致用英语综合教程3自制授课教案Unit2
Book3Unit2Healthyeating词汇复习课教学设计
Book3Unit2Healthyeating词汇复习课教学设计教学课题Revision of words and phrasesBook 3 Unit 2 Healthy Eating课程类型词汇复习课授课地点多媒体教室教理学论设依计据英语教学是一种生活教学，所以它也是活动教学，教学过程也是交际活动过程。
只有从组织教学活动入手，结合生活实际，大量地进行语言实践，使英语课堂生活化，交际化，才能有效地培养学生运用英语进行交际的能力。
新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。
”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，在结合本班学生的实际，对复习材料进行了适当处理。
教材分析秉承本单元healthy eating的话题，在学生先期预习了词汇的基础上，让学生进一步通过对本节课设计语段及相关复习、练习的训练之后，达到对所需复习内容的进一步夯实。
学情分析经过高三一段时间的复习，学生对于高考大纲内词汇要求比较熟悉，同时表现出对词汇的学习缺乏兴趣。
考虑到学生的基础较好，能主动配合老师，愿意开口讲。
有着高中生独立、爱表现，张扬个性的特点。
因此，一旦因材施教，设置他们感兴趣的活动，就能让他们投入到课堂活动中来。
教学重点 1.掌握本节课的重要复习内容：words: diet \balance\benefit\ lie \combinephrases: form the habit of \cut down\ get away withstructures: have+O.+O.C.2.能回答出个段所设置的相关问题，提高运用英语的综合能力。
3.使学生能够合作完成此课任务教学难点1．如何使学生能正确的进行英语表达，提高交际的能力2．如何能使学生积极地参与双人或小组的讨论，创设情景进行交际，有效掌握本节课内容在语言使用过程中的运用。
3. 如何引导学生通过课文的学习明白健康的饮食重要性并且积极讨论总结方法，促进学生自主学习。
致用英语综合教程综合英语2教案unit
Section One Around the topic Step 1 Topic introduction:Many Chinese students find it very difficult to introduce Chinese culture to foreign friends.The biggest problem is that they don’t know how to express their understanding about Chinese culture or how to explain some typical concepts in Chinese culture. Chinese learners of English as a foreign language should not only study western cultures, but also deepen their understanding of Chinese culture, so that they can introduce it to the outside word.Step 2 Your ideasWork in groups or pairs and discuss the following questions1)Why is spring Festival so important for the Chinese people?2)What do you usually do during the Spring Festival3)Are there any special celebration activities in your hometown during Spring Festival?4)In what ways do you think the Spring Festival has Changed?How much do you know about the Chinese New Year?A.Which day in the 15-day celebration is for the sons-in-laws to pay a visit to theirparents-in-law?The third and fourth days.B. What is the fifth day called?Po Woo.C. How many kinds of traditional New Year food do you know?Dumplings, a whole fish, chicken, New Year cake…D. Do we use knives or scissors on New Year's Day?NO. They may cut off fortune.E. What fruit do we usually use as a decoration during the Spring Festival?Oranges and Tangerines. They are symbols for abundant happiness.Step 3 VocabularyThere are some special things about Spring Festival, which are difficult to translate into English. Here are some English words and expressions related to the Spring Festival. Try to get their meanings.Remind students that names of some typical Chinese things do not have exact equivalents in English. Ask them to guess the meaning of the English words and phrases related to thecan give a brief talk with some of the words in the table above so that they can master a better usage of these words.Step 4 Listening and speakingAsk students to read the questions first. Then play the recording and encourage them to take notes while listening.1.Q: What are they talking about?A: They are talking about the Spring Festival.2.Q: How did Li Ming spend his holiday?A: Li Ming spent his holiday with his family in his hometown.3.Q: What is Susan curious about?A: Susan is curious about how Chinese people celebrating their Spring Festival.4.Q: What make the Spring Festival different from other holidays?A: Giving presents and staying with the family.5.Q: What do Chinese People do on the Eve of the Spring Festival according to the recording?A: In the past, all the members of a family would stay at home making dumplings together.Now many people enjoy watching TV. During the day, children wear their new clothes. The evening is usually spent playing games, talking, eating and drinking.Step 5 A quizDuring the Spring Festival, some things are believed to bring good luck for the new year, while other things might bring bad luck. Read the items in the table below and decide whether they bring good luck or bad luck. When you finish, compare your answers in pairs.This quiz is just for fun. Remind students that we should not be superstitious and the dos and don’ts during the Spring Festival are only parts of our traditions and customs. We should hold a right attitude towards them.Ask students to do the exercise first based on their own understanding and then compare their answers with their partners’. They may discuss them if necessary. When they finish, you may show and explain answers.Section Two ReadingThis section introduces the tradition of the Chinese New Year. By studying it, students will learn more about the legend of Nian and traditional Chinese New Year celebration activities. Most importantly, students will learn how to introduce the Chinese New Year to foreign friends.Step 1 Pre-reading tasksBefore you read, discuss the following questions in groups:1.Do you know why we call the Spring Festival “Nian”?2.Do you know why we Chinese celebrate the New Year at a different time from the Westernworld?Read the instruction as a class. Divide students into groups. Ask them to discuss the questions. Activate their prior knowledge of the Spring Festival and encourage them to share information with others. Pick some volunteers to answer these tow questions as representatives of their group. Step 2 Text illumination1)Ask several students to read the whole text in order to check whether they preview thetext and get a general understanding bout it or not beforehand.2)Ask students to summarize the text3)The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4)Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. legend n.story handed down from the past, especially one that may not be true 传奇，传说e.g. The legend of Robin Hood is well-known.2. mythical adj. existing only in an ancient story, imagined or invented 神话的，虚构的e.g. Qi Lin is a mythical Chinese creature which is similar to a unicorn.myth n. 神话e.g. ancient Greek myths3. terrorise v. to fill or overpower with terror, to terrify 使惊恐不安，恐吓e.g. The local gangs terrorised the neighborhood.4. fierce adj. violent and angry 凶猛的，凶狠的e.g. Swans are always fierce in defense of their young.The leopard looks fierce.5. lunar adj. determined or measured in reference to the moon 根据月亮决定或测定的e.g. The Chinese New Year falls on lunar January, 1st.6. solar adj. determined or measured in reference to the sun 根据太阳决定或测定的e.g. Solar energy is one kind of important energy nowadays.7. insert v. to put or set into, between, or among 插入，嵌入e.g. The editor inserted an advertisement in the newspaper.insert a key into a lock8. symbolic adj. representing a particular idea or quality 象征的，符号的e.g. The cross is symbolic of Christianity9. ward off to keep away (somebody/something that is dangerous or unpleasant) 挡开，避开e.g. He carried a gun to ward off possible attacks.Step 3 Post-reading exercises1.What is the significance of the following things during the Spring Festival?Read the instruction as a class. Divide students into groups of four. Ask them to discuss these questions. Get feedback when they finish. Try to encourage them to express their opinions thoroughly in English.3.V ocabulary and structureThis part is about some vocabulary and structure exercises related to the text. Ask students to finish them independently beforehand. Check their answers in class. Try to encourage them to explain by themselves to check whether they fully understand the exercises or not. The teacher is supposed to give some explanations if necessary.A.Work out the meanings of the underlined words with the help of the context.B.Fill in the blanks with the words below. Change the form where necessary.plete each pair of the sentences with the correct form of the same verb, one as apresent participle (-ing) and the other as a past participle (-ed).4.WritingRead the instruction as a class. Leave the writing task as homework. Check their work next time.Write down your experience about the Spring Festival. The following questions may help you to come up with some ideas.1)How does your family prepare for the Spring Festival?2)What traditional activities does your family do to celebrate the Spring Festival?3)What special activity do you like most when you are celebrating the Spring Festival? Section Three language in use: present participles used as adverbialsStep 1 test your grammarThe aim of this practice is to make students aware of the present participles used as adverbials. Based on their study of the text, they may gain a deeper understanding by doing these exercises. Try to encourage students to explain by themselves through recalling and understanding of this grammatical phenomenon.Step 2 illumination and developmentBriefly explain the grammatical knowledge of participles. Then ask students to finish these exercises. Check their work when they finish.一、现在分词做状语（表原因，时间，条件，让步，行为方式，伴随状况）现在分词与主句的主语一致，且形成主谓关系，就是说现在分词的动作发出者是主句的主语。
英语3苏版新资料unit2教案(语法01)
英语3苏版新资料unit2教案（语法01）Unit2Healthyeating----GrammarⅠ1.教材分析〔Analysisofteachingmaterial〕Thisteachingperiodmainlydealswiththegrammar:learntheuseofoughttoandreviewtheuse ofmay,might,will,would,can,could,shall,shouldandmust.Ssoftenfeelmodalverbsabstr actanddifficult,soitisnecessarytomakethelessoninterestingandconnectitwiththeird ailylifeinordertoletiteasytoacceptandunderstand.TheteachercanasktheSstodotheexe rcises,thensummarizetheuseofmodalverbsandletSsmakeitclearhoweachmodalverbisbein gusedinthesituation.2.学情分析〔Analysisofthestudents〕Sswillmostprobablybeconfusedwhenlearningthisgrammar.Becausetheyevencannotgetcle arthefirstkindofModalverbs.Buttheymustlearnitwell.3.教学目标(Teachingaims)知识目标(Knowledgeaims)GetSstoknowmoreaboutmodalverbs.LetSslearntheuseofoughtto.能力目标(Abilityaims) EnabletheSstouseModalverbscorrectlyandproperlyaccordingtothetext.情感目标〔EmotionalaimsGettheSstobecomeinterestedingrammarlearning DeveloptheSsspiritsofcooperationandteamworks4.教学重点和难点〔Teachingimportantpointsanddifficultpoints〕Teachingimportantpoints:Reviewandconsolidatetheuseofmodalverbs.Teachingdifficultpoints:Howtousetheseverbscorrectly.5.教学过程(Teachingprocedures)Step1RevisionCheckthehomeworkMakeadictationStep2lead-inLettheSsworkinpairs.oneaskaquestionandtheotheranswersit.Remindthemtousemodalver bsintheiranswer.T:whatshouldwedoafterschool?S1:Ihavetogohomeatonce.Ineedtotakeabus,IoughttodomthomeworkassoonasIgethome. T:Doyouknowwhatyouhavetodowhenyouborrowbooksfromlibrary? Doyouknowwhattodowhenyourteethache? Doyouknowwhattodoifyouneedtomeetsomeoneyoudon'tknwattheairport? Doyouknowwhattodoifyouwanttogetadiscountinashpo? Doyouknowwhattodoifyoumeetthehostessinyourfriend'shome?Step3Grammarlearn1.情态动词表示对过去情况的推测与过去事实相反的表达时的形式的变化Yououghttohaveseenthatmovie.你早就应该去看那不电影去了。
新标准大学英语综合教程3unit2
Word family: bear v. (bore/borne) carry someone or something, especially something important 运送；携带 e.g. 1. The wedding guests arrived, bearing gifts.
三倍的；三重的
e.g. 1. He is a triple murderer. 他谋杀了三个人/他犯三重谋杀罪。 2. The plan has a triple purpose.
该计划有三个目的。
Word formation: tri-: (prefix) three e.g. 1. trilingual: speaking three languages 2. triangle: a shape with three sides
2. Katzen offered little evidence to substantiate his claims.
卡曾没有提供证据来证明自己的主张。
Words & Phrases
coffin
n. [C] a long box in which a dead
person is buried 棺材；灵柩 e.g. He must be somebody, for a flag was draped over the coffin.
4. According to Hawking, how should we live?
Script
Warming Up
1. What does Hawking mean by saying “heaven is a fairy story for people afraid of the dark”? He means that he is not afraid of death. There is no heaven at all and only those who dare not face death will think they will go to heaven after death. 2. What made Hawking become one of the world's most famous scientists? He became one of the world's most famous scientists with the publication of his 1988 book "A Brief History of Time."
英语3苏版新资料unit2教案(03—语言点01)
英语3苏版新资料unit2教案（03—语言点01）Unit2HealthyEatingLanguagepoints11.教材分析〔analysisofteachingmaterial〕Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsandsentenc espatternsinthepartsWarmingUp,Pre-readingandComprehending.2.学情分析〔analysisofthestudents〕Sscanunderstandthemeaningsofthesewordsinthecontext,thentheteacherwillgivesomeex tertheSswillbeofferedsomeexercisestomastertheirusages.3.教学目标(Teachingaims)结果性目标〔知识目标&能力目标〕：知识目标(Knowledgeaims)GettheSstolearnandgraspnewwordsandexpressions:diet,energy,fiber,digestion,bean,cucumber,mushroom,lemon,balance,ham,mutton,roa st,slim,curiosity,raw,lie,research,customer,weakness,strength,rid,amount,debt,g lare,gently,limit,benefit,sigh,combine,item,packet,tin;etc.keysentences:1.Hisfriedricewashotbutdidnottasteoffat.2.Tiredofallthatfat?Wanttobethinner?Onlyslimmingfoodservedhere.3.Iwilltakeallthatfatoffyouintwoweeksifyoueathereeveryday.4.Itwas notgivingitscustomersenergy-givingfood!5.SomethingterriblemusthavehappenedifMaochangwasnotcomingtoeatwithhimashealways did.6.Hewonderedifheshouldgotothelibrarytofindout.7.Hecouldn’thaveYongHuigettingawaywithtellingpeoplelies!能力目标(Abilityaims) EnabletheSstousesomeusefulwordsandexpressionscorrectly. EnabletheSstomakesentencesaftertheusefulsentencepatterns.程序性目标〔即过程与方法〕：Teachershouldpickuptheimportantsentencesandtranslatethemtostudents,thenpointout thelanguage points.Studentscanreadtheexercisebookfirstlyanddosomeexerciseinthec lass.Ifstudentshavesomequestions,theycanaskteacheranddowithit.体验性目标〔情感目标〕情感目标〔Emotionalaims〕StimulatetheSs’interestinlearningEnglish.DeveloptheSs’knowledgeofhealthyeating.4.教学重点和难点〔importantpointsanddifficultpoints〕#Teachingimportantpoints: EnabletheSstolearnandgraspnewwordsandexpressionsandkeysentences.#Teachin gdifficultpoints:EnabletheS stolearnandusethesephrases:amaze;getawaywith;admire;etc.5.教学过程(Teachingprocedures)1.WangPengweisatinhisemptyrestaurantfeelingveryfrustrated.feeling那个地方是用动词的-ing形式做伴随状语。
致用英语综合教程3自制授课教案Unit3
Understand some long and difficult sentences.
教学方法与手段
1.Teaching Methods
1)Task-Based Language Teaching
(7) edge
n. the part of an object that is furthest from its centre e.g. Jennifer walked to the edge of the wood.
A leaf was on the ground, ห้องสมุดไป่ตู้urling up at the edges.
Part2: Discussion
Judge the italicised words (juvenile, adolescent, childish, youthful, antique, mature) in the sentences are commendatory, derogatory or neutral.
e.g. Many adolescents suffer from whelks.
An estimated 62 million Americans smoke, including 4.1 million
adolescents aged between 12 and 18.
(2)collapse
n. a sudden failure in the way something works, so that it cannot continue e.g. His business was in danger of collapse.
致用英语综合教程综合英语2教案综合英语2单元设计unit
Section One Around the topicStep 1 Topic introduction:The theme of this unit is relationships between friends, relatives, families and so on. The significance of this topic is for students to understand, maintain and appreciate relationships.Step 2 Your ideas1.Listen to the song. Fill the blanks in the lyrics while listening.I believe I can loveYou give me your loving careI believe in what we areI don’t know where I would beWithout you staying with meSometimes, I’m lost in miseryYou will take me all the wayI’m not afraidOh, you and mehand in hand to everywhereAmazing be my friend, oh friendWe are forever friendsOh babyYou give me all the love I needYou are the only onePlay the song twice constantly and then encourage students to tell the answer by themselves. Step 3 vocabularyA.Work in pairs and think of as many English words as possible that havemeanings similar to friendly and unfriendly. Compare your list with anotherpairThis is a pair-work task. Ask students to brainstorm as many related words as possible.Then ask them to exchange opinions with other pairs. You may let them read out thewords they have got in front of the class.B.The underlined adjectives in the sentences below are all about friendliness.Read them and work out the meanings.Ask students to read these sentences carefully and discuss their meanings in pairs. Havethem explain the meanings in English.Answers:Friendly: acting or ready to act as a friendSociable: fond of making friends with people and enjoying being with othersAmiable: having a pleasant and friendly nature; good temperedIntimate: close in relationshipClose: near in relationship, friendshipWarm: friendly in a pleasant wayStep 4 discussionPut the class into small groups. Each group selects one student to note down the opinions of each speaker. After the discussion, you may collect their ideas by having some students give a report. This can be really interesting when show diverse opinions.1). In your opinion, what is a friend? What does friendship mean to you? What do youthink are the most important factors that can keep a long-lasting close relationship with your friends?2). What about with your family members and relatives?3). How can we make our close relationships last long?Step 5 listening and speakingA: Do you have family members, relatives or friends who live in a faraway place? What do you do to keep in touch with them? Do you do the following?●phone them●write letters to them●send them recorded cassettes●send them postcards●have flowers or other gifts delivered to them●e-mail them●send them text messages●visit them during holidays●chat with them onlineB: listening: John lives in Manchester. His sister, Mary, is studying French in Paris. She’s been there for five weeks. He wants to visit her in Paris and he wrote to her about it through an e-mail. He’s just received a message on the answer phone from her.This activity involves skills of both speaking and listening. Use the questions in task A to start a talk among students. The items listed in the text can give students some topics for continuing their talk.After the activity in task A, move on to the listening section. At the same time, ask students to pay attention to decide whether they are true or false. Have a class feedback when they finish. Section 2 Reading: Bonded by loops and flaresThe text Bonded by loops and flares is taken from the newspaper International Herald Tribune, written by David Brooks. Students may find the ideas expressed in this article quite new. Ask students to read the text carefully and have them do exercises individually. When they finish, ask them to exchange and discuss the answers with their partners.Step 1 Pre-reading questionsRead these questions and then put students into small groups for a brief discussion. Give them a few minutes to prepare. Ask one or two groups to tell the whole class their conclusions and reasons when they finish.Do you think people’s perception and thinking are greatly influenced by others? If so, by whom are people most probably influenced? Discuss these questions in groups.Step 2 Text illumination1) Ask several students to read the whole text in order to check whether they preview the textand get a general understanding about it or not beforehand.2) Ask students to summarize the text3) The teacher can put the comprehension check either before or after illuminating the textaccording to the needs of class and the students’ comprehension ability.4) Illuminate the text, during the process of which the teacher can encourage students tohighlight or underline the important parts when they read the text in detail. Try to explain that it can help students to grasp the important details and review important points Language points:1. loop n. a shape like a curve or circle made by a line curving back towards itself 环形，圈状。
全新版大学英语综合教程3Unit2
2. Do you know why they all died young? 3. Whom did they free?
Before Reading
Before Reading
Global Reading Detailed Reading After Reading
Global Reading Detailed Reading
Unit 2 Civil-Rights Heroes After Reading Supplementary Reading
Read the Script of the Song Abraham, Martin & John
Has anybody here, Seen my old frienDdetaAilebdrRaeahdiangm? Can you tell me, where he’s gone? He freed a lot of people, But it seems the good they die young, You know, I just looked around, And he’s gone.
He freed a lot of people, But it seems the good they young, I just looked around, And he’s gone. Detailed Reading
Anybody here, Seen my old friend Martin? Can you tell me, where he’s gone? He freed a lot of people, But it seems the good they die young, I just looked around, And he’s gone.
综合教程2unit3教案
综合教程2unit3教案Unit 3 My Stroke of LuckSection Four Consolidation ActivitiesI . Vocabulary Analysis1 Phrase practice1. given that if one takes into account that 考虑到，假定e.g. Not everybody is in the mood to consider dressing carefully given that we feel stressed andtired almost everyday. 考虑到我们⼏乎每天都很紧张、很累，所以并不是每个⼈都有⼼情去精⼼打扮。
Given that they are inexperienced, they’ve done a good job. 考虑到他们没有经验，他们的⼯作算做得很好了。
2. then and there at that time and place, esp. without any delay 当场，当时当地e.g. He resolved then and there that he would find a way to help the boy. 当时他就下决⼼，⼀定要想办法帮助这个孩⼦。
3. in the midst of when 在……之中，当……的时候e.g. She found it in the midst of sorting her suitcase. 她在整理⼿提箱时发现了它。
If you are in the midst of a financial deal, this is your lucky day. 如果你正要处理⼀笔交易，今天就是你的幸运⽇。
4. set … apart distinguish 使分离，区别e.g. We have set apart a special sum of money for new equipment. 我们留出⼀笔专款添置新设备。
致用英语综合教程综合英语2 教案综合英语2 教案unit 2
Period One – Around the TopicPeriod Length: 50 minutesGoals-Activate background knowledge about curiosityPurposes-Get familiar with vocabulary related with curiosity and being inquisitive-Obtain background knowledge about curiosity and being inquisitiveStep 1: Vocabulary (20 minutes)-Ask students to work on the Vocabulary on Page 18-Encourage students to think as more as possible-List these word on the board or screenStep 2: Discovery and Discussion (30 minutes)-Work on the quiz ‘Are you curious?’ on Page 20 as a whole and give explanations if necessary to understand whether they are curious or not.-Discuss the issue of being curious and inquisitive in groups with reference to the questions listed on Page 18-Discuss both the advantages and disadvantages of curiosity-Ask each group to present their results in frontKey points-All activities be carried out in English-Inspect each group for the purpose of guidance and promotionHomework-Think in depth the advantages and disadvantages of being curiousPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the questions on Page 21 in groups-Check briefly the preview results from studentsStep 2: Reading activity (Part One: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammarStep 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Vocabulary and grammar-Discourse knowledgePurposes-Learn new words and expressions-Understand key grammar points-Understand related discourse knowledgeStep 1: Pre-reading Tasks (15 minutes)-Discuss briefly the previously learnt part for understanding-Check briefly the preview results from studentsStep 2: Reading activity (Part Two: 25 minutes)-Listen to the reading-Ask students to present new words and sentences in groups-Ask students to give feedbacks for the information presented-Give more explanations to the new words and sentences-Provide extra knowledge about new words-Guide more on sentences and grammar-Check the comprehension questions on Page 23Step 3: Summarization (10 minutes)-Summarize the words and sentences-Summarize the text learntKey points-Instructions and tasks carried in English, Chinese is used only when necessaryHomework-Review the learnt sections-Preview the following parts and exercisesPeriod Length: 50 minutesGoals-Enhance the vocabulary abilityPurposes-Learn detailed usage of certain words-Learn detailed usage of certain language structuresStep 1: Exercise A (15 minutes)-Work Vocabulary and Structure exercise A on Page 24 in groups -Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 2: Exercise B (15 minutes)-Work exercise B on Page 24 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersStep 3: Exercise C (20 minutes)-Work exercise C on Page 25 in groups-Check and compare answers in groups and negotiate them-Ask students to present their answers-Provide feedbacks for answersKey points-Instructions and activities be carried in EnglishHomework-Finish Writing Task on Page 25 and turn them in due next period -Prepare for the grammar and vocabulary exercisesPeriod Five – Language in UsePeriod Length: 50 minutesGoals-Grammar knowledge and vocabulary buildingPurposes-‘so…that…’ & ‘so that’ structures-Compound words 1Step 1: ‘so…that…’ and ‘so that’ structures (30 minutes)-Test grammar knowledge on Page 26 for checking grammar abilities-Work on exercises A, B & C on Pages 26 & 27 in groups-Ask students to present their answers and provide necessary explanations -Give supplementary information on those structures if necessaryStep 2: Compound words 1 (20 minutes)-Work on exercises A & B on Pages 28 in groups-Ask students to present their answers and explain Compound words-Give supplementary information on Compound words if necessaryKey points-Give instructions in English-Explain grammar knowledge in ChineseHomeworkPeriod Six – Extension: Wisdom comes to the inquisitive mind Period Length: 50 minutesGoals-Extend reading abilitiesPurposes-Apply previously learnt vocabulary and cultural knowledge in reading-Develop reading abilities-Improve abilities on negotiation and discussionStep 1: Reading (20 minutes)-Ask students to read Wisdom comes to the Inquisitive Mind on Page 30 in groups -Understand new words and sentences within the group by negotiating in English -Finish Vocabulary Check on Page 31Step 2: Discussion (30 minutes)-Discuss questions listed on Page 31-Ask each group to present their opinions for the questions in front-Give feedbacks and remarks for presentationsKey points-Inspect group discussions and give guidance to promote discussionsHomework-Review previously learnt materials-Prepare for the ProjectPeriod Length: 50 minutesGoals-Teamwork abilitiesPurposes-Apply previously learnt words and cultural knowledge into actual use-Develop teamwork abilitiesStep 1: Interview (25 minutes)-Interview classmates for their opinions on being inquisitive with reference on the form and instruction on Page 29Step 2: Report writing (25 minutes)-Ask students to work in pairs or groups to work on the report about being inquisitive based on the interviews-Ask each group to present their reports and provide remarksKey points-All preparations and negotiations be carried in English-Give guidance while students prepare the projectHomeworkPeriod Length: 50 minutesGoals-See abovePurposes-See aboveStep 1: Information Exchange (25 minutes)-Exchange your thoughts about your thoughts and opinions on your results of the interviews.Step 2: Discussion and Debate (25 minutes)-Each group presents the results to the whole class,-Give remarks to the presentations-Group members should also talk about what they have learnt from this interview project.Key points-Give instructions for discussion and debateHomework-Revise writings according to the feedbacks and remarks received-Turn the revised copies before next periodPeriod Nine – Culture Tips: Curiosity Killed the Cat Period Length: 50 minutesGoals-Understand part of western culture from another perspectivePurposes-Help students to understand western culture-Help students to learn more cultural expressionsStep 1: Warm-up (15 minutes)-Read materials on Curiosity Killed the Cat on Page 32-Help on any new words if necessaryStep 2: Open Discussion (35 minutes)-Ask students to offer more stories related to the topic-Encourage students to pay more attention to the advantages and disadvantages on being curious and inquisitiveKey points-All activities be carried in EnglishHomeworkPeriod Ten – Learning to Learn Period Length: 50 minutesGoalsPurposesStep 1Step 2Key pointsHomework。
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We’re in a dilemma about whether to move or not.
(3)epidemic
Third, a certain student translate some sentences whichhave different expression in Chinese.
Forth, teacher explain the difficult and complex sentences.
In the Third and Fourth Classes
Part1:Pre-reading
(1)Reading tips
Plot refers to a series of events that happen in a story, which sometimes might not be arranged in the right time order. So you may draw a timeline and place the crucial moments chronologically on it while reading. Itmay help you understand the story.
e.g. Emmanuel Hospital is devoted to quality care and high ethical standards.
(5) radio
v. to send a message using a radio
e.g. I urgently radioed the information back to headquarters.
离开战场之后，战士们在这三个领域，都受到了不同程度的影响。一旦归家，每一处都影响到他们正常的行动能力。
本句是一个复合句，其中包含which引导的非限定性定语从句，其先行词是areas。
要特别注意关系代词which或as引导的非限定性定语从句的区别: (1)当非限定性定语从句位于句首时，只用as不用which。
(3)当非限定性定语从句的关系代词指的是先行词本身时，只能用which，不能用as。
e.g. The West Lake, which (不能用as) is one of the world famous scenic spots, is in Hangzhou.
(2)The more time goes by since leaving the army, the more doubts occur about whether I ever did the right thing. (Para. 12)
actively interact with the teacher
finish tasks as required
教学重点、难点
Grammar:Instant verbs in perfect tense
Vocabulary building:Homographs
Important words and phrases:conscience, dilemma, epidemic, ethical, radio, theatre, traumatic;
e.g. Maurice asked me whether I needed any help.莫里斯问我是否需要帮助。
Part 6:Exercise
After the class, the students should complete exercises about vocabularies and phrases from page49to page50before the next class. And in the third class, teacher will ask some students to tell answers to all class.
In the Fifth and Sixth Classes
Part 1: Grammer
Teacher will explain this grammar again.
Third, ask students to give answers of exercise on page30and31and teacher re-correct them.
授课教案
上课时间
2020年9月21日-10月4日
周次
第3-4周
授课类型
B理论+实践
授课对象
授课题目
Unit 2 War and Peace
学时
8
教学目的、要求
1.Teaching Objectives
In this unit, students will learn to adopt an objective attitude towards war. They should learn to say“no”to wars and enhance their awareness of maintaining peace in the world.
(6) theatre
n. a large area where a war is being fought
e.g. the Pacific theater during the Second World War
(7) traumatic
adj. a traumatic experience is so shocking and upsetting that it affects you for a long time
e.g. As was natural, he married her.
(2)当非限定性定语从句位于主句之后时，只表示主句所述内容，不带有“如......那样”的意思时，往往用which，而不用as。
e.g. They are invited to the state banquet, which (不能用as) was a great honour to them.
2)Heuristic Thinking
3)Group work & discussion
4)Exercise Practice
2.Teaching Aids
1)PowerPoint Presentation
2)Multi-media Aids
3)Board Writing
教学内容及过程
旁批
1.TeachingContents
退伍的时间愈久，闪现的疑问愈多:我的所作所为是否是正义之举。
本句中需要注意whether引导的宾语从句的用法。下列动词(词组)后常跟whether引导的宾语从句:advice，ask，discover，discuss，doubt，find out，imagine，inform，inquire，know，question，show(展示)，tell，understand(明白)，wonder(想知道)等动词后面常接由whether引导的宾语从句。
PartIII:Exercises
PartIV:Grammar&Language in Use
PartV:Culture tips
2.Teaching Process
In the First and Second Classes
Part1: Lead-in
Teacher give some picture about some famous people who are involved in a certain war and introducethem to students.
e.g. If anything happens to Emily, I’ll always have it on my conscience.
(2)dilemma
n. a situation in which you have to make a difficult choice between two, or sometimes more than two, actions
In class,students will have 10 ms to read it again and complete task A on page27.
Part3: Careful Reading
First, listen to the tape para by para.
Second, a certain student read one para.
agitate, race, stun, suppose,suspense, tiptoe, vision
Understand some long and difficult sentences.
教学方法与手段
1.Teaching Methods
1)Task-Based Language Teaching
2.Teaching Requirements
To achieve the teaching objectives, students need to
preview and review before and after the class
take notes carefully
actively participate in class discussion
(2)Questions
Do you know the wars in Iraq and Afghanistan?
What were the consequences of the wars in Iraq and Afghanistan?