高二英语Lesson 86教案
2024年冀教版七年级英语上册 04 Lesson 3 Our shopping list(教案)
Lesson 3Our shopping list教学目标通过本课的学习,学生能够:1.获取和梳理李明和家人一起去超市购物的相关信息,了解购物的基本句型,知晓购物时的规则。
(学习理解)2.分析文本结构特点,制作思维导图,理清作者写作思路,并根据思维导图复述课文。
(应用实践)3.运用本课所学句型,结合信息结构图,介绍自己去购物的一次经历。
(迁移创新)语篇研读What: 本课语篇是一篇对话,介绍了李明和妈妈还有妹妹一起去超市购物的经过。
Why:本篇对话向我们展示了李明和家人去购物的经历,让学生了解购物的基本句式,并且要知道在超市什么可以做,什么不可以做。
How: 本篇对话按照时间的先后顺序展开,先是介绍了李明为购物准备了一张购物清单,妹妹李萌在去取的过程中又加上了自己需要的东西;然后介绍了在超市购物的过程。
教学过程设计理念:以《义务教育英语课程标准(2022年版)》核心素养为导向,以单元主题为引领,基于语篇的育人理念,体现《义务教育英语课程标准(2022年版)》“学思用创”的英语学习活动观和“教—学—评”一体化设计理念。
中的问题 plete the dialogue inActivity 3.3.The useful phrases:(1)shopping list 购物清单(2)Here you are!给你!(3)— May I help you? 有什么为您效劳的?— Yes, please! 是的。
设计意图通过讲解让学生更好地理解并运用can和may,理解并懂得如何表达请求Activity 6: Self check完成练习,自我检测Fill in the blanks in Activity 4.Then check the answers.教师观察学生能否独立完成相关的练习题,判断学生对知识点的掌握情况设计意图通过练习,让学生理解can和may的用法,能够正确应用,同时让学生懂得购物时的规则,文明购物,快乐购物Activity 7:Group work通过小组讨论,培养学生的发散性思维和创造性思维Work in groups and discuss therules when you are shopping.Write them down and then presentin class.教师观察学生小组讨论和小组完成任务的情况,倾听学生的展示并根据实际情况给出必要的指导和反馈设计意图通过小组合作展示购物规则,鼓励学生利用所学句式和语法点进行口头输出,既巩固了本节课的语法,又让学生在真实的语境中谈论购物【迁移创新】板书设计Lesson 3Our shopping listAt the supermarket{What you can do What you can’t do作业设计基础型作业:Read the conversation in this lesson and recite the words and phrases.实践型作业:Make a poster about the rules of shopping.教学反思。
高二英语：Lesson 1 A Material World(教学方案)
( 英语教案 )学校：_________________________年级：_________________________教师：_________________________教案设计 / 精品文档 / 文字可改高二英语：Lesson 1 A Material World(教学方案)Learning English is conducive to making friends, chatting or working together with foreigners, and learning English is very useful for traveling abroad.高二英语：Lesson 1 A Material World(教学方案)lesson 1 a material worldteaching aims:1.to read a text to find out specific facts2.to review and practice using countable and uncountable nouns and the use of determiners: all, none, both, neither, another, other.3.to practice students’ expressing abilityteaching difficulties:to review and practice using countable and uncountable nouns and the use of determiners: all, none, both, neither, another, other.teaching aids: computerteaching procedures:ⅰ. warming up:t: would you like to be a millionaire? why or why not (show some pictures)s:t: what can money buy?s:t: what can’t money buy?s:t: money can make you get something you need. in material world, money is important but remember money is not everything many evils come from greed for money. not all people care about money for example “who wants to be a millionaire? i don’t”says charles graywhy does he say so?ⅱ listeningt: now listen to the cassette you will know why there are such people that don’t want to be a millionaire.then ask the students to answer the question.ⅲ readingdo the exercise2read the article. decide if the statements below are true (t), false (f) or there is no information (ni)read the text aloud then answer the questions1. what was charles’ life like in the past?2. why didn’t charles want to be a rich man?3. how did he deal with his money?4 how about his life now?5. how does he feel now? good or bad?discussionhow do you treat the thing?ⅳ correct mistakes1. becoming a millionaire seem to be a lot of people’s dreams.2. have a little money makes you free and happy.3. the mean man turns back on his old friends as soon as he is successful.4. there are certainly no signs that charles used to a rich man.5. i bought a three – bedroom house in new york at last year.6. i would not go back to be poor for anything.7. how i wish i would own a fortune $3 one day.answers: 1. seem改为seems 2.have改为having3.turn 后面加his 4 to后面加be 5. 去掉at 6.be 改为 being 7.fortune 后面加 ofⅴ language points and vocabulary1. turn one’s back on 不理睬拒绝did you really turn your back on his invitation?你真的拒绝了他的邀请吗？turn one’s back to 转身the teacher turned his back to his students and found a boy making face.教师转过身，发现一个男孩正在做鬼脸。
高中英语阅读教学教案
高中英语阅读教学教案高中英语阅读教学教案高中英语阅读教学教案应该怎么写？教案是教师为顺利而有效地开展教学活动，根据课程标准，教学大纲和教科书要求及学生的实际情况，以课时或课题为单位，对教学内容、教学步骤、教学方法等进行的具体设计和安排的一种实用性教学文书。
下面小编给大家带来高中英语阅读教学教案，欢迎大家阅读。
高中英语阅读教学教案1LESSON PLANTime of Lesson: 45 minutesStudents: Senior Grade OneTeaching Material: How Did Postage Stamps Come Into Use Teaching Objectives:1. To train Ss' reading ability(such as guessing the meaning of new words in the context, the speed of reading.)2. To train Ss' reading comprehension(To get messages from what they read.)Teaching Points:1. Ss get used to three reading skills.2. Ss understand the given passage.Properties:Stamps, letters, postcards, work sheets, OHPTeaching Method:Communicative ApproachLesson Type:ReadingNew Words and A Phrase:postage, put forward, proposal, seal, deliver, system, postal Procedures:Step 1. Warm-up(6')1. Lead-inShow some stamps, letters and postcards and have free talk to arouse students' motivation.2. Dealing with some new wordsQ: Do you know the postage of a letter?Explain "postage", and write postage on the Bb.postage: payment for the carrying of lettersA: Fifty fen for any place in China except Hong Kong, Taiwan and Macao.Q: What do the postmen do with the letters?A: They take the letters from the postbox and carry them away to the places on the envelopes and deliver them to the addressed people.Explain "deliver", and write deliver on the Bb.deliver: take letters or goods to the addressed people.Q: Who put forward the proposal to use stamps? Use OHP to project the question onto the screen.Explain "put forward" and "proposal", and write them on the Bb.put forward: put an idea before people for thinking overproposal: sth. proposed, plan or idea, suggestionAgain: Who put forward the proposal to use stamps?Step 2. Skimming(4'30")1. InstructionsT: Now I give you a passage to read, and for the first time you should only find the answer to the question. You have only two and a half minutes to read. So don't read word for word. Read quickly. Just try to find the answer.2. Handing out the reading material and readingQ: Who put forward the proposal to use stamps.A: Rowland Hill, a schoolmaster in England.Step 3. Scanning(6')1. InstructionsT: This time I give you three minutes to read the passage. When you are reading, find the answers to the two questions.Use OHP to project the questions:1. Why was the postage high in the early nineteenth century when people did not use stamps?2. When was postage stamps first put to use?2. Reading3. Checking1) Pair work2) Class checkingAns. to Que.1. Because the post offices had to send many people to collect the postage.Ans. to Que.2. On May 6, 1840.Step 4. Full reading(21')1. InstructionsT: Now I give you ten minutes to read the passage for the third time and you should read it carefully. Before reading, let's go over the questions on the work sheet.Give Work Sheet 1 to the Ss. Explain the new words in Que.4.prevent: stop, not let sb. do sth.reuse: use againT: Try to find the answers to the questions. But don't write the answers down, you can put a sign or underline the sentences concerning the questions.3. Checking1) Group work: Checking the answers in a group of four Ss.2) Class work: Checking the answers in class.Possible Answers:1. Why were people unhappy to pay postage for letters in the early nineteenth century?Because they had to pay postage when they received letters, especially when they paid for a letter which they did not wish to receive at all. The postage was high.2. Why was it much easier for people to use stamps for postage?Because people could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters.3. Why was the postage much lower using stamps?Because in this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters.4. How could the post office prevent people from reusing the stamps?The post office could simply put seals on the stamps so that people could not use the stamps again.Check the understanding of the word "seal", and write it on the Bb.seal: 邮戳5. Did other countries take up the new postal system?Yes.Check the understanding of "postal" and "system", and write them on the Bb.postal: of the postsystem: a set of working ways6. Does every country in the world has its own stamps?Yes.Step 5: Rounding-off(7')1. Answering Ss' questions on the passage if any.2. Making a guided-dialogue with the information given from the passage.Hand out Work Sheet 2. Do it in pairs.3. Asking two or three pairs to read their dailogues.A possible completed dialogue:A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know in the early nineteenth century people did not use stamps?B: Then how did they pay the postage?A: They had to pay the postage when they received letters.B: Was the postage very high then?A: Yes. Because the post offices had to send many people to collect the postage.B: Who put forward the proposal to use stamps?A: Rowland Hill, a schoolmaster in England.B: Why do post offices put seals on the stamps?A: They can prevent people from using the stamps again.B: When did post offices begin to sell stamps?A: On May 6, 1840.B: Thank you for telling me so many things about stamps.Step 6. Assignment(30")Ask the Ss to shorten the passage within four or five sentences after class, and to write it in their exercise books.*************************************************************Reading Material:How Did Postage Stamps Come Into UseWhen you send a letter or a postcard, you have to put stamps on the envelope or on the card. When did people first begin to use stamps? Who was the first to think of this idea?In the early nineteenth century, people did not use stamps. They had to pay postage when they received letters. They were unhappy about this, especially when they paid for a letter which they did not wish to receive at all. The postage was high at that time, because the post offices had to send many people to collect the postage.Rowland Hill, a schoolmaster in England, was the first to put forward a proposal to use stamps. He thought it would be much easier for people to use stamps to cover postage. They could go to the nearby post office to buy stamps and put them on envelopes before they sent the letters. The post office could simply put seals on the stamps so that people could not use the stamps again. In this way, the post office did not need to send postmen to collect postage. It only needed to send fewer postmen to deliver letters. That was a good idea and the government finally accepted it.On May 6, 1840, post offices throughout England began to sell stamps. Soon this new postal system was taken up by other countries. Now each country has its own stamps. And there are many people who collect stamps all over the world.Work Sheet 1:Find the answers to the following questions from the passage:1. Why were people unhappy to pay postage for letters in the early nineteenth century?2. Why was it much easier for people to use stamps for postage?3. Why was the postage much lower using stamps?4. How could the post office prevent people from reusing the stamps?5. Did other countries take up the new postal system?6. Does every country in the world has its own stamps now?Work Sheet 2:Complete the dialogue with the information you have got: A: Oh, What a beautiful stamp!B: Yes, it's from the U.S.A..A: Do you know ____________________ people did not use stamps?B: Then how did they pay the postage?A: ___________________________________________________________.B: Was the postage very high then?A: ___________________________________________________________.B: Who put forward the proposal to use stamps?A: ___________________________________________________________.B: Why do post offices put seals on the stamps?A: ___________________________________________________________.B: When did post offices begin to sell stamps?A: ___________________________________________________________.B: Thank you for telling me so many things about stamps. 高中英语阅读教学教案2Module 7 Unit 4 SharingReading A Letter HomeⅠ.Teaching ContentsModule 7 Unit4 Sharing Reading: A Letter HomeII.Analysis of teaching material本单元的话题是Sharing,本课设计的这篇课文是一个志愿者的一封家书，她在巴布亚新几内亚共和国的一个小山村教书。
高中英语词汇课教案
高中英语词汇课教课方案【篇一：高中英语教师资格证词汇课教课方案】教课内容：词义meanings 、用法 usage 、词汇信息 basicinformation 、词汇记忆策略 strategies.topicteaching aims:1. knowledge aim: the students will be able toknow the meaning and usage of thefollowing words: ⋯2. ability aim: the students will be able to usethese words correctly in writingandspeaking.3. emotional aim: the students will be more confident ⋯teaching key and difficult points: master the words,especially ⋯teaching aid: caiteachingprocedures:1. step 1: lead-inshow some pictures to students and ask somequestions: ... 2. step 2: task-readingthink.read the words twice.3. step 3: presentation and comprehension4. step 4: practice5. step 5:consolidation 6.unit 6 lesson 1words:good adj.book n.t: hello, boys and girls, how are you today? i ’m fine too, thank you! before the class, let ’s enjoy some pictures. what do yousee in the first picture?t: a man. right! what is he doing? yes, he is ⋯ .t: in our daily life, ⋯ is very common, today, we will learn how to describe ⋯ in english. please open the book and turn topage 51. read the text after me and select the words you think important.t: everyone well done. who could share words with us? peter,please.t: ⋯（假装帮助读了一个单词，而且边读边板书） great. ⋯重( 复一遍单词). anything to add? ok, lily please.t: ⋯（板书） . well down.t: now, read after me. （没个词读两遍）t: 解说词语。
Lesson 86 教学设计方案
Lesson 86 教学设计方案1. 教学目标通过本节课的学习，学生应该能够：•理解并能够使用英文单词“perspective”和“viewpoint”表达自己的看法和观点；•能够分辨文章中的不同观点和看法；•能够开展有关观点和看法的辩论或讨论；•提高英语听、说、读、写能力。
2. 教学内容本节课的教学内容主要包括以下方面：•介绍和解释英文单词“perspective”和“viewpoint”的含义和用法；•呈现一篇有争议的文章供学生阅读，让学生分辨文章中的不同观点和看法；•帮助学生表达自己的观点和看法，开展辩论或讨论；•提供相关的语言技巧和词汇，帮助学生提高英语听、说、读、写能力。
3. 教学方法和手段为了实现以上的教学目标和教学内容，本节课将采用以下的教学方法和手段：1.交互式授课本节课将采用交互式授课，以激发学生的兴趣和主动性，提高课堂互动和学生参与度。
教师将通过提问、询问、鼓励学生发言、交流等方式，帮助学生理解和掌握课堂内容。
2.案例讲解本节课将介绍和呈现一篇有争议的文章，引导学生阅读、分辨文章中的不同观点和看法，并进行讨论。
通过对具体案例的分析和讨论，帮助学生深入理解和掌握英语表达观点和看法的相关技巧和技巧。
3.小组辩论和讨论教师将组织学生参与小组辩论和讨论，引导学生在小组内交流和分享彼此的观点和看法，锻炼学生的思维能力和口头表达能力。
4.多媒体教学为了增强课堂的效果，本节课还将采用多媒体教学手段，包括音频、视频、图表等形式。
通过多媒体教学，可以更加生动直观地展现相关的语言技巧和词汇，激发学生的学习兴趣和热情。
4. 教学流程下面是本节课的教学流程：1.导入（5分钟）教师通过提问、报告相关新闻等形式，引入本节课的教学内容，并介绍英文单词“perspective”和“viewpoint”的含义和用法。
2.课文阅读（15分钟）教师呈现一篇有争议的文章，帮助学生阅读、分辨文章中的不同观点和看法。
教师可以利用多媒体手段，如音频、视频、图片等帮助学生更好地理解和掌握课文内容。
高二英语教案 高二英语Lesson 86教案
高二英语教案高二英语Lesson 86教案Lesson 86Lesson objectives:1．Help the Ss. to have a good understanding of the relationship of the characters.2．Develop the Ss” abilities of analyzing the relationship of the characters.Teaching aids: a recorder, a computer and VCD, etc.Teaching procedure:Step 1．Pre-reading1．RevisionDaily report. (Every day there is a student who gives a daily report about some interesting topics, such as sports, films, stories, and so on.) 2．PresentationYou may wish to lead in your lesson like:Do you know the capitals of the U. K. and France? (Yes. They are London and Paris.) Today we are going to read a tale which happened between the two cities in the 18th century, A Tale of Two cities. Do you know the author of this story? (Charles Dickens. Yes.) (Show a portrait of Charles Dickens and his works, including Oliver Twist, The Old Curiosity Shop, David Copperfield, Hard Times, Great Expectations and A Tale of Two Cities.) Step 2．While-reading1．Ask the Ss to skim the text to find the answers to the following questions: How many persons are mentioned in this story? (Six) / Who are they? (Dr Manette, Lucie Manette, Charles Darnay, Sydney Carton, Monsieur Defarge and Marquis St Evremonde)2．Let the Ss get information about Dr. Manette. Let the Ss discuss it in pairs.Possible answers:Dr. Manette*Father of Lucie Manette.*His wife died when Lucie was a baby.*He attended a peasant boy and a girl, both of whom died.*He knew that they had been badly treated, so he was put in prison to keep silence.*He spent many years in the Bastille in Paris, where he used to make shoes.*While in prison he became mentally disturbed, and his hair turned white.*He returned to England and got gradually better and stronger.3．Let the Ss put the events in good order, SB Page57 part 4.4．Let the Ss analyze the relationship between the main characters. You may wish to say: We know there are six persons in this tale, Could you like to analyze the relationship between them according to some parts of the films? And finish the following form (Ex. Ⅱ in AB). (Show several parts of the film with the computer.)H&W: husband and wife F: friendF&D: father and daughter O: opponents in loveM&S: master and servant E: enemyU&N: uncle and nephew5．Note explanations1) Match words(1)disturb A．great sum of money(2)mental B．peak the quiet, calm or order of; put out of the right or usual position(3)fortune C．give care; look after(4)attend D．feel or have pain, loss, etc.(5)suffer E．of or in the mindAnswers: (1) -B (2) -E (3) -A (4) -C (5) -D2) Fill in blanks according to the meanings of the following sentences (Ex. Ⅲ in AB)(1)Since childhood I have heard many tales of cunning foxes and clever monkeys.(2)They stayed up very late last night. Now they are still asleep. Don”t disturb them.(3)He d reams of making a big fortune, but he doesn”t want to do anything.(4)Tom, could you attend to the customers, please?(5)He doesn”t often get colds, but when he does he really suffers.3) Explain the difficult points.having + p.pHaving finished (finish) their work, they went home.= =After they had finished his work, they went home.We were very much pleased, having heard (hear) the news of his success. = =We were very much pleased, as we had heard the news of his success. Fill in the blanks with be pleased at / with / to do sth.They were very much pleased at the good news.I wasn”t very pleased with my exam results.We are pleased to know the progress you have made.for no good reason / for the reason ofShe was very angry, for no good reason.He had give up teaching for the reason of health.fall in love withThey fell in love with each other, so soon they got married.6．Let the Ss have a competition: You may say: Now we are going to do some true or false questions according to the following listening materials. 1f you know the answer, just stand up without putting up yourhands.Questions:1) The story happened in London, in the year of 1785. (F. in Paris, in 1775.)2) Monsieur Defarge was the owner of a wine shop, who had been a master to Dr. Manette. (F. A servant to Dr. Manette.)3) Lucie heard the news that her father was alive and was living in Paris. (T.)4) Lucie”s mother died when Lucie was a lady. (F. She was a baby.)5) Dr. Manette had been kept a prisoner in the Bastille, London”s most important prison, for many years. (F. Paris”.)6) Dr. Manette had been mentally disturbed by his long years alone in prison and his hair had turned white. (T.)7) Dr. Manette had been put in prison for a very important reason.(F. For no good reason.)8) After the return of Dr. Manette to England, Lucie married Sydney Carton. (F. Charles Darnay.)9) Charles was the nephew of the cruel Marquis St. Evemonde. And he had left France because he hated the cruel deeds of the French nobles and the way they treated the peasants. (T.)10) Charles left France, preferring to succeed the fortune that would one day come to him, and went to live in England. (F. Give up.)Step 3．Post-readingLet Ss make up a dialogue according to the following situation: One day, Dr. Manette met one of his old friends in the street. Dr. Manette told his friend what had happened during these years.HomeworkFinish off the workbook exercises.Rewrite this story with 100----120 words.。
高一英语Lesson86 教案
高一英语Lesson86一. 教学目标：1. 知识方面：Four skills : Everyday English2. 能力方面：Improve the Ss’ ability of reading prehension二. 德育教学目标：Enjoy the beautiful scene of the country三. 教学重点及难点：How to understand the reading text betterwith + n. + adj. / adv. / par/ inf. / phr / pre / phr四. 现代化教学手段的应用：a tape reeorder五. 教学过程及方法：step 1. Revision and Lead - inLook at the BbDavid is from BritainHe is BritishHe is not EnglishHe speaks EnglishHe is ScottishMaybe you have learned sth about Britain . Today we’re going to learn more about it . Read the text quickly and silently . Answer the questions ; How many countries is the UK made up of ? What are they ?( Four. England , Scotland , Wales and Northern Ireland )step 2. Reading1. separate Vt.使分离，使分开2. Irish adj. 爱尔兰（人）的3. the Irish Sea爱尔兰海Welsh adj./ n.威尔士（人）（的）4. UK联合王国5. stand for代表，象征6. kingdom n. 王国7. be made up of由……组成8. countryside n.乡下，农村9. coal n.煤10. mine n. 矿藏，矿山11. Thames / temz / n. 泰晤士河12. divide v. 分，划分，～int13. generally adv. 一般地14. especially adv. 特别，尤其Listen to the tape answer the questions P85 Ex 1&2 step 3. Notes :separate→把原来连在一起或靠近的人或物分隔开来常与连用结合或混杂的东西分开有时含有暴力强行拆散的意思,,from⎧⎨⎩We haven’t seen tach other since we and that night .divide→把统一的东西分成若干部分，后成into / among / between . eg. I divided the children into seven groups .The new books should be separate from the old ones .The Pacific eparates Asia from America .We are separated for the present .He divided the cake among the children .表“两者中一者较另一者怎么样”时比较级前＋theOf the two + n. …… is the +比较级Which / Who is the + 比较级＋n. , A or B ?eg. Of the two films , which is the better ?The little girl chose the bigger one of the two apples .3. lie“位于，在……处”＋to / on / in这里lie to表“位于……之东/西”用to表方位不强调是否接壤，强调交界用oneg. Gangdoing lies to the south of Hubei . 在某某以南（隔着某某不接壤）Gangdoing lies to / on the south of Hunan . 既可用to只表方位又可用on表接壤。
人教版高二英语选修8_Unit_1_A_land_of_diversity__全单元教案
Unit 1 A land of diversityThe First Period Warming up一．Aims:1. Teaching aimsHelp the students learn more information about America.Important words: ocean, coast, mountain, range, compare2. Ability aimsEnable the students to know more about Ameri ca and can give some cities’ names 二．ContentsStep IAsk the students to talk about the names in groups, and then write down them on the map.Step IICompare answers with other groupsStep IIIGive the correct names to the students.Step IVTell the students some information about America to improve their interest. And ask some students to say what they know about America.Homework To observe an American mapAdd:__________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Second Period Reading 一．Aims:1.Enable the students to talk about things about the USA.2.Help the students learn the huge diversity of races and cultures in America,especially in California.二．Contents:Step 1 Warming up.1.Ask the students to describe what they learn about the USA.2.Group work: look at the map of the USA with your group. Write on the map thenames of as many of the following as you can. Compare your names with other groups.Step 2 Pre-reading1.Ask the students to tell things about California including its location, size,population, economy, history etc. What do you learn about California?2.Show the students some pictures and encourage students not only to say what eachpicture is about but how each one relates to California.Step 3 Fast reading1.Read through the passage and get the main idea.2.Reading comprehension.Ask the students the following questions:1)When you look at the title, what so you think of ?A land of differences. California is a land of great differences — differences in climate, in landscape and attitude.2) Why is the USA called a melting pot?There are many immigrants to the USA and there are many cultures and nationalities. So it is a place in which people, ideas, etc of different kinds gradually get mixed together.3.Beside each date note down an important event in Californian history.Step 4 Detail readingBeside each cultural group , write the period in which they first came toStep 5 After readingWhy is California in the 21st century such a multicultural community? (Using 3 or 4 sentences to explain. )Step 6 HomeworkFinish “Learning about language” on page 4.Teaching reflecting:_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________The Third Period Language Points 一．Aims:1.Learn expressions and phrases.2.Learn language points.二．Contents:1. means: a method or a way of doing. 方式，方法，手段（但复数同形）Translate:一切可能的办法都试过了。
高二英语Lesson 86教案
高二英语Lesson 86教案一、教学目标1.通过本课的学习，学生能够掌握并运用本课所学的词汇和短语。
2.学生能够理解并运用本课所学的语法结构。
3.学生能够在日常生活中运用本课所学的交际用语。
4.学生能够通过本课的学习提高他们的听力、口语、阅读和写作能力。
二、教学重点1.学生能够掌握并运用本课所学的词汇和短语。
2.学生能够理解并运用本课所学的语法结构。
三、教学难点1.学生能够在日常生活中运用本课所学的交际用语。
2.学生能够通过本课的学习提高他们的听力、口语、阅读和写作能力。
四、教学准备1.教材：《高中英语教材》第六册 Lesson 862.多媒体设备五、教学过程1.创设情境•教师通过图片和简短的对话引入课题，激发学生的学习兴趣和注意力。
2.词汇和短语学习•教师呈现本课所学的词汇和短语，帮助学生理解词义和用法。
•学生进行词义辨析和用法练习，巩固所学的词汇和短语。
3.语法结构讲解•教师通过示例和练习引导学生理解本课所学的语法结构。
•学生进行语法练习，巩固并运用所学的语法结构。
4.交际用语训练•教师通过情境对话和角色扮演，让学生进行交际用语的练习。
•学生根据教师的示范进行模仿和实践，提高他们的口语表达能力。
5.听力训练•学生进行听力训练，通过听力材料来提高他们的听力理解能力。
•学生进行听力练习，巩固他们对所听到内容的理解和记忆。
6.阅读训练•学生进行阅读训练，通过阅读理解来提高他们的阅读能力。
•学生进行阅读练习，巩固他们的阅读理解和词汇应用能力。
7.写作训练•学生进行写作训练，通过写作练习来提高他们的写作能力。
•学生进行写作实践，巩固他们对所学知识的应用能力。
8.小结和复习•教师进行本课内容的小结和复习，巩固学生的学习成果。
•学生进行本课内容的总结和归纳，提高他们对知识的整合和运用能力。
六、作业布置教师布置相应的作业，要求学生通过写作或阅读来巩固他们所学的知识。
七、板书设计根据本课的教学内容和学生的学习过程，设计清晰简洁的板书，帮助学生总结所学的知识。
Unit8凤凰职教高二英语电子教案
高二英语集体备课电子教案课题Unit8 It’s Been a long day主备人时间2013．6．11——2013．06.21单元达成任务语言技能1.Discuss the advantages and disadvantages of differentjobs.2. Choose suitable jobs for the future.职业技能1. To use English knowledge in real life.2. To make a resume.句型(1)That must be quite stressful.(2)Both of our jobs have advantages and disadvantages(3)Across occupations, on average,47% of those surveyedsaid they were satisfied with their jobs.重点词汇Typist salary Asia patient current常用短语Have a rest sales manager on average physicaltherapist课时安排Period One Warm-up, Listening and Speaking A （1课时）Period Two Listening and Speaking B （1课时）Period Three Reading and writing （3课时）Period Four Grammar （1课时）Period Five Real Life Skills （1课时）Period Six Exercises （1课时）备课日期June.11-12 授课类型New课题教学设计（教案、学案）授课时数Two章节名称Unit8 It’s been a long day主要教学内容句型:That must be quite stressful both of our jobs have advantages and disadvantages.Important Sentences:These men who cannot resist the pressure may finally decide to quite this job重点词汇:Typist salary Asia patient protect常用短语:Have a rest sales manager on average教学目标Knowledge Objectives：1. To learn the new words .2. To learn the new phrases.Ability Objectives:Enable the students to make a resumeFeeling Objectives:1. To improve the students' interests in this unit.2. To make students know that it’s important for them to choose suitable jobs for the future.教学重难点Importance:1. The words and phrases in this part.2. The students’ abilities of listening and speaking. Difficulties:How to improve the students' interests in this topic.教学资源Textbook , computer, projection, recorder and blackboard教学方法DiscussingCooperative learning Task-based instructive teaching教学过程( Part A) (第一课时）复备Step1. Warm-upShow some pictures about different kinds of jobsThen make students to try their best to describe the jobsin he pictures in English .And judge which kind of themis suitable for you. And why?Match the pictures with the captions in the boxes.Then share their answers with the class.Step2 Listening and speaking ATake students to read the picture of Part1 and guesswhat’s happening to these people?Listen to the passage and circle. What these people aredoing? Then correct the answer.Listen again and complete the Part2 True or False. Andtell the reasons to the class.Try to encourage to complete the part3 by themselves byusing the information they have got in the beforetwice listening.教学反思The students can basically master the skills of listening.教学过程( Part B) （第二课时）复备Step1 RevisionHave a dictaionSome important words: stressful rewarding patient advantanges.Students can describe the people by the words we have learned last class.Step2 ListeningFirst listening:Take students to learn the two sentences and to know their chinese meanings.Listen to the tape recorder and find out the problem mentioned in each item.(Tell students to catch the key information when they are listening and take some notes.)Second Listening:Read the five sentences and try to complete the conversations with them.Ask two students to practise the conversations . Listen again and check their answers.some useful phrases:Have a rest by all means attend all mettings. Step3 Conversation StrategUnderstandingComplete the coversations with the sentences in the boxs.Step4. Work with a partner. Role-play the following situations. Use the conversation strategy in Acivity5. Situation 1: ......Situation 2: ...... Correcttion:dictaion------ dictationadvantanges.--- advantageschinese___ Chinesepractice---- practicemettings.-- meetings.Strateg--- StrategyCoversations--- Conversationsboxs.-- boxessituations-- situations教学反思The students are not good at listening and speaking. We should do more exercises to practice them.备课日期June.13-14 授课类型New 课题教学设计（教案、学案）授课时数Three章节名称Unit8 It’s been a long day Reading and Writing I -III主要教学内容Words:Current protect general level sense. Sentences:1.Across occupations, on average,47%of those surveyed said their were satisfied with their job.2.The least satisfying jobs are most low-skilled and service occupations, especially involving customer service and food preparation and serving.3.Overall are happier than those in other professions. Writing:Learn to make an outline and write a passage.教学目标Knowledge Objectives：1. To learn the new words .2. To understand the main idea of the reading material.3. To analysis some sentences and master the language points Ability ObjectivesTo improve the students' reading and writing abilities.To make an outline and write a passage.Feeling Objectives:To make students helping or serving people are most satisfied with their work.教学重难点重点：1.The words and some useful language points in this part.2.The students abilities of reading and writing.难点：How to improve the students' abilities of reading and writing.教学资源textbook ,computer, projection, recorder and blackboard教学方法DiscussingCooperative learningTask-based instructive teaching教学过程(Ⅰ) (第一课时）复备Step1 Revision1. Discussion: How to express your sympathy to your friends?2. Listen to the listening materials again, and make students read them fluently.3. Have a dictation: the words and phrases learned last class. Step2 Presentation1. First Reading.a. Give a question and let students read the passage A quickly to find the answer.Q: What kinds of jobs are people satisfied with?A: The most satisfying jobs are mostly professions, especially those involving caring for, teaching and protecting others.2. Second Reading.Read passage A and circle the best answer. Finish off part1Last Reading.Ask some students to read the passage one by one.Students can express that people are satisfied with some jobs with their own words.Complete the exercise 2 and check the answers with others. Step3 DiscussionWhat kinds of jobs are you satisfied with?Divide the students into several groups and talk with each other. The exercises in class:Exercises1-2 in theEx-Book.教学反思The students can basically understand the main idea of this passage after learning this lesson.教学过程(Ⅰ) Passage B（第二课时）复备Step1 RevisionRevise the main idea of the passage ARead the passage paragraph by paragraph.Check the answers to the exercises of the homework.Step2: Lead-inShow a video about a male nurse and make them think about the Myths about male nurse. And ask them what they think about the male nurse.(Students can talk about this topic with their partners with the help of the teacher.)Step3: ReadingⅠ.Pre-reading( words study)Learn some important new words and phrases.Words:male economic register labor salary. Phrases: in addition to sth in the future all in allⅡ.While-readingⅰ.SkimmingQ&A: Why do more and more men want to be nurses?ⅱ.ScanningInvite some students to read the passage one by one, and talk with them about the reason why so many men want to be the nurses?Ⅲ.Post-readingComplete the exercises 5, 6 and 7. And check the answers with them.Step4. Summary and Homework1. Remember the important words and phrases.2. Do some more exercises about this part.3. This passage can have a good effect on the students when they choose the jobs . So they should have their own opinions about this.The answers to the exercises:IV：1.T2. F3.T4. FV：1. b2. b3. c教学反思This passage can have a good effect on the students whenthey choose the jobs .So they should have their own opinionsabout this.备课日期June.15-18 授课类型New课题教学设计（教案、学案）授课时数One章节名称U nit8 It’s been a log dayGrammar主要教学内容Subject-verb Agreement(1)The subject and verb in a sentence must be agree.In the present tense, add-s or-es to the base form for thethird-person singular. The verbs, have and do change from to agree with their subjects.教学目标Knowledge Objectives：1.To learn the subject-verb agreement cd2.To revise the points in the reading parts.3.Ability Objectives:1.To make students understand the subject-verb agreement(1) and use it .2.To improve the students’ abilities of using knowledge. Feeling Objectives:1. To improve the students' abilities in English.教学重难点Importance:1.The words and phrases in this part.2. The use of subject-verbDifficulties:How to improve the students' interests in this topic.教学资源Textbook , computer, projection, recorder and blackboard 教学方法DiscussingCooperative learning Task-based instructive teaching一、概述句子的主语有单复数及人称的变化，其谓语动词需要根据主语的人称和数的不同而有所变化。
人教新起点英语四下《Unit 15 communication》(lesson86)教案
Unit 15 CommunicationLesson 86一、教学内容：打电话的交际用语：May I speak to …? / This is …speaking. / Who’s this? / Hold on, please. … it’s for you. / Would you like to …?二、教学目标与要求：1. 能初步听懂、说出、认读本课中打电话的交际用语。
2. 能在模拟的情景下初步使用打电话用语。
3. 能将打电话用语补充完整。
4. 能通过课堂活动，逐步培养学生良好的语言表达能力。
三、教学重难点：1. 打电话用语。
2. 不同情景中打电话用语的不同表达方式。
3. 邀请某人做某事和预定见面时间/地点的交际用语。
四、教学过程：1. 教师出示上一课的单词卡片让学生看图用“I often … to my friends.” 自由发言。
2. 复习第三人称单数的表达方法：请学生在纸条上写出自己常用的联系方式，“I’m … I often… to my friends.” 然后把纸条混在一起发给学生，学生用自己手中纸条上的信息描述。
3. 新课导入教师：I often make phone call to my friends. 接着问：Can youmake a phone call in English? 出示打电话的录像或课件。
4. Look some pictures (part A), then Listen and match5. 再放录音对答案，学生跟读。
6. 教师按两个情景帮助学生练习。
情景一：电话找人，本人接听。
A: May I speak to B?B: This is B speaking. Who’s t his?A: This is A.情景二：电话找人，非本人接听。
A: May I speak to C?B: Hold on, please. C, it’s for you.C: This is C speaking. Who’s this?7. 学生把打电话用语练熟后，教师创设情景帮助学生在实际生活中操练打电话用语。
高中英语必修第二册教案Unit 6 The Admirable Lesson 1 A Medical
Unit 6 The AdmirableLesson 1 A Medical Pioneer【教学目标】Students will be able to1. read and talk about Tu Youyou, a medical pioneer2. read for general understanding3. read for specific information and write a summary of the text4. learn about and practise relative clauses【教学重难点】1. reading for specific information about Tu Youyou2. Using relative clauses【教学过程】1. What do you know about malaria?(1) Write the heading “Pioneer”on the board. Ask students their understanding of the word. Use a dictionary if necessary. Explain that a pioneer is similar to a hero but is different because they achieve or discover something no other person has before.(2) Encourage students to think of examples of pioneers, e.g., Christopher Columbus, Neil Armstrong, Alexander Fleming.(3) Encourage students to research what these pioneers are remembered for: Christopher Columbus discovered a new continent; Neil Armstrong was the first man to set foot on the Moon; Alexander Fleming discovered penicillin, which is used in antibiotics.(4) Ask students to read through the facts silently and tick the information that they find striking. Refer students to the Notes section for any tricky words they don’t know and explain any that are not included.2. Pair Work: Share with your partner what you know about Tu Youyou.(1) Invite students to read the phrases in the box silently.(2) In pairs students discuss what they know about Tu Youyou. Do not confirmideas at this point.(3) Invite pairs to come to the front of the class and share what information they know about Tu Youyou. Gather any interesting details and write them on the board.3. What do you expect to read in a news article about Tu Youyou?(1) Tell students that they will be reading a news article about Tu Youyou. Draw students’ attention to the photo on page 52 and ask them what they think isTu Youyou is at the Nobel Prize Lecture receiving happening in the picture, i.e.,the prize.(2) Students write at least three questions they would like to ask about Tu Youyou.4. Read and find out.(1) Tell students that they will be reading a news article on a pioneer.(2) Allow students time to read the full article or call on volunteers to read the passage aloud.(3) Encourage students to try to use context to understand unknown terms.(4) If needed, instruct students to draw a ruler line under each paragraph. Then provide a general sentence for each paragraph that acts as a summary. Thiswill help the students to sort out the new information.(5) Ask students if their questions were answered in the news article.(6) If there is time, make a list of any unanswered questions and search for answers on the Internet or assign students to find the answers at home.5. Read, complete and introduce.(1) Tell students to read the news article in more detail, they should taketheir time to go through the text carefully.(2) Draw students’ attention to the mind map on page 54 and have students read the topics they need to find details about in the news article. Clarify any unknown words before students start reading.(3) Encourage students to underline the parts of the text that contain the information.(4) Help any struggling students by giving them the paragraph number where each piece of information is located.(5) Once students have completed their notes, have them share their answerswith a partner or with the class.6. Match and talk about Tu Youyou ’s work and achievement.(1) Divide students into groups based on their understanding level. Allow high level students to complete the exercise independently. Encourage middle level students to work together to read the rubric and words in the columns. Then complete the activity. Support low level students by listening as they read the words inthe columns aloud and explain unknown terms. Then help low level students to match the columns.(2) Encourage students to use their dictionaries for understanding.7. Group Work: Summarise Tu Youyou ’s personal quality.(1) Remind students about qualities of admirable people.(2) In small groups students discuss Tu Y o u y o’u s personal qualities. Encourage students to provide reasons for their answers.(3) Assign one representative to share their group’s answers with the class.8. Group Work: Think and share.(1) In small groups students discuss the questions. Encourage students to provide reasons for their answers.a. Why is Tu Youyou considered a medical pioneer?b. What typical writing features can you identify in the news article about Tu Youyou?(2) Assign one representative to share the group’s answers with the class.9. Identify relative clauses.(1) Explain to students that a relative clause is a part of a sentence thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“which”,“where”,“when”.(2) Instruct students to work in pairs to read aloud the sentences and to point out the verbs which indicate the relative clauses.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.(4) Students can independently tick the sentences that include a relative clause.10. Which words are used to join the sentences together?In pairs students read the sentences and circle words that link sentences or clauses together. Ask students if they notice common words and summarise how they are used.11. Join the pairs of sentences using relative pronouns.(1) Explain to students that a relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies or describes the noun. The mostcommon relative pronouns are who, whom, whose, which,andthat.(2) Instruct students to work in pairs to read aloud the sentences and to join the two sentences with relative pronouns.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative pronouns in the examples.(4) Students can independently write and join the sentences using relative pronouns.12. Express yourself.(1) Instruct students to write three sentences on the admirable qualities of Tu Youyou using relative clauses. Their sentences need to be persuasive for a committee to include Tu Youyou as a role model.(2) Students read their sentences to the class.(3) Put two groups of students together and have one of them be the committee. The other group should present their arguments in order to persuade the committee. Find out whether this is the case or not. Then have groups change roles.(4) Help any struggling students by giving them the paragraph number where each piece of information is located.(5) Once students have completed their notes, have them share their answerswith a partner or with the class.6. Match and talk about Tu Youyou ’s work and achievement.(1) Divide students into groups based on their understanding level. Allow high level students to complete the exercise independently. Encourage middle level students to work together to read the rubric and words in the columns. Then complete the activity. Support low level students by listening as they read the words inthe columns aloud and explain unknown terms. Then help low level students to match the columns.(2) Encourage students to use their dictionaries for understanding.7. Group Work: Summarise Tu Youyou ’s personal quality.(1) Remind students about qualities of admirable people.(2) In small groups students discuss Tu Y o u y o’u s personal qualities. Encourage students to provide reasons for their answers.(3) Assign one representative to share their group’s answers with the class.8. Group Work: Think and share.(1) In small groups students discuss the questions. Encourage students to provide reasons for their answers.a. Why is Tu Youyou considered a medical pioneer?b. What typical writing features can you identify in the news article about Tu Youyou?(2) Assign one representative to share the group’s answers with the class.9. Identify relative clauses.(1) Explain to students that a relative clause is a part of a sentence thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“which”,“where”,“when”.(2) Instruct students to work in pairs to read aloud the sentences and to point out the verbs which indicate the relative clauses.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.(4) Students can independently tick the sentences that include a relative clause.10. Which words are used to join the sentences together?In pairs students read the sentences and circle words that link sentences or clauses together. Ask students if they notice common words and summarise how they are used.11. Join the pairs of sentences using relative pronouns.(1) Explain to students that a relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies or describes the noun. The mostcommon relative pronouns are who, whom, whose, which,andthat.(2) Instruct students to work in pairs to read aloud the sentences and to join the two sentences with relative pronouns.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative pronouns in the examples.(4) Students can independently write and join the sentences using relative pronouns.12. Express yourself.(1) Instruct students to write three sentences on the admirable qualities of Tu Youyou using relative clauses. Their sentences need to be persuasive for a committee to include Tu Youyou as a role model.(2) Students read their sentences to the class.(3) Put two groups of students together and have one of them be the committee. The other group should present their arguments in order to persuade the committee. Find out whether this is the case or not. Then have groups change roles.(4) Help any struggling students by giving them the paragraph number where each piece of information is located.(5) Once students have completed their notes, have them share their answerswith a partner or with the class.6. Match and talk about Tu Youyou ’s work and achievement.(1) Divide students into groups based on their understanding level. Allow high level students to complete the exercise independently. Encourage middle level students to work together to read the rubric and words in the columns. Then complete the activity. Support low level students by listening as they read the words inthe columns aloud and explain unknown terms. Then help low level students to match the columns.(2) Encourage students to use their dictionaries for understanding.7. Group Work: Summarise Tu Youyou ’s personal quality.(1) Remind students about qualities of admirable people.(2) In small groups students discuss Tu Y o u y o’u s personal qualities. Encourage students to provide reasons for their answers.(3) Assign one representative to share their group’s answers with the class.8. Group Work: Think and share.(1) In small groups students discuss the questions. Encourage students to provide reasons for their answers.a. Why is Tu Youyou considered a medical pioneer?b. What typical writing features can you identify in the news article about Tu Youyou?(2) Assign one representative to share the group’s answers with the class.9. Identify relative clauses.(1) Explain to students that a relative clause is a part of a sentence thathas a verb in it and is joined to the rest of the sentence by words such a“swho”,“which”,“where”,“when”.(2) Instruct students to work in pairs to read aloud the sentences and to point out the verbs which indicate the relative clauses.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative clauses in the examples.(4) Students can independently tick the sentences that include a relative clause.10. Which words are used to join the sentences together?In pairs students read the sentences and circle words that link sentences or clauses together. Ask students if they notice common words and summarise how they are used.11. Join the pairs of sentences using relative pronouns.(1) Explain to students that a relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies or describes the noun. The mostcommon relative pronouns are who, whom, whose, which,andthat.(2) Instruct students to work in pairs to read aloud the sentences and to join the two sentences with relative pronouns.(3) If needed, have students look at the Grammar Summary, Unit 6, Relative Clauses on page 92. Read through the rules and examples with the class and ensure that students understand relative pronouns in the examples.(4) Students can independently write and join the sentences using relative pronouns.12. Express yourself.(1) Instruct students to write three sentences on the admirable qualities of Tu Youyou using relative clauses. Their sentences need to be persuasive for a committee to include Tu Youyou as a role model.(2) Students read their sentences to the class.(3) Put two groups of students together and have one of them be the committee. The other group should present their arguments in order to persuade the committee. Find out whether this is the case or not. Then have groups change roles.。
英语教案Lesson 86
英语教案Lesson 86Ｉ．T eaching aims:1．知识目标（1）学习单词Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday。
（2）初步接触have 的用法。
2．能力目标熟练掌握Do you have ___? I have ___. 并能够切换人称。
3．情感目标（1）培养学生礼貌购物的好习惯。
（2）培养学生互相帮助的好习惯。
Teaching contentsNote: Remember to ask the students on duty What day is it today? Hopefully, the students know the days of the week by now. In this unit, all the days of the week will be taught.Step 1 Revision1 Check homework.2 Revise Excuse me, Sorry, Certainly, I would like…. and Thanks very much by having the students work in pairs and write a short dialogue using someof these words and phrases. Choose several pairs to read their dialogue to the class. A sample dialogue might be:A: Excuse me, what would you like?B: I would like a green sweater.A: Im sorry, there is no green one, but here is a blue one. Do you want it?B: Certainly! Thanks very much.A: Youre welcome.Step 2 Presentation1 Before class, draw a big picture of a shop on the Bb. In the window drawa sign that tells the opening and closing times.2 Pretend that your pen doesnt work. Ask one of the students, Excuse me, may I borrow your pen? The student can say, Certainly, or OK, etc. Take the pen and start to write something, but pretend that this pen doesnt work either. Say Oh dear, your pen doesnt work. We have to go to the shop to get a new one. What time does the shop close? Help the students to answer eight oclock by pointing at the sign in the window of the shop.Step 3 Read the dialogue1 SB Page 26, Part 1, Speech Cassette Lesson 85.Teach at this time of day, supermarket, and open24 hours. Ask and write the following question on the Bb, Where do they go to get an eraser? (the supermarket). With books closed, play the tape. Check the answer to the question. With books open, play the tape again, students listen and repeat.2 Divide the class into two. One section reads Part A, the other section reads Part B. Pay attention to the intonation. When groups read together, the intonation tends to become very flat, which sounds rather like foreigners speaking Chinese.3 Get the students to read the dialogue in pairs, using the look and say method. They should talk to each other. Then call out several pairs to read aloud the dialogue.Step 4 Presentation1 Teach borrow by asking a student, May I borrow your pencil sharpener? Help the student to answer Certainly, or OK. Say, Thanks very much.2 Start an action chain. Write the above dialogue on the Bb.A: May I borrow your pencil sharpener?B: Certainly!A: Thanks very much.B: May I borrow your…?C: Certainly etc.Step 5 Read and act1 SB Page 26, Part 2, Speech Cassette Lesson 85.Ask Why does the person have no money? With books closed, play the tape. The students listen and answer the question. Check answer. (Her purse is at home.) With books open, play the tape again and have the students read along silently.2 Divide the class into boys and girls. The boys read Part A and the girls read Part B.3 In pairs, have the students practise reading the dialogue and acting it out. If time allows, choose several pairs to act out the dialogue for the class.Step 6 PracticeNote: The following practice is a role-play. The purpose of a role-play is to give the students “real-life” situations for them to use their English. It is a powerful tool in language learning and helps the students to learn language within a context. The main object of a role-play is to have the students use the language in speaking and not in writing. Therefore, writing is discouraged in this activity.Ask What do we get at a book shop? Help the students to make a list and write it on the Bb. They could say, books, pens, pencils, erasers, paper, etc. In small groups of 5-6 students, have the students role-play shopping at a book store / shop. One student should be the shopkeeper and the other students should be the customers. The students should not write out a dialogue, but rather act out shopping and speak as naturally as possible when they are pretending to buy something, or are “just looking”. Before you begin, you may want to give them some shopping phrases that are useful, but which they will not be responsible for learning. For example, write on the Bb, How much does this cost? Im just looking. Thats too expensive. Thats very cheap. Walk around the room as the students are role-playing. Give help where needed. Choose several role-plays to be performed before the class.Step 7 Presentation1 Tell the class that you are going to describe your week. Write1,2,3,4,5,6,7 in a column on the Bb. Point to each number and say On this day I make cakes, etc. Then write down the activity, so the Bb looks like this: 1 make cakes2 talk to Ann3 walk to school4 think and learn5 fly a kite6 sing a song7 see my sisterNote that the first letter matches the day of the week.2 Now say (but dont write) On Monday I make cakes. Get the students to repeat and practise.3 Repeat for Tuesday, Wednesday, Thursday Friday, Saturday and Sunday.Step 8 Read and learn1 Play the tape and have the students repeat.2 Divide the class into seven parts. Give each part a day. Then point to the different groups. As you point to them, the group says their day and spells it as loud as they can. First point to the groups in random order for example, Friday F-R-I-D-A-Y, Tuesday, T-U-E-S-D-A-Y, etc. Then ask the groups to say their day in order. You can help the groups to do this by “conducting”.3 Do Wb Lesson 85, Ex. 1.Step 9 WorkbookSB Page 101, Wb Lesson 85, Exx. 2-3. Both the two exercises must be done in class with the teachers help. Make sure that the students understand the meaning and fill in the blanks with correct words. After completing the dialogues, have the students read them aloud.Ex. 4 is treated as optional.HomeworkFinish off the Workbook exercises.Learn the spelling of the days of the week.。
2023年高二英语第22单元第86课说课稿整理
2023年高二英语第22单元第86课说课稿整理Lesson 86Unit 22 A tale of two citiesSEFC BOOK 2BLongjiang High School Lv MingxiangPart 1: Teaching material1. ContentThe teaching material which I am going to talk about is Lesson 86, the second lesson in Unit 22,SEFC Book 2B. It is also the first lesson of the reading material in this unit.2. Status and functionsThe purpose of the senior high school English teaching and learning is to develop the students’ basic skills of listening, speaking, reading and writing; to cultivate the students’ communicative abilities both in spoken and written English. Reading ability is the most important one of them. The passage in Lesson 86 is a reading material. We can make good use of it to cultivate the students’ reading ability. Meanwhile, this is the second time for senior high school students to read the novel, students can also learn something about the culture, history and custom about the English-speaking countries. This is very helpful in their comprehension and expression in English in future. So this lesson is very important in this unit. It is also important in the whole book.3. Teaching aims and demands1). Knowledge objectsa. To master the uses of some four-skill words and expressions, such as disturb, fortune, deed, arrival, attend, suffer, let… in, in peace, fall in love, make sure of, etc.b. Revise the Past Perfect Tense and its Passive V oice.Learn the structure of the ---ing form used as the attribute and adverbial.2). Ability objectsa. Continue to cultivate the students’ ability of previewing the text and using the dictionary.b. Teach the students how to find out the chronological order of the events in the passage and how to make clear of the relationship between the characters in it.c. Stimulate the students to solve the problems through discussion in small groups.3). Moral objectsLanguage is the carrier of culture. It has close relation to culture. In teaching foreign languages, we should help the students to originate their good moral characters. After reading this lesson, they will learn to beselfless, to be as good as one's word, to rise above self.4. Important and difficult pointsImportant point: The structure of the ---ing form used as the attribute and adverbial.Difficult point: How to find out the chronological order of the events in the passage and how to make clear of the relationship between the characters in the passage.Part 2: Teaching methodThe principles of choosing the method:1. Students are the masters of the study. So they must be the masters of the class. In choosing the teaching method, we must pay special attention to the principle that students are always the center of the study. Teachers are just the directors, like the coach in a sports team.2. According to the outline of English teaching and learning, written communicative ability includes two aspects: one is reading, the other is writing. Reading is the input in learning, while writing is the output. Satisfying output needs enough input.3. Cooperation is very important both in school and out of school. We should give the students chances to learn how to cooperate in their learning. That will be very useful in the future when they leave school.Because of the three principles mentioned above, I will have the students do the most work in class. I’ll ask them to deal with the passageas the whole. What’s more, I’ll stimulate them to turn to their classmates to solve the problems they encounter in reading.Part 3: Learning methodLanguage is not only knowledge, but also a skill. Skills can only be grasped through practice. Practice makes perfect. Reading skills can only be gained by reading a lot. In this lesson I’ll help the students to develop the following skills:1. How to preview the text, especially how to use the dictionary.2. How to make clear of the chronological order of the events which happen in the passage.3. How to find out the relationship between the characters that appear in the passage.Part 4: Teaching ProcedureStep1: RevisionIn this step, I’ll ask the students some questions about the dialogue in Lesson 85. Then I’ll ask two pairs to act out the dialogue without their books.Step2: PresentationGive the students a brief introduction to the author Charles Dickens and briefly introduce the story in this unit.Step 3: ListeningListen to the tape and answer two questions to get the general idea of the passage.Step 4: Reading1.Scanning: Read the passage quickly to find the answer to the question: How many characters are mentioned in the story?2.Fast reading: Read the story again and answer the questions in Ex.1 on Page119. Then take notes in Part 3 on Page 57. Check the answers in pairs first, then with the whole class.3.Intensive reading: Read the passage again. In groups, try to put the events in Part 4 in correct order. Check the answers with the class.Step 5: Language pointsExplain some difficult language points in the text.1. They had come from England, having heard the news that Dr, Manette, ….2. … having been kept a prisoner in the Bastille, …3. make sure of / thate toStep 6: SummaryStep 7: HomeworkDo Ex. 2 after class.( THE END)文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
外研社英语必修二教案
外研社英语必修二教案外研社英语必修二教案【篇一：外研社必修2英语优秀教案】1. lesson plan1.1 background informationjunior or senior sectionteachersize class , gradetime type of lessonteaching1.2 contents vocabulary:words that need to be recognize: court, director, genius, harpsichord, impressed,lose, musical, peasant, piece of music, singer,successful, symphony, talent, teenager.reading: three great composers of the eighteenth century1.3 objectivesby the end of the class, students should be able to:1.3.1 instructional objectives1) recognize and know the pronunciations and meanings ofthe following vocabularies by showing pictures, situations, word-formation rules, chunks, collocation, teacher’s explaini ng and guessing though the context:court, director, genius, harpsichord, impressed, lose, musical, peasant, piece of music, singer,successful, symphony, talent, teenager.2) grasp the key words, understand the main idea of the reading materials ;3.3.2 educational objectives1) strengthen their motivation and interest in learning english through the interesting class activities;2) build up the cooperative spirit by pair working and groupworking;3) talk about some famous composers;4) use the cognitive strategies to learn new words.3.3.3 personal objectivesteacher tries to be more passionate and involved all students in my class.3.4 focal points1) students are able to use the reading skills to grasp the key words, organize information by tables.2) students are able to write a short passage to introduce their favorite musicians.3.5 difficult pointsstudents are able to use the reading skills to gain information and compare the information.3.6 procedures and time allotment3.6.1 getting students ready for learning (3 minutes)step 1 greetingsteacher greets students with simple communication.t: good morning, boys and girls. how are you today?ss: …t: shall we begin our class?ss: yes.3.6.2 revision (2minutes)review what we have learned yesterday.3.6.3 pre-reading (6 minutes)step 1 enjoy a piece of music by beethoven on ppt.step 2 vocabulary presentationteacher shows some pictures about the three great composers of the eighteenth century; at the same time, students learn some new words:court, director, genius, harpsichord,impressed, lose, musical, peasant, piece of music, singer, successful, symphony, talent, teenager.teacher pays some attention to students’ pronunciation. then teacher leads students to the text by asking questions.3.6.4 while-reading (20 minutes)step1 skimming the passage for the main idearead the passage quickly and choose the best title in ex2 on p22---three great austrian composers---three great composers of the eighteenth century---three great child composersstep 2 scanning the passage for specific information read the passage again and answer the questions. which of the composers....1. were born in austria?2. was born in germany?3. had a good singing voice?4. died before his fortieth birthday?5. became deaf?6. met each other?7. had fathers who were musicians?8. had a father who wasn’t a musician?step3 read the passage carefully and fill in the form.about haydn【篇二：外研社高一英语必修二 module 2 教案】 lesson plan practice teacher’s name: ren baiyunteaching date: nov. 28, 2012【篇三：外研版高中英语必修2---module4教案】module fourfine arts-western,chinese and pop artsperiod oneteaching content:introduction; reading and vocabularyteaching important points:1.encourage the students to talk about arts as well as the well-known artists at home and abroad;2.help the students make sense of the whole passage;3.help the students improve their reading ability.teaching difficult points:1.lead the students to talk in class actively;2.deal with some difficult language points.teaching procedures:step 1 lead-in and introduction1.lead-ini think most of us love different kinds of arts and know about some famous artists and famous art works more or less.now let`s list some famous artists and their famous art works at home and abroad,such as:qi baishi and his painting of shrimps,xu beihong and his painting of horses,zheng banqiao and his works of bamboos at home.abroad there are da vinci and his the smile of mona lisa,vincent van gogh and his the sunflowers（《向日葵》）and the starry night（《星夜》）,pablo picasso and cubism(立体主义画派) and so on.this module we`ll talk about the topic-fine arts.first let`s review some words related to it.2.activity1 on p31ask the students to read through the questions and words in this part to understand;explain some of the words if necessary and then ask the students to read out them aloudtogether;if possible ask some students to give their answers to the questions(if not,the questions can be omitted.).3.activity2 on p31read through the given information to understand the requirement and appreciate the paintings by themselves.if possible ask some students to present their answers to the class.[there are no standard answers.students` own answers are ok.] step 2 pre-reading[activity1 on p32]read through the given information to understand and try to match;explain some words if necessary and then ask the class to read out the words together aloud;call back the answers from the students.step 3 reading1.fast readinglet the students scan the passage to get the main idea of each paragraph and try to find out the answers to the questions in activity2 on p32, which are about the topics.the first four paragraphs describe the four paintings and in the last two paragraphs two students talk about their opinions about two of the paintings.then call back the answers./doc/7d7236780.html,nguage points[ref:notes to the text]explain some language points to the students.3.careful readingask the students to read through the passage again carefully to get more details and understand it better.then finish activity3 on p34.call back the answers.step 4 consolidationtime permitting,let the students listen to the tape and follow it quietly to understand the text further.step 5 summary and homework1.summary: summarize what they have learned in this period.2.homework: reading on p88-89 in workbook.appendix: notes to the text1.?that aimed to show ordinary twentieth-century city life.aim to do sth. 打算做某事，目的是[aim vi. 打算]eg:they are aiming to reduce unemployment by 50%.we aim to be there around six.我们力争六点钟左右到那里。
【范文】Lesson 86 教学设计方案
Lesson 86 教学设计方案Lesson86教学设计方案教学目标：1．掌握重点单词和词组：takeanactivepartin,catchupwith,neckandneck,goondoin gsth,2．熟练掌握as…as句型的用法.3．能读懂课文的短文并能回答问题。
教具：教学磁带，图片，挂图，接力棒和卡片。
教学过程：Step1Revision.1．写出下列形容词、副词的比较级和最高级形式：good,far,long,short,slow.出示图片，根据图片提问：whatarethegirlsdoing?DoesZhangPingrunfasterthanHelen?whowinthegame?whataretheboysdoing?whoswimshighest?DoesjackswimasquicklyasXiaoAn?2.Revisethevocabularyofsportsmeetings.A:whichkindsofsportsarethereinasportsmeeting?B:Thereare100-metrerace,400-metrerace,800-metrerace ,longjumpandhighjump,andsoon.Step2Presentation利用挂图、插图、接力棒等教授本课词汇。
并通过这些图示，要求学生反复练习这些词汇。
Pre-readAskthestudentstodiscussthequestionsonpage37.Thenask thestudentstodiscusswhatishappeninginthepicturesonp age37.Step3Reading1.Letthestudentsreadthepassagetofindtheanswertotheq uestion:whichtwoclasseswereinfront?2.Askthestudentstodrawachartoftheracelikethis: Lap1Lap2Lap3Lap4class1yuyanwuPengclass2droppedstickjiangHonglinclass3LiLeijimLinTaoclass4fell&hurtlegwhoranLap1forclass3?3.Listentothetape,andanswerthesequestions:wheredidmr.Hustand?whopassedthesticktoyuyan?Didhecatchupwithjim?whichclassrunnerdroppedthestickwhenhewaspassingiton tothelastrunner?whohurthislegandstoppedrunning?4.Explainthelanguagepoints.1)getreadytodo/bereadytodo准备做……例如：强调行为强调状态IwillgetreadytoleaveforShanghai.I’mreadytohelpyou.getready/beready+forsth.I'mreadyfortheexam.Areyoureadyforthespelling?yes,weareallready.2)Buthequicklygotupandwentonrunning.但他迅速爬起来继续赛跑。
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高二英语Lesson 86教案Lesson 86Lesson objectives:1．Help the Ss。
to have a good understanding of the relationship of the characters。
2．Develop the Ss' abilities of analyzing the relationship of the characters。
Teaching aids: a recorder， a computer and VCD， etc。
Teaching procedure:Step1．Pre-reading1．RevisionDaily report。
(Every day there is a student who gives a daily report about some interesting topics， such as sports， films，stories， and so on。
)2．PresentationYou may wish to lead in your lesson like:Do you know the capitals of the U。
K。
and France? (Yes。
They are London and Paris。
) Today we are going to read a tale which happened between the two cities in the 18th century，A Tale of Two cities。
Do you know the author of this story? (Charles Dickens。
Yes。
) (Show a portrait of Charles Dickens and his works， including Oliver Twist， The Old Curiosity Shop， David Copperfield，Hard Times， Great Expectations and A Tale of Two Cities。
)Step 2．While-reading1．Ask the Ss to skim the text to find the answers to the followingquestions: How many persons are mentioned in this story? (Six) / Who are they? (Dr Manette， Lucie Manette， Charles Darnay， Sydney Carton，Monsieur Defarge and Marquis St Evremonde)2．Let the Ss get information about Dr。
Manette。
Let the Ss discuss it in pairs。
Possible answers:Dr。
Manette*Father of Lucie Manette。
*His wife died when Lucie was a baby。
*He attended a peasant boy and a girl， both of whom died。
*He knew that they had been badly treated， so he was put in prison to keep silence。
*He spent many years in the Bastille in Paris， where he used to make shoes。
*While in prison he became mentally disturbed， and his hair turned white。
*He returned to England and got gradually better and stronger。
3．Let the Ss put the events in good order， SB Page57 part 4。
4．Let the Ss analyze the relationship between the main characters。
You may wish to say: We know there are six persons in this tale， Could you like to analyze the relationship between them according to some parts of the films? And finish the following form (Ex。
Ⅱ in AB)。
(Show several parts of the film with thecomputer。
)H&W: husband and wife F: friendF&D: father and daughter O: opponents in loveM&S: master and servant E: enemyU&N: uncle and nephew5．Note explanations1) Match words(1)disturb A．great sum of money(2)mental B．break the quiet， calm or order of; put out of the right or usual position(3)fortune C．give care; look after(4)attend D．feel or have pain， loss， etc。
(5)suffer E．of or in the mindAnswers: (1) -B (2) -E (3) -A (4) -C (5) -D2) Fill in blanks according to the meanings of the following sentences (Ex。
Ⅲ in AB)(1)Since childhood I have heard many tales of cunning foxes and clever monkeys。
(2)They stayed up very late last night。
Now they are still asleep。
Don't disturb them。
(3)He dreams of XXX a big fortune， but he doesn't want to do anything。
(4)Tom， could you attend to the customers， please?(5)He doesn't often get colds，but when he does he really suffers。
3) Explain the difficult points。
having + p。
pHaving finished (finish) their work， they went home。
==After they had finished his work， they went home。
We were very much pleased， having heard (hear) the news of hissuccess。
==We were very much pleased， as we had heard the news of his success。
Fill in the blanks with be pleased at / with / to do sth。
They were very much pleased at the good news。
I wasn't very pleased with my exam results。
We are pleased to know the progress you have made。
for no good reason / for the reason ofShe was very angry， for no good reason。
He had give up teaching for the reason of health。
fall in love withThey fell in love with each other，so soon they got married。
6．Let the Ss have a competition: You may say: Now we are going to do some true or false questions according to the following listening materials。
1f you know the answer， just stand up without putting up your hands。
Questions:1) The story happened in London， in the year of 1785。
(F。
in Paris， in 1775。
)2) Monsieur Defarge was the owner of a wine shop， who had been a master to Dr。
Manette。
(F。
A servant to Dr。
Manette。
)3) Lucie heard the news that her father was alive and was living in Paris。
(T。
)4) Lucie's mother died when Lucie was a lady。
(F。
She was a baby。
)5) Dr。
Manette had been kept a prisoner in the Bastille，London's most important prison， for many years。
(F。
Paris'。
)6) Dr。
Manette had been mentally disturbed by his long years alone in prison and his hair had turned white。