高二英语Teaching-plan课件

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高中英语优秀教案英文Teachingplan

2.Difficult points: Thoseexaggeratedintonation will be a little bit difficult for students to imitate.
VII.Teaching Aids:an egg, a cup, a mp3
VIII.Teaching Method: task based teaching approach
Presentation
(10min)
1.Hold an egg and a cup ask students“What’s this”
2.Teach word egg-cup.
3.Teach sentence through mp3.
Play a game(5min)
Give prize to students who imitate the mp3.
V.TeachingObjectives:
Language
1.Studentsshould learn thewordsof lesson13.
2.Students can read somelong sentencesof lesson 13.
Ability
Students’ listening, speaking, reading and writing skills can be trained and improved when they complete their tasks by using the target language.
2.Let students demonstrate how British eat soft boiled eggsaccordingto these sentences.

高中英语教案(英文模板)Teachingplan

高中英语优秀教案(英文模板)Teachingplan一、教学目标：1. 知识目标：学生能够掌握并运用本课核心词汇和短语。

学生能够理解并运用本课所学的语法知识。

2. 能力目标：学生能够提高听力理解能力，能听懂并准确回答问题。

学生能够提高口语表达能力，能够流畅地用英语进行对话。

3. 情感目标：学生能够激发对英语学习的兴趣，培养积极的学习态度。

二、教学内容：1. 词汇和短语：学生需要掌握本课中的核心词汇和短语，并能运用到实际情境中。

2. 语法知识：学生需要理解并掌握本课所学的语法知识，能够正确运用到句子中。

三、教学过程：1. 导入：通过与学生的生活相关的场景引入本课主题，激发学生的兴趣和好奇心。

2. 词汇和短语教学：通过例句、游戏等方式教授本课核心词汇和短语，让学生在实际情境中进行运用。

3. 语法知识教学：通过例句、练习等方式教授本课所学的语法知识，让学生能够正确运用到句子中。

四、作业布置：1. 词汇和短语练习：让学生完成相关的词汇和短语练习题，巩固所学知识。

2. 口语作业：让学生与同学进行对话练习，提高口语表达能力。

五、教学评价：1. 课堂参与度：观察学生在课堂上的积极参与程度和表现。

2. 作业完成情况：检查学生完成作业的情况，巩固所学知识。

3. 口语表达能力的提高：通过对话练习，评估学生的口语表达能力是否有提高。

六、教学策略：1. 任务型教学法：通过设计各种真实的任务，让学生在完成任务的过程中运用所学知识，提高语言运用能力。

2. 交际式教学法：鼓励学生积极参与课堂对话，培养学生的交际能力和团队合作精神。

3. 情境教学法：创设各种真实的学习情境，让学生在实际情境中感知和运用语言。

七、教学资源：1. 教材：使用符合课程标准的高中英语教材，为学生提供丰富的学习内容。

2. 多媒体设备：利用多媒体课件、视频等资源，丰富教学手段，提高学生的学习兴趣。

3. 网络资源：利用网络资源，为学生提供更多的学习资料和实践平台。

高二英语教案：Teaching Plan for Unit 7

Teaching Plan for Unit 7, 2nd PeriodAims:1)To help the ss learn something more about AIDS.2)To help the ss build their mind of how to treat AIDS patients.3)To help the ss to understand the meaning of life.4)To improve the ss’ reading ability.Procedures:I. Greeting.II. Leading-in:Show ss the poster for World AIDS Day and the symbol.Show them the Red Ribbon and Badge.Talk about the meaning of buying and wearing Red Ribbon to arouse ss’ interest.III. Reading:1.Pre-reading:1) Help the ss understand the meaning of predicting.2) Ask the ss to predict what will be talked about in the text.3) Ask the ss to report the questions they wrote down.2.Reading:1) Skimming:(according to the text and the pictures)“Who is the text mainly about?”“What kind of person she is according to the 1st picture?”“What is she doing in the 2nd picture?”2) Listening and Scanning:(Individual work)The ss may bear the following questions in mind and try to find the answers. They may also scan the text if necessary.①What kind of disease is AIDS?②Where is the disease spreading faster? Who suffers most? why?③In what ways does AIDS spread?④What did Xiaohua decide to do after she knew she got AIDS?⑤Is the disease the only thing that AIDS patients have to suffer from?⑥What is the best way to show that you care about AIDS patients?3) Questions for getting a better understand of the text:Ss may have some difficulty in understanding some part of the text. They may raise their questions.4) Answer the questions ss offered at the very beginning of the class.3.Post-reading:1) Blank filling:2) Discussion:Topics:①If I were an AIDS patient, what would I do?(Pair-work)②How should we treat those AIDS patients?(Group-work)We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness.—Declaration of Independence IV. Homework:1)Read the text more and get a better understanding.2)Underline those sentences and phrases you think importantor difficult to understand, and discuss with your partner.3)Try to retell the text according to the blank filling we’vejust done.。

高中英语优秀教案(英文模板)teachingplan

IX.Teaching Procedure:
Stages/ Timing
Activities and methods
Warmimg-up
(3minutes)
1.Letstudentsobserve four picturesand ask whatthey aredoing.
2.Tell students our mission.
X.Self-reflection
Presentation
(10min)
1.Hold an egg and a cup ask students“What’s this?”
2.Teach word egg-cup.
3.Teach sentence through mp3.
Play a game(5min)
Give prize to students who imitatdemonstrate how British eat soft boiled eggsaccordingto these sentences.
Homework
(1 minute)
1.Copy the words in the textbook..
2.Follow the recordings of lesson 13.
Affective
After learning this lesson, students willknowwhat’s the differencebetween British and Chinese in egg-eating and they will be moreinterestedin western culture as well.
nguage focus and difficult points:

unit6 teaching plan(人教版高二英语教案教学设计)整理

unit6 teaching plan(人教版高二英语教案教学设计)整理I.Brief Statements Based on the UnitThe topic of this unit is about the human being’s 1ife in the future．This unit is made up of warming up，listening，speaking，pre-reading，reading，post-reading，language study and integrating skills．These tasks will be finished in five periods．In the first period，we’ll do warming up，listening and speaking to improve the student’s listening and speaking abilities．At the same time．arouse the students’interest in the topic of this unit．In the second period，we’ll finish the task 0f pre-reading,reading and post-reading．In post-reading，let the students give free rein to their imagination by discussing some questions．We’11 read a passage about1ife in the future．It will tell us what the human being’s life will be like in the future．In the meanwhile we’ll learn some useful words and expressions．The third period consists of two parts：Word study andGrammar-Noun Clauses．Through word study we’ll revise some words and phrases，which are related to the topic of this unit．As to the grammar：Noun clauses,we can master them by doing more practical practice given in the textbook and workbook．The main purpose of the fourth period is to train the students’readingand writing abilities by reading and writing a short pas-sage about 1ife in the future．In the last period,we’ll deal with the grammer in this unit-NounC1auses．In a word,we can train the students’listening,speaking,reading and writing abilities by doing the exercises the textbook and the workbook provide．Ⅱ.Teaching Goals1．Talk about life in the future．2．Practise making predictions．3．Learn about Noun Clauses(2)．4．Write a definition paragraph．Ⅱ．Teaching Time：Five periods：Ⅱ．Background Information1.World in the FutureScientists think that wonderful things may come true in the future．Future means a time that not yet come．It can be a short time from now or a long time from now．Some of the underwater wonders are almost ready to come true now．Others won’t come true,we think，until a long time from now．Some,of course．may never come true-butwho knows for sure?They may．What are some of the wonders that may come true in the future?Let’s go back to dry land and take a future journey the other way--up instead of down．Huge rocket liners take you into space to visit the Moon Camp．You walk around on the moon in s special moon suit．You visit an observatory where a giant telescope looks far into space--farther than anyone has ever been able to see from Earth．You go deep down into one of the moon mines．After you have visited the moon,you visit the Mars Colony and the Venus Explo-ration Outpost．Let’s go back to Earth．In the far，far future，girls-and boys,too--may be playing with dolls that look like the people of the planets visited by our space-man．To control or run all kinds of toys,boys and girls may learn to use special ccmputers--machines that answer questions and do arithmetic faster than you can think．Bicycles and perhaps skates may be run by jet power,and a new thing to ride may be a small flying saucer．Imagine a race between them!There may be telepathy helmets that send thought waves from your brain to thatof your friend miles away．You just think a thought and your friend knows it!You can have secrets with each other that nobody else can turn it on!There will be other surprises in the future．How would you like to have a robotplaymate?Having robot playmates may not be so much fun as it seems．But maybe a boy with a wrench and a screwdriver can fix the robot so that it won’t be too perfect!What about the food of the future? Scientists think that much of it will be artificialmade in factories from such surprising things as coal．1imestone。

高中英语：Teaching Plan

Teaching Plan2015.4Teaching content: Working the Land Reading IL Teaching Aims:★Language:1). Students will be able to accumulate some words and expressions related to agriculture or used to introduce a person by accomplishing the tasks.2). Students will be able to tell the differences between traditional and modern agriculture.2). Students will get to know about Dr. Yuan' s personal information through the reading tasks.3). Students will be more clear about how to introduce a person after reading the passage.★:Emotion & attitude:Students will realize the importance of Dr. Yuan' s achievements to man and his noble character.★Culture awareness:Students will be able to know better of the world hunger problem and people's role to fight with it. II.Teaching strategies:Task-based teachingIII.Teaching aids:Multi-media, etcIV.Teaching procedure:Step 1: Warming up1). Watch a short video and answer two questions, (individual work)QI: How many modern machines appear in the video?Q2: What can they do to help people?2). Discussion (pair work)QI: In what aspects is traditional agriculture different from modern agriculture?Q2: How do they differ in these aspects?Step 2: Pre-reading1). Watch a one-minute video and answer the following questions, (individual work)QI: Are you shocked? Describe what shocks you most.Q2: What idea flashes in your mind? / What do you think can help them most?2). Prediction (individual work)QI: What's the passage going to talk about with such a title?.Q2: If you're asked to introduce Dr. Yuan, what aspects will you write about?Step 3: Reading for structure (individual & pair work)What aspects are mentioned in each paragraph?Step 4: Reading for information (individual & pair work)1). Read para. 1 and finish the personal information card of Yuan2). Read para.2 and find out what happened in these years.3). Read para.3 and answer two questionsQI: What's Dr. Yuan's attitude towards fame and money?Q2: How does he spend his spare time?4). Read para.4 and describe Yuan's dreams.Step 5: Reading for thinking (group work)What kind of person is Dr. Yuan? Why?Step 6: SummaryStep 7: Homework1.Reread the passage fluently and try to appreciate the beautiful sentences.2.Write an awarding speech according to the given requirements.。

高中英语 unit 1 teaching plan课件新人教版必修3

1.Teaching methods:
1) Double activities teaching method 2) Question-and-answer activity teaching method 3) Watch-and-listen activity 4) Free discussion method 5) Group work or individual work method
3. Sentence patterns of this unit:
Request:
Could/ Would you please…? Could I have…? Could we look at…? I look forward to… May I see…?
Thanks:
It’s very kind of you… Thank you very much/ Thanks a lot. I’d love to. It was a pleasure… Don’t mention it. You are most welcome.
4. Teaching importance of this unit:
Modal verbs ( may might, can could will would shall should must can )
Part 2 My teaching theories, methods and aids
2.Teaching aids:
1) A projector 2) A tape recorder 3) Multimedia 4) The blackboard
Part 3. Teaching Plan and design of this unit

teaching plan for unit 13(人教版高二英语下册教案教学设计)

\Teaching goals:1. Talk about water and the ocean2. Practice communicative skills3. Review Modal Verbs4. Write an explanation paragraphTeaching Plan: (Six Periods)1st period: Warming-up and Reading (1)2nd period: Reading (2)3rd period: post-reading and Listening (SB)4th period: Integrating Skills (SB)5th period: Speaking6th period: Grammar and Language StudyPeriod 1 Warming up & Reading (I)Teaching goals:1. To get the Ss to understand the main properties of water by connecting them with some common phenomena and learning to explain the phenomena.2. To enable them to be aware of the importance of water, making good use of water in a proper way and protecting water resources.Important points in teaching:Words: benefit, available, pure, mass, float, absorb, release, stable, bottom, habitat,dissolve, property.Phrases: benefit from, range from… to …., all the way, be made up of, that is,freezing point, break down, mix with, be measured in, take advantage of,keep…steady, manage to, be sensitive to, up to.Structures: whatever…., ….., that is,…..Teaching procedures:Step1: Lead inRead a short poem and guess its name: A letter from _______. (Water)Dear User,Shame to you all, the Ignorant,I am your lifeBut you seem not to value meGive me all the respectFor in me is eternal lifeIf you continue abusing meSurely, all forms of life will wither awayHave you ever imagined,Life without me?I tell you, it will be unbearableThink twiceFor every drop counts...Qs: 1) What does “Dear user” here r efer to?2) What does it talk to its users?3) On which planet does it exist? －On the earth, which is also called the water planet.4) Do you know why it is called “The water planet”?－Because about three quarters of the earth is covered by water.Step2: Pair work: Collect as many words as possible related to water. Qs:How much do you know about water?Is all water fresh or salty?Step3: Talk about the properties of water.1. Pair workT: Water is around us and inside us. We can’t go without water. Qs:Why is water so important to living things?Can you point out some of its properties or characteristics?Suggested vocabulary:It's colorless, tasteless, odorless and universal dissolvent.It feels wet;It exists in three forms: liquid, solid, gas, and is cycled through the water cycle;It can absorb a large amount of heat;It sticks together into beads or drops;It's part of every living organism on the planet; etc.2. Group workLearn more about water’s properties by doing some simple experiments and learn to describe an experiment.What property of water does each of the four experiments illustrate?What causes this phenomenon?What’s this phenomenon related to?① Experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water.② Experiment 2 illustrates how substances with different density behave when placed in the same container.③ Experiment 3 is an example of how water dissolves substances and objects.④ Experiment 4 illustrates some of the differences between sal t water and fresh water.3. T: What other properties of water do you know about?What causes the following phenomena? Can you explain?①We can get a lot of nutrients by drinking water and having soup.②Wood floats on water while iron sinks.③The coastal ar eas are often neither too hot nor too cold.④Why can some living things live at the bottom of the ocean where there is no sunshine?(If these questions are too difficult) Try asking questions about the properties of water and then give answers to them.Step4: Pre-readingLook at the titles in the text below. Do not read the whole text. Pick out the subject of each paragraph. Use the structures below to make six questions related to the subjects.What is/ are ________?What does _________ look like?What are different parts of ______?What can ________ be compared to?How does _______ work?What are some examples of ________?1. Skim to find the words and phrases which describe the properties of water in the reading text.2. Scan to Find out some basic facts about life in the oceans.Life on earth began in the oceans about three billion years ago;99% of the living space on earth is in the oceans;There are about five million (known) species in the oceans;Life in the oceans ranges from tiny plankton to giant whales.Step5: Homework1． Read the text carefully and find out the detailed information about water properties.2． Think as many examples as possible to illustrate water properties.Period 2 Reading (Ⅱ)Teaching steps:I. RevisionT: Yesterday you were re quired to ask more questions about water’s properties and find out the detailed information about water properties as well. So now let’s have a little quiz about the properties of water.True of false questions:1) Water is a liquid at room temperature, and it has a relatively high freezing point.2) The reason why water can dissolve most substances on earth is that water has high heat capacity.3) Like all the other substances, water gets smaller (contract) when it freezes.4) Pure water has a higher freezing point and lighter than salt water.5) The salinity of the earth’s oceans is about 3.5%.6) When water freezes, its density increases.7) Other recourses such as oil, gas, gold etc is as precious as a drop of rain.(TFFTT FF)II. While-reading1. As we all know, Charles Darwin is famous for his “The Origin of Species”. (According to his theory of evolution)Qs: 1) Was there any life on the earth billions of years ago?2) If any, what was the original life like at that time?3) Where did it live? －In the deep blue seas.4) How does the world take its shape, which is quite different from what it used to be, especially those various organisms? －Billions of years’ natural selection.2．It is said that 99% of the living space on earth is in the oceans.Qs: 1) What does this fact result in? －Marine life is incredibly rich and varied.2) Can you give some specific numbers or examples?－There are about five million species in the oceans. They range from the tiniest plants all the way up to giants (e.g. sharks and whales).3) What does this fact imply? Do you agree?－Water is an excellent medium for life.4) Why do you agree that water is an excellent medium for life? (Based on common knowledge)Water is a liquid at room temperature and has a relatively high freezing point;All living creatures need food to survive, but on many occasions the nutrients become available to living things only when they are dissolved by water.3．So we know that one of water’s properties is its dissolvability(溶解性).Qs: 1) Do you know what gives water such a unique property?－The chemical structure of water.2) What does the water molecule look like?－A water molecule consists of two hydrogen atoms and one oxygen atom. The two hydrogen atoms are bonded to one oxygen atom to form a 'V' shape. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.3) Can you give some other examples which are also resulted from water’s unique chemical structure?－Plants can pull water up their roots via a capillary(毛细管) process;－We can get a lot of nutrients by drinking soup.That’s water’s another property－dissolvability.4. Since water is such a universal solvent, it can dissolve just about anything including many gases and solids. As a result, there is sea water.Qs: 1) Do you know the salinity of the earth’s oceans? －about 3.5%.2) What does it mean?3) Have you ever noticed such a phenomenon that in winter water in some containers or small rivers often freezes while that in seas not? Can you explain it?－The salinity of sea water can affect the freezing point of water. Sea water has a lower a freezing point, so even when the temperature of sea water falls below 0℃, sea water is still liquid.5. However, no matter whether it is sea water o r pure water, “wood floats on water while iron sinks” always works. How do you explain that? What property of water is this?－If a substance has a lower density than water does, it will float on water; Otherwise, it will sink.Qs: 1) What is density? And w hat’s the density of pure water?－Density is the relationship between mass and volume and is measured in kilos per cubic meter (kg/m3). The density of water is 1,000kg/m3.2) Does it also go for the phenomenon that Ice looks larger than water of equal mass?－Yes. Water’s density decreases when it turns to ice, so its volume increases.3) Does all the water in the same river or ocean have equal density? Tell your reasons.-No. Changes in salinity and temperature affect water’s density. Cold water of high salinity usually is most dense and will tend to sink to the bottom of the ocean.6. Qs: 1) What do different densities in the ocean result in?－Dense water sinks and less dense water is pushed to the surface. Thus water in the ocean is always moving.2) What phenomena can this result help us explain? Please give examples. (If necessary, give students some hints such as showing a picture etc.)Ocean motion helps move nutrients around and adds energy to the marine ecosystems.Different marine creatures live in different levels of the ocean. (Because of the foods they need, sunshine etc.)7. Read following statement and think what conclusion you can draw? Or what property does it refer to?It is said that a man of 60kg loses about 1L water through breath and skin evaporation (皮肤蒸发) every day. In other words, 539kcal heat is released in these two ways. If so much heat were kept in human body, it would raise body temperature by 9℃. Can you imagine the result?－Water has a relatively high heat capacity and can accommodate the climate automatically. It can absorb and release a lot of heat without big changes in its temperature, thus creating a stable environment.8. Here are some more familiar phenomena.What property of water is each of them related to?The coastal are as are often neither too hot nor too cold. (Water’s high heat capacity)Ice floats on water. (Density)When the sea water in a container is evaporated (蒸发), there will be some salt left. (Dissolvability)Irrigate in winter can help raise the soil temperatu re. (Water’s high heat capacity)People swimming in the Dead Sea float; they can even read a paper while lying on their back in the water. (salinity and density)IV. Homework1. Try to think as many examples as possible to show that water is made use of to bring benefit to human beings.Period 3 Post-reading & ListeningTeaching goals:1. To get students have a better understanding of water.2. To learn some new words and sentence structures.Teaching procedures:Part one Post-readingI. Better understand the properties of water1. “Where there is water, there is life!” Can you use some facts to illustrate it?－Water is a medium for life.So far as we know, life only exists on earth, because there is water. Etc.2. Our planet is a water planet of which two thirds of its surface is covered by water. What’s more, our body is also mainly composed of water. Do you know following figures which show how much water there is in parts of our body? 60%, 70%, 82%, 90%Up to _____ of the human body is water.______ of the brain is composed of water.______ blood is made up of water.The lungs are nearly _____ water.3. Water is the source of life. That’s why water is an excellent medium for life. And you know all this is because of water’s unique properties.II. Revision on the properties of water1. What are the properties of water?Water is polar.Water is liquid at room temperature.Water has a relatively high freezing point.Water has density 1,000 kg/m3.Water has high heat capacity.…2. What causes water to have such unique properties?－It’s molecule form / chemical structure.3. What is water molecule like?Chemical structure: two hydrogen atoms and one oxygen atom.Different parts of it: a slightly positive end and a slightly negative end, so it is polar.The function of it: it causes water to be able to dissolve both solids and gases, and that’s why water can break down nutrients quickly.4. Do pure water and salt water have the same chemical structure? Does pure water have salinity?Qs: 1) What’s salinity?2) What is sea / salt water? － A mixture of pure water, dissolved gases and solids.3) How does salinity affect water?4) How does it affect water’s weight and freezing point?－ The higher salinity water has, the heavier the water is.The higher salinity is, the lower the freezing point of water is.5. Salinity also has something to do with the density of water. The higher salinity is, the higher density of water is.Qs: 1) What is density?2) How is density measured?3) Which is denser, water or oil?4) What will happen when water and oil are in the same container? What does this phenomenon illustrate?－Oil floats on water. A less dense substance floats on a denser substance.5) Does water in the same ocean have the same density?－No. Denser water sinks and pushes less dense water to the surface.6. That’s why the ocean water will never stop moving. Ocean motionQs: 1) What does ocean motion mean?2) How does ocean motion work?－Denser water sinks and pushes less dense water to the surface.Ocean motion helps move nutrients around and adds energy to the marine ecosystems.3) What causes ocean motion?－Changes in salinity and temperature.7. The temperature of the ocean water always keeps steady, making the oceana safe and comfortable habitat. Do you know why?－Water has a relatively high heat capacity.Qs: 1) What is heat capacity?2) What’s the function of heat capacity?－It determines how a substance absorbs and releases heat;It keeps water temperature steady;It keeps the earth’s temperature steady.III. Reflection1. There is a close relationship between some properties of water, for example, salinity, density and ocean motion. How do they affect each other?2. Suppose you are one of the main properties of water (resolvability, salinity, density …). You think yo u are the most important and have the greatest effect on life. Try to persuade others by describing: 1) What you are.2) What affects you.3) What you are made the most of by human beings.Part two ListeningI. Pre-listeningGive a very brief introduction of The Rime of the Ancient Mariner and its author Samuel Taylor Coleridge. Here rime is the variant of rhyme.II. While-listening1. Listen to the story (Part 1) and find the information about it. (When, where, who, what?)When: 18th century? (No, not mentioned)Where: on a shipWho: sailors / marinersWhat: One of the sailors kills a bird that brings good luck to the ship, by doing which he has brought bad luck and death to the sailors.2. Listen to part 1 for the second time and finish the following true or false questions.1) This poem was written by a British poet Samuel Taylor Coleridge in the 1700s.2) In the poem, one of the sailors kills a fish under the ship.3) It is believed that the animal he kills is one that brings good luck to the ship.4) Other sailors are so frightened and angry that they kill the sailor.5) The sailors are extremely thirsty but they can’t drink the water in the sea, because it is too dirty.(Keys: TFTFF)3. Listen to part 1 for the third time and answer the following questions:1) Who tells the story in the poem?2) What does one of the sailors do?3) What do you think will happen next?4) Why are the other sailors frightened?4. Listen to part 2 and complete the following sentences.1) Finally they decide that he must die －_______ the mariner who _______ the bird.2) He must _____ _______ it all and will ______ by having to tell the story…3) _____ ______ on the ship, _________ on the ocean, the mariner suffers from __________ and ______.4) His story _____, the ________ mariner says _________ and asks them to learn from his ___________.Keys: 1) except, shot; 2) live through, pay 3) Left alone, drifting, loneliness, fear; 4) told, ancient, farewell, sufferings5. Listen to part 2 again and answer the following questions:1) What happens to the sailors?2) What happens to the mariner?3) Why is the person telling the story?4) Who is the person actually?II. While-listening1. Reflection: What do you learn from this story?－Everything existing in the world has their own certain values, we should understand and respect them.2. CreationWork with partner and try to come up with a good, scary story like the one about the mariner.Homework1. Preview Integrating Skills “Nature’s Nursery: Estuaries” on page 22Period 4 Integrating SkillsTeaching goals:1. To get students to know what estuaries are and their functions2. To learn to write an explanation paragraphTeaching procedures:I. Lead-inLook at the map of China, answer these questions:1. Can you name the three cities marked on the map? Where are they? (Chongqing, Shanghai, Dalian )I2. How much do you know about them? Is the economy there well-developed or not?3. Which city is the most developed? Why?Now let’s look at this map and then answer the following questions:1. Can you tell what map it is? Where is it?2. Is the water here salty or fresh?3. What’s the place called where river and the ocean meet?II. While-reading1. Skimming1) Find out the definition of estuary.(An estuary is the body of water where a river meets the ocean. Salt water from the ocean and fresh water from the river mix together in an estuary. This mixing of fresh and salt water creates a unique environment filled with life of all kinds---- a zone between the land and sea.)2) What functions of estuaries have been mentioned in the passage?(Great places for nature’s young animals clean our water by absorbing nutrients and pollutants from water coming from inland sources; provide both recreation and education for human beings.)3) Discussion.What livi ng conditions do you think are needed for nature’s young ones?Do estuaries have such conditions for them?2. DiscussionWhat living conditions do you think are needed for nature’s young ones?Do estuaries have such conditions for them?3. Scan the passage and answer the following questions.Why are estuaries such good places for nature’s young ones?What does “density” mean in this passage?How do estuaries affect the water that passes through them?Why are estuaries more sensitive to pollution than other areas?Why are estuaries important to human beings?(Answer to question 1) In estuaries, animals can enjoy all the benefits of the oceans without having to face many of its dangers. Tides provide energy for the ecosystems, but estuaries are protected from waves and storms by islands, mud or sand. Nutrients from both the land and the ocean arrive in estuaries.(Answer to question 2) It means the degree to which an area is filled with things or people.(Answer to question 3) They absorb nutrients and pollutants from water coming inland sources, thus cleaning our water.(Answer to question 4) Because estuaries act as filters(过滤器), many pollutants end up in them.(Answer to question 5) Estuaries provide both recreation and education for human beings. For example, people can fish, swim and have fun on the beach; scientists and students have endless opportunities to study a variety of life in the habitat. Estuaries also contribute to the economy through tourism and fishing.4. Finish the following passage with words from the text.Estuaries are bodies of water along coasts that are ________ (形成) when fresh water from rivers ________ with salt water from the ocean. In estuaries, the fresh river water is blocked from streaming into the open ocean by either surrounding mainland, or islands. This mixing of fresh and salt water _______ a unique environment ______ with life of all kinds -- a zone between the land and sea known as an estuary. The estuary gathers and holds a ______ of life--giving nutrients from the land and from the ocean, forming an ecosystem that contains more creatures than any other ________ on the earth. Estuaries are also important for human beings. They protect water quality by ________ pollutants from water coming from inland sources. They are centers for _______(娱乐) and education. Estuaries, in short, are treasures.(formed, mixes, creates, filled, variety, habitat, absorbing, entertainment)III. Post-reading DiscussionAs we learn from this passage, many cities which are built around estuaries, like Shanghai, Guangzhou, Ningbo, Shenzhen are very developed. Can you explain why?( They are near Yangtze River Delta, Pearl River Delta…)(Convenient transportation, rich resources…)IV. WritingDo you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well organized and easy to understand.Tip oneIf we are describing a process，we’d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps.First…Second…Third/ Then…Last…Tip twoIf we are writing about something that has several parts, we should describe each part and explain its function and structure.The following questions may help:What is it? How many parts is it made up of?What’s the structure of each part? How does it work?HomeworkImagine that your science teacher ask you to explain one of the following questions:Why does an ice cube float?What will happen to a piece of metal if you put it in water?Why do so many species live in estuaries?Why have so many cities been built by estuaries?Choose one of the questions and write a passage, using what you know about nature and science and what you have learned from this unit.Period 5 SpeakingTeaching aim:1. Get students to talk about the main use of water in our life and their effects.2. Draw students’ attention to the importance of using, saving and protecting our water as well.Teaching procedures:I. Revision1) Can you use your own words to tell us the general idea of the two reading passages?2) What do you learn from our previous classes?－ Water is necessary / a must to life. Without water, life, as we all know, would not exist.II. Speaking1. Pre-speaking1) Do you agree with the saying “Without water, life would not exist.”?2) So not only you and I agree with this opinion, but also the United Nations hold the same view. And that’s why we have World Water Day.Q: Is there anyone who knows when it is? － Mar. 223) Brief background information about World Water Day: World Day for Water is established by the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a unique occasion to remind everybody that concrete efforts to provide clean drinking water and increase awareness world-wide of the problems and of the solutions, can help make the difference.4) Last year we witnessed some great disasters such as the typhoon “Yunna” and the tsunami in the India Ocean. What a coincidence that the theme for World Water Day 2004 was “Water and Disaster”. World Water Day 2005 will be guided by the upcoming water decade's theme "Water for Life". It will be the starting day for this International Decade for Action, "Water for Life".2. While-speaking1) To some extent, the existence of World Water Day also implies that human beings cannot live without water. Why? Can you tell how water is being used in our life? Give some examples.－electricity, agriculture, home use, industry, transport, entertainment, etc.2) Look at the first picture (“electricity”) in the textbook and talk about it.The water is being used to generate electricity. Building up behind a high dam, water accumulates potential energy (势能). This is transformed into mechanical energy when the water rushes down. It is a good way to use water because water is renewable green energy. It will never run out if only we use it properly and generating electricity by using water is a better way to protect the environment than others. However, it takes a great sum of money and a long period of time to build a dam and prepare all the required equipment. Since nowadays electricity has already been an indispensable part of our life, most people benefit from using water in this way.3) Group work. Divide students into several groups with six in each. Each one takes charge of one picture. When discussing each picture, please think about the following questions:How is water being used?What property of water enables it to be used in this way?Why do we use water in this way?Who benefits from using water in this way?Is this a good way to use water?What are some disadvantages of using water in this way?4) Pair work. Each six-member group can be divided into three smaller ones with two in each. Make a dialogue on the basis of the results about your topics we reach, using following useful expressions:The water is being used to / for … We should / could …What will we do if …? If we …, we can …It would be better to … Can you think of a better way?3. Post-speaking1) Just now we’ve talked about six ma in ways of using water and their disadvantages as well as advantages. Here I have something more for you.① Read following short passage by yourself.No matter who we are, where we are, or what we do, we are all dependent on water. It is the source of all life and we need it every day. But with the world's growing population and fast developing economies, the earth's water reserves are drying up fast.As many as 7 billion people throughout the world could face a water shortage by 2050 if the present situation continues. By then, the global population is expected to reach 9.3 billion. Many big cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.This alarming situation was shown in a United Nations (UN) report just ahead of World Water Day, which falls on March 22.② Watch a flash “A prediction for water”2) Q: What information have you got from the passage and flash?－Water is very important to each of us. We must try our best to save and protect our precious water; otherwise, we will suffer a lot and even bring disasters upon ourselves.3) Q: How can we save and protect water in our daily life?Take home use for example,Reduce faucet flow. Avoid letting the water run when brushing teeth, washing dishes, and shaving etc.Reduce shower flow. Install a water-efficient shower head and spend 2 minutes less in the shower.Replace aging toilets and clothes washers with high efficiency models. Take advantage of City rebates offered for low-flow and Wash Wise models.Repair leaks. Find and fix faucet and toilet leaks.Use natural lawn & garden care practices. Dig compost into soil to increase water retention and apply mulch around plants to avoid evaporation.Reduce outdoor water use. Use a commercial car wash that recycles water. Sweep the driveway instead of hosing it off.We ourselves should have a strong sense of preserving water and tell others to protect it too.Start from the little things right under our noses. For example, don’t litter or pour rubbish into rivers at will.Avoid cutting down trees especially where the source of river lies.…4) Enjoy a flash about saving water. For the second time, we may turn off the sound and let students dub it in English if possible.4. HomeworkRead the requirements in Talking (P.96) and finish it in the form of report.Period 6 Grammar and Word StudyTeaching Goals:◆ To review Modal verbs.◆ To make students get more familiar with the Modal and practise using them in different situations.◆ To enable students to master some new words and expr essions.Teaching Procedures:Part One: GRAMMAR - MODAL VERBSI. RevisionWe have talked about the properties of water and we know that water can be used in many ways due to these properties. So please answer the following questions.。

Teaching Plan for Senior Two (unit1-10)(人教版高二英语上册教

Unit One Making a differenceThe First PeriodTeaching Aims:1.Learn and master the following words:Inspiration, perspiration, undertake, analysis, obvious, within, quote2.Talk about science and scientists.3.Listen to the description of some scientists.4.Do some speaking, describing people and debating.Teaching Important Points:1.Train the students’ listening ability by listening practice.2.Train the students’ speaking ability by talking about science and scientists, describing people and debating.Teaching Difficult Points:1.How to improve the students’ listening ability.2.How to help students finish the task of speaking.Teaching Methods:1.Warming up to arouse the students’ interest in science.2.Listening-and-answering activity to help the students go through the listening material.3.Individual, pair or group work to make every student work in class.Teaching Procedures:Step I Warming up1.T: There are many outstanding scientists in the world, who made great contributions to society and science. Now look at the pictures on page 1, tell me what are these scientists famous for?(Bb) Scientists ContributionsMaria Curie Radium /PoloniumAlbert Einstein The Theory of Relativity…2.T: Well done. I think you are all interested in science and scientists. What do you think makes a successful scientist? Have a discussion in pairs or groups of four. Then report the results of your discussion.(It is the way he uses his tools that makes a successful scientist.A successful scientist must have much imagination and intelligence and he must be creative and hard-working.Asuccessful scientist must be confident, curious and careful. But what I like to know is what made him/her interested in science…)T: Now look at the quotes on page 1.do you know what they mean? And do you agree?天才就是百分之九十九的汗水加上百分之一的灵感。

高中英语优秀教案(英文模板)Teaching plan

nguage focus and difficult points：
1。Focus: This lesson willnot onlyfocus on the correct pronunciation of words and theirmeanings, but also the imitation of the recordings of those long sentences。
X.Self—reflection
IX.Teaching Procedure：
Stages/ Timing
Activities and methods
Warmimg-up
（3minutes)
1.Letstudentsobserve four picturesand ask whatthey aredoing。
2.Tell students our mission。
2。Difficult points: Thoseexaggifficult for students to imitate。
VII.Teaching Aids：an egg，a cup，a mp3
VIII.Teaching Method: task based teaching approach
V.TeachingObjectives：
Language
1.Studentsshould learn thewordsof lesson13。
2.Students can read somelong sentencesof lesson 13.
Ability
Students’ listening，speaking, reading and writing skills can be trained and improved when they complete their tasks by using the target language.

高中英语优秀教案(英文模板)Teaching plan

X.Self-reflection
Presentation
（10min）
1.Hold an egg and a cup ask students“What’s this?”
2.Teach word egg-cup。
3.Teach sentence through mp3.
Play a game(5min）
Give prize to students who imitate the mp3。
Teaching Plan
I.Topic:eating eggs
II.Target students:fifth grade primary schoolstudents
III.Teaching Material: Lesson 13 ofLook. Listen and learn
IV.Time: 40min
2.Let students demonstrate how British eat soft boiled eggsaccordingto these sentences。
Homework
(1 minute)
1.ቤተ መጻሕፍቲ ባይዱopy the words in the textbook。。
2.Follow the recordings of lesson 13。
Affective
After learning this lesson，students willknowwhat’s the differencebetween British and Chinese in egg-eating and they will be moreinterestedin western culture as well.

高中英语优秀教案(英文模板)Teachingplan

Teaching PlanI. Topic: eating eggsII. Target students: fifth grade primary school studentsIII. Teaching Material: Lesson 13 ofLook. Listen and learnIV. Time: 40minV. Teaching Objectives:Language 1. Students should learn thewords of lesson 13.2.Students can read somelong sentencesof lesson 13.Ability Students ’listening, speaking, reading and writing skills can be trained and improved when they complete their tasks by usingthe target language.Affective After learning this lesson, students will know what’s thedifference between British and Chinese in egg-eating and theywill be more interested in western culture as well.VI. Language focus and difficult points:1. Focus: This lesson will not only focus on the correct pronunciation of words andtheir meanings, but also the imitation of the recordings of those long sentences.2. Difficult points: Those exaggerated intonation will be a little bit difficult for students to imitate.VII. Teaching Aids: an egg, a cup, a mp3VIII. Teaching Method: task based teaching approachIX. Teaching Procedure:Stages/ Timing Activities and methodsWarmimg-up 1. Let students observe four(3 minutes) pictures and ask what they aredoing.2.Tell students our mission.Presentation 1. Hold an egg and a cup ask(10min) students“What’s this?”2.Teach word egg-cup.3.Teach sentence through mp3.Play a game Give prize to students who imitate(5min) the mp3.Presentation 1. Teach words.(10min) 2. Teach sentences.3.Let students demonstrate thesentence.Play a game 1. Let students read the three(12min) sentences loudly.3.Let students demonstrate howBritish eat soft boiled eggsaccording to these sentences. Homework 1. Copy the words in the textbook..(1 minute) 2. Follow the recordings of lesson3.X. Self-reflection。

高中英语优秀教案(英文模板)Teaching plan

X.Self—reflection
nguage focus and difficult points：
1。Focus：This lesson willnot onlyfocus on the correct pronunciation of words and theirmeanings, but also the imitation of the recordings of those long sentences.
V.TeachingObjectives:
Language
1.Studentsshould learn thewordsof lesson13.
2.Students can read somelong sentencesof lesson 13.
Ability
Students’ listening，speaking，reading and writing skills can be trained and improved when they complete their tasks by using the target language。
Presentation
（10min）
1.Hold an egg and a cup ask students“What’s this?”
2.Teach word egg—cup。
3.Teach sentence through mp3。
Play a game（5min）
Give prize to students who imitate the mp3。
2。Difficult points: Thoseexaggeratedintonation will be a little bit difficult for students to imitate.

高中英语优秀教案(英文模板)Teaching plan

nguage focus and difficult points:
1。Focus：This lesson willnot onlyfocus on the correct pronunciation of words and theirmeanings, but also the imitation of the recordings of those long sentences.
2.Let students demonstrate how British eat soft boiled eggsaccordingto these sentences.
Homework
（1 minute）
1.Copy the words in the textbook.。
2.Follow the recordings of lesson 13.
Affective
After learning this lesson, students willknowwhat’s the differencebetween British and Chinese in egg—eating and they will be moreinterestedin western culture as well。
V.TeachingObjectives：
Language
1.Studentsshould learn thewordsof lesson13.
2.Students can read somelong sentencesof lesson 13.
Ability
Students’ listening，speaking，reading and writing skills can be trained and improved when they complete their tasks by using the target language.

高中英语优秀教案(英文模板)Teaching plan

Affective
After learning this lesson, students willknowwhat’s the differencebetween British and Chinese in egg-eating and they will be moreinterestedin western culture as well。
V.TeachingObjectives：
Language
1.Studentsshould learn thewordsof lesson13.
2.Students can read somelong sentencesof lesson 13.
Ability
Students’ listening，speaking，reading and writing skills can be trained and improved when they complete their tasks by using the target language。
nguage focus and difficult points:
1。Focus：This lesson willnot onlyfocus on the correct pronunciation of words and theirmeanings, but also the imitation of the recordings of those long sentences。
X.Self-reflection
Presentation
（10min）
1.Hold an egg and a cup ask students“What’s this?”

Teaching Plan教学讲解课件

Teaching PlanUnit 10 I’d like some noodlesTeaching ObjectivesKnowledge Objectives:1. Students will be able to learn new words about different kinds of foods and sizes.2. Students will be able to learn sentence patterns about ordering food.Ability Objective:Students will be able to make conversations about ordering food with their partners.Emotional Objective:Students will be able to understand the process of ordering food in a restaurant.Teaching Method: Communicative method and task-based teaching method.Teaching Procedures:Step 1: Lead-in. The teacher asks the students what food they had for breakfast and whether they like the food to review the learned words and phrases about food. Then the teacher asks the students a question: If they could choose some food for breakfast, what food would they like to eat. Then the teacher asks the students to listen to a song about food and asks aquestion: What would they like to eat? After that, the teacher introduces the topic of un it 10: I’d like some noodles.Step 2: Pre-listening for 1aThe teacher asks the students to look at the picture on page 55 and to identify the foods in the picture. Then do exercise 1a to match the words with the foods. Then the teacher asks the students to describe the three special food in the picture by using the new words about food.Step 3: While-listening for 1aThe teacher plays the tape and asks the students to do exercise 1a: check the special food that the person orders.Step 4: Post-listening for 1aThe teacher leads the students to read the conversation and thengives them a task to make their own conversations to talk about the other two special food. The teacher shows the useful sentence patterns on the screen. Then asks some pairs to present. Step 5: Pre-listening for 2a and 2bThe students are asked to look at the picture on page 56 carefully and identify the different foods. Then teacher shows the pictures of three different kinds of noodles with three different sizes on the screen and asks the students to describe. Step 6: While-listening for 2a and 2bThe teacher plays the tape and ask the students to check the foods they hear in the conversations. Then check the answers. Next the teacher plays the tape once again and asks the students to fill in the blanks in 2b.Step 7: Post-listening for 2a and 2bThe teacher shows different kinds of noodles with different sizes on the screen and then asks the students to use the new words and sentences to describe them. Then the teacher gives them a task: Imagine they are at a restaurant. One student plays as a waiter, and the other students play as customers and make a conversation about ordering food. The teacher showed useful words and sentences on the screen. Then asks some pairs to show their conversations.。

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