牛津译林版高中英语选修模块八 选修模块8Unit2 Reading教案-新版
牛津版选修8Unit2 Reading教案Teaching Aims:1. Learn and master the following words and expressions:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the students’ reading ability.3. Get the students to learn about the Turandot..Teaching Important Points:1. Learn to use the following useful phrases:Cast; fall in love; feature; unconditional; be drunk with; exercise control over; break one’s promise; terrify; conduct2. Train the st udents’ reading ability.Teaching Methods:1. Fast reading to get a general idea of the text.2. Careful reading to get the detailed information.3. Pair or group work to make every student work in class.Teaching Aids:The multimediaTeaching ProcedureStep 1 GreetingsStep 2 Lead-inTo start the lesson by asking the students some questionsAsk the students to talk freely in order to create an easy atmosphere to encourage the students to practise their spoken language. Ask the students to prepare some information in advance. Get the student to have a general idea of the opera.Step 3 Reading StrategyExplain the definition of a review to the students since different types of article have various ways of reading.1. What’s the definition of a review?A review is a report or an essay giving some information as well as some opinion orideas about a book, performance, a painting or something similar.2. What should we pay attention to while reading a review of an opera?a. A review of opera usually starts with some background information.b. The review can five some important such as the actor’s names and finally an evaluation.c. The review may include lots of very descriptive words that reflect feelings.Step 4 Fast readingAsk the student to scan the text to finish the exercises in Part AStep 5 Listening and comprehensionListen to the recording and ask the students to finish the exercises on P 20 Part C1 Answers:1. Because she felt that she could almost feel the history.2. She is cold-hearted.3. He was killed.4. She does not have to marry him.5. He promised to allow Turandot to choose her own husband.6. Eight.7. Turandot was played by Sharon Sweet from the USA, Liu was played by Barbara Hendricks from the USA and Calaf was sung by Kristian Johannsson form Iceland. 8. The bringing together of the group of people from many countries, the music and the setting.Step 6 Post-readingIn order to have an accurate understanding of the text, ask the students to finish Part D on P20. And explain some more language points to the students.1. witness n.e.g. According to (eye) witnesses, the robbery was carried out by two teenage boys. witness vt witness doing sthe.g. He arrived home just in time to witness his brother being taken away by the police.2.star vt (e.g. The studio would like to star her in a sequel to last year’s hit.)cast vt (e.g. The doctor decided not to cast his new film with big-name actors.)3. setting n. e.g. The play has its setting in a wartime prison.be set in … (e.g. The sto ry was set in Britain of the nineteenth century.)4. take ona. to accept a particular job or responsibility:e.g. She took too much on and made herself ill.b. to employ someone:e.g. She was taken on as a laboratory assistant.c. to compete against or fight someone:e.g. The Government took on the unions and won.d. to begin to have a particular quality:e.g. Her voice took on a troubled tone.5. exercise vt (to use one’s right, power or influence)e.g. The young employer simply does not know how to exercise his power over his employees.Since you’re a citizen of our country, you should exercise your right to vote.6. be desperate to do sth./be desperate for sth.( to be eager or in great need to do/for sth.)e.g. The old man was desperate to see his son, Who had left home to study abroad.The boy is desperate for a new pair of football shoes.7. leave vt 常用“leave＋宾语＋宾补”结构(to let sb. do sth. or be in a state/to let sth. be in a state )e.g. My grandma is over 80 years old, so do not want to leave her alone at home.The poor farmer died, leaving his wife and three children in poor conditions.When the couple went on holiday, they left their pet dog in the care of a friend.8. transform vt (to make a complete change of the appearance or character of)e.g. Plenty of rain might transform the area from a desert into a place full of plants.It is said that the old railway station built about 100 years ago will soon be transformed into a railway museum.Step 7 Homework。
【牛津译林版】高二选修8英语Unit 2 Reading(3 教案设计1 副本
高二英语(yīnɡ yǔ)集体备课主备人：用案人：授课时间：____________ 第 2 课时课题M8 Unit 2 Reading课型NEW教学目标1) To develop Ss’ ability of reading for specific details as well as its main idea.2) To grasp the logic links between paragraphs of the text.3) To learn to guess meanings in context.4) To learn to write a composition based on what has learned.重点1) How to describe the problem ofthesnakes and what has been done bythewriter to solve the problem.2) Learn about the requirements ofgetting a patent难点1)Learn how to meet therequirements of getting a patent.2) Learn how to write acomposition based on what hasbeen learned.教法及教具教学内容个案调整教师主导活动学生主体教学过活动Step One ——Lead in①. Enjoy a video of amphibious car.②. Do a small quiz about great inventors and inventions.③.Solve a problem: How can you divide 13oranges among 9 children fairly?Step Two——SkimmingQ1: What was the mother upset about?Q2: Did the author succeed at last?Step Three——Scanning①. Questions on details.1). Why was the writer happy to help her mother?2). Why didn’t the writer use the powders?3). What were three possible approaches? Whichone did the writer choose?4). How many times did the author try to trap the snakes?②. How the text is organized程1). There are 6 stages in producing an invention.Put them into right order:Applying for a patent __________________Finding a problem __________________Doing research __________________Testing the solution __________________Thinking of a creative solution__________________Deciding on the invention __________________2). Divide the text into 5 parts according to theorder.Stages Paragraph1. Find a problem2. Do research3. Think of acreative solution4. Test the solutionsseveral times5. Apply for apatent③. What’s the text mainly about?The text tells the p______ of the snakes andpresentsthep_________ of catching them and applying for ap______.板书设计教学札记内容总结（1）高二英语集体备课。
牛津译林版高中英语模块8 Unit 2 The universal language Task 课件
Skill building 1: listening for facts about people Skill building 2: finding about people’s lives Skill building 3: writing someone’s life story
• started writing classical music
At the age of five,
At the age of five, Mozart started writing classical music.
• classical music
• first music publish,
Born (when and where)
Died (when and where)
Mozart
On 27 January 1756; in Austria In 1791
special things: when they wrote/recorded their first piece of
music
• married Constanze
Weber in 1782
who
• from Germany
In 1782, Mozart married Constanze Weber who was Germany.
Homework
Write the life story of a composer.
Thank you！
The Marriage of Figaro
The life of a famous composer
牛津译林版高中英语选修模块八 选修模块8Unit2 Grammar教案-新版
牛津版选修8Unit2 Grammar教案Period Four Grammar and UsageTeaching Aim:Introduce the ellipsis.Teaching Important Point:The basic usage of the ellipsis and learn to use it in different situations.Teaching Difficult Point:How to help the students learn when to use ellipsis and how to use it correctly. Teaching Methods:Teaching and practicing.Individual or pair work.Teaching Aid:Multimedia.Teaching procedures:Step1: Introduction to ellipsisEllipsis means leaving out words of a sentence when the meaning can still be understood. Ellipsis is used when you do not want to repeat words or phrases that are obvious. You’re to learn when to use ellipsis and how to use it correctly.Step 2: PresentationSentences on the blackboard— How is your cousin today? ---(She is )Much better.(You) Open the the window, please!(It) Sounds fine to me.(It is a ) Pity our teacher couldn’t come.(Is there) Anything wrong?(Have you) Found your pencil?Read these sentences and point put the words that have been left out in each sentence. Step 3: Instructions1. Go over Part 1& Part 2Ellipsis is often used in imperative sentences, in short responses, in infinitive phrasesand in informal English. Ellipsis is also used after hence, some prepositions or than. You should pay attention to the case in which ellipsis is used when two clauses with the same pattern and the same verb are used in a sentence.Read the examples in Point 2 and get to know that in some special styles, words are left out just to save space and time. When it comes to signs and labels, newspaper headlines, instructions, postcards, diaries and notes, ellipsis is often used.2. More examplesStep 4: Practices1.Read Part A carefully and find out the words that can be left out.2.Read the instructions in Part B and finish the part individually.Answers:1 b2 c3 a4 d5 e1 Bob James, the pop star dies of drug abusing.2 This is the door to the stage.3 The performance last night was not as good as usual.4 Please handle this with care.5 Turandot is really a wonderful performance, and the setting is fantastic too.3. Do Part C1 and C2 on page110 of the Workbook. After doing the two exercises, they will know more clearly how to use ellipsis correctly.Step 5: Exercises1. — Are there any English story books for us students in the library?— There are only a few, ___________.A. if anyB. if there2. — Would you like to go with us?— Yes, _____________.A. I'dB. I'd likeC. I'd like toD. I'd like to do3. — Would you like to have a try once again?— ________________.A. Yes, I likeB. No, I don’t like itC. Yes, I want very muchD. Yes, I’d like to4. — What do you think made Mary so upset?— ___________ her bicycle.A. As she lostB. LostC. LosingD. Because of losing5. — When did they get down to the job?— _______________.A. Until they leftB. Till they arrivedC. Since they finished itD. Not until they turned to me6. — Are you angry?— Yes. He should at least answer when _____________.A. speakingB. spoken toC. spokenD. speaking to7. Be careful while _________ the street.A. to crossB. crossingC. he crossesD. being cross8. _______ us for a dinner, don’t you?A. Don’t you joinB. JoinC. Have to joinD. Let’s join9. I promise we’ll be there at 6, _________.A. rainy or shineB. rains or shiningC. rain or shineD. rain or shining10. In the car accident the child was hurt, but ___________.A. the mother is killedB. the mother killedC. the mother being killedD. the mother has killed11. __________ I don’t remember where I met him.A. Fact is whichB. what the fact is thatC. The fact is whatD. Fact is12. He raised his hand __________ silence.A. as if to commandB. as though he going to commandC. as though to commandD. as of he commanding13. Francis Preston Blair, Jr., _________ born in Kentucky, lived and practiced law in Missouri.A. wasB. he wasC. althoughD. who he was14. We are to install this instrument ____________.A. as originally plannedB. as it originally plannedC. as was originally plannedD. as it being originally planned15. __________, people and objects are presented in a flat, often angular, abstract manner in JacobLawrence’s paintings.A. Always able to recognizeB. The ability to recognize alwaysC. While always recognizableD. Always can be recognizedAnswers:1-5 ACDCD 6-10 BBBCB 11-15 DCCAC。
牛津译林版高中英语选修八《Unit 2 The universal language》 Word power 教案 1
牛津译林版高中英语选修八Unit 2 The universal languageWord power---教案Teaching aims:Let students know more information about musical instruments.Get students to develop the interest in some kinds of music forms.Step 1. Brainstorming1. Do you know how to play the piano /violin /guitar?2. What is an orchestra like?3. What kind of music is performed by an orchestra? (classical music/opera)4. Do you know any famous orchestras in China or abroad ?Step 2. Read Part A on P22 and try to finish the following blanks. An orchestra small: a ____ orchestralarge: a ________ orchestraFour groups of musical instruments ________________________Music of an orchestra _______classical music_______popular musicmusic from different_______Step 3: Test of more information about orchestrasMusicians :conductor pianistviolinist flutist{{{Step 4. Pictures show of all kinds of musical instrumentsMusical instruments:Bassoon clarinet oboeCello harp violas violin double bassTrombone tubas saxophone horn trumpet Timpani xylophone gongPercussion cymbals bass drumAnswers of Part B,C,D in wordpowerB：strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gangsC (1) orchestra (2) chamber(3) symphony (4)strings(5) brass (6) violins(7) cellos (8) brass(9)trumpets (10) Flutes(11) woodwind (12) bass drumsD the instruments in red : stringsthe instruments in blue : woodwindthe instruments in green : brassthe instruments in yellow : percussionStep 5. Finish Part B,C,D and check them out.Step 6. Homework:Preview Task。
高中英语 M8 Unit2 The universal language Reading学案 牛津译林版选修8
高中英语 M8 Unit2 The universal language Reading学案牛津译林版选修8The universal language---Reading知识技能与目标：Students are expected to gain some knowledge about the opera Turandot and the performance of the opera to reinforce their reading comprehension教学重点：Stimulate s tudents’ interest in Western operas 教学难点：Get students to master the reading strategy of how to read a review of an opera【教学过程】Teaching procedures:I、 Fast reading（Read the text quickly and answer the following questions）1、What isTurandot?________________________________________________ _________________2、 What decision does Calaf make when he first sees Turandot?________________________________________________ _________________3、 What happens at the end of the story?_________________________________________________________ ________II、 True or False1、Puccini wrote Turandot towards the end of hislife、( )2、 Turandot and Madam Butterfly written by Giacomo Puccini are set in China、( )3、 Turandot says that any potential husband must answer three riddles or die in order to choose her own husband、 ( )4、 Liu grabs a sword and kills Turandot、( )5、 Thanks to the great talents, music and the setting, the opera is a great success、( )III、 Task-based reading（Read the text and fill in each blank with a proper word） (1___________: Turandotin BeijingPerformances of Turandot in Beijing◆I witnessed the opera, Turandot, being performed in the Forbidden City in Beijing、◆World-famous opera singers were cast in the performance、◆The stage was full of Chinese (2)__________ and history、The beginning of the story◆Turandot, the princess (3)_______to get married, put three riddles for the prince to marry her、◆A princewas condemned to death for (4)______to solve her riddles, which meant that few men would dare to ask for her hand in marriage、The high point◆The prince Calaf solved the riddles and let the princess (5)____ his name、◆Calaf told Turandot the answer, giving his own (6)____ to the princess、The end◆Calaf and Turandot got married with the whole city (7)__ their happiness、Other information about Turandot◆Giacomo Puccini, the (8)____of Turandot, had died before completing the final scene, which was completed by one of his former students、◆The opera in Beijing was (9)____ by Zhang Yimou with many other excellent actors and conductors、◆The actors and stage are the (10)_____ to its success、IV、 Reading Comprehension1、How many times was Turandot staged in the Forbidden City according to the article?A、 Only onceB、 Twice、C、 Eight times、D、 Unknown、2、 Who wrote Turandot and when was it written?A、 Giacomo Puccini, in1924B、Giacomo Puccini’s former student, in1924C、 Zubin Mehta, in the1990sD、 Sharon Sweet, in the1990s3、What does the writer mean by saying “there could not be a better setting”?A、 Because the weather was perfect for an outdoor performance、B、 Because she felt that the audience could almost feel the history、C、 There were decorated panels covered with red and gold、D、 Because Turandot was born in the Forbidden City、4、 We may conclude from the passage that ________、A、 more princes would be killed if it were not for CalafB、no prince could solve Turandot’s riddlesC、 Calaf would marry both Liu and Turandot if Liu were still alive、D、Liu could have won Calaf’s affection if she hadn’t killed herself、5、 How does the writer think of the opera?A、 terribleB、 movingC、 boringD、 amazing。
牛津译林版高中英语模块8 Unit 2 The universal language Section
Turandot，， she does unconditional
upset sunrise
not have to marry him.In order to learn his name, she tortures Liu，asking for the name.Unfortunately, Liu kills herself.But at the end of the story，the prince and Turandot unite in marriage， and the whole city 10.__c_e_le_b_r_a_te_s___their happiness.
►Step Five：Discussion Discuss music and opera with your partner. Learn something about Chinese opera?
重点难点探究
词汇精研
1Music has been called ‘the universal language’ because people do not need to speak the same language to understand it. 音乐一直被称为“共同语言〞，因为人 们不需要说同样的语言来理解它。
Unit 2 The universal language Section Ⅰ 课件
Section Ⅰ
预习多维感知 重点难点探究 速效提能演练
预习多维感知
►Step One：Fast Reading Read the text in the textbook and choose the best answer. ( B ) 1．Why did Zhang Yimou transform Forbidden City into the location for Turandot? A. Because the weather was perfect for an outdoor performance.
牛津译林版高中英语选修八Unit 2《The Universal Language》(Word po
牛津译林版高中英语选修八Unit 2《The Universal Language》(Word power)教学设计板块：Word powerThoughts on the design:本节课是以说、读为主的词汇教学课。
第一，依照学生认知规律设计教学，从他们周围耳熟能详的情况谈起，着眼点低且容易，让每个学生都能融入到课堂教学中来，为后面知识的输入作好预备；其次，由于本单元word power生词较多且有一定难度，因此这节课应立足在培养爱好、扩大视野之上，以丰富多彩的图片有效辅助，帮学生把握并认知词汇；再次，知识的输出是认知过程中重要而不可缺少的一环，通过此环节查缺补漏，巩固教学成果；最后，词汇教学不能单纯地教授词汇，教学过程中的师生间的有效的情感互动能够关心学生更快更好地吸取所学，而教学要紧过程中多问几个“什么缘故”——由这些词汇想到什么？能用它们表达什么？什么时候使用它们？——关心学生解决“如何用”的疑问。
Teaching aims:After learning Word Power, the students will be able to learn words and expressio ns related to musical instruments.Teaching procedures:Step 1 Warming upTeacher plays several pieces of music and asks the students to tell the different musical instruments.Teacher asks the students which musical instrument they like most and motivates the students to think about the theme of each piece of music.[Explanation]用几段有显著识别度的音乐导入，学生的回答“钢琴，吉他，小提琴”引入主题Music is a universal language.Step 2 Getting to know music instruments (PPT4—9)The students will be working i n groups to write down the musical in struments they’ve known.Teacher shows different pictures of musical instruments and helps the students with the new words if any.Teacher asks whether these musical instruments belong to the same type.The students will be given some time to read the text on page 22 to find the names for the different groups of musical instruments: str ings, woodwinds, brass and percussion.[Explanation]“头脑风暴”学生分小组把他们差不多把握的有关乐器的词汇列在纸上，请最快的一组同学读出他们的列表，其他组同学在他们展现时，划去相同的项目，之后，其他组学生可作补充。
高中英语Unit2Theuniversallanguage英美文化欣赏教案(含解析)牛津译林版选修8
Unit 2 The universal language【导读】The garden party是英国女作家Katherine Mansfield的短篇小说。
阅读下面有关花园聚会的场景描写，一起享受有音乐、鲜花、美食的美好时刻吧！【节选】The garden partyThey need not have worried. The weather was perfect—warm，and without a cloud in the sky.The gardener had been at work since dawn，cutting and brushing the lawns，until the green grass shone. And the roses—the roses were wonderful.Hundreds of flowers had opened during the night.You could almost believe that the roses knew about the garden party!While the Sheridan girls were having breakfast，the men came with the marquee.‘Where shall we put the marquee，mother？’asked Meg.‘My dear child，please don't ask me.I'm determined to make you children organize everything this year.Forget that I am your mother.Pretend I'm one of y our guests.’But Meg could not possibly talk to the men.She had just washed her hair.Jose，as usual，wasn't even dressed yet.‘You'll have to go，Laura. You're the artistic one in this family.’Laura flew out of the house，still holding a piece of bread and butter in her hand. Food always tasted delicious out of doors，and Laura loved arranging things. She always felt that she could do it better than anyone else.Four men were waiting on the garden path.They were carrying big bags of tools，and looked very ura wished she had left her bread and butter in the house.She blushed，and tried to look businesslike.‘Good morning，’she said，copying her mother's voice.But it sounded so silly that she was ashamed，and asked，just like a little girl，‘Oh，have you come—is it about the marquee？’‘That's right，miss，’said the tallest of the men.He pushed back his hat and smiled down at her.His smile was so friendly that Laura felt better immediately. What nice eyes he had—small，but a lovely dark blue！All the men were smilin g now.‘Cheer up！We won't bite！’they seemed to be saying.How very nice workmen were！And what a beautiful morning！She mustn't mention the morning；she must be businesslike.The marquee.‘Well，shall we put it on the lawn over there？’She pointed with the hand that was not holding the bread and butter.They all turned and stared.The tall man frowned.‘I don't like it，’he said.‘You wouldn't notice it there.You see，with a thing like a marquee，you want it where it hits you—bang in the eye，as you might say.’Laura had been brought up in a way which made her wonder for a moment whether a workman should use an expression like‘bang in the eye’to her.But she understood what he meant.‘A corner of the tennis court，’she suggested.‘But the band's going to be in one corner.’‘Having a band，are you？’said another workman.He was pale，with a tired look in his dark eyes.What was he thinking?‘Only a very small band，’Laura said gently.Perhaps he wouldn't mind a very small band. But the tall man said，‘Look here，miss，that's the place.By those trees.Over there.’By the karaka trees.The marquee would hide them.And the karaka trees were so lovely，with their big，shiny leaves and orange fruit.Must they be hidden by a marquee?They must.The men were already carrying their bags of tools across the lawn.Only the tall man was left.Suddenly，he bent down touched a rose，and pulled it gently towards him to smell it.When Laura saw him do that，she forgot about the karakas.He was a workman who loved the perfume of roses.How many of the men that she knew cared about things like that？Oh，how nice workmen are，she thought.Why couldn't she have them for her friends，instead of the silly boys she danced with and who came to Sunday night supper？She liked these men much better.It's all the fault，she decided，of these stupid differences in social class.Well，for her there were no differences.Absolutely none at all，not a single one...And now there came the sound of hammers.Someone whistled，someone called out，‘Are you all right，mate？’‘Mate！’How friendly they were！Just to show how happy she was，how she liked being among these friendly men，Laura took a big bite out of her bread and butter. She felt just like a workgirl.‘Laura，Laura，where are you？Telephone，Laura！’a voice cried from the house.‘Coming！’She ran across the lawn，up the path and into the house.In the hall，her father and Laurie were brushing their hats，getting ready to go to the office.‘I say，Laura，’said Laurie，‘take a look at my coat，can you，before thisafternoon？I think it needs ironing.’‘All right，’she sa id.Suddenly，she couldn't stop herself.She ran up to Laurie and threw her arms around him.‘Oh，I do love parties，don't you！’she cried.‘I'll say I do！’said Laurie's warm，boyish voice.He gave his sister a gentle push.‘Run off to the phone，old girl.’The telep hone.‘Yes，yes；oh yes.Kitty？Good morning，e to lunch，my dear！It will be nothing special—just what's left over.Yes，isn't it a perfect morning？Yes，wear your white dress.One moment—mother is saying something.’Mrs Sheridan's voice floated down the stair s.‘Tell her to wear that sweet hat she wore last Sunday.’‘Mother says you must wear that sweet hat you wore last Sunday.Good.One o'clock.Byebye！’Laura put down the phone，took a deep breath，and stretched out her arms.Then she stood still，listening.The house was alive with sounds of running feet and distant voices.Somewhere down in the kitchen，a door opened and closed.Sunlight，and little warm winds，played in and out of the windows. Darling little winds.The doorbell rang，and she heard a man's voice and then Sadie saying，‘I'm sure I don't know.Wait.I'll ask Mrs Sheridan.’‘What is it，Sadie？’Laura came into the hall.‘The flowers have come from the shop，Miss Laura.’And there they were，by the door.Box after box，full of pots of pink lilies.No other kind. Nothing but lilies，big pink flowers，wide open and almost frighteningly alive.园会他们不必担心。
牛津译林版高中英语选修模块八 选修模块8Unit2 Task教案-新版
牛津版选修8Unit2 Task教案Writing a website negative emotional languageTeaching Aims:1.To train the students’ ability of listening and writing.2.To master the skills in the writing of the life story of a composer3. To practise writing the life story of a composerTeaching procedure:Step 1 Review the last period of the unitSkills building 1: listening for facts about peopleWhen we are listening for facts about people, there are certain things we need to listen for. These includes:1. date when they were born and diede.g. He/She was born/died on 26 May 1962.2. places where they were born or died. These might be or countries.e.g. He/She was born in London, England.3. specific things that they did in their life. This will include dates and places such as when and where they got married or had a child, etc.e.g. He married Jane in Paris in 1999.4. information about why they did something and who or what influenced them.e.g. He wrote this opera because he liked East Asia.Step 2 ListeningWhile listening to the recording, ask the students to apply listening skills in practical use, such as note taking. The teacher should be responsible for the speed of the recording and make sure the student can finally understand the text as a whole. After the teacher can check the answers with the students.Step 3 Table fill-inIn this section, the students first are required to go through three passages on p 27. Since during the listening we have just finished part of the exercise, the teacher can design a skimming and scanning practice here, asking the students to find the relevant information of the table provided on P 26. And later ask the students to check theiranswers by presentation.Skills building 2: finding out about people’s livesSometimes you need to find out a bout people’s lives. You can start by asking the following questions.Which city/country was he/she born in?When was he/she born?What instruments did he/she play?When was …written?When did he/she die?Where did he/she die?Did he/she have brothers/sisters? What were their names?When did he/she get married?Who did he/she marry?Can you tell me any other information about him/her?Is there anything else you can tell me about him/her?Step 2 asking for further informationIn this section, the students are supposed to work in pair to practice the skills in skills buildings 2. The teacher can encourage the students to pracise their spoken language during this part, and later the teacher can also provide the sample answers to the students.Skills building 3: writing someone’s life storyWhen writing someone’s life story on an exhibition board, you need to:1. Start with his/her name as a little with the dates of his/her birth and death underneath.2. Perhaps use a timeline to illustrate what the person did in his/her life.3. Write the information in the order that it happened.4. Include pictures to make it attractive.Step 3: writing the life story of a composerIn this section, the students should apply their learned skills to practical use. First they have to collect some facts about the composers, find out about people’s lives and thenwrite someone’s life story. The teacher first of all should remind the students of these steps and then give some instructions to the students. If it is needed, the teacher can also give the students a sample writing to show how they are supposed to phrase their article.Step 4 HomeworkPrepare for next period.。
牛津译林版高中英语选修8精品教案Unit 2 The universal languageWord power
Unit 2 The universal languageWord power---教案Teaching aims:Let students know more information about musical instruments.Get students to develop the interest in some kinds of music forms.Step 1. Brainstorming1. Do you know how to play the piano /violin /guitar?2. What is an orchestra like?3. What kind of music is performed by an orchestra? (classical music/opera)4. Do you know any famous orchestras in China or abroad ?Step 2. Read Part A on P22 and try to finish the following blanks. An orchestra small: a ____ orchestralarge: a ________ orchestraFour groups of musical instruments ________________________Music of an orchestra _______classical music_______popular musicmusic from different_______Step 3: Test of more information about orchestrasMusicians :conductor pianistviolinist flutist{{{Step 4. Pictures show of all kinds of musical instrumentsMusical instruments:Bassoon clarinet oboeCello harp violas violin double bassTrombone tubas saxophone horn trumpet Timpani xylophone gongPercussion cymbals bass drumAnswers of Part B,C,D in wordpowerB：strings: harp, violas, double bassesbrass: saxophones, trombones, tubaswoodwind: oboes, bassoons, piccolospercussion: timpani, xylophones, gangsC (1) orchestra (2) chamber(3) symphony (4)strings(5) brass (6) violins(7) cellos (8) brass(9)trumpets (10) Flutes(11) woodwind (12) bass drumsD the instruments in red : stringsthe instruments in blue : woodwindthe instruments in green : brassthe instruments in yellow : percussionStep 5. Finish Part B,C,D and check them out.Step 6. Homework:Preview Task。