Integrating Skills教案
教学设计6：Integrating skills（I）
Integrating skills(Ⅰ)一、教学目标1.目标语言a. 重点词汇和短语assistance, companion, graduation basement, congratulate, all the best, accessibleb. 功能句式Expressions used to offer congratulations and best wishes.2. 能力目标Enable students to offer congratulations and best wishes.Enable students to write a letter of suggestion.3.学能目标By proper language input, students learn to offer congratulations and best wishes and write a letter of suggestion.二、教学重难点Offer congratulations and best wishes.Learn to write a letter of suggestion.三、教学方法Listening, speaking, reading and writing.四、教具准备Multi-media computer.五、过程与方式Step ⅠLead-inTalk about Mount Kilimanjaro in Africa. Ask some questions about it. Show the following on the Power-Point.T: Good morning / afternoon, class!Ss: Good morning / afternoon, Mr. / Ms ...T: Which mountain is the highest in Africa?Ss: Mount Kilimanjaro.Show the pictures and introduction of Mount Kilimanjaro on the PowerPoint.Step ⅡListeningT: Do you think it easy to climb Kilimanjaro?Ss: Of course not.T: It is not easy to climb it. It is more difficult for people with disabilities. But Barry Minto made it. And he became famous. He is being interviewed on the radio. Now let’s listen to the interview. Deal with Exx 1-4 on Pages 6-7. Play the recording several times if necessary.Step ⅢSpeakingStudents are asked to work in pairs to practice offering congratulations and best wishes.Show the useful expressions on Page 7 on the PowerPoint.a) used when you want to congratulate someone—“I’ve just passed my driving test!”—“Congratulations!”b) words saying you are happy that someone has achieved somethingGive Tom my congratulations.Give the following two situations for students to practice offering congratulations and best wishes. Situation 1: Your friend is going to take part in the 2005 “CCTV Cup” English Speaking Contest. Situation 2: Your friend has won the first prize in the 2005 “CCTV Cup” English Speaking Contest.Step ⅣReading, speaking and writingShow pictures of a cinema, including inside and outside facilities. Ask students to discuss what problems that people with disabilities sometimes have in a cinema. Divide students into different groups. They are given several minutes to discuss. Each member is encouraged to think actively and participate in the discussion. Make sure all students have their own opinions.After the discussion.T: Now please stop discussing. Alice is a warm-hearted girl. She cares for the disabled very much. When she learned a new cinema is going to be built, she wrote a letter to make suggestions. Here is the letter that gives suggestions to an architect who is to design the new Bankstown cinema. Let’s find out what suggestions Alice gives.SkimmingStudents can find the answers quickly, because they are printed in the pink color.Careful readingHelp students to analyze the letter so that they will learn how to write a letter of suggestion.T: Now please read the text carefully and think about the questions in Ex3on Page 8.After students read the text carefully, they will discuss the questions in Ex3 in groups. Several minutes later, check the answers with the whole class.Suggested answers:1. To tell the reader the purpose of the letter.2. The writer has used numbers and a title in italics for each paragraph to organize the ideas and to make it easier for the reader to understand and remember the five suggestions.3. To finish the letter in a polite way and to put forward some reasons why the architect should consider the writer’s suggestions.T: After you read Alice’s suggestion letter, do you know how to write a letter of suggestion? Please discuss in groups. Then we will work together to write a format of a suggestion letter.After the discussion, show the following on the PowerPoint or print it out.Step ⅤPracticeDeal with Ex 4-6 on Page 9.Step ⅥHomeworkWrite a letter of suggestion to the architect.。
教学设计7：Integrating skills（Ⅱ）
Integrating skills(Ⅱ)一、教学目标1.能力目标Learn the story how Zhang Y uncheng achieves his ambition.How to write a summary.2.学能目标Enable students to realize nothing is impossible.Inspire students to study hard by Zhang Yuncheng’s story.二、教学重点How challenging it is for Zhang Yuncheng to keep writing and how he overcomes the problems he faces every day.三、教学难点How to improve their writing.四、教学方法Reading and writing.五、教具准备Multi-media computer.六、教学过程与方式Step ⅠRevisionCheck the homework.Ask some students to say something about Braille.Present the following on the PowerPoint.About BrailleDeal with Ex1 on Page 50.Step ⅡListeningAfter dealing with Ex1, continue with Ex2 on Page 50. Students are required to do this exercise individually. Because students have read something about Braille, they won’t have difficulty in the listening exercises. After listening to the tape, check the answers with the whole class.Ex3 requires students to listen for events on the timeline. Before playing the tape, ask students tolook through the questions first. According to the questions, students may make predictions about the listening materials. From this exercise and Ex1 on Page 46, students will learn to describe events according to a timeline. Play the tape again if necessary. Then check the answers with the whole class.Step ⅢReading and writingAfter learning something about Braille, deal with READING AND WRITING TASK on Page 51. Present some pictures of Zhang Y uncheng on the PowerPoint.T: Look at these pictures. Do you know who he is?Ss: Zhang Yuncheng，a writer with disabilities.T: Yes, he has published a book entitled Jiaru Wo Neng Xingzou Santian (Three Days to Walk), taking its example from Helen Keller’s remarkable story “Three Days to See.” Now let’s read his story on Page 51.Fast readingAsk students to scan the text and write a mini bio for Zhang Y uncheng.Show the following on the PowerPoint.Careful readingDeal with Ex1 on P52. Ask students to write a short text of 150 words about Zhang Yuncheng. First they should read the text carefully and then pick out 7-8 important facts from the text in preparation for writing.WritingStudents are asked to write the opening 1 or 2 sentences of the text. They should say something about who Zhang Y uncheng is, how old he is, what his disability is, and what he has achieved. When students have finished the opening sentences, they will be asked to write the rest of the text. Step ⅣSpeakingIf time allows, deal with SPEAKING TASK on Page 52.Step ⅤHomeworkFinish PROJECT on Page 53.。
高二英语教案：Unit15 Integrating skills
Teaching PlanUnit15 Getting There (Integrating skills)--- Travel tips and Practical AdviceTeaching Goals:1. Get the students to be familiar with some travel tips.2. Help the students to improve the Ss’ reading ability3. Enable the students to write a travel diary.Key Teaching PointsHow to improve the Ss’ reading ability.Difficult points1. How to grasp the main idea of a passage.2. Let the Ss can use what they have learnt.Teaching methods1.Discussion methods to make the Ss understand what they’ve learnedin class.2.Pairwork of group to get every student to take part in theteaching-and-learning activities.Teaching aidsA tape recorder and the multi-mediaTeaching proceduresStep1. Lead-inLead-in by playing a song “ Journey” and then follows a question:What’s the name of the song?Many people like traveling. May Day will soon come , they are planning to go on a good trip during the holiday. As we know, people will usually get some information before going on a trip, in what way to get information? What should we get ready before we go to a far-way destination?Step2. SkimmingLet the Ss read the passage fast and then find out:1.What travel tips are mentioned in the passage?2.What are money matters?Step3. Scanninga. Let the Ss read the passage carefully and then answer thequestions:1. Why do travel agents play an important role in your trip?2. Why should not travellers take too much money?3. Why is it suggested that you never change money on the street or with strangers?4. How to pack your things before the trip?b. Further reading1. How can you view rooms and rates of a hotel in advance(预先)?2. Which of the following is the best place to buy foreign currency according to the text?3. According to the text, reading about a destination is a good way to (1)_______________(2)_________________(3)___________________4. What is a package trip?A package trip is a trip that ______________5. The word “seasoned” in the last paragraph probably means ______.6. The phrase “travel light” i n the last paragraph probably means______.7. The main idea of the text is _________.Step4. ListeningPlay the tape for the Ss to listenStep5. Vocabulary: Find the word in the text which can match the explanation• a plan of how to spend money• a fixed amount of money that is charged or paid for sth.• a small official book to be shown when entering a foreign country or returning homea small official book to be shown when entering a foreign country or returning home• a written order to a bank to pay a certain sum of money from one’s bank account to another person•the particular type of money in use in a country• a plan or preparation that you make so that sth can happen•to put things into (cases, boxes,etc) for travellingStep6. Fill in the blanks with the given words:budge, rate, passport, cheque, currency, pack, arrangement1.She can read at the _________ of 100 words a minute.2.Many travellers prefer traveller’s _________s to cash.3.She made a monthly ___________ for her family.4.If you go to another country, you need a ____________.5.It’s useful to have some local ________________. You can changemoney at the airport.6.A travel agent can help you make the necessary ______________for your trip.7.What should I _________ before going aboard?Step7.Word builder--- Can you add other words to this web? passport, sight, attractStep8. Discussion1. Which tip do you think most useful?2. What other tips can you give?3. Imagine and CompeteLittle Marco Polo is setting out for Shenzhen on May Day. What are in his backpack?1. pre-visiting:What to bring …2.while-visiting: safety, weather, places of interest, transportation(交通工具) …3 .post-visiting: Buy something special. Don’t be Mr/Miss Forgetful. Introduce Shenzhen to others …Step9. HomeworkWriting --- A Travel DiaryOutline•Destination, Description, Climate, Impression, Feeling2005年4月6日。
高二英语Unit6 integrating skills创新设计
高二英语Unit6 integrating skills创新设计一、教学内容分析本单元围绕㈠life in the future这一主题开展听、说、读、写多种教学活动，让学生想象未来人们的住房、交通、商业、医药与健康、知识与教育等方面，这些话题能激发学生的想象力，培养发散性思维。
学生通过本单元学习，能拓展知识曲，不仅了解到日前社会各个领域的发展状况，并且能学会科学地预测未来，让学生关注社会、了解社会，并为实现美好的未来而努力学习。
在经过前几个课时“热身”(Warming up)，“听力部分”(Listening)，“口语”(Sp eaking)，“读前”(Pre-reading)，“阅读”(Reading)，“读后”(Post--reading)和“语言学习”(Language study)后，学生对本单元的话题已形成基本框架，同时也掌握了----些新单词来描述未来，这些都为学生“综合技能”(Integrating skills)打下基础。
“综合技能”(integrating skills)部分包括：1．阅读训练1：教材上的阅读是一封书信。
Mekanica给人类写一封信，介绍：3044年的生活方式和具体感受。
文章充满大胆的想象和对美好生活的向往，借此来激发学生的想象力，使其憧憬未来生活，更要珍惜现代生活。
2．阅读训练2：练习册(Workbook)里的阅读通过对farmers，marketing people，people who work with computers，以及teachers目前和未来工作状况和工作形式的比较，鼓励学生为在未来生活中找到立足之地而努力学习。
3。
写作训练：设想你刚从2108年旅游回来，你看到了一个叫Mogray的新发明，要求学生写一篇文章，解释What is a Mogray? What does it look 1ike? How does it work? What is it used for?通过表格列出了提纲和问题，供学生参考，为学生写作的内容利方法做了指导。
教学设计6： Integrating skills
选修7 Unit2RobotsPeriod 3 Integrating skills(Ⅰ)一、教学目标1.目标语言a. 重点词汇和短语explanation, junior, navy, talent, chapter, divorceb. 重点句型It was when Asimov was eleven years old that his talent for writing became obvious.A robot must not injure human beings or allow them to be injured.2.能力目标Enable students to express supposition and belief.Learn to write a paragraph describing the new type of robot.3.学能目标By proper language input, students learn to express supposition and belief.Use their imaginations and write a paragraph describing the new type of robot.二、教学重难点Write a paragraph describing the new type of robot.三、教学方法Listening, discussing, reading and writing.四、教具准备Multi-media computer.五、教学过程与方式Step ⅠLead-inTalk something about Isaac Asimov.Step ⅡReading, discussing and writingDeal with his biographyAfter students read the text, they are asked to do Ex 1 on Page 17. The timeline will help students to remember the events in his life.After dealing with Ex1, ask students to work in groups to write a profile for Isaac Asimov. Severalminutes later, present their work and correct the errors if there are any. Then show a sample to students.Discuss his three laws for robotsStudents are divided into different groups to discuss his three laws for robots. Several minutes later, ask some students to present their opinions to the rest of the class. Finally teacher may speak out his or her opinion.Step ⅢListening and speakingListeningDeal with the listening exercises. By doing Ex3, students learn to express supposition and belief. This exercise will lay a good foundation for Ex4.Ask students to look through the questions before playing the tape. Play the tape again when necessary.DiscussingStudents are asked to work in groups and imagine having robots in their houses to do the housework. Discuss what positive or negative effects the situation would be. Don’t forget to use expressions used to express supposition and belief. Students are given five minutes. Five minutes later, ask some students to present their ideas to the whole class. Encourage every student to use his imagination, because there’re no right or wrong answers, only different opinions. After students present their opinions, teacher speaks out his or her opinion.WritingStudents are asked to work in groups. First decide the purpose of the robot, then make a list of the abilities the robot has. Next draw a picture on a piece of paper and name its parts and explain what each part does. Finally write a paragraph describing the robot and what it can do. Show the following to help students to design their robots or print it out.Step ⅣHomeworkWrite a paragraph describing a new type of robot.。
人教新课标高中英语必修5Unit5Integratingskills教案
Unit Five First aidsThe Fifth Period Integrating skillsTeaching goals教学目标Teaching material 教学材料Reading and discussingHeroic teenager receives award1.Target language教学语言a. Key words and expressions:重点词汇和短语Present, Put their hands on, ceremony, bravery, towels, pressureA number ofAmbulanceeful sentences重点句型1.John was presented with his award at a ceremony which recognised thebravery of ten people who had saved the life of another.They discovered that Anne Slade, mother of three, had been stabled repeatedlywith a knife.3. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.2.Ability goals 能力目标Enable the students to know some knowledge about first aid after learning the text.3.Learning ability goals 学能目标Fos ter the students’ ability in skimming and looking up information in references books and improve the students’ reading ability.Teaching important points教学重点Finish the exercises in post-reading by using the knowledge we have learned. Teaching methods教学方法Listening and fast readingTeaching aids教具准备A recorder, a projector, and a computerTeaching procedures and ways教学过程和方式Step One RevisionShow the students a slide with some new wordsWhat is the Chinese meaning of them?PresentPut their hands onceremonybraverytowelspressureA number ofAmbulanceStep Two Reading and listening1. S k i m m i n g t h e n e w s p a p e r a r t i c l e a n d t h e n p u t t h e s e e v e n t s i n t h e o r d e r t h a tt h e y h a p p e n e d._4_T h e a t t a c k e r r a n a w a y._1_A n n e w a s a t t a c k e d a n d s t a r t e d t o s c r e a m._6_J o h n p e r f o r m e d f i r s t a i d o n A n n e_2_J o h n w a s s t u d y i n g i n h i s h o u s e._7_T h e a m b u l a n c e a r r i v e d._3_J o h n r a n o u t s i d e w i t h h i s f a t h e r._5_J o h n f o u n d A n n e i n h e r g a r d e n w i t hterrible knife wounds.2. Listen to the tape and answer the questions1)W h a t w a s J o h n h o n o u r e d f o r?2)W h a t d i d J o h n d o w h e n h e h e a r d t h e s c r e a m i n g?3)W h a t h a p p e n e d t oA n n e?W h a t s a v e d M s s l a d e’s l i f e?5)W h a t f i r s t a i d d i d J o h n p e r f o r m o nA n n e?W h a t a d j s w o u l d y o u u s e t o d e s c r i b e J o h n’s a c t i o n s?G i v e a t l e a s t t h r e e.S t e p T h r e e Discussion 1.Do you think John was silly or brave to get involved in the situation? Give reasons.2.Would you have done the same as John ? Give reasons3.Do you think it is worthwhile to take a course in first aid? Give reasons.Difficult sentences1.John was presented with his award at a ceremonywhich recognised the bravery of ten people who had saved the life ofanother.be presented with sth: be given withWhich 引导一个定语从句Who引导一个定语从句They discovered that Anne Slade, mother of three,had been stabled repeatedly with a knife.Repeatedly 是由动词repeat的过去分词加-ly构成。
Integrating Skills说课稿 高二上册英语说课稿
Integrating Skills说课稿高二上册英语说课稿
Unit5IntegratingSkills说课稿
各位评委，你们好！
我今天说课的内容是高二英语上册第五单元的综合技能，学生通过学习一篇Defoe的游记范文，能根据写作步骤提示用所给模式组织材料写一篇介绍自己家乡的文章，并能写出一两个含名词性从句的句子。
下面我将从教材，教法学法和教学程序等方面进行说明。
一．说教材。
1教材的地位和作用：合技能是学生在学完了warminguplisteningandspeaking，reading,languagestudyandgrammar这三个部分的基础上进一步学习本单元的语言知识，进行语言和技能的输出，因而它起到了技能综合的作用。
2教材处理
1）开放教学内容，在教学中注意联系学生实际，在教材之外找教材，引进必要素材，带领学生走进大自然，走向家乡，走进学生的内心世界。
2）充分利用多媒体，图表。
Unit 2 Integrating skills(人教版高三英语上册教案教学设计)
After discovering the American land, people went on exploring. Read the text on P 158 and find out what the unknown southern land refers to, Australia or Antarctica? ( Antarctica.)Read more carefully and answer more questions.1. Who was the first to put the land of Antarctica, as we know now, on the map?2. What did they think of the land? How did Captain Cook prove thatthere was no southern continent like that?3. Did Captain Cook reach Antarctica? Did he discover it? What did heput on the map instead?1. A Greek map maker.2. It was surrounded by a ring of fire with a mild climate and wealthy people.He saw icebergs on 10 December, 1772 and for the next two summers, he sailed between iceberg.3. Yes, he did. No, he didn’t. He put Australia on the map is tead.Now, time goes to the 1920s. By the middle of the 1920s, the farthest corners of the earth had already been explored. That is the seven continents and the four oceans had been mapped. Then what did people explore? Turn to P 16 and have a look at the title. Going high: The Pioneer of the third pole. Can you guess the meaning of going high? (climbing the mountains) So where is the third pole? Mount Qomolangma or Antarctica? (Mount Qomolangma)Read the text quickly and find out the answer to this question: Who was the first to reach the summit of Mount Qomolangma? When and what nationality were they?ScanningTitle Going High: the Pioneers of the Third PoleP1 By the middle of 1920s, Mount Qomolangma remained to be greatest challenge for human beings.P2 Climbing Mount Qomolangma was dangerous and it seemed almost impossible because of its extreme conditions.P3 Sherpas prove to be the ideal guide since the first attempt.P4 Though several attempt failed in 1920s, Edmund Hillary and Tenzing Norgay made their first successful attempt to the summit in 1953.P5 After the first successful attempt to conquer Mount Qomolangma, it remains man’s great challenges until now.P6 The Chinese successfully reached the summit of it in 1960.P7 Over the past 40 years, other 29 Chinese reached the summit for scientific research or sport.Read the text and answer the following questions.Why do you think the writer call Mount Qomolangma the third pole?(First, the North Pole and the South Pole lie respectively in the southernmost and northernmost points of the world, while Mount Qomolangma stands the highest in the world. Second, like the North Pole and the South Pole, it is hard for people to conquer because of the extreme conditions.)Why can the Tibetans live at ease in such extreme conditions?Because they have lived there for centuries and have adjusted to the condition.What makes Sherpas the most reliable guides in every attempt to climb Mount Qomolangma?Because they are strong, skillful, honest and dedicative.What might have been the possible reasons that made British expeditions fail in 1922 and 1924?They were not prepared for many unexpected difficulties and they were not very familiar with Mount Qomolangma.Why could the two Newzealanders make it to the summit of Mount Qomolangma?After World War 2, technological advances in clothing and equipment had been made and more was known about the mountain itself.When did Chinese first reach the summit of Mount Qomolangma? Who were they?On May 25 of 1960. Gongbu, Wang Fuzhou, and Qu Yinhua.What evidence does the Chinese team have to prove that they really reached the summit of Mount Qomolangma?An iron container with the national flag and a portrait of Chairman Mao Zedong.By now, how many Chinese have climbed Mount Qomolangma successfully, 29, 32 or more than that?More than 32.How to understand these sentences and phrases?Going to Mount Qomolangma was like going to the moon.Going to Mount Qomolangma was regarded as difficult as going to the moon.The death ZonePeople find it impossible to live in the area.They had no idea what they were up against.They didn’t know what conditions they were going to face.English airOxygen brought by the British expeditons.Like winning in the Olympic Games, climbing a mountain such as Mount Qomolangma is a great personal achievment.Mountain climbing itself means exploring human possibilities and every success proves the conqueror’s courage, endeavor and ability.Language points1. suggest vt.建议,提议[+v-ing][+(that虚拟)][+n]I suggested a visit.I suggest our going to the park on Sunday.我建议我们星期天去公园。
教学设计1：Integrating Skills
Unit 4 Body LanguageIntegrating Skills（一）明确目标1. Do some listening to improve the students listening ability.2. Making simple dialogues to train the students speaking ability.（二）整体感知Step 1 PresentationToday we come to the Workbook and do the listening comprehension and also do some talking practice.（三）教学过程Step 2 Listening comprehensionLISTENING TEXT:Part 1P: Hi, Mary.M: Hi, Pete.P: Listen, Mary, I need your help. You know that girl that I like?M: The one you met at the picnic?P: Yes, that's her. Her name is Jenny. Yesterday, we had lunch together and we talked for about twenty minutes.M: That's great!P: Well, maybe. That's what I want to ask you about. How do I know if she is interested in me?M: Oh, I see. Well, you can look at a person's body language. It can tell you a lot about what a person is thinking. For example, was she smiling when you talked to her?P: Yes, yes, she smiled a lot, actually. And she made eye contact with me several times. That's good, isn't it?M: Yes. Now, did she look down first and then look away?P: Yes, she did. Is that bad?M: Mm, not always. But it's not good. Did she play with her hair? P: What do you mean? . M: Did she push her hair back, or throw her hair back off her shoulder?P: Yes, I think she did.Part 2M: Tell me more about what she did. Did her hands touch her face?P: No, she didn't. She didn't move about that much. She sat quite still and when we stood up she didn't vary the way she stood.M: Are you sure about that? That she didn't move?P: Yes. Why? Is, it important?M: It could be... Were there any other people there?P: Yes, Jack and Tom were there, too.M: I see. Did she talk to them?P: Of course she did.M: No, I mean, did she talk 'to them a lot or did she focus her attention on you? .P: Oh, on me. She talked to me most of the time. In fact, I think she only said a few words to Jack and Tom.M: I see. Well, let's see what we can learn from her body language.Suggested Answers:Sentence 1, 3, 5 and 7 are true according to the tape. The score is 3 x 2 = 6, minus 1 = 5.Step 3 Talking practiceSample descriptionsVarious answers are possible.1 Policemen catching a criminal: Three men ran towards the man who was carrying the bag. One of the three men pointed something at the man and moved his left arm up and down. The man with the bag dropped the bag and put his hands in front of him, palms forward. His mouth was open and he closed his eyes. The man who had been pointing at him reached out and grabbed one of the man's arms. He turned the man around and held both of the man's arms behind his back. Then he took out something from his pocket and put it on the man's wrists. Two of the three men put their hands on the man's shoulder and led the man away. The man hung his head.2 A person getting a taxi:A man was standing on the sidewalk. He was looking very carefully at the cars on the street. When a red car with a light on its roof came, he stepped forward, stretched out his right arm and waved it up and down. He kept his hand open, , the palm of his hand facing down. The car stopped, he opened the door, sat down, put on his seat belt and the car drove off.3 Tai qi: This morning, I saw a group of people standing in a park. One of them stood in front the others and the rest were all watching him. He lifted one of his feet off the ground and moved his arms in a big circle. All the others did the same. Then the man lifted his foot higher and bent his knee. He put his left arm over his head and stretched out the other one. The others followed.Additional actions:Two people hugging each other: Two people saw each other on the street. They both stopped, made a strange noise, and then ran towards each other. They put their arms out and it looked like they were going to fight each other. When they got close, they put their arms around each other and jumped up and down.A person tying his or her shoes: I saw a girl walking. She stopped and bent down. She put her hand on each side of her foot and lifted two strings. Then she moved her hands in circles and crossed her arms. When she was finished, she stood up and walked away.Step 4 Writing1.Pre-writingJust now we’ve described three pictures and created a story. Do you know how to write a story? Let’s get some tips for writing a story. Turn to page 63.2.While-writingWork in groups. Look at the six pictures on page 62. Your task is to use the pictures to createa story. You must use all of the pictures in only one story. Then do as follows.1) Put the pictures in order based on your story. There is no correct answer to this question, so you must make up your own story. When you have created the story, make sure that all group members know the story.2) Now you will act out the story. There are several rules. First of all, each member will have to act at least one part, and you must act out all the pictures in your story. Second, you CANNOTspeak when you act out your story. You can only use body language to act out the story. You may make sounds or noises, but you may not say any words.3) Act out the story in front of the class. Remember that you may not speak. The other groups will watch you and try to guess the story. The other groups may not say anything when you are acting out your story, but when you have finished they will try to retell your story. You will also watch the other groups and try to guess their stories.3. Post-writing1) Write a story based on the stories you and your classmates have acted out. You may use your own story or that of another group.2) When students have finished writing, let students check the story with each other. If possible, choose some students’ stories and correct them together with the whole class, using a projector.Step 4 Sample talkingStep 5 Summary 小结Step 7 HomeworkUnit 4 Body Language。
教学设计6：Integrating skills (Ⅱ)
Unit 5 Meeting your ancestorsIntegrating skills (Ⅱ)Teaching goals 教学目标1. Target languagehint, hut, archaeological discovery, seal, marvelous, insignia, intestines2. Ability goalsEnable the students to write two paragraphs solving two archaeological problems.3. Learning ability goalsHelp the students learn how to write two paragraphs solving two archaeological problems.Teaching important points 教学重点How to write two paragraphs solving two archaeological problems.Teaching difficult points 教学难点Learn to solve two archaeological problems.Teaching methods 教学方法Listening, writing and discussion.Teaching aids 教具准备A recorder, a projector and a computer.Teaching procedures & ways 教学过程与方式Step ⅠRevisionCheck the homework. Ask the students to show their work.A sample version:The first picture is Bronze Sacred Tree. The whole height of the sacred tree is 395 cm. There are three kinds of fruit on every branch, including peaches. The sacred tree in Sanxingdui symbolizes Fishing and Room, which is considered to be connected with the Heaven and the Earth.The second one is Bronze Animal-face Image and the third one is a bird-shaped ornament.The faces are almost the same: all with sword-shaped eyebrows, chestnut eyes, towering noses and open mouths; but the hairstyles are different from each other. Some busts are bald, while others wear a crown; some have hair coiled up and some wear hair clasps; but all are lively.So many bonzes are sure to be a collection of worshiped images, representing people of imperial of leaking groups. They reflect the character of the ancient Shun society in which gods and humans are considered to be connected with each other, and also politics and relation.The bonze animal sculptures of dragons, snakes, biers, chicks, are vivid. They reflect the ancient Shun people’s ideology that all things have spirits and show their sincerity to gods. Among them, the sincerity to birds is the core. Biers, such as Cinching, You, Day, etc, are the names of several ancient Shun dynasties. Biers are regarded as the symbol of the sun.The last one is a pottery pot, which is 579×924, 170Kb. It is used to contain water or wine.Step ⅡListening and readingFirst ask the students to read the passage and work out the answers to the questions in Part 2 on page 83.T: Howard Carter was an English archaeologist and Egyptologist. He was most famous as the discoverer of KV62, the tomb of Tutankhamun. On November 4, 1922 Carter found Tutankhamen’s tomb, by far the best preserved tomb ever found in the Valley of the Kings. Now read about it and find out the answers to the questions on page 83.Sample answers:1. The room or burial chamber with the king’s body conta ined boxes of all shapes and sizes. One held the king’s body and had his name on it, so they knew whose tomb it was.2. Because they found the marvelous collection of treasures in the tomb, but did not know anything about it.3. This was very significant as it was clearly a tomb of somebody important, and it had not been robbed.Ask the students to listen to the recording and fill in the chart in Part 1.After listening to the tape, the students have 2 minutes to scan the passage and then fill in the chart. 2 minutes later, check the answers.Sample answers:Then let the students discuss how to secure and protect the site.T: Now do you think how can we protect the site?Give the students several minutes to discuss this problem. When the class discussion is over, vote on the best ideas for securing and protecting the site.Possible ideas for securing and protecting the site:1. Remove the rubbish.2. Don’t throw things round the site.3. Encourage others to protect the site.T: OK. So much for this passage.Step ⅢWritingT: Now turn to page 85 and look at the pictures and questions below them. First discuss these questions below the pictures.Three minutes later, check the discussion.S1: The order should be BAC.S2: The earliest pyramid is B, which is called step pyramid. It was built during the Third Dynasty (2800 B.C.). Step pyramid is generally considered the first tomb in Egypt to be built entirely of stone anywhere in the world.S3: The second is A. It was built in about 2,550 B.C., King Khufu, the second pharaoh of the fourth dynasty, commissioned the building of his tomb at Giza. According to archaeologists, the top of the Khufu pyramid is in a way ripped off, which is in common with the first picture. Then the third one is the third picture. It is called bent pyramid, which was built for Khafre, the fourth pharaoh of the fourth dynasty. The bent pyramid at Dahshur shows us that the ancient Egyptians experimented a lot with the slope of the pyramids. In the middle of construction the builders must have decided that the slope of the building was too steep to continue. Thus, the top half of the pyramid has a different slope.S4: The pyramid had sloping sides so that the dead pharaoh could climb to the sky and live forever.S5: The pyramid represented the rays of the sun.…T: Now you can write two paragraphs giving your ideas and your opinions as the information tells you to do.Several minutes later, let some students read their writings.A sample version:I think the chronological order of bulling the pyramids is B-A-C. The earliest pyramid is B, which is called step pyramid. It was built during the Third Dynasty (2800 B.C.). Step pyramid is generally considered the first tomb in Egypt to be built entirely of stone. The second is A. It was built about 2,550 B.C., King Khufu, the second pharaoh of the fourth dynasty, commissioned the building of his tomb at Giza. Then the third one is C. It is called bent pyramid, which was built for Khafre, the fourth pharaoh of the fourth dynasty. The bent pyramid at Dahshur shows us that the ancient Egyptians experimented a lot with the slope of the pyramids. In the middle of construction the builders must have decided that the slope of the building was too steep to continue. Thus, the top half of the pyramid has a different slope.All the three pyramids come to a point at the top. As its name suggests, step pyramid is a series of six levels of stone decreasing in size as they ascend to about 200 feet (60 meters) in height. Egyptologists have developed many theories about why the tombs of the early pharaohs were built in the pyramid shape. V ariable reasons are possible: the pyramid represented the first land to appear at the beginning of time — a hill called Ben-Ben，ｔhe pyramid had sloping sidesso that the dead pharaoh could symbolically climb to the sky and live forever and the pyramid represented the rays of the sun.Step ⅣHomeworkAsk the students to summarize what they have learned in this unit and preview the next.。
高三英语教案设计-Integrating Skills
高三英语教案:Integrating Skills以下是为大家整理的关于《高三英语教案:Integrating Skills》，供大家学习参考！Integrating Skills教案Integrating Skills教案Teaching goals教学目标1.Ability goals能力目标Enable students to practice reading skills,emphasize students’ ability to gain information and use the information to speak.2.Learning ability goals学能目标Help students grasp the major information from the reading material and practice speaking ability to express oneself clearly.Teaching important points教学重点Enable students to collect,process and transfer readinginformation into speaking materials,thus students may develop an inner system to transfer their reading ability into speaking ability.Teaching difficult points教学难点By stimulating,processing and organizing enable students to use the information in speaking.Teaching methods教学方法Team work learning,task-bused learning,brainstorm strategy and co-operative learning.Teaching aids教具准备A projector and some slides.Teaching procedures & ways教学过程与方式Step I ReadingTask one: Questions and answersT: Black people and white people were not equal, so the blacks righted for their rights through Civil Rights Movement. Civil Rights Movement is a part of Human Right. Today, manypeople are still discriminated by their jobs, family background an d so on. Now, let’s read a passage about fairness. Please turn to Page 71. Read the passage and get familiar with the questions fast. Then read the text and try to find the answers to the questions.Possible answers:1. They had the impression that circus people are dirty and they are bad incharacters.2. Jake was quick in mind.3. Fred was curious about circus people’s life and wanted to show pity on them.4. Jake was not so dirty as the boy said before.5. Fred passed his handkerchief when Jake was sniffing. Later he helped Jake with his schoolwork.Task two: Fill in the chartT: After reading, we know that the boys criticized Jake and his family for the way they live. But most of these remarks refer to problems of the campsite.Now, let’s check i nformation to fill in the chart.Sample chart 1:The impression before Jake’s coming What circus people are likeSample chart 2:The impression after Jake’s coming What Jake is likeSample chart 3:Jake’s schoolwork Jake’s studySample chart 4:The impression of What the campsite is likecampsiteAnswers to the charts:Sample chart I:The impression What circus people are likebefore Jake’s coming dirty,eat raw meat,steal,wear rags Sample chart 2:What Jake is likeThe impression after Jake’s comingsmaller than me, dirty finger nails, clean and repaired shirt, held trousers with a wide leather beltSample chart 3:Jake’s studyJake’s schoo1 work look for help his eyes lit up, returned to exercise with enthusiasmSample chart 4:What the campsite is likeThe impression of campsite one tap for water, no particular place to put rubbish,a small and dirty washing toilet area Task three: DiscussionT: Work in a group of four and discuss the following question..Question:What may be the cause that people were rude to circuspeople?T: I will ask some students to present your ideas on the question.Sa: The dirty and shabby living conditions left a bad impression on other people.Sb: Most people don’t understand what kind of life that circus people are leading.Step II SpeakingTask one: Propose a solutionT: If we want to change the above situation, what should we do to help them?Sa: We should try to change their living conditions.Sb: People should understand what a hard life they are living.Task two: Present the speaking taskT: Snowdon Vale County Secondary School has agreed to join this project to improve the campsite of the circus people. Nowyou are to put forward a plan to suggest which parts should be changed. Think about the plan to improve the campsite.Task two: BrainstormT: What do you know about the life of circus people?Sa: They live on tricks and magic.Sb: They do a lot of wonderful performances.Sc: They feed a lot of animals can perform tricks.Task three: Collect informationT: Most circus people move a lot, in winter they may station on a certain place for a long time. Because their life is always on the go, therefore their children may attend different schools. It is very important for these people to choose the right position as their campsite. Designing a campsite that is favorable for their life is the first step. Please discuss in pairs to choose a good position for these people.Sa: It’s should be a position that is near school because their children can receive education during their youth period.Sb: It should be a position where city facilities are available. Thus these people can enjoy the good and convenient facilities. “Task four: Make a listT: The circus people need certain places to make their life easy and comfortable. Basically in their living places they should have enough taps for water, toilets and certain places to put their rubbish. Now suppose you are required to design a campsite for 60 people and 2020aravans, you should do the following. First, make a plan for the campsite and its facilities. Then make a map and mark the facilities on your map.Possible plan:1. A certain place for animals.2. 2020aps, 10 toilets for 60 people and 3 certain places for rubbish.3. These facilities should be easy to use and scattered evenly in the living area.4. Near the living place there should be bus stops.T: Since you have made the list, now make a map and mark all these facilities on the right places.Step Ⅲ HomeworkTask one: Write a plan for the improvement of the campsite.Task two: Write a speech to change students’ opinion toward circus people.Possible plan:A Plan to Improve the CampsiteThe campsite of circus people is too crowded and inconvenient. They should enjoy good living conditions as we do. For 60 circus people more facilities should be added in order to make their life easy.First at least 2020aps are needed, thus these people will have enough water to use. Besides, 10 toilets will be scattered in different parts of the living area. Three certain places for rubbish should be set where circus people can put their rubbish. The animal place will be separated from the living part with certain people in charge of them. The campsite will also willbe near the town in the outskirts with bus stops near the living area. The children of circus people will enjoy convenient traffic to school. If all these demands are met, people will not think that circus people are dirty. Thus they will change their attitude ,toward circus people.Possible speech:Understand Circus PeopleHere I want to let you know a fact. With our effort all the local council of Lakeside Town has improved the campsite of circus people. The circus people are enjoying a clean and convenient life as we do today. Therefore we should not laugh at these people.We made fun of them and looked down upon them before, but now we should change our attitude. They are the same as us and they need our respect, they need our help because their life is always on the go. They are excellent in their field. They can make tricks and magic while we can’t; they suffer a m ore miserable life while we don’t; they are discriminated just以精心写就精品文档欢迎下载并关注笔者because of their life style while we are living a comfortable life. We should make a promise that from now on we should show fair attitude toward them; we should make a promise that we will try to help them instead of laughing at them. With these promises we will all enjoy a better life.--------------------文章说明---------------------本文是经过精选整理后的精品文档，具有很强的实用性，下载后可对文档进行重新编辑，可按您的想法稍作修改直接套用，标题或正文中所有带（）处可自行修改为需要字词，以便更好的为您所用！精挑精选精加工的精品文档，感谢您下载使用，希望使您的学习办公更便捷高效！1。
高三英语教案-Integrating Skills.doc
高三英语教案:Integrating SkillsIntegrating Skills教案Integrating Skills教案Teaching goals教学目标1.Ability goals能力目标Enable students to practice reading skills,emphasize students’ ability to gain information and use the information to speak.2.Learning ability goals学能目标Help students grasp the major information from the reading material and practice speaking ability to express oneself clearly.Teaching important points教学重点Enable students to collect,process and transfer reading information into speaking materials,thus students may develop an inner system to transfer their reading ability into speaking ability.Teaching difficult points教学难点By stimulating,processing and organizing enable students to use the information in speaking.Teaching methods教学方法Team work learning,task-bused learning,brainstorm strategy and co-operative learning.Teaching aids教具准备A projector and some slides.Teaching procedures they suffer a more miserable life while we don’t; they are discriminated just because of their life style while we are living a comfortable life. We should make a promise that from now on we should show fair attitude toward them; we should make a promise that we will try to help them instead of laughing at them. With these promises we will all enjoy a better life.。
高中英语 Unit 5《Integrating Skills》说课稿1 新人教版
高一英语(上) UNIT 5 Integrating Skills “Not One Less”说课稿一．教材分析我授课的内容属于人教版高一英语(上)第五单元，是这一单元的第五课时。
本单元围绕影视这一主题开展听、说、读、写多种教学活动，涉及“电影明星”、“著名导演”、“介绍热门电影”、“初学写影评”等。
影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性的教学主题。
正如新课标中所提：学习中外影视文化有利于“拓展学生的文化视野，提高他们的中外文化修养。
”同时本单元的教学对教师本身的影视广阔的知识面及文化修养等方面有非常高的要求，体现了师生共同更新知识结构、适应现代社会发展对英语课程要求的“与时俱进”的理念和思想。
二．了解学生1．在学完阅读部分的传记体文章后，要求学生课外搜集张艺谋个人信息，作为这节课的每日报告。
2．学生刚从初中升入中专一年级，口头表达能力不强，知识面不够广泛，因此要多鼓励他们用英语大胆地说，大胆地写出自己的观点。
三．教学目标由于这一节课的主要任务是在阅读的基础上写一篇影评，因此我确立了以下几点教学目标：知识技能方面1．学习掌握一些用于讨论、评价电影的结构句式。
What is the film about?Does the film have a happy ending?How do you feel about the film?The film … is about …I like /don’t like this film because …2．提高学生语言听、说、读、写能力以及写影评的综合语言运用能力。
情感意识方面3．通过小组活动，指导学生积极于人合作，积极与人交流，培养他们的团队合作精神。
4．通过学习影片，增强学生的爱心与同情心，培养学生关心他人，关心教育，关心社会的意识，引导他们珍惜时间，珍惜生活这节课的教学重点是训练学生的写作能力，学会写影评，对影视界名人及电影发表自己的观点。
教学设计1：Integrating skills
Unit 2 Working the landIntegrating skills一、Teaching aimsKnowledge aims:1 Discuss what do farmers put into the soil to make crops grow well?2. Learn how to write an exposition.Ability aims:1. Develop the students’ reading skills by extensive reading.2. Enable the students to learn about green food.Emotional aims:1. Enable Ss to talk about the difference between chemical and organic farming.2. Develop the students’ spirit of cooperation and teamwork.二、Teaching important points1. Develop the students’ reading skills by extensive reading.2. Enable the students to learn about organic farming methods..三、Teaching difficult pointsEnable the students how to write an exposition.四、Teaching methods1. Task-based teaching and learning2. Cooperative learning and practice3. Discussion五、Teaching proceduresStep1. RevisionReview the new words and important points.Step2.Lead-in1.What do farmers put into the soil to make crops grow well? fertilizer2.What’s the differences between chemical and organic farming?(show them some pictures to see the differences)Step 3 Reading1.skimmingTask 1 Skim the text, try to get the main idea of each paragraphPara 1 Long-term use of chemical_fertilizers can cause damage to the land and people’s health.Para 2 Problems__ caused by chemical fertilizers.Para3 Farmers and customers turn to _organic farming.Para4 Other methods to keep _the soil fertile.Task2 Sum up the main idea of the passageChemical fertilizers may stop crop diseases, increase production but cause damage to the land and people while farming may keep the soil rich and free from chemicals.2.Scanning(1)From the passage, we can see organic farmers are those who______.A. grow crops with chemical fertilizers.B. grow crops with natural fertilizersC. produce organic fertilizersD. care for the environment(2)From the fourth paragraph, we know that______.A. it’s not good to plant grass between cropsB. peanuts use the surface of soilC. peas and soybeans should be grown together with corn and wheat.D. vegetables that put down deep roots are harmful to the soil(3)According to the text, which of the following is NOT the problem caused by chemical fertilizer?A. Crop diseases can be stopped.B. Chemicals stay in the ground and underground water for a long time.C. The helpful bacteria and pests are killed as well as the harmful one.D. Many of these fertilizers are dangerous to people’s health.(4)How many ways do the organic farmers have to keep their soil fertile and healthy?A. 3B. 4C.5D.6nguage points(1 )These chemicals in the food supply build up in people’s bodies over time.build up 增强; 建立；开发Hard working conditions build up character. 艰苦的工作条件能磨练人的性格。
高二英语教案：Unit15 Integrating skills
Teaching PlanUnit15 Getting There (Integrating skills)--- Travel tips and Practical AdviceTeaching Goals:1. Get the students to be familiar with some travel tips.2. Help the students to improve the Ss’ reading ability3. Enable the students to write a travel diary.Key Teaching PointsHow to improve the Ss’ reading ability.Difficult points1. How to grasp the main idea of a passage.2. Let the Ss can use what they have learnt.Teaching methods1.Discussion methods to make the Ss understand what they’ve learnedin class.2.Pairwork of group to get every student to take part in theteaching-and-learning activities.Teaching aidsA tape recorder and the multi-mediaTeaching proceduresStep1. Lead-inLead-in by playing a song “ Journey” and then follows a question:What’s the name of the song?Many people like traveling. May Day will soon come , they are planning to go on a good trip during the holiday. As we know, people will usually get some information before going on a trip, in what way to get information? What should we get ready before we go to a far-way destination?Step2. SkimmingLet the Ss read the passage fast and then find out:1.What travel tips are mentioned in the passage?2.What are money matters?Step3. Scanninga. Let the Ss read the passage carefully and then answer thequestions:1. Why do travel agents play an important role in your trip?2. Why should not travellers take too much money?3. Why is it suggested that you never change money on the street or with strangers?4. How to pack your things before the trip?b. Further reading1. How can you view rooms and rates of a hotel in advance(预先)?2. Which of the following is the best place to buy foreign currency according to the text?3. According to the text, reading about a destination is a good way to (1)_______________(2)_________________(3)___________________4. What is a package trip?A package trip is a trip that ______________5. The word “seasoned” in the last paragraph probably means ______.6. The phrase “travel light” in the last paragraph probably means______.7. The main idea of the text is _________.Step4. ListeningPlay the tape for the Ss to listenStep5. Vocabulary: Find the word in the text which can match the explanation• a plan of how to spend money• a fixed amount of money that is charged or paid for sth.• a small official book to be shown when entering a foreign country or returning homea small official book to be shown when entering a foreign country or returning home• a written order to a bank to pay a certain sum of money from one’s bank account to another person•the particular type of money in use in a country• a plan or preparation that you make so that sth can happen•to put things into (cases, boxes,etc) for travellingStep6. Fill in the blanks with the given words:budge, rate, passport, cheque, currency, pack, arrangement1.She can read at the _________ of 100 words a minute.2.Many travellers prefer traveller’s _________s to cash.3.She made a monthly ___________ for her family.4.If you go to another country, you need a ____________.5.It’s useful to have some local ________________. You can changemoney at the airport.6.A travel agent can help you make the necessary ______________for your trip.7.What should I _________ before going aboard?Step7.Word builder--- Can you add other words to this web? passport, sight, attractStep8. Discussion1. Which tip do you think most useful?2. What other tips can you give?3. Imagine and CompeteLittle Marco Polo is setting out for Shenzhen on May Day. What are in his backpack?1. pre-visiting:What to bring …2.while-visiting: safety, weather, places of interest, transportation(交通工具) …3 .post-visiting: Buy something special. Don’t be Mr/Miss Forgetful. Introduce Shenzhen to others …Step9. HomeworkWriting --- A Travel DiaryOutline•Destination, Description, Climate, Impression, Feeling2005年4月6日。
高二unit 15 Integrating skill(教案)(人教版高二英语下册教案教学设计)
Period 5 Integrating skillsTeaching Aims:1.Learn and master the following new words:budget,rate,visa,arrangement,passport,cheque,currency,sight,seasoned,acc ommodation2.Train the students’ integrating skills,especially reading and writing skills.3.Get the students to learn how to make a plan for a travel.Teaching Important Points:1.Get the students to understand the text exactly,especially the following words and phrases:rate,make one’s own arrangements,seasoned,travel light,sights2.Help the students write a travel brochure well.Teaching Difficult Point:How to help the students master the ways of writing a better descriptive essay/paragraph.Teaching Methods:1.Asking-and-answering activity to check the students’ understanding of the text.2.Induct ive and imitative methods to train the students’ writing ability.3.Individual,pair or group work to finish each task.Teaching Aids:1. the recorder2.the blackboardTeaching Procedures:Step 1 Lead-inWe’ve learnt a lot about travel, and people can benef it from travel.1) Why do people like traveling?broaden one’s view（widen one’s vision)…become knowledgeable…make friends …improve one’s life quality2) While going on a trip, what kind of places would people usually like to go to?Beautiful/modern/cultural/historical/perfect/attractive/paradise/breath-taking scenery /a world-class resort/challenging and exciting/a feast foreyes…(Bb:beautiful…)3) what should you prepare before you travel abroad?What travel tips and practical advice are suggested before going on a trip to a faraway destination? First, find out more about the destination you have chosen. Second, consider when and how you want to travel. Third, have a good preparation of the trip, e.g. make a list of what you want to bring (such as visa, credit card, cheque, foreign currency and backpack and so on) before you start packing.So things should be planned before starting a trip.Today, we’re going to read another passage about travel. It will provide you some useful travel tips and practical advice.Step 2 Fast ReadingPage 38.Read each paragraph quickly and try to find out what tips and advice the writer gives us. Now, I’ll collect the tips and advice the writer gives us. One student, one tip or one piece of advice.Find out more about the destination you have chosen before you go to save money and avoid problems.Consider when and how you want to travel and you’d better ask travel agents for help.Bring some cash besides credit cards.Keep your passport and money in a safe place and make photocopies of all important documents before you leave.Buy foreign currency at home. If you must exchange money during your vacation, do it in banks not on the street or with strangers.Plan a pleasant, interesting and comfortable trip. Travel light if possible.Step 3 Careful readingBefore you go Find out _________________compare __________ and ___________View__________________through the websitesLearn more about _________get ideas for ___________________Make your_______________last longerMONEY MATTERSBring some _________ besides ________.Keep your passport and money __________.Make ___________ of all important documents before you leave.Buy ________________ at home.Never change money __________________ or __________________.TOURS, TICKETS AND VISASDecide _______, _________ and _________ you want to travel.(Ask travel agents for help) Find out about _____________ including____________ ___________ ______________ )Choose between different alternativesHelp you with travel documents : ______________ ______PLANNING AND PACKINGChoose __________________________ you are interested in .Give yourself ___________________ to enjoy them .Make a list of __________________ before you start packing.1.) Why is it necessary to find out more about the destination before you go on a trip? It is not only a good way to save money and avoid problems, it can also be a lot of fun. For example,…2.) Why do travel agents play an important role in your trip? Travel agents can help you to find out about package trips that include hotel costs,tours and entrance tickets and choose between different alternatives, they may also help you with travel documents such as passports and visas.3.）As far as money matters are concerned, what are mentioned in the paragraph? Credit card, cash, cheque, foreign currency.4）Why is it suggested that you never change money on the street or with strangers? Because you may be cheated.5) How to pack your things before the trip? Make a list of what you want to bring before you start packing. Seasoned travellers have learnt what they must bring. Travel light if possible and bring a smaller bag or backpack .6) Which travel tip do you think is the most useful? Why? In my opinion,it just depends. If you want to go abroad, the most useful and import ant is visa and passport, which you can’t go without. But if you go sightseeing in your home country, money matters like credit cards, cheques and cash are useful, without which you can do nothing.Step 4 Post readingNow, please re-read it carefully and further understand it. Exercises1~3 after the text.Suggested answers:1.save money and avoid problems2.experienced3.travel with as little luggage as possibleStep 5 ConsolidationWhich travel tip do you think is the most useful? And why? Are you clear about that?S1:I think the tip about money is the most useful. It reminds travellers of avoiding bringing too much money. Instead, credit cards could be a better choice. In particular, travellers should not forget to have all important documents photo copied before leaving in case you might lose them.S2:I think planning and packing is the most useful. For any thing, well-prepared is half of success. You’d better plan it in advance in order to avoid problems and save money or time.What other tips can you give?No too tight shoes Some medicinePut money in different pockets Take a camera Take a walkmanStep 6 ProverbNothing is so necessary for travelers as languages. 外出旅行，语言最要紧Seeing is believing.All work and no play makes Jack a dull boy.只会用功不玩耍，聪明孩子也变傻While in Rome, do as Romans do. 入乡随俗Leave nothing behind you but your footprints; Take nothing away with you but your good memories!The world is like a book, if you stay at home instead of traveling, it means that you just stare at one page of a book.Step 7 WritingAfter a wonderful and impressive trip, we’d better record our unforgettable experiences and feelings with a travel diary. But how can we write a good travel diary?T: Well, in order to have a pleasant and interesting trip, you’d better have the tips and advice in mind. Now, please read the travel brochurein writing quickly and find out what information it describes.Ss: It describes transport, accommodation, attractions and activitiesfor travelling to Thailand.(Bb:…)T: Quite right. Now you’ve known how to write a travel brochure. Work in pairs. Choose your favourite destination and write a travel brochure in which you describe the place, suggest activities and provide travel tips.HomeworkImagine you have a friend called Mike in New York. Now you send an E-mail to invite him to pay a visit to your home town---Taizhou. In it, you try to describe : (location/weather/custom/attractions/some travel tips…)Dear Mike,How have you been? In the last letter you said you wanted to know something about my hometown. Here I invite you….。
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Unit5 Integrating Skills
我今天说课的内容是高二英语上册第五单元的综合技能，学生通过学习一篇Defoe 的游记范文，能根据写作步骤提示用所给模式组织材料写一篇介绍自己家乡的文章，并能写出一两个含名词性从句的句子。
下面我将从教材，教法学法和教学程序等方面进行说明。
一．说教材。
1 教材的地位和作用：合技能是学生在学完了warming up listening and speaking，reading, language study and grammar这三个部分的基础上进一步学习本单元的语言知识，进行语言和技能的输出，因而它起到了技能综合的作用。
2 教材处理
1）开放教学内容，在教学中注意联系学生实际，在教材之外找教材，引进必要素材，带领学生走进大自然，走向家乡，走进学生的内心世界。
2）充分利用多媒体，图表等，向学生展示自然风光，激发写作欲望。
3 教学目标：根据高中英语新课程标准的要求，教材分析和学生的认识水平，我确定了以下教
学目标：
1）．知识目标：掌握文章大意和语言点及一些基本句式。
2）．能力目标：帮助学生学习使用一些阅读技能，提高学生的阅读能力和技巧。
帮助学生总结写作模式，提高写作能力和技巧。
使用英语描写自己的家乡，并注意语言的得
体性和准确性。
3）．情感目标：通过阅读本文，激发学生了解家乡，热爱家乡的热情，体验用英语交流的成功和喜悦，在学习过程中培养（与他人）合作的精神，互助精神。
4 教学重点，难点
1）教学重点是：掌握文章大意和语言点，帮助学生学习使用阅读技能，提高学生的阅读能力和技巧，总结写作模式，提高写作能力和技巧。
使用英语描写自己的家乡。
2）教学难点是：注意语言的得体性和准确性，如何让大部分的学生都能参与课堂活动，培养和提高他们的阅读写作能力。
二．说教法为了完成以上教学目标，达到突出重点，突破难点的目的，我将采用以下教法和学法：1．情景教学法。
心理学告诉我们学生的学习情绪直接影响学习效果。
所以教师要想方设法使学生产生情绪高昂和智力振奋的内心状态，因此，必须积极合理地创设情境，从而激
发学生的学习兴趣和积极性。
通过一副简笔画和多媒体所展示的图片和相关内容，
这不仅能调动学生的积极性，而且便于学生识记，有利于突出重点，也符合教育
学中的自觉性和直观性原则。
2．讨论式教学法。
记得教育学中美国教育家布鲁姆曾指出：“知识的获得是一个主动的过程，学习者不是信息的被动接受者，而是知识获得过程的主动参与者。
”高中新课标也
明确提出“倡导自主，合作，探究”的学习方式。
通过讨论，学生在学习过程
中的问题可以得到解决，重点得以突出，知识的构建也能比较完整，而且在讨
论的过程中，学生将学会以合作的精神去探究问题，这有利于提高他们的合作
精神。
3任务型教学法根据我们几年来二语习得论、“整体语言教学”的理论和实践，以及当前教学改革，课程改革等先进理念，为达成上述教学目标，运用任务型教学途径
三说学法
1同伴评价它实际上是合作形学习的一种形式，其重要理论基础就是考卡夫（Kafka, K）最早提出的“群体动力理论”（group dynamics）。
2 自主学习法学生学习的过程实际上是学生获取，整理，储存，运用知识和获得学习能力的过程。
因此，我认为在教学中应尽量避免单纯地，直露地向学生灌输某种学习方法，而是
要有机渗透于教学中。
在本课的教学中，我将通过“问题——探究”途径，促使学
生进行主动探究学习，让学生在分析，比较，思考，讨论，释疑中达到“问题由学
生提出，过程让学生参与，疑难由学生解决”的目的。
把学习时间，过程和权利还
给学生，帮助学生在学习中学会学习，善于学习。
此外，我还将提醒学生注意记好
笔记，养成良好的学习习惯，以达到学的最优化。
四. 说教学程序从以人为本的教育理念出发，按照学生的认知规律，我设计了如下教学程序Pre-task：激发背景知识，明确写作要求，主题目的、写作步骤
Activity 1. remind of the unforgettable experiences
In our daily, many things are unforgettable. They are worth writing down. For example, (显示画面)a disaster; a war; a match; a speech; a film; a famous person; a talk with somebody; a trip; etc.
(目的：承上启下，激发写作情境)
Activity 2. travel around our country.
For me, going on a trip is really unforgettable because it is exciting and there are a lot to see in our motherland. Look at the pictures and guess where it is.
Beijing; *The Great Wall; *Mount Huangshan *Mountain Emei; *Hainan Seaside; etc. (Or local places of interests.)
（目的：为阅读做准备；欣赏美丽河山，激发写作欲望；）
Activity 3.Defoe’s travelling
Read and find which places was mentioned in the passage. (Salisbury)
Read again and answer the following questions:
1. Why did they choose to go to Leshan and Emei?
2. How did they get to the top of the mountains?
3. What did they do before the trip?(First, Next )
4. What did they see and do on Leshan?
5. What did they see and do on Mount Emei?
Pair work: Retell the trip to Sichuan, with the help of the following:
The landscape near the city---Historical relics around the city---What we can see in the city---The people, their life, work and culture---The wider landscape around the city
(目的：可理解的输入为写作做语言上的准备)
Task-cycle：M-M-C practice
mechanical practice
（学生活动：朗读；找词；找句型）
Find the sentence with the following meaning:
1) 跨越25英里的田野可到达索尔兹伯里。
2) 环绕索尔兹伯里，往西22英里，向南六英里，直到海边，农人都养羊。
3) 然后，他们流入一条很深的河道，流经一些花园，经过可莱斯特彻奇，汇入大海。
4) 我以前在书中说过，这里的乡村是高山，山峰遍及绿色田野之上，山野上养着大批羊群。
meaningful practice
（学生活动：模仿性造句；仿写作文）
围绕My hometown主题用which; that; what等造句。
communicative practice
（学生活动：回答问题；连句成文；润色）
1. First, students quickly write down 20 short sentences about their trip, with the help of questions in the text.
2. Next, students try to put the sentences in order, using the mode.
3. Then, students write the story, using linking words and n-clauses.
Post-task：作文展示、交流评价（同伴评价，课堂集体评价，教师评价）
通过欣赏讨论评价，评选出今日之星。