朗声高中英语课堂同步诠案.

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高中英语同步教案：UnitCloning人教新课标选修

2014-2015学年高中英语同步教案（1）：Unit 2 Cloning人教新课标选修8）Unit 2 Cloning一．教材分析本单元以Cloning为话题，旨在通过单元教学，使学生了解克隆技术的优缺点，学会表达和支持个人观点，能用所学的有关Cloning的词汇去表述自己对这一新技术的观点和看法。

二．.德育目标：通过本单元的内容，帮助学生理解克隆知识和意义，同时，使学生能理解随着社会的发展科学技术也在不断的发展，要正确运用知识去为社会做出有意义的贡献。

三．课型设计与课时分配Part 1 Warming up and ReadingPart 2 Language studyPart 3 ListeningPart 4 Extensive readingPart 5 Communication and writing四. 分课时教案Part 1 Warming up and ReadingTeaching goals教学目标1. Target language目标语言a. 重点词汇和短语clone，commercial，producer，undertake，arbitrary，object，forbid，accumulate，cast down，object to，the media，in favour ofb. 重点句子It is a way of….The fact is that….The question that occurred is….2. Ability goals能力目标Enable the students to describe cloning: What is the advantages of cloning？What is the problems or dangers of cloning？What is your opinion of cloning？3. Learning ability goals 学能目标Help the students learn how to describe cloning.Teaching important points 教学重点How to describe cloning.Teaching difficult point 教学难点Help the students analyze the writing techniques of the article.Teaching methods 教学方法Skimming, task-based method and debate method.Teaching aids 教具准备A recorder, a projector and some slides.Teaching Periods: three Periods:The first period Warming up and Pre-readingTeaching procedures & ways教学过程与方式Step I Lead-inThis topic is difficult for students. So teacher should help the students learn more about it. Do this in the way of asking and answering questions.T: When the media report on cloning in the news, they are usually talking about only one type called reproductive cloning. There are different types of cloning however, and cloning technologies can be used for other purposes besides producing the genetic twin of another organism. A basic understanding of the different types of cloning is key to taking an informed stance on current public policy issues and making the best possible personal decisions. The following three types of cloning technologies will be discussed: (1) recombinant DNA technology or DNA cloning, (2) reproductive cloning, and (3) therapeutic cloning.More questions about cloning are given in the appendix. The information above is for reference only. Or you can choose several students and ask them to act out a short play whose main topic is as follows:An old man who was dying left all his fortune to his own son. But the did not know that his son was cloned. So two same young men both claimed that they were the old man’s son. They quarreled and fought with each other; at last they went to the judge. The judge let them check DNA. The result was that their DNA was the same. Now even the judge did not know what to do.In this part the teacher can give the students some advice to act out. According to this play teacher ask the students several questions:1. Do you want to be cloned or not? Why?2. If you are the judge what will you do?3. Can you tell me the advantages of cloning?4. And what is the disadvantage?DiscussionIn this part the students will discuss the relationship between the development of technology and social customs.T: As the technology develops day by day, it has a more and more important influence on the whole society. Technology affects social customs and ethics, sometimes technology may go against the conventional thinking, then comes the problem that whether we should stop the development of research or change the ethics.a lot of our original customs and ethics changed, either because they are out of time or not so scie …Look at picturesT: Look at the pictures and discuss which ones are natural clones and which ones are man – made. Then explain how they differ.Step II Pre-readingBefore class, ask the students to search for some information about this topic. Now show your questions on the screen, and then let them discuss with each other.T: Now please work in pairs and discuss about cloning. Then list the questions you want to find out. Share your list with your partner.Questions about cloning:1. What is a clone?2. How is a clone produced?3. What benefits can humans gain from cloning?4. What problems may arise when humans are cloned?5. Should we clone human?6. Could cloning replace sex as the means of creating new human life?7. Could a parent clone a child who is dying of a terminal illness?After a few minutes.T: Do you have other questions? Volunteer!Step 3. Homework1.Recite new words and expresstions2.Rread the textTeaching reflection:。

湖南省蓝山二中高二英语同步教案：M7 Unit 1 Task (牛津译林版选修7)[ 高考]

St ep 1: taking notes of requirements1. Pair work:Have a discussion with your partner:If you want to buy an electronic dictionary for study, what should you pay special attention to?Would you talk to your parents or your friends and ask them for advice?2. An uncle wants to buy an electronic dictionary for his son. Let’s listen to the uncle. List thet think that is important. What Isuitable for your uncle. You’d better state your reasons.Skills building 2: asking for information by telephone2. Read the first pair of speech bubbles. Have a discussion: Are there any problems in the speech bubbles? If so, what are the problems?3. Read the guidelines in Part 2 and 3. Learn to use the language mentioned in this part.Step 2: telephoning a companyNow, let’s use the skills we just learned to have a telephone conversation with others. Suppose you need to call the customer service department of the electronic dictionary company and ask for more information about the electronic dictionary.1. Read the points carefully and raise as many questions as you can about each point. For example: How long can the batteries last?2. Work in pairs with one acting as the customer and the other as the salesperson in theSometimes we need to write to someone to give advice. What shall we pay attention to when presenting our advice? In a word, we are supposed to express the advice simply, clearly and politely. In this part, we’ll learn how to write to someone to give advice.1. Read the instructions in this part. Keep the points in mind.2. Revise the usage of the words advise, suggest and recommend.e.g.1) I advised him to stop smoking. = I advised that he (should) stop smoking.I can recommend their pizza.2) They suggested another development program to the government.May I suggest going there by train?She suggested that we (should) have lunch at eh new restaurant.3) Would recommend a good dictionary to me? = Would you recommend me a good dictionary?I recommend going by subway.The doctor recommended me to take a long rest.The teacher recommended that we (should) read the novel. = The teacher recommended us to read the novel.Step 3: writing an e-mail with adviceAs mentioned above, you are expected to express the advice simply,clearly and politely. Now, let’s have a practice. Let’s write an e-mail withadvice to recommend one of the electronic dictionaries using theinformation gathered in Steps 1 and 2.1. First let’s divided into small groups and then make an arrangement. Remember each member of the group should contribute to the planning of the outline of the e-mail.。

湖南省蓝山二中高二英语同步教案：M7 Unit 1 Grammar and usage (牛津译林版选修7)[ 高考]

St ep 2: Exercises:Fill in the blanks with proper prepositions:1.His father will be back from London＿＿＿a few days.2. The train leaves＿＿＿6：00 p.m., so I have to be at the station＿＿＿5：40 p.m. at the latest?3. ＿＿＿the gate and you’ll find the entrance＿＿＿the park＿＿＿the other side.4. One＿＿＿five will have the chance to join in the game.5.—— Do you go there ＿＿＿bus?—— No, we go there ＿＿＿a train.6. I made the coat ＿＿＿my own hands. It was made＿＿＿hand, not with a machine.7. The trees ＿＿＿front of the house are ＿＿＿the charge of Mr. Li.8. The old man died＿＿＿cold ＿＿＿a cold night.9. My uncle lives＿＿＿116 Changhe Street. His room is ＿＿＿the sixth floor.Prepositions are used before a noun or a noun phrase. And when a verb is used after a preposition, it is usually used in its-ing form.1. Revision some common prepositions of time like at, in, on, for, by and since:2. Revision some common prepositions of time like at, in, on, above, against, behind, between, by, near, opposite and under:3. Revision some common prepositions of time like to, across, along, down, into, off, over, out of, past, round, through, under, and up:Some verbs in English are paired with a particular preposition to create an expression. Each of these expressions has a particular meaning. Even though there are often two or more prepositions paired with the same verb, each expression has a different meaning and they cannot be used interchangeably. For example, look at, look for, and look up have the same verb but three different prepositions. The phrases have different meanings and you cannot use look up when you need lookPrepositions can also be combined with nouns, e.g. in time for, on time, by means of, by accident,Some prepositions can also be combined with adjectives, e. g. good at, capable of, fond of, full of, happy with …Step 4: Consolidation:I. Multiple choice:1．He is running＿＿the wind towards the station＿＿Tom running ＿＿the right.A. down；and；onB. against；with；onC. for；with；inD. with；while；to2. In Hangzhou Mr. Black was so struck＿＿the beauty of nature that he stayed＿＿another night.A. at；onB. with；atC. for；inD. by；for3. —— How long has the bookshop been in business?——＿＿＿＿＿＿1987.A. AfterB. InC. FromD. Since4. We offered him our congratulations＿＿＿＿＿his passing the college entrance exams.A. atB. onC. forD. of5. Guangdong lies＿＿＿the south of China and Fujian is＿＿＿the east of it. Hainan is＿＿the coast of the mainland.A. in；in；onB. in；on；offC. on；to；onD. in；to；away6. The student, ＿whom all the teachers are pleased, is very strict ＿himself ＿everything.A. to；with；inB. with；with；inC. with；at；withD. at；with；at7. Some doctors were sent to the front where medical workers were ＿＿＿.A. in great needB. in great need ofC. needed greatD. needed in8. ＿＿＿＿＿hearing the good news, they jumped with joy.A. ForB. ToC. OnD. At9. She is well-known＿＿＿＿her poems and she is also famous ＿＿＿an actress.A. for；forB. as；forC. for；asD. by；for10. He climbed silently＿＿＿＿＿＿seizing the thief＿＿＿＿＿＿.A. in the purpose；by surpriseB. with purpose of；surprisinglyC. with purpose of；surprisedlyD. with the purpose of；by surprise11. The touch they had both kept in ＿＿＿many years broke.A. forB. onC. intoD. with12. The pianist began to play and the girl in red began to sing ＿＿＿＿the music.A. withB. alongC. throughD. to13. He divided the sweets＿＿＿the children who were divided ＿＿＿three groups.A. in；inB. into；intoC. between；inD. among；into14. Early ＿＿＿the morning of May 1, we started off＿＿＿the mountain village.A. in；forB. in；toC. on；／D. on；for15. Ted has been absent＿＿＿＿＿class for quite some time.A. forB. withC. ofD. from16. The railway was opened＿＿＿＿＿＿traffic＿＿＿＿＿＿＿April 4, 1985.A. to；onB. to；inC. by；onD. for；on17. _____ being a little large, the hat looks nice.A. Apart fromB. Except forC. But forD. All above18. The key ____ success lies ______ persistence and hard work.A. to; inB. of; forC. for; toD. of; in19. －This is Jane speaking.－Oh, it’s you. Your voice sounds quite different ____ on the phone.A. forB. fromC. byD. on20. The picture looks very beautiful _____ the light wall.A. inB. ofC. overD. against II. Translation:1. 他们在临行前夕举行了一次告别宴会，他们的团长发表了告别讲话。

朗声高中英语课堂同步诠案.

• “我一旦停下来，所有的一切都会涌上心头。我就会想起实验室的黑猩猩，太可怕了。每当我看着野生猩猩时，这个念头总是萦绕着我。我会对自己说：‘难道它们不幸运吗？’然后我就想起那些没有任何过错却被关在笼子里的小黑猩猩。一旦你看到这些，你就永远不会忘记……。”
精读课文，归纳各个段落的具体内容
பைடு நூலகம்
Results 9____________________________________; . changed the way people think about chimps worked out their social system 10. ________________________.
Summary of the text 归纳课文
Jane has studied chimps for many years and helped people understand how much they behave like humans. observing and recording their She spent many years 1. ________ daily 2.activities _____. She did not study at a university, but was determined to work with animals in their own environment 3. _______. She discovered that chimps hunt and eat 4. meat ___ besides fruit and nuts, and how they 5. ___________ communicate with each other. For forty years, Jane Goodall has been helping other people understand and 6. respect ______ the life of these animals. She has argued for them to be left in the 7.wild ___ entertainment or advertisements. and not used for 8. _____________ She has 9. ________ achieved everything she wanted to do. Her inspires those who want to cheer the behaviour 10. ________ achievements of women.

高中英语同步整合教案：Unit人教新课标必修

2014-2015学年高中英语同步整合教案（1）：Unit1（人教新课标必修4）Unit 1 Women of achievement教学设计Teaching AimsTo help students develop their reading ability.To help students learn about women of achievement.Teaching ProceduresWarming up and readingStep I. warming upWarming up by describingGood morning, class. Today we are going to read about A PROTECTOR OF AFRICAN WILDLIFE. But first, I’d like to know if you have ever heard of women like Elizabeth Fry, Soong Chingling, Jane Goodall, Jody Williams, Joan of Arc and Lin Qiaozhi. Now turn to page 1, look at the photos, read the captions and describe to your neighbor the women in focus. Who is she? What is she? What did she do to benefit the world?Warming up by discussingHi, every one. How did you spend your winter vacation? Did you read any books? Did you read any women of achievement? What makes a woman of achievement? Now in pairs discuss the women on page one. Which of these women do you think is a great woman? Give reasons for your choice.任长霞：霞蔚长天警魂不朽Warming up by reading aloud and translatingNice to see you back at school, boys and girls. As you have all prepared lessons before class I shall ask six of you at random to read aloud and translate the captions under the photos on page one. Zhao Yanfei, would you try reading aloud and translating the first caption?（Key:伊丽莎白·弗赖伊是一位教友派信徒。

高中英语同步教案：Unit人教新课标必修_1

2014-2015高中英语同步教案：Unit 2第3课时（人教新课标必修2）Period 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s themost important thing you should do first?B.What makes a judge decide which eyewitnesses to believe and which not tobelieve.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms:What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don’t think…I don’t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A.W hat is the best evidence?B.H ow can we know which eyewitness is most believable?Well done. Let’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A.What’s Johann’s opinion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer. ·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion.ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.。

UnitSectionⅢ[部编]英语选修同步ppt-公开课

新课标导学
英语
选修⑥ ·人教版
Unit 5
The power of nature
Section Ⅲ Using Language
1
自主预习
2
合作探究
3
写作探究
4
巩固提升
5
课时作业
Unit 5 The power of nature
自主预习
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Unit 5 The power of nature
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Unit 5 The power of nature
2．...you are rewarded not only with the sight of its clear waters，but also by the view of the other sixteen peaks that surround Tianchi.
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Unit 5 The power of nature
合作探究
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Unit 5 The power of nature
重点词汇 1．anxious adj.忧虑的；不安的；渴望的；热切的
①After hearing the news，I became anxious. 听到这个消息后，我变得不安起来。 ②Peggy is anxious to show that she can cope with extra承担额外的职责。 ③They were anxious that aid should be sent there quickly. 他们盼望援助物品迅速送到那里。
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Unit 5 The power of nature
Ⅲ．课文理解
First 略读主旨

北师大版《朗声高中英语课堂同步诠案》必修3 Learning to learn

填平
3) Her eyes were filled up with tears.
充满
创意小短文 Michael has always dreamed of becoming an actor. The other day, he filled out an application form to participate in a screen test. He was told that an interview was arranged to evaluate whether he would be capable. In the end, he was informed that he got a part in a movie about hunting—as a chimpanzee.
vi. to take part in an activity or event
I also want you to remember that you should all actively participate in the discussion.
Everyone in the class is expected to participate actively in these discussions.
evaluate，assess，judge
evaluate
评估，评价
侧重指通过仔细检查某人或某物的所有资料，来判断某人成功与否或某物的好坏 assess 侧重指通过一套固定的准则来判断某人成功与否或某物的好坏，也指评估某物的价值或价格 judge 普通用词，指根据个人的知识、经验、智力对某人或某物形成一种观念
evaluate，assess，judge

湖南省蓝山二中高二英语同步教案：M7 Unit 1 Word power (牛津译林版选修7)[ 高考]

2. Next time you are in a shop, notice the electrical and electronic goods especially household appliances that are sold and try to list as many devices as possible.Step 2: Vocabulary learning1. A section manager from a big department store is showing the electrical andelectronic goods to a new salesperson. Please read what the manager says (Part A on Page6). Pay special attention to the phrases in blue. Make sure that youunderstand what they actually mean.2. Now, please arrange the goods from the manager ’s introduction in the correct section. Fill in thenames of the goods in this section.4. Pair work: Give a brief description of the household appliances to your partner in your own words. You may also describe other household appliances you know.5. Now we ’ve been familiar with the names of household appliances. Let ’s try to complete theStep 3: Vocabulary extension1.Of course, electrical appliances and electronic devices are useful in various ways in our lives.But which do you think is the most useful? First, have a discussion in group of four about the questions.2.Now, present the result of your discussion.3. Let’s come to Part D on Page 7. Complete the table with as many as you can think of, placing the items in order of importance with the most important one first.4. Reading:words:337 time:5’10’’All in the mind: Scientific metaphorsIt is certainly true that computers, cell phones and digital cameras havebecome part of our everyday life. Anywhere we go, we can hear the ringing ofa cell phone, the tapping of a keyboard or the clicking of a mouse. We are saidto be living in the “Information Age”, a time of new discoveries and great changes. But is it really true that we are living in the “Information Age”? Has our life changed that much? Many of the things we do with computers, such as typing and sending mail, are things that we also did before. Has anything really changed except the tools we use?When we describe or talk about new inventions, we use words and ideas that we already know. For example, when we want to explain how a computer works, we use words like “memory”, “store”and “cut and paste”. The words are useful, but they are not quite true. A computer’s “memory” is similar to human memory in some ways, but it is also very different. A computer does keep information in its memory, but that is clearly different from other kinds of storage. We do cut and paste, but we don’t use scissors or glue. Using familiar words makes it easier for us to understand and use a new tool, but it may also make it more difficult for us to use the new invention in the best way. After all, what makes a new invention such a wonderful thing is that it allows us to do something we could not do before.Science is not just about electronics and plastic; it is also about how we think about the world. Now that we are developing new technology at such a high pace, the true challenge is to find new ways of using it. How will we use computers in the future? How will we use the Internet? The real function will only be known once we discover new ways of thinking about the technology.。

高中英语同步教案第课时：UnitCloning人教新课标选修_9

2014-2015学年高中英语（青海）同步教案第1课时：Unit 2 Cloning人教新课标选修8）自主复习阶段单词检测（八）班别_________________ 姓名__________________ 成绩_____________________1. 惩罚v.____________________2. purchase v____________________3.质量，品德n, ____________________4. qualification n. ____________________5. racial adj. _________________6. 排名v. _______________7. rapid adj. ___________________8. 反应，起作用v. _____________________9. 现实n. _____________________10.回收v. _____________________11.提到，参考n. ____________________12. reflect v. ____________________13. refresh v. ____________________14. regardless ___________________15. register v. ____________________16. 定期的adj. ________________17. 调查，研究__________________18. resemble adj. ____________________19. reservation n.___________________20. resign v. ____________________21. resist v. _____________________22. 尊敬v. _____________________23. 回答，回应v.______________________24. 责任n. _________________25. 退休v._________________26. 荒唐的adj. _____________________27. 复习v.________________28. 冒险n. ____________________29. 粗糙的adj.__________________30. routine n.____________________31. royal adj.____________________32. 销售n.____________________33. 场面，景色n.____________________34. 时间表n._________________35. scholar n._________________36. scold v._____________________37. 尖叫v.______________________38. 屏幕n.______________________39. 安全，保证n. _________________40. seize v. _________________41. 年长的，资格老的adj.____________________42.分开，分手v._____________________43. 严肃的，严重的adj.______________________44. severe adj._____________________45. shade n.____________________46. 影子n._________________47. shallow adj._____________________48. 羞愧，遗憾的事n._____________________49. shortly adv.____________________50. shrink v._____________________51. sigh v.______________________52. 视力，视觉，景象n.______________________自主复习阶段单词检测（八）key班别_________________ 姓名__________________ 成绩_____________________1. 惩罚v. punish2. purchase v购买3.质量，品德n. quality4. qualification n. 资格5. racial adj. 种族的6. 排名v. rank7. rapid adj. 迅速的8. 反应，起作用v. react9. 现实n. reality10.回收v. recycle12.提到，参考n. reference12. reflect v. 反射13. refresh v. （使）精神振作14. regardless 不管，不顾15. register v. 登记16. 定期的adj. regular17. 调查，研究n. research18. resemble adj. 类似19. reservation n.保留，预定20. resign v. 辞职21. resist v. 抵制22. 尊敬v. respect23. 回答，回应v. respond24. 责任n. responsibility25. 退休v. retire26. 荒唐的adj. ridiculous27. 复习v. review28. 冒险n. risk29. 粗糙的adj. rough30. routine n.惯例31. royal adj.皇家的32. 销售(额) n. sale33. 场面，景色n. scene34. 时间表n. schedule35. scholar n.学者36. scold v.责骂，训斥37. 尖叫v. scream38. 屏幕n. screen39. 安全，保证n. security40. seize v. 抓住41. 年长的，资格老的adj. senior42.分开，分手v. separate43. 严肃的，严重的adj. serious44. severe adj.严重的45. shade n.树荫46. 影子n. shadow47. shallow adj.浅的，浅薄的48. 羞愧，遗憾的事n. shame49. shortly adv.立刻，不久50. shrink v.变小，收缩51. sigh v.叹气，叹息52. 视力，视觉，景象n. sight。

高中英语精品同步教案：UnitCloning人教新课标选修_1

2014-2015学年高中英语（重庆精品）同步教案第3课时：Unit 2 Cloning 人教新课标选修8）Period ⅢLearning about Language(教师用书独具)●教学目标(1)熟记学案中所列出的单词和短语。

(2)通过学案中所给出的重点单词和重点短语的学习，让学生能够正确理解和使用这些单词和短语，能够运用这些词语造句。

(3)通过对语法的教学让学生能够理解并能够运用这些语法知识，弄清楚同位语及同位语从句的含义和用法。

●教学地位本单元的语法是同位语和同位语从句，学生可能会感到比较难以掌握。

让学生正确理解和掌握语法知识是让学生学好英语的关键，所以应给学生创设一个语境，让学生理解该语法的应用，而不要让学生死记硬背语法条文，应从理解的基础上去运用这些语法。

(教师用书独具)●新课导入建议通过对学生作业的检查导入本堂新课。

●教学流程设计老师检查上节课所布置的作业，检查学生对学案预习的情况。

⇒让学生就“互动探究”(见学案第27页)进行讨论，让学生各自发表自己的见解，然后让各个讨论组派代表汇报各自讨论结果。

⇒让学生针对各自不同的意见展开讨论，然后老师给出详细正确答案。

⇓老师对语法部分给以点拨。

让学生掌握本单元语法知识。

⇐让学生讨论完成“语法精析”部分，(见学案第29页)并让各个讨论组发表各自见解。

⇐老师针对难点和重点词汇进行讲解，并补充学案中所遗漏的重点词汇，补充一些必要的练习。

⇓让学生完成“当堂双基达标”(见学案第31页)。

⇒师生共同讨论“当堂双基达标”并给出答案，并对难以理解的或有争议的地方给出详解。

⇒自我评估(见学案第31页)。

⇓布置作业。

让学生完成课本第14页1、2、3题，预习学案Period Ⅳ (见学案第32页)。

1．owe vt.欠(账、钱、人情等)；归功于You owe the lady an apology.(教材P13)你得向这位女士道歉。

I owe it to you that I am still alive.幸亏有你我现在才仍然活着。

高中英语 Unit3 Period Two Learning about Language同步学案新人教版选修7

Period Two Learning about Language 被动语态的一些特殊结构1．带情态动词的被动结构：The problem must be solved soon.这个问题必须马上解决。

2．带不定式的被动结构：The room is going to be painted.这间房子将要被粉刷。

The work needs to be done with care.这项工作需要小心处理。

3．动名词的被动结构：He could not bear being made fun of like that.他不能容忍别人那样开他的玩笑。

The question is far from being settled.这个问题远没有解决。

4．现在分词的被动结构：He asked me who was the man being operated on.他问我正在接受手术的人是谁。

You will find the topic being discussed here and there.你会发现到处在讨论这个话题。

5．短语动词的被动结构：短语动词的被动结构有以下几种：(1)(不及物)动词＋介词：若这类短语动词是及物的，则可用于被动语态，如laugh at，look after，talk about，think of等。

若这类短语动词是不及物的，则不可用于被动语态，如look up，look down等。

(2)(及物)动词＋副词：bring about，carry out，find out，make out，put away，put off，take up，turn down，turn out，wipe out等。

(3)动词＋副词＋介词：do away with，face up to，give in to，look down upon，make up for，put up with等。

(4)动词＋名词＋介词：catch sight of，keep an eye on，make a fool of，pay attention to，put an end to，set fire/light to，take notice of等。

人教社高中英语新课程同步教学设计

人教社高中英语新课程同步教学设计As requested, I will provide the teaching design for the new high school English curriculum by People's Education Press.Firstly, we need to consider the overall structure of the course. It should include a balance of language skills such as listening, speaking, reading, and writing. Eachunit should focus on a specific theme or topic to engage students and make the content more relevant to their lives.In terms of teaching strategies, a communicative approach should be emphasized. This means that studentswill be encouraged to use English in real-life situations, such as role-plays, group discussions, and pair work activities. This will help students develop their fluency and confidence in using the language.Furthermore, the use of authentic materials is essential in the new curriculum. This includes using real-life texts such as newspaper articles, videos, and podcasts to expose students to natural language use and different accents.This will also help students develop their cultural awareness and critical thinking skills.Assessment should also be an integral part of the curriculum design. Formative assessments, such as quizzes and homework assignments, should be used to monitor student progress on a regular basis. Summative assessments, such as mid-term and final exams, should also be used to evaluate student learning outcomes.Overall, the new high school English curriculum should aim to develop students' language proficiency, critical thinking skills, and cultural awareness. By incorporating a communicative approach, authentic materials, and effective assessment strategies, we can create a dynamic and engaging learning environment for students.根据要求，我将为人教社高中英语新课程提供教学设计。

朗声教学课件

写作的思路
Now design your own exercises within 5 minutes! Go Go Go
写作的思路
Step four ：Word game
写作的思路
Step five .Evaluation
Evaluate the performance of each group in this class
朗声同步诠案3
写作的思路
Step one：Can you read aloud the words ? chat rather than surround settle down measure manage to do within catch sight of border have a gift for
写作的思路
Step six .Homework Choose 3—10 words to make up a story as interesting as possible.
写作的思路
写作的思路
被-----包围，围绕。 be surrounded by---surrounding 词性：_____________ 意思： _______________
写作的思路
measure
词性：_____________ 意思： _____________.
采取措施Βιβλιοθήκη Take some measure。
写作的思路
within
词性：_____________意思： _____________.
在可触及的距离内
within the reach of-----
写作的思路
border
词性：________ 意思：_________.

高中英语听力朗文教案模板

课时：2课时教学目标：1. 学生能够理解并掌握基本的听力技巧，如预测、捕捉关键信息、推断等。

2. 学生能够通过听力练习，提高对英语口语的理解能力。

3. 学生能够运用所学知识，完成听力测试，提高英语听力水平。

教学重点：1. 听力技巧的训练与应用。

2. 关键信息的捕捉与理解。

3. 英语口语的理解与反应。

教学难点：1. 学生如何将听力技巧应用于实际听音过程中。

2. 学生如何提高对复杂口语的理解能力。

教学准备：1. 朗文教材《英语听力》。

2. 多媒体教学设备，如电脑、投影仪等。

3. 听力材料，如录音、视频等。

教学过程：第一课时一、导入1. 教师与学生进行简短的自我介绍，营造轻松愉快的课堂氛围。

2. 通过提问，引导学生回顾上节课所学内容，激发学生的学习兴趣。

二、新课导入1. 教师介绍本节课的听力技巧，如预测、捕捉关键信息、推断等。

2. 学生跟随教师一起练习这些技巧。

三、听力训练1. 学生分组进行听力练习，教师巡回指导。

2. 播放听力材料，让学生根据听力技巧进行听力训练。

四、课堂活动1. 学生分享听力过程中的心得体会，教师进行点评。

2. 教师总结本节课的听力技巧，强调关键信息的重要性。

五、课堂小结1. 教师对本节课进行总结，强调听力技巧的应用。

2. 学生自我评价，找出自己的不足，为下一节课做好准备。

第二课时一、复习导入1. 教师回顾上节课的听力技巧，引导学生进行复习。

2. 学生分享自己在上节课中的学习心得。

二、新课导入1. 教师介绍本节课的听力难点，如复杂口语的理解与反应。

2. 学生跟随教师一起练习应对复杂口语的方法。

三、听力训练1. 学生分组进行听力练习，教师巡回指导。

2. 播放听力材料，让学生根据所学方法进行听力训练。

四、课堂活动1. 学生分享听力过程中的心得体会，教师进行点评。

2. 教师总结本节课的应对复杂口语的方法，强调关键信息的重要性。

五、课堂小结1. 教师对本节课进行总结，强调应对复杂口语的方法。

高中英语学海导航高中课标同步攻略六

号顿市安谧阳光实验学校 Unit4 Helping people around the world目标导航背景文化I. History of the United NationsThe name "United Nations", coined by United States President Franklin D. Roosevelt, was first used in the "Declaration by United Nations" of 1 January 1942, during the Second World War, when representatives of 26 nations pledged their governments to continue fighting together against the Axis Powers.In 1899, the first International Peace Conference was held in The Hague to elaborate instruments for settling crises peacefully, preventing wars and codifying rules of warfare. It adopted the Convention for the PacificSettlement of International Disputes and established the Permanent Court of Arbitration, which began work in 1902.The forerunner of the United Nations was the League of Nations, an organization conceived in similar circumstances during the First World War, and established in 1919 under the Treaty of Versailles "to promote international cooperation and to achieve peace and security."In 1945, representatives of 50 countries met in San Francisco at the United Nations Conference on International Organization to draw up the United Nations Charter. Those delegates deliberated on the basis of proposals worked out by the representatives of China, the Soviet Union, the United Kingdom and the United States at Dumbarton Oaks, United States, in August-October 1944. The Charter was signed on 26 June 1945 by the representatives of the 50 countries. Poland, which was not represented at the Conference, signed it later and became one of the original 51 member states.The United Nations officially came into existence on 24 October 1945, when the Charter had been ratified by China, France, the Soviet Union, the United Kingdom, the United States and a majority of other signatories. United Nations Day is celebrated on 24 October each year.distressed area根据短文内容回答下列问题:1. What’s the forerunner of the United Nations?答案: The league of Nations.2. When was the United Nations Charter signed?答案: It was signed on June 26, 1945.. II．UN EMBLEM AND FLAGEMBLEMDescription:The current United Nations emblem was approved on 7 December 1946. The design is "a map of the world representing an azimuthal equidistant projection centred on the North Pole, inscribed in a wreath consisting of crossed conventionalized branches of the olive tree, in gold on a field of smoke-blue with all water areas in white. The projection of the map extends to 60 degrees south latitude, and includes five concentric circles".Symbolism:Olive branches symbolize peace. The world map depicts the area of concern to the United Nations in achieving its main purpose, peace and security. Use:The use of the emblem is restricted, based on General Assembly resolution 92(I),1946.FLAGDate:20 October 1947Description:The official emblem of the United Nations in white, centered on a light blue ground.(PMS 279)Proportions:Hoist (width) : Fly (length) 2:3 or 3:5 or the same proportions as the national flag of any country in which the UN flag is flown; the emblem is one half of the hoist and is entirely centered.Use:The use of the flag is regulated by the United Nations flag code and regulations.Welcome to the unit and Reading课堂链接1. International aid helps many people around the world to have better lives, especially when things go wrong. (P49)国际援助帮助世界各地的人过上更美好的生活，特别是当情形变得更严重的时候。

朗声高中英语课堂同步诠案.

高中英语同步教案：UnitCloning人教新课标选修

湖南省蓝山二中高二英语同步教案：M7 Unit 1 Task (牛津译林版选修7)[ 高考]

湖南省蓝山二中高二英语同步教案：M7 Unit 1 Grammar and usage (牛津译林版选修7)[ 高考]

朗声高中英语课堂同步诠案.

高中英语同步整合教案：Unit人教新课标必修

高中英语同步教案：Unit人教新课标必修_1

UnitSectionⅢ[部编]英语选修同步ppt-公开课

北师大版《朗声高中英语课堂同步诠案》必修3 Learning to learn

湖南省蓝山二中高二英语同步教案：M7 Unit 1 Word power (牛津译林版选修7)[ 高考]

高中英语同步教案第课时：UnitCloning人教新课标选修_9

高中英语精品同步教案：UnitCloning人教新课标选修_1

高中英语 Unit3 Period Two Learning about Language同步学案 新人教版选修7

人教社高中英语新课程同步教学设计

朗声教学课件

高中英语听力朗文教案模板

高中英语学海导航高中课标同步攻略六

高中英语 Unit3 Period Two Learning about Language同步学案新人教版选修7