B2U3-Warming up and Pre-reading (1)
课件：Warming Up，Pre-reading and reading
Penicillin 1928
Warming up – II (2m)
Among the inventions above, which invention do you think is the most important one? Why?
Warming up-III (2m)
What is an invention?
invented seismograph
Warming up-I (4m)
Warming up: In groups, discuss the inventions you know and then make a list.
Do you know what these inventions are and when did they happen?
An Invention is something that is created by a human being. Inventing is a scientific activity.
What is a discovery?
A discovery merely makes known something that already existed in nature.
6
Apply for a
Fill in the form and
7
patent
filed patent application
with the Paten Office
Reading – IV (5m)
Detailed reading:
Answer the following questions:
The discovery of the problem of the snakes.
高中英语(人教版 必修2)unit 3 Section_Ⅰ Warming Up - Reading — Pre-reading
Section_ⅠWarming Up & Reading —Prereading 1．In our daily life, the computer and the Internet play an important role.What ways do you think the computer can help us?2．Who do you think is the founder of the World Wide Web? Please read the following passage to get the answer.Most people have never heard of Tim BernersLee. He is not nearly as rich or famous as Marc Andreessen, who is the founder of Netscape, or Bill Gates, whose name has become a wellknown word.BernersLee, who works in a small office at the Massachusetts Institute of Technology, is the creator of the World Wide Web. The creation of the Web is so important that some people compare BernersLee to Johann Gutenberg, who invented printing by movable type (活字) in the fifteenth century.BernersLee was born in England in 1955. His parents, who helped design the world’s first commercially (商业地) available computer, gave him a great love ofmathematics and learning.In 1980, BernersLee went to work at CERN, a physics laboratory in Geneva, Switzerland, where he had a lot of material to learn quickly. He had a poor memory for facts and wanted to find a way to help him keep track (轨道) of things he couldn’t remember. He invented a software program that allowed him to create a document that had links to other documents. He continued to develop his idea through the 1980s. He wanted to find a way to connect the knowledge and creativity of people all over the world.In 1991, his project became known as the World Wide Web. The number of Internet users started to grow quickly. However, BernersLee is not completely happy with the way the Web has developed. He thinks it has become a passive tool for so many people, not the tool for creativity that he had imagined.1．Look at the following picture. Can you name some parts of the computer?(1)host_computer___(2)monitor__(3)screen(4)keyboard__(5)mouse__(6)speaker2. Match the words with their meanings.(1)A monitor is A．the part of a computer that stores information.(2)The screen is B．the part of the computer that you type on.(3)A keyboard is C．the part of the computer that looks like a television.(4)A mouse is D．something you use to click on things (files, etc.)．(5)A CDROM is E．the part of the monitor that you look at.(6)A hard disk is F．the main device that a computer uses to store information.答案：(1)C (2)E (3)B (4)D (5)A (6)F3．Try to give the Chinese meanings of the following terms about the computers and the Internet.①web fans网迷②netizen网民③software 软件④virus 病毒⑤hacker 黑客⑥download 下载⑦blog 博客⑧email 电子邮件⑨homepage 主页⑩Internet bar 网吧⑪password 密码⑫website 网站⑬host computer 主机⑭desk top 桌面1．In 1936, Alan Turing wrote a book about________.A．how to simplify difficult sumsB．how the co mputer could be made to work as a “universal machine”C．how to build an analytical machineD．how to change the computer’s shape2．Why did the computer totally change its shape?A．Because the computer could do many things.B．Because the computer could simplify sums.C．Because its memory improved.D．Because the computer never forgot anything.3．How long did it take before the computer was built as an analytical machine?A．500 years. B．300 years.C．100 years. D．200 years.4．According to the last paragraph，which was not mentioned in the use of the computer?A．Mobile phones. B．Rockets.C．Bikes. D．Robots.5．How can you understand the underlined word?Since the 1970s many new applications have been found for me.A．a formal request for sth.B．the practical use of sth.C．an act of spreading sth.D．an act of making a rule答案：1～5 BCDCB1．Read the text and then do the following exercises.Write out the main idea of the text. This is a short history of the development of computers.2．Look at these inventions.Can you put them in order according to the timewhen they appeared?答案：DAFBCE3．Read the text and then fill in the blanks.I was born in 1642 in France. After I was programmed by an operator 1.who used cards with holes, I could “think” 2.logically (logic). In 1936 my real father, Alan Turing, described 3.how computers could be made to work to solve any mathematical problem as 4.a universal machine in a book. People were surprised 5.at my artificial intelligence. At first, I was as large as a room. As time went by, I was made smaller and smaller. In the early 1960s, I got a family 6.connected (connect) by a network. My memory became so large 7.that even I couldn’t believe it! And my memory has developed so much that I never forget anything. I could share information 8.with others and talk to each other by a net. My family and I9.have_been_used (use) by billions of people since the 1970s. I am happy 10.thatI have truly been built to serve human race since my birth.disadvantages of the Internet.Advantages：(1)No_matter_how_far_it_is,_we_can_communicate_with_our_friends_by_Interne t.(2)We_can_collect_related_information_for_our_lessons.(3)We_can_watch_movies_and_listen_to_music,_which_makes_our_life_interesti ng_and_colorful.(4)We_can_do_shopping_on_the_Internet.Disadvantages：(1)If_we_play_computers_for_a_long_time,_it_is_bad_for_our_eyes_and_health .(2)It_is_a_waste_of_time_and_money.(3)Make_people_isolate_themselves_from_their_friends.(4)Some_people_especially_the_teenagers_are_crazy_about_the_computer_games _and_chatting_on_the_Internet.As_a_result，they_have_little_time_to_study.(5)Some_people_use_the_computer_wrongly.Conclusion：There_is_no_doubt_that_computers_have_two_sides,_too.If_we_make_good_use_o f_it,_it_will_make_our_lives_more_colorful_and_convenient.But_don’t_lose_yourself_in_playing_computers.Just_remember:_Keep_fit,_study_well_and_w ork_hard.。
必修二unit3warming up& prereading
hard disk
2 6
screen
3 CD-ROM
5
mouse
4
keyboard
1. Look at these pictures. In pairs discuss what they have in common. 2. What do they tell you about the development of computers? 3. What do you think will be the next development?
人教课标 高一 必修 2 Unit 3
Heavy!
Difficult!
Hard!
Tired!
Easy!
Fast! Free!
keyboard
mouse spe
scanner hard disc printer USB flash disc
Label each part.
What’s next?
common的用法
They have become friends, for they have much in common with one another. in common (with) have something/much 他们成了朋友，因为他们有很多共同点。 和…有一些/很多共同之处 Although they are twins, they have little in have nothing/little in common (with) common. 和…没有共同之处 他们是双胞胎，但几乎没有共同点。 In common with with manysb/sth other children, I prefer pop in common music to classical music. 与…有共同之处 和许多其他孩子一样，我喜欢流行音乐胜过古典音 乐。
人教版高中英语必修二Unit 2 warming up, pre-reading reading 教学设计及教后反思
高一英语必修2第二单元Olympic Games第一课时教学反思文昌市田家炳中学吴花颜本课是高一英语必修2第二单元第一课时的内容，课型为阅读。
以下是我对本堂课的教学反思。
反思一：阅读材料的理解和阅读技巧的培养本节课课题奥运会为学生所熟悉，所以学生有话可说。
尤其是继2008北京奥运会之后。
所以学生对于本单元话题吸取较浓。
学生准备的也比较充分。
方便了教师的教学，同事对教师也提出了更多的要求。
传统的看法认为教师的任务就是传授知识, 按韩愈说的就是“传道授业解惑”, 但是仅仅传授知识是不够的。
要提高学生的素质, 就要培养学生的能力。
因此英语阅读教学中要突出“学”字, 从让学生“学会”转到培养学生“会学”, 授之以法, 把学习的主动权交给学生。
学会怎样学习, 对学生来说是至关重要的。
学生只有掌握了科学有效的学习方法。
在阅读课中，教授学生正确的阅读方法是非常重要的。
而我在这方面做得还不够。
阅读技巧的传授不是教师说一次学生就能接受掌握的，这种方法的传授要渗透在每次的阅读课的教学中，这样才能使学生形成良好的阅读习惯。
反思二：问题的设置问题设计是英语阅读教学的重要手段, 是帮助学生理解、鉴赏文章的切入点。
教师设计问题, 要遵循循序渐近的原则, 要把问题建筑在学生的注意力和兴趣之上,服务于全面提高学生素质水平的目标需要。
高中英语课文大多篇幅较长。
课文内容参透了丰富的审美以及科学教育内容。
在这些兼顾知识性、趣味性、思想性的阅读课教学中精心设计既有启发性又能激起学生探讨兴趣的系列问题, 可以启迪学生动脑, 激发学生思维,培养学生主动学习的习惯。
1以《我和你》2008北京奥运主题曲导入，大家一起唱，引起学生的兴趣，这部分做得很好。
2 Which number is concerned with the Olympic Games?FiveWhat do the five rings stand for?The five interlocking rings stand for friendship of five continents.3 talk about 2008 Beijing Olympic mascot 这部分做得很好4 the Olympic motto and 2008 Beijing Olympic motto5 talk about the events of the Olymic games6 How much do you know about the Olympic Games? Test your knowledge with this quiz in warming up7 Fast reading (Tor F)8Careful reading9 Tell the difference between ancient and modern Olympics according to the reading passage and fill in the blank,让学生上黑板来完成，这部分做得很好。
教学设计3：Warming Up，Pre-reading and Reading
Unit 1 Living well说课稿一、学生情况分析本单元的设计与实施是建立在学生经过高一新教材学习基础之上。
学生已经逐步适应了在活动与任务中学习英语以及如何处理语言知识与活动开展的关系。
并且，他们也已经形成并培养了一定的小组合作学习及自主学习的能力。
对于残疾人的生活和学习这一话题，同学们并不感到陌生，相信这能引起学生的兴趣，并激发学生的探究心理。
二、教材分析（一）教材地位与作用Living well高中英语选修7 第一单元的内容。
本单元以残疾及残疾人生活为中心，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。
本课时是第一课时，包括Warming Up，Pre-reading，Reading和Comprehending 四部分。
通过本节课的学习，提高学生理解、尊重、关心、帮助残疾人意识，使残疾人与健全人一样共享美好生活。
它在整个单元教学中占有十分重要的地位。
这是对新课程目标中情感态度与价值观培养目标的全方位体现。
基于以上教材的分析，根据新课程标准要求，我确立如下教学目标：（二）教学目标1. 知识目标a. 掌握以下重点词汇和短语ambition, disability, fellow, independent, beneficial, encouragement, in other words, all in all, out of breath, make fun of.b. 理解和运用以下重点句型1. I have to adapt to my disability.2. Just accept them for whom they are and give them encouragement to live as rich and full a life as you do.2. 能力目标a. 通过对段落结构的分析，使学生掌握scanning的阅读技巧。
新人教版选修七Unit3 Warming Up,Pre-reading and Reading教案
Unit 3 Under the SeaWarming Up, Pre-reading and ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语anecdote, annual, witness, accommodation, shore, yell, pack, flee, drag, depth, lip, tongue, abandon, relationship, ahead of, in the meantime, help outb. 重点句子We ran down to the shore in time to see an enormous animal opposite us throwing itself out of the water and then crashing down again. P20Without pausing we jumped into the boat with the other whalers and headed out into the bay. P20 As we drew closer, I could see a whale being attacked by a pack of about six other killers. P20 And those others are stopping it diving or fleeing out to sea. P20It took over half an hour to get the boat back to James ... P212. Ability goals能力目标Enable the Ss to talk about plants and animals under the sea. Let the Ss know that sea plants and animals are part of human beings’ life.3. Learning ability goals 学能目标Help the Ss learn how to talk about plants and animals under the sea by means of making dialogues and know the importance of the relationship between animals and humans through reading.Teaching important points 教学重点Help the Ss know more about plants and animals under the sea as well as the animals’ loyalty and help to human beings.Teaching difficult points 教学难点Analyze the structure of some sentences;Summarize the main idea of each paragraph as well as the text.Teaching methods 教学方法Making dialogues to collect information about the plants and animals under the sea;Fast-reading and careful-reading methods;Thinking and summarizing methods.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures && ways教学过程与方式Step Ⅰ Warming upT: Good morning / afternoon, everyone!Ss: Good morning / afternoon, Sir / Madam!T: Have you seen plants and animals that live under the sea? And do you like them?Ss: Yes. They are very beautiful and lovely. / Some are ugly and dangerous. / I like them very much whether they are beautiful or ugly. / Yes, they are very nice ...T: Mm, I see. But where did you see them?Ss: At an aquarium. / In the tunnel under the sea. / In the zoo. / On TV, the programs about the sea animals. / On the Internet. I have seen a lot of pictures about the sea animals and plants ...T: V ery good. You see, your sight of sea animals is limited. Do you want to know more about them?Ss: Yes! Very much! But how?T: Now you can talk to each other in pairs about the sea animals and plants you’ve seen before to enrich your knowledge of them. Use the list on Page 19 to help you.Th e Ss begin to talk about the plants and animals under the sea they’ve seen before and the teacher can walk around to see what they are talking about. After that the teacher can ask two or three pairs to act their dialogues out.Possible dialogue 1:Sa: Last summer holiday, I went to Hainan Province with my parents. There when I was on my snorkelling trip, I saw many kinds of beautiful fish under the sea. They have so rich and fresh colors that I couldn’t believe my eyes.Sb: Do you know their names?Sa: No. So large variety of colorful fish that they made me astonished. But I could hardly call a single name of them. Maybe I saw sea anemones, which live on rocks and look like flowers.Sb: Have you seen anything special?Sa: Yes. I saw some corals, real and living corals. You know the red one is the most beautiful. Sb: Red? I’ve only seen white ones in decoration shops. I like its fantastic shapes. But I don’t know there are some red ones.Sa: Besides red ones, there are purple, yellow, blue, pink ones.Sb: Oh! That’s wonderful! How lucky you are! I like sea animals and plants very much but I haven’t seen them under the sea with my own eyes. I’ve only seen them on TV programs and in some films about living things under the sea.Sa: When we can earn enough money by ourselves, the first holiday trip would be going on a snorkelling trip.Sb: It’s a go!Possible dialogue 2:Sa: Once I saw many turtles in the Aquarium of Shanhaiguan. Some were so large that they couldn’t move very fast. Two or three of them had har d horns on their legs. It is said they must have lived at least over three hundred years before they have this kind of thing.Sb: Really? I’ve never heard about that. I have been to Shengya Ocean World in Dalian. I saw some large turtles but didn’t find th at kind of ones.Sa: You must have seen many fish, right?Sb: Certainly! A large number of animals and plants under the sea.Sa: Tell me more, please.Sb: Some eels, for example. They were long and thin with sharp teeth and swam very quickly. Small sharks in white-grey color swam in groups around the diver. They were active and seemed never to stop. The explainer told us that only a few kinds of sharks might attack people. There were also fat sea lions, yellow and green parrotfish, blue-striped angelfish, sea horses—they were very small, floating upright in water, sea stars in many colors and so on. There were also some sea plants such as kelp.Sa: That’s wonderful. I’ll ask my parents to take me there next summer holiday!T: V ery good job! You make me know more about the lovely sea animals. Would you like me to show you around the world under the sea?Ss: Hurray! We couldn’t wait any more!T: But remember, after you’ve seen each beautiful creature without name marked, you must try to write down the name of the animal or the plant in your exercise books, three of you will be asked to write the names on the blackboard. Whoever writes the names most quickly and accurately will get a small gift. Clear?Show pictures of sea plants and animals on the screen and ask the Ss to do the spelling job. If possible, a short video about the world under sea would be better.(1) (2)(3) (4)(5) (6)(7) (8)(9)(10)(11)(12)(13) (14)Names of these sea animals and plants:(1) white whale 白鲸(2) anemone 海葵 (3) sea star 海星(4) shark 鲨鱼 (5) coral 珊瑚 (6) butterfly fish 蝴蝶鱼 (7) sea horse 海马(8) turtle 海龟 (9) parrot fish 鹦嘴鱼(10) kelp 海带 (11) eel 海鳗 (12) angel fish 天使鱼(13) anemone fish 海葵鱼(14) dolphin 海豚 T: Aren’t they beautiful! I think you’ve known more about sea animals and plants. Now, let’s work in groups of four, making a list about what you have known about them to collect the information. Draw a form like this and then fill in it. Show the following form on the screen. After the Ss have finished, show a fulfilled one as a summary.Step Ⅱ Pre-readingLet the Ss talk about the picture in Pre-reading and get them prepared for the reading passage.T: Now look at the picture in Pre-reading. What can you see and what do you think is happening in it?S: In the picture we can see a huge fish, from the water spurted out of the blow-hole on its head we can know it must be a whale. There are some big fish running after it. They are having a fight, I guess.S: There is a small boat not far from the whale. The people on the boat might be hunting whales. I heard of it before.T: If you want to uncover the puzzle, read the words on the left side of the picture.After a short while.T: What does anecdote mean? Have you got its meaning from the dictionary?S: It means a short story based on your personal experience.T: Right! So what are the main characters of the story?S: Whalers, killer whales and baleen whales.T: But what is the real name of the killers? And how did they help the whalers to catch the baleenwhales? Let’s read the text and find th e answers.Step Ⅲ Reading comprehendingIn this step, the Ss will read the text and deal with the comprehending exercises.SkimmingLet the Ss skim the text and get the main ideas of the two anecdotes.After skimming.T: Who is Old Tom? What is the first anecdote about?S: Old Tom is the name of killer whales. The first anecdote describes a hunting experience about how the killer whales helped the whalers to hunt a whale.T: Good! How about the second one?S: It tells about how a killer whale protected and saved James, a whaler.ScanningLet the Ss do scanning and find the answers to the questions in Exercise 2.T: First, go through the questions in Exercise 2 on Page 21, and then I will give you several minutes to do scanning.A few minutes later, guide the Ss to do pair work (as follows), while the teacher can walk around to see if they have any problems to deal with.Sa: What evidence was there that Old Tom was helping the whalers out?Sb: Old Tom was swimming by the boat, showing us the way and leading us to the hunt. George started beating the water with his oar and there was Tom, circling back to the boat, leading us to the hunt again ...Then ask some pairs to ask and answer the questions before class.T: V ery good! Now close your books and we’ll list en to the tape of this text. Take out a piece of paper. Look at the screen, while you are listening, pay attention to the whole story and try to write down the missing words in the sentences according to what you hear. Are you ready?Show the following sentences on the screen. (The sentences are given with blanks.)1. I thought, at the time, that this was just a story but then I witnessed it with my own eyes many times.2. …as I was sorting out my accommodation, I heard a loud noise coming from the bay.3. We ran down to the shore in time to see an enormous animal throwing itself out of the water and then crashing down again.4. “Come on, Clancy. To the boat,” George said as he ran ahead of me.5. As we drew closer, I could see a whale being attacked by a pack of about six other killers.6. And those others are stopping it diving or fleeing out to sea.7. Within a moment or two, its body was dragged swiftly by the killers down into the depths of the sea.8. In the meantime, Old Tom, and the others are having a good feed on its lips and tongue.After playing the tape, ask someone to spell out the words or write them down on the Bb to check their listening and spelling tasks. At last, show the answers on the screen.Step Ⅳ DiscussionDeal with Exercise 3 in Comprehending. Let the Ss work in groups and do some discussion.T: Look at the title of this text: Old Tom the Killer Whale. Who is Old Tom and what is special about it?S: It is a killer whale! It’s the head of the killer whale team, I think.S: Maybe it is the most clever and powerful one in the team.T: Now in groups, discuss the relationship between Old Tom and the whalers. Then discuss what other animals help out humans in hunting.A sample description:Sa: Old Tom is honest and helpful to the whalers and the whalers are very kind to Old Tom and its group, too. They’re just like good friends.Sb: I think so. Maybe Old Tom and other killers have been trained by the whalers, just like hunting dogs, they get on well with the whalers. In everyday life they take care of each other and in an emergency, they help each other.Sc: Speaking to hunting dogs, I think they are the most typical animals that help out humans in hunting. Upon meeting the quarries, they are very excited and listen to their masters very well to hunt for them. If there is a group of dogs, they may work together till they help the master catch the quarries. Then they will be very happy and come back to the master to report their success. That’s very interesting. And if their master is in d anger, they will rush up to rescue him. There aremany moving stories of this kind.Sd: Yes. After reading the text, we can learn more about the relationship between humans and animals. Humans and animals should depend on each other and be kind to each other. Only in that way, can the world be more harmonious and beautiful.Deal with some language points.Step Ⅴ HomeworkT: As a matter of fact, whales are now an endangered animal. Many people are trying to protect them from being hunted. The last whaling station in Australia closed in 1978. But some countries oppose the ban. And there are still people who hunt whales. What’s your opinion? Are you for or against the banning whaling? Consider the problem carefully and we’ll have a discussion tomorrow. Good-bye everyone!。
教学设计30：Warming Up，Pre-reading and Reading
Unit 2 English around the worldWarming Up，Pre-reading and Reading 教学准备一、教学目标1．本单元的中心话题是“世界上的英语”，通过对这一话题的探讨加强对英语语言的了解，对当代语言特别是英语发展趋势的了解。
2．这一单元课文中出现长难句。
重点是分词短语作定语。
例如：（1）The English spoken in England between about AD450 and 1150 was very different from the English spoken today.（2）Today the number of people learning English in China is increasing rapidly.通过分析，教会学生如何分析长难句。
二、教学重点/难点1．培养学生如何抓主旨大意和段落大意的能力。
2．运用阅读策略培养学生的其他的阅读理解能力。
3．帮助学生学会分析长难句。
三、教学用具四、教学过程Pre-reading（Warming up）（6’）Step one：lead inTeacher told a funny story about the different Englishes in the world.〔设计说明〕：用一个趣味故事导入本节课，故事简单易懂，吸引学生注意力和兴趣，又可以深刻反映本节课主题。
Step two：Brain stormIntroduce other types of English in the world.〔设计说明〕：头脑风暴的部分是地学生的背景知识的考察，让学生可以以点代面，从整体上了解世界上不只有英美国家讲英语，还有很多种英语。
了解不同的英语会让我们更好的感知这门语言。
让学生的新输入知识和他们原有的背景知识联系起来，以便于更好的记忆。
同时，这一部分有助于学生的跨文化交流意识的培养。
高中英语Unit2PoemsWarmingupandprereading1课件选修6
Back
Our first football match
We would have won… if Jack had just scored that goal, if we’d had just a few more minutes, if we had trained harder, if Ben had passed the ball to Joe, if we’d had thousands of fans screaming,
Back
I saw a fish-pond all on fire
I saw a fish-pond all on fire, I saw a house bow to a squire, I saw a person twelve-feet high,
I saw a cottage in the sky, I saw a balloon made of lead, I saw a coffin drop down dead,
周而复始
Week in, week out.
永无止境
Endless
Back
A fallen blossom is coming back to the branch.
look, a butterfly! (by Moritake)
落下的花朵 回到了树枝上。 瞧啊，是个蝴蝶！
作者Moritake
雪儿融化了, 整个村庄充满着
构成一个韵节 的四种情况: 强+弱, 强+弱弱,
……
弱+强, 弱弱+强 至 八韵诗
The Daffodils
Let’s practice a little more.
教学设计14：Warming Up，Pre-reading and Reading
Unit 2 The Olympic GamesWarming Up，Pre-reading and Reading Teaching Points:1. Let students learn more about the basic knowledge on the Olympic Games.2. Get students to learn different reading skills.Teaching Difficulties:1. Develop students’reading ability.2. Enable students to learn to talk about the Olympic Games.3. Let students learn to use comparing and contrasting when writing.Teaching Methods:1. Task-based teaching and learning.2. Cooperative learning.3. Discussion.Three-dimensional target:Knowledge and skills objectives:1. Get students to learn the useful new words and expressions.2. Let students learn about the basic knowledge on the Olympic Games.Capacity and process goals:1.Develop students’reading ability and let them learn different reading skills.2.Enable students to learn to talk about the Olympic Games.Emotion and value targets:1.Arouse students’great interest in the Olympic Games.2.Develop students’sense of cooperative learning.Teaching Procedures:Step 1 Leading-inListen to a song and guess what purpose it is used for.Purpose: To activate Ss and arouse them to talk about activities in the Olympic Games. Show the pictures about Five Rings Flag and athletic activities.Ask Ss whether they know some other athletic activities.Step 2 Warming UpPurpose: To lead Ss to the topic of this unit through a quiz.Pair work: Get Ss to talk about the questions below, and then ask them to present it before the class.1. When did the ancient Olympic Games started?A. 1896B. 1906C. 776BC2. Which is the Olympic torch(火炬) of Beijing Olympic Games?A. B. C.3. How many gold medals did China get in the 2008 Beijing Olympic Games?A. 28B. 51C. 494. Which sport is in the winter Olympic Games?A. BadmintonB. BasketballC. Speed skating5. How many kinds of Olympic Games are there in the world?A. 3B. 2C. 46. What’s the motto of Beijing Olympic Games?A. Welcome to BeijingB.New Beijing, new OlympicsC. One world, one dream7. Who was China’s first gold medal winner and for what event?A. Xu Haifeng; shootingB. Deng Yaping; table tennis8. What’s the host city of the first Olympics?A. Athens, GreeceB. Beijing, China9. What’s the host city of the 2012 Olympic Games?A. Beijing, ChinaB. London, UK10. Which one is not the Mascot of Beijing Olympic Games?A. B. C.Suggested Answers: 1. C 2. C 3. B 4. C 5. B 6.C 7. A 8. A 9. B 10. CStep 3 Pre-readingPurpose: To have Ss learn about some more about Olympics and arouse their interest.Individual work: Get Ss to answer this question individually.1. How many events are there for the Summer and Winter Olympics? Can you list some of them?2. When and where will the next Olympics be held? What do you think the Chinese team will do in order to win more medals?Suggested Answers:1. In the Summer Olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing. Javelin, weight lifting, gymnastics, boxing, etc. In the Winter Olympics, there are skiing, skating, ice hockey, ski jumping, sledding,snow-boarding, etc.2. The 30th Olympics will be held in London on July 27th, 2012.Step 4 Reading1. ListeningPurpose: To get a brief understanding of the text.To train Ss’listening ability.(1) Listen to the tape.(2) Ask Ss to find the writing type and the main idea of the text.The writing type: conversational style (an interview).Main idea: The similarities and differences between the Ancient and Modern Olympics.●What are the two main sets of Games?Summer Olympics and Winter Olympics.●How often do we hold the Games?Every four years●What’s the motto of the Olympics?Swifter, Higher and Stronger.2. ScanningPurpose: To get Ss to have some details in the text.Read the text quickly and find out the similarities & differences between Ancient and Modern Olympics.(1) What are the similarities?How often Both are held every four years.What for Both are held not for money but for honour.Beliefs They are the same. Swifter, Higher, and Stronger.Competitors Men are allowed to take part both in ancient and modern Olympics.Events Some events are the same, such as running, jumping, shooting, and throwing.(2) What are the differences?Ancient ModernGames Summer Summer & winterCountry Only Greece Countries from all over the worldCompetitors Only men men and womenPrize Olive wreath MedalEvents A few Many more3. Read the passage carefully again and answer the following questions.(1) Where do all the competitors live?A. A hotel.B. A special village.C. A restaurant.D. Nowhere.(2) Why do so many countries want to host the Olympic Games?A. To develop the economy.B. It is a great honor.C. To make the country famous.D. They want to make money.(3)Which of the following is included in the Winter Olympic Games?A. skiing and ice skatingB. running racesC. horse ridingD. swimming(4) Why does Pausanias think people may be competing for money in the modern Olympic Games?A. The winner can get medals.B. The winner can be awarded lots of money by their own countries.C. The olive wreaths have been replaced by medals.D. Medals are made of gold.(5) How does Pausanias feel when he hears the Olympic Games are also about being able to run faster, jump higher and throw further?A. SurprisedB. HappyC. SadD. AstonishedSuggested Answers: 1. A 2. B 3. A 4. C 5. B4. Post-reading(true or false).(1)The winter Olympics are usually held two years before the summer Olympics.(2) There are no running races or horse riding events in the Summer Olympics.(3) Pausanias doesn’t like the ideas of the modern Olympics.(4) There are more than 250 sports events and each has its own standard in the modern Olympics.(5) The interview between Pausanias and Li Yan is a true story.Suggested Answers: 1. T 2. F 3. F 4. T 5. FStep 5 HomeworkReview the reading text and finish the exercises on page 11.Surf the Internet for more information of the Olympic games.。
教学设计13：Warming up and Pre-reading
Warming up and Pre-readingPart 1 Teaching goals:Enable the students to know about animals and plants under the sea.Part 2 Important points:Understanding the relationship between the killers and the whalers.Important words and expressionsPart 3 Difficult points:The relationship between the killers and the whalersTeaching procedures & waysStep 1: Warming up and Pre-readingT: Have you seen plants and animals that live under the sea? Where did you see them? T: What do you think is happening in the picture?T: What do you know about killer whales?Step 2: Key words1. share (v.)(1) sth. with sb. 与某人分享某物He would share his last pound with me. ___________________________(2) (in) sth. 分享某物We will share the joys and sorrows. ___________________一份，股份Let me take a share in the expenses . _____________________He owns 500 shares of the company. _________________________2. favorite(1) adj. 最喜欢的Who is your favorite writer? _________________________be favorite with __________The singer is popular with young people______________________(2) n. 最喜欢的人或物Liu Xiang is a general favorite. _________________________favor ___________ in favor of __________.3. annual 既可作形容词，意为“每年的; 按年度计算的”，也可作名词，意为“年刊；年鉴”。
原创3：Warming Up，Pre-reading and Reading
A. Sacramento
B. Los Angeles
C. San Diego
D. San Francisco
4. California’s official nickname is the ___B____?
பைடு நூலகம்
A. Sunflower State C. Land of opportunity
B. Golden State
How much do you know about
California???
1. California is the __A_____ largest state in the USA.
A. third B. second C. fourth D. fifth
2. California, a state in the western USA, borders
___A_____.
A. the Pacific Ocean B. the Indian Ocean
C. the Atlantic Ocean D. the Arctic Ocean
3. __B___ is California’s largest and the nation’s second
largest city.
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•Italians
Late 19th century
•Danish
1911
•Jewish •Japanese •Koreans •Cambodians •Vietnamese •Pakistanis
1920s Beginning of the 20th century From about the 1970s From about the 1970s In more recent decades From about the 1970s
教学设计13：Warming Up，Pre-reading and Reading
Warming Up，Pre－reading and Reading教材分析Warming Up is made up of two parts：discussing and talking. The purpose is to get students interested in the topic “disabilities”．The teacher first asks students to talk about people with a mental or physical disability to see how much they know about disabilities. Next，ask students to look at the pictures and read what these people have achieved even though they each have a disability. Finally，find out what disability they might have according to each description below the picture. Meanwhile，make sure students learn some useful new words and expressions in this unit.Pre－reading provides a short passage about a website called “Family Village”．Ask students to read it and find out the purpose of the website. Make sure the students have a basic knowledge of the website for the disabled.The reading passage Marty's Story presents a story that although Marty is a disabled boy，he never feels sorry for himself and he leads a good and busy life. This is the key part of this unit. The teacher can first get students to skim for the main idea of each paragraph in the reading passage，and then scan for further understanding. In order to let studentsfully understand the passage while reading，the teacher should analyze the change of Marty's feeling over time and next guide students to write a mini biography for Marty.To consolidate the contents of the reading passage，the teacher will present some poems to students for appreciation.知识目标1．Get students to learn the useful words and expressions in this unit.eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to2．Help students to learn about disabilities and life of the disabled.能力目标1．Let students read the passage Marty's Story to develop their reading ability.2．Enable students to know that people with disabilities can also live well.情感目标1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled.2．Help them understand more about how challenging life can be for the disabled.3．Develop students' sense of cooperative learning.教学重点Get students inspired by positive stories of the people with disabilities.教学难点1．Develop students' reading ability.2．Help students understand the difficulties the disabled have to overcome.教学方法1．Task－based teaching and learning.2．Cooperative learning.教学过程Step 1Warming up1．Warming up by discussingFirst ask students to talk about people with a mental or physical disability to see how much they know about disabilities. Then show some photos of people with disabilities. Students will be asked to discuss the following questions in small groups.Do you know any famous people who are disabled?What difficulties do they have to overcome in daily life?What have they achieved?Suggested answers：Steven Hawking has a muscle disease，but he makes great contributions in science and puts forward his theory about black holes.Beethoven was deaf in one ear when he was 26 and totally deaf at the age of 35，but he was a great composer.Helen Keller was deaf and blind，but she was a great writer.2．Warming up by talkingFirst，ask students to look at the pictures and read what these people have achieved eventhough they each have a disability. Next，work with partners to talk about what disability they might have according to each description below the picture.Suggested answers：Rosalyn is in a wheelchair. She has walking difficulty.Richard has difficulty with eyesight，so he can't read the questions or write the answers for his college entrance exams.Sally has hearing problems (though not deaf as she can still understand loud speech in the cinema)．Gao Qiang was born with Down's Syndrome，which is a mental disability. Some Doun's Syndrome Down's Sufferers have made a good career as actors.Step 2Pre－readingAsk students to read the short paragraph in Pre－reading carefully and find out the purpose of the website “Family Village”．Suggested answers：1．To give ordinary young people with a disability a chance to share their stories with others.2．To inspire other disabled people.3．To get non－disabled people to understand more about how challenging life can be for people with disabilities.Step 3Reading1．SkimmingGive students 2 minutes；ask them to read the passage fast to fill in the blanks：Sum up the main idea of each paragraph：Paragraph 1：A(n)______ to Marty and his muscle disease.Paragraph 2：How the disease ______.Paragraph 3：Marty met a lot of ______ at school.Paragraph 4：How his life has become ______.Paragraph 5：The ______ of his disease.Suggested answers：Paragraph 1：An introduction to Marty and his muscle disease.Paragraph 2：How the disease developed/started.Paragraph 3：Marty met a lot of difficulties at school.Paragraph 4：How his life has become easier.Paragraph 5：The advantages of his disease.2．Scanning for detailed informationAsk students to read the passage carefully to locate the detailed information.(1)First ask students to read paragraph one and complete the chart below.Suggested answers：(2)Next read paragraphs two and three and choose the best answer.Why did the doctors cut out a piece of muscle from Marty's leg?A．Because they could cure the disease by cutting it out.B．Because they wanted to use it as a specimen(标本)．C．Because they would transplant(移植) the new muscle.D．Because they wanted to find out the cause of the disease.Key：D(3)Read paragraph four and answer the following questions：①What is Marty's ambition?②What is Marty's achievement?③What is Marty's hobby?Suggested answers：①Marty's ambition is to work for a firm that develops computer software when he grows up.②Marty invented a computer football game and a big company decided to buy it from him.③As well as going to the movies and football matches with his friends，he spends a lot oftime with his pets.He has two rabbits，a parrot，a tank full of fish and a tortoise.(4)Ask students to find Marty's advice in paragraph five.Suggested answers：Don't feel sorry for the disabled.Don't make fun of them.Don't ignore them.Accept them for who they are.Encourage them to live as rich and full a life as healthy people do.Step 4Consolidation1．Ask students to read the whole passage and choose the best answers.(1)Which of the following is false?A．Although there are a few students who look down upon him，Marty never gets annoyed.B．Marty leads a meaningful life and does not feel sorry for being disabled.C．Marty only spends time with his pets and never with his friends.D．Marty's disability has made him more independent.(2)From the passage we can infer that ______.A．Marty asks others to feel sorry for him B．Marty never loses heartC．Marty is afraid of being made fun ofD．Marty will not accept any encouragement because he has grown stronger psychologically Keys：(1)C(2)B2．Ask students to work together to write a mini biography for Marty according to the text.My mini biographyNameStatusHealthInterests and HobbiesAmbitionMottoSuggested answers：My mini biographyName Marty FieldingStatus High school studentHealth Developed a muscle disease at the age of 10，very weak，cannot do things like normal peopleMy mini biographyInterests and Hobbies ·Enjoying writing and computer programming·Going to the movies and football matches with friends·Spending a lot of time with my pets—two rabbits，a parrot，a tank full of fish and a tortoiseAmbition To work for a firm that develops computer softwareMotto Live one day at a time3.Discuss in pairs to get the main idea of the passage by filling in the blanks.Though he is a ______ person，Marty never feels ______ for himself and he ______ his life.Suggested answers：disabled；sorry；enjoysStep 5Discussion1．Ask students to discuss the following questions in small groups.(1)How did Marty's feeling changed over time?(2)What kind of person do you think Marty is？Can you use adjective words to describe him?Suggested answers：(1)The change of Marty's feeling over time：hopeful→hopeless→stupid→not get annoyed→good/busy(2)We can see Marty is optimistic/brave/independent/strong－minded.2．Show a video of “Qianshou Guanyin” to the students and encourage them to remember the famous saying：“Where there is a will，there is a way.”Step 6AppreciationAsk students to read two poems for appreciation when facing obstacles in the future.Facing Obstacles (Two poems by Tom Krause)The Heart of the StrongStrong is the heart that knows not the wayof comfort and ease while living each day.Yet continues to believe from the depths of its soul that the future is destined to silver and gold.Strong is the heart whose yearning is wanedby storms in life filled with heartache and pain.Yet still gives its all—everything that it canin search of a dream—God's ultimate plan.When there is a victory—when battles are won when burdens are lifted and bright shines the sun—when struggling souls gather—where heroes belong—they find in themselves—the heart of the strong.Carry OnAt times when you feel troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.In your heart you will find special virtuessuch as faith and hope and love.These gifts have been sent down to youfrom a power up above.It is faith that keeps the soul searchingfor the joy the heart hopes for.It is love that heals the spiritmaking it stronger than before.And if your heart be brokenif your strength should fade awaythe power of these virtueswill still win out the day.So remember when you are troubledwhen your happiness is gonelook to the heart within youfor the strength to carry on.Step 7Homework1．Retell Marty's Story according to the mini biography.2．Surf the Internet to learn more about the life of disabled people.。
教学设计3：Warming Up and Reading
Unit 4 Body languageWarming up and pre-readingAbility goalsa. Enable the students to understand what a certain gesture of the body language means in a given situation.b. Enable the students to act out some meanings, requirements, requests or situations given in the target language.c. Enable the students to express with the target language the meanings given in body language.Learning ability goalsa. Help the students learn how to express themselves in body language when needed.b. Help the students understand others when body language is being used.Teaching important pointsa. Teach the students how to understand body language used in different countries or cultures as well as in different occasions.b. Teach the students how to use body language in the most appropriate occasions.Teaching difficult pointsa. Enable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.b. Let the students know that there is both positive body language and negative body language.热身阅读AEverybody knows that words can carry messages. People communicate with words. Books, magazines, TV and radio and films all help us to communicate with others. They all help us to know what is going on in the world and what other people are thinking about.Do you think you can communicate without words? A smile on your face shows you are happy or friendly. Tears in your eyes tell others that you are sad. When you put up your hand in class, the teacher knows you want to say something or ask a question. You shake your head, andpeople know you are saying “No”. You nod and people know you are saying “Yes”.Other things can also carry messages. For example, a sign at the bus stop helps you to know which bus to take. A sign on the wall of your school helps you to find the library. Signs on doors tell you where to go in or out. Have you ever noticed that there are a lot of signs around you and that you receive messages from them all the time?People can communicate in many ways without words. For example, an artist can use his drawings to tell about beautiful mountains, about the sea and many other things.1. Which of the following statements is NOT true?A. It is a most popular way for man to communicate with words.B. Words are the only way for man to communicate.C. Using radio is one of the ways to communicate.D. TV can help people know the world better.2. Which of the following signs is usually used to show you the direction?A. A picture.B. A number.C. A kind of color.D. An arrow.3. How does an artist often carry messages to people?A. He writes articles.B. He gives reports.C. He signs songs.D. He draws pictures.BIf the eyes are the windows of the soul, then the body is the mirror of our feelings. If we are feeling grea t, it shows in how we hold and use our body. If we look at someone else’s body, we can often tell how they are feeling by the signals their body is giving. So reading body language signals is a great tool in daily communication.In case you don’t think that learning how to read and use body language is important, here are some numbers for you. 7% of the information we receive is from what people actually say, and 38% of the information we receive is from the tone1 and the speed of their voice; while 55% of the information we receive is from their body language.These non-verbal2 signals will help you a lot in dealing with people, but you still need to focus on what people are saying. If you focus too much on their body language signals, you and the person may feel uncomfortable. It is useful to be able to read people’s body language, but it is equally useful to learn how to send the right signals and avoid the wrong signals. Body language isopen to interpretation. Many signals have different meanings, depending on the person and the situation. Keep this in mind when you are trying to read a body language signal.Teaching ProceduresStep 1.Lead in1. Play a song to the students and ask them to act to the music.If You’re Happy2. Discussion:a. What is the purpose of language?The purpose of language is to be used as a tool of communication. That is, to exchange ideas, feelings, information, and so on.b. How can you tell if someone is sad even if they do not speak?I can tell if they are sad by looking at their facial expressions.c. What would you do if you need the other’s help urgently while you two speak different languages?I’ll try to use body language to tell the other what I need urgently. I’ll do it by m iming, by any proper posture, or gestures, even by drawing pictures.Step 2. Warming upIntroduce gesturesT: Boys and girls, why not move our bodies to get relaxed. Let’s do it together! I will say some words and you will act their meanings out. First, raise your hands. Ready? Go! (The teacher says out the words as follow and the students do the gestures.)Well done!\ Victory! \ Stop!\ Quiet! \OK!Step 3. Introduce the facial expressionsT: Good job! Now relax your face. Show the facial expression to express the following feelings. (The teacher says out the words as follow and the students express the facial expressions.)surprised\ angry \ fear\ joy\ disgustStep 4.Introduce the postures.T: Excellent! Now relax your whole bodies. We are going to move our whole bodies. You are expected to do the following movements with your partners.(The teacher says out the words as follow and the students do the postures with a partner.)nod\ bow \ hug\handshakeStep 5. Introduce the eye contactT: Well done! Now use your eyes to express your feelings in the following situations.Situation one: Suppose today is your birthday, you receive a very big present. It’s as big as you. So when you see the present, what’s your response?(answer: wide eyed)Situation two: Suppose you are walking on the street, some ugly guy comes up to you and wants to talk to you to get your telephone number. What’s your response?(answer: roll eyes) Situation three: Suppose you are walking on the street, some handsome guy walks by you. What’s your response?(answer: wink)Step 6.Summarize what’s body languageBody language is a form of communication without using any words and it can help us express our feelings. Now look at the pictures and guess what I mean by my body language?( The teacher do the gestures and the students guess the meaning.)Come here!Bad!Good!Me?Good luck!I don’t know!Step 7. Pre-readingDiscuss the questions:1. What do you think is the purpose of language?The purpose of language is to communicate with other people.2. How would you communicate with someone if you cannot speak? Give an example.I can use body language to communicate with someone if I cannot speak. For example, if I’m angry, I might turn away and not to tal k to others. If I’m happy to see someone, I might smile and hold out my hand or open my arms.3. How many ways can you think of to greet someone if you CANNOT speak?Ways to greet someone without words: smile, wave, shake hands, hug, kiss, etc.4. Look at the title and picture of the passage on page 26. What do you think the topic will be?Topic: different body language in different culturesThe second period ReadingTeaching Important Points1. Help the students understand the passage better.2. Learn and master some important words and phrases in this period.Teaching Difficult Points1. How to help the students improve their reading ability and understand the passage better.2. How to master the important language points in this passage.3. How to help the students understand and use the body language appropriately.Step 1. Fast readingSkim the text quickly and answer three questions.1. How many people are mentioned in the text? Who are they?Find the names of the persons mentioned and the countries they come from.2. While reading, please try to divide the whole passage into several parts and find out the main idea. Match the main idea of each part with lines.Part 1 Para 1 A. Examples of learned or cultural “body language”.Part 2 (para. 2 and 3 ) B. Different peoples have different body languages.Part 3. (para. 4 ) C. Summary of body language.Part 4. (para. 5) D. You are sent to Capital International Airport to meet thisyear’s international students.Step 2 Careful reading & detailsFind out the answers in the para 1.1. What did the author do yesterday?2. Why are the people visiting China?Find out the answers in the para 2.1. Who was the first to arrive?2. How did Julia react / response?3. What was another cultural mistake that the author noticed?Find out the answers in the para 3, 4, 5.1. Why do you move back from Ahmed Aziz?2. What do French people often do when they meet people they know?3. How do the men from the Middle Eastern and other Muslim countries to talk the men and women?4. Can we expect people everywhere to act the same? Why?5. Why do you think we need to study body language?6. Is the author male or female? How do you know?Read the text carefully, decide if the following statements are true (T) or false (F).1. Englishmen often stand close to others or touch strangers as soon as they meet.2. Most people around the world now greet each other by kissing.3. Japanese will bow to others as greeting.4. People from Jordan will move very close to you as you introduce yourself to them.5. Some body languages in some countries are good while some countries’ body languages are bad.Suggested answers:1.F2.F3.T4.T5.F。
教学设计6：Warming up and Reading
Warming up and Reading【课标解读】1. 通过阅读不仅训练他们的阅读技能，还要让学生学到一些有关自然灾害方面的单词和短语;2. 了解火山常识，学会如何谈论自己在经历自然灾害时的感受。
【教学目标】1.透彻理解课文；培养快速阅读、整体理解的能力。
2.自主学习，合作探究；能够流利的复述课文，学会说明文的叙述方法。
3.了解自然常识，热爱大自然,保护大自然.并全力以赴，充满激情。
【重难点分析】1）学生通过阅读课文大自然火山常识，对大自然产生浓厚的兴趣，增强对祖国大好河山的热爱。
2）学生能够在阅读的过程中对主要的阅读信息进行记录，并能根据这些信息对原文进行复述。
【巧设导语激发兴趣】（5分钟）Warming up and pre-reading1.Warming upIn order to talk about what volcanoes are and how they are formed, students need to learn some new words: lava erupt/eruption crater active/dormant/extinct volcanoes1) Show some pictures of disasters .Ask student to name disasters as much as they know. Sample answer: cyclone typhoon Hurricane tornado snowstorm landslidevolcano tsunami earthquake flood hailstorm sandstorm2) Ask them what they feel when they see the power of nature showing in the pictures:Have you ever experienced one?Share you experience and feelings? (were you frightened and how frightened were you?)Some expressions tips: scared to death, frightened, worried, unforgettable, unbelievable3) Have you ever seen a volcano?Ask Ss to complete exercise 1 in groups. Then check their answers orally as a whole class.Ask students to help you make a list of words connected with volcanoesDiscuss with students where in the world active and extinct volcanoes occur.2. Pre-reading1) Can you tell me who will climb into a live volcano in order to take the temperature of the boiling rock inside?volcanologists——do they take up a crazy job?2) Get the students to answer the six questions in pre-reading to find out whether they will enjoy working as a volcanologist.Students could do this activity as a survey by asking others in their class these questions or they could do it individually.3)After they have completed the task, survey the class to find out how many might enjoythe work of a volcanologist.Reading and comprehending1. First readingSkinning & skimming1) Ask students to read through the passage quickly to get a main idea of the whole passage. Give them a limited time to read the whole passage in order to encourage them to practice reading for general ideas and to discourage them from reading word by wordMain idea: This passage is a first-person account of a volcanologist’s experiences. Thevolcanologist described his exciting job and wrote down his first sight of aneruption.What does a volcanologist do ?( answer in the text )Then let students do the multiple-choices (见课件)2)Set Exercise 1 in “comprehending” either as a group or whole-class activity. Explain tostudents that the purpose of questions like these is to help them develop skills ofevaluating a text.2.Second reading (intensive reading)Before reading, glance through Exercise 2 on Page35.Choose some to ask them and check their answers:1). Why is a volcanologist’s job important?V olcanologists study volcanoes so that they can warn people when the volcano is going to erupt and so save many lives.2). Why is the lava that flows on Mount Kilauea more dangerous than the actual eruption?The lava flows down the mountain and can cover up or burn villages in its path. the rocks that erupt from the volcano usually don’t damage anything because no one lives the crater.3). Why was it difficult for the writer to walk towards the edge of the crater ?The author was wearing special protective clothing that made it difficult to walk.4). What does the writer find impressive about volcanoes even after studying them for 20years ?The author is impressed by the beauty of the eruption and also by its potential to cause great destruction.3.Third reading (Read again to find more details)1).What made the author realize that an eruption occurred?answer: my bed began shakinga strange soundmy bedroom became as bright as dayan absolutely fantastic sightred hot lava was containing hundreds of metres into the air2).What did the scientists do after the eruption ?answer: put on white protective suits, helmets, big bootsdropped as closed as possible to the craterslowly make our way to the edge of the craterlooked down into the red boiling centerHomeworkSpend some time researching one disaster. You can use books, magazines, newspapersor the Internet. Collect pictures and diagram and look for information about:• what causes this kind of disaster• actual events that happened in the past in china and/or the rest of the world• how people helped the victims• what is being done to prevent the disaster happening again or to lessen the damage.。
教学设计：Warming up and Pre-reading
Period 1 Warming Up, Pre-readingTeaching Goals:1. To read and talk about the procedure of making the news.2. To develop Ss’ listening ability.Teaching Procedures:Step 1 Leading-inPurpose: To activate Ss and arouse them to talk about making the news.1. Ask Ss to look at the following pictures and see how much they know about news.2. Group workAsk Ss the question “Do you know how to make the news?” Please discuss in groups.Step 2. Warming Up1. Pair workToday we will learn something about making the news. Suppose you work for China Daily. What types of jobs do you choose? What does it involve? Now in pairs discuss them. Give reasons for your choice.Types of jobs What it involvesjournalist Finding out news and telling people about it in newspaper or onTV/radioeditorphotographerSuggested Answers:Types of jobs What it involvesjournalist Finding out news and telling people about it in newspaper or onTV/radio2. Individual workAsk Ss to find any kind of newspaper and see the news in it. And let them find what section they like most.Step 3. Competition1.Individual workTake the quiz below and see whether Ss can guess the answers.(1) Which two words mean the same? (journalist/reporter)(2) Who gives opinions on plays and books. (critic)(3) Who reports from abroad? (foreign correspondent)(4) Who decides on the content of the newspaper? (writer and chief editor)(5) Who writes news stories? (reporter or journalist)(6) Who makes corrections to articles and design?(7) Who designs comic drawings with captions? (sub-editor)(8) Who is in charge of the newspaper when the boss is away? (deputy editor)2. Pair workAsk Ss to discuss in pairs which of the above jobs they like best and the reasons.Step 4. Pre-reading1. DiscussionAsk Ss to discuss in pairs what qualities a good news reporter needs to have and then tick the table below.2. Individual workAsk Ss to think about which of the above qualities they have and how they show the qualities. Step 5.Discussion1.Group workAsk Ss to discuss in groups the most unforgettable moment in their lives. And then ask them why they keep it in mind and how they felt at that time.2. PresentationAsk some Ss to talk about their most unforgettable moment in front of the class.3. HomeworkGet Ss to read some magazines and newspapers.。
人教版高中英语必修二Unit 3 Computers Period 2 Warming up and pre-reading教案
Unit3 ComputersPeriod 2 Warming up and pre-reading教学设计I. Teaching contents：Warming up and pre-readingII. Teaching aims：1）To inspire students with strong interest in the computers and improve students’ English ability.2).Learn how to describe different kinds of computers in English.3).To learn and remember the following words: abacus; calculator; PC; laptop; PDA; robot; development; universal;III. Key points & DifficultiesKey pointsTalk about the development of computers.DifficultiesRemember the new words.IV. Teaching procedure:.Step I : GreetingsThe teacher greet the whole class.Step II: Words preview:Teacher lead the students preview some new words of this unit. Step III: Warming up1.Warming up by guessing the riddles.(1). I am very old now. I was born in China. Many people used me forcalculating in the past, but now I am a bit lonely because they don’t like me now.(2). I can be used for calculating. Besides, I can also be used forwatching DVD, sending e-mail and communicating through the Internet.However, I am not a PC, because I’m small enough for you to take me with you.(3). I am so small in size that I can fit in your hand. I usually have a smallscreen usually bigger than a digital phone, however smaller than the smallest laptop, I’m a great way to store telephone numbers, access the internet, make calculations, and so on.(4). I am very small. I can be used for calculating. In China, a lot ofstudents use me when solving mathematical problems.(5). I am very big. Scientists use me to solve some mathematicalproblems.(6). I’m a machine that works automatically.I can do a wide variety of tasks, especially suitable for doing jobs tooboring, difficult, or dangerous for human beings.(7). I’m a smal l, relatively inexpensive computer designed for anindividual user. I’m based on the microprocessor technology. At home, people use me to surf the Internet and play games.( answers: 1. abacus, 2. laptop; 3. PDA; 4. calculator; 5. huge computer;6. robot;7. PC )Teacher describes the things ,ask students try to guess,2.Number the order of the abovr things according to the developmentof computers.(abacus→culculator→huge computer→PC→laptop→PDA→robot ) Step IV: Discussion:Students may be very familiar with the computer ,so let them discuss the following question with their group members.Do you know in what ways computers are used today?Work out a list and compare it with your partner.( Ater the discussion , ask some of the groups to talk about the usage of the computers before all the class in English.)Step V: Introduction of the Computer jargonTeacher ask the students to share information about the Computer jargon they got before calss.CPU - Another name for processor,Data - Information stored on a computer,Disk - A place to store data,Email - Electronic mail,Load - Get data from a disk,Save - Put data on a disk,RAM - Memory, the more the better,USB - A method to plug computer tools into machine,WWW - World Wide Web, part of the InternetStep VI. Homework1.Finish exercise of this period.2.Pre-view the text and underline the difficult points.VII. Blackboard DesignUnit3 ComputersWarming up and pre-reading1. abacus, laptop; PDA; calculator; huge computer; robot;PC2. CPU - Another name for processor,Data - Information stored on a computer,Disk - A place to store data,Email - Electronic mail,Load - Get data from a disk,Save - Put data on a disk,RAM - Memory, the more the better,USB - A method to plug computer tools into machine,WWW - World Wide Web, part of the Internet。
新人教必修二Unit3Computers-WarmingupandPre-reading
notebook computer
Discussion
Is it very important to learn computer skills for us? Why or why not?
Use the following expression in your discussion.
Typing Use
Shopping Calculating Translating Playing games Communicating Searching information Editing multimedia documents
Nowadays, what does a computer mean to you?
How much do you know
about a computer???
Give the English name of the following pictures of the computer components (组件)
What is it in English??
Main board(主板)
Riddles(谜语):
I am a machine which is a good helper in doing house work. I wash clothes for people.
Who am I ?
washing machine
Riddles(谜语):
• A machine that you use to talk to other
Unit 3 Computers
Period 1 Warming up
The whole class will be divided into four groups ,and each group send a student to stand before the platform , who guess what the object is and the rest of the group mates can only do some movements to let his or her group representative guess what the object is and the group mates who guess the object must use the following expressions:
高中英语unit3Warming up,pre-reading and reading教案新人教版选
Unit 3 Inventors and inventionsWarming Up Pre-reading, Reading---教案Teaching Goals:1. To learn about the difference between a discovery and an invention2.To arouse Ss’ interest in learning about the stages of an invention3.To develop Ss’ some basic re ading skills.4.To develop Ss’ ability to discover and solve the problems and cultivate Ss’ creativityand imagination.Teaching Procedures:Step 1. Warming UpPurpose: To arouse Ss’ interest in learning about the difference between a discovery and an inventionGet Ss t to guess what the invention is or who the inventor is in groups Question 1:It`s made of plastics and metal.It looks like a small box.The invention can contact someone while you are on the move.Suggested Answer: Mobile phone.Question 2:The inventor is from America.He is one of the father of inventions.The inventor invented the bulb.Suggested Answer:Edison2. Get Ss to tell as many the inventions they know as possible in groups.3. Ask Ss to look at the pictures on P19 and answer the following questions.(1) Which of the pictures is an invention?(2) Which of the pictures is a discovery?4. Get Ss to discuss the difference between the inventions and a discovery and give a definition of them and give some examples of each category.Suggested Answer:An invention is something produced for the first time through the use of imagination or ingenious thinking and experimentation.A discovery merely makes known something that already exists in nature.Step 2. Pre-readingPurpose : To get Ss to be aware of the connection between inventing and the scientific process.1. Let Ss work in pairs and decided what the first and most important stage is to make aninvention.2. Ask Ss to finish the exercise of Pre-reading on P19 and then check the answer in pairs.Step 3. Leading-inPurpose:Arouse Ss’ interest in the text and encourage Ss to imagine the content of the text.Ask Ss to predict in pairs the content of the text based on the title and pictures.Step 4. Fast readingPurpose: To get Ss to have a brief understanding of the text1. Ask Ss to read the text quickly and try to get the main idea of the whole text.Suggested Answer:The text narrates the problem of the snakes and presents the procedures of catching them and applying for a patent2. Get Ss to divide the passage and work out the main idea for each part.Part I (Para 1): The discovery of the problem of the snakes.Part II (Para 2～3): The research on the approaches to solve the problem.Part III (Para 4～6): The attempts to catch the snakes.Part IV (Para 7～8):The requirement of getting a patent.Step 5. Intensive reading1. Ask Ss to read the text carefully and find out which paragraph or paragraphs deal with each inventing process in the passage and find the examples:Suggested Answer:2. Ask Ss to work in pairs and try to tell which of the following statements are true and which arefalse.(1) When the writer called up her mother in the country on the phone she was very excited.(2) The writer felt very proud that she had a chance to distinguish herself by inventingsomething that would catch snakes but not harm them.(3) The first thing the writer tried to do was to catch the snakes.(4) The writer decided to remove the snakes` habitat.(5) The writer used an ice-maker、a bowl、some jelly、ice-cubes、a bucket and a net to catchthe snakes.(6) After three attempts, the writer finally caught the snakes and sent them into the wild.(7) The writer himself decided to send her invention to the patent office to get recognition forher successful idea.(8) The criteria are so strict that it is difficult for new ideas to be accepted unless they are trulynovel and are really different from everybody else`s.Suggested Answers:(1) F (2) T (3) F (4) F (5) T (6) T (7) F (8) T3. Ask Ss to take the quiz below and see whether Ss can grasp the details of the text.(1) Why did the writer do so much trap the snakes but not hurt them ?A. Because she wanted to eat the snakes.B. Because she planned to apply for a patent.C. Because she obeyed her parents and wanted to test her new idea.D. Because they were poisonous snakes.(2) The writer set about researching the habits of snakes in order to________A. know how to drive them off.B. kill them in the easiest way.C. trap them in the easiest way.D. get on well with snakes.(3) The writer placed a frozen bowl over the snakes` habitats because______.A. The snakes were small.B. She knew the snakes were cold-blooded animals.C. She didn`t want to be bitten.D. She wanted to make the snakes passive and caught them easily.(4) Which statement is true according to the text?A. The writer decided to send her invention to the patent office the moment she succeededcatching the snakes.B. The snakes were still as active as before in the first attempt.C. The writer could make a lot of money if she succeed.D. If an application for your product proves to be valid, you can get a patent immediately. .(5) According to the text, which subject do you think can be given a patent?A. A new kind of flower found by a botanist..B. A new way to make dirty .air cleanC. A new poem written by Mr. Li.D.A .new star discovered by a scientist.Suggested Answers:(1) C (2) C (3) D (4) C (5) B4. Ask Ss to read the text carefully and try to get more details from the text and then fill in the form.Suggested Answers(1) powers (2) hurt .(3)removing (4) attracting (5) using(6)cooling(7) sleepy (8) frozen (9) ice-cubes (10) a large bucket (11) two hours (12) less (13) disappeared (14) placed (15) bucket (16) Overnight; (17) very (18) bite (19) procedure (20) monitored (21) Overnight (22) passive (23) released(25) form (26) application (27) examined (28) 185. According to the form above, get Ss to retell the text.Step 6. ExtensionPurpose: To develop Ss`s ability to discover and solve the problems and cultivate Ss creativity and imagination.To provide a chance for Ss to apply their creative skills to real tasks.1. Ask Ss to work in qroups and answer the following questions.(1) What’s the writing purpose of the writer?Suggested Answer:The writer wants to inform us of the scientific methods to solve present problems so that we students can not only broaden the horizons but bee more skilled in discovering and considering carefully the problems in daily life. We are also encouraged by the writer to be creative and hardworking as well as thinking independently.(2) What should we learn from this text?Suggested Answer:We can learn from the text the way of doing scientific researches and how to apply for a patent. We can also learn that it takes an inventor great determination persistence to achieve his or her ambition and persistence to achieve his or her ambition in life.2. Get Ss formed in groups of four and discuss some inconveniences they’ve met in their life. They must imagine an invention to solve these inconveniences. After discussion, fill in the following form. Here are some problems for Ss to choose from and Ss can choose their own problem. Remember to include one change to your invention in case it doesn’t work the first time. (This can be done after class.)Problem 1: the apples growing on your apple tree are too high for you to reach them. What can you invent to pick your apples in fort?Problem 2: You need to make a house but you only have fishing nets and many plastic bottles. How can you solve it?Problem 3: You want to catch fish but not hurt them when you do so. Design a fishing rod that will solve this problem.Patent Application Question FormStep 7. Homework1.Ask Ss to go over the reading text.2.Ask Ss to preview Learning about Language.。
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Notebook computer
A notebook computer is a kind of useful computer which can be taken conveniently like a notebook.
Para. 1 Over time I have been changed quite a lot. Para. 2
Reading
1. Fast reading for general ideas 1) Who is the speaker in this story? A computer.
Topic sentence of 1st paragraph Topic sentence of 2nd paragraph Topic sentence of 3rd paragraph
What can we do on a computer and through the Internet?
Discussion
• • • • • I think that … In my opinion … I believe that … What’s your reason? Why do you think so?
...
Abacus
算盘
An abacus is an old calculating machine used in China until now
A huge computer
A huge computer is built to solve some mathematical problems. But it is too big.
Calculator
计算器
A calculator is a new calculating machine which can solve a large number of mathematical problems.Biblioteka C personal computer
A PC is a personal computer which can solve kinds of problems and is used widely now.
1940s Computer had grown as large as a room. The first family of computers was 1960s connected to each other. 1970s Many new applications have been found for computer. now Computers connect people all over the world together.
These changes only became possible as my memory improved.
Since the 1970s many new applications have been found for me.
Para. 3
time (time / place) in order of ______
universal machine… From then on… 1642…simplify …think logically
applications…
network…
memory… smaller… as large as…
exhibition hall
size /color /shape /functions…
Computers have been used to help us ...
do shopping
chat online
play computer games
surf the web for fun
search for information
download music and films
Keep in touch with friends
Please fill in the table
1642 The computer began as a calculating machine． 1840s The “analytical machine” was made by Charles Babbage. 1936 Alan Turing wrote a book about how computer could be made to work as a “universal machine” to solve any difficult mathematical problem.
I began as a calculating machine in France in 1642.
My memory improved.
Since the 1970s many new applications have been found for me.
2. Detailed reading 1) Where were you in 1642? In France. 2) What were you called in 1936? A universal machine. 3) What happened to you in the 1970s? Since the 1970s I have been used in offices and homes.
With the improvement of_______ memory and the appearance of a _______, network the computer totally changed its shape joined a big In and the early 1960s, it was family. _______ that connected all network
history /development /growth… It tells us the ___________________________ of the computer.
as time went by
by the 1940s from then on
PC
laptop
as large as a room
guide theme museum
Hello, everyone! Welcome to our theme museum. Now, let me introduce the development of the computer to you. Over time, the computer has been changed quite a lot.
shape
the computers, making it possible to share knowledge Wide Web through the World ___________.
With many new applications _________ added, the computer serves as a devoted ______ friend and helper of human race.
1822
1642
was built as
grew rapidly
an analytical machine
think logically and produce an answer quickly
began as a
calculating machine
simplify difficult sums
Over time, the computer has size grown rapidly both in ______ and 1936 was made to work as a universal machine in _________. brainpower solve difficult mathematical problems