环球英语worldlink第二册第三单元教案
英语(人教大纲)第二册上：Unit3 Art and architecture(备课资料) 教案
Reference for TeachingI．异域风情THE GREAT PYRAMIDThe kings of ancient Egypt were very rich. They planned strong tombs to keep their bodies of the dead. These tombs kept the bodies safe. They also held the treasures of the dead.Over the tombs, the kings built huge stone pyramids. There are about eighty known pyramids in Egypt. The Great Pyramid is the largest of all. It was built by a king called Khufu. The Great Pyramid stands on the west bank of the Nile River not far from Cairo. In fact, all the pyramids are on the west bank of the Nile. There is a reason for this. The sun rises in the east, and sets in the west. The ancient Egyptians compared the rising of the sun with the beginning of life and the setting of the sun with the end of life. They compared day to life and night to death. This is why they buried their dead on the west bank of the Nile.It's very hard to realize just how big the Great Pyramid is. It has over 2 300 000 blocks of solid stone. These huge stone blocks weigh an average of two and a half tons each, as much as a small car. Some even weigh fifteen tons. Without machinery, the ancient Egyptians cut and moved and lifted each of these stones. The blocks came from the east bank of the Nile. Slaves took them across the Nile in boats at flood time. It took more than 100 000 slaves twenty years to build the Great Pyramid.The Great Pyramid is over 450 feet high today, and it was once higher. Its base covers thirteen acres. Each of the sides of the pyramid is 755 feet long, or about as long as two city blocks. It takes about twenty minutes to walk all the way around the pyramid.Every king wanted his tomb to be the finest. But Khufu outdid them all. The surface of his pyramid used to shine with smooth white limestone, and its top came to a sharp point. Inside, the body of Khufu rested in a great stone coffin. His body was preserved to last forever, and about him lay many treasures.Now after many years, weather has worn away the shining surface, and men have taken some of the huge stones to build other: things. Thieves have stolen the treasures, and they have even stolen the body of Khufu himself.Today, the sides of the Great Pyramid are no longer smooth and white. The lime- stone is gone. The huge stones are exposed and you can climb them, like steps, to the top. When you have reached the top, you can see miles around you. You can see the smaller Pyramids and the Sphinx, the great stone statue of the lion with a human head．To the west．you can see the Libyan Desert；to the east，you can see the green Nile Valley and the modern city of Cairo．Ⅱ．知识归纳1．remind用法归纳A.作“提醒”讲(1)remind sb．to do sth．e．g．Please remind me to call him back．请提醒我给他回电话。
2019统编人教版高中英语必修第二册unit 3《The internet》全单元教案教学设计
【2019统编版】人教版高中英语必修第二册Unit 3《The internet》全单元备课教案教学设计Unit 3 The InternetListening and Speaking【教学目标】1. Guide students to understand the content of listening texts in terms of listening for definitions.2. Cultivate students’ ability to define words and understand an investigation interview.3. Instruct students to use functional sentences of the dialogue such as “how much time do you spend online every day? What do you usually do online? and so on to maintain the conversation appropriately.4. Enable students to naturally use the functional and notional items of this unit to express their guess, expectation or belief.【教学重难点】1. Cultivate students’ listening strategies by learning ways to define new words.2. Enable students to naturally use the functional and notional items of this unit to express their guess, expectation or belief.【教学过程】Part 1: Listening and SpeakingStep 1: Lead inThe teacher is advised to talk with the meaning of the sentence in the opening pageBoys and girls, before our listening, let’s work in pairs and discuss:The internet is becoming the town square for the global village of tomorrow.How do you understand the sentence?Have the Ss discuss and share their view.(It means the Internet has made the world closer together; we can interact on the Internet just like meeting at the square.)Step 2: Warming upAfter their small talk, the teacher can ask students to talk about their online habits:What do you usually do when you are online?•write a blog post•use a search engine•Chat online•Watch Stream movies and musicStep 3: Sam is doing a survey on online habits. He is now talking to his schoolmates Anna Paul, and Joe. Listen to the conversation and complete the following tasks.Step 4: Activity 3 & 41. Then, play the tape again. And after finishing listening, the students need to solve the following tasks.Fill in the blanks to complete the sentences.1) A blog an online diary where you write about something you’re interested ___________, I like basketball, so I write a lot on my blog about my favorite team.2) I stream videos and music_________, I watch videos and listen to music online.3) A search engine _______________ that helps you find what you’re looking for.Then check the answers with partners.2. Look at Activity 3 again. How are the words in italics defined? Write them in the correct brackets. Pay attention the listening tips.A. Use simpler words. ( )B. Use an example. ( )C. Compare to something.( )Step 5: Speaking ProjectWork in pairs or groups and role play a conversation.Take turns to ask each other about your online habits.A: How much time do you spend online every day?B: Oh, it’s hard to say. Sometimes I’m too busy to go online. Sometimes I spend more than four hours online. How about you?A: It depends. I’d say from half an hour to three hours.B: What do you usually do online?A: I listen to music, stream videos, or look up information. And you?B: Lots of things. I especially like to chat with my friends and family. By the way, what’s your favorite app?A: Well, English fun dubbing.B: Why do you like it?A: There are lots of streams and I can dub interesting English movie clips so I can learn English in a fun way.B: Sounds amazing. I certainly will try it.A: Ok, let me teach you how to download the app.B: Thanks a lot.Part 2. Listening and TalkingStep1：Listen to the tape, and then ask the students to solve the following tasks.Choose the best app.Laura and Xiao Bo are talking about apps. Listen to their conversation and find out what apps they want.Xiao Bo is looking for a(n) ____________app to help him get in shape.Laura would like an app for getting__________ and another that will make her _____________better.Step2: Listen again. Are the sentences true T or false F?1. Both of Xiao Bo’s apps keep track of the steps he takes._____2. Xiao Bo’s second app can help him make a fitness plan._____3. Laura needs an app that will help her get discounts.______4. Laura needs an app that will add money to her bank account._______Step 3: Get the Ss to listen once more and tick the sentence they hear. Underline the words used to express predictions, guesses, and beliefs. Then check the answers.Predictions, Guesses, and Beliefs________It might help me walk more.________My guess is that it wouldn’t work.________I imagine this app would help me get fit faster________I suppose that would be good.________I guess you could save a little with this app.________I suppose there would be some problems, too.________I believe this app could help me get thinner.Step 4: Speaking ProjectLook at the description of some apps. Then role-play the conversation. Which app do you think would be more popular or useful? Have the Ss discuss and shareA: I imagine that TV Me would be more popular. Everyone watches TV and I think lots of people imagine themselves as actors in the TV shows, so putting the two together would be great. What do you think?B: My guess would be Hear It First because it’s both interesting and useful. You could find out more about the stones you like and make sure that you don’t miss anything important. I believe both the young and old would like it.Unit 3 The InternetReading and Thinking【教学目标与核心素养】1. Instruct students to talk about how to use the Internet appropriately.2. Encourage students to combine their own life experience of using the Internet and link the text with their real life.3. Stimulate students to enhance reading skills by using the mind map.4. Encourage students to contribute their own strength, help the people around to explore the virtual world online, and experience the magic of the Internet.【教学重难点】1. Enable the Ss to talk about the related topic.2. Guide the Ss to summarize the main idea of each paragraph as well as the main idea of the text.3. Help Ss learn some basic reading skills, such as prediction, summary and so on.【教学过程】Step 1: Warming up and predictionRead the title and try to guess what the text will be about?Some changes caused by the Internet.Step 2: Skimming for general ideas1. What’s the main idea of the passage?A. Jan developed a serious illness.B. Jan decided to start an IT club.C. Jan started a charity website.D. Jan’s life has been changed by the Internet.2. Jan’s attitude to the Internet is ______.A. negativeB. neutralC. gratefulD. not mentioned3. What’s the purpose of the author by referring to the 59-year-old man and the 61-year-old woman?A. To introduce two old people.B. To explain how to apply for jobs online.C. To prove they are successful.D. To give two examples helped by Jan’s club.Step 3: Scanning for detailsRead the passage quickly to solve the following questions.Read the text and answer the questions.1 .Why did Jan quit her job?2 .How did the people in the online community help her?3. Why did she start the IT club?4. What is the “digital divide”?5 .What’s Jan’s next goal?6 .What can we learn from her experiences?Step4: Careful reading for main ideas of each paragraph.Read carefully and figure out the main idea of each paragraph.Paragraph 1. People’s lives have been changed by online communities and social networks.Paragraph 2. Jan developed a serious illness which made her stuck at home, but surfing the Internet can remove the distance between people.Paragraph 3. Jan decided to start an IT club to teach old people how to use computers and the Internet.Paragraph 4. Jan has started taking online classes to learn more about how to use the Internet to make society better.Paragraph 5. Jan’s life has been greatly improved by the Internet.Step 5: Speaking ProjectCritical thinking:(1)How do you arrange your time spent on study and the Internet? Is itreasonable?(2)What are your online activities? Are they safe?Have the Ss discuss and practice speaking then.Step 6 Homework:Review what we have learned and find out the key language points in the text.Unit 3 The InternetDiscovering Useful Structure【教学目标】1. Guide students to review the basic usages of the Present Perfect Passive V oice.2. Lead students to learn to use some special cases concerning the Present Perfect Passive V oice flexibly.2. Enable students to use the basic phrases structures flexibly.3. Strengthen students’ great interest in grammar learning.【教学重难点】1. Help students to appreciate the function of the Present Perfect Passive V oice ina sentence.2. Instruct students to write essays using the proper the Present Perfect Passive V oice.【教学过程】Step 1: Reviewing引导学生观察下列句子特点，总结共同点。
统编人教版高中必修第二册《Unit 3 The internet》名师精品教案教学设计
Section ⅣListening and Talking & Reading for Writing重点单词写作词汇1．function_['fʌnkʃn] n．功能；作用；机能v i．起作用；正常工作；运转2．confirm_[kən'fɜː(r)m] v t．确认；使确信3．button ['bʌtn] n．按钮；纽扣4．file [faIl] n．文件；文件夹；档案5．discount ['dIskaʊnt] n．折扣v t．打折6．account [ə'kaʊnt] n．账户；描述7．target_['tɑːɡIt] n．目标；对象；靶子v t．把……作为攻击目标8．false [fɔːls] adj．假的；错误的9．upset [ʌp'set] adj．心烦的；苦恼的；沮丧的v t．(upset, upset)使烦恼；使生气；搅乱10．author ['ɔːθə(r)] n．作者；作家11．tip [tIp] n．忠告；诀窍；实用的提示12．familiar [fə'mIliə(r)] adj．熟悉；熟知13．case [keIs] n．盒；箱；情况；案件拓展词汇14．press [pres] v t．按，压；敦促→pressure n．压力15．privacy ['prIvəsi；NAmE'praIv-] n．隐私；私密→private adj．秘密的16．rude [ruːd] adj．粗鲁的；无礼的→rudeness n．无礼，粗鲁17．particular [pə'tIkjələ(r)] adj．特定的；特别的；讲究的→particularly ad v．特别地18．embarrassing [Im'bærəsIŋ] adj．让人难堪(尴尬；害羞)的→embarrass v t．使局促不安→embarrassed adj．尴尬的；陷入困境的阅读词汇19．battery ['bætri] n．电池20．click [klIk] v t．& v i．点击21．theft [θeft] n．偷(窃)；盗窃罪22．troll [trɒl；trəʊl] n．发挑衅帖子的人；恶意挑衅的帖子23．cyberbully ['saIbəbʊli] n．网霸v t．& v i．网络欺凌24．guideline ['ɡaIdlaIn] n．准则；指导原则25．define [dI'faIn] v t．给……下定义；界定；解释26．the World Wide Web 万维网；环球信息网重点短语1．in_shape状况良好2．keep_track_of 掌握……的最新消息；了解……的动态3．give_out 发出，公布4．make_trouble 制造麻烦5．make_fun_of取笑；戏弄6．be_familiar_with 对……熟悉7．keep(．．．)_in_mind 牢记8．build_up 建立重点句型1.keep sb. done使某人被……：This app keeps_you_updated_on_all_your_favourite_topics(让你更新所有你喜欢的话题)．2.the＋比较级，the＋比较级：However, the_more_polite_you_are(你越有礼貌), the less likely it is you will be attacked．Read the text on Page 32 and then choose the best answer.1．What’s the main idea of the blog post?A．A bad experience on the Internet．B．Some advice on how to make comments on the Internet．C．Some tips on how to become a good blogger．D．Some tips on how to surf the Internet safely．2．Who are the online troublemakers the blog post mentions?A．A person who often uses false name．B．A person who posts comments or questions so as to make trouble online．C．A person who often uses the Internet to be rude to others．D．All of them．3．What does the writer tell the reader in Paragraph 1?A．Definition of online safety．B．The writer’s knowledge of the Internet．C．How to avoid the bad experiences on the Internet．D．The topic of the post．答案：1－3.DDDconfirm v t.确认；使确信(经典佳句)My teacher’s encouragement confirms me in the belief that I will surely win the championship of Chinese Poetry Competition．老师的鼓励使我坚信，我一定能获得中国诗歌比赛的冠军。
环球英语worldlink第二册第三单元教案
10mins
10 mins
10mins
10mins
20 mins
10mins
10 mins
5 mins
Step 1Greeting&warm-up questions
Do you knowSherlockHolmes?
Do you like detective stories?
Step2Pre-listening
Confession招供
III.finish exercise on page 19
Commit a crime
Arrest a criminal
Have an alibi
Solve a crime/ case
1.The thief iscommittinga theft.
2.Knife and gun are weapons.
Accuse v. 指责，指控
Lie 说谎 lying
Suspect嫌疑犯
Crime犯罪Criminal罪犯
Arrest逮捕
Court–judge–trial法庭—法官—审判
Question问话alibi不在场证明
Confession招供
课 堂 教 学 安 排
教学过程
主 要 教 学 内 容 和 步 骤
Review the grammar tasks
课题序号
Unit3(2)
授课班级
物流10401，10402
授课课时
2
授课形式
Presentation&discussion
授课章节
名称
Copsand Criminals
使用教具
Blackboard, multi-media classroom
新编英语教程2(第三版)第3单元课件电子教案
新编英语教程（第三版）第二册
Unit 3 Pollution Control Lead-In LSP Dialogue Role-Play L&S Reading Writing Exercises
Waited on 24 hours a day by our fully automated crew while your captain and auto pilot try to chart a course for non-stopping entertainment, fine dining, and with our all-access hoverchairs, even Grandma can join the fun. There is no need to walk. The Axiom, putting the star in an executive star liner. BNL CEO: Because at BNL, space is the final fun-tier.
3) I intended to take part in the basketball match yesterday afternoon but I couldn’t because I had a bad fall yesterday morning. I would have liked to take part in the basketball match yesterday afternoon, but I had a bad fall yesterday morning.
这里用了双关的修辞手段一般我们认为太空是人类的frontier而bnl的总裁故意说成是funtier让人们相信太空是欢乐的边疆
新世纪英语教案第2册Unit Three
Unit ThreeWith What Do You Buy Your Money?教学目的（teaching objective）：Master the key words and structures, and lear n something about the role of money in life. The students can discuss in groups th eir opinions on money. They could tell others how important money is in their lives, and what they will do if they have lots of money.教学内容、课时安排及方法设计教学重点（key points）：教学难点（teaching difficulties）：1. Anything you can say about God, you can also say about money.2. I wish I had asked myself this question when I was much younger.教学方法（teaching method）：讲授法：通过教师分析讲解使学生掌握重点难点。
阅读指导法：给出阅读提纲，要求学生作好阅读笔记；实验法：主要应用于听力训练和课堂讨论；练习法：指导学生正确完成练习。
教学手段（teaching instrument）：课堂教学和多媒体教学相结合，使用听音设备进行听力训练。
教学过程（teaching procedures）：Lead In Activity; Study of the Text; Study of Words and Phrases; Study of Re ading Skills; Study of Practical Reading; Study of Practical Writing; Study of Practic al Listening;Topic: Life and MoneyThe first periodI. Lead In1. What do you think is most important in life? Why? Do you have other idea s about what makes life valuable?A. to become richB. to earn moneyC. to enjoy yourselfD. to make contributions to societyII. Read In1. With money, we can buy a lot of things we are longing for. But some p eople try too hard to earn money. Do you know with what they buy money?2. Background information:Directions: The teacher introduces the background information of the text.(1) GodGod is the one Supreme Being, the creator and ruler of the universe. It is said that God has a personal plan for each of us. His purpose in our lives can o nly be accomplished through Jesus Christ, the son of God. We can do something about both---by asking God to forgive our sins and forgiving others for their sins a gainst us.(2) MoneyMoney is an intermediary that serves as a medium of exchange, unit of accou nt, standard of deferred payment and a store of value. Money is one of the central topics studied in economics. There have been many historical arguments regarding the combination of these four functions, some arguing that they need more separation and that a single unit is insufficient to deal with them all. These arguments ar e covered in financial capital which is a more general and inclusive term for all liq uid instruments, whether or not they are a uniformly recognized tender.(3) Sunnyvale, California, has long been recognized as one of the best mana ged cities in the nation and in 1993 was acclaimed by the White House as a mod el for effective government at all levels.3. Topic related words and Phrases:Renminbi: Chinese currency (RMB)Euro:On 1 January 2002, euro notes and coins were introduced in the countri es of the euro area. The European Union consists of 15 member state.III. Study the New words and expressionsDirections:1) listen to the tape recording or ask the students to read the new words,2) correct the pronunciation, ask the students to read after the teacher.3) explain some usage of words and phrases and the methods of learning ne w words .The second and third periods:1. Study the text in detail :Directions:1) listen to the tape recording or ask students to read the text2) explain the text paragraph by paragraph.3) Language Points of the textPara. 1Two years ago, I gave my yearly talk（年度演讲）before the Applied Philosoph y Institute in Sunnyvale, California. The topic was “Money & God.” The audience [1] turnout [2]（听众出席人数）was excellent. Almost everyone had (have) some deep feelings（感触颇深）about money and God─taken separately or united in var ious [3] holy and unholy alliances [4]（邪恶联盟）.Q1. What does the author do every year at the Applied Philosophy Institute a ccording to the first paragraph?Q2. What was the topic of his talk two years ago?Q3. How did the audience feel about the topic “Money and God”?1. audience: the people listening to or watching a performance, speech, tel evision show, etc.e.g. The audience applauded loudly at the end of the concert.2. turnout: the number of people who attend a gatheringe.g. Despite hopes of a large turnout they were well pleased with the rally.3. various: different; of (many) different kindse.g. People of various backgrounds applied for the job.4. alliance: an agreement between countries or groups to work together fo r a purposee.g. The two countries entered into a defensive alliance with each other.Q1. He gives a talk there.Q2. It was “Money and God”.Q3. The whole audience had some deep feelings about money and God.Para. 2-5I struggled [5] to bring these two ultimate [6] subjects（两个关于人生终极目标的话题）together in the same breath[7]（相提并论）. One businessman wanted to mak e it simple. He said, “Money is God. Anything you can say about God, you can al so about money.”What do you mean?” I responded [8].“Well, think of the traditional [9] statem ents（传统说法）about God,” he said.“Okay. God is love. God is everywhere. God is infinite [10]. God is all powerf ul,” I remarked.Q1. What did the businessman think of money?5. struggle: fight; make great effortse.g. John struggled to control his temper.6. ultimate: final; basice.g. They‟re going to London first, but their ultimate destination is Rome.7. in the same breath: 同时e.g. You told me in the same breath that it was useless to investigate the ma tter and that you desired me to do it .8. respond: answer; reacte.g. They still haven‟t respond to your letter.9. traditional: belonging to the tradition of a country or group of peoplee.g. The dancers wore traditional Chinese costume.10. infinite: endless; without ende.g. She seems to have infinite patience with her students.Q1. He thought that money was God.Para. 6“That‟s it!” he said with delight [11]. “Money is love. Money is everywhere. Mo ney is infinite. Money is all powerful. People want to treat you as if they love you when have lots of money. Everywhere I go there is money ─ an ATM machine（自动取款机）or bank in every part of the world. Money is so powerful that we go to war（上战场）and give up our lives (one‟s life) for (money)（为金钱而丧命）it. And, since money is abstract [12], we can create [13] infinite mounts out of（从…中产生，从…中造出）it. Therefore Money is like God, Money is God.”Q1. What do you think of this businessman‟s attitude towards money?11. delight: a great pleasure and satisfaction; joye.g. She looked forward to the English evening with keen delight.12. abstract: based on general ideas rather than real things and eventse.g. A flower is beautiful, but beauty itself is abstract.13. create: cause (something new) to exist; produce (something new)e.g. His behavior created a bad impression.Q1. I think there is some sense in what he said. /I do not agree with him.Para. 7This businessman was serious. I could see that he was deeply（be）disturbed [13] by（被…所困扰）his position. He was admitting [14] an awesome truth（一个可怕的事实）that most people would not take seriously（熟视无睹）.Q1. What did the author think of the businessman‟s reply?Q2. Why did the author say the businessman was disturbed?14. disturb: 1) interrupt someone and stop them from working, thinking, sleepi ng, etc.2) make someone feel worried or upset3) change the usual or natural condition ofe.g. I do not wish to be disturbed in my work.He was disturbed to hear of your illness.He disturbed the papers on my desk.15. admit: 1) accept and agree unwillingly that something is true or right2) allow to enter or joine.g. He admitted taking these goods without paying for them.This ticket admits two people to the football match.Q1. He thought the businessman was serious in saying so.Q2. The businessman was revealing a truth which most people would avoid fa cing.Para. 8Afterwards an older white-bearded gentleman（白胡子老先生）came (come) up to [16]（走上前来）me and asked this question: “ With what do you buy your mon ey?” I looked at him, just to make sure [17] I understood what he said.Q1. What is old man‟s view on the relationship between money and life?Q2. Why do you think the author looked at the old white-bearded gentleman?16. come up to: 走上前来，走近；出现e.g. A beggar came up to us and asked for money.17. make sure: act so as to be certaine.g. He made sure that all the lights were off before he left the classroom.Q1. He thinks that one buys money with his or her life.Q2. Probably the author was a little puzzled.Para. 9-12Again he asked, “With what do you buy your money?”“I can only think of one good answer（合理的答案）.” I said, “I buy my money with my life.”“Right!” he said. “You might w in the game of life（成为生活中的胜者）. I wish I had asked myself this question when I was much younger. I worked for money fo r so many years, not realizing that I was trading (trade one‟s) life for [16] money （拿生命换取金钱）.”“Don‟t the bad guys always say, …Your money or your life?‟” I said.Q1. Why do you think the old gentleman said the author might win the game of life?Q2. How do you understand the phrase “to trade one‟s life for money”?Q3. How do you understand the sentence “Your money or your life”?18. trade …for: exchangee.g. The early settlers here trade their copper ware for corn.Q1. The old gentleman thought that the author might succeed in making mone y, but that was really at the expense of his life worth living.Q2. That means people make money at the cost of their lives.Q3. That means: Do you want your money or your life? You can only choose between the two. It is a threat often used by robbers, but here it means “ a wort hwhile life”.Para. 13This old had the clear eyes of a wisdom seeker（寻求智慧）, not those of a man (be) lost in the money game（迷失在金钱游戏中）. Perhaps, I thought half in j est（开玩笑）, he had put away [19] （储存，放好；放弃）a good sum (of money) （一大笔钱）for his retirement, and was living（live）well off [20]（衣食无忧）of it. Y et, most older people that I knew were still (be) obsessed with [21]（财迷心窍）mo ney even if they had enough. They had spent their youth (be) fixated on [22]（萦绕于）it; such lifetime habits（终身积习）cannot e easily dropped.Q1. What attitude do most people hold toward money and life?19. put away: save (money) for later usee.g. She put away her clothes in the dresser.20. live well off: 衣食无忧，过着富足的生活e.g. He earned a great sum of money and has lived well off of it since.21. be obsessed with: 迷恋于，财迷心窍e.g. As John grew older, he became obsessed with making money.22. fixated on: thinking, talking, etc. continuously about one particular thing, s o as not to give enough attention to anything elsee.g. He was fixated on fame and fortune, yet he failed in everything.Q1. Most people believe that money is important but it is not everything in lif e.Para. 14Ultimately, all of my investments start with how I use my time. Some say, “Ti me is money.” I say, “Life is the time we have, so use the time allotted [23] well （善于利用时间）. You may not have（no）any time to spare（没有时间可浪费）.” Imay spend so much time working for life and health insurance（健康保险）payment s, that I die earlier of stress-related disease（紧张劳累引起的疾病）. Such is life.Q1. What is the author‟s attitude towards life?Q2. Does money mean God or life to you? Why?23. allot: give as a share or set apart for a purposee.g. They allotted us three days to finish the task.Q1. In his opinion, life means the time people have and time should be spent in a meaningful way, but people usually spend so much time working for life and health insurance payments that they die earlier of stress-related diseases.Q2. To me, money is not God, nor is it life. It is just something we need in li fe. Life is much more important than money because a human being has it only o nce.fourth period:Directions: Review some phrases according to the text so that the teacher can know whether the students understand the text completely.Yearly talk 年度演讲audience 听众have some deep feelings about 感触颇深two ultimate subjects 两个关于人生终极目标的话题bring…together in the same breath 相提并论traditional statements 传统说法an ATM machine 自动取款机give up one‟s life for money为金钱而丧命abstract 抽象的be disturbed by 被…所困扰an awesome truth 可怕的事实not to take…seriously熟视无睹an older white-bearded gentlemen 白胡子老先生a good answer 合理的答案win the game of life 成为生活中的胜者trade one‟s life for money拿生命换取金钱a wisdom seeker 寻求智慧be lost in the money game 迷失在金钱游戏中a good sum of money 一大笔钱live well off 衣食无忧be obsessed with money 财迷心窍lifetime habits 终身积习have no time to spare 没有时间可浪费health insurance 健康保险stress-related diseases 紧张劳累引起的疾病use the time allotted well 善于利用时间2. Summary of the TextThe author was talking on the topic “Money and God” at the Applied Philosop hy Institute in Sunnyvale, California two years ago, as he did once every year. He was trying very hard to bring together the two vitally important subjects before the audience when a businessman said to him that money is God. The man further e xplained that like God, money brings love and is all powerful. Then an old man wh o seemed very wise asked the author a question about the relationship between lif e and money in a very unusual way. He suggested, as the author agreed, that life is more that just money-making and that life should be made meaningful. This is a conclusion people usually don‟t think seriously about and express in such a way.3. HomeworkDirections: Assign the students to do all the exercises.The fifth and sixth period:Exercises:Directions: Ask the students to do the exercises in class. The teacher will corr ect the mistakes and explain the important and difficult points.1. Focus on:2. work out:A: Read the text and then complete statements.B: Fill in the blanks with words and phrases from the Vocabulary Snapshot.C: Complete the sentences with the proper forms of the words given in blank s.D: Rearrange the words into sentencesE: Translate the Chinese into English.F: Make sentences according to the models of sentence structure.The seventh period:Grammar:Directions: The teacher explains the definition of the grammar, and then ask t he students to practice1) as与which引导定语从句时的区别。
大学英语第二册unit3教案
课程名称：大学英语第二册教材版本：新视野大学英语第二册（第三版）教学单元： Unit 3课时分配： 2课时教学目标：1. 知识目标：- 理解并掌握本单元的关键词汇和短语。
- 掌握本单元的语法点，如现在进行时和过去进行时。
- 了解本单元的文化背景知识。
2. 能力目标：- 能够运用所学词汇和语法进行听、说、读、写等活动。
- 能够进行简单的日常对话和描述。
3. 情感目标：- 培养学生对英语学习的兴趣和自信心。
- 增强学生的跨文化交际能力。
教学重点：1. 词汇：travel, journey, adventure, explore, discover, exciting, fascinating, exciting, fascinating。
2. 语法：现在进行时和过去进行时。
教学难点：1. 现在进行时和过去进行时的区别。
2. 如何运用所学词汇和语法进行听、说、读、写等活动。
教学过程：第一课时1. 导入：- 利用图片或视频展示与旅行相关的场景，激发学生的学习兴趣。
- 提问：你们喜欢旅行吗？为什么？2. 词汇教学：- 展示本单元的词汇列表，引导学生朗读并拼写。
- 通过例句和游戏等活动帮助学生记忆词汇。
3. 语法教学：- 介绍现在进行时和过去进行时的构成和用法。
- 通过例句和练习帮助学生理解和运用语法。
4. 阅读理解：- 学生阅读课文，完成阅读理解练习。
- 教师引导学生分析课文结构和内容。
5. 课堂活动：- 学生分组讨论：你最喜欢的旅行经历是什么？- 学生进行角色扮演，模拟旅行场景。
第二课时1. 复习：- 复习上节课的词汇和语法。
- 学生朗读课文，教师纠正发音。
2. 听力训练：- 学生听录音，完成听力练习。
- 教师讲解听力技巧。
3. 口语表达：- 学生分组进行口语练习，描述自己的旅行经历。
- 教师点评并给予指导。
4. 写作训练：- 学生根据本单元的主题，写一篇短文。
- 教师批改作文，并给予反馈。
5. 总结：- 教师对本节课的学习内容进行总结。
Module2Unit3的说课稿
Module2Unit3的说课稿Module 2 Unit 3的说课稿教学内容：3B Module 2 Unit 3 在我的家庭、朋友主题下认识宠物，阅读相关故事，学习以第一人称简单描述小动物。
教学目标知识目标：1．了解宠物的基本概念，阅读相关故事。
2．学习用第一人称简单描述自己的宠物。
3．尝试以老师提供的英语书信形式书面描述宠物。
技能目标：在阅读故事的同时掌握一定的阅读技巧。
即抓住描述对象的主要特征。
情感目标：激发热爱家庭和动物的感情。
教学思路：Pre-task：flash歌曲I love my family将学生带入学习主题，体验浓浓亲情。
通过对Danny家庭照片的简单描述复习family成员，引出宠物的概念，对孩子的宠物作一定的自由交流，积累相关的语言表达。
While-task：学习儿歌，让学生模仿基本的描述方法。
接着通过叙述引出小猫找妈妈的故事，在故事中穿插学习对三种小动物的描述，操练主要句型。
Post-task：任务完成分三步；先由学生进行自我阅读，接着在老师的指导下理出故事的主要内容，即各种小动物的特征描述，然后由学生根据提供的特征进行分组表演。
回家作业的设计是考虑到三年级学生正在从口头转向书面表达，因此设计了写信活动，老师提供了两种格式共不同程度学生选择。
两个关注：1．关注学生体验重于学习。
这是一堂以阅读教学为主的课，教材内容本身充分考虑学生处于三年级，年龄尚小，因此选材儿童化，呈现形式也富有表演性。
在教学设计中，我们也注意将各种孩子喜欢的学习形式融入进来，如歌曲、儿歌、讲故事。
孩子们在说说唱唱中体验今天的学习主题。
又如阅读故事中的主要句型我们在设计操练时并没有将它们独立开来，而是至始至终都放在故事的背景之下，遵循孩子语言学习的自然规律，通过模仿-半模仿-自由说，让学生逐步加深对主要描述句型的记忆，并始终浸润于整体描述的体验过程中。
其过程比较自然不露痕迹，学生在循序渐进中达到教学期望的目的。
英语(人教大纲)第二册上：Unit3 Art and architecture(第一课时) 教案
Unit 3 Art and architectureI. Brief Statements Based on the UnitIn this unit, Ss will read about art and architecture, learn to express preferences, learn about the Past Participle used as Object plement, and learn to write a review of a painting. In the first period, Ss will learn to express preferences by making dialogues with the help of the given expressions. Also they will do some listening practice to improve their listening ability. In the second period, Ss will read a passage about modern architecture. They will learn about some famous architects and their works as well as some famous buildings in the world. In this period, Ss will learn some useful words and expressions, too. In the third period of this unit, the useful words are revised first and also Ss will learn to use a new sentence pattern：A is to B what C is to D. Ss can master it after finishing the practice provided in this part. The grammar item is the Past Participle used as Object plement. This is an important item. Teacher should give some explanations to help Ss understand it and then after Ss finish the exercises they will master it better. Teacher may provide more practice if necessary. In the fourth period, Ss will do some reading and writing practice to improve their integrating skills. After the study of this unit, Ss may know more about art and architecture and they will also make progress in their listening, speaking, reading and writing abilities. II .Teaching Goals1. Talk about art and architecture.2. Learn to express preferences.3. Learn about the Past Participle(2) : used as Object plement.4. Write a review of a painting.III. Teaching Time: Four periodsIV. Background Information1. The Great Wall of ChinaIn 221 B.C. the First Emperor started to build a great wall right across the north of his empire. He wanted to keep the tribes of Huns and Tartars outside his country. There were earlier walls built in some places by different kings of China, but the First Emperor, now that he ruled all China, decided to plete the wall. He decided to make it run right across from Tibet to the sea, a distance of over 1 500 miles. It took seven years to build.The Great Wall ran across wild, steep, mountainous country, over the mountains and down the valleys. North and west of it there were only wild mountains and deserts, and south and east there were the rich Yellow River plains. It was built higher than a double-decker bus. In most places it was wide enough for eight men to march side by side along the top. It was built of stones and clay. There were huge blocks of stones on the sides, and on the top there were more stones. Cars could travel along the top.About every two hundred yards there were tall, strong towers where soldiers could keep watch for the enemy, and where they could light fires to signal to each other. There were always soldiers inside these towers, winter and summer, keeping guard against attacks from the Huns. There were a few well-guarded gateways with huge wooden gates, strengthened with iron nails. These connected the main roads of China to other roads through the mountains and across the desert.The Great Wall has often been rebuilt through the centuries, and much of it is still standing today. Visitors can still see it running like a snake across the country and can still walk along the top. Much of the traffic which passes through the ancient gateways has not changed much. But today, as well as horses and carts there are motor cars and trucks.To build such an enormous wall across such wild and mountainous country without any modern tractors or other heavy machines was very difficult. All the Emperor'sbuilders were thousands of men, often prisoners of war. They lifted the earth in buckets and dragged the stones in teams with ropes over their shoulders. They worked in such wild and distant places that it was difficult to supply them with enough food or to make proper shelters in which they could sleep. Thousands of workers died and were buried in the clay inside the wall. The people hated the Emperor for his cruelty but he made them finish the wall. Many people were seized and forced to work on the wall far away from their homes. Many of them never came back.Superstitious people who believed in magic used to say that the Emperor had ridden across the mountains on magic horses. The wall appeared under him as he went along. Wherever the horse stamped its foot, a watch-tower appeared. But the wall was not made by magic. It was made by the work and lives of thousands of men.2. The YellowCraneTowerOn May 20, 1985 the newly-rebuilt YellowCraneTower(HuangheTower) was pleted and opened to the public.The rebuilding of the tower took four years and cost 15 million yuan.This five-storeyed building stands on the top of the Snake Hill(MountShe) by the ChangjiangRiver in HubeiProvince. It is 51.4 metres high. In the halls of the first four storeys there are many pictures, portraits and wall-paintings. They are about fairy tales, Chinese history and the history of the tower.Do you know when the tower was first built? And why do we call it “The Yellow Crane Tower”?There is a legend that long long ago an old man named Wang Zhian rode on the backof a yellow crane, flew away from the tower and later became an immortal being. It is also said that another man named Fei Wenyi returned to the tower to have a rest with the help of a yellow crane.Another story goes like this: a window by the name of Xin set up a public house by the Snake Hill in Wuchang. A Taoist often came to drink here. Each time he wasallowed to drink without payment. Once before leaving, the Taoist drew a yellow crane on the wall with a piece of orange skin. The yellow crane flew down off the wall and danced happily immediately after the people clapped their hands. On hearing the news many, many people came here for a drink. Mrs Xin got richer and richer. So she decided to build a tower in memory of the crane. It was named the YellowCraneTower. In fact, the YellowCraneTower was first built more than 1 600 years ago. That is in the early years of the Three-Kingdom Period. It stood on the south bank of the ChangjiangRiver in Wuchang.In the beginning, the tower was only used by the armies, but after a certain period of time it was open to the public. The tower has been destroyed and rebuilt many times, and it has been a well-known historical building for centuries. Many poets wrote excellent poems in praise of the tower.However, before liberation, the YellowCraneTower was not well protected. When Wuhan was liberated, only a very shabby tower remained.In October 1981, the government decided to rebuild the YellowCraneTower, and now on the top of the Snake Hill stands a new magnificent five-storeyed YellowCraneTower, overlooking the beautiful river city of Wuban.Who says that the Yellow Crane had flown away and would never e back? With the rapid development of our socialist country, the YellowCraneTower is reborn! Seeing the great YellowCraneTower, everyChinese should certainly have a sense of national pride.The First PeriodTeaching Aims:1. Improve the students' listening ability.2. Improve the students' speaking ability.3. Learn and master some useful words and expressions.Teaching Important Point:Train the students' listening and speaking abilities.Teaching Difficult Points:1. How to help students to improve their listening ability.2. How to help students to learn to express preferences.Teaching Methods:1. Discussion to make the students talk about art and architecture.2. Individual or pair work to make the students practise their speaking ability.3. Listening practice to improve the students' listening ability.Teaching Aids:1. a tape recorder2. a projector3. the blackboardTeaching Procedures:Step I Greetings and Warming-upGreet the whole class as usual.T: (Walk to one student)Wang Jing,where do you live?S: I live at No. 26 Zhonghua Street.T: What kind of house do you live in? A traditional house or an apartment?S: I live in an apartment.T: Do you like living in an apartment?S: Yes.T: Can you tell us why?S: It's clean and safe, and it's easy to keep warm in winter, since it has the heating system.T: What's the disadvantage of living in an apartment?S: It's not convenient for you to carry things home and it's not easy for you to get sunlight.T: OK. Please sit down. (Walk to another student.)Li Xiao, what kind of house do you live in? Do you live in an apartment, too?S: No. I live in a traditional house.T: Do you like living in a traditional house?S2: Not very much. Because it's not safe when there is nobody at home, and it gives you much trouble to keep warm in winter, but it has some advantages. It’sconvenient for you to carry things home, and you can take exercise in the yard.If you like, you can keep some pets, such as a dog, a cat and so on. And youcan grow some flowers, too.It's very interesting.T: Good. I must pay a visit to your house one day. Now, look at the questions onthe screen and have a discussion in pairs.(Show the following on the screen.)Questions:If you were free to design your own dream house, what would your house look like?What materials would you use? Explain why you made certain choices about your dreamhouse.(After the discussion, collect their answers.)S3: lf I were free to design my own dream house, I would like it to look modern and fortable. I would lay a wooden floor in the rooms. I would have a glass tea tableplaced in the kitchen. I would like some modern steel chairs designed inspecial styles. I would have a set of leather sofa in the living room.S4: I have a different opinion. I would like my dream house to look traditional.I like wooden furniture very much. I would have a wooden floor laid first.And then I would buy some wooden furniture, such as a wooden tea table, somewooden chairs, a big wooden bed and one wooden bookcase. I would have two Chinesetraditional paintings put up on the wall in my living room. And I would placea pair of cloisonné vases in the living room. 1 think wooden furniture makespeople feel friendly and peaceful.S5:……T: All your designs are wonderful. You're all good architects. This unit is aboutart and architecture. What words and phrases do you think will be useful when you want to talk about them? Who knows?S6: I think“pattern, style, modern, material, traditional, be made of, be coveredby” are useful.T: Good. Who can tell us more?S7: Let me try. High, low, steel, be famous for, look like, and so on.T: Very good. Now, work in groups of four and find out the history of art andarchitecture, names of artists and architects, famous buildings and works of art in the world.(A moment later, teacher may ask some students to say their answers.)Step II SpeakingT: Now, please open your books and turn to Page 17. Look at the two pictures.What do you see?Ss: Modern buildings and a traditional house.T: Just now, we talked about their advantages and disadvantages. Now, pleasework in pairs to make a short dialogue. Tell each other which you preferand try to explain why you prefer one thing to the other.(Students prepare for a while.)T: Are you ready?Ss: Yes.T: Which pair volunteers to act our your dialogue?Ss: Let us try....(The pair acts out their dialogue. Teacher then shows the following on the screen. )T: Very good. Now, please look at the screen. What beautiful chairs they are!Do you like them?Ss: Yes.T: Which do you like better?(Ss may have different answers.)T: OK. Now, please turn to Page 18 and look at the sample dialogue in Speaking and some useful expressions on Page 19. They're useful when you are making your dialogue expressing preferences. Read them carefully and then make a dialogue with your partner.(A moment later, ask some students to act out their dialogues.)Sample dialogue:A: Do you prefer classical chairs or do you like modern chairs better?B: I'd rather have modern chairs.A: Can you tell me why?B: In my opinion, modern chairs are lighter and more colorful. ] don't like the hard wooden chairs which I think are unfortable.A: I really prefer classical chairs. I like seeing something old and classical andI like the different designs of the chairs.Step III Preparation for ListeningT: OK. We've talked much about art and architecture. And we also designed ourown dream houses. Now, imagine that you're moving into your new house, but you need to buy some furniture. What kind of furniture would you like to buy and why do you prefer them? Have a short discussion in pairs, please.(Allow the students a few minutes to prepare for the dialogue and ask one or two pairs to act out if time permits. )Step IV ListeningT: Well done. Now, we'll do some listening practice. You'll listen to a talk between Amy and Danny. They want to buy some furniture for their new house. They visit a shop and talk with the sales assistant about their taste and preferences.Before we listen to the tape, let’s go through the requirements together.(Help Ss to know what to do and make them guess the answers. )T: OK. Now, you've known what to do. Listen carefully and finish the exercises by yourself first and then cheek your answers with your partner.(Play the tape twice for Ss to listen and finish the exercises and then play it a third time for students to check their answers. At last cheek the answers with the whole class. )Step V Summary and HomeworkT: Today we've learnt how to express preferences. Who can write the useful expressions on the blackboard?S: Let me try. (Write some on the blackboard. )T: Good. Who has anything else to add?S: I'll try. (Write some other expressions on the blackboard. )T: Good. After class, you should try to use them more to learn them by heart. They are very useful. In the next period, we’ll read more about architecture. Please remember to preview the reading passage. OK. That's all for today. See you tomorrow!Ss: See you tomorrow!Step VI The Design of the Writing on the BlackboardUnit 3 Art and architectureThe First PeriodUseful expressions:I'd rather…I don't get excited about…I'm much more interested…If you ask me, then…In my opinion…I prefer something that…I really prefer…I like seeing something…I wouldn't feel happy if…What I like is…I'm not very interested in.…I can't stand…Step VII Record after Teaching。
高中英语人教版(2019)必修 第二册unit3 3.2 教案4
优质资料---欢迎下载Unit 3 The InternetPeriod 2 Reading and Thinking教学设计The topic of this part is Start an online community.The Listening & Speaking & Talking part aims at observing others’ online behaviors and reflecting our own online behavior by listening, speaking and talking. This part shows the influence of the Internet---Stronger Together: How we have changed by the Internet by the example of Jan Tchamani, an English teacher who has to quite her job in her fifties because of her illness. So she began to have access to the Internet. At first, she got help from the Internet, like removing the loneliness. Then she came to help others by starting an IT club to teach older people how to use computers and the Internet. From the example, students can be guided to use the Internet to improve their lives, not just to play games on the Internet.1.Students can talk about how to use the Internet appropriately and reflect their own online behaviors.2. Students should learn the reading skills such as the headline, the structures and the writing way ofarticles.3. Students can learn to try to use the Internet to improve their own life and help others.1. Students should learn the reading skills such as the headline, the structures and the writing way ofarticles.2. Students can learn to try to use the Internet to improve their own life and help others.Step 1 Leading in---Small talkAsk students the question:What do you use the computers to do?Step 2 Before reading --- analyze the title Title 1: Start an online community Title 2: Stronger together: How we have been changed by the InternetStep 3: While reading ---Task 1Match the main idea with the sentences in the text.Step 4: While reading --- ScanningRead the text and answer the following questions.Q1：Why did Jan quit her job?Because she suddenly developed a serious illness.Q2：How did the people in the online community help her? People in the online community talked with her about her problems, supported her, and gave heradvice.Q3：Why did she start the IT club?To teach older people how to use computers and the Internet.Q4：What is the "digital divide"?The digital divide is the gap between those who have access to the Internet and those who haven’t,and those who know how to use new technology and those who don't.Q5：What's Jan's next goal?Her next goal is to start a charity website to raise money for children in poor countries.Read headlines:Headlines usually include not only key ideasor information from the text. They often do notfollow strict grammar rules, because writersuse as few words as possible to catch theattention of the readers. From the title, we can know that this part mainly tells a story about a person who start an online community.From the title, we can know that the title tells us the Internet haschanged us and our lives. So we can know that the article is a narration.Para 1 Para 2 Para 3 Para 4 Para 5 Jan decided to start an IT club to teach old people how to use computers and the Internet. Jan has started taking online classes to learn more about how to use the Internet to make society better. People’s lives have been changed by online communities and social networks. Jan developed a serious illness which made her stuck at home, but surfing the Internet can remove the distance between people. Jan’s life has been greatly improved by the Internet.Q6：What can we learn from her experiences?We learn that when we go through tough times, we can find help and support from other people online. We learn that we can feel less lonelyStep 5: While reading---rethinkingQ1: What is Jan’s attitude to the Internet ?Thankful/Grateful, because it has changed her and her life.Q2: What writing skills is used in the article ?Examples(Jan’s example, the 59-year-old man’s and the 61-year-old woman’s example) Q3: Can you get the main idea of the article ?The Internet has changed Jan’s life/Jan’s life has been changed by the Internet.Step 6 Post reading---Retell the storyMuch has been written about the wonders of the World Wide Web. There are countless articles(1)telling(tell) us how the Internet has made our lives more convenient. But the Internet has done a lot(2)more(much) for people than simply make life more convenient. People’s lives (3) have beenchanged(change) by online communities and social networks so far.Take Jan for example, who developed a serious illness that made her (4)stuck(stick) at home with only her computer to keep (5)her(she) company. She joined an online group (6)where she could share problems, support and advice with others. She considered the ability to remove the distance between people as one of the greatest (7)benefits(benefit).She was so inspired (8)that she started an IT club in which many people have been helped. She has started to learn more about how to use the Internet to make society better. Her next goal is to start a charity website to raise money (9)for children in poor countries. Jan’s life has been (10)greatly(great) improved by the Internet.Step 7 Post reading---SummaryThe thinking mode of the article: get help from the Internet help others through the Internet Step 8 HomeworkThere are a lots of stories about the Internet which has a great influence to people’s lives. Can you find one and write it down and share it with your classmates.。
英语必修二unit3教案
英语必修二Unit3教案【教学目标】1.让学生掌握本单元的核心词汇和短语。
2.培养学生运用本单元语法知识进行交际的能力。
3.提高学生对英语阅读和写作的兴趣和信心。
【教学内容】1.词汇：illness,check-up,healthylifestyle,balanceddiet,exercise,vit amin,mineral,etc.2.语法：现在进行时态，过去进行时态，一般将来时态。
3.对话：谈论健康问题和提出建议。
4.阅读：关于健康生活方式的文章。
【教学过程】一、导入1.向学生展示一张健康饮食金字塔的图片，引导学生讨论如何保持健康的生活方式。
二、词汇教学1.教师展示本单元的核心词汇，让学生猜测词义。
2.学生通过查阅词典或询问同学，了解词汇的准确含义。
3.教师用例句解释词汇，学生跟读并模仿。
4.学生进行小组活动，用所学的词汇描述自己的健康习惯。
三、语法教学1.教师通过讲解和示例，让学生了解现在进行时态、过去进行时态和一般将来时态的用法。
2.学生进行练习，运用所学语法知识完成句子。
3.教师选取部分学生的作业进行展示和点评。
四、对话教学1.教师播放本单元对话的录音，让学生听懂大意。
2.学生跟读对话，注意语音、语调。
3.学生分角色练习对话，教师指导并纠正错误。
4.学生进行小组活动，模拟生活中的场景，运用所学对话进行交际。
五、阅读教学1.教师引导学生阅读课文，让学生了解文章大意。
2.学生回答教师提出的问题，巩固课文内容。
3.学生进行小组讨论，探讨如何保持健康的生活方式。
4.教师选取部分学生的讨论成果进行展示和点评。
六、写作教学1.教师提出写作任务：写一篇关于自己健康习惯的短文。
2.学生进行思考和构思，教师提供写作指导。
4.教师选取部分学生的作文进行展示和点评。
2.学生完成课后作业：复习本节课所学的词汇、语法和对话，预习下一节课的内容。
【教学反思】本节课通过丰富的教学活动，让学生掌握了本单元的核心词汇、语法和对话。
初中英语第二册unit3 Our senses教案
初中英语第二册unit3Oursenses教案一、教学目标1.知识目标：（1）掌握本课的生词和短语，如：taste,smell,hear,see,touch 等。
（2）理解课文内容，能讲述关于感官的句子。
（3）掌握一般现在时态的疑问句和回答。
2.能力目标：（1）培养学生运用感官词汇进行交流的能力。
（2）提高学生听说读写综合运用英语的能力。
3.情感目标：培养学生对英语学习的兴趣，增强自信。
二、教学重难点1.重点：（1）生词和短语的掌握。
（2）感官句型的运用。
2.难点：（1）一般现在时态的疑问句和回答。
（2）感官词汇在实际情境中的运用。
三、教学过程1.导入（1）教师通过播放一首英文歌曲，让学生感受音乐的美妙，引导学生谈论歌曲中的感官体验。
（2）教师提问：Canyouhearthemusic?Canyoufeeltherhythm?引导学生回答Yes,Ican.或No,Ican't.2.新课呈现（1）教师展示课文图片，引导学生观察并猜测图片中的内容。
（2）教师播放课文录音，让学生听并理解课文内容。
（3）教师提问：Whatcanyouseeinthepicture?引导学生用感官词汇回答，如：Icanseeabird.3.课文学习（1）教师带领学生学习课文，解释生词和短语，让学生模仿朗读。
（2）教师让学生分角色朗读课文，注意语音语调的模仿。
（3）教师提问：Whatdoyouthinkofthestory?引导学生发表自己的看法。
4.练习巩固（1）教师设计一些关于感官的句子，让学生用Yes,Ican.或No,Ican't.回答。
例如：Canyousmelltheflower?（2）教师组织学生进行小组活动，用感官词汇描述周围的事物，如：Theappleissweet.Theicecreamiscold.5.课堂小结（2）教师鼓励学生在日常生活中多运用感官词汇，提高英语表达能力。
6.作业布置（1）让学生用感官词汇描述一种水果或食物，如：Theorangeisjuicyandsweet.（2）让学生预习下一课的内容，为下节课的学习做好准备。
Module2Unit3教案
举例：通过实际情景演练，让学生熟练运用这些句型进行交流。
（3）语法：一般现在时态的运用，了解情态动词like, love, dislike的使用。
（二）新课讲授（用时10分钟）
1.理论介绍：首先，我们要了解一般现在时态和情态动词like, love, dislike的基本概念。一般现在时态用于描述习惯性动作或状态，而情态动词则用于表达喜好。它们在描述我们对宠物的态度时非常重要。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何运用所学句型和词汇来描述对宠物的喜好。
三、教学难点与重点
Module 2 Unit 3《Our Animal Friends》
1.教学重点
（1）词汇：重点掌握宠物相关词汇，如pet, parrot, mouse, goldfish, turtle等，以及描述喜好的词汇like, love, dislike。
举例：学生需要能够准确地运用这些词汇描述自己对宠物的喜好。
在学生小组讨论环节，我尝试作为一个引导者，让学生们自主发现问题、解决问题。பைடு நூலகம்体来说，这个环节进行得较为顺利。但我也发现，部分学生在讨论过程中容易偏离主题，导致讨论效果受到影响。为了提高讨论效果，我打算在下次课程中，提前给学生提供一些讨论提纲，帮助他们更好地聚焦主题。
最后，总结回顾环节，学生对今天的学习内容有了较好的掌握。但在课后，我还会继续关注学生的学习反馈，了解他们在学习过程中遇到的困难和问题，并针对性地进行辅导。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演活动。
英语(人教大纲)第二册上：Unit3 Art and architecture(第四课时) 教案
The Fourth PeriodTeaching Aims:1. Improve the students' reading ability.2. Do some writing practice to improve the students' writing ability.3. Learn some useful words and expressions.4. Review the Past Participle used as Object Complement.Teaching Important Points:1. Review the Past Participle used as Object Complement.2. Improve the students' integrating skills.Teaching Difficult Points:1. How to improve the students' integrating skills.2. How to help the students to master the Past Participle used as Object Complement. Teaching Methods :1. Reading and understanding to improve the students' reading ability.2. Writing practice to improve the students' writing ability.3. Practice to review the Past Participle used as Object Complement.4. Individual, pair or group work to make every student work in class.Teaching Aids:1. a tape recorder2. a projector3. the blackboardStep I GreetingsGreet the whole class as usual.Step II RevisionT: In the last period, we've learned the Past Participle used as Object Complement. Now, let’s do some exercises to review them. (Show the following on the screen.)Rewrite the sentences, using“have + object + past participle”Example: They built a new library.→They had a new library built.1. He is going to deliver the seeds tomorrow.2. They are repairing the path.3. She is clearing away the branches of that large tree.4. They have put in a new bath.5. She has dealt with the problem.6. He has collected a large number of stamps.7. They checked the progress of the project.(After a while, check the answers with the whole class.)Suggested answers1. He is going to have the seeds delivered tomorrow.2. They are having the path repaired.3. She is having the branches of that large tree cleared away.4. They have had a new bath put in.5. She has had the problem dealt with.6. He has had a large number of stamps collected.7. They had the progress of the project checked.Step III Reading and UnderstandingT: Very good. Now, let’s look at the Passage “A Second Life for Factory 798”. Who can tell us the meaning of the title?S: Let me have a try. It means “798 工厂的第二次生命”.T: What do you think the passage is about?S: I think the passage is about a factory. Maybe it closed once but people used it again.T: OK. Please sit down. Read the passage quickly to find out what has happenedto Factory 798. (After a few minutes.) Have you found out the answer?Ss: Yes.T: Who would like to tell us your answer?S: I'll try. The Factory 798 had been an important army factory. Later the factory moved away and the factory buildings were no longer used. Most of the workshops in it stood empty until very recently. The workshops are now used for different purposes. So we can say Factory 798 has got its second life.T: Very good. Thank you. Please sit down. Now, please read the passage carefully again and tell us something else about Factory 798. (A moment later.)Li Hong, please try.S: It was designed by East German architects and built with Russian aid in theearly 1950s.…T: Good. We know that the factory is now used again by different people for various purposes. Who can tell us what are the workshops in the factory used as now?S: They are used as some studios, some shops, some restaurants, one tea house and one dance club. T: Quite good. From the passage we know that new uses are given to old buildings. It's a great way to save the architecture from the past.Step IV ExplanationT: In this passage, there are some important words and expressions that you need to master. Now, look at the screen, please. I'll explain them to you.(Show the following on the screen.)1.aid n./vt.helpe.g. He succeeded with the aid of a friend.She made no effort to aid him.2. stand (link v. ) being or remaining in a place or conditione.g. A tall poplar tree once stood thereThe house has stood empty for months.3. pull down: destroy sth./leave sb. in a weak conditione. g. The cinema she used to visit has been pulled down.His long illness has pulled him down.4. remind… of…: cause sb. to remember or he newly aware of sb./sth.e. g. He reminds me of his brother.This song reminds me of France.5.set…adide:place sth. to one side; disregard or ignore sth.e.g. She set aside her book and lit a candle.He set all their offers aside.(Write the words and phrases on the blackboard.)Step V Listening and Reading AloudT: Now, let's listen to the tape. Listen carefully. When I play the tape thesecond time, please read after it. Pay attention to your stress. Are you ready? Ss: Yes. T: OK. Let's begin.(Play the tape for Ss to listen and repeat. )T: OK. Now, I’d like some of you to read out the passage. Who'd like to read thefirst paragraph?S: I'd like to have a try.T: Please read it aloud so that your classmates can hear you.(Ask several students to read the passage. One student, one paragraph. )Step VI Writing,T: In this period, we've read a passage which tells us that we can make use ofan old factory. Now, let's play a game. First, make a detailed drawing of the floor plan ofa big building, such as an old factory, or a school. If you don't know any, you can draw thefloor plan of our school. Or, if you like, you can draw the floor plan of your own imagined building.You can work in groups of four. (Allow the students a moment to finish the task.)Have you finished? Ss: Yes.T: Now, number and describe the size, height and special features of each halland part of the building.(Ss may finish in one or two minutes.)T: Now, have a short discussion to decide which rooms and parts can be used bydifferent artists: which are best for painters; pop bands, a bookshop and soon. Also discuss how to decorate the rooms for different users and how much money will be needed.Try to think about cheap ways of doing things.(A moment later.)T: OK. You've got enough information to write the article. Please write it downin your exercise books.(Allow the students to finish the writing practice after class.)Step VII Summary and HomeworkT: Today we've read a passage about an old factory. We know that old buildings can be used by different users again. We've also made a plan to make use of an old building. After class, finish your writing practice and hand in your exercise books. Besides, we've also learnt some useful words and phrases. You should try to use them more and remember them. In the text, we've learnt some words which help you describe the shapes and structures of architecture. Who knows what they are? Please write them down on the blackboard.(One or two student write their answers on the blackboard.)Suggested answers:huge, modern, simple, traditional, warm, straight, beautiful, unnatural, unfriendly ... T: Very good. In this unit, we've learnt the Past Participle used as ObjectComplement. This is an important grammar item. You should do more practice to consolidate it. Now, please turn to Page 24 and finish the practice in Checkpoint 3.(A moment later, check the answers.)Suggested answers:1. He heard his name called.2. He got his bike fixed.3. How do you want the room decorated?T: Well done! I think you've mastered the grammar item in this unit wellenough. OK. That's all for today. See you tomorrow !Ss: See you tomorrow !Step VIII The Design of the Writing on the BlackboardUnit 3 Art and architectureThe Fourth PeriodWords:aid, standPhrases:pull down, remind…of…, set…asideUseful words for describing the shapes and structures of architecture：modern, traditional, Straight, round, beautiful, unnatural,…Step IX Record after Teaching。
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名称
Elementary, dearTara
使用教具
Multi-media classroom
教学目的
1.To practice students’listeningskills
2.Tolearn how to talk about crimes
3.To talkaboutpossibilities
Itis very likely….极有可能
Note ( the weapon)注意（这件武器）
(Ok, ok.)Go on继续（说下去）
Students maketheirown sentences.
pletethe story summary. Use the words in the box and translate the passage.
Practice the sample dialogue with partner
Preview the grammar tasks
教学后记
学生对侦探话题很有兴趣，学习热情较高
授课主要内容或板书设计
Vocabulary:
Step 1Greeting &warm-up questions
Step2pre-listening
Lie说谎lying
Suspect嫌疑犯
Crime犯罪Criminal罪犯
Arrest逮捕
Court–judge–trial法庭—法官—审判
Question问话alibi不在场证明
Confession招供
课堂教学安排
教学过程
主要教学内容及步骤
5 mins
10 mins
10 mins
10 mins
10 mins
Arrest a criminal
Have an alibi
Solve a crime/ case
1.The thief iscommittinga theft.
2.Knife and gun are weapons.
3.The detective wants the suspect to confess.
20 mins
10 mins
10 mins
5 mins
Step 1Greeting &warm-up questions
Do you knowSherlockHolmes?
Do you like detective stories?
Step2Pre-listening
I.preview: look at the pictures on page 18, make up a general idea:
Step 4Conclusion and homework
Listen to the play after class
Practice the sample dialogue with partner
Review the grammar tasks
课题序号
Unit3(2)
授课班级
物流10401，10402
Detective
New words:
Suspect嫌疑犯
Crime犯罪Criminal罪犯
Arrest逮捕
Court–judge–trial法庭—法官—审判
Question问话alibi不在场证明
Confession招供
III.finish exercise on page 19
Commit a crime
People involved相关人员
Innocent a.无辜的，清白的
Accuse v.指责，指控
Lie说谎lying
II.vocabularybuilt:
Brainstorm for what we’velearnt before:
Police robber thief
Prison/ jail
Who doesTaradress like?
What is the crime they’re talking about?
What isRoberto’s alibi?
How does the thiefcommitthe crime?
Invite sb. over邀请某人过来
Give details about给出细节
Step 3 listening
Step 4 conclusion andhomework
Write on theblackboard:
Invite sb. over邀请某人过来
Give details about给出细节
People involved相关人员
Innocent a.无辜的，清白的
Accuse v.指责，指控
教学重点
To train students’listening & speaking abilities
教学难点
Vocabulary and expressions for talking about crimes
更新、补
充、删节
内容
None
课外作业
Listen to the play afte式
Presentation &discussion
授课章节
Step 3listening
I.play the video
think about the following questions:
1.WhydoesTaragather all the friends to her apartment?
2.Why is it possible for everyone to commit this crime?
3.Whatis the weapon of the thief?
4.Whois the real“criminal”?
II.play then video twice, fill in the blanks on p21
practice the dialogues with partners
III.learn the new expressions:
江苏省职业学校
课程授课计划表
（2011—2012学年第1学期）
课程名称英语
课程类别基础考试课
专业物流管理
授课班级物流10401, 10402
授课教师葛莹
学校苏州建设交通高等职业技术学校
课题序号
Unit 3 (1)
授课班级
物流10401，10402
授课课时
2
授课形式
Presentation, practice, discussion