高中英语英语选修课教案
高中英语选修6：Unit+2+Poems+教案1+
高中英语选修6：Unit+2+Poems+教案1+Unit 2 Poems教学目标1．认知：通过对知识点的发现、练习、归纳、总结和运用，使学生掌握if引导的条件状语从句中的虚拟语气的用法。
2．能力：（1）通过小组学习等方式，提高学生的英语听力和口语能力以及合作学习能力。
（2）通过填空、汉译英和选择题的练习，帮助学生学会正确使用if 引导的条件状语从句中的虚拟语气的用法，提高学生的英语阅读和写作能力。
3．情感：通过练习和解决老师所给问题，使学生体验到学习的快乐和成就感，激发学生的学习兴趣和求知欲。
教学重点练习和归纳if引导的条件状语从句中的虚拟语气的用法。
学时难点引导学生学会正确使用if引导的条件状语从句中的虚拟语气。
教学活动【导入】if引导的虚拟语气的用法教学过程Step 1 lead-inStudents read the third poem to find out the structures ---the subjunctive moodTell the students that the situations in these sentences are not real, and they are imagined. When we express this kind of situation, we use the subjunctive mood.Step 2 PracticeStudents finish the exercise in pairs.Fill in the blanks:1.I shouldn’t do that if I were you.2.If she had known English was so difficult, she would never have taken it up3.If I had known her telephone number, ,I would have called her.=I would have called her if I had known her telephone number,, but I didn’t know her telephone number, so I didn’t call her.4.If I were to be twenty years old, I would take the course of computer science.5.If you had more time, would you study Japanese?(The fact is that you don’t have more time and I wonder whether you will study Japanese.)【思路：进一步帮助学生分辨与现在、过去和将来事实相反的虚拟语气的用法。
高中英语选修三教案模板
---一、课程信息1. 课程名称：高中英语选修三2. 教材版本：根据实际情况填写（如：人教版、苏教版等）3. 教学年级：高一、高二或高三4. 教学课时：2课时---二、教学目标1. 知识目标：- 学生能够掌握本节课的核心词汇和短语。
- 学生能够理解并运用本节课的语法结构。
- 学生能够识别并分析文本中的修辞手法。
2. 技能目标：- 学生能够通过阅读、听力、口语和写作等活动，提高英语综合运用能力。
- 学生能够运用英语进行简单的描述、分析和讨论。
3. 情感目标：- 培养学生对英语学习的兴趣和自信心。
- 增强学生的跨文化交际意识和国际视野。
---三、教学内容1. 单元主题：根据实际情况填写（如：文化差异、环境保护、科技发展等）2. 具体内容：- 课文：选择与单元主题相关的课文，进行精讲和练习。
- 词汇：列出本节课的核心词汇和短语，并进行讲解和练习。
- 语法：讲解本节课的语法结构，并进行相关练习。
- 阅读：提供与单元主题相关的阅读材料，引导学生进行阅读理解和分析。
- 听力：提供与单元主题相关的听力材料，引导学生进行听力训练。
- 口语：组织学生进行口语活动，如角色扮演、小组讨论等。
- 写作：布置与单元主题相关的写作任务，如写一篇短文、日记等。
---四、教学过程1. 导入（Warming-up）：- 通过图片、视频、歌曲等方式，激发学生的学习兴趣。
- 提问与单元主题相关的问题，引导学生进行思考。
2. 新课导入（Presentation）：- 教师讲解课文、词汇、语法等知识。
- 学生跟读、模仿，巩固所学知识。
3. 练习巩固（Practice）：- 进行词汇、语法、阅读、听力等练习，巩固所学知识。
- 学生分组进行口语和写作练习。
4. 课堂活动（Activities）：- 组织学生进行角色扮演、小组讨论、辩论等活动，提高学生的综合运用能力。
5. 总结归纳（Summary）：- 教师总结本节课的学习内容，强调重点和难点。
英语高中选修教案设计模板
课程名称：____________________授课班级：____________________授课时间：____________________授课教师：____________________一、教学目标1. 知识目标：- 学生能够掌握本节课的核心词汇和语法点。
- 学生能够运用所学知识进行听、说、读、写等语言实践活动。
2. 能力目标：- 学生能够提高英语实际应用能力，包括口语表达、听力理解、阅读理解、写作能力等。
- 学生能够运用所学知识进行跨文化交流。
3. 情感目标：- 培养学生对英语学习的兴趣，激发学生的学习热情。
- 增强学生的自信心，培养学生的团队合作精神。
二、教学内容1. 课文内容：- 精讲课文，分析文章结构，理解作者观点。
- 学习课文中的核心词汇和语法点。
2. 相关话题讨论：- 结合课文内容，引导学生进行相关话题讨论。
- 引导学生运用所学知识进行表达和交流。
3. 文化背景知识：- 介绍与课文相关的文化背景知识，拓宽学生的知识面。
- 培养学生的跨文化交际能力。
三、教学过程1. 导入新课- 通过图片、视频、歌曲等形式导入新课，激发学生的学习兴趣。
- 简要介绍本节课的学习目标和内容。
2. 新课导入- 预习课文，检查学生的预习情况。
- 结合课文内容，进行课堂讨论，引导学生发现文章结构和作者观点。
3. 课文讲解- 分析课文中的核心词汇和语法点，讲解其用法和例句。
- 通过角色扮演、情景模拟等方式，让学生在语境中运用所学知识。
4. 话题讨论- 结合课文内容，引导学生进行相关话题讨论。
- 鼓励学生大胆表达自己的观点，培养学生的口语表达能力。
5. 文化背景知识介绍- 介绍与课文相关的文化背景知识，拓宽学生的知识面。
- 引导学生思考文化差异，培养学生的跨文化交际能力。
6. 课堂小结- 总结本节课所学内容，强调重点和难点。
- 鼓励学生在课后复习，巩固所学知识。
7. 作业布置- 布置适量的课后作业，巩固所学知识。
英语高中选修教案设计模板
一、教学目标1. 知识目标：- 学生能够掌握本节课的核心词汇和语法知识。
- 学生能够运用所学知识进行简单的口头和书面表达。
2. 能力目标：- 学生能够提高英语听、说、读、写四项基本技能。
- 学生能够运用英语进行日常交流。
3. 情感目标：- 学生能够增强学习英语的兴趣和自信心。
- 学生能够培养良好的学习习惯和团队合作精神。
二、教学内容1. 课文内容：选取与主题相关的课文，让学生通过阅读、听力等方式掌握课文内容。
2. 词汇：整理课文中的核心词汇，讲解词义、用法和搭配。
3. 语法：讲解与课文相关的语法知识，如时态、语态、非谓语动词等。
4. 文化背景：介绍与课文相关的文化背景知识，拓展学生的视野。
三、教学过程1. 导入（5分钟）- 利用图片、视频、歌曲等导入新课，激发学生的学习兴趣。
2. 预习（10分钟）- 学生阅读课文，了解课文大意，标注生词和疑问。
3. 课文讲解（20分钟）- 教师讲解课文内容，引导学生理解课文大意，分析人物性格和情节发展。
4. 词汇学习（15分钟）- 教师讲解课文中的核心词汇，让学生掌握词义、用法和搭配。
5. 语法讲解（10分钟）- 教师讲解与课文相关的语法知识，让学生理解并掌握。
6. 练习巩固（15分钟）- 设计听力、口语、阅读、写作等练习题，让学生巩固所学知识。
7. 总结与拓展（5分钟）- 教师总结本节课所学内容，布置课后作业，拓展学生的知识面。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、发言积极性等。
2. 作业完成情况：检查学生的课后作业，了解学生对知识的掌握程度。
3. 期末考试：通过期末考试，评估学生对本学期所学知识的掌握情况。
五、教学反思1. 教师反思：总结本节课的教学效果，找出教学中的不足，为今后的教学提供改进方向。
2. 学生反馈：收集学生对本节课的反馈意见，了解学生的需求，不断优化教学方法。
六、教学资源1. 课文：选取与主题相关的课文，确保内容丰富、有趣。
2. 词汇卡片：制作词汇卡片，帮助学生记忆单词。
高中英语选修试讲教案模板
---课程名称：高中英语选修课程课题： [具体课题名称]课时： 1课时教学目标：1. 知识与技能：- 学生能够掌握[具体知识点]。
- 学生能够运用[具体技能]进行[具体活动]。
2. 过程与方法：- 通过[具体活动]，培养学生[具体能力]。
- 通过小组合作，提高学生的[具体能力]。
3. 情感态度与价值观：- 培养学生对[具体话题]的兴趣和关注。
- 增强学生的跨文化交流意识和能力。
教学重点：- [具体知识点或技能]教学难点：- [具体知识点或技能的深入理解和应用]教学准备：- 教师：PPT课件、教学视频、相关教学材料- 学生：提前预习教材，准备相关话题的资料教学过程：一、导入（5分钟）1. 引导学生回顾上一节课的内容，激发学生的兴趣。
2. 通过提问或小游戏，让学生思考今天要学习的内容。
二、新课导入（10分钟）1. 展示PPT课件，引入今天的学习主题。
2. 阅读课文，让学生初步了解文章大意。
三、课堂活动（25分钟）1. 小组讨论：将学生分成小组，针对文章中的[具体问题]进行讨论，并总结讨论结果。
2. 角色扮演：让学生扮演文章中的角色，模拟对话或场景，提高学生的口语表达能力。
3. 知识竞赛：通过问答形式，巩固学生对[具体知识点]的理解。
四、课堂小结（5分钟）1. 教师总结本节课的重点内容。
2. 强调学生对[具体知识点]的理解和应用。
五、课后作业（5分钟）1. 布置相关的阅读材料，让学生进行课外阅读。
2. 布置写作任务，要求学生运用今天学习的知识点进行写作。
教学评价：1. 观察学生在课堂活动中的表现，评估学生的参与度和学习效果。
2. 通过课后作业的完成情况，了解学生对[具体知识点]的掌握程度。
---备注：- 教学过程中，教师应根据学生的实际情况调整教学内容和教学方法。
- 鼓励学生积极参与课堂活动，培养学生的自主学习能力。
- 注重学生的个体差异，因材施教，使每个学生都能在课堂上有所收获。
高中英语选修全册教案
Unit 1 Living well知识目标1．Get students to learn the useful words and expressions in this unit.eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities. 教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.学情分析1.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?2．Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Step 3Reading1．SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)______ to Marty and his muscle disease.Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.Paragraph 5：The ______ of his disease.Suggested answers：Paragraph 1：An introduction to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.Paragraph 5：The advantages of his disease.2．Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.DiseaseDifficultiesMottoSuggested answers：Disease A muscle disease that makes him very weak. Difficulti He can't run or climb stairs as quickly as other people.(2)Next read paragraphs two and three and choose the best answer.Why did the doctors cut out a piece of muscle from Marty's leg?A．Because they could cure the disease by cutting it out.B．Because they wanted to use it as a specimen(标本)．C．Because they would transplant(移植) the new muscle.D．Because they wanted to find out the cause of the disease.Key：D(3)Read paragraph four and answer the following questions：①What is Marty's ambition?②What is Marty's achievement?③What is Marty's hobby?(4)Ask students to find Marty's advice in paragraph five.Step4:合作探究1.Ask students to work together to write a mini biography for Marty according to the text.My mini biographyNameStatusHealthInterests andHobbiesAmbitionMotto2.Discuss in pairs to get the main idea of the passage by filling in the blanks.Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.Step 5总结提升1．Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?A．Although there are a few students who look down upon him，Marty never gets annoyed.B．Marty leads a meaningful life and does not feel sorry for being disabled.C．Marty only spends time with his pets and never with his friends.D．Marty's disability has made him more independent.(2)From the passage we can infer that ______.A．Marty asks others to feel sorry for himB．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he has grown stronger psychologicallyStep 6Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.教学反思：这篇文章是记叙文，对文章的整体理解不存在问题，不足之处是单词不熟。
译林版高中英语选修一unit1教案
译林版高中英语选修一unit1教案教案标题：译林版高中英语选修一 Unit 1 教案教案目标：1. 通过本单元的学习，学生将能够掌握有关文化多样性和国际交流的相关词汇和表达；2. 学生将能够运用所学知识进行听、说、读、写的综合能力训练；3. 学生将能够理解并分析课文中的文化差异和交流障碍，并能够提出解决方案。
教学重点：1. 掌握本单元的重点词汇和短语；2. 理解并运用本单元的语法知识，如虚拟语气、情态动词等；3. 阅读并理解课文中的文化差异和交流障碍；4. 进行听、说、读、写的综合能力训练。
教学准备：1. 教材：译林版高中英语选修一教材；2. 多媒体设备：投影仪、电脑等；3. 教学素材：PPT、课件、练习题等。
教学过程：Step 1：导入（5分钟）1. 利用图片或视频引入本单元的主题，激发学生的学习兴趣；2. 提问学生对于国际交流和文化差异的看法，引导他们思考并分享观点。
Step 2：预习导入（10分钟）1. 让学生预习本单元的课文和重点词汇，提前了解相关内容；2. 分组讨论预习问题，鼓励学生积极参与。
Step 3：新课呈现（15分钟）1. 使用多媒体设备展示课文，帮助学生理解文本内容；2. 解释并讲解重点词汇和短语，帮助学生记忆和掌握；3. 引导学生理解并运用本单元的语法知识。
Step 4：练习与拓展（20分钟）1. 进行听力练习，让学生听取相关对话并回答问题；2. 进行口语练习，让学生在小组内进行对话练习，模拟国际交流场景；3. 进行阅读理解练习，让学生阅读相关文章并回答问题；4. 进行写作练习，让学生根据所学知识写一篇关于国际交流的短文。
Step 5：总结与反思（5分钟）1. 让学生总结本节课所学内容，强化记忆；2. 引导学生思考本节课的收获和不足之处，并提出改进意见。
教学延伸：1. 鼓励学生积极参与国际交流活动，提高实际应用能力；2. 帮助学生拓展阅读和听力材料，增加对文化多样性和国际交流的认识；3. 提供更多的写作练习和口语机会，培养学生的表达能力。
高中英语人教版选修Unit教学设计正式版
Unit 1 Art教学设计I.单元教学目标：1．Talk about art and galleries2．Talk about likes and preferences3．Learn words in families4．Use the subjunctive mood5．Write a letter to give suggestionsII. 目标语言1．功能句式..Talk about likes and preference:I’d prefer…/ I’d rather…/ I’d like…/ which would you prefer…./ I really prefer…/ would you rather…/ would you like…or…2. 词汇abstract; sculpture; gallery; consequently; belief; consequent;convince; shadow; ridiculous; controversial; nowadays; attempt;predict; aggressive ; scholar…3. 语法: the subjunctive moodif I were you…./ I wish I could…4. 重点句子1.there are so many different styles of western art it wouldbe impossible to describe all of them in a short text.2.people became focused more on human and less on religion.3.if the rules of perspective had not been discovered; peoplewould not have been able to paint such realistic pictures.4.at the time they were created; the impressionists’ paintingwere controversial but today they are accepted as thebeginning of what we now call “modern art”.5.it is amazing that so many great works of art from late-19thcentury to 21st century could be contained in the same museum. III. 教材分析本单元以ART 为主题;主要介绍了西方绘画简史;描写了曼哈顿最好的艺术长廊..帮助学生了解更多的有关美术的背景知识;分析中西艺术史上各大流派的特点;指出其代表性的画家和作品;并对中西方的绘画艺术进行比较..1.Warming up 部分要求学生运用相关目标语言对自己喜欢的艺术形式和流派展开讨论;并说明喜欢的原因..2．Pre-reading 让学生讨论有关画展或书中的艺术作品以及西方不同时期的着名画家..3．Reading 介绍了西方绘画监视;不同的艺术流派;艺术特点及其代表性的画家和作品..4．Comprehending要求学生在理解课文的基础上;写出三件有关西方艺术史的事并西方艺术分割变化大的原因..5．Using language 是由reading; listening; discussing and writing 四部分组成;要求学生在了解艺术长廊相关知识的基础上;为当地举办的一场画展提出合理化的建议..IV．课型设计与课时安排1st periodWarming up and reading2nd period Language study3rd period Grammar4th period Listening and talking5th period Using language6th period Reading;speaking and writing分课时教案The First Period Warming up ReadingTeaching goals：1.To enable the students to have a knowledge ofthe short historyof Western painting.2.To improve the students’ reading ability.Teaching important & difficult pointsEnable the Ss to talk about the short history of Western painting Teaching methodsSkimming and scanning; individual; pair or group work; discussion Teaching aidsA computer; a tape recorder and a projector.Teaching procedures & waysStep I Lead-inTo lead in such a topic by mentioning the sculptures or paintings around the students; for example; sculptures on the campus; famous paintings hanging on the walls of the corridor of the school building; etc. Ask Ss to figure out their functions and the general term to call them---the works of artStep II Warming-upShow some famous paintings and ask :Do you know the following famous paintings and paintersMona Lisa Smile → Leonardo Da Vinci Italian; 1452-1519 Sunflowers & starry night → Vincent van Gogh Dutch; 1853-1890 Water Lilies → Claude Monet French; 1840-1926Dream & Seated woman → Pablo Picasso Spanish; 1881-1973Ask: Can you tell the ages of the paintingsSay : Today we’ll learn about the short history of western painting. Step IIIReading1. Comparison: Make a comparison of Western and Chinese painting and ask: Which do you think has a greater change Why2. ScanningRead Para. 1; and answer the question.Scan Para2-5; and find the representative artists and the featuresRead the text carefully and find some detailed information.The Middle AgesFeatures:1.theme: religion2.Artists were not interested in showing nature and people as…butinterested in creating respect and love for God.The RenaissanceMasaccio：the first person to use perspective in painting1.Focused more on humansand less on religion.2.Two developments: a. Drawing things in perspectivesb. Oil painting.Impressionism1.What changes led to the change in painting styles2.Look at these paintings; what did they paint3.Why did the impressionist have to paint quicklyModern artAsk the students to read the passage again and deal with Exercises. Step V Homework1.Underline the useful expressions and the time expressions in thereading passage.2.Retell the passage with the help of the chart about the text.The Second Period Language StudyTeaching goals:To enable the students to learn the useful expressions.To help the students lean how to judge the parts of speech according to the suffixes and determine theirfunctions in the sentences. Teaching important & difficult points:Get the Ss to learn word formation by adding suffixesTeaching methods:Explanation and practiceTeaching aids:A computer and a projector; a blackboardTeaching procedures & ways:Step I RevisionCheck the students’ homework and let one read their work.1.Ask Ss to speak out the time expressions they underlined as homework2.Ask a student to retell the short history of western painting3.Ask Ss to discuss the questions in Exercises 3 on page 3 in groupsof 4.Art is influenced by beliefs of the people; the way of life and so on.StepII Language points1.Painting is silent poetry; and poetry is a speaking picture.画是无言的诗; 诗是有声的画..2. Good painting is like good cooking; it can be tasted; but notexplained好的画犹如佳肴;可以品其美味;却无法解释..3. would rather宁愿;宁可I would rather walk than take a bus.She would rather die than lose her child.would rather do sth.would rather not do sth.would rather do sth. rather than do sth.prefer sth. to sth.prefer to do sth. rather than do sth.I always prefer starting early; rather than leaving everything to thelast minute.4. 认为;看待Consider+n. + adj./ n. + to be/ n. + as /+that-clause/ it + adj. / + n.+ to do sth.We consider that you are not to blame.Do you consider it wise to interfereI consider you to be honest.5. 比较suit; fit ;matchsuit多指合乎需要、口味、性格、条件、地位等fit多指大小、形状合适;引申为“吻合;协调”match多指大小、色调;形状、性质等方面的搭配1 No dish suits all tastes. 没有人人合口味的菜..2 Try the new key and see if it fitsthe keyhole.试试新配的钥匙;看看与锁眼是否吻合..3 The people’s Great Hall and the HistoricalMuseummatch the Tian AnMen beautifully.人民大会堂和历史博物馆与天安门陪衬得极为优美..6. attemptv.试图;企图;尝试The prisoner attempted an escape / to escape.She will attempt to beat the world record.n.They made no attempt to escape.比较 attempt: 表示未知结果的尝试或失败的尝试manage: 表示成功的尝试7.painting 油、水彩画drawing素描图sketch草图 portrait肖像illustration 插图A painting of sb A painting by sb某人的画某人画的画8. abstract adj . n . Van abstract painting 抽象画in the abstract 抽象地abstract …from…从…中提取9.detailed adj./n. detailed information in detail 详细地Reading10. belief 相信;看法It’s my belief that he will win.It was once a common belief that the earth is flat.Their beliefs in God are very firm. 信仰;信条The rumor is beyond belief. beyond belief难以置信n---v: belief--- believe life --- live proof--- prove safe--- save thief --- thieve11. whileSome people respect him; while others look down upon him . 表对比12.influence v. n.The weather in summer influences the rice crops .He has no influence over his children .搭配：Have an influence on /upon …对…有影响Under the influence of …受….的影响 ;被…左右Influential adj. 有影响的; 有势力的The Middle Ages 5th to …13.aim n. v. What is your aim in life He aimed the gun ata bird .搭配：:achieve one’s aim达到目的 miss one’s aim未击中目标without aim 无目的的14.take the place of = replace“ please take your place ; everyone ;” said John Smith .”From now on I will take the place of Mr.George as chairman of the meeting .15.focus vt. Vi .focus on 集中于 All eyes were focused on thespeaker .16. possession n.所有;占有; pl 所有物;财产personal possessions Compare:in possession of 主动 / in the possession of 被动v. possess n . possessor17.convince vt 使确信;使信服I managed to convince them that the story was true.搭配：convince sb of sth = convince sb that … 使… 相信be convinced of sth = be convinced that …相信…Translation :我怎样才能让你相信她的诚实呢 How can I convince you of her honesty 她说的话使我认识的我错了..What she said convinced me that I was mistaken .Impressionism late 19th to…18. 修饰不可数名词：a great /good deal of / a great amount of修饰可数名词: a large /great number of ;large/great numbers of ;a great /good manydozens of / scores of修饰不可数名词或不可数名词: a lot of / lots of ; a large quantity of /large quantities ofplenty of19.mostly adv . =mainly ; largely 大部分的;主要的They are mostly students.most pron . adj . advThis is the most I can do for you.Peter made the most mistakes of all the class.What interested you most 最Most students say that it is a most interesting book; but it isn’t the most interesting theyhaveread ; and that they read such books mostly onweekends.20.lead toThe heavy rain leads to serious floods.Lead to / lie inHard work leads to success and failure often lies in laziness. result in / result from21.shadow n.The willow’s shadow falls on the lake .shadow 阴影、影子---指一个平面shade 树阴、阴影---指一个立体空间Stay in the shade ------it’s cooler . 阴凉处The shadows of the trees grew longer as the afternoon went on.随着下午时光的延续;树影会越来越长..Step IIISuffixationLet Ss learn some uses of suffixesAsk Ss what suffix is A suffix is a particle; which is added to theend of a root.Suffixes usually do not change the meaning of the root; but can change its part of speech. For example: lead v.---leadership n.; illadj.---illnessn. But sometime; some suffixes add new meaning to the newly formed words. For example: meaning---meaningless; think--- thinkerThen practice Exercises 2; 3 &4 on page 42.Step V HomeworkPrepare to learn the grammar of the subjunctive mood.Period 3 GrammarTeaching aims1. To enable the students to use the Subjunctive mood correctly indifferentsituations.Teaching important and difficult pointsTo enable the students to use the correct form o f of the subjunctive mood.Teaching methodsSummarizing; comparative method; practicing activitiesTeaching procedures:Step I PresentationAt first; give the students an example to present what the subjunctive mood is and in what situation we should use the subjunctive mood. Then; show them the sentence structure of the subjunctive mood.Ask Ss to listen to the following example:Suppose I’m a basketball fan. Yao Ming is coming here to play a basketball game this evening. But unfortunately; I haven’t’ got a ticket for it. I feel sorry about that and what should I say in this situation I will say: I wish I watched the basketball game. / If I had got a ticket; I would go to watch the basketball game. Have you ever heard such kind of sentencesThey use subjunctive mood. The subjunctive mood is used when we want to express a wish; request; recommendation or report of a command. Also the subjunctive mood is used to express something that is contrary to the fact; highly unlikely or doubtful.We can use the following tow sentence structures to express our regretting.过去：过去完成时将来：过去时3. as if /though + Clause 虚拟从句动作与主句动作同时发生用过去时从句动作先于主句动作发生用过去完成时4.It’s about/high time +that…过去时 /should +V.Should不可省略5.表示要求;命令;建议的虚拟语气宾语从句..常见动词：一个坚持;两个命令;三个建议;四个要求..即:1. insist 2. order; command 3. advise; suggest; propose 4. demand ; require; request; desire这些动词后面的宾语从句要使用虚拟语气..即从句中的动词使用should + 动词原形;或者将should省略..6.without和but for 构成虚拟. but for要不是7. If only …要是就好了If only I knew his nameIf only we had followed your adviceIf only I could see him again8. It’s necessary /strange/ natural/ important + that-Clause 从句中的动词要用虚拟;即should+动词原形9. 某些简单句的固定句型：Heaven help himGod bless youMay you succeedLong live the People’s Republic of China三：虚拟语气假设条件句型注意点：假设条件从句谓语动词发生的时间与主句所假设的谓语动词不一致;这种条件句叫做混合条件句..主句和从句的谓语动词要依照假设的时间而定..“各归各” 的原则If the weather had been finer; the crops would be growing better. If you had followed the teacher’s advice; you wouldn’t be in the hospital.2. 虚拟条件句倒装..条件从句中有should; were; had三个助动词可以把if省略;并将这三个词提至句首..Step IIPracticeExercises for the Subjunctive mood.Step III ConsolidationAsk the Ss to do Exercise 1 & 2 in Discovering useful structures on page 4 and Exercises 1-4 on page 43.Then check the answers.Step Ⅵ4 HomeworkPrepare for the Listening and Talking on page 41.The Fourth Period Listening and TalkingTeaching goals：1. To help the students improve listening skills.2. To enable the Ss to express their likes and preference. Teaching procedures:Step I Listeningⅰ.Do some listening practice on page 41.1. Pre-listeningQuestion: Can you name the objects in the picture What are theyA book; a vase; wall hangings and paints and brushes.2. ListeningAt first; ask the Ss to listen to the tape for the first time to get the general idea and answer the question: What present will the students getLet the students to listen again and get some detailed information and answer the questions in Exercise 3.At last; check the answers with the whole class.ⅱ.Do some listening practice on page 44. Skip it if it is too difficult for your studentsBefore listening; ask the Ss to look at the paintings and discuss in what period of Chinese history they were created. Then; listen to the tape the first time and number the pictures. Next; listen to it again to write the names of historical periods they were painted. At last; listen again and list the features.Step II TalkingAsk the Ss to discuss the questions in Talking in pairs.“So far; we have learned a lot about the art. Today let’s talk about our favourite artists and forms of art. Please discuss the questions on page 41 in pairs and make up a dialogue. Now the following sentence structures may help you.Show the following on the screen.I’d prefer…I’d rather…I’d like…Which would you prefer…I really prefer…Would you rather…Would you like…orAfter a few minutes; ask Ss to present their dialogues.Step III Homework1.Ask Ss to introduce the galleries the have ever been to.2.Prepare for Using Language on Page5 and 6; and finish the exercisesfrom Page 6 to 7.The Fifth Period Using LanguageTeaching goals:1. To read about the best of Manhattan’s art galleries and develop the students’ interest in art.2. To help the students improve listening skills.3. To enable the students to talk about art galleries and write a letter giving suggestions.Teaching procedures:Step I Lead-inShow pictures of some famous art galleries around the world: Chinese Art Gallery; The Frick Collection; Guggenheim Museum; Metropolitan Museum Of Art; British Museum; Louvre Museum in Franceand so on. Step II Reading1. Fast reading:Ask Ss to read the passage about art galleries on page 5; and answer the question: How many galleries mentioned in this text What are they What can you see there2. Careful reading:Detailed reading to check Exercises 1& 2 belowAfter that; ask the Ss to listen to the recording and answer the questions in Part 3.Play the tape for the students to follow and after that; check the answers.3.Post-readingAnswer the following questions:1.What do you think the purpose of this text isTo give people information about various art galleries in New York and to show them where they are.2.Who do you think the text was written forTourists; art gallery visitors.3. Where might you see such a textPossibly in guide book.Step III Discussing and listening P7ⅰ.Suppose you were staying in a hotel in Manhattan with Gao Yan; Susan and John. Now if you have a chance to visit art galleries; which galleries do you prefer WhyAsk the students to tell the group members which galleries introduced they prefer in groups of 4.ⅱ.Ask the Ss to do some listening practice on page7At first; ask them to listen to the tape for the first time and number the galleries.Next; listen again and answer the questions.At last; check the answers with the whole class.Step IV WritingFirst; ask the Ss to discuss the questions in Exercise 1 on page 8 in groups of 4; giving their own suggestions and reasons and then write a letter to give their opinions.StepⅥ Homework:1.Finish the writing task.2.Prepare for the Reading task on page 45.The Sixth Period Reading; speaking and writingTeaching goals:1. To enable the Ss to talk about environment.2. To help the Ss to write a letter to ask for permissions. Teaching procedures:StepⅠReading TaskHere is a letter on page 45 from a group of students who would like to make their school more attractive.1.Fast reading1Why do they become worried2What do they hope the headmaster will do for their project2. Careful reading: suppose you were the president of the high school council and you received the letter. prepare to make notes for a report about the letter; filling the blanks on page 46Some tips about how to make notesJust write down some key wordsUse words or phrasesOmit the small words like prepositionsLetter from____________________________Asking for______________and____________Reason ______________________________Their plan:1___________________________2___________________________3___________________________Work will be done by :___________________StepⅡSpeaking taskAsk the Ss to discuss how to improve the environment of our school in fours; then speak out.A: planting more trees; grass and flowers; a beautiful garden;not pick the flowers and stamp the grassB: not throw litter;pick the rubbish; throw it into a dustbin;collect waste paper and bottles for recycling.C: keep the schoolyard or classroom clean; not draw pictures on walls; not carve names on the trees or desks and chairsD: make our school a non-smoking placeIn all;if everyone makes contribution to protecting the environment;the world will become much more beautiful.If all Chinese care about the environment;I ’m sure China will become one of the most beautifulcountries in the worldStepⅢWriting taskWrite a letter to the headmaster of the school asking for permission to improve the environment of the school. While writing;refer to the instructions in WRITING TASK.Step IV Summing upSum up what the students have learnt in this unit.Step V Learning TipGo through the learning tip with the students about how to get a general idea of a text.StepⅥ Homework:Revise the whole unit and finish all the exercises in this unit.。
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English songs and listening
Zhang jie
Teaching aims: English singing
English learning
English listening through songs
Teaching keys and difficulties: Let the students know the pronunciation of
English songs.
Teaching methods: Listen to the tap and learn.
Teaching procedures：
Step I: Greetings
Step II: Lead-in
do you learn English?
how to learn English well?
Step III：English songs can be used:
1. Learn pronunciation by listening to music
2. Learn words by listening to music
3. Learn sentences by listening to music
4. Learn grammars by listening to music
5. Learn cultures by listening to music
Step IV: Listening
1.There are lots of beautiful memories about yesterday in our minds. In this
lesson, we will fly back to the word in our memory.
2. Answer the questions:
(1).What do you think of the style of the song?( )
A.relaxing
B. cheerful
C. very sad
D. slightly blue
(2).Which statement describes the songs?( )
A.The song is about an old story that happened yesterday.
B.The song is about the worries that the singer has about the future.
C. The song is about the singer’s yearning for the past.
3. Introduce the song and its singers.
4.Listen to the song once again, and complete the lyrics.
Yesterday once more
When I was young
I‘d listen to the________
Waiting for my _________ songs
When they _________ I'd sing along
It made me ________
Those were such _______ time
And not so long ago
How I ____________ where they‘d gone
But they're ________ again
Just like a long ______ ______
All the songs I loved so __________
Every Sha-la-la-la
Every Wo-o-wo still _______
Every shing-a-ling-a-ling
That _______ ___________ to sing so fine
When they get to the _________
where he's __________ _______ _______
It can really make me _______
Just ______ before
It‘s yesterday once more
_________ _______ _______how it was in years gone by And the good _______ that I had
Makes today seem _________sad
So much has ___________
It was songs _______love that I would sing to them
And I‘d __________ _______________
Those old melodies still _______ so good to me
As they _______ the years away
Every Sha-la-la-la
Every Wo-o-wo-o
Still _________
Every shing-a-ling-a-ling
That they're _________to sing
So fine
All my best memories
_________ ________ _______ ______ _____
Some can ________ make me cry
Just like before
It's yesterday once more
Every Sha-la-la-la
Every Wo-o-wo-o
Still shines
Every shing-a-ling-a-ling
That they're starting to sing’s
So fine
Every Sha-la-la-la
Every Wo-o-wo-o
Still shines
5. Sing the song with the tap .
While singing, try to imitate the singer’s pronunciation and memorize the words. the song.
Step V: Some more songs
Step VI: Summary and conclusion.
Step VII: Teaching reflection。