高中英语必修二教案：unit5+Period+7+Using+language1.doc

合集下载

高中英语教案：人教版新教材选择性必修二Unit5 Using Language2教学设计

选择性必修二Unit 5 Using Language Share your story about providing first aid文本简述本节的主题是分享你的急救故事，通过一个具体的故事来展示急救的重要性，提倡施以援手和提供人道主义救助的必要性，培养学生应对紧急情况的能力。

在本节中，要求学生模仿故事，写一篇文章，记录生活中的难忘经历，分享自己和他人使用急救知识救人的故事，以及自己的感受。

这项写作任务不仅有助于培养学生的语言表达能力，而且有助于培育学生正确的人生观和价值观。

教学目标By the end of the class, students will1.analyze the structure of the passage, grasp the writing characteristics of the narrative, and experience the cohesion and transition between paragraphs;2.master the operation steps of Heimlich first aid method, explore the theme of the article, and learn Chen Wei's spiritual quality.3.write their own first aid stories based on the story mountain;4.learn the act of being brave for a just cause and convey the humanitarian spirit.➢教学设计Step 1: Lead-inShow students the picture of an old granny.Questions:What happened to the old granny?What do you think she is suffering from?Step 2: Pre-reading➢What do you know about Heimlich Manoeuvre?➢Video Time: How to perform Heimlich Manoeuvre?Step 3: While-readingActivity 1: Read the whole passage and put A-E in the correct order.(Try to find the key words in each sentence and the clue in the paragraphs. )Activity 2 Read for different parts and main idea➢How many parts can this passage be divided into?➢What is your reason?➢Can you summarize the main idea of each part?Activity 3: Read for detailed information1.What are the elements mentioned in Para. 1? ( 5W 1H )Who:When:Where:What:Why:How:2.How did Chen help Zhang? What did Chen and Zhang’s friend do in Para. 2?3.Read Para. 3-51)Read and choose the correct words in the following sentences.2)How to perform the Heimlich manoeuvre on adult?3)How to perform the Heimlich manoeuvre on small child?4.Why did Chen help Zhang in Para. 6?If you were Chen Wei, would you choose to help Zhang Tao?Activity 4: Summary --- Story Plot MapSummarize Chan Wei and Zhang’s story by using the story plot map.Activity 5: Write a narrative essay1. Work in pairs. Discuss your experience of giving first aid in an emergency. Or discuss stories you have read or heard about or think up a situation.2. Write the structure and plot of your story.3. Think of a good quote to sum things up.ExampleLast Sunday, I went to the park with Tony for a picnic. Unfortunately, Tony's left foot got injured on our way to the park. Luckily,I'd just learmed about first aid in our school. So I dialed 120 immediately and performed first aid before the doctor came.First, I put his left foot in a more comfortable position. Then I rushed to a shop nearby and fetched bags of ice, and carefully applied the ice to the injury. Fifteen minutes later, the swelling seemed to have gone down a little. And I covered the injury with a clean and dry bandage. Ten minutes later, an ambulance arrived and took Tony to the hospital.Only then was I aware of what a difference a basic knowledge of first aid could make, especially in such a case.。

高中英语 Unit 5 music Using Language I( period 7 )学案新人教版必修2

高中英语 Unit 5 music Using Language I （ period 7 ）学案新人教版必修2music Using Language I（ period7 ）学案新人教版必修2【要达成的目标】教师个性化教案学生学习笔记1、Develop Ss listening, reading, speakingand writing ability、2、【“教”与“学”过程】本堂课使用的电教手段 Task1: Revision ( Individual work before class)Finish the exercises2,3 on page37、 Task2 : Listening (Individual work in class )1、Lead-in1)How would you feel if you could not go into a shop or a restaurant without people staring at you? Would youlike that? What would you do?2)Discuss how your life would change if you became famous overnight、 Make a list of the changes、2、 Listen to the tape and finish the EX2,3,4、Task3: Extensive reading (Individual work inclass )1、Skim: summarize the main idea of the story in one sentence、_______________________________________________________2、 Scan with the following questions:1)Whats the problem when he became famous?2)What was their plan after being famous?3、 Discuss the advantages and disadvantages of being famous、 Make a list of your ideas、 advantages disadvantages Task4: Speaking (Group work inclass )Imagine that you have a chance to form a band、How to form a band? According to the followinginformation discuss in your group、① pick a name foryour band、② decide who will play what instrument andwho will sing、③ decide what kind of band you will be ④ choose an English song for your "band" to perform、Informationthe bands name membersThe role in the bandinstruments to play song styleThe name of the song to playthe hair stylethe costumePractise singing it withyour tapes or CDs and then perform it to the class、Task5: WritingRead the tips on page39, and write an e-mail to Freddy to ask for advice、Pay attention to the form ofthe e-mail、 Homework: Finish the next guide、【课后反思】（教师写成败得失和改进措施，学生写学习体会和存在的问题）教师个性化教案学生学习笔记。

2019新人教高中英语选择性必修二Unit5Using Language

重点词汇
重点句式
随堂练习
【句式拓展】 (1)常用于这种形式的动词有:think,suggest,hope,believe,suppose,guess,consider,imagine等。 (2)do you suggest作插入语时,句子要用(should)do。 Where do you suppose we’d be today? 你想我们今天会去哪里? What impact do you believe this will have on the Copenhagen talks? 你认为这将对哥本哈根会议有何影响?
Ⅰ
Ⅱ
Ⅱ.释义匹配 1.drown A.to damage a joint in your body by suddenly twisting it 2.sprain B.to lose blood,especially because of an injury 3.bleed C.to die from being under water for too long 4.panic D.a sudden strong feeling of anxiety or fear that prevents reasonable thought and action 答案:1.C 2.A 3.B 4.D
Unit 5 Using Language
Ⅰ
Ⅱ
Ⅰ.知识体系图解重点词汇
1.drown vt.& vi.(使)淹死;溺死;浸泡;淹没
2.sprain vt. 扭伤(关节) n. 扭伤
3. ankle
n.踝关节
4. bleed
vt.流血;失血→ bleeding n.流血;失血
5. panic

优质人教版高中英语必修2 Unit5 Music using language 教案

Unit 5 MusicPeriod 6 Using language教学设计I. Teaching aims:1. Try to make students know some knowledge about different types of music.2. To help the students learn how to ask for advice .3. Train the students’ reading ability.4. To master the following expressions:confident; brief; tour; devotion; go wrong ; agree on ; come up with ; stick to ; above all3. To do the listening exercises in this unit.II. Teaching methods:Readingh; Listening ,speaking and writingIII. Teaching important and difficult points:Important points :Learn the expressions in this part:confident; brief; tour; devotion; go wrong ; agree on ; come up with ; stick to ; above allDifficult points:To help the students learn how to ask for advice .IV. Teaching procedures:Step 1 RevisionCheck the answers to the homeworkStep 2 Listening1. Discussion: How would your life change if you became famous?( After discussion come to listen)2. Listen to the tape and write down the main idea of the story: Freddy the Frog(1)The story is about a frog who joined a band and became a singer. Listen text:FREDDY, THE FROG(1)Freddy the frog dipped his long, thin legs into the water. Within a few short weeks he had changed from a small tadpole into the beautiful animal she was now. He smiled to himself. Then suddenly he heard a fine, deep sound that carried far into the darkness of the quiet night. Freddy looked up. “Other frogs! I must try and find them,” he thought. “It is so hard being a grown-up frog on my own.”He began to swim slowly towards the sound. Suddenly he knocked into a large water lily pad. On it sat three confident frogs and they were playing instruments. Freddy climbed onto the leaf. “Can I sing with you? He asked quietly. “Of course,” they said. He opened his mouth wide and began: Help! I need somebody,Help! Not just anybody.Help! You know I need someone. Help!When I was young, so much younger then today,I never needed anybody’s help in any way.But now those days are gone. I’m not so self-assured（confident）! Now I find--- I’ve changed my mind. I’ve opened up the doors. Help me if you can, I’m feeling down(沮丧的 ) And I do appreciate you being round. Help me get my feet back on the ground. Won’t you please, please help me!3. Listen to the tape again and decide which of the statements are true or false.(Do exercise 4 on page 38)4. Freddy the Frog(2)Listen to the tape summarize the main idea:This is a story about a band that became famous and did not like it. Step 3. Deal with the language points in this part.1.confident adj. 自信的，肯定的，有把握的confidence n. 信心confidently adv. 有信心地；确信地2. brief adj.短暂的; 简洁的；沉默寡言的to be brief 简单地说in brief 简言之；简明地3. tour n.周游；游历；参观访问vt.&vi.游历；观光4. devotion n.挚爱；忠诚；献身；奉献devote vt.致力于；献身于devoted adj.挚爱的；忠诚的；献身的devote onself to sth 献身于某事devote sth to sth. 把……专用于5. go wrong 不对劲；出故障6. agree on 同意；赞成（后跟双方协定或协商好的条件、条约、价格、日期等）7. come up with 提出；想出；提供keep up with 跟上；不被落下；赶上catch up with （从后面）赶上put up with 容忍；忍受8.stick to 坚持；遵循（to 为介词）stick in one’s throat 难以忍受；（话等）难以启齿stick it out 拼到底；坚持到底stick on 贴在……上stick out 伸出；向上或向前突出；显眼；醒目9. above all 最重要的是；尤其是Step 4 Writing1.Make a list of the things you have to consider when forming a band.2.Group Work: Discuss the thing that is most difficult for you to decideand give your own information.3.Write an email: Why not write an e-mail to Freddy, and ask him for advice.Step 5 Homework1.Review reading passage and useful expressions in unit 5.2.Finish exercises in workbook in unit 5 on page 74.。

高中英语人教版必修2unit5MusicUsinglanguage教案(系列二)

Book 2 Unit 5 MusicUsing Language【Learning Aims】1. To master some basic listening skills.2. To finish relative listening exercise.3. To learn the story of Freddy the Frog (II).4. To master some useful words and expressions in the reading material.【Listening】1. 词汇热身dip: v. 浸；蘸tadpole: n. 蝌蚪lily: n. 百合花confident: adj. 自信的grown-up: n. 成年人adj. 成年的knock into: 撞上；偶然碰到（某人）feel down: 感到沮丧appreciate: v. 感激2. Listen to the story of “Freddy the Frog (1)” once and then write down the main ideas.The story is about a ________ who joined a frog _______ and became a __________.3. Blank-filling.1) Within a few short weeks he had changed from a small _______ into a beautiful ______he was now.2) Then suddenly he heard a ______, ________ sound that carried far into the darkness of thequiet night.3) Freddy looked up. “Other frogs! I must try and find them,” he thought. “it’s so ______being a _________ frog on my own.4) He began to swim ________ towards the sound. Suddenly he ________ _______ a largelily pad. On it sat three confident frogs and they were ___________________.4. T or F1) Freddy had changed form a man to a frog.2) He felt lonely in his lake till he met his friends on the lily leaf.3) Freddy was very confident about his singing.【Reading】1. 词汇brief: adj. 简明的；简要的briefly: adv. 简要地；短暂地devotion: n. 投入；热爱concert: n. 音乐会concert hall: 演奏厅；音乐厅afterwards: adv. 然后；后来invitation: n. 邀请；招待beard: n. 胡须recognize: vt. 认出；识别sensitive: adj. 敏感的；易受伤害的painful: adj. 痛苦的；疼痛的2. Read the passage and summarize the main idea.Freddy and his band’s life was greatly ____________ after they became __________, so they chose to go back to the _________.3. Read the text carefully and fill in the blank.After becoming famous Freddy and his band went on a(an) ________ tour to Britain, where fans __________ for hours to buy tickets for their concerts. So Freddy was full of ____________ when he went into a concert hall. He later ___________ on a TV programme in London. The fans were eager to know when they could see Freddy and his band again. Their ___________ life was seriously interrupted by the fans. ____________ they went, they were recognized or followed. Even when they ___________ in the library, they were found by the fans. At last, feeling very upset and ____________, Freddy and his band left Britain and went back to the lake. 【Language points】1. Freddy was now quite confident when he went into a concert hall.confident: adj. __________ n. _____________ adv.___________have confidence in: 对......有信心观察归纳：He is quite confident that he’ll pass the driving text.Tom is confident of/in/about his ability to overcome the difficulty._________________________________________________________________________一句多译：他确信自己能通过期末考试。

人教版英语必修二教案：unit5MusicUsinglanguage.doc

Unit 5 music Using language 教案Teaching goals 教学目标1.Target language 目标语言a.重点词汇及短语stick to, ability, perform, above all, come up withb.重点句型1)Km honored that...2)As you know, our band was formed in an unusual way.2.Ability goals 能力目标a.Enable the students to write an e-mail.b.Enable the students to write a passage to introduce folk music.Teaching important points 教学重点1.Get the students to be familiar with the steps to write an e-mail and a passage・2.Get the students to write about some music・Teaching difficult points 教学难点1.How to write a good e-mail.2.How to write a flue nt passage ・Teaching methods 教学方法1.Task-based method to help the students to organize their writing.2.Pair work or group work to get every student to work in class・Teaching aids教具准备1.A projector and some slides2.A multiple-media computerTeaching procedures & ways 教学过程与方式Step I RevisionGreeti ngsRevisi onStep II WritingTask 1 Read Freddy's reply write an e-mailT: Please turn to writing・ Let's read the instructions. You and your friends want to start your own band. However, you have never played before・ You write an e-mail to Freddy for his advice. Nowfirst let's read Freddy's reply and answer the questions:1.How was Freddy's band formed?2.What advice does Freddy give?After several minutesT: Have you found out your answers? Any volunteer?SI: His band was formed in an unusual way.S2: First he advises Li Hua to think what kind of music he would like to play and decide on the name of the band- something different. Then he advises him to make a special time for practicing and stick to it. At last he advises him to give some performances to get some ideas on his musical ability.T: Now I'd like you to discuss the questions you want to ask Freddy in pairs, make a list of them, and write Freddy a letter to ask him for his advice・ First discuss the questions you want to askin pairs. Usually we write a letter according to the following tips・Show the following on the screen.Writing tips1.Think of some questions you would like to ask Freddy・2.Make a lis t of them•e each question to start a new paragraph.4.Add some extra information to show Freddy why you need some help・5.Finish the letter politely and thank Freddy for his help・T: Could you tell me the questions?SI: How was his band formed? Should we play only one kind of music or not?S2: How to get some ideas on our musical abilities?S3: To form a band, \A/hat is the first thing for us to do?T: Good・ You have come up with the questions that you want to ask Freddy. Now make a list of them and write your letter. Pay attention to the form of an e-mail.Possible version 1Dear Freddy,My name is Li Hua・ l〃m beginning a band with my friends. However; we have never been in a band before・ Could you please give us some advice? I would like to know how your band was formed.I think it is difficult to form a band・ Could you please tell me how your band was formed? I think you must have done lots of work・We enjoy music and being famous, but that is not eno ugh. There is a lot of work to be done to form a band. Should we discuss with each other about the music that well play? We enjoy performing music, but we are not sure how well we'll perform・ What's your opinion about it? Could you give us some advice? Well be grateful for your help・Looking forward to hearing from you soon.Yours sincerely,Li HuaPossible Version 2Dear Freddy,My name is Li Hua. Km beginning a band with my friends. However, we have never been in a band before・ Would you please give us some advice? What should we do first? We can play several kinds of music・ Is it necessary for us to play all of them?We want to get on well and enjoy all the claps after the performsnces. If we are to form a band, what should we do next?Sometimes we are not con fident about our performa nces. Once we put on a good performanee but we are not quite sure about our abilities・ Could you give us some good advice? Well thank you a lot for your help.Km looking forward to your advice・Yours sincerely,Li HuaLanguage focus1.Km honored that... means that I feel it is an honor that...Km honored that you come to our party.2.As you know, our band was formed in a very unusual way: You know that our band was formed in a very unusual way.1)As we all know, the earth travels around the sun.2)As is known to us all, Lu Xun was a famous revoluti on ary writer.e up with: think ofYou have come up with a good idea.4.stick to: be faithful toWhatever you say, I'll still stick to my plan.5.above all: more than anything elseWe mustn't waste anything. Above all, we mustn't waste time.Step ITI Writing Task (page 74)Task 2. Discuss the best way to tell a foreign friend about one kind of Chinese folk music and then write a paragraph telling your friends about the type of Chinese folk music you have chosen.In this part, the teacher can ask the students to discuss in pairs about the questions on page 74. Make sure they list the points of their discussion, and then ask them to write a passage・T: Turn to page 74, let's look at the writing task here. I'd like you to discuss the following questions in pairs:Show the questions on the slide and allow the students enough time to do this work1.How to tell a foreigner about one kind of Chinese folk music?2.What do they need to know before they can enjoy it?3.Why do you like it?4.Who is your favourite sin ger?T: Have you finished your discussion?SI: Yes. I think we should tell them folk music is best liked in China・ Before they enjoy it, they need to know the types of Chinese folk music. Born in the North, I like the north folk music in China, and I like its content which reveals the life of the people in the north. Peng Liyuan is my favourite folk music singer.S2: Yes. I think we should tell them how folk music was developed and what it is about. I like the south folk music. I like to learn about the culture in South China. Li Shuangjiang, Jiang Dawei, Peng Liyuan, Song Zuying are my favourite folk music singers・T: Now list your points and write a passage to tell your foreign friends about the Chinese folk music. Possible version 1Chinese Folk MusicFolk music is one kind of music that Chinese like best・Some tells us something about interesting places and exciting things to do. Some tells about people at work, at play, and in workshop. Other music tells about love of country, love of nature, and love of home・Usually there are twomajor styles, when we discuss Han Chinese Folk music・ One is the north and the other is the south. The north is cold, dry, and windy. The hardships of life are reflected in the high-pitched, tense, and agitated style of folk song. The south, on the other hand, has mild weather and much rain. Life seems to be easier, and the folk songs of the south are gen erally lyrical and gentle in nature」like the folk music in North China. From the songs I can see people in the north are hard- working and brave, they love our motherland, and in the songs they express their deep feelings. Peng Liyuan who is famous for her song Mount Yimeng Manor, WhoeverDoesn〃t Say Our Home is Good and Song Zuying who is famous for her song Good Times are my favourite folk singers・ I like listening to their voices and their songs sing out our feelings about our country, our life, and our dreams.Possible version 2Chinese Folk MusicFolk music is a kind of music that has bee n passed down from gen erati on to gen eratio n. At first it did not appear in the written form, but in the oral form. People learnt the songs from their relatives, neighbors and friends, not from the book・Early performers used to learn hundreds of songs by heart. Most of the songs were about country life, the seasons, animals, plants as well as love and sadness in people's lives・ Because I like to learn the south culture, I like the south folk music ・There are lots of famous folk music sin gers in China, for example, Li Shua ngjiang, Jiang Dawei, Peng Liyuan, Song Zuyi ng, etc ・ My favorite folk sin ger is Song Zuying. Her voice is very sweet・ Most of her songs are about the life of the people in South Chinese and are very popular. She expresses deep feelings in her songs.Step IV AssignmentCon solidatio n:T: Today we've learned how to write an e-mail and the steps to write a passage・ After class, please finish the following homework:1.Go over this unit and finish the work: SUMMING UP on page40.2.Preview Unit 11.。

Unit 5 Using language 课件-高中英语人教版(2019)选择性必修第二册

Example
Last Sunday, I went to the park with Tony for a picnic. Unfortunately, Tony's left foot got injured on our way to the park. Luckily,I'd just learmed about first aid in our school. So I dialed 120 immediately and performed first aid before the doctor came.
his/her waist
• make a fist with one hand • place it in the upper part
of his/her stomach
• Grab your fist with your other hand tightly
• push up and into his/her stomach in one motion
D
Activity 2: Read for different parts and main idea
a first aid story Para 1-2
C
A
an introduction of the Heimlich manoeuvre
Para 3-5
B
E
D the conclusion of the story Para 6
She is suffering from choking.
What do you know about Heimlich Manoeuvre?
It is a way to help the choking victim. Chocking can be very dangerous. To solve the problem, Henry Heimlic created the Heimlich manoeuvre in 1974.

高中英语Unit5WorkingtheLandUsinglanguage(二)教案新人教版选

Unit 5 Working the LandUsing language教学设计（二) Evaluate chemical farming and organic farming科目：英语课题:Using Language 课时:1课时教学目标与核心素养:知识目标：掌握重点词汇in turn, prohibit， essential， depth， since的用法,“make +宾语+宾语补足语”结构，t oo…to结构等，表达观点的结构.能力目标:学会利用所学知识写正反观点型议论文。

情感目标：拓宽学生视野，站在人类命运共同体的高度探索和思考世界饥饿问题。

教学重难点教学重点：引导学生自己总结并找出阅读语篇的特点以及作者的写作意图教学难点：帮助学生熟悉辩论式的写作模式,提升学生深度思考探究问题的能力。

课前准备:多媒体，黑板，粉笔教学过程:一、Pre—class1。

Greeting2。

Leading—in学生活动:学生根据语篇标题和图片预测语篇内容。

教师可提问：What do you know about chemical farming？ What about organic farming？教师活动:将学生的回答转换成关键词写在黑板上，并有意识地铺垫一些生词，减少阅读的词汇障碍，并帮助学生形成基本的词汇网络,为阅读理解做好准备.二、While—class学生活动:1、快速浏览全文，找出 chemical farming 和organic farming 的定义，并尝试用自己的语言进行说明。

2、仔细阅读语篇，从文中找出活动1的六个问题的答案或证据证明自己的观点.教学提示：前五个问题可以直接从阅读中获取。

第六个问题涉及对有机耕作方式的目标的理解,到底在多大程度上能够达成目标，文章实际上是从不同角度来谈的。

因此学生也可以从不同的角度,在文中找到不同的证据，发表自己的看法.“吃得饱"和“吃得好”（吃得健康）其实是相互制约的问题,教师应注意启发学生辩证地思考.Q： Why did many farmers welcome the introduction of chemical farming？A： It's a great way to fight crop disease。

高中英语必修二教案：Unit+5+Music+Period+7

教学过程
学生活动
设计意图
授课人标注
Step1: Students read the vocabulary of Unit 5 together.
Step2: Warming-up
1.learn some new words.
(1)dip vt. (dipped,dipped)浸，蘸(2)tadpole n.【Ｃ】蝌蚪
To get the general idea of reading andpractice the reading skills.
To consolidate what students have learnt in this class.
板书设计
FREDDY THE FROG(II)
教学反思
株潭中学英语学科备课表（教案）
课题
课型
Using language1
年级
高一
日期2018.1新授Fra bibliotek主备人
复备人
授课人
教学
目标
1.To grasp the general idea of the text, and get to know the content of it.
1.To improve reading ability by using different reading methods
1.To learn appreciate different kinds of music.
重点
Master the general idea of the passage
难点
Get the students to learn different reading skills

人教版高中英语必修二unit5学案电子教案

人教版高中英语必修二unit5学案电子教案Unit 5 Music学案Period 1 Warming up, Pre-reading, Reading & Comprehending学习内容：1. 从课文和下列问题中了解音乐的有关知识和Monkees的发展。

2. 了解课文中的重点词组和句型的意思。

3. 掌握文章大意。

学习方法：预习单词、warming up 、pre-reading和reading 以完成下列任务Task1: Answer the following questions1. Can you name any music styles?2. Do you know any famous bands? List some if you do.3. Do you know anything about Monkees?Task2: Find out these useful phrases from Warming up, Pre-reading and Reading and translate them into Chinese.1. dream of ___________________2. pretend to do sth ___________________3. to be honest ___________________4. attach…to ___________________5. form a band __________________6. in cash ___________________7. play jokes on ___________________8. as well as ___________________9. rely on ___________________10. be /get familiar with ___________________11. or so ___________________12. produce their own records ___________________13. break up ___________________Task3: Fill the blanks and match the right main idea to each paragraph.Paragraph 1 Most musicians meet and form a band.Paragraph 2 The Monkees became even more popular than the Beatles.Paragraph 3 How do people get to form a band?Paragraph 4 One band started as a TV show.Task4: Find out whether the following statements are true of false.1. Most musicians meet and form a band because they like to write and play music.2. The TV organizers had looked for five musicians who were lovely and who could make goodmusic.3. Each week the group that was called “The Beatles” would play a song or two written by othe musician.，but reunited in 19804.“The Monkees” broke up in about 1960Task5: How do people get to form a band? Fill in the formMembersReasonsPlacesFormsresultsTask6 Read para3, 4 and draw a timeline for the experience of the MonkeesBegan————music and jokes————after a year or so————about 1970————in themid-1980s————in 1996What happened to the band?Task7 ComprehendingQ: why was the Monkees called ”the Band That Wasn’t”？Q: what do you think of the Monkees?Homework1.作业本Part22.将下面这个问题写成一段小文章问题：你想成为明星吗？如果想，为什么，应该怎么做。

2019外研版高中英语选择性必修二Unit5 Using Language 教学设计

Unit 5 Using Language 教学设计●课时内容本课时涉及的是语言知识运用，包括It as an empty object和Ecosystems两部分。

It as an empty object讲解it作形式宾语的句型和基本用法，要学会分析句子结构，选用正确的宾语形式。

Ecosystems首先以思维导图的形式列出了食物链，分别说明了食物链中的生产者、初级消费者、次级消费者以及分解者在食物链中所处的地位和作用；然后以听力练习的形式介绍了蜜蜂数量的减少对于整个生态系统的潜在影响。

●课时目标1.掌握本课时的重点单词dissolve、nutrient、worm和短语be native to、due to、rely on、feed on、prey on、breakdown、take in、be in existence、depend on、be responsible for、contribute to的用法，并能在真实语境中灵活运用。

2.掌握it作形式宾语的用法。

3.引导学生关注话题的语用功能，学会表达质疑和回应别人的质疑。

4.了解食物链中生物的相互制约、相互依存，共生共荣及生态平衡的重要性。

人类可以通过自己的努力保护各个生态系统，促进生态平衡；人类也能够为了自身的眼前利益掠夺资源，破坏生态平衡。

人类不能超自然而存在，保护生态平衡也是保护人类自己，一旦生态平衡遭到破坏，危及整个生物圈，人类自身也在劫难逃。

●重点难点：重点：it作形式宾语的用法。

难点：1.it作形式宾语的用法。

2.食物链使所有的生物保持着“一物治一物”的状态，只要没有外界的破坏，食物链就永远不会断，生态因食物链的存在而得到平衡。

●教学准备：教师准备：1.做好该部分内容的PPT和音频材料。

2.准备好有关生态平衡和食物链的材料。

学生准备：1.简述一个比较常见的食物链并分析各种生物相互依存、相互影响的关系。

2.上网查找it作形式宾语的用法，学会分析句子结构，选用正确的宾语形式。

新外研社(19)高中英语必修二Unit5On the road-Using Language教案

新外研社（19）高中英语必修二Unit 5 On the road-Using Language教案Teaching objectives:1.Enable students to find and summarize the usage of -ing as attributive and apply it in real contexts.Meanwhile,they will learn and apply some words and expressions related to travelling.2.Guide students to deepen their understanding of travelling and stimulate their interest in travelling.Meanwhile,they will learn to compare the Western travellers and Chinese ones in different aspects.3.Help students to learn more about -ing as attributive by observing,analyzing and illustrating.Thus,they will deepen their own understanding of -ing as attributive.4.Lead students to explore more usage of -ing as attributive and compare it with that of -ed as attributive through self-study and cooperation.Evaluation objectives：1.Ask students whether they could recognize the -ing as attributive and whether they have mastered the usage of -ing as attributive and apply it in real contexts.2.Ask students whether they could properly use some words and expressions related to travel.3.Check students’ ability on using the content and words related to asking the way on a trip.Teaching key and difficult points:1.Help students find and summarize the usage of -ing as attributive and apply it in real contexts.2.Enable students to learn and apply some words and expressions related to travel.3.Improve students’ ability on using the content and words related to asking the way on a trip.4.Guide students to find and summarize the usage of-ing as attributive andapply it in real context.Teaching methods:Task-based Approach, Cooperative Teaching MethodTeaching procedures:Step1:Lead-inThe teacher will lead students to look at the sentences from the interview and answer the questions on Page53 and find out the other sentences with -ing as attributive in the passage“Blogging Australia”on Page50-51.Then, teachers introduce the main topic of this class.Purpose:Introduce the grammar item of this class:-ing as attributive.Step2: Teach a new classⅠ.Autonomic learningThe teacher will require students to discuss the similarities of the underlined attributive clauses in the passage and then summarize the law of application of -ing as attributive.Purpose:Summarize the usage of -ing as attributive.ⅠAchievement displayWhen the attributive expresses the action that is active and taking place, we can use -ing as attributive.Purpose:It will be much more effective to let students summarize the law of application of -ing as attributive on their own.ⅠCooperative researchStudents are required to discuss why the author uses -ing as attributive rather than attributive clause in the passage.Purpose: Let students realize the key point of -ing as attributive in the composition and lead students to try to use-ing as attributive in their following writing.Ⅰ.Break through the difficult pointsStudents are required to analyze the usage of -ing as attributive again.1.The place of the -ing as attributiveWhen the-ing as attributive is just a word, it will be placed before the modified word.When the -ing as attributive is a phrase, it will be placed after the modified word.Eg.1.He is an player.他是一名攻击型选手。

2021_2022高中英语Unit2PoemsUsinglanguage二教案新人教版选修

Period 5 Reading and Writing整体设计教学内容分析The teaching materials of this period contain two parts.The first part is the reading passage on Page 14 with the title of I've Saved the Summer，which is a poem telling a parent sp eaking to a young adult child.The older person has experienced his/her own journey through life and is offering love to the young person to help him/her begin on his/her own journey through life.The second part is the Writing Task on Page 54，which asks the students to write a poem.Knowledge and skills1．To enable the st udents to listen to the “music” of the poem，to know how it makes them feel and what it makes them think about.2．To get the students to learn the following useful new words and phrases：appropriate，exchange，sponsor，darkness，try out，let out.3．To get the students to learn the following useful structure：If I＋past tense...，I would...4．To help the students learn how to write a poem starting with “If I．..”．5．To foster the students' ability in skimming and looking up information in reference books and improve the students' reading ability.Process and methodsReading for specific information，summarizing，discussing and practicing.Emotion，attitude and value1．To stimulate the students' love to poetry.2．To inspire the students to write poems of their own.教学重、难点1．The understanding of the reading passage.2．The use of the subjunctive mood in poem writing.3．Teaching the students how to write a poem of their own.教学过程Step 1RevisionCheck the answers to the grammar exercises on Page 13 and explain the difficult ones.Step 2Pre－readingListen to the poem “I've saved the summer” and answer these questions：1．Do you think the speaker in the poem is more likely to be a girlfriend/boyfriend or a parent?2．Does the poem have a rhythmic pattern?3．Does the poem have rhyming words?4．When you were listening to the poem，did it make you feel something or think about something? What did it make you feel or think about?Suggested answers：1．Students' answers may vary.2．Yes(it has two strong beats per line)．3．Yes.4．Students' answers may vary.Step 3Reading1．Circle the words that rhyme.What is unusual about the rhyming words in the last four lines?2．Try beating or clapping the strong beats of the rhythm as you read the poem to yourself.Now listen to the poem again and clap the strong beats.Suggested answers：1．Circled words：you，new；need，feed；nineteen，mean；way，day；own，own.The rhyming words in the last four lines are unusual because they are the same word although they each have a different meaning.2．The strong beats of the rhythm are marked below：I've saved the sum merAnd I give it all to youTo hold on winter morn ingsWhen the snow is new.I've saved some sun lightIf you should ever needA place away from dark nessWhere your mind can feed.And for myself I've kept your smileWhen you were but nine teenTill you're older you'll not knowWhat brave young smiles can mean.I know no ans wersTo help you on your wayThe ans wers lie some whereAt the bott om of the day.But if you've a need for loveI'll give you all I ownIt might help you down the roadTill you've found your own.Step 4DiscussionIn small groups discuss these questions：1．Who is the speaker in the poem and who is he/she speaking to? Give reasons to support your answer.2．Which of the following is the closest to the speaker's message? Give a reason for your choice.A．If it's cold，I'll warm you；if it's dark，I'll give you light；if you're hungry，I'll feed you；if you want love，I'll give it to you.B．Although the future may be difficult for you，whenever you need warmth and love，remember I'll have some to give you.C．While you're away I'll remember your smile and I'll love you always.When you return，I hope you will love me.Suggested answers：1．A parent(mother or father)speaking to a young adult child(son or daughter)．We know that the speaker is probably a parent because he/she is offering the child unconditional love(But if you've a need for love，I'll give you all I own)．We know that the son/daughter is a young adult because the speaker refers to the time when you were but nineteen.2．BStep 5Language studyShow the students the following language points in a slide show.1．appropriate(P13)【原句再现】Match the beginning of each sentence with the appropriate ending.把每个句子的开头与其合适的结尾连在一起。

人教版英语必修二Unit5（Readingforlanguage）教案

人教版英语必修二Unit5（Readingforlanguage）教案高一英语学本课堂教学设计Module 2 Unit 5 Music （Reading for language）一、教材分析本课是(全日制普通中学教科书(必修)人教版高一英语(必修2 )第五单元“音乐”的语言点部分《并非乐队的乐队》。

课文内容包括介绍一般的乐队如何组成和一篇关于“门基”乐队特殊成长历程（从“失败”，电视选秀，到一支流行乐队的诞生）的文章。

这节课主要让学生学习并能运用与乐队有关的词汇，并能运用词汇编写最喜欢的乐队的句子和对话。

我在教学中将教师对语言点和语法知识的简单传授改变为学生在任务完成过程中的小组合作和探究性学习，从而扩大课堂的语言材料输入量及学生的语言输出量。

我根据学生水平和教材内容对练习进行合理多样的设计，让不同层次的学生在课堂上都有所收获。

二、学情分析本节课的教学对象是高中一年级的学生，他们对音乐比较感兴趣。

高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性。

他们已不满足老师对语言知识点的简单罗列，而是喜欢富有个性的教学设计。

基于教学对象以上特点的思考，设计本课时，我将用基础的语言启发他们，消除他们的学习语言点的心理障碍。

三、教学思路对语言知识点课，我先设计一些预学活动，如理一理所需要讲解的词汇，试一试归纳总结，问一问你所知道break，form两个重点单词能组成的词组，你所熟悉的乐队。

在课堂活动中我先向学生展示本节课的学习目标再以大脑风暴的形式为导入，让学生回归阅读，再用课文中的门基乐队来引出词汇，然后创设话题世界上其他著名的乐队来创设话题来运用词汇，最后以五月天乐队的主唱阿信的篇章翻译和口头输出你喜欢的歌手和乐队的方式来巩固词汇。

在学习词汇的过程中，我尽量创设情境，运用鲜活的例子让学生学会运用词汇。

四、三维目标【知识目标】1．学生学会用构词法来掌握一些单词如：musician，actor，millionaire，performance，passer-by。

英语必修二unit5教案

英语必修二unit5教案教案标题：Exploring Cultures教学目标：1. 通过本单元的学习，学生能够理解并运用与文化有关的词汇和短语。

2. 培养学生的跨文化交流能力，提高他们的文化意识和跨文化理解能力。

3. 通过阅读、听力和口语练习，提高学生的英语语言能力和综合运用能力。

教学重点：1. 掌握与文化有关的词汇和短语。

2. 培养学生的跨文化交流能力。

3. 提高学生的阅读、听力和口语表达能力。

教学难点：1. 跨文化交流的能力培养。

2. 阅读理解和听力理解的提高。

教学准备：1. 多媒体设备。

2. 学生课本、练习册和听力材料。

教学过程：Step 1: 导入新课 (5分钟)1. 向学生介绍本单元的主题：Exploring Cultures，引导学生思考不同文化之间的差异和相似之处。

2. 引入本课的话题：文化差异和文化冲突，并通过一些图片或视频展示不同国家的文化特点。

Step 2: 词汇学习 (15分钟)1. 教师通过多媒体展示与文化有关的词汇和短语，如tradition, custom, etiquette, stereotype等，并给出相应的中文解释。

2. 学生跟读并重复这些词汇和短语，教师进行适当的纠正和指导。

3. 学生进行词汇拓展练习，通过填空或选择题的方式巩固所学词汇。

Step 3: 阅读理解 (20分钟)1. 学生阅读课本中的阅读材料，了解不同国家的文化差异和冲突，并回答相关的问题。

2. 教师引导学生分析文章的结构和关键信息，帮助他们提高阅读理解能力。

3. 学生进行小组讨论，分享自己对文化差异和冲突的看法，并尝试提出解决方案。

Step 4: 听力训练 (15分钟)1. 学生听取一段关于文化冲突的对话或短文，并回答相关问题。

2. 教师播放录音并适当调整语速，帮助学生提高听力理解能力。

3. 学生进行听力复述练习，尝试用自己的话总结所听到的内容。

Step 5: 口语练习 (15分钟)1. 学生分组进行角色扮演，模拟不同文化背景下的交流场景，如在餐厅点餐或参加节日庆祝活动。

Unit 5 Revealing nature Using language 教案-高中英语

Unit 5 R evealing natureUsing language教学设计科目：英语课题：Using language 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and basic sentence structures.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点：教学重点：How to learn the new words and basic sentence structures.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Greeting二、Leading-in学生活动：Do Activity 1 on Page 70.Look at the sentences from the reading passage and answer the questions.•In sentence (a), which action happened first, "suspected" or "evolved from a common ancestor"•In sentence (b), which action happened first, "refused to believe" or "evolved from lower forms of life"?•What does the structure had done indicate?(Suggested answers:•In sentence (a), "evolved from a common ancestor" happened first.•In sentence (b), "evolved from lower forms of life" happened first.•It indicates the action happened before a certain past action.三、Presentation教师活动：Give more examples with the past perfect tense. Guide students to summarise its use in their own words. Then ask them to give examples.语法讲解：Past perfect——过去完成时一、过去完成时的构成过去完成时由“助动词had(通用于各种人称和数)+过去分词”构成。

新课标高中英语人教版必修二unit5教案

新课标高中英语人教版必修二unit5教案Period 3 Listening and ReadingThe General Idea of This Period：This period aims at training students’ two skills—listening and reading skills.Students have to get the general idea of Freddy’s story and get detailed information by reading the rest of Fre ddy’s story.Having the general idea of the whole story，students are expected to sum up the advantages and disadvantages of being famous.What’s more，students are encouraged to express their opinions on whether they would enjoy being famous and give their own reasons.Teaching Aims：1.Train the students’ abilities to listen to the story about Freddy.2.Enable the students to memorize some important information about Fre ddy’s story.3.Train the students’ abilities to express their opinions. Teaching Important Points：1.Develop students’ listening skill to get all the needed information.2.Enable students to retell the story.3.Train the students’ abilities to express the advantages and disadvantages of being famous.Teaching Difficult Points：1.How to catch all the points about Freddy from listening.2.Retell the information about Freddy.Teaching Methods：1.Listening skill directing.2.Task-based activity.Teaching Aids：A tape-recorder，a projector，some slides and a multiple-media computer.Teaching Procedures：Step 1 Review and Check the HomeworkT：Last class we learned something about the attributive clause with the preposition ahead of the relative clause.Remember?Ss：Yes.T：Can you make a sentence with this structure?Ss：Yes.S1：The guitar with which they gave performance was lost.T：Good.S2：The name by which the group was known was “The Monkees”.T：Well done.S3：The book，the cover of which is broken，is not mine.T：Yeah，very good.S4：The singer with whom Coco Li sang was very happy.T：Terrific!T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.（8 students come to the blackboard and write down the sentences.The other students check their sentences.）Suggested answer：1.Peter said that he was really grateful to you for the help you offered the other day.2.He told all the people present to pay more attention toeducation.3.Mr Clark found Alice sitting in the corner of the living room whose windows were wide open.4.I’ll never forget the days which/that we spent together during our study tour in the Republic of Ireland.5.They thought very lightly of our new design，which made us very pleased.6.Please sit here for a while.The meal is being prepared at the moment.7.As a result of the terrorists’ attack，tourism，which is the most important industry here，has been greatly affected.8.You will be fine as long as you stick to the rules.Step 2 Warming up：introduce Freddy to the classShow a picture of a frog and let the students say out what it is.Then。