摘要：
高二英语unit3教案 『高中英语教案』高二英语学科教案Unit 1 Making a difference ·高二英语学科教案Unit 1 Making a diffe... 高二英语unit3教案
『高中英语教案』高二英语学科教案Unit 1 Making a difference ·高二英语学科教案Unit 1 Making a difference 【教学目标】谈论科学和科学家(talk about science and scientists) ...... 软件大小：未知 授权方式：免费下载 下载：4991 推荐程度： 『高中英语教案』高三英语专项辅导阅读理解 ·高三英语专项辅导阅读理解一、特点： 1、词汇量不断增加，读速要求提高 2、文章题材及体裁多样化 3、能力测试多样化 4、考查内容多样化二、题形特点 高考阅读理解...... 软件大小：未知 授权方式：免费下载 下载：500 推荐程度： 『高中英语教案』《牛津高中英语》模块一 Unit 3 Background ·《牛津高中英语》模块一 Unit 3 Background 第一部分 教学设计 Aims and requirements ♦Read three e-mails...... 软件大小：未知 授权方式：免费下载 下载：585 推荐程度： 『高中英语教案』牛津高中英语江苏版Module 2 Unit 3A mazing people ·教材分析：《牛津高中英语》（江苏版）是对已有英语教材的一个全方位提升。它更强调培养学生积极主动的学习方式，关注培养学生健全的情感。该教材必修模块每单元由Welcome to the...... 软件大小：未知 授权方式：免费下载 下载：451 推荐程度： 『高中英语教案』译林牛津选修11�M11U3 The secret of success ·译林牛津�选修11�M11U3 The secret of success Teaching and learning plan for M11U3 The secret...... 软件大小：未知 授权方式：免费下载 下载：303 推荐程度： 『高中英语教案』全英文版英语教案 《牛津高中英语》Unit 3 Grammar an.. ·Unit 3 Grammar and usage Aims and requirements ♦Read three e-mails about health an...... 软件大小：未知 授权方式：免费下载 下载：976 推荐程度： 『高中英语教案』高中英语观摩课教案 ·中学英语观摩课教案 plans and arrangements 1、 1、设计思想：本节课是高二英语的阅读训练课，着重培养学阅读和说两种技能。整堂课注重外语教学特色——更...... 软件大小：未知 授权方式：免费下载 下载：861 推荐程度： 『高中英语教案』北师大版 高中英语 必修模块一 ·案例分析 教学年级 高一课题名称 Module 1, Unit 2 HERO 教材版本 北师大版 高中英语 必修模块一授课时间 45分钟一、 学生分析教学对象...... 软件大小：未知 授权方式：免费下载 下载：929 推荐程度： 『高中英语教案』高中英语必修3第六单元写作课教案 ·高中英语必修3第六单元写作课教案 Writing Teaching Aims 1.To get the students to know the form of the ...... 软件大小：未知 授权方式：免费下载 下载：583 推荐程度： 『高中英语教案』高一英语新教材Unit 4备课资料 ·高一英语新教材Unit 4备课资料一、 教材分析 1．教材概述 本套教材在保留SEFC基础上，根据当前教改精神而进行重新编写，它较好地衔接了已实施三年的初中义务教育...... 软件大小：未知 授权方式：免费下载 下载：986 推荐程度： 『高中英语教案』译林牛高一unit3 tomorrow s world 课文导学 ·Unit 3 Tomorrow’s world 课文导学徐凌云 刘艾琴 1. … VR can provide teenagers with another way to e...... 软件大小：未知 授权方式：免费下载 下载：604 推荐程度： 『高中英语教案』新课标高一必修4 Unit4教材分析与speaking教案 ·Unit 4 Body language I．单元教学目标技能目标 Skill Goals Talk about body language: cultural diff...... 软件大小：未知 授权方式：免费下载 下载：806 推荐程度： 『高中英语教案』高一必修4 Unit3教材分析与speaking教案 ·Unit 3 A taste of English humour I. 单元教学目标技能目标Skill Goals Talk about different types o...... 软件大小：未知 授权方式：免费下载 下载：801 推荐程度： 『高中英语教案』高一必修4 Unit2 教材分析与reading教案 ·Unit 2 Working the land I．单元教学目标技能目标Skill Goals Talk about agriculture: a pioneer in f...... 软件大小：未知 授权方式：免费下载 下载：766 推荐程度： 『高中英语教案』人教新课标高中必修四 Unit 5 Theme parks ·Unit 5 Theme parks Part One: Teaching Design (第一部分：教学设计) 1． A sample lesson plan fo...... 软件大小：未知 授权方式：免费下载 下载：663 推荐程度： 『高中英语教案』人教新课标高中必修四 Unit 4 Body Language ·Unit 4 Body Language Part One: Teaching Design (第一部分：教学设计) 1． A sample lesson plan ...... 软件大小：未知 授权方式：免费下载 下载：916 推荐程度： 『高中英语教案』人教新课标高中必修四 Unit 2 Working the land ·Unit 2 Working the land Part One: Teaching Design (第一部分：教学设计) 1． A sample lesson p...... 软件大小：未知 授权方式：免费下载 下载：578 推荐程度： 『高中英语教案』外研版新标准（NSE）高一英语教案 Unit 3 My First Ri.. ·TEACHING MATERIAL: 外研版新标准（NSE）高一英语 Book Ⅰ Unit 3 My First Ride on A Train AIMS: a) ...... 软件大小：未知 授权方式：免费下载 下载：1268 推荐程度： 『高中英语教案』高中英语语法教案(全套)及配套练习 ·高中英语语法教案(全套)及配套练习 1. 名词 名词可以分为专有名词和普通名词，专有名词是某个（些）人，地方，机构等专有的名称，如Beijing，China等。普通名词是一...... 软件大小：未知 授权方式：免费下载 下载：822 推荐程度： 『高中英语教案』高一下英语教案 人教版Unit7 Cultural Relics ·一、教材分析（一）教材内容分析本单元话题——文物古迹（Cultural relics ）历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹...... 软件大小：未知 授权方式：免费下载 下载：1035 推荐程度： 『高中英语教案』人教版高二英语（下）Unit 11-20 全套教案 ·高二（下）教案 Unit 11 Pre-reading: 1.Do you want to do research or start a hi-tech company...... 软件大小：未知 授权方式：免费下载 下载：1482 推荐程度： 『高中英语教案』北师大版高中英语第一模块第二单元教学设计 ·北师大版高中英语第一模块第二单元教学设计 Unit 2 Heroes 一、 教材分析 1. 本单元的主要教学内容 1）词汇：本单元话题词（谈论英雄人物、政治领袖、著名人士的...... 软件大小：未知 授权方式：免费下载 下载：926 推荐程度： 『高中英语教案』人教版英语高三上教案 Unit3 The land down under ·Step 1 Free talk and lead-in Today we’ll learn a new unit-The land down under. What...... 软件大小：未知 授权方式：免费下载 下载：845 推荐程度： 『高中英语教案』高中英语 《Saving the earth》教学设计 ·一． 教学目标设计本课内容的学习是建立在学生学习过Unit9 Saving the earth的基础上的讨论和辩论。通过对地球、大气、水、动物等的现状及所面临危机的阐述,突出...... 软件大小：未知 授权方式：免费下载 下载：837 推荐程度： 『高中英语教案』高三英语公开课教案 Unit13 The Moonstone, SBIII ·课题：Unit13 The Moonstone, SBIII Teaching Aims: 1. Make the students understand the story...... 软件大小：未知 授权方式：免费下载 下载：1047 推荐程度： 『高中英语教案』高中英语文公开课教案 M2u2 Grammar and usage ·Teaching Aims: 1. Understand and master the usage of the future continuous tense and the...... 软件大小：未知 授权方式：免费下载 下载：774 推荐程度： 『高中英语教案』高中英语教案 Pre-reading work ·What is language? 学案：Pre-reading work A) Welcome to the unit Preparation for discussion...... 软件大小：未知 授权方式：免费下载 下载：675 推荐程度： 『高中英语教案』高三英语教案 Module10 Unit4 ·Words for crimes and law car burglars 汽车窃贼 Thieves who steal form automobiles. 从汽车...... 软件大小：未知 授权方式：免费下载 下载：691 推荐程度： 『高中英语教案』高中英语教案 高二Unit 7 教案 -LIVING WITH DISEASE-.. ·I. Brief statements Based on the Unit This unit mainly talks about deadly diseases and at...... 软件大小：未知 授权方式：免费下载 下载：922 推荐程度： 『高中英语教案』高中英语教案 高二Unit 3 Art and architecture ·Unit 3 Art and architecture I. Teaching aims and demands 1. After the learning of this u...... 软件大小：未知 授权方式：免费下载 下载：936 推荐程度： 首页 上一页 1 2 3 下一页 尾页 高中英语语法教案(全套)及配套练习(188页)[高中英语教案]高中英语语法教案(全套)及配套练习1.名词 名词可以分为专有名词和普通名词，专有名词是某个（些）人，地方，机构等专有的名称，如Beijing，China等。普通名词是一类人或东西或是一个抽象概念的名词，如：book，sadness等。普通名词又可分为下面四类： 1）个体名词：表示某类人或东西中的个体，如：gun。 2）集体名词：表示若干个个体组成的集合体，如...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-03-05 10:21:10 人教版高一(下)Unit 13-22 全套教案[高中英语教案]人教版高一(下)Unit13-22全套教案高一（下）教案Unit13TeachingAids：Individual,pairorgroupworktomakeeverystudentworkinclass.1.Aimsofknowledge:Learnandmasterthephrases2.Abilityaims:1．Trainthestudent’sre...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-05-23 14:15:37 高二《Friend or Enemy》教案及反思[高中英语教案]LessonPlanFriendorEnemyTime:March11th,2007-4-23Class:Classone,SeniorTwo,FengxianHighSchoolContent:ModuleTwo,Unit41stperiodPresentedby:ZhongAiqunTeachingobjectives:Knowledgeobjectiv...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:33:34 外研版高中英语必修3教案 Module 1语法课[高中英语教案]外研版高中英语必修3Module1Europe语法课(2)Part1教案设计TeachingAims1.TargetLanguageTolearnandmasterthewordsandphrasesrelatedtothispart.2.AbilityAims1）Tolearnandmastertheusageofpassivevoice.2）Tolear...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:31:39 外研版高中英语必修3教案 Module 1阅读课[高中英语教案]外研版高中英语必修3Module1Europe阅读课（2）Part1教案设计TeachingAimsTargetLanguagea.MainWordsandPhraseslandmark,gallery,situated,symbol,located,architect,project,sculpture,birthplace,civilization,an...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:29:05 外研版高中英语必修3教案 Module 1听说课[高中英语教案]外研版高中英语必修3Module1Europe听说课（2）Part1教案设计I.TeachingAims:1.TargetLanguageNewwordsandExpressionstakepartin,competition,destination,tour,choice,what'smore,contestant,company,theEiffelTow...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:27:31 外研版高中英语必修3教案 Module 2写作课2[高中英语教案]外研版高中英语必修3Module2DevelopingandDevelopedCountries写作课（1）教案Part1教案设计UnitTwoTeachinggoals1.Wordstorevise:attractive,busy,dangerous,dirty,industrial,lively,modern,noisy,peaceful,pollute...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:25:48 外研版高中英语必修3教案 Module 2写作课[高中英语教案]外研版高中英语必修3Module2教案Module2DevelopingandDevelopedCountries写作课（2）Part1教案设计TeachingAims1.Learninghowtodescribearegion,city,townorvillage.2.Developingstudents’skillsofmakingnotes,makin...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:24:13 外研版高中英语必修3教案 Module 2语法课[高中英语教案]外研版高中英语必修3Module2DevelopingandDevelopedCountries教案语法课（1）Part1教案设计Grammar:Linkwords1.Teachinggoals:Knowledgegoals:Tomasterthegrammarandgetmoreinformation.Abilitygoals:TohelptheSs’ha...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:22:22 外研版高中英语必修3教案 Module 2听说课[高中英语教案]外研版高中英语必修3Module2DevelopingandDevelopedCountries教案听说课（1）Part1教案设计Teachinggoals1.Targetlanguagea.wordsandexpressionscrowded,freeway,inhabitant,similarity,unfortunate,location,touris...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:08:17 外研版高中英语必修3教案 Module 2阅读课[高中英语教案]外研版高中英语必修3Module2DevelopingandDevelopedCountries阅读课（1）Part1教案设计TeachingAims:1.KnowledgeAim:toknowabouttheHumanDevelopmentReport2.SkillAim:toimprovereadingabilitythroughvariousactiv...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-21 09:04:22 外研版高二英语必修5Module5复习课[高中英语教案]“学案导学小组合作”式复习课教案设计一、教学目的：复习外研版高二英语必修5Module5的有关内容二、教学方法：学案导学小组互助合作交流教师点拨三、教学用具：多媒体四、教学步骤：由1988年汉城奥运会主题歌导入本课复习单词复习词组（1）夯实基础=〉（2）能力扩展复习重点句型=〉（3）综合能力巩固=〉（4）走进高考=〉（5）作业写作练习（能力运用）一.重点单词...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-17 10:38:37 人教版高二英语教案 A famous detective[高中英语教案]Unit15Afamousdetective教案一、教学目标与要求通过本单元教学，学生领略和感受英国著名作家柯南道尔侦探小说中复杂的情节和神探福尔摩斯的机智勇敢。学生在理解课文的基础上，能运用自己组织的语言复述故事，或以故事中不同人物的角度，描述事情的经过；通过对话课的学习与操练，复习表达良好祝愿的常用语句；学习并初步掌握过去分词作定语和状语的用法；正确完成...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-15 16:24:53 高三英语复习课教学设计[高中英语教案]人教版英语复习课高一上册高三英语复习课教学设计高一Unit2EnglisharoundtheworldTeachingcontent:SEBook1AUnit2EnglisharoundtheworldTeachingtime:OneperiodTeachingaimsanddemands:1.Congnitiveaims(认知目标)Words:equal,...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-14 13:44:02 高二英语教案 Unit 15 Destinations[高中英语教案]Unit15Destinations教案I．单元教学目标技能目标GoalsTalkabouttravelandcitiesPracticemakingcomplaintsandapologiesReviewtheNonfiniteVerbs-ing,-ed,todoWriteadescriptiveessay/paragraph目标语言功能句式Express...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-14 13:32:59 北师大版高一英语教案 Chinese seasonal festival[高中英语教案]北师大版高一英语上Module1Unit3CelebrationLesson9Chineseseasonalfestival说课教案一.教材分析1．单元内容所体现的意义：本单元的主题为Celebration，主要是介绍了中外国家的一些主要节日，以及人们在一些重要节日的庆祝活动。通过本单元的学习，可以帮助学生理解交际中的文化差异，初步形成跨文化交际意识。2．课...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-10 16:31:14 新编高三英语(下)教案 unit15[高中英语教案]新编高三英语(下)unit15教案SEFC3BUnit15StudySkillsLesson57OnreadingI.TeachingAims1.Readingcomprehension:TodeveloptheSs’readingabilities,likescanning,skimming,gettingthemainideas,takingnotesa...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-10 16:30:01 新编高三英语(下)教案 Unit 17[高中英语教案]新编高三英语(下)Unit17教案Unit17Myteacher一、教学目标与要求通过本单元教学，学生应能熟练地运用表示“请求允许”的常用语，复习表语、连系动词的用法；了解海伦•凯勒自立和她的老师的敬业精神。二、教学重点与难点1.重点词汇born,bring…intotouchwith,lookback,getback,pity2.重点句...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-10 16:29:07 新编高三英语(上)教案 Unit 2[高中英语教案]新编高三英语(上)Unit2教案Unit2CaptainCook一、教学目标与要求通过本单元教学，学生应能熟练地运用表示“决定”、“建议”的常用句型；复习动词-ing形式；了解和学习库克船长一生在航海事业方面所做的奉献。二、教学重点与难点1.重点词汇store,suffer,purpose,take…bysurprise,exist,charge,setof...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:2008-04-10 16:28:12 新编高三英语(上)教案 unit6[高中英语教案]新编高三英语(上)unit6教案Unit6Mainlyrevision一、教学目标与要求通过本单元教学，学生复习第l～5单元出现的日常交际用语和语法；并围绕环境保护和废弃物处理这一题材，让学生认识废弃物的危害性和如何正确处理废弃物，从而达到保护环境这一目的。二、教学区点与难点1，重要词汇remind，throwaway，getridof，treat，brea...软件大小: 未知运行环境:Win9X/2000/XP/2003/授权方式: 免费版推荐级别:
我有译林牛津版高二英语必修五第三单元教案，希望可以帮到你。Unit3 Science versus nature Welcome to the unitTeaching objectives:1. To arouse students’ interest in the unit topic 2. To help students kwon more about cloning technology3. To encourage students to participate in the discussion relevant to cloningTeaching focus and difficulties:1. Make sure that students can have the basic knowledge about cloning.2. Make sure that each student can hold their own opinions towards cloning.Teaching aids:The multimediaBrief teaching procedures:Step1 Brainstorming1. Ask students to read the title of the unit Science versus nature. Draw students’ attention to the word ‘versus’. Tell them that ‘versus’ is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other. Encourage students to think why ‘versus’ is used here. Ask students the following questions: Do you think there is conflict between science and nature?What might the conflict be? 2. Show a picture of the first cloned mammal, Dolly. Give some introduction about the creation of Dolly. Tell students this new technology is called ‘cloning’, which produces an exact copy of an animal or a plant from its own cells. 3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.Step2 Sharing information 1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conduct the following activities. (Picture2) Tell students that the mule in the picture is the world’s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions. (Picture3) Tell students that the kitten in the picture is called Cc. Its name is from ‘Copycat’. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002. (Picture4) The five little pigs’ names are Noel, Angel, Star, Joy and Mary. (Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second adult animal clones in the world. (Picture6) The name of the cloned monkey is ANDi. It is from ‘inserted DNA’ spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly. 2. Get students to form groups of four or six to discuss the further questions: From just these pictures, can you identify the differences between the cloned animals and normal ones? In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals? Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion. 3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas. Step3 Homework Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.Reading (1)Teaching objectives:1.To reinforce students’ comprehension of the text and improve their other skills by participating in all the activities.2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.3.To enable students to master the reading strategy and become more competent in reading articles related to science.Teaching focus and difficulties:1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.2. Students can hold their own opinions on the base of reading the article.Teaching aids:The multimediaBrief teaching procedures:Step1 Lead- in Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.Step2 Reading strategy Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.Step1Begin by reading the first and last paragraphs for an idea of what the article is about.Step2Circle any words you do not now. Question things you do not understand or that do not appear to make sense.Step3Read through the article a few times, and make sense of the scientific terms upon further readings.Step3 First reading—Main idea Ask students to refer to the reading passage and find out the main idea. (The reading passage is made up of a newspaper article about cloning and two readers’ letters. We will be given information about how cloning is being researched and the different attitudes towards it.)Step4 Second reading—Understanding scientific terms Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)Step5 Third reading—Detailed information Ask students to read only the article carefully, and finish the following exercises: 1. What are the different attitudes towards the success of cloning a human embryo? On the one hand (valuable tissues and organs can be produced and be used to save human lives) On the other hand (human beings may be on the way to producing a real-life monster) Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.) 2. Who are the persons in the article related to cloning?personsintroductionsrelations to cloningIan Wilumta Scottish scientist who created Dolly, the first mammal to be cloned successfully from an adult cell He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.Faye Wilsona woman of 41 years old who cannot have a baby. She is desperate to have a baby of her own, a child that is genetically related to her.Severino Antinorian Italian doctor, who is one of the leaders in the cloning researchHe has declared that he wants to be the first to clone a human being.Chinese scientistswho have focused their efforts on cloning animals and stem cells to be used in medical researchChina has succeeded in producing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.Ask students to read the two letters carefully, and judge whether the statements are true or false:Pauline Carter thinks: 1. the nature will pay back if we interfere with nature. ( T ) 2. we should clone fewer babies to reduce Earth’s population. ( F ) 3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )Coline Jake thinks: 1. the news that the first human embryo has be cloned successfully is very terrible. ( F ) 2. scientists have succeeded in challenging questions of morality. ( F ) 3. human cloning is a good way to save her daughter who has died. ( F )Step6 Further discussion Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions: 1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table belowPro-cloningAnti-cloning1. produce valuable tissues and organs that could be used to save human lives1. may produce a real-life Frankenshtein’s monster2. cure disease like cancer2. create more disease in the animal world3. help those who are unable to have children3. cloning shows no respect for human life4. help those who want to clone their dead children4. human life would no longer be unique 5. we should be having fewer babies in order to reduce Earth’s population, not cloning more 2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a ‘cloned’ human being? 3. What would the person that had the original cell feel about the cloned baby? 4. Think about the relationship between the title of the unit Science versus nature and cloning technology.Step7 Homework Think about the difficult scientific terms underlined before up on the text learning
高一 Unit 17 Great women reading 教案教学内容分析本单元的中心话题是“著名（杰出）女性”，话题涉及谈论著名及你最崇敬的女性“妇女独自南极探险”，“美国电视著名黑人女主持人奥普拉·温茀丽的故事”等，语言技能和语言知识都围绕中心话题而设计。本节课为此单元的第二课时——阅读课。“读前”（Pre-reading）设计了三个有关旅行和南北极的问题，具体涉及极地探险、动物等内容, 能够诱发学生的探索精神和想象力。通过学生的讨论、探究，自主地发现下面阅读故事的背景，有助于学生正确理解文章的深层意思，真正体会主人公Helen Thayer的伟大。“阅读”(Reading)材料是一篇记叙文，故事描叙的是作者Helen Thayer在她60岁时，独游南极洲的冒险经历。在恶劣多变的气候条件及险恶的地理状况中，作者在危急关头，虽感孤独恐惧，但表现出冷静、顽强、乐观的态度，最后克服险境。对学生今后的人生道路、心理素质、生活态度起到了陶冶和积极的导向作用。Teaching Aims：1.Train the students’reading ability.2.Learn and master the following words and phrases;1) Words: mile Antarctic threaten optimistic somehow shelter regret extreme climate value2) Phrases: struggle through threaten to do sth lie down be thankful for in good health struggle to one’s feet make a decision Teaching Important Points：1.Improve the students’ reading ability.2.Enable the student to understand the text better.3.Let the students have strong wills and determination by reading the passage.Teaching Difficult Points：1.How to improve the students’reading ability.2.The use of some useful expressions.Teaching Methods：1.Discussion before reading to make the students be interested in what they learn in class.2.Fast reading to get the general idea of the text.3.Careful reading to answer some detailed questions.4.Individual, pair or group work to make every student work in class.Teaching Aids:1.a map of the world2.a tape recorder3.a computerTeaching Procedures：Step I Greeting and speech Greet the students as usual and the student who is on duty give a speech before class.Step II Lead-in 1.Do you like travelling ?Where do you like to travel best ? How will you travel ? 2.Imagine you are traveling alone to the South Pole, what will you take with you ?3.Why do polar bears never eat penguins ? Step III Fast – reading
高中英语必修二unit3教案
教学准备
教学目标
1. To practise listening comprehension.
practise making decisions and reasoning
教学重难点
1. To practise listening comprehension.
practise making decisions and reasoning
教学工具
课件
教学过程
Step1. revision
1. check the homework exercises.
1). It has been reported that children will be offered free education.
It has been reported that free education will be offered to children.
2). It has been said that we will be offered the latest computer science course book.
It has been planned that the latest computer science course book will be offered to us.
3). I have been told by Peter that I will be lent his notebook computer for a week.
I have been told by Peter that his notebook computer will be lent to me for a week.
2. Question: What can computers be used as?
Step2. Lead-in
As we know, science and technology is developing very fast and computers have become smaller and smaller. They have been used in many fields. So, the 21st century is the century of information technology What does it mean? Does information technology/ IT only mean things like computers? Of cause not. Actually, it means more than computers. Computers are just one kind of IT. What else do you know is part of IT?
(TV, radio, CD-ROM, DVD, books……)
Step3. Listening (SB)
1. Pre-listening: What are the changes brought by different forms of IT ?
What are the advantages and disadvantages of them ?
2. While-listening:
Go through the chart and make sure the students look at the chart before they listen to the tape. (This is to sharpen their attention and listen for the answers. This will also help them get the gist of the text.) Then Listen to the tape and finish filling in the chart. (If necessary, play the tape for several times.)
Say: After listening to their talk, we know all kinds of IT have both disadvantages and ’s check the answers together.
Type of IT Advantages Disadvantages
TV You can both listen and watch. You cannot write to friends.
Web You can find information. It is very expensive.
Radio You can listen to English. You cannot watch a film.
Book You can get information. Sometimes it is out of date.
3. Post-listening:
1) (pair work): decide which type of IT is best for you to use right now. Make your choice and give your reasons by using the following expressions.
I think that….
In my opinion, ….
I believe that….
I agree because….
I disagree because….
I’ve decided that….
2) (group work): Discussion :
Computers are useful and have brought us lots of good things, but they also cause bad effects. What attitude should we have towards the computer? (Make good use of it but never get trapped by it.)
Step4. Speaking
1. Pre-speaking
Say: From what we have learn, we should admit that computers and the web have a great influence on the school education as well as people’s life. It has come into people’s everyday life and many families hold computers in their homes. Now there is a task for you.
2. While-speaking
1) Situation: You have been asked by your parents to help choose computers for your home. You and your friend have looked at several computers. Talk about the special things each computer can do. Make a decision about which kind of computer to buy and explain why.
Information input: Show students some pictures of different computers (desktop computer & laptop computer & …)
Language input: Useful expressions (Repeat it to strengthen students’ ability of use it.)
Supporting an opinion Challenging an opinion
I think that … , because … Perhaps, but what if / about …?
First, … Have you thought about …?
One reason is that … What makes you think that …?
I think it is better because… I don’t like it because….
(Pair work )Use the expressions to support your opinion or challenging other’s opinions.
2) Oral report: (individual work )
Do an oral report to your father and start your report like this: I looked at many different computers. The one I have chosen is the PEP personal computer. One of the main reasons is that it is suitable for homes. I found that…
3. Post-speaking
Conclusion—What useful expression do we use to make a decision and reason?
(In this way, they can review and use the words and phrases again.)
Step6 Pre-writing
Say: Imagine what problems and delights this android might have to deal with while it is serving you. Try yourself in someone else’s shoes is an important way of understanding how other people feel.
Then discuss: You are an android. You work for a family with one child who is very spoiled. The parents want you to do everything for them. The parents are nice, but they often ask you to watch over their child. How do you feel? What would you do if the child asked you to do his/her homework for him/her? Would you ever tell the child “no”?
Step7 Writing
Say: Write a passage about the result of your discussion! It should contain:
What do you have to do?
What is the child like?
What is the parents’ requirement of the child?
What do the parents want you to do?
What does the child want you to do?
Then what will you do? How do you feel?
Sample writing:
Hello everybody, my name is Liu am a 321 model work for the Li family. Mr and Mrs Li work very hard Li is an architect and designs great tall apartment Li is a doctor and has to look after many remember all the plans for Mr Li's projects and can tell Mrs Li which drugs are the best to give any particular patient. And I also look after their library. I store all the books that they borrow from their school or friends in my course my brain is as large as a mountain, so work like that is no trouble to really eat books just like people eat food.
The Lis have a child who is very spoiled. He needs me to remember all his school textbooks so that I can do his homework for just gives me the information on the subject, what has to be done and the page numbers and I get on with it while he enjoys himself with his I don't think it is right to do his homework for him — it's somewhat cheating. However, his parents are very concerned at the pressure of work in school these child has too much homework to do. They like him to go to the key school but they also want him to be able to have hobbies, learn to swim and keep fit! Poor child!
So they consider me the most important person in the family after am always introduced to their friends and play with visiting am the perfect family academic aid and, although I was not cheap to buy, Mr Li says I was worth every yuan!
Step8 Assessment
Get the students to assess their writing ability according to the following the questions:
1. Is your composition well developed?
2. Are your ideas well organized to the point?
3. Do you have a good choice of words and idioms in your writing?
4. Do you get a good mastery of complex structures of language?
5. What kind of mistakes have you made in your writing?
Step9: Homework
Write about your discussion. You may begin like this:
Hello, everyone. My name is ___. I’m 321 model android. I work for the Li family….
课后小结
学了这节课，你有什么收获?
课后习题
完成课后习题一、二。
板书
Unit 3 Computers
教学准备
教学目标
教学目标：
have a good review of the key words and phrases and be able to write the good and bad things about computers .
learn by ourselves and cooperate with each other.
be a hard-working，and practical student.
教学重难点
have a good review of the key words and phrases and be able to write the good and bad things about computers .
learn by ourselves and cooperate with each other.
be a hard-working，and practical student.
教学过程
一.必考单词速记
1.事实 n. ________________
2. (电脑)操作员,接线员__________
3. 性格;特点 ______________
4.科技;工艺 _______________
5.目标,目的 n. ______________
6. 出现;发生vi. ______________
7. 解决;解答vt. _______________
8.类型,打字 v.&
9.发信号 vi.& n ;信号._________
10.无论如何,即使如此adv. ______
二.写出下列单词的变化形式
1. operator n. 操作员; 接线员
→_____________v. 操作; 经营
→____________n. 操作; 经营
2. technology n.工艺; 科技; 技术
→_______________ adj. 科技的
3. intelligence n.智力; 聪明; 智能
→_________adj.智能的; 聪明的
4. appearance n. 外观; 外貌; 出现
→________________vi. 出现
5. application n. 应用; 用途; 申请
→_______________v. 应用; 申请
→___________n. 申请人; 求职者
6. explore vt.& vi. 探索; 探测
→___________n. 探险家; 勘探者
→_____________ n. 探索
7. personal adj. 私人的; 个人的;
→________adv. 就个人而言; 亲自
→_________n. 个性; 人格;
三、用所给词的适当形式填空
(1)Can you say dolphins are much more ____________than other animals?
Well, they are animals of high _____________. (intelligent)
(2) She expressed her _________ opinion yesterday. ____________ speaking, I agreed with what she said. (personal)
(3) Any ___________ who would like to _____________ to become an
assistant in our company should send us an ___________ .(apply)
四、语境助记——词不离句，句不离段
With the electronic technology revolution going on，simplified calculation is solved in the application on finance by universal exploration. Our goal of making life happier is certain to be realized through man's intelligence.
五、翻译下列必背短语?
1.在某种程度上_______________
2.依…看;据…认为_____________
3.从…时候起 _______________
4.结果 _______________
5.处理;安排;对付 ____________
6.弥补,补足;整理,编造_________
7.毕竟_______________?
8.看守,监视 _______________
9.在……帮助下_______________?
六.根据句子意思写出单词的正确形式。?
the most difficult problem _____________(solve),I went to Qingdao for a good rest.?
so many problems _____________(arise) unexpectedly, the manager was at a loss about what to do next.?
team e_____________ the mountain for gold, finding nothing valuable there.
policeman s__________ to the car to stop.?
took turns to________(看守) their clothes while they were swimming .
(从现在起), I will spent too much of my time in writing _______________(以致于) I will no longer have time ______________(处理) those interpersonal relationships
七、单元考点作文串记(根据提示翻译句子)
1.近来，高智商(intelligent)的机器人出现(arise)了。
_______________________________________________________________
2.有些可以打字、发信号(signal)。
_______________________________________________________________
3.有些能处理(deal with)一些重要事情。
_______________________________________________________________
4.在某种程度上说(in a way)，电脑改变了我们的生活。
_______________________________________________________________
5.许多学生对电脑如此着迷以至于(so ... that ...)在电脑上花费了太多的时间。
_______________________________________________________________
6.部分学生在考试中失败。
_______________________________________________________________
7.但不管怎么说(anyhow)电脑在我们的日常生活中起很重要的作用。
_________________________________________________________________________
Language: Level of proficiency/ age: Topic: Length of lesson: Objective: Teacher preparation: Introduction: Procedure: 1) 2) 3) 4) 5) 教学中应该注意贴近学生的英语水平 以学生为中心 互动式 穿插问题 游戏 或分组讨论这是我上课学到的 希望能帮助到你们
【 #高三# 导语】高三的日子是苦的，有刚入高三时的迷茫和压抑，有成绩失意时的沉默不语，有晚上奋战到一两点的精神*双重压力，也有在清晨凛冽的寒风中上学的艰苦经历。在奋笔疾书中得到知识的快乐，也是一种在巨大压力下显得茫然无助的痛苦。 高三频道为你整理《高三英语必修二unit3知识点梳理》希望对你有帮助！ prefer doing to talking 喜欢做而不喜欢说 Which of these two dresses do you prefer? 这两套衣服你喜欢哪一套? I prerer to go to America for my fruther study. 我更愿意选择去美国进修学习。 Anne prefers me to replace her at the meeting. 安妮更愿意我代替她去参加会议。 2. advantages and disadvantages 优劣 3. How do they make use of it in their daily life? 在日常生活中他们是如何利用它的 through 流过，流经 since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip. 从高中起，我姐姐王维和我就一直梦想做一次伟大的自行车旅行。 连词since 引导的时间状语从句用一般过去时，介词since 与表示过去某一点时间的词语连用，副词since 后不用从句或词语。 It is/has been+一段时间+since+一般过去时(从句中的动作不能延续)自从……至今已经多久了。 since then 自从那时至今 ever since 从那以后一直 sb to do sth = persuade sb into doing sth 说服某人做某事 He persuaded her to go to school, even though she did not want to.即使她不想去上学，他还是说服她去。 graduating fro college, we finally got the chance to take a bike trip.大学毕业以后，我们终于有了机会骑自行车旅行。 was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.首先想到沿湄公河从源头到终点骑车旅游的是我的姐姐。 强调句型It is/was…that/who 的用法归纳如下： 强调句型可以强调除谓语动词以外的任何句子成份。一般来说，如果被强调部分是人时，用连词that或who;如果被强调部分是物，只能用连词that。 强调句型应避免使用when, where, which 等连词。 含一般疑问句和特殊疑问句的强调句句型: ① 含一般疑问句的强调句型，其结构为：Is it+被强调部分+that/who+句子的其余部分? ② 特殊疑问句的强调句型结构形式为：特殊疑问词+is/was it that/who+句子的其余部分? for the trip 旅行计划 fond of 喜欢，喜爱 Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.尽管她对去某些地方的路线并不清楚，她坚持要自己把这次旅行安排得尽善尽美。 (注意1：Although conj. “尽管，虽然”，引导让步状语从句。 拓展： ① although 从句多在句首， though 从句可在主句前、中、后任何位置，而且though 可以作副词用于句末，作“但是，不过”讲，而although 无此用法。 ② although 用来陈述事实而不用于假设，所以as though(仿佛，好像)，even though(即使，尽管)中不能用although。 ③ though 引导的让步状语从句可以倒装(将表语、状语、情态动词后的动词原形前置到句首，此用法同as),而 although 不可以。注意2：insist 在这里的意思是“坚持要求”后面的that从句用虚拟语气;如果insist 意为“强调，坚持认为”的时候，从句可以用任何所需要的时态。 例如：She insisted that she didn’t tell a lie.她强调她没撒谎。 另外，还可以用insist on doing sth/ sth. 一定要、坚持主张， 如：She insists on getting up early and playing her radio loudly她老是一大早起来把收音机音量开大。) about details 考虑细节 The only thing he cares about is money. 他在乎的就是金钱。 care for 喜欢，照料，照顾 I don’t really care for red wine. 我其实并不喜欢红葡萄酒。 Who will care for your child if you are out? 如果你外出了，谁来照顾你的孩子? me a determined look给了我一个坚定的眼神 one’s mind 改变主意 14.…she seemed to be excited about it. 似乎显得兴奋 interesting experience一次有趣的经历 she has made up her mind, nothing can change it. Finally, I had to give in.她一旦下了决心，什么也不能使她改变。最后，我只好让步了。 Once 可作为从属连词，作“一(旦)……就……”解，连接一个表示时间的状语从句。从句中常用一般现在时，现在完成时表将来。 如：Once you have begin you must continue. Once printed，the book will be very popular。 becomes rapids as it passes through deep valleys, travelling across western Yunnan Province. 它穿过深谷时就变成了急流，流经云南西部。 makes wide bends or meanders through low valleys to the plains where rice grows. 河水蜿蜒缓慢地穿过低谷，流向生长稻谷的平原。 is so stubborn that no one can persuade him to do anything.他太固执，没有一人能劝动他做事。 determined person always tries to finish the job, no matter how hard it is.不论工作多难，一个坚决的人总是努力地去完成它。 grandpa is fond of fishing and sometimes he fishes all day in the river.我爷爷喜欢钓鱼，有时他整天在河边钓鱼。 prefer the red dress to the green one because it fits me better.我喜欢那件红色的衣服不喜欢那件绿色的，因为红色的更合我的身。 concert went like clockwork because Li Pei organized it so well.音乐会顺利地进行，因为李佩组织地相当好。 wanted to pay the train fare, but my friend insisted. Finally I gave in.我想付火车票费用，但我朋友坚持他付。最后我让步了。 persuaded all of us to cycle to work instead of taking the bus.她说服了我们不做公共汽车而是骑车去工作。 neither of them would give in, no decision was taken that day.由于双方都不让步，那天没有形成决议。 task was difficult, but Helen’s determined expression let me know that she would not give up.虽然工作很难，但海伦的坚定神情使我知道她不会放弃。 I wish I could make a journey into space and see the stars up close.我多么希望我能够进行太空旅行，近距离地看看星星啊。 very first time that Joe saw the film “ET” directed by Steven Spieberg, he made up his mind to become a director too.第一次看Steven Spieberg执导的*“ET”时，他就下定决心也要当一名导演。 large parcel of 一大包 are taking out insurance to cover any problems.我们要投保给一切问题保险。 legs were so heavy and cold that they felt like blocks of ice.我们的腿又冷又沉，感觉就像大冰块。 the way children dressed in long wool coats stopped to look at us.一路上，一些身着羊毛大衣的孩子们停下来看我们。 , the lakes shone like glass in the setting sun and looked wonderful.然而，湖水在落日的余晖下闪亮如镜，景色迷人。 usual 像往常一样 one point we were so high that we found ourselves cycling through clouds. 在某个时刻，我们发现自己置身高处，仿佛骑车穿越云层。 saw many sheep eating green grass. 我们看到羊群在吃草。 camp宿营 up our tent 搭帐篷 awake 睡不着，醒着 midnight 在半夜 company 做伴 beneath the stars 躺在星空下 can hardly wait to see them.我们迫不及待地想要见到他们。 luck on your journey. 祝你旅途愉快 you go on a journey, why not keep a travel journey?当你出游的时候问什么不记旅行日记呢? the world through somebody else’s eyes 通过别人的眼睛看世界 in the right direction 走正确的方向 tortoise moves at a very slow pace.乌龟以很慢的速度行进。 If you pace yourself, you will be able to work efficiently.如果你为自己定好了速度，你就会高效地工作。 similar to 类似于 to do sth 付得起，能承担 tired from因……而疲劳 be tired of 对……厌倦 in high spirits 喜气洋洋，兴高采烈 true 实现，成真 them to give you some advice on improving it.要他们就如何改进提一些建议。 guide to… ……的指南 a tour 在游览中，在巡演中 detail 详细地
范例I. Teaching books: Project English--- Unit3 Topic3 Section A. II. Teaching tools: tape recorder, word cards, Powerpoint. III. Teaching methods: Teaching as a whole, visual and situational method, and team cooperation. IV. Teaching aims and demands: 1. Get familiar with the food vocabulary. 2. Learn the use of countable and uncountable nouns. 3. Learn how to entertain guests to dinner at home and the response. 4. Key sentences: eg: What would you like to have/drink? -- I’d like some … Would you like some …? -- Yes, please. / No, thanks. V. Teaching Procedures: Step 1: Organization and revision: 1. Task presentation. 2. Get familiar with the food vocabulary. 3. Learn the use of countable and uncountable nouns. 4. Learn how to entertain guests to dinner at home and the response. 5. Listen to the song of ABC. While listening, get students find out food words from the song. 6. Check how much students have learnt about the new words: Ss show pictures to partners and ask each other to spell the words. Consolidation: Teacher review new words with the whole class (show pictures). Step 2: Presentation: 1. Learn countable and uncountable nouns. 2. Classify the words on the blackboard into countable and uncountable groups: ［C］: egg, vegetable, noodle, cake ［U］: fish, meat, rice, chicken, tea, milk, water 3. Play a game: S1: water S2: some water, vegetable S3: some vegetables, milk S4: some milk … 4. Consolidation: Practice those words with sentences. eg:I like …(s) very much. J I don’t like …(s) at all. ( Students work with partners, then make a report. ) 5. Ask and answer: 1)Review some words with students. (show word cards) 2) T:Suppose you invite some classmates to dinner at your home, hat should you say? First let us learn some key sentences: eg:What would you like to have/drink? -- I’d like some … Would you like some …? -- Yes, please. / No, thanks. (Ss work in pairs to practice the key sentences, then act out the dialogues.) 6. Activity 1a: 1)Listen and understand. 2)Listen again, then read after the tape. 3)Point out some useful expressions: eg: What about you, ××? -- I’d like some … May I have some …? -- Here you are. Help yourselves. 7. Activity 2 : 1)Ss listen to the tape and fill in the blanks. Check the answers. 2)Point out useful expressions: eg: Why not have some …? -- Good idea! Thanks! Step 3: Consolidation and Practice 1. Work in groups and study the conversation in activity 1a and activity 2. Then work out to make a similar conversation with your group members. (Teacher is guide;Ss review the key sentences and useful expressions they just learned together before they get to make a new conversation.) 3. Act it out in class. Step 4: Project Summary: Check out whether Ss finish the tasks or not. (Briefly review the words, sentences and grammar we’ve learnt today.) Step5: Homework: 1. Finish your exercise sheet. 2. Write down the countable nouns and uncountable nouns you learn today. 3. Make a survey of students in other groups about foods they like and dislike. Then write a new conversation of “Entertaining guests to dinner”. 4. Make a menu with your group members! (a daily menu, may look up dictionaries for new words, put some beautiful pictures in your menu). VI.教后反思：希望能够帮到楼主
人教版高一英语教案unit3
教学准备
教学目标
Study aims and demands:
1. To learn some words and exp ressions.
2. To have a full understanding of the text.
3. To have a discussion about the characters in the text.
教学重难点
1. To learn some words and exp ressions.
2. To have a full understanding of the text.
3. To have a discussion about the characters in the text.
教学过程
Study aims and demands:
1. To learn some words and exp ressions.
2. To have a full understanding of the text.
3. To have a discussion about the characters in the text.
Step 3: Careful-reading
1. Read the text and answer the following questions.
⑴ Where does Henry Adams come from? Does he know much about London?
⑵ What did he do in America?
⑶ Can you imagine what happened when Henry went to the American Embassy ?
Give your reasons.
2. Do three multiple choices
(1). What happened to Mr. Adams before he landed in Britain?
A. He just sailed out of the bay for a travel
B. He planned to go to Britain by his own boat.
C. His boat was broken by a strong w ind.
D. His boat was carried out to sea by a strong wind.
(2). What did Mr. Adams feel when he heard one of the brothers saying “What luck! Brother! What luck!”?
A. He felt he was lucky, too.
B. He thought they laughed at him.
C. He was a bit of angry and was ready to leave.
D. He felt the two brothers would help him.
(3). What did Mr. Adams ask for from the two brothers?
A. A house to stay for a short moment.
B. A letter with a bank note worth million pound.
C. An honest job.
D. Charit y from the two brothers.
Step 4: Comprehending:
1. Why and how did Henry land inBritain?
2. How did Henry’s feelings change dur ing the conversation?
Find an adjective in the list to complete each sentence.
Step 5：Consolidation ------Retell the story
Step 6: Discussion
1. What kind of person do you think Henry is?
2. Why do you think that the brothers chose Henry for their bet?
Ste p 7: Prediction:
1. What do you think will happen to Henr y?
2. Will the bank-note help him o r get him into trouble?
课后习题
Homework:
1. Read the text again and pat attention to the difference between British English and American English.
2. Underline some important words and phrases.
教学准备
教学目标
知识与技能 tak e a chance, by chance, Chances are that..., would you mind doing sth ? in rags, indeed, as for, as to
过程与方法 1. Enable students to read and hear natural language in a dramatic context and increase their self-confidence in using English, which will increase their overall motivation to le arn English.
students to sum up the main idea of ACT ONE Scene 4.
3. Enable students to understand the details about the whole scene.
4. Retell the scene using the key words of the whole scene.
情感态度价值观 1. Students will be able to show interest in the dramas .
2 Students will be able to talk about s hort stories and dramas.
教学重难点
教学重点 How to interpret language through ton e of voice and body language, gaining a greater appreciation of the various verbal and non-verbal ways in which language works.
教学难点 Retell the scene usin g the key words of the whole scene
教学过程
Teaching procedures:
Step One: Introduce some new words
steak:
eat like a wolf:
genuine:
reserve:
scream:
fake:
bow:
Step Two: CULTURAL NOTE:
Henry asks for a steak “extra thick” for his meal. In China, steak is generally cut thinly but in America it is appreciated if it is cut thickly and grilled or fried. The advantage of having a steak “extra thick” is that it can be well cooked on the outside but still raw or half raw in the center.
Step Three: Read and answer these questions
1. What was it in the letter?
2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?
3. Did the owner believe that the note was genuine or not? Why?
4. Whose behavior changes the most during this scene?
5. What kind of person is the owner of the restaurant?
6. Why do you think the owner of the restaurant g ave Henry a free meal?
Step Four: Detailedr reading
1. What does “it’ll cost a large amount of money” exactl y mean?
2. At the sight of the customer’s note, the owner and his waiter got very _ D_.
A. frightened B. angry
C. worried D. excited
3. When did the hostess and the waiter change their attitude to the customer? _____D____
A. At the beginning of the stor y.
B. Before they saw the large note.
C. At the end of the story.
D. After they saw the large note.
In group of four, play the parts of “Henry, waiter, owner and hostess”.
Step Five:Retell the story
Reflection:
板书
板书设计:
1. What was it in the letter?
2. Before Henry took the note out of the envelope, did the waiter serve him politely? Why?
3. Did the owner believe that the note was genuine or not? Why?
4. Whose behavior changes the most during this scene?
5. What kind of person is the owner of the restaurant?
6. Why do you think the owner of the restaurant gave Henry a free meal?
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动—旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上著名的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的国家，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
Who and What
Where and How
Why and When
设计意图：1.寻找who，what，where，how，why and when等关键信息,让学生把握这类记叙文的阅读要点。2. 根据图表复述，练习学生语言整合与连贯的能力。
2). Please use at least three adjectives to describe Wang Wei according to Para2, and give your reasons.
设计意图：研读课文第二段，思考至少3个形容词来描写王薇，并利用文章说出依据，目的是让学生研读，并挖掘支持自己观点的信息。
3). Read 3 and answer: what can they see along the Mekong River?
Suppose you are a tourist guide, please introduce the Mekong River briefly to your audience.
设计意图：先让学生从文中找到表示地貌的地理术语，利用形象生动的幻灯片，为学生扫清生词及读音障碍，然后让学生扮演导游的角色，结合示意图向游客介绍湄公河，从而达到复述的目的。
IV. Group work
Imagine that you are preparing for your own trip down the Mekong. In your groups of four: choose 5 things that you think are the most useful, and give your reasons why you choose them.
设计思路：读后讨论，学生想象去湄公河前必备的5件物品，并说明选择的理由。为学生准备地图，收音机，毯子，水杯，救生圈，雨伞，火柴，手机，照相机，药物，防晒霜等，学生小组讨论，并用英语表达个人看法与观点。
V. Summary
What have we learned in this class?
设计思路：引导学生反思本节课主要内容及重难点。
课后习题
Homework
1. Read the passage as fluently as possible after class.
2. Preview Learning about Language.
板书
板书设计：
Unit 3 Travel Journal
Part 1 The dream and the plan
careless waterfall
determined entire
excited view
crazy
stubborn
risk-taking
教学准备
教学目标
知识目标:
复习两个阅读技能---scanning, skimming;
学习本单元的部分生词。
能力目标:
能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:
学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;
学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点
形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学工具
课件
教学过程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling…
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern “I dream about traveling in/to…”
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim more—to find out the main idea of each paragraph.
1) Students tell the main idea of each paragraph
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
教案包括教材简析和学生分析、教学目的、重难点、教学准备、教学过程及练习设计等。 篇一 教学准备
教学目标
知识目标:
复习两个阅读技能---scanning, skimming;
学习本单元的部分生词。
能力目标:
能形成文章的图式,在图式的帮助下自主地复述本课的主要内容,在此过程中实现生词的重现。
情感目标:
学生在教师的启发下,通过师生互动和生生互动,进一步探究知识。在这一过程中,学生可以不断地实现互相教育和自我教育,并能寻求自我发展;
学生能明白计划的重要性,并能收获一些与之相关的谚语。
教学重难点
形成文章的图式,并在图式的帮助下复述文章的主要内容。
教学工具
课件
教学过程
Steps
Teacher’s activity
Students’ activity
Aims
Step 1
Show and tell the students the learning goals for them and make possible explanations
Students listen to the teacher and have an idea of what they are going to learn in this class.
To make the students know what they are to learn in this class
Step 2
1). Show some pictures with beautiful scenery
2) Ask the students two questions:
Are they attractive?
Where do you want to travel? – I dream about traveling
1.) Students appreciate those pictures
2) Students answer teacher’s questions and practice the sentence pattern I dream about traveling in/to
1). To arouse students’ interest
2) To practice a sentence pattern
Step 3
1). Show the title of the reading passage
2). Ask the students whether this passage is about the whole process of the journey.
3). Ask the students how to skim.
4) Tell the students the skill of skimming on the screen
1) Students answer the question after they read the subtitle of this part.
2). Students tell how to skim.
1) To make the students pay attention to the subtitle, which can tell the main idea of the passage.
2) To review how to skim
Step 4
1) Ask the students to skim moreto find out the main idea of each paragraph.
1) To practice how to skim
Step 5
With four questions, teacher asks the students to scan paragraph 1
Ask students how the scan
Show the skills of scanning on the screen
Students scan paragraph 1, and answer the four questions
Students tell how to scan
To review how to scan
To practice how to scan
Step 6
1) Ask the students to scan paragraph 2 and find out what different attitudes Wang Kun and Wang Wei have, and then finish the table
1) Students scan paragraph 2 and finish the table
1) To practice how to scan
Step 7
1) Provide the students with a picture which describes a geographic word as well as a few sentences about the flow of the Mekong river on each slide and ask them to read the sentences.
2) Ask the students to match each geographic word to the proper meanings
1) Students read the sentences loudly together and look at the pictures and the related geographic words in the meanwhile.
2) Students do the matching work
1) To better know how the Mekong river flows
2) To help the students better learn the geographic words which are new to them
3) To check how the students understand the new words
Step 8
Review the structure of the passage together with the students and show some key words on the screen
Provide the students with some words and phrases which are the new words in this unit
Ask them to retell the main content of the passage in groups
With the teacher, students review the structure of the passage
Retell the main content of the passage in groups
To help students form the schema of the passage by reviewing the structure of it
To know the content of the passage better as well as to create more chances for the students to use the new words
Step 9
1) Ask the students what they learn from the story
2) Give the students some useful and related proverbs
1) Students share their opinions with the group members what they have learned from the story.
2) Students read the proverbs loudly together.
1) To encourage students to form their own views and share them with others
2) To learn some useful proverbs
Step 10
1) Summarize this class by showing the learning goals again
2)Homework
1) Students review what they have learned by reading the learning goals on the screen.
1) To help students review what they have learned in this class
篇二
教学准备
教学目标
1. 通过学生分享自己的旅游经历，用英语进行交流与表达。
2. 通过略读与找读，使学生获取文章主要信息，练习阅读技巧。
3. 通过小组讨论为旅游准备的物品，使学生用英语简单的语言实践活动。
教学重难点
教学重点：利用阅读技巧，获取文章大意及细节
教学难点：用英语交流并进行简单实践活动旅游需要准备的物品
教学过程
I、Warming Up:
1. I’d like to share my travelling experience with you, and would you like to share your travelling experience?
2. The world has many great rivers. Have you been to these rivers?
设计意图：大部分学生都喜欢旅游，老师谈谈自己旅游的经历,询问学生的旅游经历。列举世界上的河流图片，让学生来欣赏认识美好的河流。能有效地调动学生的学习积极性。河流图片的展示，学生猜测河流的名字，唤起学生的学习兴趣以及对大自然的热爱。
II. Pre-reading
Have you been to the Mekong River? What countries does the Mekong River flow through?
设计意图：展示沿湄公河的地图，引起学生的兴趣，让学生观察地图，说出湄公河流经的，为随后的阅读做好了内容和词汇上的铺垫。
III. Reading
1. Skimming
Skim the passage and find the main idea for each paragraph
Para 1: Dream
Para 2: A stubborn sister
Para 3: Preparation
设计意图： 略读：学生快速浏览课文，寻找相关信息并搭配段落大意。点拨阅读技巧：注意每段开头及结尾。
2. Scanning
1). Read Para 1 and find the key word for the information:
人教英语高二必修五unit3
作为Victor Hugo，一旦说， “笑声是从人的face'and驾驶冬天的太阳 到现在没人比查理・卓别林能做这好。 他brightend中间虽则美国人和英国生活二次世界大战和坚硬岁月。他使人嘲笑时候，当他们感觉depressd，因此他们可能感觉与他们的生活的更多内容。 没有查理的自己的生活是容易的£ ¡他出生在父母的一个可怜的家庭是两个可怜的音乐厅执行者。您可以发现它令人惊异查理被教唱歌，当他可能讲话和跳舞，当他可能走。特别是当家庭收入经常是不定的，这样训练是共同的在代理家庭此时。不幸地他的父亲死了，留给家庭更坏，因此度过了他的童年照看他病的母亲和他的兄弟的查理。在他的十几岁之前，查理有，通过他的幽默，成为的演员可能模仿和行动傻瓜的一个最普遍的孩子 做普通的每天任务。不耐烦观看他他微妙行动的做的everthing的招待的没人。 随时间的推移，他开始拍电影。他增长越来越普遍，虽然他迷人的个性，一点流浪者，出名在世界各地。流浪者、鞋子和小圆的黑帽会议。他在僵硬运载一个拐杖附近走了。这个字符是社会失败，但是被爱为了他的乐观和决心能克服所有困难。他是亲切的处劣势方，既使当其他是unkingd给他。 一点流浪者怎么做了enertaing一个哀伤的情况？这从的一个例子他的一部最著名的影片，金子是中间第十九个世纪，并且金子在加利福尼亚discoered。象许多其他，一点流浪者和他的朋友冲了那里寻找金子，但是，不用成功。反而他们在一个小小屋掩藏在山边缘在与没什么的暴风雪期间吃。他们很饿他们设法煮沸一个对他们的晚餐的皮鞋。查理首先挑选鞋带并且吃他们，好象他们意粉。然后他切除了鞋子的皮革上面，好象它最美好的牛排。最终他设法削减和嚼鞋子的底部。他吃充满伟大的享受的每满嘴。行动很令人信服它使您相信它是他品尝的其中一最佳的饭食! 查理・卓别林写了，导演了并且制作了他担任主角的电影。在1972年给了他他卓著的工作的特别奥斯卡在影片。他在英国和美国居住，但是度过了他的去年在瑞士，他在1977.他被埋葬被爱并且记得作为一名了不起的演员可能inpire人有伟大的信心。
用goolge translate吧。把翻译结果自己改一改就差不多了
我看到了奇妙的东西 我首先参观的是一个太空站，这个站被认为是太空中最现代化的地方。太空站像一个巨大的圆盘，在太空中缓缓的旋转，以仿照出地球地球中心的引力。太空站里展现出了31世纪一些最前沿的发明。有个导游带领我们站在一条移动的传送带上到处参观。 导游：从2008年来访的朋友们，早上好。首先我们将考察一种太空居民中最新的交流方式。再也没有打字员在打字机或电脑上工作！不需邮资或邮政编码！现在我们可以通过一个“思想簿”来发送信息。你把金属带放在头上，整理思路，按下发送按钮，刹那间信息就发出去了。它被存储在接收者的“思想簿”上。它快捷、高效而且环保。唯一的局限是如果它的使用者没有清晰的梳理他/她要发送的信息的话，一条模糊的信息就会被发送出去。但我们不能将使用者的这一过错归咎于工具本身，不是吗? 在导游解说之际，我看了看桌上这副被称为“思想簿”的小东西。它们看起来就像金属丝带。如此普通有如此神通广大！当我在观察它们的时候，小路又载着我们移动起来。 导游：女士们，先生们，现在我们到了“环境区”。人们过去常将废物收集在垃圾箱内。接下来垃圾会被掩埋或焚烧，对不对？（我们点头。）那么现在，有一种垃圾分解系统，采用了生态系统。一个巨形机器，总是贪得无厌的吞下所有可得到的垃圾。垃圾被转化为几种有用的垃圾。如用于耕地的“肥料”和用于沙漠的“土壤”。没有任何浪费，并且一切垃圾甚至像塑料袋也都可以循环利用。绝妙的创意，不是吗？ 我目不转睛的看着这台转动的垃圾机器模型。被它的高效所吸引。但是我们又继续前进了。 导游:我们的第三站展示了发生在生产实践中的变化。制造业不再在地球上，而是在这样的太空站上进行。一组工程师设计的机器人在太空中执行任务。机器人生产货物，如药品、服装、家具、气垫车等等。没有浪费、污染，没有对环境的危害！然而，各公司不得不训练他们的代表来空间站生活、工作。他们得监控这些机器人及其生产。当货物生产出来，他们被工业宇宙飞船运回至地球。 我的思绪开始游移起来。我能做些什么工作呢？当我想到未来世界的美好前景时，我产生了更浓厚的兴趣。
UNIT3architecture n.建筑学;建筑业; [总称]建筑物;建筑风格architect n.建筑师;设计师 preference n.偏爱;喜好;优先design vt.&n.设计;计划 Danny 丹尼(男子名) furniture n.[总称]家具taste n.爱好;鉴赏力;味道;味觉sofa n.(长)沙发heater n.加热器honey n.蜂蜜;花蜜;(常用作称呼)宝贝儿modern adj.现代的; 时髦的;现代派的convenient adj.方便的;近便的block n.大建筑物; 一排房屋;街区; 大块(木料、石料或金属)apartment n.房间;<美>一套公寓房间style n. 风格;式样;作风;文体old-style adj.旧式风格的stand vt.忍受;经受;承担passage n.段落;走道 ugly adj.丑陋的;难看的modernism n.(文学、艺术等方面的) 现代主义 construct vt.建造;建设construction n.建造; 建设;建造方法;建造物unnatural adj.不自然的;不正常的; 出乎意料的steel n.钢concrete n.混凝土; 具体(或有形)的事物 adj.具体的;有形的;实在的impress vt.铭刻; 给……极深的印象;使感动 roof n.屋顶;顶部 act as 充当;扮演;担当unfriendly adj.不友好的;有敌意的; 冷漠的 cathedral n.教区总教堂;大教堂Antonio Gaudi 安东尼奥�6�1高迪 (西班牙建筑师)balcony n.阳台Barcelona n.巴塞罗那(西班牙港市) fantastic adj.想像出来的;奇异的; 荒诞的despite prep.不管;不顾;任凭 create vt.创造;创作;创建Frank Lloyd Wright 弗兰克�6�1劳埃德�6�1赖特 (美国建筑师)seashell n.海贝壳 the Opera House (悉尼)歌剧院 sail n.帆;蓬stadium n.(有看台的)露天体育场net n.网;网状物;网状系统nest n.(鸟)巢;窝;穴fill up with... 用……装满structure n.结构;构造;建筑物belong vi.属(于);是……成员 belong to 属于;是……成员paint vt.在(某物上)涂颜料或油漆; 用颜料绘画 n.涂料;颜料aside adv.在旁边; 在一边;到(或向)旁边 set aside 把……置于一旁;留出;拨出workshop n. 车间;作坊;(文艺)创作室; 研讨会rent vt.租用;出租 n.租金development n.发展;生长teahouse n.茶馆;茶室UNIT4 poem n.诗;韵文;诗体文poetry n.[总称]诗;诗篇poet n.诗人intention n.意图;目的;打算 recite vt. 背诵;朗诵limerick n.五行打油诗 Peru n.秘鲁(南美洲国家)Singapore n.新加坡(东南亚国家) mad adj. 疯狂的;精神错乱的pattern n.型;模式;方式 dialogue n.对话;(文学、戏剧、 电影中的)对白put...together 把……结合成一整体;装配 sort vt.将事物分类;整理 n.种类;类型fantasy n.想像;幻想;幻想出来的东西loneliness n.孤独;寂寞sadness n. 悲哀;难过George Gordon Byron 乔治�6�1戈登�6�1拜伦 (英国诗人)Robert Frost 罗伯特�6�1弗罗斯特 (美国诗人)John Keats 约翰�6�1济慈(英国诗人) play with 玩;玩耍;游戏grammar n.语法;语法学call up 召唤;使人想起; 调动(力量、人员等); 提出(议案等);(给……) 打电话stand out 突出;显眼; 远远超过某人(物)glory n.光荣;荣誉;荣耀的事;壮丽sonnet n.十四行诗John Donne 约翰�6�1多恩(英国诗人)John Milton 约翰�6�1弥尔顿 (英国诗人和政治家)absence n.不在;缺席;缺乏 Alexander Pope 亚历山大�6�1蒲柏(英国诗人)William Wordsworth 威廉�6�1华兹华斯(英国诗人) district n.地区;区域the Lake District (英格兰西北部的)湖区isle n.(用于诗歌或 地名中)岛;小岛atmosphere n.气氛;情绪;大气;大气层introduction n.序言;介绍;引进translate vt.翻译;用简单易懂的语言表达 translation n.翻译;译文embrace vi.&n.拥抱light up 照亮;使放光彩; 点上(烟等)吸起来come into being 出现;形成;产生tale n.故事;传闻send for 使某人来到; 要求将某物取来或送到shade n.(色彩的)浓 淡深浅;(图画、照相等的) 暗部;荫;阴凉处extraordinary adj. 特别的;不平常的;惊人的idiom n.习语; 成语;语言习惯用法dust n.灰尘;尘土; 粉尘crow n.鸦;乌鸦hemlock n.<美>铁杉;铁杉木 mood n.心境;情绪;语气rue n.<古>后悔;悲叹 apart adv.相隔; 相距;除去;单独地insane adj.精神错乱的;疯狂的 Richard Marx 理查德�6�1马科斯essay n.论说文;散文;随笔 recommend vt.推荐;介绍;建议contribute vi.作出贡献;捐献;投(稿) vt.贡献;提供;捐献;投稿contribute to... 为……作贡献(或捐款); 有助于……;向……投稿UNIT5 Ireland n.爱尔兰(西欧国家); 爱尔兰岛(西欧)county n.郡(英国 最大的地方行政区); (美国及其他国家的)县 (州以下的行政区)consist vi.由……组成;由……构成 consist of 由……组成; 由……构成state n.国家;政府;州;状态 vt.陈述;声明;阐明powerful adj.强有力的;强大的; 权力大的;强健的mistaken adj.错误的;弄错的narrow adj.狭的;狭窄的;狭隘的be made up of 由……组成 unknown adj.未知的;不出名的make the most of 充分利用;充分展示 diversity n.差异;多样性hold together (使)连在一起; (使)团结一致Northern Ireland 北爱尔兰(大不列颠及北爱 尔兰联合王国的一部分)republic n.共和国;共和政体Dublin n.都柏林(爱尔兰共和国首都)Irish n.爱尔兰语; [the ～]爱尔兰人 adj.爱尔兰的;爱尔兰人的 Europe n.欧洲the English Channel 英吉利海峡form vt.形成;构成;组成Wales n.威尔士(英国的一部分) the Irish Sea 爱尔兰海the Isle of Man 马恩岛Atlantic adj.大西洋(沿岸)的 n.[the ～]大西洋the Atlantic Ocean 大西洋 general adj.一般的;普通的in general 一般地;大体上influence n.影响;作用;势力 vt.影响; 对……有作用basis n.([复]bases)基础;根据; 基本原则inland adj.内地的;内陆的 adv.在内地;向内地conquer vt.&vi.征服;克服;得胜upper adj.(地位或等级、权力等) 较高的;较上的;上院的; 北部的union n.联合;合并;团结;联邦;协会Welsh n.威尔士语; [the ～]威尔士人 adj.威尔士的;威尔士人的; 威尔士语的judge vt.&vi.判断;判决;评价 n.法官;(比赛等的)裁判员 queen n.女王;王后; 女酋长;女神cigarette n.纸烟;香烟;卷烟 proof n.证据;证物;证明own vt.拥有 adj.自己的 n.属于自己的东西(或人)Daniel Defoe 丹尼尔�6�1笛福(英国作家)Salisbury n. 索尔兹伯里(英国城市) foot n.([复]feet) (长度单位)英尺Christchurch n.克赖斯特彻奇(英国城市)employ vt.雇用;利用namely adv.即;那就是 sheet n.被单;床单;薄板grain n.谷物;谷类植物westwards adv.向西approach vt.向……靠近;接近;与……打 交道;着手处理(问题等) n.靠近;接近;入门;途径; (处理问题的)方法historical adj.历史的;有关历史的; 按年代顺序的the BBC World Service 英国广播公司全球服务council n.委员 会;(商谈、讨论、顾问等) 会议;社团
人教版初二英语上册unit3教案
2013年秋新目标八年级英语上册全册全套教案，共103页Go for it! Unit 1 How often do you exercise ?第一课时一、教学目标：1、目标语言重点词汇：1,want somebody to do 2. be good for healthy eating habit to do or three times a week 6. help somebody < to> do after my health good grades better same as 11. kind of unhealthy 重点句型：-含有以上词组的11句子。综合能力：能阅读介绍饮食习惯方面的文章2、情感渗透 学会养成良好的生活习惯和饮食习惯，从而合理安排自己的各项工作，享受丰富多彩的校园生活。二、教学准备：教师准备：1， 设计课后巩固练习的幻灯片,2部分有关事务的幻灯片3录音机和磁带。 学生准备收集自己和他人生活习惯的信息： 查找更多食物的英语名称。 预习导航:：1、 听单词录音，熟记Section A的新单词，并制作单图片。2、完成1a，列出图中物品的英语单词，并识记新单词。3、读1a、1c中的对话，区别My name’s Jenny.和I’m 、找出并区别I you my your his her。三、教学过程：1. 预习导学或自测1) 很少/几乎不曾_______________2) surf the lnternet _______________3) 大部分学生__________________ 4) as for ________________________ 5) 一周两次_______________________ 6) be good for ________________________ 7) 照顾___________________________ 8) eating habits ______________________ 9) 六到八次_______________________ 10) try to do sth ___________________ Step1. and answer in pairs like do you do on weekends/、、、/I often exercise How often do you exercise ?. I exercise five times a week.(设计说明)先有老师示范对话，询问学生周末日常活动，然后两人一组自由对话，利用图片进行。为新课学习作好铺垫。 ，要求学生将单词和字母对应，完成1a任务,2，引导学生进行1B的pair work 活动，自编对话完成1b中的学习内容。(设计说明)这里可巩固练习词组,want somebody to do.与 be good for并造句子。Step3：3．播放录音，要求学生完成2a的听力内容。4．再播放录音，要求学生完成2b的听力内容，并将此词填在合适的位置。(设计说明)通过听力训练，使学生学会听关键词和推测词意的能力,并理解目标语言。5．引导学生进行2c的Pair work活动，自编对话，完成2c中的学习内容。6．引导学生阅读3a的短文，要求学生回答设计的问题，完成3a的内容引导学。合作探究 课文解析. 3a1) pretty表示“十分”作副词用，我们以前学过quite和very也有这种意思。其中它们的程度由浅入深为quite→pretty→very. 相当健康： 2)I exercise every day, usually when I come home from School.我每天锻炼身体， 3) eating habits： 4) try to do sth意为 eg：他尽力通过考试： 5) Of course.： 6) So you see, I look after my health. 所以你看，我很在意我的健康。look after 意为 eg：Can you when I leave? 能帮我照顾一下孩子吗？ look还可以和许多词搭配，但意思不一样。（1） look at eg：Please look at the blackboard. （2） look for eg：我在找我的笔 （3） look like eg::你爸爸长什么样？ 4） Good food and exercise 好的饮食和锻炼帮助我学得更好。 5）帮助某人做某事 6) be good for 7）be good at =do well in 8）be good to sb. 9) 和…相同 与……不同 不同: (n.)difference are many (不同点)between the two pictures. 10) although虽然，尽管,引导让步状语从句，与 同义，但不能与 同时出现在一个复合句中，可与still, yet同用。11) 保持健康： = be in good health =keep/ be healthy4．拓展创新 注意sometimes与几个形似的词的区别。A. sometime是副词，意为“在某个时候”，“某时” B. sometimes:有时候是副词。 C. some time是名词词组，意为“一段时间”，做时间状语用 times是名词词组，意为“几次，几倍”。eg：（1）I met him in the street last month.(2) Will you come again next week?(3) I will stay here for 5．引导学生阅读3b的短文，填单词，完成3b的内容。1要求学生写一篇短文，谈一谈自己的生活和饮食习惯。2．要求学生口头谈一谈父亲或母亲的生活和饮食习惯。3，引导学生做调查，完成下列任务。Activities frequencya. go to the moviesb. watch TVc. shopd. to music(设计说明)循序渐进学习目标语言Step10. Do some exercises. 综合能力训练P9自主学习 Step11. Summing-upStress the important phrases and sentences in this . Homework介绍你自己：四、教学反思：学后反思：今天我学会了＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿我还不明白的是：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿教后反思：＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿＿Unit 1 How often do you exercise？第二课时Section B一、教师寄语 A bold attempt is half success.（勇敢的尝试是成功的一半）二、学习目标知识目标：Words: milk, junk food, health, unhealthy, habit, exercise, most, result, try, different maybe, although, Phrases: junk food, as for, on weekends, no students, try to do, look after, kind of Sentences: my mother wants me to drink says it’s good for my health try to eat a lot of her lifestyle the same as yours or different?能力目标: 学会谈论饮食习惯。能了解哪些饮食习惯是健康的。能阅读介绍饮食习惯方面的文章。学会养成良好的生活习惯和饮食习惯。情感目标: 培养学生的逻辑表述能力，激发学生的积极思维，并使学生互相了解，增进友谊， 加强人际交往，以形成良好的人际关系。三、教学重、难点 区分How many /how much, health/healthy, different/difference四、学习过程Step1. Free talk 同桌练习How often do you ……?及其回答Step 2． about the pictures. Practice the key words.完成1a 2. Pairwork Ask the Ss to show their works and perform it. Step 3．Listening 完成2a,2b Check the answers Step 4.合作探究 课文解析. 3a 3b up and Lead in: Say something about your eating habitsTalk about their eating habits. 2. Play the recorder. Listen and read 3a 3. Answer the questions .Try to answer these questions 4. Ask the Ss to sum up the language points Sum up the language points Textbook5. Read and finish 3b Complete the article 讲解：. 漂亮的，美丽的 adv.很，相当2. when:conj. 当…的时候. 引导时间状语从句3. eating habits饮食习惯4. try to do sth.尽力做/努力做…. Try doing sth.试图做….5. look after 照顾=take care of ，关注，注重6. get good grades:得到好的成绩7. help sb. (to) do . the same as和…相同 9. different (adj.)- (n.)difference good –better-best10. although虽然，尽管,引导让步状语从句，与though同义，但不能与but 同 时出现在一个复合句中，可与still, yet同用。11. maybe:或许，大概,常放在句首Step 5. 梳理归纳 Section B 词组归纳：1) be good for 对什么有益 2) be bad for对什么有害3) want to do sth 想做某事 4) want sb to do sth想某人做某事4) 5)try to do sth 尽量做某事 6) come home from school放学回家7) of course = certainly = sure当然 8）get good grades取得好成绩9) some advice 10）hardly=not nearly / almost not几乎不11) keep/be in good health保持健康 12）pretty healthy 相当健康13) my eating habits 我的饮食习惯 14）drink milk 喝牛奶15)so you see 正如你所看到的 16）look after 照顾17)my healthy lifestyle 我的健康饮食习惯 18）help sth 帮助某人做某事19)the same as 和….一样 20）be different from 与….不同Step 6．达标检测 根据汉语意思完成下列各句，每空一词。1. 做眼保健操对你的眼睛有好处。 Doing eye exercises _______ _______ _______ your . 我们尽量准时到达那里。 We _______ _______ get there on . 散步有助于保持健康。 Walking helps to keep ______ _______ . —你多长时间看一次电影？ —我一个星期看两次。 — ______ _______ do you watch TV? — I watch TV twice a . 每天运动对我们的健康有好处。 It’s good for our health ______ _______ every . 完成综训section BStep8. 课后反思我的收获： 我的不足： 我的疑问： Unit 1 How often do you exercise？第三课时一、学习目标知识目标：本单元重点词组句型1.语言结构 What do you usually do on weekends? I usually play soccer. How often do you shop? I shop once a .掌握表示时间频度的词汇:always usually often sometimes hardly never能力目标: 学会谈论饮食习惯。学会养成良好的生活习惯和饮食习惯。情感目标: 培养学生的逻辑表述能力，写作能力二、语言功能 Talk about how often you do things.三、教学重、难点教学重点 掌握What do …? 和How often…?的句型。教学难点 辨析：always usually often sometimes hardly never四、学习过程Step1. 同桌互查本单元重点单词短语Step2.完成Part1 in the blanks on their own . check the your own sentences with the words .Step3. Write about your own habits1 .Write about your own habits Listen and write 2. Move around the room and give support as needed .Write the article 3 .Ask Ss to discuss in groups 4 .Choose a leader to make a report Give report Step4 完成part2Think of a famous what his or her lifestyle is about him or to use some of the words in the everyday usually three times a week sometimes once a week always once a week hardly ever neverStep5．达标检测 根据句意填词. o_________ do you come to school late? . Farmers milk some m _________from . J________ food isn’t good for your health. 4. Do you have a healthy lifestyle if you e_____every day?5. I eat fruit three t_________ a . Does he drink juice every morning? No, hardly . Here is a program, you may find out the . We are in Class 1, G_________ . My father is very busy. He only plays basketball o____a . I can’t do it by myself. Can you h_________ me?单选 didn’t go to the park with my classmates, because my mother asked me to ____ my little sister at home.（吉林省） A. look after B. look at C. look for D. look you speak a little louder? I can _____ hear you. A. hard B. really C. hardly D. clearly3．.—______ do you have an English party? —Once a month.（北京） A. How old B. How far C. How often D. How apple a day is good ______ your health.（南通） A. at B. for C. in D. withStep6课后反思我的收获： 我的不足： 我的疑问：
教学准备
教学目标
Learning aims:
1:Knowing the structure of the application letter and useful sentences, and having the ability of writing one in limited time.
(能写出申请信的篇章结构和常用句型，并在限定时间内完成申请信的写作)
2：Bing capable of self-evaluating and partner-evaluating.
(能对书面表达进行自评和互评)
教学重难点
Learning aims:
1:Knowing the structure of the application letter and useful sentences, and having the ability of writing one in limited time.
(能写出申请信的篇章结构和常用句型，并在限定时间内完成申请信的写作)
2：Bing capable of self-evaluating and partner-evaluating.
(能对书面表达进行自评和互评)
教学过程
A Letter of Application
Dear Happy Camp Team,
Your Happy Camp (快乐大本营) programm interests us very much, so I am writing in the hope that we can have the opportunity to hold our own in our are confident to hold such an event succesfully. The reasons come as follows:
First of all, our students are very creative and talented, who have many excellent ideas to spread. What is more , we have enough advanced equipment and plenty of fund which can meet the demands of the event. In addition , we have already organized a club consisting of 20 passion members, and they have rich experience in running such an activity.
We would appreciate it if you could consider my there is any question , please don’t hesitate to contact me. I am looking forward to your early reply.
Sincerely yours,
Chen wang
Useful sentences and structures:
apply v申请(n. applicant) position职位 qualified合格的 vacancy空缺 recommend推荐 candidate候选人 interview面试 contact联系，接触 advertise广告 qualification资格 secretary秘书 student’s union学生会 consider consideration考虑 favorable 有利的 reply 回复，答复
I am extremely pleased to see …
I am confident that I am suitable for …
I am writing this letter to recommend myself as …
There is no doubt that + 主语 + 谓语
The reasons are listed as follows.
The reson why … is that …
An advantage of … is that …
If you need to know any more about me , please contact me at …
I shall be much honored if you will offer me the opportunity to …
Thanks for considering my application and I am looking forward to your earlist reply.
Task 2: Finish the the composition in 15 minutes.
?对此活动的认识(如对本人、学习及社会的益处等)
?个人优势(如性格、独立生活能力、语言能力等)
?你的计划(如怎样进行辅导等)
注意：
1.词数不少于100;
2.可适当加入细节，以使内容充实、行文连贯;
3.信的开头和结尾已给出，不计入总词数。
参考词汇：晨曦希望小学Chenxi Hope School
Task3: self-evaluation (自我评价 )
Please evaluate your article according to the following tips:(自查方向点)
1. Check whether your article covers all the points.(检查是否要点全面)
2. Check the consistency of the tense and the voice.(检查时态和语态)
3. Check the subject-verb agreement.(检查主谓一致)
4. Check the punctuation marks.(检查标点运用)
Task4: partner-evaluation (小组评价 )
Please evaluate your partner’s article according to the following tips:(按照以下要点批改同学的作文)
1. Check whether the article covers all the whether the structure is completely organized.(检查是否要点全面,组织严密)
2. Please draw wave lines under beautiful sentences and words.(好句子下划线)
3. Find out the mistakes and correct them.(找错并改正)
4. Check whether the handwriting is clean and tidy.(检查书写情况)
III：评测练习
假设你是李华，你的美国笔友Peter曾表示希望来中国教书。你校现需招聘外教，请给他写封信，告知招聘信息。内容主要包括：
1.教授课程：英语口语、英语写作、今日美国、今日英国等
2.授课对象：高中生(至少三年英语基础)
3.工作量：
——每周12学时，任选三门课
——担任学生英语俱乐部或英语校报顾问(advisor)
注意：
1.词数100左右;
2.可以适当增加细节，以使行文连贯;
3.开头语和结尾已为你写好，但不计入总词数。
Learning aims: the usages of the past participle as the Attribute, Predictive and the object complement(过去分词充当定语、表语、宾语不足语)and use them freely
2. Improve ability of making a thorough and anylasing.
Learning important and difficult points:
and use the past participle as the Attribute, Predictive and the object complement(过去分词充当定语、表语、宾语不足语) freely.
out the differences between the past participle and the present participle as the Attribute, Predictive and the object complement(过去分词充当定语、表语、宾语不足语)
Learning methods: Make a thorough enquiry before class,during class,and work with Ss-Ss, Ss-alone, Ss-T(三探一练四步教学法)
Learning procedures:
Enquiry I:
Make a thorough enquiry before class. Try to finish the work of(SB P23-24 Discovering useful structures)and answer them one by one. during the class.
EnquiryII:
Make a thorough enquiry during class.(Ss-Ss.)
【例证分析】
一 作用与用法:
过分(表示和被动的动作) 是有形容词.副词的作用,在句中可以用作定语,表语,宾语补足语和状语.
1.定语: 过分做定语,表示分词的动作与所修饰的名词之间存在被动关系,单一的确过去分词做定语一般放在被修饰的名词之前,过去分词短语作定语放在被修饰的名词之后,过去分词及过去分词短语作定语均可以转换为一个定语从句.
The broken window (=The window which was broken) will be replaced soon.
破损的窗户很快就会被换掉.
The books bought yesterday (=which were bought yesterday) are of high quality.
昨天买的书确实很不错.
过去分词和与其相关的名词、代词之间构成一种"动宾关系"，即"被动态"。过去分词作定语，主要说明"业已完成的动作"或是"一个在以前某个未知时间发生的动作" 。单个过去分词作定语，分词一般说来写在被修饰的名词、代词之前;分词短语作定语时，分词放在被修饰词之后。
(1)表示情绪的过去分词作定语：
--She threw me a quick, frightened glance.他迅速而惊恐地看了我一眼。
--His face wore a puzzled expression.他脸上有一种困惑的表情。
--He had a pleased look on his face.他脸上现出高兴的神情。
--We can hear his excited voice.我们可以听到他激动的声音。
----The inspired soldier soon calmed down. 那个受到鼓舞的士兵很快就平静下来了。
--The frightened girl sat in the corner quietly. 那位吓得惊慌的姑娘一声不响地坐在角落里。
--Tom gave a satisfied smile.汤姆满意地笑了笑。
--There is a worried boy in the corner of the street.在街道拐角有一个焦急的男孩。
这类动词有：
amaze,embarrass,interest,excite,disappoint,encourage,move,surprise,astonish,delight,frighten,inspire,please,puzzle,terrify,shock,satisfy,worry,confuse, amuse, tire等。这些动词构成的过去分词实际上已经成了形容词，它们常常用来修饰人。
(2)其它常见的过去分词作定语：
guided missle导弹 armed forces武装力量
cooked food熟食 boiled water开水
frozen food冷冻食品 canned food罐头食品
fried eggs煎鸡蛋 smoked fish 熏鱼
finished products成品 dried fruit果干
required courses必修课 printed matter印刷品
written English书面英语 mixed feelings混杂情绪
(3)表示完成的过去分词作定语：
faded flowers萎谢的花 fallen leaves落叶
escaped prisoners逃犯 deceased wife亡妻
departed friends离去的朋友
a retired professor退休的教授
new arrived visitors新到的客人
a dated map过时的地图
(4)过去分词短语作定语放在所修饰词之后，作用相当于一个定语从句：
--They reduced the number of animals used in experiments.
他们减少了用于试验的动物数量。
--What’s the language spoken in that country?那个国家讲的是什么语言?
--Is there anything planned for tonight?今晚有什么活动吗?
--They are problems left over by history?他们是历史遗留下来的问题。
--Suddenly there appeared a young woman dressed in green.
突然出现一个穿绿衣服的青年女子。
2.表语: 过去分词作表语,表示主语的状态且该状语通常是由外界因素引起的,这时过去分词可以被看作一个形容词,是形容词化的过去分词.
I'm interested in reading novels, written by Jin Yong. 我对金庸的小说很感兴趣.
常见的还有: be surprised, be astonished, be amazed, be moved, be exhausted, be worried, be devoted, be pleased, be inspired, be encouraged, be excited, be delighted, be satisfied, be scared, be frightened, be disappointed
3.宾语补足语 作宾语补足语的过去分词一般是及物动此,和宾语有逻辑主谓关系,可以带过去分词作宾语补足语的动词有:
a. see, hear, watch, feel, find, observe, notice, look at, listen to 表示感觉和心理状态的动词
b. make, get, have, leave 表示"致使"意义的动词
c. like, want, wish, order表示希望,要求等意义的动词
He won't like such questions discussed at the meeting.
他不想让这样的问题在会上讨论
EnquiryIII:
Make a thorough enquiry between Ss and teacher.
【合作探究】
二.现在分词与过去分词的区别:
1.定语: 现在分词作定语常表示"动作正在进行", 此时或当时的状态等; 过去分词则常表示"动作发生在谓语动词的动作前"等;被修饰的名词一般是现在分词的逻辑主语,是过去分词的逻辑宾语. 如:
I know the man standing there. 我认识站在那儿的那个人.
Is there anything planned for tonight? 今晚有什么活动吗?
2.表语: 现在分词作表语,具有主动的含义,意味着"起这种作用"; 而过去分词作表语,具有主动的含义，意味着“起这种作用”;而过去分词作表语具有被动含义，意味着“受这种影响”。如：
The work was tiring. 这项工作挺累人的。
The workers were soon tired. 工人们很快就感到累了。
注意：作表语的过去分词表示状态，构成被动语态的过去分词表示动作：
The book is well written.(表语)
The book was written by a soldier.(被动语态)
【实战演练】
managers discussed the plan that they would like to see ____ the next year.
A. carry out B. carrying out C. carried out D. to carry out
【解析】此考题的主句是：The managers discussed the plan检测点在其后的定语从句中，在这个定语从句里，they是其主语，would like to see 是其复合谓语，that修饰的是先行词the plan，同时that也是see的宾语，the plan是被执行的，被实施的，只有过去分词可以表示被动，所以C项的carried out 是正确答案。
2. The computer center, ______ last year, is very popular among the students.
A. open opened D. opened
【解析】该题的考察目标为过去分词作定语的用法。句子中computer center与open之间为被动关系。此外open作及物动词时意思为“打开，开张，开办，开设”，强调动作，不侧重状态，鼓不用形容词性的open。B、C为现在分词，不符合题意。据此判定正确答案应为D。
EnquiryIV: Summary and do some sychronous exercises.
V: Homework
the the usages of the past participle as the Attribute, Predictive and the object complement(过去分词充当定语、表语、宾语不足语)
the whole, and prepare the test of the unit.
教案是 八年级 英语教师日常备课的产物,其代表着教师对课堂的假设与预想,教案设计的好坏是决定教师课堂教学效果的重要因素之一。以下是我为大家整理的新人教版八年级上册英语的教案，希望你们喜欢。 新人教版八年级上册英语教案(一) Unit4 What’s the best theater? (Period 1形容词和副词的最高级) 一、 教学目标 1. 知识目标：形容词和副词的最高级的意义和用法 2. 能力目标：通过个人活动与小组活动，使学生熟练掌握形容词和副词的最高级用法。 3. 情感目标：通过自主学习和合作学习，使学生形成 学习英语 语法的兴趣，并获得一定的学习成就感。 二、教学重点、难点： 形容词和副词的最高级用法。 新人教版八年级上册英语教案(二) 教学流程(Teaching process) Step1：让学生观察三个苹果，引导学生描述这三个苹果。 This apple is big. This apple is bigger than that one. This apple is the biggest of all.. Step2:[利用课件] 总结 The Superlative forms of Adjectives and Adverbs (重点为Adjectives)。 1、This apple is the biggest of all (big) 2、This computer is the most expensive of all. (expensive) 3、 The weather is the worst. (bad) 4、This car is the best of the three.(good) 5、Blue Moon Cinema is the closest to my home.(close) 6、Red star Cinema is the cheapest. (cheap) 7、Super Cinema is the most popular.(popular) 8、Blue Moon Cinema has the most comfortable seats.(comfortable) Step3:归纳形容词最高级变化规律(副词的变化随后会触类旁通) ①原级 ②原级 ③原级 ④原级 tall large big outgoing calm late thin beautiful short fine fat difficult wild nice hot athletic quiet serious small interesting high important popular Step4用最高级描述班级之最： eg1:Wen Gang is the tallest and Wang Fei is the nicest . eg2: Li Ping studies best and Pan Fei runs fastest. Step5:(小组协作)运用动画图片描述中国之最和世界之最： The Chang jiang River(the longest ),Qumulangma(the highest ).Taiwan Island.( the biggest ), Xing Jiang province(the largest population). 小结： 作业布置： 用最高级描述你的家人之最。 新人教版八年级上册英语教案(三) 板书设计： 1、This apple is the biggest of all (big) 2、This computer is the most expensive of all. (expensive) 3、The weather is the worst. (bad) 4、This car is the best of the three.(good) 5、Blue Moon Cinema is the closest to my home.(close) 6、Red star Cinema is the cheapest. (cheap) 7、Super Cinema is the most popular.(popular)
