高中英语必修5unit2课件

小思 09-19 7

默认

摘要： 高中英语必修课件导语：只有知识才是有用的，只有它才能够使我们在精神上成为坚强忠诚和有理智的人，成为能够真正爱人类尊重人类劳动衷心地欣赏人类那不间断的伟大劳动所产生的美好果实的人...

高中英语必修课件

导语：只有知识才是有用的，只有它才能够使我们在精神上成为坚强忠诚和有理智的人，成为能够真正爱人类尊重人类劳动衷心地欣赏人类那不间断的伟大劳动所产生的美好果实的人。以下我为大家介绍外研高一英语课件必修文章，欢迎大家阅读参考!

第一部分：听力（共两节，满分30分）

第一节（共5小题；每小题1.5分，满分7.5分）

听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间往返答有关小题和阅读下一小题。每段对话仅读一遍。

1 .When is the man supposed to meet Linda?

A. On Tuesday. B. On Wednesday. C. On Thursday.

2.Where does this conversation probably take place?

A. On a plane. B. On a bus. C. In a taxi.

3.What does the man say about the grammar book?

A. It is easy to understand.

B. It is not worth reading.

C. It's difficult but it's worth reading.

4.What do we know about the woman?

A. She did not do the reading last night.

B. She has much trouble with the course.

C. She has a little trouble with the course.

5.What are the two speakers talking about?

A. Their TV sets. B. Their children. C. Their jobs.

第二节（共15小题；每小题1.5分，满分22.5分）

听下面5段对话或独白，每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出最佳选项，并标在试卷的相应位置。听独白前，你将有时间阅读各个小题，每小题5秒钟；听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。

听第6段材料，回答第6至8题。

6.Why does the woman look pale（苍白的）?

A. She was ill. B. She failed in the exam. C. She was too tired.

7.For whom was the party held?

A. The woman's aunt.

B. The woman's parents.

C. The woman's brother.

8.What did the woman do after the party?

A. She went to bed.

B. She went over her lessons.

C. She went to the garden.

听第7段材料，回答第9至11题。

9.What kind of sports do the girl's teachers often play with them?

A. Football. B. Tennis. C. Volleyball.

10.Where is girl from?

A. The USA. B. Australia. C. England.

11.When did the girl begin to play tennis?

A.About one year ago. B. About two years ago. C. About three years ago.

听第8段材料，回答第12至14题。

12.When can the man get the stereo（立体声音响设备） repaired for free?

A. During the first three months after purchase.

B. Any time when the stereo is out of order.

C. Any time of the first year after purchase.

13.What is Mitsuyo?

A. A store name. B. A repair shop. C. A stereo maker.

14.Where can the man get the stereo repaired?

A. At Mitsuyo service center. B. At the store. C. At a repair shop.

听第9段材料，回答第15至17题。

15.What is the probable relationship between the speakers?

A. Teacher and student.

B. Interviewer and interviewee.

C. Friends.

16.What is the man's idea of happiness?

A. Living with his family.

B. Having a lot of friends.

C. Being in good health.

17.What do we know about the man's father?

A. He was a teacher.

B. He had a flower shop.

C. He studied culture.

听第10段材料回答第18至20题。

18.How did the first people communicate with each other?

A. They talked to each other.

B. They used simple words.

C. They used signs.

19.When did people first begin to use words?

A. About a thousand years ago.

B. About a million years ago.

C. About ten million years ago.

20.What words were not probably the first words in the human vocabulary?

A. Words that were names of important things in life.

B. Words that stood for things people met every day.

C. Words that were simple and short in spelling.

第二部分：词汇知识运用(共两节，满分40分)

第一节单项选择(共10小题；每小题1分，满分10分)

21. -My uncle suggests I ________abroad.

-I would rather you ________at home.

A.go;stay B.went;stayed C.go;stayed D.went;stay

22. ________ about wild animals that they decided to make a trip to the mountainous village for further research.

A.So curious the couple was B.So curious were the couple

C.How curious the couple were D.The couple was such curious

23. _______with so much troublewe failed to complete the task on time.

A.Faced B.Face C.Facing D.To face

24．The professor has ______ 11-year-old boy who has______ gift for dancing.

A. a; a B. an; the C. an; a D. the; 不填

25-After two hours of walking they came to the camp site ______ .。

A. hungry and tiredly B. hungrily and tiredly

C. hungrily and tired D. hungry and tired

26 If we sit near _______ front of the classroom we’ll have _______ better view.

A. the; a B. 不填；a C. 不填；the D. the；the

27 ________for the students to read newspapersbut it is also a great way to improve their minds.

A.Not only for pleasure is it B.Not only it is for pleasure

C.Not only is it for pleasure D.It is not only for pleasure

28. Have you a lot of readings _____ before the end of this term?

A. finishing B. to finish

C. finished D. being finished

29 Is this the new machine ______ parts are too small to be seen?

A. that B. which C. whose D. what

30. I have played the computer game - it cost me a lot time.

A. shouldn’t B. needn’t C. couldn’t D. mustn’t

第二节：完形填空（共20 小题；每小题1.5分，满分30分）

阅读下面短文，从短文后所给各题的四个选项（A、B、C、D ）中选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

I was a single parent of four small children working at a low-paid job. Money was always tight but we had a 31 over our heads food on the table clothes on our backs and if not a lot always 32 . Not knowing we were poor my kids just thought I was 33 .I've always been glad about that..

It was Christmas time and although there wasn't 34 for a lot of gifts we planned to celebrate with a family party. But the big 35 for the kids was the fun of Christmas 36 .They planned weeks ahead of time asking 37 what they wanted for Christmas. Fortunately I had saved $120 for 38 to share by all five of us.

The big 39 arrived. I gave each kid a twenty-dollar bill and 40 them to look for gifts of about four dollars each. Then everyone scattered(散开). We had two hours to shop; then we would 41 back at the "Santa's Workshop".

Driving home everyone was in high Christmas spirits 42 my younger daughter Ginger who was unusually 43 . She had only one small flat bag with a few candies ------------- fifty-cent candies! I was so angry but I didn't say anything 44 we got home. I called her into my bedroom and closed the door 45 to be angry again. This is what she told me:

"I was looking 46 thinking of what to buy and I 47 to read the little cards on the 'Giving Trees'. One was for a little girl four years old，and all she 48 for Christmas was a doll (玩具娃娃 ). So I took the card off the tree and 49 the doll for her. We have so much and she doesn't have anything."

I never felt so 50 as I did that day.

31. A. roof B. hat C. sky D. star

32. A. little B. less C. enough D. more

33. A. busy B. serious C. strict D. kind

34. A. effort B. room C. time D. money

35. A. improvement B. problem C. surprise D. excitement

36. A. shopping B. travelling C. parties D. greetings

37. A. the other B. each other C. one by one D. every other one

38. A. toys B. clothes C. presents D. bills

39. A. day B. chance C. cheque D. tree

40. A. forced B. reminded C. invited D. begged

41. A. draw B. stay C. move D. meet

42. A. including B. besides C. except D. regarding

43. A. quiet B. excited C. happy D. ashamed

44. A. since B. after C. while D. until

45. A. waiting B. ready C. hoping D. afraid

46. A. out B. over C. forward D. around

47. A. forgot B. stopped C. failed D. hated

48. A. wanted B. did C. got D. played

49. A. made B. searched C. bought D. fetched

50. A. angry B. rich C. patient D. bitter

第三部分：阅读理解（共20小题；每小题2分，满分40分）阅读下列短文，从每题所给的四个选项中，选出最佳答案。

(A) Son’s Help

Mr. Lang worked in a factory. As a driver he was busy but he was paid much. His wife was an able woman and did all the housework. When he came back she took good care of him and he never did anything at home. So he had enough time when he had a holiday. A few friends of his liked gambling() and he learned it soon. So he was interested in it and hardly forgot anything except gambling. He lost all his money and later he began to sell the television watches and so on. His wife told him not to do it but he didn’t listen to her. She had to tell the police. He and his friends were punished for it. And he was hardly sent away. After he came out of lockup(拘留所) he hated her very much and the woman had to leave him.

It was New Year’s Day. Mr. Lang didn’t go to work. He felt lonely and wanted to gamble again. He called his friends and they came soon. But they were afraid the police would come. He told his five-year-old son to go to find out if there were the policemen outside. They waited for a long time and didn’t think the police would come and began to gamble. Suddenly opened the door and in came a few policemen.

“I saw there weren’t any policemen outside daddy” said the boy “so I went to the crossing and asked some to come.”

51.Mr. Lang was paid much because _______.

A. he was a driver B. he worked in a factory

C. he had a lot of work to do D. he had worked there for a long time

52.Mrs. Lang did all housework because _______.

A. she couldn’t find any work B. she thought her husband was tired

C. her husband spent all time in gambling D. she wouldn’t stop her husband gambling

53._______ so he was put into lockup.

A. Mr. Lang often gambled B. Mr. Lang was late for work

C. Mr. Lang didn’t help his wife at home D. Mr. Lang wasn’t polite to the police

54.The woman had to leave Mr. Lang because _______.

A. he didn’t love her any longer B. he wouldn’t stop gambling

C. he had been put into lockup D. he was hardly sent away by the factory

（B）

“How can I learn English well?” This is a question many students ask. In my opinion the most effective way is to learn lessons by heart. If you can recite the text and write it out you’ve learned it fairly well. And if you can tell what the lesson says in your own words you’re a very successful learner indeed. Your English will be quite perfect.

This is a difficult task. However if you try to learn by heart only part of each lesson you’ll find it not half as hard as you might have thought. Learning this way you will make rapid progress. Of course writing is also necessary. It helps you a lot on our way to success in English.

Equally important is to feel the language. You should be able to laugh at jokes and be shocked at bad news. When using English try to forget your mother tongue. Instead of helping you your own language gets in your way. So never try to see English through translation.

55.In the writer’s opinion the most effective way in learning English is ____.

A.to practise speaking writing and feeling it

B.to forget your own native language

C.to translate everything into his own language

D.to memorize the English words and grammatical rules

56. “Instead of helping you your own language gets in your way.”This sentence means that memorizing your own language can ________.

A.help you to study English well B.stop you mastering English

C.make English easy to learn D.help you notice mistakes

57.Equally important is to feel the language. “to feel the language” here means________.

A.to get a knowledge of English by touching

B. to be able to read and write English

C.to translate English into your own by imagining

D.to be able to experience the rich sensation of the language

(C)

In America when people say “man’s best friend” they don’t mean another person. Instead they are talking about a lovely animal：A dog! These words show the friendship between people and animals. Dogs and other pets can give happiness to people’s lives. Some people think of their pets as their children. A few even leave all their money to their pets when they die!

Animals can help people too. Dogs can be taught to become the “eyes” for a blind person or “ears” for a deaf people. Scientists have found that pets help people live longer! They make people happier too. Because of that animals are brought into hospitals for “visit”.

Americans hold “Be-Kind-to-Animals Week” in the first week of May.

Pets shows are held during the week. Even if you don’t live in America you can do this too. How? First think about how animals make your life richer. If you have a pet take more time this week to play with it. Remember to give it delicious food. Also be sure to keep your pet from those unwanted babies.

If you don’t have a pet be kind to animals around you. For example if you see a street dog don’t kick it or throw things at it. Instead just leave it alone or better yet make friends with it. If others around you do bad things to an animal try to stop them. As people we must protect animals who can’t speak for themselves.

58. “A few even leave all their money to their pets when they die!” means that__________

A. pets have the right to inherit (继续) money. B. money can give pets happiness.

C. it’s the best way to spend money. D. some pets are taken as children.

59. Why are dogs brought to hospitals?

A. Because they are ill and need to see doctors.

B. Because they can make the patients happier.

C. Because they can find out the problems of the patients.

D. Because doctors can do experiments on them.

60. What’s the most popular activity in the “Be-Kind-to-Animals Week”?

A. Holding a pet show in the week. B. Playing with pets the whole week.

C. Cooking delicious food for pets. D. Making friends with other people’s pets.

61. What’s the passage mainly about?

A. A lot of people are interested in dogs. B. Dogs can help people do many things.

C. Pets are lovely and need care and protection. D. We have done a lot of things for pets.

62. The words“man’s best friends”shows____________.

A. the friendship between people. B. the friendship between people and animals.

C. the friendship between animals. D. the friendship between men and women

(D)

Ma Lili’s parents are going to give a birthday party for her. She’s going to be fourteen years old. Ma Lili has a lot of friends. They are going to come to the party. They are girls from Ma Lili’s school. There are twenty-five of them.

Ma Lili’s mother is making birthday cakes for the party. They are very nice cakes. Ma Lili says to her mother “Mum you’re very nice. Thank you for your nice cakes. ” Her father is going shopping. He buys a lot of apples bananas oranges and pears.

It’s four o’clock in the afternoon. Now everything is ready. The party begins in thirty minutes.

63. Who is going to give Ma Lili a birthday party?

A. Ma Lili B. Her friends C. Her teacher D. Her parents

64. How many people are coming to Ma Lili’s party?

A. Two B. Twenty C. Twenty-one D. Twenty-five

65. Her mother _____ for her party.

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高中英语必修5unit2课件

◆To learn to talk about kinds of music

◆To learn to read about bands

◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)

◆To learn to write an e-mail

Procedures

I. Warming up

Warming up by describing

Good morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.

Warming up by discussing

Hi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which music matches with which picture.

Classical music Country music Rock ‘n’ Roll

Rap Orchestra Folk music

Yes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.

II. Pre-reading

and saying

Have you heard about any of the famous bands in the world? List some if you can.

For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”, “West life” and “Pink Floyd”.

, talking and sharing

Let’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is to stand up and share the group idea with the class.

For reference: I am from Group 1. Our group likes “The Beatles” best. We like their style of performances. Listening to their performances, we will feel relaxed, amused, and their performances make us think a lot about life.

Do you know anything about “The Monkees”?

For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let’s come to the reading --- The Band That Wasn’t and find more about them.

III. Reading

aloud to the recording

Now please listen and read aloud to the recording of the text THE BAND THAT WASN’T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.

and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE BAND THAT WASN’T

dream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , be honest with oneself, get to form a band, high school students, practice one’s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musicians, pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one’s own records, start touring, break up, in the mid-1980s, a celebration of one’s time as a real band

to identify the topic sentence of each paragraph

Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.

1st paragraph: How do people get to form a band?

2nd paragraph: Most musicians meet and form a band.

3rd paragraph: One band started as a TV show.

4th paragraph: “The Monkees” became even more popular than “The Beatles”.

and transferring information

Read the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.

How do people get to form a band?

Members

High school students

Reasons

They like to write and play music.

Places

They practice their music in someone’s home.

Forms

They may play to passers-by in the street or subway.

Results

They can earn some extra money. They may also have a chance to dream of becoming famous.

How was The Monkees formed and became a real band?

The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jones

beginning of the band

It began as a TV show.

style of the performance

They played jokes on each other as well as played music.

first music and jokes

Most of them were based loosely on the band called “The Beatles”.

development of the band

They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music.

changes of the band

The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.

4. Reading and understanding difficult sentences

As you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.

IV. Closing down

Closing down by doing exercises

To end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4.

Closing down by having a discussion

Do you think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs? Why?

For reference: I don’t think the TV organizers were right to call “The Monkees” a band when they did not sing or write their own songs because singing and writing its own songs was the basis of a band.

Do you agree that the jokes were more important than the music for this band? Give a reason.

For reference: Yes. I think it is the jokes that really attract more fans.

No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It’s more important than playing jokes just to make people laugh.

Closing down by retelling the form of the band The Monkees.

I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.

For reference: begin as a TV show, the TV organizers, look for, put an advertisement in a newspaper, use actors for the other members of the band, pretend to sing

Period 2: A sample lesson plan for Learning about Language

(The Attributive Clause (in/ for/ with/ by＋which/ whom).

1.高中英语优秀课件

高三复习课

二、教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、教材分析：

这是高三复习阶段的一节写作课。这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思按照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。

四、教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、教学方法：

1、活动教学法：

2、任务型教学法：

七、教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

2.高中英语优秀课件

在《高中英语新课程标准》中讲到“高中英语课程要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息源，拓宽学习渠道并形成具有个性的学习方法和风格。”把信息技术作为英语教学的认知工具和知识载体，围绕英语学科知识进行整合实验，不仅可以扩大英语阅读的“面”和“量”，而且也培养了学生诸如“信息的获取、信息的重组和加工以及信息的交流”等多种信息素养。网络学习是一种学习过程交互化的学习模式。学生带着问题借助网络查询信息，进行信息交流，由此“任务驱动、自主探究、协作交流”等学习策略在这里得到了更充分的体现。使教师把信息技术和网络作为自己真正的工具，把信息技术融入学科教学中来。

二、教学目标设计：

知识与技能：

①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。

②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

过程与方法：

①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。

②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。

情感价值观：

通过本节课的学习，培养学生的人文和信息素养。

三、教材内容及重点、难点分析：

教材内容：

本课教学内容是新课标《高中英语必修3 Unit 5》，Canada---The True North 与以往接触过的介绍国家的文章相比，本课的内容没有整体介绍加拿大的地理概况和风土人情，而是透过一个旅人的眼睛来看加拿大。相比较而言，这样的课文难度更大。

教学重点：

①对课文内容的整体把握。

②学生组织语言、运用语言的能力。

【重点突破】任务驱动，层层深入。

利用“任务驱动”方法，使学生利用资源自主探究、解决一系列层层深入的问题。在教学中，教师作为问题的精心设计者和疑难问题的点拨者，培养学生组织语言的能力。

教学难点：

①对课文内容中细节的理解。

②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。

【难点突破】设置情境，循序渐进，层层递进。

设置富有情趣的情境，激发他们的阅读欲望，积极主动地进行自主探究。循序渐进的设计问题 , 激发学生的创造思维，层层深入地引导学生进行自主和协作学习。

四、教学策略及教法设计：

【教学策略】

①本节课的教学以建构主义学习理论为指导，以学生为中心，以问题为出发点，使课堂教学过程成为学生自主地进行信息加工、知识意义构建、创新能力发展的过程。教师在教学过程中则适时介入，引导、启发、组织、帮助、促进。

②设计创造性思维问题。所谓创造性思维问题即是指有利于学生创造性思维发展的问题。创造性思维问题的设计应遵循这样几个原则：题型具有开放性、解题富有挑战性。

【教法】：

①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。

②评价阅读法：将学生通过对材料的收集、整理和内化而形成的学习成果，在全班学生中展示，使学生获得成功的喜悦，从而激发学生的后续学习热情。

③任务驱动教学法：将所要学习的新知识隐含在一个或几个问题之中，学生通过对所提的任务进行分析、讨论，并在老师的指导、帮助下找出解决问题的方法，最后通过任务的完成而实现对所学知识的意义建构。

五、教学过程设计：

第一步：热身活动：猜单词。

在这个步骤中，我给出两组前一节课学过的词，分别让两组同学上来猜。所采用的方式类似于《幸运52》：单词是出现在屏幕上的，其中一个同学背对着屏幕，他是猜者；另一个同学则是解释者，他要用英语或辅以动作将单词的意思表现出来。两组同学之间展开竞争，看谁猜得又快又多。这个活动不仅可以复习上节课的内容，更重要的是活跃了课堂气氛，令同学们很快融入课堂氛围。

第二步：读前活动（一）：自由展示。

在上这一课之前，我给学生布置的预习任务是介绍你最想去的地方。Which country or place would you like to visit most? Why?学生们自由组成小组，上网查找相关资料，然后对所搜集的信息进行整理，最后形成自己的powerpoint展示文件。在课堂上，由本小组的发言代表上来进行展示和介绍。这一环节是这节课的重头戏。

第三步：读前活动（二）：自由交谈。

给学生提出这样一个问题：如果你有机会去加拿大，你最想看什么？If you have a chance to visit Canada, what would you expect to see there? 先要求他们在小组内讨论，然后再在全班同学面前发言。

第四步：读前活动（三）：小组讨论。

经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大？What three words would you use to describe Canada? Why? 请小组代表发言。

第五步：加拿大概况综述。

这一步骤是对上几个步骤的总结，同时也是教师整合并优化了有关加拿大的各种信息所进行的展示。目的是进一步加深同学们对加拿大的了解，对他们所获取的知识进行梳理，也为下一个步骤展开铺垫。

第六步：略读课文。（first reading）

在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。

are the cousins not flying direct to the Atlantic coast?

is the continent they are crossing?

is “The True North”?

do many people want to live in Vancouver?

happens at the Calgary Stampede?

does wheat grow in Canada?

would ship be able to reach the centre of Canada?

two natural resources that Canada has.

第七步：精读课文。(second reading)

在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。

girls went to Canada to see their relatives in Montreal.

Lin was going to drive them to Vancouver.

can cross Canada in less than five days by bicycle.

girls looked out the windows and saw Native Indians and cowboys.

Bay is a port city in the south of Canada, near Toronto.

第八步：复述课文(retelling)

给出课文中的关键词汇，让同学们用自己的话来复述课文。

Helpful words and expressions

great scenery

second largest

go eastward

mountains/lakes/forests/rivers

5,500/from west to east

here in Vancouver

surrounded by

ski/sail

3.高中英语优秀课件

本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。采用任务型教学法和小组合作探究学习法，从而扩大课堂的语言输入量及学生的语言输出量。

二、学情分析：

在高一英语学习基础上，学生已经掌握基本的语言结构和一定程度的听说读写能力。在复习的过程中，结合学生原有的知识掌握水平，巩固基础强化正确使用语法知识，提高学生运用语言的深度和难度.但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差，主动学习的动力不够，然而他们学习比较认真，渴求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师。只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

三、教学目标:

1.知识目标:

引导学生掌握过去分词在真实的生活语境中的使用。培养学生通读，分析，理解，综合的能力，教会学生体察语境，结合上下文，符和逻辑推理和合理的想象，结合语法和题干中的语境解决问题。在运用语言过程中培养学生的观察力、分析力、想象力和自学能力，提高思维能力和运用英语的综合能力。

2.能力目标：

利用多媒体手段营造积极和谐教学氛围，使学生进入情景之中，充分调动学生的思维活动和情感体验，规范学生运用英语知识准确表达的能力，同时，发展学生综合语言运用的能力，分析问题和解决问题的能力，培养学生自主学习。

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法

2. 过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略:

通过小组讨论、小组竞赛等具体形式，创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课采用教学方法---任务型教学法。以任务为中心，任务的设计焦点是解决某一具体的贴近学生生活的问题。教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标。在的各种“任务”中，学生能够不断地获得知识并得出结论。

七、学习策略: 　　本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

4.高中英语优秀课件

本单元主要是围绕生日展开教学，要求学生掌握十二个月份和序数词的变化，以及日期和生日的表达。我上的是第二课时，在第一课时中，学生已经学习了十二个月份和序数词，本课时主要是要求学生掌握日期的表达，以及能正确说出自己的生日，能掌握四会句型： When’s your birthday? My birthday is on the… of … What would you like as a birthday present? I’d like …

二、说学生

十二个月份和序数词已经在第一课时学习过，大多数学生掌握良好，但六年级学生在课堂上不爱表现自己，部分学生对于英语学习缺少兴趣。

三、说教法

1、游戏教学。兴趣是的老师。在复习单词时设计了What’s missing?的游戏，让学生在课的一开始就感受学习的快乐，为进一步的学习做铺垫。

2、朗读教学。英语是一门语言，交际是学习的目的，因此，课堂上朗读和运用是必不可少的，教师设计了多种朗读和练习方式，例如：小组朗读，个人朗读，男女对读，同桌讨论等，让学生在有限的课堂时间内得到最多的练习。

3 任务教学。在巩固句型时，设计了Do a survey 的教学任务。学生在调查时能运用语言，巩固语言知识。

四、说教学过程

1. 在课的一开始主要通过Free talk ：How many days are there in a week? How many months are there in a year? 引出复习单词，在复习单词时通过询问Which is the first/second.. month in a year来初步复习一下序数词。接着设计了What’s missing?这个游戏来进一步复习月份，同时也激发了学生学习的积极性。之后引出句型复习： When’s your birthday? My birthday is in。

2.通过复习句型When’s your birthday? My birthday is in。引出我的生日在几月几日，以及Helen 和Jim 的生日，重点掌握序数词，通过总结让学生对序数词的变化有一个整体的了解。在学生掌握序数词的基础上，让学生了解日期的表达，因为学生对于单词还不能默写，所以日期的练习只限于口头讨论和朗读。学生掌握了日期之后让学生说说自己的生日，引出本课的重点句型When’s your birthday? My birthday is on the… of …What would you like as a birthday present? I’d like … Present

这个单词比较难读，是朗读教学的重点

3.通过讨论练习C 部分句型进一步巩固句型，最后设计了Do a survey教学活动，学生在调查时再次巩固句型，并学会了用第三人陈述重点句型。

。书本上C部分句型图1和图3，从书面上巩固所学的新句型。

5.高中英语优秀课件

1) Important vocabularies

Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for.

2)Daily expressions

Are you /Will you be free then?

Yes, Id be fee. Id like to go.

Lets go together then. Ill meet you at the theatre at six - thirty .

Good! See you then.

What time shall we meet?

Where is the best place to meet?

What about meeting outside? I suggest…

3) Useful phases

Whats on…? Is there anything good on?

They are said to be very good.

Finally, there is no more time left for adding new stories.

4) Grammar

Form is used to be Subject and Object

教学建议

能力训练

1.通过口头练习，学会日常生活中的各种表达方式。

2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。

德育渗透

1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。

2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。

师生互动活动

Lesson 13：口头练习：对话交际功能——日常生活用语。

Lesson 14：学生扮演主编介绍报纸出版的过程。

Lesson 15：学生扮演主编介绍《中国日报》的内容。

Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。

教材分析

从本单元的对话来看，主要是学习如何用英语提出约会以及如何应答约会的日常用语，如：询问对方是否有空，建议会面时间和地点及如何应答的日常用语，并能运用Will you be free?到It’s.. What about…?等最为普通的语言功能进行日常交际，同时也注重check, fix, face-to face, deliver, take a photograph, pass on, get down to, as well, what’s on 等重点词汇和短语在本单元中学习，本单元中的阅读课主要内容是了解报社一天的工作和报纸的出版过程及《中国日报》的一些情况，同时在这里运用了重点语法知识，形式充当主语和宾语的用法。

教学准备

教学目标

1. Target Language 目标语言

重点词汇

sightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrill, pot, unfair, smart, suggestion, tense, consistent, error

2. Ability goals 能力目标

Enable the students to write a short passage about a place of interest they have visited.

3. Learning ability goals 学能目标

Help the students learn how to describe one of the places of interest they have visited.

教学重难点

How to describe a famous building or a place of interest.

教学过程

Step Ⅰ Revision and Lead-in

Ask some students to read their work to the class.

T: As we know, advertising is very important in the business world. And nowadays, more and more ads for tourism appear on televisions, in the streets, on the buses, etc. Also, an appealing poster for a scenic spot is very important to draw visitors. So it should be written in an exciting way. In the last period, you were asked to write a poster to encourage people to visit. Now who’d like to share your work?

A sample version:

Why not visit “the Oriental Hawaii”?

Hainan Island is the second largest island in China, covering an area of 33,920 square kilometers with a history of over 6,000 years. It lies in the south of China. The Qiongzhou Strait separates the Hainan Island from the mainland. Its neighboring countries are Philippines towards the east, Malaysia and Brunei towards the south, Indonesia towards the southwest, and Vietnam towards the west. Hainan Island has a population of million, which consists of 10 nationalities. The people there make a living by growing rice, fishing, and so on. The climate is mild all year round. Hainan is called “the Oriental Hawaii”. Every year thousands of travelers visit the island. Among the famous places of interest are Yalong Bay ( in the world), Tianya-Haijiao (Corner of the Earth), Dadong Sea, Luhuitou (Turn-round Deer), Sanya Bay, Xiao Tongtian, Folk Village, etc.

Step Ⅱ Writing

Task 1: Ask the students to write a tour plan.

T: Suppose a group of foreign students are visiting our country. They will stay here for two weeks. At present they are in Shanghai. Their plan is to see at least three cities and three major scenic spots. Now please make a two-week plan for their tour. You must make sure that they can make full use of their time. Tell them what places they will see and where the various places are.

A sample tour plan:

Day 1: You will arrive in Shanghai, the city of China of 21st century. Shanghai is on the Huangpu River and also on the east coast, and has a population of more than 16 million. It is China’s most modernized city. You will have three days in Shanghai, during which time you will visit many famous scenic spots. The bund is a scenic walk along the river, and there are some temples in and around the city.

Day 4: You will travel a few kilometers by bus south-west to Hangzhou. There is a beautiful lake on the west of the city, and within a few kilometers of the city is a famous Buddhist Temple. You will have two days and two nights in Hangzhou.

Day 6: You will leave Hangzhou early in the morning for Guilin, just a short flight west of Hangzhou. You will see the Elephant Rock, in the center of the city, and then go on a boat on the beautiful Lijiang River to see the famous hills and cliffs. You will spend two days there.

Day 8: From Lijiang we fly to Xi’an, which is a few hundred kilometers away from the coast. Not far from the city you will see the world-famous Terra Cotta Warriors, and just beyond the south gate to the city is the Wild Goose Pagoda. There are some other historical attractions in Xi’an as well. You’ll have three days there.

Day 11: We leave early for the capital, Beijing, which is northeast of Xi’an. In the north of the city is the Great Wall. The Palace Museum and Tian An Men Square are in the center of the city, and the Summer Palace is a short drive to the northwest. We’ll spend two days in Beijing.

Day 14: We leave at noon for our flight south to Shanghai, then make our way home.

Task 2: Ask the students to write a complaint letter. T: When you have some problems or are not satisfied with something, you can write a complaint letter to the people who are responsible for it. Next please write a complaint letter to complain the problems or anything unsatisfactory at school or at home. Before your writing, please read the following tips carefully.

Show the following.

How to Write A Complaint Letter

· Include your name, address, home and work phone numbers.

· Type your letter if possible. If it is handwritten, make sure it is neat and easy to read.

· Make your letter brief and to the point. Include all important facts and any information you can give.

· State exactly what you want done about the problem and how long you are willing to wait to get it resolved. Be reasonable.

· Include all documents regarding your problem. Be sure to send COPIES, not originals.

· Avoid writing an angry, sarcastic, or threatening letter. The person reading your letter probably was not responsible for your problem but may be very helpful in resolving it.

· Keep a copy of the letter for your records.

Then ask the students to make a list of things that they feel are important.

T: Think of anything at school or at home that you feel very strong about. Make a list and choose the one you think is the most serious and write a letter to draw attention.

A sample list of things:

1. I have to wait too long a time being served in the canteen.

2. Several of our teachers speak in a too low voice and the students who sit behind can’t hear clearly. 3. My parents often read my diary without my permission.

4. The school demands us to wear the ugly school uniform.

The most serious one is the first one in the list.

A sample letter:

Dear Mr. Sam,

I have enjoyed eating at your restaurant the last several years. In my opinion, your hamburgers are the best in our town. I tell my friends. However, last Friday evening, I waited in a line ten people deep while we watched a lone waitress going back and forth with light running steps trying to serve too many tables. After 15 minutes and not getting seated, I decided to leave and went to another restaurant. Why not hire a second waiter or waitress? And why not enlarge your restaurant? You have available space to the east. I wish you the best with your restaurant, and I hope you resolve the problems we met.

Sincerely,

Harlan

Step Ⅲ Homework

Ask the students to do the task in PROJECT on page 54.

高中英语必修5unit4课件

教学准备

教学目标

1. 教学目标

(1)知识目标：学生能掌握下列重点单词和短语的意义和用法：greet, represent, approach, expression, defend, misunderstand, adult, cheek, major, likely, in general。能够表达一些Body language.

(2)能力目标：学生能掌握基本的阅读理解方法：速读，寻读，归纳中心和查找细节。

(3)情感目标：学生了解不同国家和文化的身势语，激发学生学习这种语言的兴趣。

教学重难点

教学重点和难点

(1) 培养学生的阅读策略和技巧，让学生了解文章的细节知识和文章结构。

(2) 让学生合适地使用不同的身势语。

(3)课文中现在分词作定语和状语的长难句。

教学过程

Step 1. Lead in

(1)The teacher shows a question on screen： How can we communicate with others when we can’t speak ?

Then ask a student to answer.

设计说明：引出本单元的话题。

(2) The teacher shows some pictures on screen of some body language and ask some students to guess and discuss the meaning they stand for. 设计说明：引出本节课的题目。

Step 2. Fast reading

1. Go through the passage quickly and find out the main idea of each paragraph.

o Match the main idea of each para. with lines.

() A. Other examples of different greeting body language.

() B. Different people have different body language.

() C. Summary of body language.

() D. Meet the visitors at the airport.

() E. Examples of different greeting body language.

2. Try to write down the main idea of the text.

The text is mainly about different _____________ in different countries. In order to avoid difficulties in today’s world of cultural crossroads, we should ___________________________.

设计说明：通过这个题目的练习，让学生掌握速读，先对文章段落大意有一个了解。然后再去归纳中心思想。

Step 3. Careful reading

Read Para. 1 and decide if the following statements are true (T) or false (F).

(1) Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. ( )

(2) After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.

( )

Read and match the people with their ways of greeting

Tony Garcia (Columbia) A. shakes hands and kisses others twice

on each cheek

Ahmed Aziz B. Bows

(Jordan)

Akira Nagata (Japan) C. shakes hands

George Cook (Canada) D. approaches others closely and touches

their shoulder and kisses them on the cheek

Darlene Coulon(France) E. stand quite close to other men but will

usually not touch women.

Read Para. 4&5 and decide whether the following statements are true (T) or false (F).

(1) All cultures don’t greet each other the same way. ( )

(2) From the passage we can see western cultures are better than eastern cultures. ( )

(3) It’s necessary to study body language because it helps us to get better understanding among people from different cultures. ( )

(4) Only a small number of people greet by shaking hands. ( )

设计说明：通过这些题目的练习，让学生掌握文章的细节内容和阅读理解的细节题目的解题方法。

Language Points

1. approach vi. &vt.向……靠近;n.靠近;方法，步骤(后常跟介词to)

即时练习

(1) When I ____________(approach) the dog, it ran away at once.

(2) Can you come up with a good approach of solving this problem? (单句改错)

2. likely adj. 可能的;有希望的

be likely to do 很可能……;有希望……(主语既可以是人，也可以是物)

It is likely that...很可能……

即时练习

(1)She is the most _________ girl to win the prize.

(2) It’s likely that he will succeed.(句型转换)

=____________________________

3. Yesterday, another student and I, representing our university’s student association, went to the Capital International …...

representing 是现在分词(非谓语)作定语，相当于定语从句：who represented ….，谓语是went。

即时练习

(1) Mr. Wang, who taught us English before, retired last week. (把划线部分变为非谓语)_____________

(2)The girl __________(study) in the classroom is my sister. (用非谓语填空)

4. I stood for a minute watching them and then went to greet them.

watching 是现在分词(非谓语)作伴随状语，表示watch和stood同时发生，谓语动词是stood和went。

即时练习

(1) The boy stood there and cried.(把划线部分变为非谓语)

The boy stood there_________.

(2)The boy is sitting before the computer__________ (play) games. (用非谓语填空)

设计说明：通过这些题目的练习，让学生掌握课文中的重点单词，短语和长难句，促进对文章细节的理解。

Step 4. Consolidation

阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

Yesterday, another student and I,(1)___________(represent) our university’s student association, went to meet this year’s international students. After half an hour of (2) _______(wait), I saw several young people enter the waiting area looking around(3) ___________ (curious). I went forward to meet (4) _______(their). After being introduced, they greeted each other in different ways, (5) __________(cause) some cultural mistakes.

As I get to know more international friends, I learn more about this

(6) __________ (culture) body language. People communicate not only with

(7) _________(speak) language, but also through physical distance, actions or posture. These actions are simply ways in (8) __________cultures have developed. (9) __________general, studying international customs can certainly help avoid(10)__________(difficult) in today’s world of cultural crossroads.

Correct the mistakes in the sentences.

1. I stood for a minute watched them and then went to greet them.

2. Julia stepped back appearing surprising.

3. Akira Nagata from Japan came in smiled.

4. Most people around the world now greet each other by shake hands.

5. These action are not good or bad.

Step 5. Free talk

After discussing with your deskmate, think out the body language you know and act it out.

Ask some pairs to perform in front of the class.

设计说明：学生通过阅读和讨论对文章有了深层的理解，同时对身势语这个话题更加熟悉。这个环节师生互动、生生互动，训练了学生的口语表达能力，促使他们把所学的知识和技能转化为运用英语的能力。

Step 6. Summary

What have we learned in this class?

We have learned:

o some body language in different countries

osome language points

ohow to communicate with different people properly using body language

设计说明：这一环节主要是对所学内容进行总结，使学生认识到学习“身势语”的必要性和重要性。

Step 7. Homework

Underline all the important words, expressions and sentences.

课后习题

阅读下面材料，在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

As I get to know more international friends, I learn more about this

(6) __________ (culture) body language. People communicate not only with

Correct the mistakes in the sentences.

1. I stood for a minute watched them and then went to greet them.

2. Julia stepped back appearing surprising.

3. Akira Nagata from Japan came in smiled.

4. Most people around the world now greet each other by shake hands.

5. These action are not good or bad.

教学准备

教学目标

Teaching aims：

1. Knowledge aims: enable the students to know the meaning of some words and phrases, such as frown, yawn, turn his back to someone, nod the head up and down .

2. Ability aims: enable the students to know how the people around the world to show their feelings by using body language.

3. Emotional aims: encourage the students to show out their feelings by using body language.

教学重难点

Teaching important and difficult points:

1. Make the students familiar with the universal gestures and actions.

2. How we show our feelings by using body language correctly.

教学过程

...

课后习题

Homework：

Rewrite this passage by using the outline and details.

教学准备

教学目标

(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划

(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学重难点

(1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。

(2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。

(3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划

(4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。

教学过程

Step 1 Warming-up and lead-in (5 mins)

(1)导入

教师提问学生“Have you been to a themepark?”与“What can you do in a themepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。

T: Hello, class. Today we are going to talk abouttheme parks. First, Iwould like to ask you:

① Is our West Lake Park atheme park? What about Jingqi Water Park?

②Have you been to a theme park?

③ What can you do in a theme park?

S1: West lake is not a theme park. Jingqi Water Park is a theme park.

S2: I have been to Hongkong Disneyland. In a themepark we can do a lot of activities.

T: Exactly, in the theme park we can take roller-coaster,free-fall drop,swinging ship, Ferris wheel, merry-go-round and so on. In a word,there are various rides we can take in a theme park. Well, what does “ride”mean?

S3: 游乐设施

T: Yes. Here it is a noun, meaning “供乘骑的游乐设施”.

(2)揭题

教师引导学生对课文题目进行预测。

T: With these rides, there is no doubt that we willhave great fun in a theme park, right? Just like the title of this articlesuggest: Theme parks – fun. But what about “more than fun”? What does it meanin your opinion?

S4: “more than fun” means you can also get a lot ofinformation.

[意图说明]教师通过图片及设问，从学生所熟悉的福州西湖公园和鲸奇水上乐园入手,激发学生原有的普通公园与主题公园知识体系，引导学生对文章题目进行预测，引发好奇心，从而导入新课。

Step 2 Reading (34 mins)

(1) 扫读。引导学生回答以下问题。(3 mins)

a. How many theme parks are introduced? What are they?

Andwhere are they?

b. Where do you think you would see this kind ofwriting?

T: Thank you, your opinion is quite reasonable. Nowlet’s do some reading tasks to check it. First, I would like you to find out:

“ How many theme parks are introduced?”

S5: Three.

T: Yes. It is very obvious. When we try to find outthe main idea of a paragraph, usually we can focus on the first and the lastsentence. Then tell me what the three theme parks are? And where are they?

S5: Disney Land, Dollywood andCamelot.

T: Thanks for your accurate answers. Now that we havea rough idea of this article, where do you think you would see this kind ofwriting?

S6: Newspaper?

S7: Magazine?

T: Yes, very likely. Maybe from a newspaper or atravel magazine.

[意图说明]引导学生扫读全文，关注文章结构，思考文章的出处，整体理解本篇课文。

(2)跳读及拓展阅读。(20mins)

a.引导学生填写以下表格。

T: Obviously, it aims to attract the readers to go tothese theme parks, so what else is it going to tell us? Now, please read thearticle through and find out important information to fill out the followingform.

T: All right. It is time to check. Will you?

S8: Disneyland fairy,the theme is tale stories; activities are travelthrough space, visit a pirate ship , meet fairy tale characters, ride a swinging ship, and go on a free-fall drop.

S9: Dollywood, the theme is culture of thesouth-eastern USA; activities are listen to American country music, see carpentersand other craftsmen make their work, try some traditional candy, ride an oldsteam engine train, see bald eagles, take a ride on Thunderhead and other rides.

S10: Camelot, the theme is ancient English history andstories. Activities are watch magic shows,

see fighting with swords or on horseback, visit farm area and learn aboutfarms in ancientEngland.

[意图说明] 引导学生通过跳读获取特定的信息，将这些信息转化为表格形式，加深对文本的理解。

b.展示图片，引导学生进行图片与三大主题公园的匹配，并陈述理由。

T: Thanks! Anyone has any different ideas? No? Ok, itseems that all of you have had a good understanding of this article. That isgreat. Next, We are going to play a game. I would like to show you some pictures,please tell me which theme park it belongs to and why. If you know, just standup and say it, as soon as possible. Ready? Go!

Ss: Disney land.

T: Wonderful. What about this one? What is in thepicture?

Ss: Steam engine train.

T: Exactly. So, it is…

Ss: Dollywood.

T: Next one?

Ss: Camelot.

T: Yes. We can see knights fighting with swords. Andnext?

Ss: Camelot. There is bald eagle.

T: Ok. The last one, the last chance. Ready? Go!

S11: Camelot.

T: Why?

S11: it is a farm.

T: Yes, you have sharp eyes.

[意图说明] 运用图片，提供课文关键词汇和句型的运用情境，引导学生复述三大主题公园的主要特点，检测学生对文章的理解。采用学生快速站起回答的游戏方式，可以调动课堂气氛，创造轻松的学习环境。

c. 回顾课文题目，引导学生思考其含义。

T: Now we have finished the reading, could you tell methe meaning of the title “Theme parks -fun and more than fun”? Before reading, Shuman mentioned that it can providefun but also information. Do you agree with her or do you have a new idea?

S12: I think it means themeparks can bring people happiness.

T: Yes. It brings ’s the fun part. What about more than fun?

S12: more than fun meanstheme parks are more interesting than other parks.

T: Yes, it is moreinteresting. Anything else? No? Ok, thank you. Sit down, please. He mentionedit has a lot of fun. Yeas, it is. Aboutmore than fun, we can agree with Shuman’s idea. Theme parks provide us a lotinformation. For example, Dollyhood, what can we learn from it?

Ss: American culture.

T: Yes. What about Camelot?

Ss:Englandhistory.

T: Yes.

[意图说明] 在扫读与跳读练习后，引导学生回顾全文，进一步检测其对课文的理解。

(3)批判性阅读。(6mins)

a.引导学生思考以下问题：

①. Is it always fun and more than fun in the theme park?

②. Did you have any unhappy experiences in the theme park?

Orhave you heard about any unhappy experiences in the theme park?

T: Exactly. Besides those exciting rides, we can also learn a lot ofthings in the theme parks. But is it always fun and more than fun in the themepark? Did you have any unhappy experiences in the theme park? Or have you heardabout any unhappy experiences in the theme park? You just mentioned you went toDisney Land. Anything unsatisfied?

S12: At noon, we all went to restaurant. It was expensive. It was bad.

T: So you were not satisfiedwith the food.

[意图说明] 引导学生结合自己的经历进行批判性阅读，培养学生思维的独立性。

b. 引导学生进行拓展阅读，归纳作者行程不愉快的三个理由，提出相应的应对方式。

T: Actually you are not alone. Now let’s read A Bad Day at Magic Land and find out three things that ruined thewriter’s theme park trip.

S13: First, he threw up. Itwas embarrassed. Second, his food was ruined. Third, his glasses fell in thewater.

T: Yes, the reasons are that he went on too many roller coasters and had an expensive and terrible ’s worse, his glasses fell into thewater. We don’t want such a trip. Of course, we want fun and more than fun. Howto avoid all these things? Can we try all the rides?

Ss: No.

T: We don’t have the time aswell as the energy. So we need to ?

Ss：Plan?

T: Yes. We need to choosewhat’s our favorite, for example. What about food? It is always expensive in atheme park or any destination?

Ss: Sandwich?

T: Good idea. Maybe we canhave some homemade food. What about glasses? Besides glasses, what is easilylost?

Ss: watch, purse, phone…

T: Yes. To prevent it fromhappening, we should take care of our personal things.

[意图说明] 通过拓展阅读，进一步丰富学生对主题公园的认识，并为下一环节的一日游计划做好铺垫。

(4)创造性阅读。(5mins)

组织学生进行小组活动，每个小组选择一个主题公园，结合课文内容设计一个简单的一日游行程安排表。

T: Indeed, a good plan is necessary. And let’s makeone. Suppose you are going to one of the three theme parks in our text, use theform in your handout to make a simple trip plan. Every four of you pick onetheme park from our text. And each one has his or her responsibility. One makessuggestion about morning activity; one noon activity; one afternoon activity;and the last one is the presenter. The presenter should be clear and loud, haveenough eye contact and of course show a well-organized plan. Clear?

[意图说明] 根据课内文本与拓展阅读这两则语言材料创设较符合学生生活实际的一日游计划活动，激活学生,发挥学生的自主性和创造性。小组合作的方式也可以让学生进行同伴互助学习，共同进步。

Step 3 Post-reading(5 mins)

学生小组代表上台陈述设计好的一日游行程。其他学生使用评价表从三个方面进行简单评定。

T: Everyone, it is time to present. Do rememberpresenter needs to pay attention to all the three things. And the listenersneed to pay attention and evaluate.

S14: I would like to share my plan with you. From myperspective, besides a well-organized plan, some preparations are of greatsignificance. For example we may need to take an umbrella in case of badweather and some pills in case of emergency. And our group divided our planinto three parts: morning visit, noon visit and the afternoon visit. In the morning,we can see carpenters and other craftsmen make their work in the old fashionway, I think that would be great fun. In the noon, we can have a lunch whileenjoying the country music performed in the outdoor theatre. After lunch, wecan visit candy store and try the same candy made 150 years ago. Afternoon, wecan take a ride on the only steam engine train and even see some bald ’s all. I think we can enjoy our one-day trip in Dollywood. Thank you.

T: That’s a wonderful plan. Clear and loud, fivestars. Well-organized, six stars maybe. But we only have five. About eyecontact, next time, you need to take some simple notes. Then you don’t need toturn over again and again. So I will you give you four stars. What about yourevaluation? What do you think of her presentation? Do you like it? Yes, ok justmake your evaluation on your handout. Now, What about next group?

S15: Well, what about my plan. Before I go to Camelot,I will search the internet gaining information about English culture. In themorning, I go there, waiting outside the gate. I will be very excited; I willsee some fake royal members, like King Edward and the knights of round the lunch, I will go the farm and of course I will feed the animals,maybe very exciting and interesting. And then jousting. After dinner, I will gofor the sightseeing. The night will be very intriguing. Of course I will buysome souvenirs. Take pictures, enjoy the beautiful things. Ok, thank you.

T: Charming accent, right. Well, it is your group’strip plan. So maybe next time you should present: “our group is going to do sth”,that will be much better. Well, I would to see every group’s plan, so pleaseturn it into a piece of writing. And see you next time. Thank you.

[意图说明] 这是一个展示语言输出成果的阶段，学生上台陈述，既锻炼学生的口语，又可让教师了解本节课的有效性。运用同伴评价表，引导学生更加认真得倾听他人，同时激发陈述者的积极性。

Step 4 Homework(1 min)

布置家庭作业：要求学生讲口头讨论的计划重新组织为书面语。

[意图说明] 引导学生将口头讨论转化为书面语，强化本课的学习内容。

教学准备

教学目标

Teaching Aims

1. Language Knowledge

Words: theme, fantasy, swing, attraction, unique, carpenter, engine, preserve, knight, cartoon, bald, craftsman, fairy tale, sword, pirate, whichever, wherever, tournament

Phrases: be famous for be modelled after no wonder

2. Language Skills

⑴.To help Ss with the skills of remembering words.

⑵ .To help the students develop their reading ability.

⑶. To help the students learn about Theme parks.

3. Affection and Attitude

⑴. Let the students to understand what a theme park is.

⑵ .Enable the students to learn about the various theme parks all over the world

⑶.Develop student’s reading ability and let them learn different reading skills.

教学重难点

Key Points and Difficulties

1. The main idea of each paragraph and a summary of the text.

2. How to help the students develop their reading ability.

教学过程

Teaching Procedures

Step Ⅰ: Greetings

Step Ⅱ: Warming up by discussing

1. Discussion (Cooperative discussion)

Q1: Have you ever been to a park?

Q2: What is a park? What is a park for?

Q3: Can you describe them? What about the old ones?

Q4: Have you ever been to a theme park?

Q5: What do you think a theme park is?

Q6: Do you know the differences between a theme park and a common park?

(Then ask the students to look at the pictures on the screen and lead them to the topic of this module.)

2. Vocabulary study

(1). Learn the new words on page99 and give Ss some explanation of the difficult words.

(2). Read the new words by themselves, and then ask the students to do some exercises about the new words.

StepⅢ: Skimming

Read the passage to get a general idea and the topic sentence of each paragraph.

The main idea of the passage: _______________________________.

Paragraph1. ______________________________________________.

Paragraph2. ______________________________________________.

Paragraph3. _____________________________________________.

Paragraph4. _____________________________________________.

Do these multiple choice exercises

According to the text, tourists can find Snow White and Mickey Mouse in ( )

A. World Waterpark B. Disneyland C. Central Park D. Camelot Park

2. What’s the Dollywood’s main attraction? ( )

A. Its culture B. Its country music

C. Its candy shops D. Its wooden roller coasters

It can be inferred from the third paragraph that the main purpose of Dollywood is to ( )

A. entertain B. make profits

C. show cartoons D. educate people

4. If you want to see fighting with swords or on horseback, which park would you go?( )

A. Dollywood B. Disneyland

C. Camelot Park D. World Waterpark

StepⅣ Careful reading:

Read the text carefully and complete the table:

Step ⅤRead the passage quickly to tell the following statements true or false.

1. Disneyland can be found everywhere. ( )

2. You can meet any cartoon character you like at Disneyland. ( )

3. Tourism develops where a Disneyland is built. ( )

4. Dollywood is in the mountains in the southeastern USA. ( )

5. Country music singers perform in Dollywood throughout the whole year. ( )

6. Dollywood has the only electric train still working in the USA. ( )

7. Visitors to Camelot Park can taste candy like the candy made in ancient England.

8. Camelot Park has the oldest roller coaster in the world. ( )

9. Camelot Park has an ancient English farm. ( )

10. Camelot Park has places for visitors to watch and maybe take part in sword fighting. ( )

StepⅥ: group work (design)

1. What is the name of your theme park?

2. What is the theme?

3. Any attractions?

4. What do you want to show visitors and teach visitors?

课后习题

1. Please recitesome useful words and phrases and try to use them to make sentences.

2. Read thepassage after class.

板书

Blackboard design

Unit 5 Theme parks

Phrases: be famous for be modeled after no wonder

1.高中英语优秀课件

高三复习课

二、教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、教材分析：

四、教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、教学方法：

1、活动教学法：

2、任务型教学法：

七、教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

2.高中英语优秀课件

二、教学目标设计：

知识与技能：

①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。

②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

过程与方法：

①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。

②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。

情感价值观：

通过本节课的学习，培养学生的人文和信息素养。

三、教材内容及重点、难点分析：

教材内容：

教学重点：

①对课文内容的整体把握。

②学生组织语言、运用语言的能力。

【重点突破】任务驱动，层层深入。

教学难点：

①对课文内容中细节的理解。

②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。

【难点突破】设置情境，循序渐进，层层递进。

四、教学策略及教法设计：

【教学策略】

【教法】：

①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。

五、教学过程设计：

第一步：热身活动：猜单词。

第二步：读前活动（一）：自由展示。

第三步：读前活动（二）：自由交谈。

第四步：读前活动（三）：小组讨论。

经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大？What three words would you use to describe Canada? Why? 请小组代表发言。

第五步：加拿大概况综述。

第六步：略读课文。（first reading）

在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。

are the cousins not flying direct to the Atlantic coast?

is the continent they are crossing?

is “The True North”?

do many people want to live in Vancouver?

happens at the Calgary Stampede?

does wheat grow in Canada?

would ship be able to reach the centre of Canada?

two natural resources that Canada has.

第七步：精读课文。(second reading)

在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。

girls went to Canada to see their relatives in Montreal.

Lin was going to drive them to Vancouver.

can cross Canada in less than five days by bicycle.

girls looked out the windows and saw Native Indians and cowboys.

Bay is a port city in the south of Canada, near Toronto.

第八步：复述课文(retelling)

给出课文中的关键词汇，让同学们用自己的话来复述课文。

Helpful words and expressions

great scenery

second largest

go eastward

mountains/lakes/forests/rivers

5,500/from west to east

here in Vancouver

surrounded by

ski/sail

3.高中英语优秀课件

二、学情分析：

三、教学目标:

1.知识目标:

2.能力目标：

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法

2. 过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略:

4.高中英语优秀课件

二、说学生

十二个月份和序数词已经在第一课时学习过，大多数学生掌握良好，但六年级学生在课堂上不爱表现自己，部分学生对于英语学习缺少兴趣。

三、说教法

1、游戏教学。兴趣是的老师。在复习单词时设计了What’s missing?的游戏，让学生在课的一开始就感受学习的快乐，为进一步的学习做铺垫。

3 任务教学。在巩固句型时，设计了Do a survey 的教学任务。学生在调查时能运用语言，巩固语言知识。

四、说教学过程

这个单词比较难读，是朗读教学的重点

3.通过讨论练习C 部分句型进一步巩固句型，最后设计了Do a survey教学活动，学生在调查时再次巩固句型，并学会了用第三人陈述重点句型。

。书本上C部分句型图1和图3，从书面上巩固所学的新句型。

5.高中英语优秀课件

1) Important vocabularies

Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for.

2)Daily expressions

Are you /Will you be free then?

Yes, Id be fee. Id like to go.

Lets go together then. Ill meet you at the theatre at six - thirty .

Good! See you then.

What time shall we meet?

Where is the best place to meet?

What about meeting outside? I suggest…

3) Useful phases

Whats on…? Is there anything good on?

They are said to be very good.

Finally, there is no more time left for adding new stories.

4) Grammar

Form is used to be Subject and Object

教学建议

能力训练

1.通过口头练习，学会日常生活中的各种表达方式。

2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。

德育渗透

1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。

2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。

师生互动活动

Lesson 13：口头练习：对话交际功能——日常生活用语。

Lesson 14：学生扮演主编介绍报纸出版的过程。

Lesson 15：学生扮演主编介绍《中国日报》的内容。

Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。

教材分析

高中英语必修3课件

人教版新课标高中英语必修1-选修10课文及单词mp3希望采纳

请到这里下载:【人教版高中英语必修3单词及课文mp3】链接:/s/1mgsWU3e密码:2adl

高中英语合集百度网盘下载

链接：

提取码：1234

简介：高中英语优质资料下载，包括：试题试卷、课件、教材、视频、各大名师网校合集。

高中英语必修5unit1课文课件

高一英语必修一unit1课件应该怎么写？课件实质是一种软件，是在一定的学习理论指导下，根据教学目标设计的、反映某种教学策略和教学内容的计算机软件。下面我给大家带来高一英语必修一unit1课件，欢迎大家阅读。

Student’s level: Senior 1, SEFC

Teaching material: Unit 1 Cultural Relics (listening and speaking part)

Teaching aims:

1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.

2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.

Teaching methods:

1、Review before listening to stimulate students’ memory and interests ;

2、To do the global, detail and global listening in turns with practices;

3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;

4、To let the students to judge the truth or lie in their daily life.

Teaching focus: to improve students’ listening and speaking ability;

Teaching aids:

1、video

2、diagram

3、pictures

Teaching Procedure

Ⅰ. Listening

1. Presentation

Lead in

T: Good morning boys and girls. How are you today?

S: Fine, thanks.

T: Look! What’s this?

S: The amber room.

T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?

S: Yes.

T: Good! Today we are going to listen to another story about the amber room. Do you want to know?

S: Yes.

Guessing

T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?

S: Some people’s names

T: Yes. What else?

S: Time words and something will happen.

T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?

S: Ok.

2. Listening

Global Listening

T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.

S: Boom.

T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?

S: 爆炸。

T: Yes. Now let’s do our global listening. (Do the global listening)

T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?

S: Jan Hasek

T: Good! Who can tell me when? You please.

S: In April 1945.

T: Excellent. How about the what? You please.

S: He heard something and saw some soldiers.

T: Good. Good!

Detailed Listening

T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?

S: Right.

T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?

S: Maybe I’d like to see what it is.

T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.

S: Maybe they were doing their commissions.

T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?

S: Yes.

(The teacher leads the students do the detail listening and stop in one segment.)

T: Who would like to share your opinion with us? You please the first question.

S: He heard something explode at midnight.

T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.

S: He got up and ran outside.

T: Good job! Who would like to try the last question? You please.

S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.

T: Excellent! Please give her a big hand. You all have really done a very good job.

Global Listening

T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.

Ⅱ. Speaking

Showing directions for discussion

T: Good morning, class!

S: Good morning, teacher!

T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?

S: Yes!

Showing the useful expressions

T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!

S: I think someone is telling the truth because…

T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!

S: Sorry, I don’t agree with you.

Group discussion

T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?

S; yes!

T: Now, ready, go!

(Five minutes later)

Demonstrating the students’ dialogues

T: OK, the time is up! Who want to show your discussion? Yes, you two please!

S: …

T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?

S: Yes!

T: Now, who want to tell a short story? Very good, you please!

S: I was washing my clothes at five o’clock yesterday.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her in the library at five o’clock yesterday!

T: Is her judgment right?

S: Yes!

T: OK, very good! Now, who want to tell another short story? Very good, you please!

S: I was playing computer games at eleven o’clock last night.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!

T: Is her judgment right?

S: Yes!

Summary

T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!

S: We have learnt how to discuss and judge who is telling the truth or telling a lie.

T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!

S: Bye!

Teaching objectives:

1. Ability to work:

A. listen: get information and ideas from listening materials;

Talk: express your attitude or attitude toward friends and friends in appropriate words.

C. Read: to get Ss to get the main idea

Write: write some advice about making friends

2. Knowledge target:

Talk about friends and friendship; How to make friends; How to maintain friendships

B. Use the following expressions:

I think so. / I don't think so.

I agree with you. / I don't agree.

This is correct.

Of course not.

Exactly.

I'm afraid not.

The ss can control direct speech and indirect speech

D words: add some cheating in the upset without careless reason list to share feeling think Germany series "outdoor crazy moonlight" is the purpose of bold, believe that indoor intelligence test by teenagers advice editor is used to communication

Add calm to the dog's care and the walk to the dog has a certain purpose, in face to face with the love

3. Project emotional goals:

Cultivate students' interest in learning English;

Encourage students to be proactive in their activities and make students confident.

Develop the ability to cooperate with others.

4. Strategic objectives:

A. Cognitive strategy for developing Ss: taking notes while listening;

B. develop the ss communication strategy.

5. Cultural objective: to make students understand different opinions and make friends from different countries.

Teaching steps:

Cycle is 1

Step 1. Warm up

1. Work Ss listen to an English song, AULD LANG SYNE.

2. Brainstorming: let students introduce some friendly, honest, friendly, brave, humorous, funny, smart, kind, open-minded, responsible, helpful... .

Step 2. Talk about your old friend

Work in junior high school talk about their old friends, talk about their appearance, personality, hobbies and so on.

2. self-introduction

Step 3. Make new friends

1. The students went around asking for information about their new friends and filling in the following forms

Name age/hobby/favorite sports, books...

2. Report to the class: who will be your friend?

Step 4. Do an investigation

Do an investigation in the text, P1

On September 5. Listening and speaking

Do the bank P41. When the students listen to the tape, ask them to pay attention to the speaker's idea of making friends.

When Ss talks, ask them to try the following expressions.

I think so. / I don't think so. I agree with you. / I don't agree.

This is correct. Of course not. Exactly. I'm afraid not.

Step 6. To discuss

Ss 4 was divided into one group and each group chose a topic for discussion. There are four themes.

Topic 1: why do you need friends? Make a list of reasons why friends are important to you.

Topic 2: there is an old saying, "to have a good friend, you need to be a good friend." "How can you be a good friend?"

Topic 3: is a friend always a person? What else can your friend do? Why is that?

Topic 4: make a list of qualities that are not easy to make friends with.

Step 7. abstracts

Work allows students to sum up what is friendship and what is most important to make friends.

2. T shows more information about friendship and a poem about friendship.

What is friendship?

I want to find out the answer to this question

What is friendship?

When it rains, I think friendship is a small umbrella.

It can give me a clear sky.

When I cry, I think friendship is a white handkerchief.

It can dry my tears.

When I am sad, I think friendship is a warm word.

It can bring me happiness.

When I am in trouble, I think friendship is a powerful hand.

It can help me avoid difficulties.

When I sit in a quiet place, I think friendship is a wonderful feeling.

It cannot be torn and torn, because it is in everyone's heart.

It's from the beginning of our lives to the end.

3. Tell students: make new friends and keep old; One is silver and the other is gold.

Step 8. appraise

Complete the following assessment form. Standard: A, B, C

The content is self-rated

I am very active in talking with people.

2. I actively cooperate with others.

I can express myself fluently, accurately and properly.

4. After this lesson, I learned more about friendship.

5. Do you think you need to improve yourself in some way? What aspects?

Homework:

Find new words and phrases in your warm up and reading dictionary.

2. Write an essay about your best friend.

教学准备

教学目标

learn some new words and expressions to describe people ,especially famous persons;

are encouraged to give more information about famous persons who they are familiar:

3. Students can realize that it is scientific spirit that makes those scientists successful.

教学重难点

1. Words and expressions in this unit

2. Previous knowledge of some of the famous scientists

3. Comprehending the text

教学过程

【导入】Wordslearning

(Students are assigned to learn the new words of this unit and find out the English explainations of the new words )

Definitions or explanations

principles of an art or science

or do again

once; without delay

at...carefully in order to learn about or from...

great value, worth or use

all its parts; whole; finished

known

or bring to an end

to order or direct

certain or sure

【讲授】usefulsentenceslearning

(The sentences are picked from the text.)

1.“All roads lead to Rome, ”he encouraged me after I failed the entrance examination.

sentence doesn’t make any sense.

English teacher is not only strict with us but also friendly to us.

is good-looking, apart from his nose.

is announced that the spacecraft, Shenzhou Ⅵ, landed on the earth successfully.

is not Tom but you who are to blame.

1995, the Chinese government put forward a plan for“rejuvenating the nation by relying on science and education”.And it has helped Chinese scientists make many breakthroughs.

you drawn any conclusion after you read this passage?

much for the learning of the new words and expressions.

【讲授】Introductionofaclassicarticle

Teacher introduce a famous person --Qian Xuesen and students learn to write an article about the famous scientis using the words and expressions they just learn in class.

【活动】Sharetheoutcome

Students share their article orally and discuss whether they have used some good and advanced expressions.

【练习】Consolidation

完成句子

(1)爱因斯坦被认为是二十世纪最伟大的科学家之一。

Einstein ___________________ one of the greatest scientists in

the20th century.

(2)他对实验结果感到满意, 他把成绩归功于大家。

He ________________________ of the experiment and _____

句型转换

(1)把句①改为非限制性定语从句。

Qian Xuesen was born into a wealthy family on December 11,

1911, Zhejiang Province, __________________________

____________________________________________.

(2)把句②改为含状语从句的复合句。

___________________________________________________

_______, he went to America for his further study and gained

his doctor’s degree in the Science of Astronom

单词?分类记忆

短语?双语互译

语境取词——选用上面的单词或短语填空

句型?超级仿写

教学准备

教学目标

1. Target language 目标语言

a. 重点词汇和短语

attend, control, severe, pub, immediately, handle, instructor, pump, contribute, conclude, steam engine, virus, put forward, make a conclusion, expose to

b. 重点句式

To prevent this from happening again, John Snow suggested that ... P3

2. Ability goals 能力目标

Enable the students to talk about science and scientists.

3. Learning ability goals学能目标

Enable the students to learn about some famous scientists and their contributions and how to organize a scientific research.

教学重难点

Talk about science and scientists.

教学工具

A computer and a projector.

教学过程

StepⅠ Lead-in

Ask the students to think of some great inventions and inventors in history.

T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?

S1: Edison invented the lights and the gramophone.

S2: The first computer was invented by a group of American scientists.

StepⅡ Warming up

First, ask some questions about great scientists. Second, ask all the students to try the quiz and find out who knows the most.

T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?

S1: Newton.

S2: Watt.

S3: Franklin.

Sample answers:

1. Archimedes, Ancient Greek (287-212 BC), a mathematician.

2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.

3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.

4. Gregor Mendel, Czech, a botanist and geneticist.

5. Marie Curie, Polish and French, a chemist and physicist.

6. Thomas Edison, American, an inventor.

7. Leonardo da Vinci, Italian, an artist.

8. Sir Humphry Davy, British, an inventor and chemist.

9. Zhang Heng, ancient China, an inventor.

10. Stepper Hawking, British, a physicist.

Step Ⅲ Pre-reading

Get the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.

T: Now, class, please look at the slide. Discuss these questions with your partners. Then I’ll ask some students to report their work.

Show the following on the screen.

What do you know about infectious diseases?

What do you know about cholera?

Do you know how to prove a new idea in scientific research?

What order would you put the seven in? Just guess.

Sample answer 1:

S1: Let me try. Infectious diseases can be spread easily. They have an unknown cause and may do great harm to people.

S2: People could be exposed to infectious diseases, so may animals, such as bird flu.

S3: AIDS, SARS are infectious diseases.

S4: Infectious diseases are difficult to cure.

Sample answer 2:

S1: Cholera is caused by a bacterium called Varian cholera.

S2: It infects people’s intestines, causing diarrhea, vomiting and leg cramps.

S3: The most common cause of cholera is people eat food or drink water that has been contaminated by the bacteria.

S4: Cholera can be mild or even without symptoms, but a severe case can lead to death without immediate treatment.

Sample answer 3:

S1: I know sth. about it. First we should find the problem. Then, think of a solution.

S2: We should collect as much information as possible.

S3: Analyzing results is the most important stage.

S4: Before we make a conclusion, it is necessary for us to repeat some stages or processes.

Sample answer 4:

S1: I think “Find a problem” should be the first stage.

S2: “Make up a question” should follow the first stage.

S3: “Think of a method”, “Collect results” and “Analyze results” are after that.

S4: Of course, before “Make a conclusion”, we should “Repeat if necessary”.

T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.

Step Ⅳ Reading

Let the students skim the whole passage and try to work out the meanings of the new words and structures using context.

T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage and find answers to the questions.

Show the questions on the screen.

1. What conditions allowed cholera develop?

2. Why do you think people believed that cholera multiplied in the air without reason?

3. What evidence did John Snow gather to convince people that idea 2 was right?

Sample answers:

S1: The dirty water made the cholera develop quickly.

S2: Because people could not understand its cause and could not get it cured. So people imagined that some poisonous gas in the air caused the deaths.

S3: He found that many of the deaths were near the water pump while some areas far away from the water pump had no deaths. So when people were asked not to use the water pump, the disease began to slow down. In this way, John Snow had shown that cholera was spread by germs and not in a cloud of gas.

Step Ⅴ Text analyzing

Ask the students to analyze the text in groups.

T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.

Paragraphs

Stages

General ideas

Sample answers:

S1: My group’s opinion is this: stage one “Find a problem” is expressed in paragraph one. The general idea is like this: John Snow wanted to find the causes of cholera.

S2: Our answer is like this: paragraph two expresses the second stage “Make up a question”. The general idea is like this: John Snow wanted to prove which theory was correct.

S3: “Think of a method” is the third stage. And it is contained in paragraph three. The general idea is like this: John Snow collected data on those who were ill or died and where they got their water.

S4: The fourth stage “Collect results” lies in paragraph four. Its general idea is like this: John Snow plotted information on a map to find out where people died or did not die.

S5: Our group believe paragraph five contains the fifth stage of John Snow’s research. The general idea is like this: John Snow analysed the water to see if that was the cause of the illness. So this stage is to “Analyse the results”.

S6: The sixth stage is “Repeat if necessary”. It is contained in the sixth paragraph. The general idea is like this: John Snow tried to find other evidences to confirm his conclusion.

S7: The last paragraph is about the seventh stage “Make a conclusion”. Its general idea is like this: The polluted dirty source of drinking water was to blame for the cause of the London cholera.

Ask some students to put their answers in the chart.

Paragraph

Stages

General ideas

Find a problem

The causes of cholera

Make up a question

The correct or possible theory

Think of a method

Collect data on where people were ill and died and where they got their water

Collect results

Plot information on a map to find out where people died or did not die

Analyse the results

Analyse the water to see if that is the cause of the illness

Repeat if necessary

Find other evidences to confirm his conclusion

Make a conclusion

The polluted dirty source of drinking water was to blame for the cause of the London cholera

T: Now class. Can you tell me what style of the passage belongs to?

S1: I think it is a report.

T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.

Show the chart and three pieces of writing on the screen.

Report

Description

Creative writing

Formal language with few adjectives

Vivid use of words with similes and metaphors

Vivid use of language and more informal style

No speech except

quotations

No speech except to help the description

Speech to show feelings, reactions etc.

Not emotional

Emotional to describe atmosphere

Emotional to describe feelings

Only one main character

No characters

May have several characters

Factual

Not factual but imaginative

Imaginative but can be based on fact

Structural according to experimental method

Not structured

Beginning, middle, end

Past tense and passive voice

Past tense

Making Way

Once Goethe(歌德), the great German poet，was walking in a park. He was thinking about something when he noticed he came to a very, very narrow road. Just at that time, a young man came towards him from the other end of the road. It was too narrow for both of them to pass through at the same time. They stopped and looked at each other for a while. Then the young man said rudely，“I never make way for a fool.” But Goethe smiled and said, “I always do.” Then he turned back quickly and walked towards the end of the road.

Weather Report

Here’s the weather report for the next 24 hours. Beijing will be fine with the temperature from 4 to 13. Tokyo will be fine too and cloudy later in the day. The lowest temperature is l to 8. London will be rainy and windy later in the day. The highest temperature is 8 and the lowest is 4. New York will be sunny and cloudy later in the day. The temperature is 13 to 19.

Heartbeating

Put your hand to the left side of your chest. Try to feel your heartbeating. The heart takes a little rest after each pump or beat. In boys or girls of your age, heart beats about 90 times a minute. A grown-up’s heart beats about 70 or 80 times a minute. But the heartbeat is different in the same person at different times. For example, the heart beats faster during exercise. It is also faster when a person is angry, scared, or excited. During sleep, the heartbeat slows down.

Sample answers:

S1: I think the first piece “Making A Way” is in a style of creative writing. The second piece belongs to a description style. The third piece belongs to a report style.

T: Very good. Now let’s return to our text. Who can tell me the main idea of this passage?

S2: I can. Clearly it tells us how John Snow defeated the disease cholera by doing scientific research.

StepⅥ Homework

1. Get more information about some infectious diseases and modern scientists.

2. Finish the Exercises 1, 2, 3 on pages 3 and 4.

1.高中英语优秀课件

高三复习课

二、教学目标：

一) 认知目标

1.句型和语言点(见教学重点)。

2.用所学的知识与伙伴进行交流、沟通，学会改错、写作。

二)情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

三、教材分析：

四、教学重点：

1. 学会审题和谋篇

2. 掌握多样化的表达方式

3. 熟练各段中的固定写作套路

五、教学难点：

1. 如何帮助学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、教学方法：

1、活动教学法：

2、任务型教学法：

七、教学设计：

Step 1. Warming up

Come up with some proverbs for the students to put them into Chinese.

Recitation is of the first importance in any language learning!

Practice makes perfect! …

What do you learn from the above proverbs?

Step 2. Presentation

Make it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.

Step 3. Exhibition

Show on the whiteboard a writing.

2.高中英语优秀课件

二、教学目标设计：

知识与技能：

①掌握快速阅读的方法，熟悉“发表看法，提出建议”的口语技能。

②充分利用网络资源，强化学生自主学习的意识，培养学生组织语言、运用语言的能力。

过程与方法：

①培养学生筛选局部和整体信息的能力和独立阅读能力，通过自主学习和协作学习，获取信息和处理信息的能力。

②培养学生质疑意识，分析问题、解决问题、综合问题的能力和创造性思维能力。

情感价值观：

通过本节课的学习，培养学生的人文和信息素养。

三、教材内容及重点、难点分析：

教材内容：

教学重点：

①对课文内容的整体把握。

②学生组织语言、运用语言的能力。

【重点突破】任务驱动，层层深入。

教学难点：

①对课文内容中细节的理解。

②对网上各种信息源的比较筛选，及学生易受无关因素的干扰而导致的学习效率问题。

【难点突破】设置情境，循序渐进，层层递进。

四、教学策略及教法设计：

【教学策略】

【教法】：

①演示法：把制作的课件、动画等显示给学生看，便于学生对微观知识的把握，并从旧知中获得启迪，从而解决问题。

五、教学过程设计：

第一步：热身活动：猜单词。

第二步：读前活动（一）：自由展示。

第三步：读前活动（二）：自由交谈。

第四步：读前活动（三）：小组讨论。

经过了前面的大量的有关加拿大的信息的冲击，你愿意用哪三个词语来描述加拿大？What three words would you use to describe Canada? Why? 请小组代表发言。

第五步：加拿大概况综述。

第六步：略读课文。（first reading）

在这个步骤中，我给出了8个问题，让同学们带着这8个问题来阅读课文。读完后回答问题。

are the cousins not flying direct to the Atlantic coast?

is the continent they are crossing?

is “The True North”?

do many people want to live in Vancouver?

happens at the Calgary Stampede?

does wheat grow in Canada?

would ship be able to reach the centre of Canada?

two natural resources that Canada has.

第七步：精读课文。(second reading)

在这个步骤中，我给出了5个跟课文内容有关的句子，让同学们判断正误。如果该句是错的，请给出正确答案。

girls went to Canada to see their relatives in Montreal.

Lin was going to drive them to Vancouver.

can cross Canada in less than five days by bicycle.

girls looked out the windows and saw Native Indians and cowboys.

Bay is a port city in the south of Canada, near Toronto.

第八步：复述课文(retelling)

给出课文中的关键词汇，让同学们用自己的话来复述课文。

Helpful words and expressions

great scenery

second largest

go eastward

mountains/lakes/forests/rivers

5,500/from west to east

here in Vancouver

surrounded by

ski/sail

3.高中英语优秀课件

二、学情分析：

三、教学目标:

1.知识目标:

2.能力目标：

3.德育目标：

用含过去分词的句子结构表达思想感情。

四、教学重点:

1.过去分词的用法

2. 过去分词的运用

五、教学难点:

1.结合语法知识，以课堂教学为依托，全面训练学生的听、说、读、写能力，加强和提高运用英语的综合能力。

2. 过去分词在真实的生活语境中的使用。

六、教学策略:

七、学习策略: 本课将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生养成自主学习与合作学习的能力，培养创新意识和实践能力，以及具备科学的价值观。

4.高中英语优秀课件

二、说学生

十二个月份和序数词已经在第一课时学习过，大多数学生掌握良好，但六年级学生在课堂上不爱表现自己，部分学生对于英语学习缺少兴趣。

三、说教法

1、游戏教学。兴趣是的老师。在复习单词时设计了What’s missing?的游戏，让学生在课的一开始就感受学习的快乐，为进一步的学习做铺垫。

3 任务教学。在巩固句型时，设计了Do a survey 的教学任务。学生在调查时能运用语言，巩固语言知识。

四、说教学过程

这个单词比较难读，是朗读教学的重点

3.通过讨论练习C 部分句型进一步巩固句型，最后设计了Do a survey教学活动，学生在调查时再次巩固句型，并学会了用第三人陈述重点句型。

。书本上C部分句型图1和图3，从书面上巩固所学的新句型。

5.高中英语优秀课件

1) Important vocabularies

Daily; advertisement; check interview; fix; develop; hand; add; deliver; speed; latest; publish; avoid; besides; get down to ; face-to face; be popular with somebody; as well; care for.

2)Daily expressions

Are you /Will you be free then?

Yes, Id be fee. Id like to go.

Lets go together then. Ill meet you at the theatre at six - thirty .

Good! See you then.

What time shall we meet?

Where is the best place to meet?

What about meeting outside? I suggest…

3) Useful phases

Whats on…? Is there anything good on?

They are said to be very good.

Finally, there is no more time left for adding new stories.

4) Grammar

Form is used to be Subject and Object

教学建议

能力训练

1.通过口头练习，学会日常生活中的各种表达方式。

2.学会介绍事物及报刊杂志的方法，了解这种文体的写作技巧。

德育渗透

1.通过课文的学习，引导学生懂得任何一件事物都得付出很多的劳动，懂得爱惜报纸，爱惜各种书籍。

2.通过对报纸各版面的介绍，扩大了同学们的眼界，增强了他们求知欲和学习积极性。

师生互动活动

Lesson 13：口头练习：对话交际功能——日常生活用语。

Lesson 14：学生扮演主编介绍报纸出版的过程。

Lesson 15：学生扮演主编介绍《中国日报》的内容。

Lesson 16：笔头练习：写一篇介绍一种报纸或杂志的英语论文。

教材分析

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作者:小思本文地址：http://aiyundongfang.com/lingjichu/30633.html发布于 09-19
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