Unit10Whywasitbuilt第一课时教学设计

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UnitWhywasitbuilt时Reading专题培训课件

Scanning
Read again and tell true or false.
It is the largest library in the world. It has a collection of 20 million items. It was burnt in 1814. It bought many books from Thomas Jefferson.
The National Library of China * located / the West of Beijing * a collection / over 24 million items * the fifth largest / all over the world
National Library of China: Basic Information 1. It is located in the West of Beijing. 2. _It_h_a_s__a_c_o_ll_e_c_ti_o_n_o_f_o_v_e_r_2_4__m_i_ll_io_n__it_e_m_s_________. 3. _It__is_t_h_e_f_if_t_h_l_a_rg_e_s_t_l_ib_r_a_r_y_a_ll_o_v_e_r_t_h_e_w__o_rl_d______.
The collection growth: Pay attention to the numbers in the article.
1. The library was opened with only __e_le_v_e_n___ boxes of books.
2. The collection grew to about __3_0_0_0____ books in 1814.

2019-2020年高教版中职英语(基础模块第2册)Unit 10《Why was it built》word说课稿

2019-2020年高教版中职英语（基础模块第2册）Unit 10《Why was it built》word说课稿Good morning, my dear judges and friends! The pictures you are enjoying on the screen are famous buildings and building groups in Ninghai. Ninghai is full of historical and scenic spots. How I wish my students, who major in the Tour Guide Service can introduce the beauty of Ninghai to the world in the future. This lesson offers me a great opportunity. Today, I’m honored to share with you about how to give a listening and speaking lesson of Unit 10 Why was it built? from English Book 2, published by Higher Education Press from the following five aspects: analysis of the students, understanding of the teaching materials, teaching method, teaching procedure and teaching reflection.1.Analysis of the StudentsI’ll begin with the analysis of the students. The students majoring in the Tour Guide Service have already taken part in the service for some important activities in Ninghai such as the celebration for the first China Tourism Day on May 19th, 2011, so they have a strong feeling for the tourism in Ninghai. It is easier to attract them to take part in the classroom activities.2.Understanding of the Teaching MaterialsTeaching innovation should be based on the thorough understanding of teaching materials. I’ll explain it from three sections: the content and function of the lesson, key points and difficult points, teaching objectives.1)The Content and Function of the LessonThis period mainly concerns the words and expressions introducing famous buildings and some dialogues about the history of famous buildings in the world. The main objective is to enable students to use the past tense of passive voice to introduce famous buildings and broaden their eyes. Passive voice is quite common in English communication and a broad vision is necessary fora good tour guide. So how important this lesson is for my students.2) Key Points and Difficult Points of the LessonThis lesson focuses on the expressions asking for and introducing the information of famous buildings. The difficult points lie in how to enable students to use what they have learned in the class to solve problems in real life.3) Teaching ObjectivesBased on the content and function of this lesson, I establish the following teaching objectives: Language Knowledge:①Students are able to command words about buildings such as build, design, locate andrevolution.②Students are able to command expressions asking for and introducing buildings:When was it built? It was built in/on…Why was it built? It was bui lt to …Who designed it? It was designed by…What was it used for? It was used for…Language Skills:①Students are able to predict before listening and listen for detailed information by catching thekey words to understand the dialogues talking about the famous buildings②Students are able to talk about the famous buildings with each other by using the key wordsand expressionsCultural Awareness: Students are able to get familiar with the history of some famous western buildings.Affection:①Students are able to broaden their eyes by getting familiar with some famous buildings in theworld and love their own hometown by introducing its famous buildings.②Students are able to cooperate with others by selectively putting the materials together tomake an introduction of one famous building.3.Teaching MethodsTo achieve the above teaching objectives, situational teaching method and task-based language teaching method are adopted in this class.4.Teaching ProceduresT eaching procedures are the most important of a successful teaching. Before class, apart from making a multi-media courseware and Question-Answer cards which will be used in the speaking activity, I’ll divide the students into groups of 6 according to their language ability. As for the students, they need to collect materials about famous buildings in Ninghai (such as pictures, videos, the location and so on). With everything prepared, here come the six teaching steps:Step 1: Lead-inI will play the video showing famous buildings in Ninghai one minute before class to help students begin their English learning in a relaxing atmosphere.With the help of the video, I smoothly begin the class by talking about the tourism in Ninghai to activate students’ background knowledge and preset a task for the students: it is your honorable duty to introduce the famous buildings in Ninghai to the world. And all the following activities are to help them prepare for this duty.First of all, broaden their eyes. A matching competition will be held between groups and details about the buildings will be introduced later by showing more pictures and asking them the following questions: Where is it? Why was it built? to lead in the study of key expressions. Group cooperation can relieve students’ fear caused by the unfamiliarity with the English expressions of these famous buildings while group competition can fully motivate their learning enthusiasm.Step 2: ListeningThe students may know a lot about one famous building, but how to introduce it to tourists? I will introduce the magical blanket of Aladdin to link different teaching steps and change the whole boring listening process into a wonderful traveling to enjoy famous buildings in the world and experience how to guide a tourist to visit famous buildings at the same time. This is the point where I integrate the teaching materials and set an interesting situation for students.Students are certainly eager to begin their traveling, but which buildings are we going to visit? They will listen to three tour guides introducing the three buildings and order the pictures. This step serves as preparation for the following activities by briefly introducing the background knowledge of three buildings, which follows the study law-from the easy to the difficult.Then we will arrive in the first stop of our wonderful travel-the Statue of Liberty. I’ll ask the students: If you are the tour guide, what questions do you think the tourists will ask? Do you know the answers? With their own predictions in mind, a flash will be followed to check the answers by circling the questions they hear and completing the fact file. In the above process, students are not passively asked to do some meaningless listening activities. Instead, they actively explore for the information through different listening strategies directed by different questions and experience the use of key expressions. The information technology makes it possible to let students play an initiative role in a vivid learning environment.Step 3: SpeakingThe Statue of Liberty is a gift from the French people, so in the following step, I’ll lead students to France to visit the Eiffel Tower. Students need to win the passports for themselves by helping the magical blanket finish the Question-Answer cards. They will read aloud after the tape, underline the questions about the information of buildings to put into the Question card of a tourist and then find the answers to put into the Information card of a tour guide. The listening activities act as a role of implicit learning, and then this activity is to cultivate students’ ability to summarize and help students command the key expressions in an explicit way.After receiving enough input, now it’s time for the students to output. I will lead them to visit the Eiffel Tower by showing a flash to let students understand how to use Question-Answer cards to act out a dialogue. After that, we will be in the last stop of our wonderful travel. It’s students’turn to guide me to visit the Great Wall. A video showing its beautiful scenery will be played and students need to act out a dialogue by using the provided Question-Answer Cards. By role playing, students become the masters of the class while the teacher is a helper who offers the information cards. They are given the opportunity to speak out and practice the key expressions again.Step 4: TaskEnsuring that the students have enough language foundation after a series of listening and speaking activities, the preset task at the beginning of the class is presented to them. They need to work in groups and finish the following tasks:First, share the materials they have collected with their group members and choose a famous building they all like.Then discuss with each other about the building and put together the materials to make an introduction of it.(Possible questions to think about: What was the building used for? When was it built? Who designed? Why was it built? Why is it famous? Is there any interesting stories about it...)At last, each group should choose a representative to show the result to the whole class and then the whole class chooses the best tour guide according to the following standards:The standards not only act as guidance for the students to work out the group task during the discussion, but also attract the attention of the whole class during the show time.The highlight of this step is creating a language situation closely related with their major by making full use of local characteristics. And this is what I do to break through the difficult points of this lesson.Step Five Self-checkThe following step is self-check. It presents the key contents of this lesson to deepen students ’ impression and also helps the teacher to check whether the targeted teaching objectives are reached or not. What ’s more, it offers two different levels for students to choose from, which can meet the different needs of students in different language levels.Step Six HomeworkAfter class, students need to work in groups again and choose a famous building in Activity1. Collect as much information about it as possible by searching the Internet. Make full use of what they have learned in the class to make an oral presentation in the next class.5. Teaching ReflectionAs teachers, we should always help students study more efficiently and get ready for their future study or future jobs. In this class, all the teaching activities are carefully designed to meet students ’ real needs and help students develop their overall language ability by playing an initiative role in a situation close to the real life and future career. And the information technology shows its great advantage in breaking through the key and difficult points of this lesson. It provides sounds, pictures and visual images such as flashes and videos to make it possible to let students intuitively experience the language used in scenes which they are unfamiliar with such as visiting the Statue of Liberty and Eiffel Tower.6. LayoutAt last, I’d like to show the layout as follows:Self-check Sheet。

unit10whywasitbuilt说课稿

Unit 10 Why was it builtInterpretationGood morning, my dear judges and friends! The pictures you are enjoying on the screen are famous buildings and building groups in Ninghai. Ninghai is full of historical and scenic spots. How I wish my students, who major in the Tour Guide Service can introduce the beauty of Ninghai to the world in the future. This lesson offers me a great opportunity. Today, I’m honored to share with you about how to give a listening and speaking lesson of Unit 10 Why was it built from English Book 2, published by Higher Education Press from the following five aspects: analysis of the students, understanding of the teaching materials, teaching method, teaching procedure and teaching reflection.1.Analysis of the StudentsI’ll begin with the analysis of the students. The students majoring in the Tour Guide Service have already taken part in the service for some important activities in Ninghai such as the celebration for the first China Tourism Day on May 19th, 2011, so they have a strong feeling for the tourism in Ninghai. It is easier to attract them to take part in the classroom activities.2.Understanding of the Teaching MaterialsTeaching innovation should be based on the thorough understanding of teaching materials. I’ll explain it from three sections: the content and function of the lesson, key points and difficult points, teaching objectives.1)The Content and Function of the LessonThis period mainly concerns the words and expressions introducing famous buildings and some dialogues about the history of famous buildings in the world. The main objective is to enable students to use the past tense of passive voice to introduce famous buildings and broaden their eyes. Passive voice is quite common in English communication and a broad vision is necessary for a good tour guide. So how important this lesson is for my students.2) Key Points and Difficult Points of the LessonThis lesson focuses on the expressions asking for and introducing the information of famous buildings. The difficult points lie in how to enable students to use what they have learned in the class to solve problems in real life.3) Teaching ObjectivesBased on the content and function of this lesson, I establish the following teaching objectives:Language Knowledge:①Students are able to command words about buildings such as build, design, locateand revolution.②Students are able to command expressions asking for and introducing buildings:When was it built It was built in/on…Why was it built It was built to …Who designed it It was designed by…What was it used for It was used for…Language Skills:①Students are able to predict before listening and listen for detailed informationby catching the key words to understand the dialogues talking about the famous buildings②Students are able to talk about the famous buildings with each other by usingthe key words and expressionsCultural Awareness: Students are able to get familiar with the history of some famous western buildings.Affection:①Students are able to broaden their eyes by getting familiar with some famousbuildings in the world and love their own hometown by introducing its famous buildings.②Students are able to cooperate with others by selectively putting the materialstogether to make an introduction of one famous building.3.Teaching MethodsTo achieve the above teaching objectives, situational teaching method and task-based language teaching method are adopted in this class.4.Teaching ProceduresT eaching procedures are the most important of a successful teaching. Before class, apart from making a multi-media courseware and Question-Answer cards which will be used in the speaking activity, I’ll divide the students into groups of 6 according to their language ability. As for the students, they need to collect materials about famous buildings in Ninghai (such as pictures, videos, the location and so on). With everything prepared, here come the six teaching steps:Step 1: Lead-inI will play the video showing famous buildings in Ninghai one minute before class to help students begin their English learning in a relaxing atmosphere.With the help of the video, I smoothly begin the class by talking about the tourism in Ninghai to activate students’background knowledge and preset a task for the students: it is your honorable duty to introduce the famous buildings in Ninghai to the world. And all the following activities are to help them prepare for this duty.First of all, broaden their eyes. A matching competition will be held between groups and details about the buildings will be introduced later by showing more pictures and asking them the following questions: Where is it Why was it built to lead in the study of key expressions. Group cooperation can relieve students’fear caused by the unfamiliarity with the English expressions of these famous buildings while group competition can fully motivate their learning enthusiasm.Step 2: ListeningThe students may know a lot about one famous building, but how to introduce itto tourists I will introduce the magical blanket of Aladdin to link different teaching steps and change the whole boring listening process into a wonderful traveling to enjoy famous buildings in the world and experience how to guide a tourist to visit famous buildings at the same time. This is the point where I integrate the teaching materials and set an interesting situation for students.Students are certainly eager to begin their traveling, but which buildings are we going to visit They will listen to three tour guides introducing the three buildings and order the pictures. This step serves as preparation for the following activities by briefly introducing the background knowledge of three buildings, which follows the study law-from the easy to the difficult.Then we will arrive in the first stop of our wonderful travel-the Statue of Liberty. I’ll ask the students: If you are the tour guide, what questions do you think the tourists will ask Do you know the answers With their own predictions in mind, a flash will be followed to check the answers by circling the questions they hear and completing the fact file. In the above process, students are not passively asked to do some meaningless listening activities. Instead, they actively explore for the information through different listening strategies directed by different questions and experience the use of key expressions. The information technology makes it possible to let students play an initiative role in a vivid learning environment.Step 3: SpeakingThe Statue of Liberty is a gift from the French people, so in the following step, I’ll lead students to France to visit the Eiffel Tower. Students need to win the passports for themselves by helping the magical blanket finish the Question-Answer cards. They will read aloud after the tape, underline the questions about the information of buildings to put into the Question card of a tourist and then find the answers to put into the Information card of a tour guide. The listening activities act as a role of implicit learning, and then this activity is to cultivate students’ability to summarize and help students command the key expressions in an explicit way.After receiving enough input, now it’s time for the students to output. I will lead them to visit the Eiffel Tower by showing a flash to let students understand how to use Question-Answer cards to act out a dialogue. After that, we will be in the last stop of our wonderful travel. It’s students’ turn to guide me to visit the Great Wall. A video showing its beautiful scenery will be played and students need to act out a dialogue by using the provided Question-Answer Cards. By role playing, students become the masters of the class while the teacher is a helper who offers the information cards. They are given the opportunity to speak out and practice the key expressions again.Step 4: TaskEnsuring that the students have enough language foundation after a series of listening and speaking activities, the preset task at the beginning of the class is presented to them. They need to work in groups and finish the following tasks:First, share the materials they have collected with their group members and choose a famous building they all like.Then discuss with each other about the building and put together the materials to make an introduction of it.(Possible questions to think about: What was the building used for When was it built Who designed Why was it built Why is it famous Is there any interesting stories about it...)At last, each group should choose a representative to show the result to the whole class and then the whole class chooses the best tour guide according to the following standards:The standards not only act as guidance for the students to work out the group task during the discussion, but also attract the attention of the whole class during the show time.The highlight of this step is creating a language situation closely related with their major by making full use of local characteristics. And this is what I do to break through the difficult points of this lesson.Step Five Self-checkThe following step is self-check. It presents the key contents of this lesson to deepen students’ impression and also helps the teacher to check whether the targeted teaching objectives are reached or not. What’s more, it offers two different levels for students to choose from, which can meet the different needs of students in different language levels.Step Six HomeworkAfter class, students need to work in groups again and choose a famous building in Activity1. Collect as much information about it as possible by searching the Internet. Make full use of what they have learned in the class to make an oral presentation in the next class.5.Teaching ReflectionAs teachers, we should always help students study more efficiently and get readyfor their future study or future jobs. In this class, all the teaching activities are carefully designed to meet students’real needs and help students develop their overall language ability by playing an initiative role in a situation close to the real life and future career. And the information technology shows its great advantage in breaking through the key and difficult points of this lesson. It provides sounds, pictures and visual images such as flashes and videos to make it possible to let students intuitively experience the language used in scenes which they are unfamiliar with such as visiting the Statue of Liberty and Eiffel Tower.youtAt last, I’d like to show the layout as follows:Self-check Sheet。

unit 10教学设计新部编版第一课时

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校开放式延伸and check the facts you hear in1b.2.Play the tape for them to listen.3.Check their answers in class.Step 4: Presentation1.Practice the conversation of 1c.2.Then make conversations aboutother things in the picture above.3.Invite several pairs to act theirconversations in class.Step 5: Practice1，Say please listen and check thethings Amy’s family are givingaway and circle the things theyare keeping in 2a.2. Play the tape for them andcheck the answers in class.3. Listen again and fill in thenblanks in 2b.4. Play the tape for them andcheck the answers in class.5.More practice. Listen again andchoose the correct answers.1）. Amy wants to give away the _____.A. bookB. magazineC. bearD.hat2）. Why does the bear has specialmeaning to Amy?A. Because her father bought it for1. Look at theconversations of1c and work inpair.2. Then practiceconversationsabout them ownold things like1c.3. Share theirconversations inclass.1. Try tounderstandhow to do it.2. Listen andfinish the task.接触的现在完成时态的语法。

高教版中职英语(基础模块第2册)Unit10《Whywasitbuilt》课件

9. Read and tick.
( ) location ( ) problems
( ) buildings ( ) library cards
( ) collection of books ( ) name changing
10. Read and match.
Paragraph 1 Paragraph 2 Paragraph 3
1. Look and match.
1 . the Golden Gate Bridge 2 . the Palace Museum
4 . Sydney Opera House
5 . the Pisa Tower
3 . Stonehenge 6 . the Taj Mahal
A: Sydn_ey__O_p_era__ Hous_e_
Paris. Janet: I see. Who designed it? Guide: It was designed by Gustave Eiffel, a French
engineer. Janet: Can we go inside now? Guide: Of course, we can climb the stairs all the way
The library was opened in 1800 with only eleven boxes of books. The books were kept in one room of the Capitol building. The collection grew to about 3000 books in 1814. But all of them were burnt that year by British soldiers. President Thomas Jefferson sold his own collection of books to help rebuild the library. Jefferson had about 7000 books in 7 languages.

Why was it built 英语教案

Why was it built? 英语教案一、教学目标：1. 让学生能够理解并运用目标句型"Why was it built?" 询问建筑物的建造原因。

2. 让学生通过图片和情景对话，提高观察力和口语表达能力。

3. 培养学生的团队协作能力和问题解决能力。

二、教学内容：1. 词汇：castle, palace, temple, bridge, tower, rport, hospital, school, factory, museum, library2. 句型：Why was it built? It was built for三、教学重点与难点：1. 重点：词汇的学习和运用，句型的练习。

2. 难点：询问建筑物建造原因的语境理解和运用。

四、教学方法：1. 情境教学法：通过展示图片和情景对话，让学生在实际情境中学习和运用目标句型。

2. 任务型教学法：通过小组合作完成任务，培养学生的问题解决能力和团队协作能力。

五、教学步骤：1. 导入：展示一座城堡的图片，引导学生思考城堡的建造原因，引出本课的主题。

2. 新课内容：教授词汇和句型，让学生通过模仿和练习掌握目标句型"Why wasit built?" 的用法。

3. 情景对话：设计一组情景对话，让学生在实际情境中运用目标句型，理解建筑物建造原因的询问方式。

4. 小组任务：将学生分成小组，每组选择一座建筑物，通过观察和讨论，找出建筑物的建造原因，并用目标句型进行表达。

5. 展示和评价：各小组展示自己的成果，其他学生和教师对其进行评价，给予肯定和建议。

6. 总结和作业布置：总结本课所学内容，布置作业，要求学生运用目标句型询问和表达建筑物的建造原因。

教案编写仅供参考，具体实施可根据实际情况进行调整。

六、教学延伸：1. 小组活动：让学生分组，每组选择一个城市，调查该城市的建筑物建造原因，并用英语进行报告。

2. 角色扮演：学生分组，每组选择一个历史时期，扮演那时的建筑师或统治者，用英语讨论建造建筑物的理由。

When was it built 教学教案

When was it built? 教学教案第一章：引言教学目标：1. 引起学生对建筑物历史的兴趣。

2. 介绍本课程的教学目标和内容。

教学方法：开场白：引起学生对建筑物历史的兴趣，提出问题：“你们知道世界上最古老的建筑物是哪个吗？”展示一些著名建筑物图片，让学生猜测它们是何时建造的。

介绍本课程的教学目标和内容，强调学习建筑物历史的重要性。

教学内容：世界上最古老的建筑物介绍。

课程目标和内容的概述。

第二章：古埃及建筑物教学目标：1. 学生能够了解古埃及建筑物的特点和建造时间。

2. 学生能够识别古埃及的一些著名建筑物。

教学方法：展示古埃及建筑物的图片，让学生观察并说出它们的特点。

通过视频或图片介绍古埃及的一些著名建筑物，如金字塔和神庙。

分组讨论：学生分组研究古埃及建筑物的时间和特点，分享他们的发现。

教学内容：古埃及建筑物的特点：金字塔、神庙等。

古埃及著名建筑物的时间和建造背景。

第三章：古希腊建筑物教学目标：1. 学生能够了解古希腊建筑物的特点和建造时间。

2. 学生能够识别古希腊的一些著名建筑物。

教学方法：展示古希腊建筑物的图片，让学生观察并说出它们的特点。

通过视频或图片介绍古希腊的一些著名建筑物，如帕台农神庙和竞技场。

分组讨论：学生分组研究古希腊建筑物的时间和特点，分享他们的发现。

教学内容：古希腊建筑物的特点：帕台农神庙、竞技场等。

古希腊著名建筑物的时间和建造背景。

第四章：中世纪欧洲建筑物教学目标：1. 学生能够了解中世纪欧洲建筑物的特点和建造时间。

2. 学生能够识别中世纪欧洲的一些著名建筑物。

教学方法：展示中世纪欧洲建筑物的图片，让学生观察并说出它们的特点。

通过视频或图片介绍中世纪欧洲的一些著名建筑物，如教堂和城堡。

分组讨论：学生分组研究中世纪欧洲建筑物的时间和特点，分享他们的发现。

教学内容：中世纪欧洲建筑物的特点：教堂、城堡等。

中世纪欧洲著名建筑物的时间和建造背景。

第五章：现代建筑物教学目标：1. 学生能够了解现代建筑物的特点和建造时间。

When was it built 教学教案

When was it built 教学教案一、教学目标1. 知识目标学生能够理解并运用过去时态描述建筑物的建造时间。

学生能够通过图片和文字资料了解一些著名建筑物的建造时间。

2. 能力目标学生能够在图片和文字资料的帮助下，运用过去时态描述建筑物的历史。

学生能够通过小组合作，搜集资料并展示著名建筑物的建造时间。

3. 情感目标学生能够培养对历史建筑的兴趣和保护意识。

二、教学重难点1. 教学重点：运用过去时态描述建筑物的建造时间。

2. 教学难点：正确运用过去时态的动词形式。

三、教学方法1. 情境教学法：通过图片和文字资料，创设情境，引导学生运用过去时态描述建筑物。

2. 小组合作法：分组进行资料搜集和展示，提高学生的合作能力和口头表达能力。

3. 任务驱动法：布置课后任务，引导学生深入思考和探究。

四、教学过程1. 导入：展示一张著名建筑物的图片，引导学生猜测其建造时间，激发学生的兴趣。

2. 新课呈现：通过图片和文字资料，介绍一些著名建筑物的建造时间，如长城、故宫等。

引导学生运用过去时态描述这些建筑物的建造时间。

3. 语法讲解：讲解过去时态的构成和用法，让学生明确如何正确运用过去时态描述建筑物的建造时间。

4. 实践活动：学生分组进行资料搜集，选择一个著名建筑物，查找其建造时间，并运用过去时态进行描述。

5. 展示环节：各小组代表展示自己的研究成果，其他学生进行评价和补充。

五、课后作业1. 搜集更多著名建筑物的资料，了解其建造时间，运用过去时态进行描述。

六、教学评估1. 课堂参与度：观察学生在课堂活动中的参与程度，了解他们对过去时态运用的情况。

2. 小组合作：评估学生在小组合作中的表现，包括资料搜集、讨论和展示环节。

3. 课后作业：检查学生完成的课后作业，评估他们对过去时态的掌握程度。

七、教学反思1. 教师需要根据学生的反馈，及时调整教学方法和节奏，确保学生能够充分理解和运用过去时态。

2. 在实践活动环节，教师应鼓励学生积极参与，提供必要的帮助和支持。

(初三英语教案)英语教案-When was it built--教学教案

英语教案－When was it built－教学教案教学目标1．学习一些公共场所的标志和说明，要能正确理解，标准自己的行为。

2．把握本单元的词汇，特殊是一些短语的用法。

3．进一步复习一些用语和对话中时态的综合运用。

4．进一步学习被动语态，特殊是一般过去时态的被动语态谓语动词形式，它的确定式、否认式、疑问式及其答语等。

5．认真学习A visit to the Natural Museum，把握一些有关dinosaur的常识，丰富自己的背景学问。

6．能运用所学句型及语法结构来谈论某些物品的制作、产地和作用以及制成材料的日常用语。

教学建议教材内容分析本单元主要围绕学习方向和常见的标志语，以及对话〔打〕的方式学习了“询问……〞的表达法，学习了一些地点、建筑物和机构的名称，学习了一些常用的词、短语和句型，通过对话的方式学会如何谈论展品。

通过课文“A visit to the Natural History Museum〞，很自然地引出了一般过去时态的被动语态。

叙述了一般过去时态的被动语态的构成，它的确定、否认和疑问句式及其简略答语。

通过本单元的学习，我们要把握一些有关dinosaurs的常识，来丰富自己的一些短语和习惯用语。

本单元的短语和习惯用语(一) 短语与词组1. in town 在城里2. on show 陈设，展出3. hundreds of 成百上千的4. the way to 到……的路5. on display 展出，陈设6. a visit to… 一次去……的参观7. be interested in 对……感爱好8. a group of 一群，一组，一对9. in the 1920s 在二十世纪二十年月10. long long ago 很久以前11. long before 远在……以前12. That’s a pity 很圆满13. on the earth 在地球上14. be covered with 用……掩盖15. the feathered dinosaurs 长有羽毛的恐龙16. In the future 在将来17. be founded 〔被〕成立18. where else 别的什么地方19. look up 查阅〔单词……〕20. No smoking. 禁止吸烟。

When was it built 教学教案

When was it built 教学教案一、教学目标1. 让学生掌握一般过去时的疑问句和回答方式，能够用英语询问和回答关于建筑物建造时间的问题。

2. 培养学生运用英语描述历史建筑和文化背景的能力。

3. 提高学生对英语听、说、读、写的综合运用能力。

二、教学内容1. 核心词汇：castle, palace, temple, mosque, church, building, constructed, built, destroyed, rebuilt2. 核心句型：When was the building constructed/built?It was constructed/built in the year.When was the building destroyed/rebuilt?It was destroyed/rebuilt in the year.三、教学步骤1. 导入：教师展示一些著名建筑物（如长城、故宫、巴黎圣母院等）的图片，引导学生谈论这些建筑物的建造时间。

2. 新课内容：教师介绍一般过去时的疑问句和回答方式，讲解核心词汇和句型的用法。

3. 练习：学生分组进行角色扮演，模拟采访不同建筑物的历史见证者，询问建筑物的建造时间，并记录下来。

4. 小组讨论：学生展示自己的采访结果，讨论哪个建筑物的建造历史最悠久，哪个建筑物的建造历史最有趣。

5. 总结：教师对学生的表现进行点评，强调一般过去时在描述历史事件中的应用。

四、作业布置1. 学生回家后，调查一座自己熟悉的历史建筑，了解其建造时间，并用自己的话描述建筑物的历史背景。

2. 完成练习题：用所学的核心句型和词汇，描述五座不同历史时期的建筑物。

五、教学评价1. 课堂参与度：观察学生在课堂活动中的积极参与程度和表现。

2. 作业完成情况：检查学生作业的完成质量和对历史建筑描述的准确性。

3. 小组讨论：评价学生在小组讨论中的合作意识和英语交流能力。

When was it built 教学教案

When was it built 教学教案一、教学目标1. 知识目标：（1）让学生掌握询问建筑物建造时间的特殊疑问句"When was it built?" （2）让学生能够描述著名建筑物的建造时间。

2. 技能目标：（1）培养学生用英语进行询问和描述建筑物建造时间的能力。

（2）培养学生通过图片和文字资料进行综合分析、归纳和表达能力。

3. 情感目标：（1）激发学生对英语学习的兴趣。

（2）培养学生热爱祖国、了解国情、关注人类文明发展的情感。

二、教学重难点1. 重点：（1）掌握询问建筑物建造时间的特殊疑问句"When was it built?"（2）能够描述著名建筑物的建造时间。

2. 难点：（1）正确运用一般过去时描述建筑物建造的时间。

（2）能够用英语进行询问和描述建筑物建造时间的能力。

三、教学方法1. 情境教学法：通过图片、文字资料和实际情境，让学生在实际语境中学习和运用英语。

2. 交际教学法：引导学生运用英语进行询问和描述，提高学生的英语交际能力。

3. 任务型教学法：通过小组合作、讨论等方式，培养学生综合分析、归纳和表达能力。

四、课前准备1. 教师准备相关建筑物图片和文字资料。

2. 学生准备相关建筑物图片和文字资料。

五、教学过程1. 导入：（1）教师出示一些著名建筑物的图片，引导学生说出建筑物的名称。

（2）学生展示自己准备的建筑物图片和文字资料，介绍建筑物的特点。

2. 新课导入：（1）教师展示一座建筑物，引导学生用英语描述建筑物的建造时间。

（2）学生分组讨论，总结询问建筑物建造时间的特殊疑问句"When was it built?"3. 教学实践：（1）教师创设情境，让学生用英语进行询问和描述建筑物建造时间。

（2）学生分组进行实践活动，互相提问和描述建筑物建造时间。

4. 巩固练习：（1）教师出示一些著名建筑物的图片，引导学生用英语描述建筑物的建造时间。

Unit 10 When was it built 人教版(朗文)

Unit 10 When was it built?一. 本周教学内容：Unit 10 When was it built?I. 词汇：display, natural, guide, underground, desert, human being, disappear, disappearance, discover, found, entrance, exit, park, parking, danger, pause, teapot, bowl, serve, fill, object II. 词组和惯用法on show 展览hundreds of 数以百计on display 陈列 a group of 一群（组）human being 人be covered with 被…覆盖in the old days 从前be filled with 被装满III. 日常交际用语（学习常见标识）Entrance 进口Exit 出口Push推Pull拉No smoking 禁止吸烟No Photos禁止拍照No parking禁止停车Danger危险Business Hours营业时间IV. 语法一般过去时的被动语态，was / were ＋动词过去分词重点与难点：1. 一般过去时的被动语态was / were ＋动词过去分词构成The camera was made in China.The building wasn’t built by us.Were they used for drinking wine?When was it built?2. in the 1920s. “在二十世纪二十年代”读作in the nineteen twenties.in the 1830s 十九世纪三十年代in the eighteen thirties.in the 1970s 二十世纪七十年代in the nineteen seventies3. in / on / at 表示时间（1）在年代、月份、季节、不特指的morning, afternoon, evening 前用in.Her sister took part in a sports meeting in April, 2001.He often goes over the text in the evening.（2）某一天（如星期几，几号），特定的某天、上午、中午、下午，或晚上要用on.The People’s Republic of China was founded on October 1, 1949.I go to the city library on Sunday morning.（3）具体的时间点，不特指的noon, night前用atShe gets up at 6:00 in the morning.She had an exam at the beginning of the month.at noon, at night.4. on show / on display 陈列、展览on show in the place for people to visit.Her pictures will be on show next week.The cars on show here are quite modern.This kind of TV sets was on display in the market last week.5. first / at first（1）first = first of all. 首先、第一，一般用在说明顺序上的首先、第一。

说课课件why was it built - 副本1

4
Teaching Procedures
Step4: Self-check
Step 6: 4Homework
Teaching Procedure
Step6:Homework
Work in groups and choose a famous building in Activity1. Collect as much information about it as possible by searching the Internet. Make full use of what they have learned to make an oral presentation in the next class.
Language knowledge
3
Teaching Methods
Situational Teaching Method
Task-based Language Teaching Method
4
Teaching Procedures
Collect materials about famous buildings in Ninghai
5
Teaching Reflection
Teaching activities are carefully designed to meet students’ real needs
Develop students’ overall language ability in a language situation close to the real life and future career
Play
Why was it built?

高教版中职英语(基础模块第2册)Unit 10《Why was it built》ppt课件1

我们的困难正在增加 Our difficulties are growing
• 4.be burnt“被…烧毁”
房子在大火中被烧毁 The house was burnt in a fire
• for “按…的名字命名”
这个小孩以他的父亲命名 The kid is named for his father
It is the largest library in the world. It has a collection of 20 million items. It was burnt in 1814. It bought many books from Thomas Jefferson.
() () () ()
Describe the changes of the library in pairs.
1800
1814
1897
It was
...
...
opened
in 1800 ...
1939 ...
1980 ...
Make a one-minute presentation of the library.
Homework
1.Read the passage twice after class. 2.Memorize the useful words and
expressions in the passage. 3. Write a passage : the history of the
library of congress.
a. Changes of buildings b. Introduction of the library c. Growth of collections

Why was it built 英语教案

Why was it built? 英语教案一、教学目标：1. 让学生掌握询问建筑物建造原因的句型"Why was it built?"2. 让学生能够用英语简单描述建筑物的历史和背景。

3. 提高学生对英语听说能力的培养。

二、教学内容：1. 导入：通过展示一些著名的建筑物图片，引导学生思考为什么这些建筑物会被建造。

2. 新课内容：教授句型"Why was it built?"，并通过举例子的方式让学生理解如何使用这个句型。

3. 练习：通过小组讨论的方式，让学生练习使用"Why was it built?" 句型，描述不同的建筑物。

三、教学方法：1. 采用任务型教学法，通过小组合作完成任务。

2. 使用多媒体教学，展示建筑物图片，增加学生兴趣。

3. 引导学生通过思考和讨论，主动参与学习过程。

四、教学评价：1. 通过小组讨论的表现来评价学生的听说能力。

2. 通过课后作业，让学生用"Why was it built?" 句型写一篇小短文，来评价学生的写作能力。

五、课后作业：要求学生选择一座建筑物，用"Why was it built?" 句型写一篇小短文，描述这座建筑物建造的原因和历史背景。

六、教学资源：1. 建筑物图片和相关信息。

2. 教学PPT。

3. 录音机或音响设备。

七、教学步骤：1. 导入：展示建筑物图片，引导学生思考为什么这些建筑物会被建造。

2. 新课内容：教授句型"Why was it built?"，并通过举例子的方式让学生理解如何使用这个句型。

3. 练习：通过小组讨论的方式，让学生练习使用"Why was it built?" 句型，描述不同的建筑物。

4. 听力练习：播放一段关于建筑物建造原因的录音，让学生回答相关问题。

5. 总结：回顾本节课所学的句型和内容，强调其重要性。

Why was it built 英语教案

Why was it built? 教案章节：英语基础模块2 Unit 10编写人：____________ 授课人：___________ 编写时间：_________班级：____________ 组别：____________ 姓名：____________ 【Learning aims】☆Knowledge aim: How to use the general future tense.☆Ability aim: Improve students’ grammar ability.☆Emotion aim: Stimulate students’ interest in learning English so that students actively participate in communicative activities【Important and difficult points】☆Important points: master the form of the general future tense☆Difficult points: how to use the general future tense correctly【Preview before class】Collecting the sentences using the general future tense in the reading passage and showing them【Learning to explore】问题1：写出一般将来时态的基本结构问题2：写出一般将来时的用法【Practice】1. There __________ a meeting tomorrow afternoon.A. will be going toB. will going to beC. is going to beD. will go to be2. Charlie ________ here next month.A. isn’t workingB. doesn’t workingC. isn’t going to workingD. won’t work3. He ________ very busy this week, he ________ free next week.A. will be; isB. is; isC. will be; will beD. is; will be4. There ________ a dolphin show in the zoo tomorrow evening.A. wasB. is going to haveC. will haveD. is going to be5. –________ you ________ free tomorrow?– No. I ________ free the day after tomorrow.A. Are; going to; willB. Are; going to be; willC. Are; going to; will beD. Are; going to be; will be6. Mother ________ me a nice present on my next birthday.A. will givesB. will giveC. givesD. give7. – Shall I buy a cup of tea for you?–________. （不，不要。

优秀英语教案：人教版八年级上册unit10 第一课时

优秀英语教案：人教版八年级上册unit10 第一课时一、教材分析：人教新目标八年级上册Unit10第一课时1a-1c，让学生对含有if条件状语从句的主从复合句这一语法结构进行简单复习，进一步学习并进行较全面的练习。

二、学情分析：八年级学生已学过一般现在时和一般将来时，已简单接触过含有if条件状语从句的主从复合句这一语法结构，对本节课的学习已有一定的基础，所以本节课主要是让学生进行操练。

三、教学目标：1. 知识目标：正确使用含有if条件状语从句的主从复合句, 熟练掌握这一语法结构（主将从现）。

2. 能力目标：能用if作出假设，用will谈论结果。

能听懂含有if条件状语从句的主从复合句，并能从中获取信息。

3. 情感目标：围绕 If you are a volunteer, what will you do？这一话题，引导学生在物质生活逐渐富裕的同时时努力提高精神层次，通过做志愿者工作传递爱心，帮助他人；保护环境，传播文明；奉献社会，共建和谐。

四、教学重难点：重点：If I go to the party, I will go with Karen and Anna.If you do, you will …难点：If you do, you will…五：教学方法：任务型教学，情景教学法六：学习方法：小组竞争与合作，group-work， pair-work七：教具安排：电脑，图片，卡片八：教学流程步骤一：热身准备，用玩具Tom猫进入课堂。

T: It can do many things, but you should touch it first.If you touch it, what will happen?目的：消除学生紧张心理，充分调动其积极性，进入愉快的身心准备状态。

同时引入含有if条件状语从句的主从复合句。

步骤二：根据老师提供的例句，让学生模仿If I am happy, I will…目的：让学生在老师的引导下激活自己已有知识，即含有if条件状语从句的主从复合句的正确时态——主将从现。

Unit10Whywasitbuilt第一课时教学设计

UnitWhywasitbuilt时Reading专题培训课件

2019-2020年高教版中职英语(基础模块 第2册)Unit 10《Why was it built》word说课稿

unit10whywasitbuilt说课稿

unit 10教学设计新部编版第一课时

高教版中职英语(基础模块第2册)Unit10《Whywasitbuilt》课件

Why was it built 英语教案

When was it built 教学教案

When was it built 教学教案

(初三英语教案)英语教案-When was it built--教学教案

When was it built 教学教案

When was it built 教学教案

Unit 10 When was it built 人教版(朗文)

说课课件why was it built - 副本1

高教版中职英语(基础模块 第2册)Unit 10《Why was it built》ppt课件1

Why was it built 英语教案

Why was it built 英语教案

优秀英语教案：人教版 八年级上册unit10 第一课时

2019-2020年高教版中职英语(基础模块第2册)Unit 10《Why was it built》word说课稿

高教版中职英语(基础模块第2册)Unit 10《Why was it built》ppt课件1

优秀英语教案：人教版八年级上册unit10 第一课时