advertizing(teaching plan)
(完整word版)Teachingplan(thepassivevoiceinthesimplepresenttense)
Teaching planWater The third period -------The passive voice in the simple present tense-----Prepared by Lu PingTeaching objectives:By the end of this lesson, the students are expected to be able1)to understand what the passive voice is.2)to know the verb forms of the passive voice in the simple present tense.3)to master how to rewrite the sentences by using the passive voice.4)to learn to summarize the verb forms of the passive voice in the simple past andfuture tense by themselves.Teaching procedures:I. Warming-up1. Review some verbs’ past and past participles.II. While-task1.Read three sentences and know what the passive voice is.2.Hear the teacher explain the difference between the active voice and the passivevoice.3.Summarize the verb forms of the passive voice in the simple present voice.4.Learn to rewrite the sentences by using the passive voice with the help of theteacher.5.Do some exercises about the passive voice.6.Look at some pictures and then talk about the topic “What is done in ourschool?”III. Post-taskSummarize the verb forms of the passive voice in the simple past and future tense. IV. HomeworkDo more exercises about the passive voice.。
高中英语：Teaching Plan
Teaching Plan 2015.4Teaching content: Working the Land Reading II. Teaching Aims:★Language:1). Students will be able to accumulate some words and expressions related to agriculture or used to introduce a person by accomplishing the tasks.2). Students will be able to tell the differences between traditional and modern agriculture.2). Students will get to know about Dr. Y uan’s personal information through the reading tasks.3). Students will be more clear about how to introduce a person after reading the passage.★:Emotion & attitude:Students will realize the importance of Dr. Y uan’s achievements to man and his noble character.★Culture awareness:Students will be able to know better of the world hunger problem and people’s role to fight with it.II. Teaching strategies:Task-based teachingIII. Teaching aids:Multi-media, etcIV. Teaching procedure:Step1:Warming up1). Watch a short video and answer two questions. (individual work)Q1: How many modern machines appear in the video?Q2: What can they do to help people?2). Discussion (pair work)Q1: In what aspects is traditional agriculture different from modern agriculture?Q2: How do they differ in these aspects?Step 2: Pre-reading1). Watch a one-minute video and answer the following questions. (individual work)Q1: Are you shocked? Describe what shocks you most.Q2: What idea flashes in your mind? / What do you think can help them most?2). Prediction (individual work)Q1: What’s the passage going to talk about with such a title?. Q2: If you’re asked to introduce Dr. Y uan, what aspects will you write about?Step 3: Reading for structure (individual & pair work)What aspects are mentioned in each paragraph?Step 4: Reading for information (individual & pair work)1). Read para.1 and finish the personal information card of Yuan2). Read para.2 and find out what happened in these years.3). Read para.3 and answer two questionsQ1: What’s Dr. Yuan’s attitude towards fame and money?Q2: How does he spend his spare time?4). Read para.4 and describe Yuan’s dreams.Step 5: Reading for thinking (group work)What kind of person is Dr. Yuan? Why?Step 6: SummaryStep 7: Homework1. Reread the passage fluently and try to appreciate the beautiful sentences.2. Write an awarding speech according to the given requirements.。
甘肃省酒泉市高中英语：TEACHING PLAN精品教案
《TEACHING PLAN》教案设计Teaching Aims:1.To make sure that the students can understand the content of the text and know the different music forms in America.2.To practise the students’ spoken English and the skills of deali ng with a passage.3.To enable the students to understand that music is one of the uni versal languages in the world and we have other universal languages.4.To lead the students to feel the beauty from music and enlarge th eir interests to music.Teaching Important Points:1.To grasp the meanings of the following phrases and words:used to do sth music styles have--- in common with combine ---to a wide variety of blues music pop music rock music hip-hop and ra p Latin music sounds rhythm rapper2.Students try to summarise the main idea of each paragraph.3.To make the students know some music forms in the world.4.To lead students to feel what music can bring to us.Teaching Difficult Points:How to express their feelings after they appriciate a piece of mu sic and how to understand that music is simply one of the universal l anguages in the world.Teaching Methods:Single work and group workTeaching Aids:The multimedia a recorder and a tapeTeaching Procedures:Step I Greetings and Revision ( 4 minutes )1. Greetings between teacher and students.2.Dictate the words and phrases learned in last lesson quickly.(S tudents hand it in)Step II Warming up and lead – in ( 9 minutes )1.Ask two groups of students to have dialogues about music. (Stud ents must prepare them in advance.)2. Teacher asks the following questions after the dialogues.(Students have to finish them by single.)i. Do you like music?ii.When you listen to a song , do you listen to the words or the musi c?iii.Do you like to listen to music from other countries?iv.Could you tell me some words that you can think of about music? (a ll the students have a brainstorm and teacher writes them on the blac kboard.)pop music classical music rock music folk music hip-hop rap musi c rhythm lyrics musical instruments tape MP3 singer writerv.Teacher: Do you know any other music forms ? Now let’s listen to s ome pieces of music and guess what forms they belong to .(Play some p arts of music to the students on the multimedia and lead them to know the blues music , jazz and Latin music)Teacher: Do you want to know any characteristics of the music ? Ok! N ow lets learn some forms of American music and their characteristics. First let’s listen to the text together..Step III Reading ( 29 minutes in all )Listening ( play the tape ) (4 minutes)Students have to answer the two questions after they listen to the ta pe.( ask the two questions in advance.)How many music forms does the text tell us? What are they ?Students answer: 5 kinds of music They are : blues and rock, hip-hop, rap, Latin music and jazz ( Write them on the blackboard)Fast reading (5 minutes)1.Students find out the main idea of each paragragh by fast reading.2. Students state their answers and then teacher shows the answers on the multimediaPar 1 There is a world of music out there.Par 2 Blues music has a long history.Par 3 Today’s America music culture contains many different styles.Par 4 Latin music has spread all over the world.Par 5 There is a wide variety of new music to be discovered in every corner of the world.3.Teacher : Can we find the main ideas directly from the text ? (Yes, but sometimes they appear in the middle or in the end. And sometimes you have to sum up them by yourselves.)Intensive reading:(10 minutes)1.Students read the text one by one and try to understand the whole t ext.2.Tograsp the meanings of the words and phrases. (Show them on the screen)performer bands sounds rhythm on the radio used to sing blu es music jazz rock music hip-hop music rap music Latin music a wide variety of have --- in common with3.To play a piece of hip-hop music and let the students try to say something about their understanding to it. (oral English practice )Students try to sum up the characteristics of the music in their own words or directly from the text.Post-reading: (10 minutes)Students answer the following questions on the book.(single work)1.Where does blues music come from ?2.What does t he word “rap” mean ?3.Why is Latin music so popular in the US ? Is it popular in China ?4.Is music a universal language ? Are there any other universal langu ages ?i.Students try to understand what universal languages are and then sum up other universal languages: dancing, painting, photographs, arc hitecture,.statues.(write them on the blackboard )ii.To lead the students to sum up the common charateristics of the universal languages.( they are beyond languages and they can express the common themes of the mankind such as love, friendship and other e motions and the beauty of nature. Peaple all over the world can under stand them .)5. What can you feel while you are listening a piece of music?(lead students to answer with some adjectives and nouns and teacher write t hem on the blackboard )Students finish exersise2 on page 74. Then check the answers togethe r. (group work)Step IV Summary ( 2 minutes)What we have learned from the text. ( sum them up together wit h the students.)1.The different music styles in the world.2.The characteristics of some music styles.3.What can we feel from music – the univeral language.Step V Homework (1 minute)1.Read the text after class again and remember the key words and phra ses.2.Write a short passage of about 50 words to talk something about yo ur understanding to music or any other form of the universal languag e.3. Review language study part.The handwriting on the blackboardUnit 11 The sounds of the worldI Brainstormwriter tape MP3pop music singer rap musicclassical music musical instrumentship-hop musicrock music folk musiclyricsII The key words and phrases in the textperformer bands sounds rhythm on the radio used to sing blues music jazz rock music hip-hop music rap music Latin musi ca wide variety of have --- in common withIII kinds of musicblues and rock hip-hop and rap Latin music jazzIV The universal languages;dancing music photographs paintings architecture st atuesV How and what do we feel when we are listening to a song?How: beautiful happy sad excited disappointed soft n ice quiet worriedWhat : love happiness quiteness sadness excitement disappoint ment river mountain lightening nature。
高中英语-Teaching_plan_for_lesson_1,_Unit_4,_senior_5_First_aidAqAwHP
Dos(you should do)
Don’ts( you shouldn’t do)
Ss read the subtitle and number the orders.
Ss seethe statement at first, and then scan the reading directly.
Part 3(one question)
How many types are there?What are they?
Part 4 T makes the Ss observe the picturesfrom Exercise2, and asks them to read the part 4 of reading. Then Ss labelthese picturesquickly. (Exercise 2)
Q1. What kind of first aid should we give in these situations?
Step4
Fiveminuteslater, T encourages several representatives of groups to do reportwhile performing with his/her partner. (Maybe T should give some key words or phrases under those pictures.)
引导学生想得更多有关事故的事情，借此让学生复习一下之前所学词汇。
让学生意识到意外事故的危险性，并意识到急救的重要性。
让学生学会一些最基本的急救方法，并能应用于实际生活，在此过程中也练习了学生的囗语表达。
Teachingplanforthisunit15（人教版高三英语教案教学设计）
Teaching plan for this unit 15(人教版高三英语教案教学设计)Aims and demands:通过本单元教学，学生应能熟练地运用表示“邀请”的常用语；复习谓语，情态动词和实义动词的时态；了解应如何地阅读，以及怎样做一个好的听者。
Importance and difficulty:1. Words and expressions:dip into, look our for, refer to , get at , respect, enlarge, digest, come across2. Important sentences:1) Imagine that you have found a good story, and , what is even more important, the time to enjoy it.2) Do not start a book unless you can see from the first few pages that it is one you can easily read and understand.3) The more we practise, the better we get at listening to speech in a foreign language.4) Then it will be someone else’s turn.3. Grammar:1) If he comes, I will let him know.2) You’r e always making the same mistake.3) I didn’t expect to meet you here.4) If you have finished reading the magazine before I leave, please give it back to me.5) He suddenly remembered that he hadn’t locked the door.6) Given more time, we could finish it.7) The ground is wet. It must have rained last night.4. Useful expressions:1) Would you like to …?2) I’d like to invite you to…?3) Have dinner with us , will you?4) Yes, I’d love to ….5) I’d love to , but……Lesson 57 On readingAims and demands:1. Develop the Ss’ four skills , listening , speaking, reading and writing ability.2. Let them know how to read different kinds of books.Importance and difficulty:Let them have a good understanding of the text and do the deeper understanding comprehension .Teaching methods:Reading and comprehensionTeaching aids:Tape recorder and some slidesTeaching procedure:Step 1. New wordsStep 2. Warming upDiscussion: 1. What do you enjoy reading most?2. What do you enjoy reading least?3. What good books have you read recently?4. What good stories have you read?Step 3. Fast readingRead it quickly and find the answers to the two questions at the top of the text.1. What are the three methods of reading which are described?Tasting, swallowing, and chewing-and-digesting.2. What is the most important piece of advice in the text?Enjoy your reading.Step 4. Careful readingRead it carefully and have a good understanding of the text.Complete the following form on reading .Situation What you should doIf you pick up a travel book just to read it before going to sleep It is enough for you to dip into it and read bits here and there. This is “tasting”.If you have found a good story and the time to enjoy it You might go over it quickly from the beginning to the end, for it is so good that you cannot put it down. This is “swallowing”.If the book you have is on a subject that you are interested in You will want to “chew and digest it”.Read it slowly and carefully.If it is not a story You may get an idea of the organization of the book. Read the back cover and the introduction. Look at the pictures and the short texts below them. Turn to the front of the book and look at the contents.When you read a book for the first time You read a chapter quickly to get a general idea. Then, if you wish, you can read it once again more slowly.When you want to use a dictionary You should know that you use it when necessary. Do not stop every time you come to a work or phrase you do not know. Quite often you will find the unknown word appears again, perhaps several times, and by the end of the chapter you will have guessed its meaning.If you do not know what to read You may start by making a list of all the types of books that you enjoy reading in Chinese.Step 5. ComprehensionNumber these subjects in the order in which they occur inthe text.Page 14.Step 6. Note making.Write down in your own words the advice the writer gives in the text. Page 14Step 7. WorkbookStep 8. Comprehension exercises---- paperStep 9. Listening and find out the importance and difficulty Homework. ABCLesson 58 The art of being a good listenerAims and demands:1. Develop the Ss’ four skills: listening , speaking , reading and writing ability.2. Teach them how to be a good listener.Importance and difficulty:Have a deeper understanding of the text and do the comprehension exercises.Teaching methods: reading and speakingTeaching aids: tape recorder and some slides .Teaching procedure:Step 1. Warming upAsk Ss what they have learnt about reading in the previous lesson.Ask them to talk about any techniques of their own which they find useful.Step 2. Presentation and reading for general understanding Read the title of the text aloud and get the Ss to talk about the Chinese character ting in the picture.聽 Read the two comprehension questions aloud, then allow the Ss enough time to read the text and compare their answer inpairs.1) Mainly about listening to people.2) Both advice and information.Step 3. Reading carefullyWhen you listen to someone,what should you do?Look at the speaker as Listen with completea sign of respect . attention, and withcomplete respect forthe other person.You should look at the speaker as a sign of respect while you are listening.You should listen with complete attention , and with complete respect for the speaker.More tips on First …becoming a Second …good listener Third …1)Take turns to listen.Don’t all try to speak at the same time when you are in a group.Listen without interrupting, and stop other people from interrupting.2)Do not give advice when your friends have problems. Ask some questions instead, such as “What do you want? How do you feel about it? What are you afraid might happen?”3) Listen and be quiet while others are talking.Step 4. Note making and discussionStep 5. WorkbookStep 6. Comprehension exercise ----paper exercisesHomeworkLesson 57~58Aims and demands:Grasp the language points.Importance and difficulty:Let them know the usage of the language points.Teaching aids:Some slides and a small blackboard.Teaching procedure:Step 1. Translation1. 有些书是应当尝尝滋味的，有些书是应当吞下去的，有少数书是应当咀嚼和消化的。
初中英语人教版八年级下册Teaching Plan
Teaching PlanUnit3 Grammar Focus(Review) Go for itYao LiGuandu Middle School Attached to Yunnan Normal University1. The Analysis of textbook:The major content of this part is to facilitate students who are in the second term of junior 2 a better understanding of "Could+ please+ do sth.". 4a is designed so as to check the students' cognition of Permission and Request by the usage of this sentence. The exercise of 4b is regarded as the purely grammatical test.2. The Analysis of StudentsThe students who will begin to learn this part are those who have accomplished the study goals in previous two chapters and in previous part, which indicated that they have a perception of "Could". For some of the elites in the class, this class and its contents which will be delivered by the teacher are not new to them.3. The Goal of This Class:Based on the guidance of comprehensive abilities, the students who learn or review grammar is not solely concentrate on grammar itself. Thus, the goal of this class includes:⑴Knowledge & Skills: To know the "Could+ "from communicative prospect and grammatical view;⑵Process& Steps: group discussion is the inspiring mode of learning. The goal of language learning is to communicate with people, thus the spirited team work is encouraged in this class;⑶Attitude and Values: "Could" sentence can be considered as a ice breaking word in daily life. The students are encouraged to break the ice not only in English learning class but also under any circumstances of English-speaking if possible.4. The Key to This Class⑴To review the sentence : Could+ sb.+ do +sth?⑵To know the preliminary purpose of "Could+ sb.+ do +sth."5. The Difficulties of This Class⑴The purpose of applying this sentence: request & permission⑵The applying of this sentence in real life.6.Teaching Method⑴Task-oriented teaching, ⑵group discussion ⑶Q-A enlightenment and learning grammar in real setting ⑷exercising (5) inspiring students by coupons7. Teaching Aid:Multi-media recourses: Presentation facilitated by ppt;Cards;Bookmarks(coupons)8. The Processes of Teaching:⑴Step One: Warming up (5 minutes)①Read the phrases on the guide paper before the class;②Flash Cards: Students are required to stand up at the sight of flash cards. Those cards include: phrase in Chinese and phrases in English.Those students who get the first place among the whole class will gain coupons.③Brain Storm: How many "Modal Verbs" you have learnt till now? What are they ?⑵Step Two: Sentence Review (15minutes)①Task One:Group Editing-- Work in groups to correct four sentences on the screen.(The summary will be conducted while the correction. By doing this, the syntacticstructure has been repeat.)②Task Two:Making Dialogue-- Work in groups to make the dialogue based on the comics strips on the screen. Time permitting, students are asked to act them out.※③Task Three: Fill in the blanks of the exercise on the book 4b.（This is a flexible session, which will adopted based on the performance of both teacher's and students'.）⑶Step Three: In-Class Learning--To Carry Out a Survey(10 minutes )①Task One: Survey& ReportStudents are asked to conduct a survey in the whole class.The Group Leaders finish one of the chart and calculate the result by asking Could questions: approvals& refusals;One of the members in the group come to report their findings.(2-3 students)②Task Two :Discussion & FoundWork in groups to find the purpose of Could: permissions & requests. The discussion will be carried out based on the results in Task One.Finish the exercise of 4a if possible.⑷Step Four: Summary and Deep Thinking(5 minutes)①Review the sentence structure and think another question: the use of Could in another settings( homework.)9. Contents on the BlackboardUnit 3 Could you please clean your room?Grammar Focus1. Some difficult phrases: do chores, get a ride...2. could3. Could sb. please(not ) do sth.+Yes,..No,...4. Survey results:Permissions& Requests(examples)10. AssignmentStudents' homework based on their coupons:巩固复习理礼包/总结归纳题/视频表演礼包。
高一必修四Teaching Plan优秀教案
Teaching Plan高一许至Book4 Unit1 Women of achievement Reading A Student of African Wildlife1．教学目标语言知识：能正确理解本文内容；通过讨论解决难点，认识Jane Goodall 的伟大品质及保护野生生物的重要性。
语言技能：通过Skimming, Scanning, Retell 等阅读技能的训练，提高学生的自主性阅读理解能力。
学习策略：通过自主性阅读和小组讨论训练学生自主探究和合作学习的学习策略。
情感态度：学生通过参与课堂教学活动，激发学习热情，产生学习兴趣，加深对伟大女性的认识，提高自身素质。
2．教学重点与难点教学重点：训练学生的Skimming, Scanning等阅读技能。
教学难点：Discussion3．教学方法多媒体辅助下的任务型教学，学生合作学习与自主学习4. 教学过程Step 1 Pre-readingTask 1 Leading in (5m.)观看一个关于野生动物保护的公益广告（1-2 分钟）,引出文章主题 A Student of African WildlifeTask 2 创设问题情境：If you would take a job of studying chimps, where would you go? Go to the forest in Africa or go to a university?Step 2 While-readingTask 1 Skimming从整体上把握文章，通过已知内容找出文章的主要内容Main ideaThe passage is mainly about how Jane Goodall worked with _______ in their environment and help people __________ and ________ the life of these animals.Task 2 Scanning (Pairwork)快速阅读文章吧每段的段落大意搭配起来Read the text quickly to match the main ideas and the paragraphs. (on page 3 Q Ⅱ)A student of African wildlifeTask 3 Comprehending1.What did the group do first in the morning? They __C___.A.went into the forest slowlyB.left the chimp family sleeping in the treeC.observed the family of chimps wake upD.helped people understand the behaviour of the chimps2. Why did Jane go to Africa to study chimps in the wild? Because she wanted A .A.to work with them in their own environmentB.to prove the way people think about chimps was wrongC.to discover what chimps eatD.to observe a chimp family3. Jane was permitted to begin her work after __C__.A. The chimp family woke upB. she lived in the forestC. Her mother came to support herD. she arrived at Gombe4. The purpose of her study was to __C__.A. Watch the wild chimps in cagesB. Gain a doctor’s degreeC. Understand and respect the lives of chimpsD. ive in the forest as men can Task 4Details-readingThe first paragraph The whole dayThe third paragraph True or false:1. She hopes that chimps can be left in the forest.2. She has helped build many homes for the wild animals to live in.3. She has spent about forty years helping people understand her work.4. Once she stop working, all the scenes of chimps in the laboratories will appear in her mind.The fourth paragraph Jane’s achievements:Working with animals in their own environment. Gaining a doctor’s degree. Showing that women can live in the forest as men can.Step 3 Post reading学生通过略读查读和细读，抓住了文章脉络，理解了文章内容，在此基础上，要求学生快速完成练习。
八年级教案Teaching Plan L4 B2
八年级教案Teaching Plan L4 B2Grade 8 Teaching PlanLesson 4, Book 2Objective: By the end of the lesson, students will be able to use adjectives to describe people and things accurately.Warm-up:- Show pictures of different people to the students and ask them to describe what they see using adjectives.- Give examples of adjectives to describe people (e.g. tall, short, friendly, funny) and have students come up with their own examples.Introduction:- Review the concept of adjectives and their function.- Explain that today, we will focus on using adjectives to describe people and things accurately.Activity 1: Describing People- Give each student a picture of a person.- Have students work in pairs and take turns describing the person in their picture using adjectives.- After both students have described their person, they can compare their descriptions to see if they match.Activity 2: Describing Things- Show pictures of different objects to the students.- Ask students to describe the objects using adjectives.- Encourage students to think of specific adjectives that accurately describe the objects (e.g. soft, round, shiny).Practice:- Give students a worksheet with a list of adjectives.- Have them match the adjectives to the appropriate pictures of people or objects.Application:- Ask students to choose one person they know well (e.g. family member, friend) and write a paragraph describing them using adjectives.- Encourage students to be specific and use colorful language to make their descriptions more interesting.Wrap-up:- Have students share their paragraphs with the class.- Discuss with the class how adjectives can help us create more vivid descriptions and make our writing more engaging.Homework:- Assign students to find three different objects at home and write one sentence describing each object using an adjective.Assessment:- Evaluate students based on their ability to accurately use adjectives to describe people and things in their written and spoken work.。
九年级英语 Unit 5 Teaching Plan教案 牛津版
9A Unit 5 Films Teaching PlanPeriod (1) ic strip and wele to the unitObjectives●To understand vocabulary relating to films and being a director●To talk about different jobs in the film industryProceduresStep1 Lead-inTalking about students’ future pla ns.I would like to be …I want to be …I hope to be …I plan to be …I would rater be…I prefer to be …Step2 Wele to the unit1．Talking about being a director.1）Most people like watching films. Would you like to be a director or a actor/ actress?2）Do you know what you should say when you’re filming something?Stand by!Action!Take two !Good take!2．plete Part A by the students themselves.3．Check the answers and try to explain them.4．Read them together.5．Practicing being a director.Director Sun Director ZhangGet ready for action! Stand by !Start ! Go ! Action !Another one ! (Once more!) Take two!A good job ! Good take!6．Would you like to join the film industry? What would you like to be?Read the dialogue together as a model.（Part B）7．Make a similar dialogue by students themselves.Step3 ic stripT : Do you think Eddie can be a superstar?1.Read the ic strip and answer the questions.1)What does Eddie think of himself?2)What advice does Hobo give Eddie?3) Why does Eddie think he should be in Hollywood?3. Listen to the tape and imitate Eddie and Hobo’s pronunciation and intonation.4. Read the conversation in pairs and try to act it out.Step4 Do the consolidation exercise.Step5 Homework1.Make up your own dialogues.2.Finish the xercises.Period (2&3)ReadingObjectives● To understand key vocabulary related to a profile of Audrey Hepburn● To learn how to describe one’s life in the correct chronological(按年代顺序排列的) order● To learn some phrases and expressions and try to use them fluently. Procedures1.Step1 Pre-reading1.As we all know, most great films were made in Hollywood. Can you tellme some names of them?2.Let’s learn something about Hollywood. Enjoy some pictures about it.3.Today we’ll learn something about one of Hollywood’s all-time favoriteactresses------ Audrey Hepburn.Step2While-reading1 Watch some beautiful pictures and learn something about Audrey Hepburn.Oscar Best Actress Tony Awards2. Listen to tape and repeat silently, then try to find out some informationabout Audrey’s profile. humanitarian balletRead all the new words after the teacher.3. Read the text again and try to find out Audrey’s works mentioned in the text.4. Find out the big events or achievements of Audrey’s by reading the textagain.5. Read the new words after the teacher.Step3After-reading1. Discussion: Why could Audrey be so successful and great? What can makea person be successful? Give the students some suggestions.2. Who do you know are also humanitarians?3. Read the text one paragraph by one paragraph.4. Check the exercises in the book.5. Analyze and practice the useful expressions.Language points:1)她不仅在美国，而且在世界的其它地方都有名。
unit18teachingplan（人教版高二英语下册教案教学设计）
unit18teachingplan（人教版高二英语下册教案教学设计）CONTENTSI. Brief statements Based on the Unit 2II. Teaching Goals 2III. Teaching Plan: (Six Periods) 2Warming up &Reading 3Listening and Speaking 6Integrating skills (WB) listening (WB) 7Grammar (9)Integrating skills SB 19TEACHING PLAN FOR UNIT 18 (Book 2B)InventionsI. Brief statements Based on the UnitThis unit mainly talks about inventions and what qualities we should have to create new things.. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about inventions, but also learn what to do to develop creativity.In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about inventions. The Grammar-the attributive clause is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It not only helps the students learn to give definitions to new things, but also reviews this part of the grammar as a whole.All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.II. Teaching Goals1. Talk about inventions.2. Practise describing inventions.3. Review the Attributive Clause.4. Write a process essay..III. Teaching Plan: (Six Periods)Period 1&2: warming up and readingPeriod3: listening and speakingPeriod4: integrating skills (WB) and listening (WB)period5: Grammarperiod6: integrating skills(SB)Warming up &ReadingGOALS:To learn some basic knowledge about inventions in the 20th century which have changed our modern life so much..Get the students to grasp the main idea of the passage and help them to understand the passage better.Help the students to learn to be more creative.Learn some useful words and expressions.TEACHING PROCEDURESI. Warming up1. Lead-inShow pictures of four great inventions of ancient China.Say: Talking of inventions, we couldn’t help thinking of four great inventions of ancient China. Can you mention them? What are they?China has a history of 5000 years. In history, four great inventions stand out in the hall of glory, which we are most proud of. They are the compass, paper, printing and gunpower. It shows that China led the world for centuries in science and technologyin ancient times.2. BrainstormingShow pictures of inventions in the 20th century which have changed our modern life so much.Say: What inventions can you think of which are invented in the last century?In the first twenty years:In the 1920s:In the 1930s:In the 1940s and50s:In the 1960s to 80s:In the last ten years of the century:3.Discussion:Q1: What are the functions of the inventions?Q2: Are there any disadvantages of these inventions? If so, what are they?Q3: Do you like all these inventions? Why or why not?Q4: Have you ever heard of any inventors? Who are they?4.Warming-up:Individual work: Is there anything you would like to invent? If so, what and why?Practice: Match each picture with the correct description below.5. Discussion:1) Which of these “inventions” do you think would be useful? Why?2) Are there any disadvantages in them? If so, what and why?3) What can we do to improve them?4) What can we do after inventing new things?ReadingStep 1 Lead-in1) Wh at do you think “high tech” means?2) What do you think “state of the art” means?Which one in the three pictures “is state of art”?3) Can you think of any other “state of art”?4 ) How did people make them? Did people make them by accident?Step2 Reading1 Skimming1) Are some people born creative, or is it be possible to be creative?2) Do you have to be very intelligent to be an inventor?3) How do people come up with ideas for new inventions? How many ways are mentioned?2 ScanningGet the students to read the passage more carefully to carry out the following tasks:1) Find out the meaning of each way.2) Do some exercises, according to each way.Think outside the box:A plane crashed. Why nobody in the plane was injured?When we cut a corner from a square-shaped desk with four corners, how many corners are left?Why can a frog jump higher than a tree?Take another look at it: Analyze some pictures.Make connections: Some inventions made with connections Keep trying: Some famous scientists that kept trying and succeeded.3 True or False.4 Deal with language points.1) be born+ adj./n.He was born blind.She was born a singer.2) come up withCan scientists come up with ways of predicting tsunami（海啸）？3) allow forWe must allow for the bus being late.4) get/be stuckThe car got stuck in the mud.5) break away fromTaiwan is part of China. It can’t break away from China.6 be aware of/that-clauseAre you aware of your mistake?She became aware that something was burning.Step4 Post-reading1 The following examples have been fixed up. Can you place them in the right titles of the passage?1) According to Leonardo da Vinci, problems which had seemed impossible could be solved if he changed the way he described the problem.2) Thomas Edison made a rule saying that he had to make an invention every ten days.3) Mozart, who lived in Austria, wrote more than 600 pieces of music.4) Einstein, who changed the world of physics forever with his Theory of Relativity, preferredimages of numbers.3) Samuel Moorse, the man who invented the telegraph, got his idea by watching a rider exchange a tired horse for a new one.2 How do you understand the title of the passage?3 What other rules should you have if you want to be creative?4 Of all the rules above, which one do you think is the most important? Why?Step5 HomeworkWrite a passage to tell what rules you should have if you want to be creative, which one is themost important and explain the reasons.Listening and speakingGOALS:To enable students to know how to protect the patent rights and what an invention should be like..Improve the speaking ability.Practise supporting an opinion.Have a better understanding of intellectual property rights.Teaching Procedures:I. Listening (SB)1. Pre-listening: Go through the questions in Part1 and ask Ss what we should do to protect our patent rights2. While-listening: Listen to the tape and finish exercises in Part1&2.Check the answers at last.3. Post-listening: Discussion:What should a new thing be like in order to be given a patent?2．SpeakingStep 1 Warming-up1.With the development of the technology, our society has greatly changed. Have a discussion:1). What advantages have cars brought us?(convenient, travel fast, supply more posts, …)2). What benefits have we got from computers?(get more information, make communication easier, develop economy …)2. What do you think of the inventor?(Make the Ss aware of the importance of knowledge and try to learn harder.3. Suppose you have invented an inflatable bike, what should you do?State Intellectual Property Office (SIPO) (国家知识产权保护局) apply for a patentpay attention to the time limit of a patentStep 2 Speaking1. The patent officer will ask you some questions. Think over what questions will be asked?1) How does you invention work?2) Why are they useful?3) What does it look like?4) How much does it cost?5) How do people use it?… …2. Now you are in the patent office and want to apply for a patent. Look at P38. Suppose you are one of the inventors, make a dialogue with a partner. One is the inventor and the other is the patent officer.Model:( I-inventor; P --- Patent officer)P: Now, please explain how your inventions work and why they are useful. Your invention is a car that uses water instead of petrol, isn’t it?A: Yes, that’s right.P: What does it look like?A: It looks like an ordinary car. Here’s the picture. Please have a look.P: Oh, it looks beautiful. What’s it made of?A: It’s made of a new kind of alloy, which is much lighter.P: Does it cost more?A:A little bit. But it can save much more energy, so lots of money is saved. Besides, there is something even more important. It is good for our environment. It doesn’t pollute the air.P: Sounds great. Thank you.Step 4 Homework1. Discuss: What qualities should one have to be an inventor to create new things.2. Preview the integrating skills WB3. Learn the new words of this unit by heart.Integrating skills (WB) listening (WB)GOALS:Learn a reading passage to imp rove the students’ reading ability.Introduce more cool inventionsListening practice to improve the students’ listening ability Teaching Procedures:Integrating skills WBStep 1 RevisionSay : What are the Four Great Inventions of ancientChina?As modern men, we are so used to so many inventions that we do not realize how much they have changed our lives. Eyeglasses and sewing machine are two examples. Another, and perhaps more obvious, example is television, which has soaltered our way of life that we just cannot imagine what our life would be like without it.What kind of modern invention do you know?Step 2 Fast-readingGroup projectReading the passage in your WB, Then discuss with your group members to complete the chart below with the information from the textinventions Possible usesInvisible paint 1,interesting clothes2,Help doctors see through the skin/hide thingsTiny robot help doctors operate on people in a safer and less painful wayStep3Say: In our reading text, it describes new inventions and ideas. Some already exist and others may be come reality within 20 years.Today,I will show you more inventionsConclusion:Every invention can be of great value .But it is an easy thing to make an invention.Everybody, I think have the answer. Before an invention, inventor must have an idea, then make experiments again and again .perhaps making many errors and at last gain success. Remember success comes from failure. Any invention also experiences many hardships.Discuss: What qualities should one have to be an inventor?Listening WBStep 1 pre-listeningGeorge Stephenson ,a famous British inventors, made the first train, using a steam engine in 1825Step 2 Listen to part1 of the tape .choose the best answers.Step 3 Most great inventors often meet with a lot of trouble in their work. Listen to part 2Homework:Finish WB VocabularyPreview grammar:Grammar: The attributive clauseTeaching Aim:1. Revise the Attributive Clause, including the Restrictive Clause and the Non-restrictive Clause.2. Revise the use of relative pronouns and relative adverbs.3. Tell the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clauseTeaching Important Point:The usage of relative pronouns and adverbsTeaching Difficult Point:Help the students to master the way of choosing a relative pronoun or a elative adverb correctly, telling the differences between the restrictive and non-restrictive attributive clauses, the attributive clause & the emphasis structure, and the attributive clause & the appositive clauseTeaching Procedures:Step 1: Greetings.Step 2: Revision and lead-in1) He is a famous scientist.2) Who’s that girl in red?3) I’ve read all the books that you lent me.4) I have lost my pen, which I like very much.T: Now look at the sentences on the screen. Pay specialattention to the underlined parts. Is there anything in common between them?S: Yes. They all identify the nouns, which are used with them. Each part tells us which thing or person the speaker is talking about.T: That is to say, the function of each underlined part is the same. Each of them is used as an attributive to describe each noun. Well, are there any differences between them?S: Yes. In he 1st sentence, the attribute is an adjective and put before the noun; the 2nd is a prepositional phrase put after the noun; the 3rd and 4th sentences are full sentences put after them.T: You are right, what do we call the sentences put after them?S: The Attributive Clause.T: Quite right. In a complex sentence, the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause. The noun or pronoun is called Antecedent. The word that/which introduces the clause (between the noun/pronoun and the clause) is called Relative Pronoun or Relative Adverb. The relative pronouns or adverbs do 2 jobs at once. They can be used as subjects, objects, attributes or adverbials in the clause; at the same time, they join clauses together. About the use of them, we’ll have particular revision after a while. The attributive clause the restrictive attributive clausethe non-restrictive attributive clauseThe adjective clause noun/pronoun + the attributive clause the antecedent (person/thing) the relative pronouns/adverbs + clauseNow look at the sentences on the screen. Do complete the sentences with suitable relatives.1) I know the reason why he came late.2) Do you know the woman, whose son went to college last year?3) The house whose color is red is John’s.4) This is the best film that I’ve ever seen.5) That’s the town where he worked in 1987.6) I have 2 brothers, who are both soldiers.7) Next week, which you’ll spend in your hometown, is coming.8) I’ve tried 2 pairs of shoes, ne ither of which fits me well.Step 3: Summarize the Use of the relative pronouns and relative adverbs.The use of the relative pronounsForm 1:The relative pronouns Referring to Function in the clauseWho Person(s) Subject/objectWhom Person(s) ObjectThat Person(s)/thing(s) Subject/objectWhich Thing(s) Subject/objectWhose Person(s)/thing(s) (of whom/which) attributiveThe use of the relative adverbsThe relative adverbs Referring to Function in the clauseWhen (=at/in/on which) Time Adverbial of timeWhere (=in/at which) Place Adverbial of placeWhy (=for which) Reason Adverbial of reasonNotice:1) Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:⑴ Tho se who want to go to the cinema must be at the schoolgate by 3:30 p.m. (want)⑵ Te who doesn’t reach the great wall is not a true man. (not reach)⑶ The is the only one of the girls who has been to Beijing. (have)⑷ He is one of the boys who have seen the film. (have)Conclusion 1:1） When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.2）When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.2) Practice: complete the following sentences with suitable relatives:(1) The time when/that I went to Tokyo is in 1982.(2) I’ll never forget the time which/that I spent at college.(3) The shop which/that I bought the book in is big.(4) The shop where/in which I bought the book is big.Conclusion 2: when the antecedent is a noun for time or place “when“or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.3) The difference between “that” and “which”.Complete the following sentences with “that” or “which”.(1) This is the 2nd article that I have written in English.(2) It is the best film that he has ever seen.(3) This is the very book that I want to read.(4) All that they told me surprised me.(5) They talked about the teachers and schools that they had visited.(6) Who is the comrade that was there?(7) There is a bed in the room that is still vacant.(8) Our village is no longer the place that it used to be.(9) He paid the boy $10 for washing the windows, most of which hadn’t been cleaned at least a year.(10) The weather turned out to be very good, which was more than we could expect.(11) The clever boy made a hole in the wall, through which he could see what was going on inside the house.Conclusion 3:1)when the antecedent refers to thing(s), “that” is often used in the following cases:(1) after ordinal number and superlatives(2) after the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).(3) after two or more antecedents, referring to both person(s) and thing(s).(4) after interrogative pronouns “which” or “who”.(5) When the relative pronoun is used as a predictive in the clause.(6) When the main clause begins with “there be “.2) In the following cases, “which” is always used.①After prepositions②to introduc e a non-restrictive attributive clause.③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.More exercises:Fill in the blanks with suitable relatives to complete thefollowing sentences.1) Tell me the reason why you were late for class.2) Who is the girl that is speaking there?3) This is Mr. Smith, who has something interesting to tell you.4) The computer whose CPU doesn’t work has to be repaired.5) This kind of computer, which is well-known, is out of date.6) This is just the place that I’ve been longing to visit for years.7) His mother is an engineer, which makes him very proud.8) The old man has 4 sons, three of whom are doctorsStep 4: The attributive clause and the appositive clause一、从词类上区别同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion. proposal, word, thought, doubt, truth, possibility, promise, order等表示抽象意义的名词。
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Unit Thirteen
Teaching aims
Enable the students to master the following skills: Discussing advertisements
Agreeing and disagreeing
Understanding and creating slogans and catch phrases Teaching important points
Discussing advertisements
Agreeing and disagreeing
Teaching difficult points
Discussing the ethics of advertising
Teaching aids
Computer, projector
Teaching procedures
Step I Lead-in
Let the students watch two video clips and guess today’s topi c—advertising.
Step II Introduction to adverting and advertisement. Advertising is a form of communication that typically attempts to persuade potential customers to purchase or to consume more of a particular brand of product or service.
An advertisement provides information and uses persuasive languages and exciting images to encourage people to buy a product or service or believe in an idea.
Step III Questions to answer:
1)What’s the difference between commercial ads and PSAs?
2)How to make a good advertisement?
3)What can we get from an ad?
Step IV Conversation study (P115)
Ask the students to read the conversation between Tom and Kym, make brief notes on what Kym thinks is wrong with advertisements.
1)A waste of time and money
2)Why they have to use women with almost no clothes on to
sell anything from toothpaste to big cars!
3) We have to buy things even when we don’t need them.
4) Sometimes the selling techniques on TV commercials are
immoral, unethical.
Step V Types of ads
Step VI Classic advertising slogans
Step VII Creative work
Ask the students to create proper slogan/catch phrase for certain products.
Step VIII Summary and homework
Ask the students to create an advertisement for their favorite product.。