高二英语Unit13 The water planet知识点总复习教案
高二英语示范教案(Unit13 The water planet—3rd period)
The Third PeriodTeaching Aims:1.Review Modal Verbs.2.Do some exercises to review some important words learnt in the last period.Teaching Important Point:Review Modal Verbs.Teaching Difficult Point:How to help the students correctly use the Modal Verbs.Teaching Methods:1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.2.Individual work or group work to make every student work in class.Teaching Aids:1.the multimedia2.the blackboardTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T:Yesterday we learned a passage about water and now who can retell the passage in your own words?S1:Let me try.…T:Well done.Thank you for your performance.Step ⅡWord StudyT:Now please turn to Page 21.Look at the first part of Word Study.There are some words learnt in the last period,but the letters of these words are in the wrong order.Now I will give you a few minutes to put the letters in the correct order.(A few minutes later,teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students.Finally teacher writes the correct words on theT:Good work.Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words.The first letter has been given and some words can be used more than once.If you need,you can have a discussion with your partner.(Teacher uses the multimedia to show the following sentences on the screen.)(Teacher gives students enough time to prepare and then check their answers.)Suggested answers:1.hydrogen,oxygen2.liquid,solid,gas3.atom4.steady,absorb5.absorb6.relationship7.freezing 8.floatStep ⅢGrammarT:Up to now we have learnt many modal verbs.Who can tell me what they are?Ss:…(Teacher asks some students to write their answers on the blackboard.)Modal Verbs:can/could,may/might,will/would,be able to,must,should,have to,need,shall,ought to,had better.T:Very good.Then do you know how to use them?S2:I know “should”can be used to give others some advice.S3:I know when I want to borrow a book from my friend,I can use “may”.…T:Your answers are very good.There is a conclusion about modal verbs on the screen.Let’s look at it.usages.Are you clear about the classification?Ss:Yes.T:OK.Now look at the first part in Grammar.Finish the exercises according to the class fication of modal verbs.If you need,you can discuss with your partner.In addition you’d bettermake it clear why you choose A、B、C,or D.Are you clear about the requirements?Ss:Yes.(Teacher gives students enough time to finish the exercises.Then deals with them with the whole class.)T:Are you ready?Ss:Yes.T:OK.Who’d like to tell me the answer to the first one?S4:I think “A”is right.T:Can you tell us the reason why you choose “A”?S4:Because the speaker wants to express his/her request.Among A、B、C and D,only A can be used to express request.T:Very good.What about the second one?S5:“May”is right,I think,because the sentence is used to ask for permission.T:Congratulations!Who can answer the third one?S6:The phrase “wants to”express a state of being necessity.So I think “C”is right.T:Well done.It’s turn to do the fourth one.Who can try?S7:I’m not sure,but I want to have a try.Is “C”right?T:Why did you choose “C”?S8:I think the first sentence expresses some necessity and the second one expresses guess.S9:I don’t think so.Because “must”can’t be used in negative sentences to express guess.S8:Oh,I’m sorry.I forgot it.I see,the correct answer is “D”.T:Excellent!…(Teacher encourages students to show their opinions about each one,and then teacher gives the correct answers and some necessary explanations.)Suggested answers:1.A2.A3.C4.D5.A6.A7.A8.B9.AT:You have finished the first part successfully.Now let’s go on with the second part.Do you have confidence to finish it?Ss:Yes.Of course we have.T:OK.This is a letter from Mary to John.Maybe John met some problems,so Mary wants to write a letter to help him.But Mary doesn’t know how to use the modal verbs correctly.She wants you to help her finish the letter.Before you finish the letter,read it to get the general idea of it first and then answer the questions on the screen.the questions.)T:Who’d like to answer the first question?S10:I want to have a try.In my opinion,John’s problem is that his manager suspected him of stealing something at the meat factory.T:Well done.Do you agree with him?Ss:Yes.T:What about the second one?S11:I’d like to answer the question.I don’t agree to the advice that Mary gives to him.Because if he finds another job,maybe it means that he really stole something at the meat factory.I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.S12:In my opinion,he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.…T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem.Now you are clear about John’s problem.It’s your turn to help Mary finish the letter.Maybe there are more than one answer for some blanks.If you have some difficulties,you can discuss with your partner.Five minutes later,I will check your answers.Suggested answers:can/will/should,maynot/mightnot,must,could/should,might/would,will,might/may/could/would,might,would/could/might,shou ld,willStep ⅣSummary and HomeworkT:Today,we’ve reviewed some new words learnt in this unit.In particular,we have reviewed the usages of modal verbs.After class,do more exercises to master them better.Time is up.That’s all for today.See you tomorrow.Ss:See you tomorrow.Step ⅥRecord after Teaching。
人教版高二英语下学期Unit13 The Water Planet 教案
高二英语下学期Unit13 The Water PlanetThe topic of this unit is “water”, including the properties of water, estuaries, the ocean and the importance of using and protecting our water. In the warming up, there are four experiments related to water for the Ss to tell the results and explain the reasons. The listening part is about the story of an adventurous sea journey—“The rime of the old mariner”, written by the English poet Coleridge. In the speaking part, Ss will see some pictures showing some examples of how we use water in different ways. Ss will talk with their partners about the importance of using and protecting our water. The reading passage is “the properties of water”, introducing the chemical structure, salinity, density, heat capacity and ocean motion. The language study is designed to get the Ss to do some vocabulay exercises and review the modal verbs. In the Integrating Skills, the Ss is given a passage about nature’s nursery: estuaries to read and write a paragraph to answer the questions, using the knowledge learned in this unit.To get more output from the Ss, we must give them more input. Reading is a kind of input. The main topic of the unit is “water”, so the Ss must know the basic knowledge of water at first so that they can use what they have learned about the matter to explain some phenomena and to have discussions with their partners. So I put the reading as the first lesson of the Unit and have the warming up activity as one of the reading activities to check the Ss’ understanding of the reading passage. The second period is a kind of output, that is to have discussions about the using and protecting of water; while the third period is about the tale or story about water and the fourth period the protection of oceans.Period 1 ReadingGoals1. Provide the Ss with the opportunity to know about the water planet and the properties of water.2. Help the Ss explain some phenomena using the knowledge they learned from the reading material.3. Help the Ss know the importance of water to human beings and the planet.4. Improve the Ss’ability of reading comprehension.ProceduresStep 1. Leading inShow the Ss the picture of “the water planet” and ask:What’s this?/ What color is it?/ Why is it blue?Then ask:1.What else have you learned about water and the water planet?2.what would happen if there were no water on our planet?3.Do you know any properties of water?Purpose: 1. get the Ss to know the topic of this unit—water and the water planet.2. Arouse the Ss interest of learning the properties of water.Step 2. ScanningGet the Ss to scan the passage to know what properties of water are mentioned in the reading passage. (Explain some words of the properties if necessary.)Purpose: To get the Ss to know the properties of water and train their ability to scana passage.Step 3. SkimmingGet the Ss to read the passage carefully and complete the chart below.Purpose: To get the Ss to know the details of the properties of water and train their ability of skimming.Step 4. ExperimentsGet the Ss to do the following experiments that will illustrate some of the key properties of water. Ask them to examine them carefully and explain what happens and why, using the information from the reading material.Experiment 1: Pour water and vegetable oil into a glass. What happens? why?Experiment 2: Fill one glass with fresh water and another glass with salt water. Put an ice cube in each glass. What happens? Why?Experiment 3: put a piece of chalk in water for 24 hours. What happens? Why?Then show them two pictures of people who are floating on the surface of Dead Sea. Ask them to explain how they can do this.Purpose: To help the Ss use what they have learned from the reading passage to explain some phenomena.Step 5. ConcludingAsk:Why must we learn about the properties of water?Purpose: To draw a conclusion of the reading passage and get the Ss to know the importance of using and protecting water and raise their awareness of water protection.Period 2 SpeakingGoals: 1. Talk about using and protecting water.2. Practise making suggestions and expressing opinions.Step 1. SpeakingShow the Ss some pictures that show some examples of how we use water in different ways—electricity, agriculture, home use, industry, transport and entertainment. Ss will talk with their partners about the importance of using and protecting our water.Provide them with the following questions and the useful expressions to make suggestions and express opinions.Questions:1.How is the water being used in …?2.Why do we use water in this way?3.Is it a good way to use water?4.Who benefits from using water in this way?5.What are the disadvantages if doing so?6.Can you think of a better way to solve the problem?7.What will we do if …?Useful expressions:The water being used to/for…We should/could …What will we do if …?If we …, we can …It would be better to …Can you think of a better way to …Purpose: To talk about using and protecting water and practise asking suggestions and expressing opinions at the same time.Step 2. Making a posterGet the Ss to design a poster to show people the importance of using and protecting our water planet!Purpose: To raise the Ss’ awareness of environmental protection.Period 4 ListeningGoals: 1. Develop the Ss’ listening abilities.2. Get them to listen to the poem by Coleridge—The Rime of the Old MarinerStep 1 IntroductionIntroduce Coleridge to the Ss.Purpose: To give the Ss a chance to know some background knowledge about the poet and the poem they are to listen about.Step 2 ListeningPlay the tape for the Ss to listen and answer the questions on the textbook.Part 11.Who tells the story in the poem?2.What does one of the sailors do?3.What do you think will happen next?4.Why are the sailors frightened?Part 21. What happens to the sailors?2. What happens to the mariner? Why?3. Why is the person telling the story?Purpose: To improve the Ss’ listening abilities.Step 3 Story-tellingGet the Ss to tell the story listened from the tape( show them some pictures at the same time) Purpose: To enable the Ss to retell the story, using their own language, to improve their abilities of thinking in English.Step 4 Story-makingThere are many poems about the ocean and the life of sailors and fishermen. Get the Ss to work in groups and see whether they can find another poem or story like this.If not, ask them to make up a good, scary story like the one about the mariner?Purpose: To improve the Ss’ abilities of language organizing.Period 5 Integrating SkillsStep 1. ReadingA. Fast readingGet the Ss to read the passage quickly to find the topic sentence of each paragraph and tell the structure of the passage.B. Intensive readingGet the Ss to read the passage carefully and answer the following questions.1.W h y a r e e s t u a r i e s s u c h g o o d p l a c e s f o r n a t u r e's y o u n g o n e s?2.W h a t d o e s d e n s i t y m e a n i n t h i s p a s s a g e?3.H o w d o e s t u a r i e s a f f e c t t h e w a t e r t h a t p a s s e s t h r o u g h t h e m?4.W h y a r e e s t u a r i e s m o r e s e n s i t i v e t o p o l l u t i o n t h a n o t h e r a r e a s?5.W h y a r e e s t u a r i e s i m p o r t a n t t o h u m a n b e i n g s?C. Word studyG e t t h e S s t o m a t c h t h e n e w w o r d s a n d t h e i r m e a n i n g s.P u r p o s e:T o t r a i n t h e S s’a b i l i t i e s o f r e a d i n g c o m p r e h e n s i o n a n d k n o w t h e s t r u c t u r e o f t h e p a s s a g e.Step 2 Project—Caring for the living thins in the oceansShow the Ss some pictures of ocean pollution and get the Ss to summarize the problems the living things in the oceans are facing. Give them the following questions for reference.1.What’ the problem with life in the oceans?2.What has caused the problem?3.What’s the relationship between human beings and the oceans?4.What can we do to protect the sea?Organize the Ss to write the passage according to the following writing activities.Pre-writing1. Look through the given information carefully and get a general idea about what to write.2. Write out / draw up an outline. Generally speaking, some key words, key expressions or key sentences.(Remember to cover all the key points. )3. Decide which verb tense/tenses you are to use.While-writingWhen you are working on your writing, pay attention to your handwriting, meanwhile, polish each sentence by using good expressions and structures, making sure what you’ve written is logical.How to polish your writingBy using with structureBy using inversion structureBy using doing/doneBy using compound sentenceBy using set phrases and sentence structuresBy using proper conjunctions and adverbsPost-writingCheck the whole passage to make sure that there are no mistakes. (Look out for silly mistakes, which can spoil your writing.)Purpose: To raise the Ss’ awareness of environmental protection and develop the Ss’ writing abilities..。
高二英语示范教案(Unit13 The water planet—4th period)
The Fourth PeriodTeaching Aims:1.Review the useful expressions learnt in this unit by practising.2.Improve the students’ reading ability by reading the material.3.Improve the students’ writing ability.4.Enable the students to realize that it is important to protect the estuary.Teaching Important Points:1.Improve the students’ reading ability by reading the material.2.Improve the students’ writing ability.Teaching Difficult Point:How to improve the students’ integrating skills—reading and writing.Teaching Methods:1.Fast reading to go through the reading material.2.Inductive method to help students write a paragraph successfully.Teaching Aids:1.the multimedia2.the blackboardTeaching Procedures:Step ⅠGreetingsGreet the whole class as usual.Step ⅡRevisionT:Yesterday we did some practice about modal verbs.Now let’s do some more exercises to see if you have mastered them.Please look at the screen.1.can’t2.can3.must4.can’t,must5.may/mightStep ⅢFast ReadingT:Good work.But if we want to use the modal verbs correctly,we must practise them as often as possible.Today we will read another passage.The ocean is very important to all the living things,which is known to us,and I think we have also known about the reason why the ocean becomes so important—because of the properties of water,the ocean is very important.The passage we will read is also about water.It deals with “the body of water”.Are you interested in the topic?S1:Yes.But what is the meaning of “the body of water”?I think water has no body.T:Good question.I think you can get the answer to the question by yourself.Now let’s read the passage.While you are reading,try to make clear what is the main idea of eachparagraph.Besides,try fast reading,it is helpful to improve your reading ability.(Teacher gives students a few minutes to read the passage.)T:Have you finished your reading?Ss:Yes.T:Wang Lin,are you clear about “the body of water”?S2:Yes.I think “the body of water”means the main part of water.T:You are great!Now who’d like to tell me the main idea of the first paragraph?S3:An estuary is the body of water where a river meets the ocean.T:Right,thank you for your answer.What about the second one?S4:Let me try.The general idea is that estuaries are great places for nature’s young.T:Wang Ping,tell me the main idea of the third paragraph,please!S5:I’m not sure.I think the third paragraph tells us estuaries are important to animals and plants,so we should try our best to protect them from environmental pollution.Am I right?T:Yes.Congratulations!There is only the last paragraph left.Who can try?S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.Step ⅣDiscussion and ExplanationT:The general idea of the passage is very clear to us now.Now let’s re-read the passage carefully.While you are reading,try to find out the answers to the questions on Page 23.If you need,you can have a discussion about them.Then I’ll check your answers.(Teacher gives students enough time to read the passage.At the same time,teacher goes among them and helps them express their own opinions in English correctly.)Suggested answers:1.Tides provide energy for the ecosystem,and estuaries are protected from waves and storms by islands.In addition nutrients arrive in estuaries from both the land and the ocean.So estuaries are great places for nature’s young ones.2.Density means the quality of being dense.In other words,there are more living creatures than any other habitat on earth.3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.5.Estuaries can provide recreation and education for human beings.Besides estuaries also contribute to the economy.So they are very important to human beings.T:Well done.Now you are very familiar with the passage.To understand the passage better,I will explain some important phrases.Please,look at the blackboard.Step ⅤWritingT:Up to now,we have learnt a lot about water and known the properties of water and importance of estuaries.Now you are given an opportunity to check if you know a lot about water.Look at the questions on the screen.a paragraph to explain e what you learn from this unit and what you know about nature and science to write the paragraph.You must be careful to explain it to make your explanations easy to understand.You’d better look at the tips on Page 24 before you write.It’s of great help to your writing.Possible samples:(Question 3)Salt water from the ocean and fresh water from the river mix together in an estuary.The mixing of fresh and salt water creats a unique enviroment filled with life of all kinds.Here,animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean.So there are so many species living in estuaries.(Question 4)Estuaries are great places for nature’s young.If many cities are built by estuaries,we can enjoy fishing,swimming and having fun on the beach and scientists and students have endless opportunities to study a varety of life in the habitat.What’s more,estuaries also contribute to the economy through tourism and fishing.So many cities have been built by estuaries.Step ⅥTestT:In this unit,we’ve learnt some important phrases.Now I’ll give you a test to check whether you’ve mastered them or not.Look at the screen,please.(Teacher uses multimedia to show the test on the screen and gives students a few minutes1.range from 5 to 152.The way she deals with the problem3.that is4.took advantage of5.is very sensitive to temperature6.made him respected7.managed to get the work doneStep ⅦSummary and HomeworkT:Today,we’ve done some reading and writing.We’ve also reviewed some useful expressions in this unit.After class,go over all the important points we have learnt in this unit.That’s all for today.Class is over.Step ⅨRecord after Teaching。
高二英语Unit 13 The Water Planet人教版知识精讲
高二英语Unit 13 The Water Planet人教版【同步教育信息】一. 本周教学内容：Unit 13 The Water Planet二. 教学重点和难点：强调句的变形三. 具体内容：（一）背景知识：Water PollutionWhat is necessary to life on earth. All organisms contain it; some live in it; some drink it. Plants and animals require water that is moderately pure, and they cannot survive if their water is loaded with toxic chemicals or harmful microorganisms. If severe, water pollution can kill large numbers of fish, birds, and other animals, in some cases killing all members of a species in an affected area. Pollution makes streams, lakes, and coastal waters unpleasant to look at, to smell, and to swim in. Fish and shellfish harvested from polluted waters may be unsafe to eat. People who ingest polluted water can become ill, and, with prolonged exposure, may develop cancers or bear children with birth defects. The major water pollutants are chemical, biological, or physical materials that degrade water quality. Pollutants can be classed into eight categories—petroleum products; pesticides and herbicides; heavy metals; hazardous wastes; excess organic matter; sediment; infectious organisms and thermal pollution-- each of which presents its own set of hazards.（二）语言点：1. Practise making suggestions and expressing opinions.类似practise 这种接动词ing 做宾语的动词还有finish, enjoy, mind, give up , miss , imagine, suggest, keep 等。
Unit 13 The water planet(人教版高二英语下册教案教学设计)
Teaching plansPeriod1: Warming up, Listening and speakingPeriod2-3: ReadingPeriod4: Language study, GrammarPeriod5: Intergrating skills ,Writing, workbookThe First PeriodWarming up,listening and SpeakingTeaching aims:Help the students to learn something about water by doing experiments.Teaching Difficult Points:How to improve the students’ speaking and listening ability.Teaching Methods:1． Doing experiments.2．Individual or pair work to make the student’s practise their speaking, discussing and listening ability.Teaching Steps:Step 1. Lead-inShow a picture of earth and ask:1. What is this?2. What color is it？3. Why is it blue？4. How much do you know about water? What would happen if there were no water on our planet?5. What can we do to protect the water on our planet?6. What else have you learned about water from your physics andchemistry class?Step2.Warming upPlease turn to page17 and look at the pictures in warming up. Make some interesting experiments and you can learn more about water.Step3.listeningSB Page18,it’s about the poem The Rime of the Ancient Mariner, by Samuel taylor Coleridge and tell the students something about the author. Tell the students to read the questions in the SB. After playing the tape, ask the students to answer the questions.Step4.SpeakingIn our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18. The six pictures mean six different ways to use water. Make some dialogues with your partner about the pictures, using the questions on the SB.nguage points:benefit vt.使……受益，对……有利（常和from连用，有时和by连用）Who stands to benefit most by the new tax laws？什么人可能从新的税法中得到最大的好处？He has’t benefited from the experience.他虽有体验却无长进。
高二英语下册 Unit 13 Water Planet 教案 人教版大纲 教案
Unit 13 The Water PlanetThe topic of this unit is “water”, including the properties of water, estuaries, the ocean and the importance of using and protecting our water. In the warming up, there are four experiments related to water for the Ss to tell the results and explain the reasons. The listening part is about the story of an adventurous sea journey—“The rime of the old mariner”, written by the English poet Coleridge. In the speaking part, Ss will see some pictures showing some examples of how we use water in different ways. Ss will talk with their partners about the importance of using and protecting our water. The reading passage is “the properties of water”, introducing the chemical structure, salinity, density, heat capacity and ocean motion. The language study is designed to get the Ss to do some vocabulay exercises and review the modal verbs. In the Integrating Skills, the Ss is given a passage about nature’s nursery: estuaries to read and write a paragraph to answer the questions, using the knowledge learned in this unit.To get more output from the Ss, we must give them more input. Reading is a kind of input. The main topic of the unit is “water”, so the Ss must know the basic knowledge of water at first so that they can use what they have learned about the matter to explain some phenomena and to have discussions with their partners. So I put the reading as the first lesson of the Unit and have the warming up activity as one of the reading activities to check the Ss’ understanding of the reading passage. The second period is a kind of output, that is to have discussions about the using and protecting of water; while the third period is about the tale or story about water and the fourth period the protection of oceans.Period 1 ReadingGoals1. Provide the Ss with the opportunity to know about the water planet and the properties of water.2. Help the Ss explain some phenomena using the knowledge they learned from the reading material.3. Help the Ss know the importance of water to human beings and the planet.4. Improve the Ss’ability of reading prehension.ProceduresStep 1. Leading inShow the Ss the picture of “the water planet” and ask:What’s this?/ What color is it?/ Why is it blue?Then ask:1.What else have you learned about water and the water planet?2.what would happen if there were no water on our planet?3.Do you know any properties of water?Purpose: 1. get the Ss to know the topic of this unit—water and the water planet.2. Arouse the Ss interest of learning the properties of water. Step 2. ScanningGet the Ss to scan the passage to know what properties of water are mentioned in the reading passage. (Explain some words of the properties if necessary.)Purpose: To get the Ss to know the properties of water and train their ability to scan a passage.Step 3. SkimmingGet the Ss to read the passage carefully and plete the chart below.Purpose: To get the Ss to know the details of the properties of water and train their ability of skimming.Step 4. ExperimentsGet the Ss to do the following experiments that will illustrate some of the key properties of water. Ask them to examine them carefully and explain what happens and why, using the information from the reading material. Experiment 1: Pour water and vegetable oil into a glass. What happens? why?Experiment 2: Fill one glass with fresh water and another glass with salt water. Put an ice cube in each glass. What happens? Why?Experiment 3: put a piece of chalk in water for 24 hours. What happens? Why?Then show them two pictures of people who are floating on the surface of Dead Sea. Ask them to explain how they can do this.Purpose: To help the Ss use what they have learned from the reading passage to explain some phenomena.Step 5. ConcludingAsk:Why must we learn about the properties of water?Purpose: To draw a conclusion of the reading passage and get the Ss to know the importance of using and protecting water and raise their awareness of water protection.Period 2 SpeakingGoals: 1. Talk about using and protecting water.2. Practise making suggestions and expressing opinions.Step 1. SpeakingShow the Ss some pictures that show some examples of how we use water in different ways—electricity, agriculture, home use, industry, transport and entertainment. Ss will talk with their partners about the importance of using and protecting our water.Provide them with the following questions and the useful expressions to make suggestions and express opinions.Questions:1.How is the water being used in …?2.Why do we use water in this way?3.Is it a good way to use water?4.Who benefits from using water in this way?5.What are the disadvantages if doing so?6.Can you think of a better way to solve the problem?7.What will we do if …?Useful expressions:The water being used to/for…We should/could …What will we do if …?If we …, we can …It would be better to …Can you think of a better way to …Purpose: To talk about using and protecting water and practise askingsuggestions and expressing opinions at the same time.Step 2. Making a posterGet the Ss to design a poster to show people the importance of using and protecting our water planet!Purpose: To raise the Ss’ awareness of environmental protection.Period 4 ListeningGoals: 1. Develop the Ss’ listening abilities.2. Get them to listen to the poem by Coleridge—The Rime of the Old MarinerStep 1 IntroductionIntroduce Coleridge to the Ss.Purpose: To give the Ss a chance to know some background knowledge about the poet and the poem they are to listen about.Step 2 ListeningPlay the tape for the Ss to listen and answer the questions on the textbook. Part 11.Who tells the story in the poem?2.What does one of the sailors do?3.What do you think will happen next?4.Why are the sailors frightened?Part 21. What happens to the sailors?2. What happens to the mariner? Why?3. Why is the person telling the story?Purpose: To improve the Ss’ listening abilities.Step 3 Story-tellingGet the Ss to tell the story listened from the tape( show them some pictures at the same time)Purpose: To enable the Ss to retell the story, using their own language, to improve their abilities of thinking in English.Step 4 Story-makingThere are many poems about the ocean and the life of sailors and fishermen. Get the Ss to work in groups and see whether they can find another poem or story like this.If not, ask them to make up a good, scary story like the one about the mariner?Purpose: To improve the Ss’ abilities of language organizing.Period 5 Integrating SkillsStep 1. ReadingA. Fast readingGet the Ss to read the passage quickly to find the topic sentence of each paragraph and tell the structure of the passage.B. Intensive readingGet the Ss to read the passage carefully and answer the followingquestions.1.W h y a r e e s t u a r i e s s u c h g o o d p l a c e s f o r n a t u r e's y o u n g o n e s?2.W h a t d o e s d e n s i t y m e a n i n t h i s p a s s a g e?3.H o w d o e s t u a r i e s a f f e c t t h e w a t e r t h a t p a s s e s t h r o u g h t h e m?4.W h y a r e e s t u a r i e s m o r e s e n s i t i v e t o p o l l u t i o n t h a n o t h e r a r e a s?5.W h y a r e e s t u a r i e s i m p o r t a n t t o h u m a n b e i n g s?C. Word studyG e t t h e S s t o m a t c h t h e n e w w o r d s a n d t h e i r m e a n i n g s.P u r p o s e:T o t r a i n t h e S s’a b i l i t i e s o f r e a d i n g p r e h e n s i o n a n d k n o w t h e s t r u c t u r e o f t h e p a s s a g e.Step 2 Project—Caring for the living thins in the oceansShow the Ss some pictures of ocean pollution and get the Ss to summarize the problems the living things in the oceans are facing. Give them the following questions for reference.1.What’ the problem with life in the oceans?2.What has caused the problem?3.What’s the relationship between human beings and the oceans?4.What can we do to protect the sea?Organize the Ss to write the passage according to the following writing activities.Pre-writing1.Look through the given information carefully and get a general idea about what to write.2.Writeout /draw up an outline.Generally speaking, somekeywords,key expressions or key sentences.(Remember to cover all the key points. )3.Decide which verb tense/tenses you are to use.While-writingWhen you are workingonyour writing,pay attention to your handwriting, meanwhile, polish each sentence by using good expressions and structures, making sure what you’ve written is logical.How to polish your writingBy using with structureBy using inversion structureBy using doing/doneBy using pound sentenceBy using set phrases and sentence structuresBy using proper conjunctions and adverbsPost-writingCheck the whole passage to make sure that there are no mistakes. (Look out for silly mistakes, which can spoil your writing.)Purpose: To raise the Ss’ awareness of environmental protection and develop the Ss’ writing abilities..。
Unit 13 The Water Planet
Unit 13 The Water Planet教学目标（一）知识与技能目标：1、语言知识目标：本节课要求学生除掌握必要的单词、词组外，同时要求学生掌握表达“如何使用水”的功能用语，能初步用一定的表示建议的情态动词。
2、语言技能目标：通过本节课学习，培养学生良好的听、说、技能，使学生能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何有效地节约水保护水提出独特的见解。
3、情感目标：激发并提高学习英语的兴趣，大胆思考；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养分析辨别事物的能力。
教学策略任务型活动策略。
在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。
教学原则以任务型教学（Task—based Language Teaching）作为课堂教学设计之理念，坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。
教学重点、难点：Words：upside down，cover…with，cube，disadvantages，entertainmentUseful expressions：The water is being used to/for...We should/could (I)we…，we can…；It would be better……How to express in English about the experiments.How to finish the task of speaking.教学方法和手段：采用听说法，活动法，实验法，总结法，合作学习法，小组辩论，多媒体信息技术，internet等手段辅助教学，培养学生直接用英语理解、表达和思维的能力。
在具体教学过程中，组织各种课堂活动，如表演猜谜（水）、水实验、配音等，培养和强化学生的语言实践能力和自主学习能力。
高二英语教案：高二英语下册unit 13教案
Unit 13 The water planetⅠ.Brief Statements Based on the UnitAs we all know, the earth is an ocean planet and 99% percent of the living space on earth is in the oceans. It is water that makes the ocean such a great place to live in. This unit mainly deals with the properties of water and how the properties of water make the ocean become so important. We learn this unit to help students not only know about the properties of water, but also learn how to use water in a good way. Besides, we learn this unit to let students realize the importance of protecting water. Of course, it is necessary for students to master the important phrases and sentences in the unit. Meanwhile we should review some important usage of Modal Verbs.Ⅱ. Teaching Goals1. Talk about water and the ocean.2. Practise communicative skills.3. Review Modal Verbs.4. Write an explanation paragraph.Ⅲ.Background Information1.What Lies under the Blue Water?Just like the houses we live in, the ocean has several “floors” or layers.Different fish live on different layers and are neighbours, though not always friendly ones!The ocean’s top layer is the sunlit zone(透光层).It goes down to around 200 meters below water. This layer is warm and bright. It is also home to most plants and fish. Many fish in this layer are streamlined, so they can quickly swim from danger and catch food.The twilight zone(弱光层) is the next layer and is from about 200 to 600 meters below water. Almost no plants grow here.Many animals in this zone swim up to the surface at night to feed, and move into deeper waters during the day. They also eat each other, so many of them have sharp teeth and very big mouths. Many fish in this zone don’t have a streamlined body because they lie and wait for prey to come to them.Below the twilight layer is the midnight zone(无光层).It is from 600 meters to the bottom of the sea.The water is cold and completely dark. No plants live here but many small animals can.Many animals in the twilight and midnight zones produce their own lights.The angler-fish(琵琶鱼) is one of them. It has a beautiful light on its head to attract prey!Maybe you have seen one of the coolest films Finding Nemo (《海底总动员》).Do you remember Marlin, Nemo’s father,“borrowed” light to help Dory read?That wasn’t a flashlight, it was a fish! They also use light to frighten enemies and to “talk” with each other.2. WaterA family of six needs over 20 gallons of water a day, just for basic drinking, cooking and keeping clean; but only one in three of the world’s households has a water supp ly in the home.Most others get their water from rivers, lakes springs or holes in the ground, or, in town, from stand-pipes shared with hundreds of other families.Throughout the world’s poorest countries women damage their health and lose hours of every day carrying huge containers of water—up to 44 lbs in weight—often from sources several milesaway.All too frequently they bring home sickness or death, as well as water. Untreated water, which may have come from a muddy hole shared with cattle, can be lethal, especially for young children. To sink a well or pipe water from a natural spring, and maintain the system afterwards, people need access to land with a water source, to capital, equipment and technical know-how. In towns they may need to lobby the local water authority to repair or extend existing systems.Water is precious, and access to it gives power—to landowners with wells on their land, or to country controlling major international rivers. The demands on the earth’s water resources are growing rapidly, partly as a result of population growth, but even more because industry now uses such huge quantities—it takes 100 000 gallons to produce a car.Ⅳ.Teaching Time: Five periodsThe First PeriodTeaching Aims:1.Learn and master the new words and the useful expressions of this part.Words: cube, sailor, disadvantages, entertainmentPhrases: come up with, happen toUseful expressions: The water is being used to/for…We should/could…If we…we can…It would be better…2. Learn something about water by doing experiment.3. Do some listening.4. Improve the students’ speaking ability by talking.Teaching Important Points:1. Make the students be free to talk about water.2. Improve the students’ listening ability by listening.Teaching Difficult Points:1. How to finish the task of speaking.2. How to improve the students’ listening ability.Teaching Methods:1.Listening-and-answering activity to help the students go through with the listening material.2. Individual, pair or group work to make every student work in class.Teaching Aids:1. the multimedia2. the blackboard3. an empty glass, a bottle of water and a bottle of vegetable oilTeaching Procedures:Step ⅠGreetings and Lead-inT: Hello, everyone.Ss: Hello, teacher.T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle, then?Ss: Yes.T: OK. Now I have a riddle. Please guess it.(Teacher uses the multimedia to show the riddle on the screen.)It’s very important to all the animals and plants.It’s also important to human beings.It’s liquid at room temperature.Every day you keep in touch with it.You can’t live without it.(a thing)T: What’s it?Ss: It’s very easy. It’s water.T: Yeah, today we will talk about water. Now please tell me what you know about water.S1: Water is used to drink.S2: Water can be used to water the flowers.S3: I think water can be used to make electricity.Step ⅡWarming upT: Thank you for your ideas. Next we will make some interesting experiments. Maybe you can learn more about water from the following experiments. S4, would you like to come here to help me?S4: I’d love to.T: Now, look at Li Lei and me. We will begin. You should watch the experiment carefully and try to tell me what happens and why.(Teacher puts a bottle of water, a bottle of vegetable oil and an empty glass on the desk.)T: S4, pour some water and some vegetable oil into the empty glass. Other students, please watch carefully.( A few seconds later.)Ss: Fantastic! The liquid in the glass has become two parts.T: Try to describe it in detail.S5: Let me try. The part above is vegetable oil and the part below is water. But I don’t know why. T: Good question. Who’d like to answer his question? (Nobody answers his question.)T: Perhaps it is a little difficult to answer it immediately. Now you can have a discussion about the reason for it, using what you have learnt in physics.(Teacher lets students discuss in groups of four. A few minutes later, teacher checks their answers.)T: Who wants to explain the phenomenon?S6: I think water is heavier than oil, so vegetable oil is on the top of the water.T: Who has different ideas?S7: I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.S8: What’s the meaning of “density”?S9:“Density” is “密度” in Chinese.T: Do you agree with the reason for it?Ss: Yes. We agree with the idea.T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass, it is so different now. Do you knowwhy?Ss: Because oil can’t dissolve in water, but milk can.T: Very good. Let’s make a summa ry about the experiment. If we pour vegetable oil and water into one glass, the liquid will become two parts because oil can’t dissolve in water.Since the density of water is higher than vegetable oil, vegetable oil will be on top of the water. Is that clear?Ss: Yes.T: Would you like to watch another experiment?Ss: I’d love to.T: OK. I’ll perform the next experiment by myself. Look at me. I have a glass of water. Now I’ll cover it with a piece of thick paper. Attention, please.(Teacher puts one hand on the paper and turns the glass upside down. Then teacher slowly takes his/her hand away from the paper.)T: What can you see?Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.(Teacher gives students a few minutes to discuss, and then checks their answers.)T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?S10: I want to have a try. When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?Ss: OK.T: Now, let’s look at a picture.(Teacher shows a picture on the screen.)T: What can you see?Ss: There is a river in the picture, but it’s very dirty.T: Anything else?S11: There are some plastic bags and empty tins on the surface of the river.T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)Sample answer:To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.Step ⅢListeningT: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen tothe famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.1. happen toe.g. What happened to you last week?If anything happens to the machine, please tell me.2. come up withe.g. I hope you can come up with a better plan than this.(Teacher writes them on the blackboard and begins to explain them.)T: Now listen, please.(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)Step ⅣSpeakingT: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.1. How is the water being used?2. Is this a good way to use water?3. Why do we use water in this way?4. Who benefits from using water in this way?5. What are some disadvantages of using water in this way?(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)Suggested answers:(Picture 1)We can use water to make electricity, which can give us light and make us feel warm. I think it is a good way to use water.(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.(Picture 4) In Picture 4, water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.(Picture 6)A: Do you know how the water is being used in Picture 6?B: Water is being used for entertainment.A: Is it a good way to use water?B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.A: Yes. It is the disadvantage of using water in this way. We must be careful.Step ⅤSummary and HomeworkT: Today, we’re mainly learned something about water by doing experiments,speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…After class, try to remember them and preview the next part—Reading part. That’s all for today. Goodbye, everyone.Ss: Goodbye, teacher!The Second PeriodTeaching Aims:1. Learn and master the following words and phrases:cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom, all the way, that is, add…to, mix with, take advantage of, manage to do2. Improve the students’ reading ability.3. Enable the students to realize that it is important to protect the water on our planet.Teaching Important Points:1. Improve the students’ reading ability.2. Master the following phrases:all the way, that is, mix with, take advantage of, manage to doTeaching Difficult Point:How do we make the students understand the reading passage better.Teaching Methods:1. Discussion before reading to make the students interested in what they will learn.2. Fast reading to get a general idea of the text.3. Discussion after reading to make students understand what they’ve learned better.4. Careful reading to get the detailed information in the text.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?S1: I learned that water is very important to all the living things on the earth.T: OK, can you give me the reason why it is important?S2: Water can be used to wash clothing, to made electricity, to water the farm and so on. Ofcourse, every day we must drink enough water. So water is very important.T: Anything else?S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.Step ⅡPre-reading and ReadingT: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?Ss: No, we don’t know.T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.(Teacher deals with the new words with the whole class.)T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.(Teacher gives students five minutes to finish the fast reading and making questions. FiveS4: The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.(Teacher gives students enough time to read the text and collects their information for the chart.)S5: I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.S6: In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.T: Do you agree with them?Ss: Yes.T: What about other questions?S7: I think plankton, sharks and whales are examples of species in the ocean.S8: The answer to the second one is that the earth looks like an ocean planet.T: You are quite right. Any volunteers?S9: Dear teacher. Can you tell us the meaning of the special air-conditioner—the ocean?T: Maybe it means that there are some similarities between air-conditioner and the ocean.S9: Thank you. I got it.T: Then, who can answer the question?S10: Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)T: Do you think it is a question that the text can’t answer?Ss: Yeah. We think so.T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.Ss: Because there is not any information about the different parts of the ocean.T: Then, are there any questions you would need to add to “cover”all the information in the text?S11: I have a question. Why is the water in the ocean always moving?S12: Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.Step ⅢFurther Understanding and Language StudyT: Well done. I think you are very familiar with the passage. In the passage there are somesomewords and expressions we should master. Now let’s look at the screen. I will give youStep ⅣListening and Reading AloudT: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?Ss: Yes.(Te teacher plays the tape for the students to listen. After listening ,the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.) Step ⅤSummary and HomeworkT: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?Ss: Yes.T: See you tomorrow!Ss: See you tomorrow!The Third PeriodTeaching Aims:1. Review Modal Verbs.2. Do some exercises to review some important words learnt in the last period.Teaching Important Point:Review Modal Verbs.Teaching Difficult Point:How do we help the students correctly use the Modal Verbs.Teaching Methods:1. Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.2. Individual work or group work to make every student work in class.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step ⅠGreetings and Revision(Greet the whole class as usual.)T: Yesterday we learned a passage about water and now who can retell the passage in your own words?S1:Let me try.…T: Well done. Thank you for your performance.Step ⅡWord StudyT: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on thein the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.Suggested answers:1. hydrogen, oxygen2.liquid,solid,gas3. atom4.steady,absorb5. absorb6.relationship7. freezing 8.floatStep ⅢGrammarT: Up to now we have learnt many modal verbs. Who can tell me what they are?Ss:…(Teacher asks some students to write their answers on the blackboard.)Modal Verbs:can/ could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better.T: Very good. Then do you know how to use them?S2:I know “should”can be used to give others some advice.S3:I know when I want to borrow a book from my friend, I can use “may”.…T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.Are you clear about the classification?Ss: Yes.T: OK. Now look at the first part in Grammar. Finish the exercises. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C, or D. Are you clear about the requirements?Ss: Yes.(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)T: Are you ready?Ss: Yes.T: OK. Who’d like to tell me the answer to the first one?S4:I think “A”is right.T: Can you tell us the reason why you choose “A”?S4: Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.T: Very good. What about the second one?S5:“May”is right, I think, because the sentence is used to ask for permission.T: Congratulations! Who can answer the third one?S6:The phrase “wants to”express a state of being necessity. So I think “C”is right.T: Well done. It’s turn to do the fourth one. Who can try?S7: I’m not sure, but I want to have a try. Is “C”right?T: Why did you choose “C”?S8: I think the first sentence expresses some necessity and the second one expresses guess.S9: I don’t think so. Because “must”can’t be used in negative sentences to express guess.S8: Oh, I’m sorry. I forgot it. I see, the correct answer is “D”.T: Excellent!…(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)Suggested answers:1. A2.A3.C4.D5.A6.A7.A8.B9.AT: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?Ss: Yes. Of course we have.T: OK. This is a letter from Mary to John. Maybe John met some problems, so Mary wants to write a letter to help him. But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)T: Who’d like to answer the first question?S10: I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.T: Well done. Do you agree with him?Ss: Yes.T: What about the second one?S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him.Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.S12: In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.…T: I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.Suggested answers:can/will/should, maynot/mightnot,must,could/should,might/would,will,might/may/could/would,might,would/could/might,shou ld,willStep ⅣSummary and HomeworkT: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.Ss: See you tomorrow.Teaching Aims:1. Review the useful expressions learnt in this unit by practising.2. Improve the students’ reading ability by reading the material.3. Improve the students’ writing ability.4. Enable the students to realize that it is important to protect the estuary.Teaching Important Points:1. Improve the students’ reading ability by reading the material.2. Improve the students’ writing ability.Teaching Difficult Point:How to improve the students’ integrating skills—reading and writing.Teaching Methods:1. Fast reading to go through the reading material.2. Inductive method to help students write a paragraph successfully.Teaching Aids:1. the multimedia2. the blackboardTeaching Procedures:Step ⅠGreetingsGreet the whole class as usual.Step ⅡRevisionT: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.Suggested answers:1. can’t2.can3.must4.can’t,must5.may/mightStep ⅢFast ReadingT: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important—because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?S1:Yes.But what is the meaning of “the body of water”?I think water has no body.T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.(Teacher gives students a few minutes to read the passage.)T: Have you finished your reading?Ss: Yes.T: Wang Lin, are you clear about “the body of water”?S2:Yes.I think “the body of water”means the main part of water.T: You are great! Now who’d like to tell me the main idea of the first paragraph?S3: An estuary is the body of water where a river meets the ocean.T: Right, thank you for your answer. What about the second one?S4: Let me try. The general idea is that estuaries are great places for nature’s young.T: Wang Ping, tell me the main idea of the third paragraph, please!S5: I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?T: Yes. Congratulations! There is only the last paragraph left. Who can try?S6: I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.。
高二英语Unit13 The water planet教案 新课标 人教版
高二英语Unit13 The water planet教案背景知识：Water PollutionWhat is necessary to life on earth. All organisms contain it; some live in it; some drink it. Plants and animals require water that is moderately pure, and they cannot survive if their water is loaded with toxic chemicals or harmful microorganisms. If severe, water pollution can kill large numbers of fish, birds, and other animals, in some cases killing all members of a species in an affected area. Pollution makes streams, lakes, and coastal waters unpleasant to look at, to smell, and to swim in. Fish and shellfish harvested from polluted waters may be unsafe to eat. People who ingest polluted water can bee ill, and, with prolonged exposure, may develop cancers or bear children with birth defects. The major water pollutants are chemical, biological, or physical materials that degrade water quality. Pollutants can be classed into eight categories—petroleum products; pesticides and herbicides; heavy metals; hazardous wastes; excess organic matter; sediment; infectious organisms and thermal pollution-- each of which presents its own set of hazards.Unit13 The water planetThe First Period Warming-up, Listening and SpeakingTeaching Aims:1. Learn and master the new words and the useful expressions of this partWords: cube, sailor, disadvantages, entertainment Phrases: e up with, happen toUseful expressions: The water is being used to / for … We should / could … If we … we can … It would be better …2. Learn something about water by doing experiment.3. Do some listening4. Improve the students ’ speaking ability by talking Teaching Important Points:1. Make the students be free to talk about water.2. Improve the students ’ listening ability by practice. Teaching Difficult Points:1. How to finish the task of speaking.2. How to improve the students ’ listening ability. Teaching Methods:1. Listening-and-answering activity to help the students go through with the listeningmaterial.2. Individual, pair or group work to make every student work in class. Teaching Aids: 1. the multimedia 2. the blackboard3. an empty glass, a bottle of water and a bottle of vegetable oil Teaching Procedures: 1.Greetings and lead-in1. I have a riddle. Please guess it.It ’s water. Today we will talk about water. 2. What you know about water?Maybe you can learn more about water from the following experiments. 2.Listeninga) You can listen to the famous poems about life on the ocean. Before you listen,let ’s learn two phrases first.b)Play the tape for the first time to get the general meaning and write down somekey words.c)Play it for the second time, pause for students to write down the information.d)Check the answers3.SpeakingIn our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18. You can choose one of the six pictures to discuss the importance of using and protecting our water. When4.SummaryToday, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases. After class, try to remember them and preview the next part --- reading part.5.Homework必做作业1.语音知识1. counter A. shoulder B. double C. fountain D. obviously2. feather A. theory B. thirsty C. gather D. birth3. b A. burst B. debt C. bucket D. board4. ashamed A. discussed B. agreed C. expected D. needed5. useless A. opposite B. desert C. scold D. reuse2.补全对话(Bruce and Zhou Lan are talking on the telephone about stamps.)B: Hello. Can I speak to Zhou Lan, please?Z: This is Zhou Lan speaking.B: Hello, Zhou Lan. This is Bruce. Excuse me for ringing you so late in the evening, but I’ve just got home.Z: ___1___.B: I would like to ask you about some stamps. ___2___ You had it when I last saw you.Z: I’m afraid I don’t have it. I sold it last week.B: ___3___.Z: I’m sorry. I didn’t know you wanted it. What a shame!B: It doesn’t matter. I only decided to buy it today. It’s a pity I didn’t think of it earlier.Z: ___4___.B: Yes, please. That would be so kind of you. I’ve been working so hard recently that Ihaven't had any time for collecting new stamps.Z: ___5___.B: Thanks very much! Bye!Z: Good-bye!A.Ok. I’ll ring you if I have any new.B.Do you still have the cock year stamp?C.Can I take a message for you?D.Oh! What a pity!E.Can I help you?F.Do you want me to find one for you?G.That’s OK.EBDFA选作作业：倍速The Second Period Pre-reading, reading and post-readingTeaching Aims:1.Learn and master the following words and phrases:Words: cube, property, range, medium, relatively, dissolve, pure, relationship, mass, float, absorb, bottomPhrases: all the way, that is, add…to, mix with, take advantage of, manage to do2.Improve the students’ reading ability.3.Enable the students to realize that it is important to protect the water on ourplanet.Teaching Important Points:1.Improve the students’ reading ability.2.Master the following phrases:all the way, that is, mix with, take advantage of, manage to doTeaching Difficult Points:How to make the students understand the reading passage better.Teaching Methods:1.Discussion before reading to make the students interested in what they will learn.2.Fast reading to get a general idea of the text.3.Discussion after reading to make students understand what they’ve learned better.4.Careful reading to get the detailed information in the text.Teaching Aids:1.the multimedia2.the blackboardTeaching Procedures:I.Greetings and lead-inAs we all know, we can’t live without water. But do you know what makes water so important to all the living things?Maybe we can get the answer to the question after reading the article for today.Before you read, first let’s learn the new words and phrases in the passage.II.Pre-readinga)Now please look at the titles in the text below. Do not read the whole text.Pick out the topic of each paragraph and use the structures below to make six questions.2. The general idea of the text:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.III.Reading1. Fast readingScan the passage to get some information about water. While you are reading,2. Carefully readingRead the passage carefully and find out the answers to the questions we wrote in the pre-reading activity.(1)The properties of water are chemical structure, salinity density, heat capacityand ocean motion.(2)The earth looks like an ocean planet.(3)There is not any information about the different parts of the ocean.(4)The ocean can be pared to a great place to live in.(5)Because the ocean can keep the temperature of the earth steady, some studentspare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.(6)Plankton, sharks and whales are examples of species in the ocean.IV.Listening and Reading aloudThe teacher plays the tape for the students to listen. After listening, the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.V.SummaryToday, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from beingpolluted. In addition, try your best to retell the passage in your own words.VI.Homework必做作业：佳句摘抄：〔根据以下句子的汉语意思，写出对应的英语，与原文一致〕选做作业：倍速The Third Period Language PointsTeaching Aims:1.Review the important usages of some words2.Explain the usage of new words mentioned in last classTeaching Important Points:1.Make students understand the meaning and usage of some important words and phrases.2.Master the correct sentence patternsTeaching Difficult Points:How to make the students use the words and phrases correctly in certain situations.. Teaching Methods:1.Teacher’s explanation2.Pair or group work to practice the usageTeaching Aids:1.the multimedia2.the blackboardTeaching Procedures:I.Greetings and lead-inII. Language PointsPart 1. Warming-up1.Cover a glass of water with a piece of thick paper. 用一X厚纸盖在一杯水上。
高二英语Unit13 The water planet知识点总复习
高二英语Unit13 The water planet知识点总复习Section I 课前准备、听力、口语1. Practise making suggestions and expressing opinions. 练习提出建议并发表观点。
(p.17 Goals 2)▲practise vt. 练习practise后面的动词一般要用-ing形式。
类似practise这种接动词-ing形式作宾语的动词还有：finish, enjoy, mind, give up, can't help, suggest, keep等。
如：① I practise playing the piano every day. 我每天练习弹钢琴。
② She had finished writing the letter when I went in. 我进去时她已写完信了。
③He enjoys skating very much. 他非常喜欢溜冰。
④ Do you mind closing the window? 请你把窗户关上好吗? ⑤ Mary couldn't help laughing at Tom's joke. 对于Tom的玩笑，Mary忍不住笑了。
拓展：practice n. in practice实际上put sth. into practice将…付诸实施2. Fill one glass with fresh water and another glass with salt water. 在一个玻璃杯里装满淡水另一个玻璃杯里装满盐水。
( p.17 Warming up No.4)▲ fill的用法(1) 使满；填满 He filled the bath with water. 他把浴缸装满水。
(2) 占有(地位)，任(职位) The position of the principal is not yet filled. 校长的职位还空着。
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高二英语Unit13 The water planet知
识点总复习教案
高二英语Unit13Thewaterplanet知识点总复习教案
SectionI
课前准备、听力、口语
.Practisemakingsuggestionsandexpressingopinions.
练习提出建议并发表观点。
▲practisevt.练习
practise后面的动词一般要用-ing形式。类似practise
这种接动词-ing形式作宾语的动词还有：
finish,enjoy,mind,giveup,can'thelp,suggest,keep等。
如：①Ipractiseplayingthepianoeveryday.我每天练习弹
钢琴。②ShehadfinishedwritingtheletterwhenIwentin.我
进去时她已写完信了。③Heenjoysskatingverymuch.他非常
喜欢溜冰。④Doyoumindclosingthewindow?请你把窗
户关上好吗?⑤
marycouldn'thelplaughingatTom'sjoke.对于Tom的玩笑，
mary忍不住笑了。
拓展：practicen.inpractice实际上
putsth.intopractice将…付诸实施
2.Filloneglasswithfreshwaterandanotherglasswithsalt
water.在一个玻璃杯里装满淡水另一个玻璃杯里装满盐水。
▲fill的用法使满；填满
Hefilledthebathwithwater.他把浴缸装满水。占有，
任Thepositionoftheprincipalisnotyetfilled.校长的职
位还空着。供应①Hisanswerdidnotfillourneed.他的回答
无法满足我们的要求。②Fillinyourtelephonenumber.请填
写你的电话号码。③Theroomwasfilledwithlaughter.房间
里充满了笑声。④Ihavefilledupthebottle.我把瓶子装满
了。
▲拓展：fillin填写fill...with...把……装满
befilledwith=befullof充满
fillup装满；填写
3.whatcanwedotoprotectthewateronourplanet?我们
能做些什么来保护我们这个星球上的水呢？
▲protect保护，防御常与介词against连用，译为“保
护……免遭”。①
Heiswearingsunglassestoprotecthiseyesfromthestrongs
unlight.他戴着太阳镜以挡强烈的阳光。②
Theheavyrainkeptusfromgoingout.
大雨使我们无法出去。
▲注意：stop…fromdoing中from可省去；keep…
fromdoing中from不可省。
▲拓展：keep…from...阻止…做…=stop……
=prevent…from...
4.whotellsthestoryinthepoem?谁讲了这首诗里的故
事？
▲tell的重要句型归纳
tell+n.+n.=tell+n.+to+n.Didyoutellyourparentsthenew
s?=Didyoutellthenewstoyourparents?你把这消息告诉你
父母了吗?
tell+n.+／wh...①Hetoldmehewouldbebackinanhour.
他告诉我，一个小时内他就回来。②
Hetoldherwhathadhappened.
他告诉她发生了什么事。
tell+n.+of
Hetoldmeofhisworries.他告诉我他的烦恼。
▲拓展：
tell+n.+from+n.辨别……和……
alltold总共
Don'ttellme!不至于吧!
Itellyou.的确，真的
Thereisnotelling.不得而知；很难说。
totellthetruth老实说
①It'ssometimeshardtotellonetwinfromtheother.
双胞胎有时很难分辨。②
Alltold,therewere350peoplekilledintheplanecrash.
那次坠机事件中总共有350人丧生。③
Don'ttellmeyouaregoingbacktoyourhometown.你不至于要
回到你的故乡吧。④It'sawonderfulinvention,Itellyou.
那的确是个了不起的发明。⑤Thereisnotellingwhereheis.
无法知道他到底在哪里。
5.workwithyourpartnerandseewhetheryoucancomeupwitha
good,scarystory…跟你的同伴一同看看是否能想出一个好
的，引起惊慌的故事…
comeupwith的用法
▲comeupwith在本单元中作“提出”“想出”解。如：
①Theyoungengineercameupwithanewdesign.那个年轻工程
师提出一种新的设计方案。②
Themagazinerecentlycameupwithsomeadviceonsmoking.该
杂志最近就吸烟问题提出一些忠告。③
you'vecomeupwithagoodidea.
你想出的主意好极了。④
Scientistswillhavetocomeupwithnewmethodsofincreasin
gtheworld'sfoodsupply.科学家们必须找出增加全世界食
品供应的新方法。
▲comeupwith有“拿出…”“筹措钱”之意。如：①
Ifwathscancomeupwith$15million,we'llgotoLondon.如果
瓦茨能够拿出一千五百万美元，我们就去伦敦。②
youhavenochoicebutt0comeupwith￡18,000.你别无选择，
必须拿出一万八千英镑。
▲comeupwith亦可作“赶上”解。如：①
Let'shurryupsothatwemaycomeupwiththem.咱们快些走，以
便赶上他们。②
weshallhavetoworkhardsoastocomeupwiththeotherfirm.
我们得努力工作才能赶上另一家商行。
6.whobenefitsfromusingwaterinthisway.以这种方法
用水谁受益了?
▲benefit的用法
n.利益；益处
Igetalotofbenefitfromlearningaforeignlanguage.从学
习外语中我得到许多益处。
▲注意：以下两个短语：beofbenefitto对……有裨益；
forthebenefitof为了……。①
Thatexperiencewasofgreatbenefittome.那个经验对我很
有益处。②
wemustmakeeffortstotakeexerciseforthebenefitofourhe
alth.为了健康我们必须努力锻炼身体。
vi.有益于①
Suchfoolishbehaviourwillnotbenefityourease.这样愚蠢
的行为将无益于你的案子。②
Ibenefitedenormouslyfrommyfather'sadvice.我从父亲的
忠告中获益良多。
【注】benefit可作为及物动词用，意为“有益于”。如：
①
Thetradeagreementwillgreatlybenefitthedevelopingcou
ntries.贸易会谈将大大的有益于发展中国家。②
Thenewrailwaywillbenefitthedistrict.这条新铁路将会
给这个地区带来好处。③Thelongrestbenefitedher.长期休
息对她有好处。
▲benefitfrom／by的用法:benefitfrom／by意为
“从……中得益”“得益于……”。如：①
wecanallbenefitfromhisknowledge.我们均可得益于他的
知识。②youbenefitfromwhathetoldyouintheletter.你会
从他的信中受益。