unit2 using language 教学设计第17课时
外研选择性必修一Unit2 Using Language 名师教学设计
Unit 2 Using Language 名师教学设计●课时内容本课时涉及的是语言知识运用，包括-ing and to-infinitive as object和Looking on the bright side两部分。
-ing and to-infinitive as object学习动词的-ing形式和动语不定式作宾语的用法，学会分类总结哪些动词可跟-ing形式或不定式作宾语。
Looking on the bright side包括两部分：第一部分通过几段小对话了解与人生态度相关的习语和其适用场合以及这些习语的感情色彩。
第二部分为一名学生鼓励在全国英语演讲比赛中失利的另一名学生走出失败的阴影，重振旗鼓的对话。
●课时目标1.掌握本课时的重点单词worthwhile、enthusiastic、contest、upset、elect以及短语come across、due to、show concern for、contribute to等的用法，并能在真实语境中灵活运用。
2.掌握动词的-ing形式和动词不定式作宾语的用法。
3.引导学生关注语用功能，学会表达对他人的关心和安慰，并能够在实际生活中运用所学的相关表达。
4.通过学习习语，引导学生看到事物光明的一面，在生活中始终保持乐观的态度，使自己受益终身。
●重点难点：重点：1.动词的-ing形式和动词不定式作宾语的用法。
2.学会该部分单词、短语的用法。
难点：动词的-ing形式和动词不定式作宾语的用法。
●教学准备：教师准备：1.做好该部分内容的PPT和音频材料。
2.准备好一些习语的图片或视频资料，让学生在语境中理解这些习语的含义。
学生准备：1.总结概括学过的动词中哪些可以用-ing形式作宾语，哪些可以用不定式作宾语。
2.上网查找教材中所涉及的习语的含义，并积累相关的其他词汇。
3.预习课本P17~19的内容，找出该部分的新词汇，并根据上下文猜测其含义。
高一英语(Unit 2 Using language)教案 教案
Unit 2 Using language教材分析（analysis of teaching material）The passage is the second part of the story e and Eat Here. We can see the climax and ending of the whole story. The words and sentences are simply, students can understand the meaning easily. We hope students can learn that the balanced diet is important for everyone.学情分析（analysis of the students）For the words and sentences are simple, students can understand the whole story easily. In this period, students should know how to use the words and expressions correctly and learn how important the balanced diet is.教学目标(Teaching aims)知识目标(Knowledge aims)1. Get students to learn some useful new words and expression in this part.A. Words and expressions： earn one’s living; in debt; glare at; spy on; limit; benefit; breast; garlic; sigh; bine; cut down; before long; put on weight.B. Sentences：a Perhaps he would be able to earn his living after all and not have to close his restaurant.b I found your menu so limited that I stopped worrying and started advertising the benefits of my food.c We ought to bine our ideas and provide a balanced menu with food full of energy and fibre.2. Get students to read the story e and Eat Here (2).3. Let students know about McDonald’s.能力目标(Ability aims):1.Develop students’ reading skills by extensive reading and enable them tolearn how to use different reading skills to read different readingmaterials.2.Have students tell the whole story of Wang Peng and Yong Hui.3.Enable students to understand two opposite opinions and give their ownpoints of view.情感目标（Emotional aims）1.Let students know more about western and Chinese food to form good eatinghabit.2.Let students know how important the balanced diet is.3.Develop students’ sense of group cooperation and teamwork.教学重点和难点（teaching important points and difficult points）#Teaching important points: 1. Develop students’ reading skills by extensive reading. 2. Let students read and understand the story and the two passages. #Teaching difficult points:1. Enable students to learn to use reading strategies such as skimming, scanning.2. Get students to understand and discuss the two opposite opinions and give their own points of view.教学过程(Teaching procedures)Step 1 PredictingLook at the picture on page 15 and answer the following questions:1.Who is the man and woman in the picture?2.What are they doing?3.Can you guess what happen before?Step 2 Listening1.Listen to the taps and then fill in the charts.2.Check the answers:Step 2 PredictionCan you guess what will happen to Wang Peng and Yong Hui?Step 3 Fast readingFinish the exercise on page 31-32 in the Exercise Book, then check the answers. Choose the best answers according to the passage on p14-15.1.When Wang Peng saw Yong Hui walking into his restaurant________.A he was angryB he pretended not to have seen herC his smile was awayD he warmly weled her at the dood2.How did Wang Peng win his customers back?A He spied on Yong Hui’s menu and copied it.B He started to advertised the benefits of his food.C He worked harder than everD He weled his customers warmly at the door3._______ is a balanced died they believe at last.A Enough body-building and energy-giving foodB The food full of enough fibreC The food full of both energy an fibreD Raw vegetables with the hamburgers and fried potatoes4.What’s the end of the story?A Wang Peng put on more weight.B They two run their own business quite well.C They bined their ideas and provided a balanced menu.D Wang Peng married Yong Hui and lived happily.Keys: CBCDStep 4 Detail readingRead the text fast, then answer the following questions:1.Why did Yong Hui e to Wang Peng’s restaurant the next day?Because she was angry with what Wang Peng did, and wanted to ask him to make an apology to her.2.How did Yong Hui feel when she had the meal in Wang Peng’s restaurant?She felt sick with all that fat and heavy food, and she missed hervegetables and fruit.3.What did they find after their chat?They found they didn’t offer balanced diets. Because Wang Peng’s didn’t offer enough fibre and Yong Hui didn’t offer enough body-building orenergy-giving foods.4.How did they bine their menus and provide a balanced menu?They served raw vegetables with the hamburgers and boiled the potatoes rather than fried them ,and served fresh fruit with ice cream.Step 5 DiscussionWhat can we learn from the passage?We can learn that it is never too late to change bad eating habits and begin afresh.板书设计课堂提问:1.Who is the man and woman in the picture?2.What is he doing?3.Can you guess what happen before?4.Can you guess what will happen to Wang Peng and Yong Hui?练习Translate the sentences below and read them aloud, then try to recite them.1.人如其食。
Unit 2 Using Language 教案
ing Language—Standard English and Dialects教案Teaching Aims:1. Knowledge aims1.New words and expressions:standard(n.)标准, 规格(adj.) 标准的excellent adj.优秀的;卓越的;杰出的;expect vt. 期望; 预料; 要求recognize vt.承认，辨认出believe it or not信不信由你play a part in扮演…角色,参与the same…as…与…...一样的There is no such...as.... 没有这样的……2. To understand the text Standard English and Dialects.2. Ability aim: To develop the students’ reading skills.3. Emotional aim: To develop students’ confidence in speaking English aloud. Teaching Important Points1.Enable the students to improve their reading comprehension.2.The important words and expressions.Teaching Difficult Point: To improve the students’ reading ability and skills. Teaching Methods1.Questions and answers2.Task-based methodTeaching Aids:1. A blackboard2. A projector and a computer for multimediaTeaching proceduresStep I Lead in &Pre-readingT：From the reading passage, we know native English speakers can understand each other even though they don’t speak the same kind of English. What about us, the Chinese? Do all the Chinese speak the same language?Ss: No.T: China is a very big country where different dialects are spoken. There are many dialects. Can you understand all of them? In order to communicate with each other easily, what do we speak? Ss: Standard Chinese.T:Then what is standard English? Are there any dialects in English?Step II While-readingI. Scanning:Read the text in 1 minute and answer the following question.Q: Is there standard English?II. SkimmingLet the students read the passage quickly to find the topic sentence of each paragraph.Para.1 There is no such thing as standard English.Para.2 American English has many dialects.Para.3 Geography also plays a part in making dialects.III.Careful readingTask1.Read the texts carefully and answer the questions1).What’s the standard English that many people believe?2).How many dialects of American English have been listed in the text? What are they?3) .Why are there so many dialects in American English?4).Why do people from Southeastern USA speak with almost the same dialect as people in the northwestern USA?Task 2.(T) or (F) questions .1).There is no standard English in the writer’s opinion.()2).The English spoken on TV and the radio is standard English.()3).American English has many dialects but in the neighbouring towns people say the same dialect.()4).Many Americans move a lot, so they can’t understand each other’s dialects. ()Task 3.Choose the best answer .1). Standard English is spoken_________.A. in BritainB. in the USC. in the cityD. in no place2). As many Americans move a lot, they______.A. change their dialectsB. take their dialects with themC. don’t speak their dialectsD. don’t recognize each other’s dialects3). Which of the statements about dialects is TRUE?___________A. No words and expressions spoken on TV are dialects.B. In Britain there are more dialects than in the USA.C. Dialects are widely used in the USA.D. Dialects are better than standard English.Task 4.Finish the passageThere is no such thing 1. _____ standard English in the world. However, many people believe the English 2. ______(speak)on TV and the radio is standard English. This is 3. _______ in the early days of radio, those who reported the news were 4.________ (expect) to speak excellent English. 5. __________(actual), on TV and the radio you will hear differences 6. ____ the way people speak.When people use words and expressions different from the “standard language”, it is called 7. ____ dialect. In America, American English has many different 8. _______ (dialect)because people have come from all over the world or live in different places. When Americans moved from one place to another, they took their dialects with 9. _____. As a result, although many Americans move a lot, they still 10. r_________and understand each other’s dialects.练习：1. ___________________________________a free lunch. 世上没有免费的午餐.2._______________(信不信由你), all the students present have agreed to the plan.3. He _________________________________(起了重要作用)winning the match.4.Salt is _____________________________(同样的颜色)snow. （the same…as）5.China is a very big country _______________many different dialects are spoken. Homework1.Recite the three sentences of the passagePara.1 Believe it or not, there is no such thing as standard English.Para.2 When people use words and expressions different from the “standard language”, it is called a dialect.Para.3 Geography also plays a part in making dialects.2.Make some sentences using the following expressions：believe it or not；play a part in; There is no such .......as......;the same…as…。
外研版高三英语选择性必修第三册(2019版)_Unit2_Using_Language_板块教学设计
1.T gives a brief introduction to Ruth Bancroft.
2.T plays the tape and asks Ss to get the main ideas of the listening.
3.T asks Ss to complete the sentences according to the listening in Activity 2.
1. Ss watch the pictures or videos and think about the topic.
2.Ss read the passage, get the information and finishQuestions 1 and 2 in Activity 8.
Raise Ss’ awareness of protecting traditional crafts.
Activity 4
1.Tasks Ss tobrainstorm the names of some artists that they like or are familiar with.
2.Tasks Ss towork in groups and talk about the life and contributions of the artists that they like or are familiar with.
教学难点
引导学生学会根据语境恰当地运用表语从句和相关词语。
教学策略
交际教学法、任务型教学法
Teaching contents
Procedures
Purposes
Teacher’s activity
人教版英语必修三unit2-using-language教学设计
教
学
难
点
How tomake the students express their ideas more actively
Part 3 Role play(6 minutes)
Imagine one of you is a skinny girl, the other is a fat boy. One day,you came across with each other on the street.Make a dialogue with your partner.
A. she thought he was a new customer
B. she thought he had spied on her restaurant
C. she was told he was a spy
D. he was too fat
3. From the second paragraph we can see that __________.
Part5 Homework (2 minutes )
修改补充
板书设计
Unit 2 Come and eat here (2)
Para 1 Wang Peng felt happier, Yong Hui was angry
Para 2 Wang invited Yong to sit and eat in his restauranutes)
Para1 They combined their menu and finally got married.
高中英语人教版 Book 7 Unit 2 Using Language 教案设计
Book 7 Unit 2 Using LanguageTeaching goals:1. To read and understand the reading passage A BIOGRAPHY OF ISAAC ASIMOV.2. To guide and help students how to understand long and difficult sentences.3. To enable students to use some key words and expressions correctly.Step 1 Read the passage and pay close attention to the underlined part.A BIOGRAPHY OF ISAAC ASIMOVincluded mystery stories, science and history books), and even books about the Holy Bible and ( ) 部分是_______从句圣经Shakespeare. But he is best known for his science fiction stories. Asimov had both an extraordinary超常的；超凡的imagination (that gave him the ability to explore future worlds and an amazing mind) [with which想象力( ) 部分是_______从句；寻找解释[ ] 部分是_______从句Asimov's life began in Russia, where he was born on 2 January, 1920. It ended in New York_______从句on 6 April, 1992, when he died as a result of an HIV infection (that he had got from a blood作为……的结果感染( ) 部分是_______从句When Asimov was three, he moved with his parents and his one-year-old sister to New York ___________从句City. There his parents bought a candy store (which they ran for the next 40 or so years). At the age( ) 部分是_______从句大约of nine, when his mother was pregnant with her third child, Asimov started working part-time in the怀孕store. He helped out through his school and university years until 1942, a year after he had gained a master's degree in chemistry. In 1942 he joined the staff of the Philadelphia Navy Yard as a junior 硕士学位员工；职员费城海军造船厂初级的chemist and worked there for three years. In 1948 he got his PhD in chemistry. The next year he博士学位became a biochemistry teacher at Boston University School of Medicine. In 1958 he gave up 生物化学波士顿大学医学院teaching to become a full-time writer.It was when Asimov was eleven years old that his talent for writing became obvious. He had 运用了________句型=gift 才华；天赋明显的；显然的told a friend two chapters of a story he had written. The friend thought he was retelling a story from 章；节__________从句复述a book. This really surprised Asimov and from that moment, he started to take himself seriously astake…seriously 认真对待……a writer. Asimov began having stories published in science fiction magazines in 1939. In 1950 he published his first novel and in 1953 his first science book.Throughout his life, Asimov received many awards, both for his science fiction books and his奖励；奖赏science books. Among his most famous works of science fiction, one [for which he won an award[ ] __________从句was the Foundation trilogy (1951-1953)], three novels about the death and rebirth of a great empire 基地三部曲重生帝国in a galaxy of the future. It was loosely based on the fall of the Roman Empire but was about the 银河系松散地衰败罗马帝国future. These books are famous because Asimov invented a theoretical framework (which was理论框架designed to show how ideas and thinking may develop in the future). He is also well known for his ( ) 部分是_______从句思想；想法；思维collection of short stories, I, Robot (1950), (in which he developed a set of three "laws" for robots). 收集一整套; ( ) _______从句For example, the first law states (that a robot must not injure human beings or allow them to be声明；规定( ) _______从句injured). Some of his ideas about robots later influenced other writers and even scientistsAsimov was married twice. He married his first wife in 1942 and had a son and a daughter. Their marriage lasted 31 years. Soon after his divorce in 1973, Asimov married again but he had no 婚姻离婚children with his second wife.Step 2 语法填空Isaac Asimov was an American scientist and writer _1_______wrote around 480 books that included mystery stories, science and history books, and even books about the Holy Bible and Shakespeare. But he is best known _2_______his science fiction stories. Asimov had both an extraordinary _3_____________(imagine) that gave him the ability to explore future worlds and_4_______ amazing mind with which he searched for explanations of everything, in the present and the past.Asimov's life began in Russia, _5_________he was born on 2 January, 1920. It ended in New York on 6 April, 1992, when he died as a result of an HIV infection _6_______he had got from a blood transfusion nine years earlier.When Asimov was three, he moved with his parents and his one-year-old sister to New York City. There his parents bought a candy store which they ran _7______the next 40 or so years._8______ the age of nine, when his mother was pregnant with her third child, Asimov started working part-time in the store. He helped out through his school and university years until 1942, a year after he had gained a master's degree _9______chemistry. In 1942 he joined the staff of the Philadelphia Navy Yard _10______a junior chemist and worked there for three years. In 1948 he got his PhD in chemistry. The next year he became a biochemistry teacher at Boston University School of Medicine. In 1958 he gave _11_______teaching to become a full-time writer.It was when Asimov was eleven years old _12________his talent for writing became obvious. He had told a friend two chapters of a story he had written. The friend thought he was retelling a story from a book. This _13___________(real) surprised Asimov and from that moment, he started to take himself _14____________(serious) as a writer. Asimov began having stories_15____________(publish) in science fiction magazines in 1939. In 1950 he published his first novel and in 1953 his first science book.Throughout his life, Asimov received many awards, both for his science fiction books_16______ his science books. Among his most famous works of science fiction, one for_17_______he won an award was the Foundation trilogy (1951-1953), three novels about the_18_______(die) and rebirth of a great empire in a galaxy of the future. It was loosely based_19_____the fall of the Roman Empire but was about the future. These books are famous because Asimov invented a theoretical framework which _20______________(design) to show how ideas and thinking may develop in the future. He is also well known for his _21____________(collect) of short stories, I, Robot (1950), _22_______which he developed a set of three "laws" for robots. For example, the first law states that a robot must not injure human beings or allowthem_23______________(injure). Some of his ideas about robots later influenced other writers and even scientists _24_____________(research) into artificial intelligence.Asimov was married twice. He married his first wife in 1942 and had a son and a daughter. Their _25_____________(marry) lasted 31 years. Soon after his divorce in 1973, Asimov married again but he had no children with his second wife.Step 3 Complete the following paragraph using the words and phrase in their proper forms.(News, 16/04/2321) Historical research shows that in the 22nd century many people told stories about how, at one time, people could buy robots as house decorators. The robots would_________ the literature for the latest ideas in home decoration. Often the robots would__________ designs that were grander than their owners wanted. Brightly coloured ____________ and ____________ would be suggested together with brightly patterned walls and carpets. Some of the ___________ in the shops thought that the designs were ___________. While some ownerswere firm with their robot’s suggestions, other s would ______________ and walk out of the shop, feeling embarrassed. A few other robots would even get into physical fights with their owners in public as their electrical systems sometimes would set off the shops’___________. After a while the government decided suchbehaviour was not appropriate and passed a law ____________ robots should not leave the house. So robots became household cleaners or industrial workers instead!Step 4 动词不定式练习1.To fetch water before breakfast seemed to be a rule never _____________ (brake).2.The tools in the workshop are not allowed _______________ (take out).3.The dam __________ （complete）by the year 2010, will benefit the whole country.4.Here we found little snow, as most of it seemed ____________ (be) blown off the mountain.5.He said such a thing ought not ____________ (allow) to happen.6.She told me that her proposal needed ___________ (take) into consideration.选择题1. To fetch water before breakfast seemed to be a rule ________.A. to never breakB. never to be brokenC. never to have brokenD. never to be breaking2. The tools in the workshop are not allowed______.A. taking outB. to take outC. to be taken outD. being taken out3. The dam _____ by the year 2012, will benefit the whole country.A. being completedB. to completeC. completedD. to be completed4. Here we found little snow, as most of it seemed _____ blown off the mountain.A. to have beenB. to beC. that it wasD. that it had been5. He said such a thing ought ____ to happen.A. to be not allowedB. not to be allowingC. not to have allowedD. not to be allowed6. She told me that her proposal needed _____ into consideration.A. to takeB. to be takenC. to be takingD. to have taken7. The local health organization is reported ____ twenty-five years ago when Dr. Adm became its first president.A. to be set upB. being set upC. to have been set upD. having been set up8. Large sums of money _____ each year in painting the steelwork of bridges, ships, and other exposed structures.A. have spentB. have to be spentC. have to spendD. spendStep 21, who 2, for 3, imagination 4, an5, where 6, that / which 7, for 8, At 9, in 10, as 11, up 12, that 13, really 14, seriously 15, published 16, and 17, which 18, death 19, on20, was designed 21, collection 22, in 23, to be injured 24, researching25, marriage选择题1-5 B CDAD 6-8 BCB。
外研版高一英语必修第一册(2019版)_Unit2_Using_Language_板块教学设计
2. Ssin different groups come up with as many words as possible and the group withmost words is the winner.
4. T asks Ss to look for more examples of each type in the reading passage.
1. Ss reviewword formation.
2.Ss finish Activity 1 on P17.
Reviewdifferent types of word formation.
Unit Language板块教学设计
（建议时长80–90分钟，教师可根据教学实际酌情调整。）
课型
Reading+Listening+Speaking
主题语境
人与自我——学习英语、探索英语
内容分析
本部分包括语法部分Review:word formation、词汇部分American and British English和听说部分unfamiliar English expressions。语法部分介绍了英语的构词法；词汇部分介绍了美式英语和英式英语在拼写方式和词汇使用方面的差异，帮助学生了解这两种形式的英语的特点；听说部分的材料是关于英语中词汇的三段对话，引导学生了解英语词汇在具体语境下的应用，进而了解英语的发展和影响英语发展的因素。通过真实语境下技能的综合训练，学生能够加深对单元主题的理解，提高综合语言运用能力。
2. Ss complete the passage.
Unit2UsingLanguage教学设计-高中英语人教版选择性
选择性必修一Unit 2 Using Language【Teaching Objectives:】1.Enable students to analyze and understand different perspectives on new technology.2.Develop students' critical thinking skills by evaluating the advantages and disadvantages of technological advancements.3.Enhance students' reading comprehension and vocabulary usage related to technology and its impact.4.Encourage students to express their opinions and engage in discussions about the role of technology in society.【Teaching Key and Difficult Points:】1.Helping students grasp the contrasting viewpoints presented in the article.2.Encouraging students to consider the broader implications of technological advancements.【Teaching Procedure:】Step 1. Warm-up:Start by engaging students in a discussion about their thoughts on new technology. Ask questions like:What are some recent technological advancements you've heard about?Do you think technology has more positive or negative effects on society?Step 2. Pre-readingPresent the title of the article, "Should We Fight New Technology?" and discuss what students think the article might be about. Encourage students to share their predictions based on the title and any initial thoughts they have.Step 3. While- readingActivity 1. Divide the class into pairs or small groups.Assign different sections of the article to each group for detailed reading. Instructthem to identify the main arguments and supporting details in their assigned sections.Ask groups to highlight or discuss any unfamiliar vocabulary related to technology.Activity 2. Have each group present a summary of their assigned section and discuss the viewpoints presented.Lead a class discussion by posing questions like:What are the benefits of resisting new technology, as discussed in the article?What are the benefits of embracing new technology, as discussed in the article?Can you think of any other examples where people resist or embrace new technology? Why?What factors might influence a person's stance on new technology?Activity 3. Divide the class into two teams: Team Pro-Technology and Team Anti-Technology. Assign students to each team, considering a balanced mix of opinions. Each team prepares arguments and evidence to support their stance. Hold a debate where students present their arguments and counterarguments.Step 4. Post-readingAsk students to individually write a short paragraph expressing their opinion on the role of new technology in society. Encourage them to reference the article and their own experiences to support their viewpoints.Reflection and Homework:Conclude the lesson by asking students to reflect on what they've learned about differing perspectives on new technology.For homework, assign students to find another article related to technology and write a brief summary that highlights different viewpoints presented in the article.。
高中英语 Unit 2 Using Language 课时教案
Section C Using LanguageMake sure students know that there are a lot of different dialects in the same language.1.Improve students’ writing ability.2.Enable students to understand the passage better.3.Let students pay more attention to the English dialects.Step 1 ReviewCheck the key words and expressions.见本部分课时学案Step 2 Lead-in1.How many dialects are there in China？What are they?2.Do you think ther e are some dialects in English?Answers:1.北方方言、粤语、客家话、赣语、吴语、闽南话、湘语等。
2.Yes，I do.Step 3 Fast readingRead the passage and decide whether the following statem ents are true (T) or false (F).1.Standard English is spoken in Britain.(F)2.You will hear t he same dialect on TV and the r adio.(F)3.The USA is a country having many different dialects.(T)Step 4 Careful readingRead the passage and t hen choose the best answer according to the text.1.From the text，we know that is standard English.A.British EnglishB.American EnglishC.the English spoken in AustraliaD.no English2.People think the English spoken on T V and the radio is standard English，because .A.people believe those who report the n ews speak excellent EnglishB.they speak the same EnglishC.they speak it to all the peopleD.there are some dialects on TV and the radio3.How many dialects are mentioned(提到)in the text?A.Three.B.Two.C.Four.D.Five.4.Which of the followi ng is NOT the reason for the dialects in America?A.People have com e from all over the world.B.Some people live in the mountains.C.Geography plays a part in making dialects.D.The USA is a large country.Answ ers:1～4 DACBStep 5 Key words and expressions见本部分课时学案Step 6 SummaryStep 7 Homework见本部分课时学案。
高中英语新人教版精品教案《Using LanguageⅡ》17
教学课题：Unit 2 Boo 4 Reading and Sment on Jia Siie’ achievementthe tudent to earn from Jia Siie and be ment on Jia Siie and hi boob u toda Beide, the agricuture hitor i worth tudingS2: No, I conider it uee toda becaue we have machine and more advanced technoog In the new centur, cience deveoa be of itte ue for uT: You are o creative! A idea are reaonabe To ome degree, the boo i ti vauabe becaue it contain Chinee traditiona cuture and inteigence which we houd admire and carr forward Athough, cience and technoog on farming deveo Qi Min Yao Shu and contribute to organic farming, which wi be he eworT: After ca, emor of Jia Siie from the foowing e!1 Brief introduction of Jia Siie2 Hi achievement and good quaitie3 CommentUnit 2 Reading and Ser 的英语课堂原那么指导下，我反思了有进步的环节以及需要改良的地方。
SD-CLASSroom的核心强调扎实的语言根底知识〔oidit〕加上文化和人文素养的培养〔de er ou〕和鼓励性措施〔timuative〕相结合的模式，指导学生通过关键词找的关键语句，并根据课文原句展开讨论和论述，发言做到有理有据。
高中英语新人教版精品教案《Unit 2 Cloning Using Language》
人教版选修八Unit 2 ConingUing anguage教学设计【教材依据】本节教学设计选自人教版选修8第二单元的Uing anguage 部分。
一、设计思路1.指导思想本节课在新课程理念的指导下展开，主要以老师为指导，体现学生的主体地位，充分发挥学生的主观能动性。
以培养学生合作交流，自主探究的意识及发扬学生的个性为宗旨，构建和谐高效的英语课堂，做到因材施教，以学定教，使每一位学生都能有所收获，真正实现以人为本的教学目标。
本节课选自人教版选修8的Uing anguage 部分，以课本为载体，锻炼学生的英语阅读、口语和写作能力。
学生通过泛读来了解阅读材料“恐龙的回归”的大意，进一步讨论到底能不能克隆人类，就此话题展开辩论，不仅能充分发挥学生的想象力，培养学生的英语口语能力和运用英语思维的能力，更能培养学生的思辨能力。
有了阅读材料信息的输入，鼓励学生大胆的讨论交流，提出自己的观点和见解，通过写作进行有效的输出，达到提高学生书面表达能力的目的。
本节课的授课对象是选自本校的高二年级的学生。
尽管学习了多年英语，积累了许多单词和短语，有了一定的语言基础，但是大多数学生还是不能够用英语流畅的表达自己的思想感情。
因此老师适时的指导和帮助还是非常有必要的。
2教学目标Knowedge and abiit知识与能力1 Language nowedge（语言知识）Mae tudent mater and mae ue of ome uefu ee ineeS3: It i unnecear to cone the etinct anima iving in a ooT: We done! But what anima have ou een in dai ife[设计意图] 本部分旨在通过快速阅读来让学生把握文章的主旨大意，从而培养学生快速阅读能力、关注细节信息、提取有效信息的能力以及解决问题的能力。
Stee or tae a triTeaching refection教学反思本节课从学生的学习兴趣、生活经验和认知水平出发, 以合作与交流的学习方式和任务型的教学方式为途径，以阅读材料为载体，以克隆话题为主线，通过阅读、讨论、辩论、表演、写作等一系列教学活动培养学生的综合语言运用能力。
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学习目标
1.Knowledge Aims：理解Standard English and Dialects一文的中心思想和主要信息。
2. Ability Aims：能找出每一段落的中心句和重点词汇、短语和句型。
2.掌握本课时的重点句型以及realize、recognize和know的区别、the same…as…和the same that…的区别。
学 法 指 导
1.New Words:Read the passage and try to fill in the blanks:
1)_____________n.方言2) ____________n.词语；表示；表达
eful Sentence Patterns:1）Believe it or not, there is nosuchthingasstandard English.①.believe it or not相当于一个副词，通常用于口语，意为“信不信由你，我说的是真的”。学以致用：_____________, John cheated in the exams.信不信由你，约翰在考试中作弊了。②.此句用的是"such +（a/an）+adj. + n.(单数)+ as "结构，意思是像…这种的，像…那样的；诸如…之类的试一试：你是一个像汤姆一样的好人。（good person）。________________________________________________________③观察这两组句子试着找出such和so的区别：He has such a beautiful bike. We all go to see it.
2012---2013 学年上学期高一英语导学案
年级高2015届课题_Using Language第17课时
编制人周 娇审核人____________审批人_____________________班级____________小组______________姓名_______________________每日积累：A littleknowledgeis a dangerous thing.(一知半解，害人误己。)
The tiger is so big. AnБайду номын сангаас the cat is sosmall.
归纳总结：
such后面主要是修饰_________。如果名词是不可数名词或复数名词，则不可以用a或an
so后面只能跟__________。即：和so＋adj.或adv.2) Geography alsoplays a part inmaking dialects.play a part/role in（在……中）扮演角色；（在……中）起作用。play an important part/role in（在……中）扮演重要角色；（在……中）起重要作用。
Exercises：
1.根据句意及所给单词的汉语提示，写出该单词的正确形式。(1). His work does not reach the _________ (标准).(2). Do you speak Sichuan _____ (方言)?(3). I’ve been studying ______ (西班牙语) for three months.2.请用词组的适当形式填空。
3. EmotionalAims：了解在当今世界各国说英语都有自己的特色。
学 习 重 难点
1.掌握重点词汇command, request,standard, southern, eastern, southeastern, northeastern, recognize, play a part in, etc.
believe it or not;such…as; play an importantpart;the same…as…; the same…that…
(1).The headmaster ___________________ in the good running of a school.(2). ______________, he is really a foreigner.(3).______ students______ you should have a bright future.(4)The computer isthe same___we saw in the other shop.(5)This isthe samebook ___ I read yesterday.3.英汉互译：(1)E-mail is _____________________________________________（起重要作用）inour dailycommunication.(2)我们有相同的问题。_______________________________________________________________________________.反思总结：
合 作 学 习 探 究
【易混辨析】
recognize，know，realize
recognize强调通过对记忆的搜索，辨认出原来熟悉的人、物、声音、方位等，常指经过一段时间的间隔后又重新认出来。
know“知道，认识”
realize“意识到”，它还有“实现(梦 想)”的意思，即realize one’s dream。
3)__________adj.中西部的；有西部特性的4)Spanishadj.&n.___________
5) easternadj.___________________ 6)southeasteradj.__________________
7) northwesternadj.______________8) _____________vt.辨认出；承认；公认9)_____________n.街区；块；木块；石块
用recognize, realize或know的适当形式填空
(1)I______the boy several years ago, but now I can hardlyhim.
(2)Wethat we have to go through many difficulties.
(3)Ithat it was against the rule.
3) Although many Americans move a lot, they stillrecognizeand understand each other’s dialects.解析：recognizevt.辨认出，承认，公认。recognize…as…承认……是……。如：Beckham is recognized as one of thebest football players in the world.4)This is becausein the early days of radio, thosewhoreported the news were expected to speak excellent English. 5) However, on TV and the radio you will hear differencesin the way people speak.6) So people from the mountains in the southeastern USA speak with almostthe samedialectaspeople in the northwestern USA.注：4)、5)、6)解析见世纪金榜的典句精析
(4)I ________ him for ten years. But I didn’t _________ him just now because he has changed so much. .
单项选择：
（1）—Oh, it’s you! I__________ you.—I have just had my hair cut, and I’m wearing new glasses.A. didn’t recognize B. hadn’t recognized C. haven’t recognized D. don’t recognize
2.New Expressions:Complete the expressions according to their
Chinese meanings:1)believe it _________ not信不信由你2)play a part ____________在……扮演一个角色；参与……3)________________one place to another从一个地方到另一个地方4)the same…_________…和……相同5)takesth. ________________ sb.随身携带某物