the students the samples of the nominative absolute construction.2). To ask the students to translate the sentences and check their understanding of the sentences.3). To ask the students to raise their difficult points in their understanding of the uses of the construction.5) Problems solving—answer the questions raised by the students.6) Explanation:a. To learn about the nominative absolute construction独立主格结构(Nominative Absolute Construction)状语有时可以由一名或代词和另一个成分构成的复合结构担任，称为独立结构。
高二Unit 5 全单元教案Period 6 Integrative Skills(人教版高二英语上
高二Unit 5 全单元教案Period 6 Integrative Skills(人教版高二英语上册教案教学设计)整理Teaching Aims:1. Review the Noun Clauses introduced by “that”.2. Review the important words and expressions learnt in this unit.3. Do some reading and writing to improve the students' integrating skills.Teaching Important Points:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Train the students' writing.Teaching Difficult Points:Improve the students' integrating skills--reading skill and writing skill.Teaching Methods:1. Fast reading to go through the reading material.2. Discussion method to finish the writing task.3. Individual, pair or group work to make every student work in class.Teaching Aids:a tape recorderTeaching Procedures:Step 1: Lead inFrom now, we've got much information about Englishmen, their culture, food, sports, places of interest and so on. From the passage we read in the previous lesson, we’ve known something about the British Isles, the United Kingdom and Ireland. Now we all know England is a good place to travel to. Today we will read a passage about Daniel Defoe’s visit to Salisbury in southern England. What did he see there? What places did he visit? Let’s read the passage and you will find the answers to the questions above.Step 2: ReadingOk, let’s see what Daniel Defoe writes about Salisbury. Read the passage and try to find the main idea of each paragraph.Para.1: The landscape near the city.what did he see all round the city of Salisbury?He saw six hundred thousand sheep fed within six miles of Salisbury.Para.2: Historical relics around the city.Here in this paragraph Daniel Defoe gave us one example----the cathedral.What is the cathedral famous for? The cathedral is famous for the height of its tower. It’s 404 feet high. Daniel Defoe thinks the tower is the highest and the most handsome in England.What does he think of it? The answer is the last sentence of this paragraph.Para.3 What we can see in the city.Para.4: The people, their life, work and culture.How many important kinds of produce and trade are there in the city of Salisbury? What are they?There’re two important kinds of produce and trade in Salisbury. They’re making cloth and sheets called Salisbury whites.How’s people’s life there?Para.5: The wider landscape around the city.How about the hills and fields there?The hill and fields are most beautiful with many small and clear rivers and rich fields bearing fruit and grain.Say something about the hills of Salisbury(The last paragraph)Step 3 Language points:⒈ The number of +复数名词(谓语动词用单数) a number of + 复数名词(谓语动词用复数)E.g. A number of students were studying in the reading-room.⒈ All around the city of Salisbury, as far as twenty-two miles to the west, and six miles south, down to the coast, farmers raise sheep.(此句中farmers raise sheep是句子的主干,前面均是表示方位, 距离的短语做状语. 其中south前面省略to the .由于coast是地势较低处,所以用down to the coast.⒈ ⒈句中fed within six miles of Salisbury是一个过去分词短语修饰sheep，measuring…是一个V-ing短语，修饰six miles of Salisbury。
高二英语教案：高二英语上学期Unit 5 Reading
Unit5 The silver screenReading and writing-Not one lessTeaching PlanPart 1 Say the textⅠThe position and usage of teaching materialThis text is from Unit 5 SEFC Book One published by the People’s Education Press. This unit is around the topic of the Silver Screen to practise various teachings of hearing, speaking, reading and writing . This unit chooses from materials involves the Chinese and Foreign famous movies,fomous actors and famous directors, having the typical ages types, benefitting the student to understand the foreign culture, strengthen consciousness of the word .At the same time ,the teaching of this unit to the teacher's Chinese and Foreign culture has a very high request with accomplishment, vast knowledge etc..Part 2 Analysis of the text:Teaching Aims:1.Learn and master the following words and expressions: areer, director, script, playa role in ,Oscar, award, studio, scene, follow-ups graduate, attack, creature,owe…to…, take off2.Learn and master some sentences about discussion and evaluation of films:What’s the film about?What do you think about the story of the film?How do you feel about the film?I like / don’t like the film because…The film is about… I think the ending of the film is …3.Improve ability and impersonation roles that student'slistening,speaking,reading and writingTeaching Important Point:1.Master The Attributive Clause using Relative adverbs and Prepositions+Relativepronouns2.Learn new words about the Silver Screen3. How to let the students grasp sentences and constuctions about expressing personal standpointTeaching Difficult Points:1.How to write review of the Silver Screen well .2.How to fill up the lack of knowledge about th e Silver Screen for Ss.Teaching Methods:1.Train student to understanding, respect foreign culture by learningthe famous people on the Silver Screen.2.Acquire more extensive English information, expand the knowledgelearned by learning knowledge of the Silver Screen.3. Make use of resources of the Silver Screen to creat and hold opportunity ofstudingTeaching Aids:1.the multimedia2. a tape recorder3.the blackboardPart 3 Saying the students:The SS in our High School are all country Ss.Their foundation is worse, the study is passive, lack the study habit, but the plasticity is stronger and they have rich imagination and a little experience of life,the can solve some problems by themselves..Part 4 Teaching ProceduresIntegrating SkillsThis part reads primarily the film of Zhang Yimou—Not One Less,and learn to make comments on films and write reviews about them.The reading passage is about a film by ine of China’s successful film directors,Zhang Yimou.Instead of biographical information about the director,the text tellswhat one of his recent films,Not One Less(1999) is about.When talking,reading or writing about films,the two important language functions seems to tell what film are about and to give an opinion about them.Step 1. Teachers and the students interaction：The teacher can establish questions to learn about the familiarity with circumstance between Zhang Yimaou and his main works,and that can make the cushion of Not One Less.e.g. What does he do? What is famous for?What films has he directed?What is his recent film?What else do you know about him?Step 2Personal activityTell Ss to read Not One Less to complete the table(next page) with the information from the text.Step 3 Class activityLearn to how to makecomments on a film.and wrete a film review of Not One Less.How to makecomments on a film1.First, tell the story in your own words.2.Next,make comments on different things about the film,for example:How do you feel about the story?Why?Are the actors/actresses very good or not?Why do you think so?Is there a lot of action in the film?How fo you feel about the ending of the film?3. Finally,you have to give your poinion about the whole of the film.Ifyou think highly of the film you may encourage other people to go and see it .Step 4 Group discussionWhat’s your favorite film?What kind of story do you think it is?How do you think of the actors/ actresses?...Step 5 Some languages:1.Mr Tian asks Wei Minzhi to take Mr Gao’s place until he comes back.take sb,s place 或take the place of sb./sth. 代替、取代Can you take my place to clean the classroom tomorrow,Tom?其它表示意思的动词（短语）还有：replace, substitute for, (do) ….instead of , (do)…..in place of但注意下面的词组不同意思：take one’s place 入座、站好位置、取得地位tale place 发生2．She wants them to let her appear live on the air,hoping that Huike will seeher.这里live(/lаīv/) adv. 现场，即不以录音或转播的方式e.g. The concert will be broadcast live. 音乐会将现场直播。
高二英语：Unit5-Green-orchids-more-reading教案(牛津上海版S2B)
Chapter 5 More language input: Helping theEnvironment一、章节分析(Reading section)（一）综述这部分作为本单元的补充材料，在引导学生对文章进行整体理解。
扩展词汇量的同时，让学生了解我们所生活着的地球所面临的各种问题，如污染、温室效应和物种濒临灭绝等等。
意识到人类的生存环境日益恶化，并培养学生的环境保护意识，认识到整个生态环境对人类生存的重要性，从实际生活出发，讨论我们该如何做才能拯救我们的环境。
本课的任务有两个：1.对课文进行整体阅读，扩大学生的相关词汇量。
2.课文中包含的德育思想。
培养学生的环境保护意识，认识到整个生态环境对人类生存的重要性。
（二）教学方法开展拓展性活动，以活动和阅读相结合的方式，理解课文，深化主题。
（三）重点和难点词汇学习(1)核心词汇和短语●be aware of●in a responsible manner●be in favour of●take action●cause●switch to●label●name●available(2)拓展词汇●ozone layer●aerosol can●CFC●deodorant●insect spray●ozone-friendly二、教学设计（Teaching Designs）[链接3]（说明：课文拓展）Helping the Environment1.向学生提供补充阅读材料，说明植物的药用价值。
请学生注意材料中的两个数字，说明植物的药用价值有待进一步开发。
2.课上由各小组代表汇报“对于居住城市的污染情况调查”的结果，教师进行提示，扩大学生的视野。
在班中就汇报内容，简单讨论空气污染、噪音污染、视觉污染、化学污染，水污染和酸雨等对人类造成的影响。
3.在学生阅读课文前，教师可解释一些相关词汇，帮助学生扫清理解障碍，用简洁的英语做解释，并就此引出”ultraviolet rays”等常用词汇，扩大词汇量。
牛津英语高二上Unit 5 教案
Unit 5 Technology All Around UsPeriod 1 Reading: Virtual Reality Teaching Aims:★Knowledge Aims: Know about technological products★Ability Aims: To show one’s opinion on technology★Emotion Aims: To be aware of the effects and influences of technology on people’s daily life Teaching key and difficult points:1.To be familiar with the technological products and be aware of their influences2.Summarize the text and get the main ideaTeaching Aids: computer, PPTTeaching Procedures:Period 2 Language Points of Reading(1)Teaching Aims:★Knowledge Aims: Learn the phrases and new words.★Ability Aims: To master the use of new words and phrases; to fully understand the text and use of past participle phrases used as attributives★Emotion Aims: To cultivate right attitude towards virtual realityDifficult points: generalize the text and master past participle phrases used as attributivesTeaching aids: PPT, textbookUnit 5 period3 Language pointsTeaching Aims:★Knowledge Aims: Learn the phrases and new words.★Ability Aims: To master the use of new words and phrases; to fully understand the text and use of past participle phrases used as attributives★Emotion Aims: To cultivate right attitude towards virtual realityDifficult points: generalize the text and master past participle phrases used as attributives Teaching aids: PPT, textbookUnit 5 Listening Teaching Aims: 1. to be able to pick out relevant information2. to train the listening skills by listening，especially catch numbers statisticsUnit5 Period5 More ReadingTeaching Aims:Knowledge Aims: Know about the useful expressions.Ability Aims: To use the useful expressions freely and learn how technology is used in people’s daily life.Unit 5 Period 6 Language Points in more readingTeaching Aims:Knowledge Aims: Know about the useful expressions.Ability Aims: To use the useful expressions freely and learn how learn how technology is used in people’s daily life.Emotion Aims: Try to cultivate right attitude towards technology.Unit5 Period 7 GrammarTeaching Aims: 1. to learn past participle phrases used as attributives before and after nouns2. Comparing past and present participles as adjectives3. To understand under what condition should present and past participle phrases be used?Unit 5 Period 8 GrammarTeaching Aims: 1. to learn past participle phrases used as attributives before and after nouns2. Comparing past and present participles as adjectives3. To understand under what condition should present and past participlephrases be usedPeriod 9 WritingTeaching Aims: 1. to learn to write a brochure2. to train the writing skills by learning to write a brochure3. to arouse students’ desire tointroduce sth vividly and lively.。
Unit5EducationTopicTalk教学设计-高二上学期英语北师大版选择性
北师大版（2019）选择性必修第二册Unit 5 EducationTopic Talk教材分析：《北师大版（2019）选择性必修第二册》Unit 5 Education Topic Talk是高二英语教材中的一节课，主要内容是教授学生如何进行话题讨论。
教材通过提供一篇话题文章和相关的问题，引导学生进行交流和讨论，培养学生的口语表达和思辨能力。
教学目标：通过本节课的学习，学生将能够：1. 了解并掌握如何进行话题讨论的基本技巧和策略；2. 培养学生的批判思维和思辨能力；3. 提高学生的口语表达能力和沟通能力；4. 培养学生的合作意识和团队精神。
教学重点：讨论技巧和策略、批判思维和思辨能力的培养。
教学难点：如何引导学生进行有效的讨论，培养他们在讨论中发表自己的观点并尊重他人观点的能力。
学情分析：作为高二学生，他们已经基本掌握了英语的基础知识和一定的表达能力。
但是，由于他们缺乏实际运用语言的机会，存在一些口语表达不流利的问题。
此外，学生们在思维能力方面仍然存在一定的欠缺，尤其是在批判性思维和思辨能力方面。
教学策略：本节课需要采取一些策略来激发学生兴趣和积极参与讨论。
结合实际情境和相关语言材料，让学生在潜移默化中提高自身的能力。
教学方法：为了培养学生的合作意识和团队精神，需采取小组合作讨论的方式，让学生相互合作、交流并共同解决问题。
同时，老师应采用启发式教学方法，引导学生主动思考和提出问题，激发他们的思维潜能。
总结：通过教材分析、教学目标、教学重点、教学难点、学情分析、教学策略和教学方法的分析和设计，教师可以更好地指导学生进行话题讨论，培养学生的口语表达和批判思维能力，提高他们的学习兴趣和自主学习能力。
导入环节（约5分钟）：教学内容：介绍学习主题和目标教学活动：打开课本，将标题“Education Topic Talk”展示给学生。
然后，简短介绍本节课的学习主题是教育，并强调本节课的目标是学会用英语谈论教育话题。
高二英语上册Unit 5教案
高二英语上册Unit 5教案Teaching Design for Senior Book 2 Unit 5 the British Isles (Reading)Teaching Aims:1. Improve the students' reading ability.2. Help the students to master the new words and expressions.3. Help the students know more about the British Isles.Teaching Important Points:1. Improve the students' reading ability.2. Help the students know more about the British Isles.Teaching Difficult Point:How to improve the students' reading ability.Teaching Methods:1. Task and Competition methods2. Fast reading to get the general idea.3. Careful reading to master the detailed information in the text4. Discussion to help the students understand the passage better.Teaching Aids.1. the multimedia2. the blackboardTeaching Procedures:Step 1 Greetings and organizationsGreet the whole class as usual. In order to motivate the students, divide the class into two parts to compete in finishing tasks.Step 2 Pre-reading1. Using the four Pictures (Fish and chips, speakers’ corner, Big Ben and the Tower of London) to lead the students to the British Isles.2. Watch a short film to arise the students’ interest and ask them what they know from the film to help them to know something more about the British Isles. For example, what the UK stands for, the weather and the languages on the islands.3. lead-in. Tell the students if we want to get to know the British Isles we can from these aspects: geography, languages, history. Climate and culture. So let’s read a passage about the British Isles. Step 3 While-ReadingTask 1: Fast-reading to match the paragraphs and their topics.Para.1 historyPara.2 languagesPara.3 c climatePara.4/5 culturePara.6 brief introductionPara.7 geographyTask 2: Careful-reading to find out the answers to the questions on the screen.Para 1 what the UK is as it is really?Suggested answer: The UK is really a nation of different countries held together by a common language and culture.Para 2 The British IslesLies off the west coast of Europe.to the west . east .the largest island: consists of is made up of the island west of Britain: Irelandbetween British and Ireland: the Isle of Man Para4-51). From where did the culture of the people in the British Isles receive many influence? Suggested answer: From the culture of the people on the European mainland. 2). how were the languages influenced?People from…settled Formed the basis for EnglishNative population…moved Continued speaking their own languages Conquered by French Ended up with many French words. Para 6In 1066: England was conquered by the French.In 1283: Wales was conquered by England.In 1536: England and Wales formed the Union. 1707:Scotland jointed the Union.England + Wales + Scotland + Northern Ireland = the UK Para 7 What are the characteristics of the languages now?First, English (with many French words) & the older European language, Welsh and Irish Second, six spoken languages as well as two local accents Third, Most of these are threatened and may disappear. Step 4 Post-readingTask1: put the names on the map of the British Isles.Task2: It is possible to swim from the European mainland to England. How far is it and where would be the best place to do so?Suggested answer: Yes, just 20 miles at the southeastern corner of England.Task3: listen to the tape, pay attention to its pronunciation and intonation. Then complete the brief introduction of the British Isles.People used to think that England stands_ _for_ Fish and Chips, the Speaker’s Corner and the Tower of London. In fact, the mainland of Great Britain _consists _of_ three kingdoms. From itscultural diversity, we can see that it’s a nation of different countries held_ _together by a common language and culture. The British Isles are a group of islands __off_ the west coast of Europe. The climate of it is _mild and _rainy__. Its culture has been _influenced by many countries of the European mainland. It is a nation with a _long history. The language is English as well as six__native languages and two local accents_.Task4: Review what components consist of the British Isles.Task5: Find the phase in the test which has the same meaning with the following.Task6:Try to introduce the UK with what you learn in the text.Situation: You are the English. Now your friends from China go to London for traveling. Introduce the UK to them.Location: lie in/to/off/on…be made up of/consist of… be surrounded by… Climate: mild, rainy, pleasant…Places of interest: Big Ben, the Tower of London… Culture: be influenced by…Language: English, six languages, two local accents …Ladies and gentlemen, welcome to the UK. The UK is a country with a long history. … Step 5 Homework1. Retell the text.2. 2. Preview the language points.The Design of the Writing on the BlackboardU nit 5 the British IslesThe British Islesthe UKthe Republic of IrelandBritain Northern IrelandS c o t l a n dW a l e sI r e l a n dthe Isle of Manto be a sign or short form of; represent to stay not far from the shore or another ship stand forbe of great value be very valuable 被……围绕/环绕 由……组成 be surrounded bybe made up of; consist of 在某处; 一度at one pointput something to the best possible usemake the most oflie offbe considered to bebe regarded as E n g l a n dThe Second PeriodLocation: lie in/to/off/on…be made up of/consist of… be surrounded by… Climate: mild, rainy, pleasant…Places of interest: Big Ben, the Tower of London… Culture: be influenced by…Language: English, six languages, two local accents. …The British Islesthe UKthe Republic of IrelandBritainNorthern IrelandS c o t l a n d W a l e sI r e l a n dthe Isle of ManE n g l a n d。
英语高二年级第一学期Unit 5 Animals_教案5-新世纪版
Unit5 Animals【教学内容】Grammar: 不定式的进行时和完成时【教学目标】1．学生能够基本掌握动词不定式不同的时态，语态。
2．学生基本掌握动词不定式的进行时和完成时的运用。
【教学重难点】不定式的进行时和完成时的运用。
【教学过程】动词不定式的时态、语态形式如下（注意否定时not的位置）：一般式（not）to do （not）to be done完成式（not）to have done （not）to have been done进行式（not）to be doing完成进行式（not）to have been doing1．时态（1）一般现在时：不定式一般现在时表示的动词，有时与谓语动词表示的动作同时发生，有时发生在谓语动词的动作之后。
He seems to know this.I hope to see you again.We hope to build up a modern laboratory before long.（2）完成时：不定式表示的动作发生在谓语动词表示的动作之前。
I'm sorry to have given you so much trouble.I'm sorry to have kept you waiting so long.（注意区别：I am sorry to keep you waiting. Don’t leave, please.）He seems to have caught a cold.They are known to have come to a decision on the matter.It was a great satisfaction to have visited our native village.★注意特例：You should(ought to）have switched off the light when you left the classroom. 你离开教室的时候应该把灯关掉。