高二英语复习教案(10)b

合集下载

高二英语复习教案（10）（SB2-units19-20）

高二英语复习教案（10）（SB2-units19-20）一、单元考点提示1.重点单词demand forbidachieve explodeformer admitminority slightlydeclare hopefullyseize disabilityattitude2.重点短语set an example treat sb. withcome up act asgive in end upturn out look forward toas though the way3.重点句型Haven’t you heard…? What happened?Why was that? I imagine..Hopefully tomorrow will turn out fine.So far as I know, tomorrow should be fine,too.You said that you hoped… Seldom does he go there.4.语法学习动词-ing形式作定语和状语的用法。

学习倒装句的用法。

二、考点精析与拓展1.join in参与一项活动，join + 名词加入某个团体组织①Would yo join us(in) singing?和我们一起唱歌吧！②His brother joined the army a year ago.他哥哥一年前参军了。

Join还可表示“来（去）和某人呆在一起，把……连在一起”③I will join you in a few m inutes.我一会就过来。

④Please join the two ends of the rope together.把绳子两头接起来。

2.把某人关入监狱，throw(cast, put)sb.into(to)prison,还可以说成take sb.to prison.区别：in prison与in the prison前者表示“坐牢、服法、服刑”；后者表示“在一所监狱”，有可能是在看望囚犯，也可能是监管人员。

高二英语Body language复习教案

高二英语Body language复习教案一、教学目标1.理解身体语言的概念和重要性；2.学习身体语言的基本表达方式和意义；3.掌握运用适当的身体语言与他人进行有效沟通的技巧。

二、教学内容1. 什么是身体语言身体语言是指通过姿势、面部表情、手势等身体动作来表达思想、情感和意图的一种非言语沟通方式。

它在人类交流中起到非常重要的作用，有时比言语更能清晰地传递信息。

2. 身体语言的基本表达方式a) 面部表情面部表情是身体语言中最直观和关键的表达方式之一。

不同的面部表情可以传递出不同的情感和意思。

例如：•笑脸：表达喜悦、幸福、友好等积极情感；•愤怒的表情：表示愤怒、不满等消极情感；•皱眉：表示疑惑、不解等情感。

b) 手势手势也是非常重要的身体语言表达方式。

通过手势，我们可以传递信息、表示愿望和表达情感。

例如：•拥抱：表示亲近、怀抱等情感；•摇头：表示拒绝、不同意等意思；•挥手：表示问好、告别等意思。

c) 姿势和身体动作姿势和身体动作也是可以传递出不同信息的身体语言方式。

例如：•直立姿势：体现自信、成熟等特质；•弯腰：示意尊重、谦虚等态度；•安静地坐着：表达冷静、集中注意力等状态。

3. 身体语言的意义身体语言的意义在于它能够帮助人们更准确地理解别人的意思和情感，从而提高沟通的效果。

与口头语言相比，身体语言更加直观、真实和有力，可以弥补口头语言的不足。

例如，在面试中，候选人的面部表情、姿势和手势会影响雇主对其信任度和能力的评估。

在演讲或演习中，演讲者的身体语言会影响观众对其演讲内容的接受程度。

因此，掌握身体语言对于有效沟通和成功交流至关重要。

三、教学过程1. 导入新知识教师介绍身体语言的概念和意义，引导学生思考身体语言在日常生活和其他场合中的作用。

2. 学习身体语言的基本表达方式教师通过图片和视频等媒体展示不同的面部表情、手势和姿势，引导学生学习并理解这些身体语言的意义。

学生可以进行小组讨论，分享对不同身体语言的理解和观察结果。

高中英语教案(精品10篇)

高中英语教案(精品10篇)高中英语教案篇1Disneyland教学目标本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市;本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。

通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。

引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。

同时，设计问答练习，提高学生阅读能力。

作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。

对话教学建议Step 1听录音教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。

1.What were they talking about ?2.How to answer the first /second/third/forth/fifth visitor question?Step 2 练习组织学生五个人一组，练习对话三至五分钟。

教师请几组同学到前面表演。

Step 3改写将对话内容改写为一篇短文，要求学生用本课的地点名称如：Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….Step 4 讨论If you are visitor, How to ask the way to the stranger at first?Step 5总结教师提问学生们，归纳和总结对话用语。

Asking:Where is …...How can I get to…Which is the way to…Could you tell me if…Could you tell me the way to…Answering:Go straight ahead…It’s behind …/in frond of/Go down this street…教材分析本课的日常用语用语是有关对话asking the way and responses,这样的问路用语在初中都以学过，所以对话不在是个难点。

高二英语教案英语9篇

高二英语教案英语9篇英语 11、活动猜图游戏任务：猜猜“我”在哪？目标：通过这个任务，激发学生主动参与学习的热情，提高学生的记忆能力和听说能力，并让学生熟悉常见的英语国家的地理位置，促进学生之间的交流，培养他们的分析判断能力和自信心。

语言技能： listening, speaking, reading and writing，材料: 彩色世界地图分别四至六张（不表明国家和城市名称），几张标有各个国家和城市名称的小卡片活动形式：一班分成4--6组（根据班级具体情况而定）操作过程：1.老师布置任务，要求每组同学先听录音，依次写下录音中读出的国家或城市的名称（国家或城市名称的个数由老师根据班级情况自定）。

2. 老师给出一分钟的时间准备，然后请第一组第一位同学，第二组第一位同学，第三组第一位同学等等以此类推到地图前粘贴好所听到的第一个国家或城市的名称。

3. 接下来，老师又请出第一组第二位同学，第二组第二位同学等等粘贴好第二个国家或城市的名称。

4. 以此类推，等学生都粘贴完国家或城市的名称了以后，和全班同学一起检查哪一组的同学最快最好的完成任务。

5. 戏结果出来后，教师可根据情况给予一定奖励和鼓励2、制作名片：本单元的一个主要学习任务是互相传递个人的基本信息。

教师可事先自己设计一个本人的名片展示给学生，让学生模仿设计出自己的名片。

其中包括国家、籍贯、职业、姓名、性别、年龄、学校地址、家庭地址、电话、传真、E-mail等。

3、制作明信片假设新年到了，让学生之间互送明信片，但不写出姓名、年龄、性别、电话，只写出自己的爱好、日常生活习惯、自己的外貌特征，让收信对方猜一猜发信人的姓名。

（有条件的学生可以用E-mail的形式发送给收件人）英语 2【课题】Unit 3 How many?【教学重点】句型：How many …do you have? I have…【教学难点】名词复数的读音。

【教具准备】1.一盒蜡笔或彩笔2.教材相配套的动画课件和录像3.有关动物、食物、玩具等实物或图片【教学过程】（一）热身/复习（Warm-up/Revision）1.复习A部分的课文对话: 先看A Let’s talk部分动画或录像, 然后请学生上台表演会话.2.复习数字 one to fifteen.1）报数游戏。

高二unit10Period1-2Warmingupreading（人教版高二英语上册学案设计）

高二 unit10 Period 1-2 Warming up & reading(人教版高二英语上册学案设计)Teaching Aims:1. Learn the useful words and expressions: draw one's attention, at hand, call for,urge, upon arrival, calm down, light up, in a panic, more than2. Learn the text “Under the Volcano” and master the detailed information in itTeaching Important Points:1. How to improve the students' reading ability.2. Try to master the usages of the new words and expressions of this period.Teaching Difficult Point:The usages of some words and expressionsTeaching Methods:1. Fast-reading to get the students to grasp the main idea of the text.2. Reading carefully to get the students to master the detailed information.3. Pair work or group work to make the students be active in class.Teaching Aids:a tape recorderTeaching Procedures:Step 1 Lead inAccording to the weather forecast, it will get colder and colder these days.Q1: Do you often care about the weather? Yes. / No, sometimes.Q2: How do you hear about it? On TV. / Over the radio.Q3: Have you ever heard of typhoon? Yes, quite often.Do you remember Khanun? It made land and attacked our town with strong winds and torrential rains on Sep 12,2005, Q4: What words can you think of to describe the typhoon weather?heavy wind (blow hard) storm (show a picture of stormy weather.) roaring thunderQ5: What will you feel in such kind of weather?frightened, scared, terrible, happy (Ask the students why they feel happy? ---- Because typhoon will often release the drought. What’s more there is enough water, which can be used to make electricity.)Q6: what other natural disasters do you know? Talk about other disasters you know in groups. List them in different kinds.KINDS OF NATURAL DISASTERSFloods CyclonesTornadoes and Hurricanes HailstormThunder and Lightning DroughtsLand-Slides and Mudflows River erosionEarthquakes volcanic eruptionsQ7: What about the hurricane? Have you ever heard about it?It is something like typhoon. Hurricane Katrina hit New Orleans and the whole city was left in ruins .Q8:What about Tsunami?The deadly tsunami struck the shores of a dozen Indian Ocean countries at the end of 2004.Q9:Do you know any volcanoes in Asia?What’s the name of this volcano? Where is it?Near the ocean. eg. Fujiyama mountain in Japan.Q10:How does a volcano work？The rocks under the earth becomes hotter and hotter and erupted from the mountain. The hot melted rock always tries to get out, like the boiling water and the steam. Such as: Gas: vapour, carbon dioxide, nitrogen, sulphur, etc.Solid: bits of rock and volcanic ash, etc.Liquid: lava.Step 2 Pre-readingAsk the students to look at some pictures of Pompeii and volcano and describe how things could happen.1. Show a picture. Ask the students: What can you see in the picture? (The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.)2. Show another picture. Ask the students to guess what happened in the town of Pompeii? (A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)Picture 1: This terrible story happened in Italy in the year 79 AD. The volcano's name is Vesuvius. It was quiet for hundreds of years and then it suddenly erupted.Picture 2: The second picture is the volcano Vesuvius. In the picture it was erupting.I think the first picture shows us a terrible scene after the volcano erupted. It is said that the whole city was buried under the metres of hot ash and mud, and 3000 people were killed. But since 1914, there has not been any damage.Picture 3:We can see the relics of that city. If was excavated a long time ago and now it is a natural cultural relics. People can go to see the relics of the towns. Pompeii and Herculaneum, andeven go to the top of the volcano to visit it.Step 3 Fast readingTask1. Skimming1.What disaster happened?2.When and where did the disaster happen?3.Who were mentioned in the disaster?Who was the main character in the story?4.What was the end of the story?when where What disaster who The endOn the 24th of August in 79 AD In southern Italy Moutain Vesuvius erupted Pliny, his mother, his uncle, other people His uncle died in the disasterTask 2 Decide whether the following sentences are true or false.1. A volcano erupted on the 24th of August in 79 BC in southern Italy. F2. My uncle planned to save his friend’s wife Rectina. F3. My uncle went to rescue Pompy after saving Rectina. T4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on. F5. They decided to try the open air instead of staying in the house. T6. It was night when the volcano erupted. FStep 4 Careful readingTask 1 Scan the text & fill in the following form.Date On the 24th of August in 79 AD in southern Italy. What happened: The eruption of the volcano called Mount Vesuvius.First A cloud of unusual size & shape rising from a mountain drew my uncle’s attention and he wanted to see it from closer at hand.Next After receiving a letter from his friend’s wife Rectina,he changed his mind to save her.Then In spite of the danger, he turned back to rescue his friend Pompy and help calm down the other people.Finally My uncle wanted to get out of the danger but failed. He was dead.Task 2 Arrange the following statements according to the right order.1. He decided to rescue his friend Pompy.2. Some people watched an unusual cloud rising from a mountain.3. Rectina begged him to save her.4. He ordered a boat made ready.5. Two slaves helped him stand up and immediately he fell down dead.6. He bathed and had dinner.7. A rain of rocks was coming down.2-4-3-1-6-7-5Task 3 Listen to the tape and explain what the words in bold refer to.it: a cloud of unusual size and shape rising from a mountain the one: the windthe other: my uncle’s friend Pompytheir: flamesThey: scared peopleStep 5 Post readingTask 1 Suppose you are Pliny the Elder, tell us your adventure into erupted area to save his friends, using the information in the chart.Task 2 Further understanding Answers to questions(1-5): ABDCATask 3 Was his uncle afraid of what was happening? How do you know? Give three examples that show he had no fear.1. He wrote a report about all he observed during his trip.2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.Task 4 DebateIf you were the Uncle, would you go to save your friends? Is it worth risking his life doing research or rescuing his friend like this?Task 5 Talking showWhat can Ss learn from Pliny? Give facts in the letter.1) BraveryIn face of volcano eruption Pliny decided to see it from closer at hand.2) KindnessHe changed his plan to save Rectina, who’s in danger.…Do you think it is possible for human beings to be in harmony with the nature?We can’t go against nature. We should live in h armony with the nature.What can we do to reduce the damage caused by the natural disaster?What should we do to protect the environment that we live in?5R policy.1. Reduce: Reduce the amount of waste by every possiblemeans.eg. Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.2. Reuse: Reuse the useful things before getting rid of them.eg. Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.3. Recycle: Recycle the waste things if possible.eg. Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans.4. Recover: Make use of good parts while getting rid of the bad ones.eg. Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat the good parts.5. Repair: Repair the broken things.eg. Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.Homework:1. 洗澡；浴缸n.__bath__________2.洗澡v. bathe___________________3.看着某人/某物正在升起_watch sb/sth rising ________________4.平静/镇定下来__calm down___________5.在手边，即将来到的____at hand____6.吸引某人的注意力_draw one’s attention___7.极力主张做某事__urge doing sth________8.一到就_upon arrival_____9.just the other way____正相反________ 10.in (a) panic__恐慌_______11.at a distance__在远处__________ 12.call for__要求，需要_________13.与其说死了，还不如说更像睡着了_more asleep than dead__。

高二英语教案设计5篇

高二英语教案设计5篇高二英语教案设计（篇2）高二英语教案设计（篇3）高二英语教案设计（篇5）一、课程类型：二、教学目标：一) 认知目标1.句型和语言点(见教学重点)。

2.用所学的学问与伙伴进行交流、沟通，学会改错、写作。

二)情感目标利用多媒体手段营造乐观和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。

三)智力目标在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发制造能力。

三、教材分析：这是高三复习阶段的一节写作课。

这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在把握书面表达的写作前预备即谋篇审题能力，使学生在动手写作前飞快构思根据规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。

采用任务型教学法和小组合作探究学习法，从而激发学生的学习兴趣，同时也能扩大课堂的语料输入量及学生的语言输出量。

四、教学重点：1. 学会审题和谋篇2. 把握多样化的表达方式3. 熟练各段中的固定写作套路五、教学难点：1. 如何帮忙学生运用写作策略，促进学生自主写作。

2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。

六、教学方法：1、活动教学法：2、任务型教学法：七、教学设计：Step 1. Warming upCome up with some proverbs for the students to put them into Chinese.Recitation is of the first importance in any language learning!Practice makes perfect! …What do you learn from the above proverbs?Step 2. PresentationMake it clear to the students the importance of writing inEnglish subject of the college entrance exams and then the goals of this lesson.Step 3. ExhibitionShow on the whiteboard a writing.。

高二英语第十单元教案

Period 1 (Unit 10 BII) Warming Up & Listening Teaching Aims:1.Familiar students with some knowledge about nature, natural history and naturaldisasters.2.Understand the weather forecast; know some geography about the UASA. Teaching MethodsPresentationGroup DiscussionBraimstormingCommunicative MethodTeaching AidsStudent’s sheetTape recorderTeaching ProceduresI. Warming up1.Knowledge about natural history2.Natural disasters:The danger nature form to people:3.Create a word web.bad weathervolcanoeshurricanestyphoonsII. Listening1.Listen to the tape and do Ex.!.2.Look at the map on P74 and ask students to mark different parts of the USA according to theinformation on student’s sheet.3.Listen to the tape for the 2nd time and finish Ex.2.4.Read the listening text while listening for the third time, make sure they understand it.5.Finish Ex. 3.III. Homework1.Go through what have been learnt in warming up and listening.2.Go through the new vocabulary of this unit.Student’s Sheet Warming up Unit 10 BIIName _____ Class ___ Number __I. Knowledge about natural historyThe danger nature form to people: ________________________________ III. Create a word web.Period 2 (Unit 10 BII) SpeakingTeaching Aims:1)Learn to express one’s emotions, anxiety and fear in relation to frighteningsituation and things from nature2)Enable students to talk about fears and things that frighten them and try toreassure people who are in fear3)Learn to use the following expressions➢How terrible!➢I dare not …➢He gets into a total panic when …➢It makes my hair stand on end. ➢It’s a frightening thing …➢She’s scared to death. ➢It makes me feel very worried. ➢I’m afraid of …➢I’m frightened to death by …➢I’m really frightened to …➢What’s really scary is …➢What terrifies me is …Teaching MethodsBrainstormingPresentationDiscussionTeaching AidsPicturesTape recorderTeaching ProceduresI. Presentation1.Natural phenomena have always attracted people to study them, but many people are alsoafraid of them. Not everyone is afraid of the same things and some people say are not afraid of anything. Famous examples of nature that many people are afraid of are animals (snakes, spiders, mice and bats), illnesses (SARS, AIDS and flu) and strong manifestations of the earth’s powers such as earthquakes, volcanoes, thunder and lightning. No matter whether students say they aren’t afraid of any of these they should realize that we should still be able to talk about our fears and things that frighten us. Listen o fears of others and be able to reassure them.2. 2. Read the dialogue and explain the language.3. 3. Explain the useful expressions1)be afraid /scared/frightened to death2)get into a total panic3)cars go up into the air4)my hair stands on endII. Pair workMake dialogues using the pictures on P75.III. HomeworkPrepare for the ReadingPeriod 3 (Unit 10 BII) ReadingTeaching Aims:1.Develop student’s reading skills➢Scanning➢Use the information in the first and last paragraphs to predict the character of the writer.2.Learn to retell a story according to the time it develops.Teaching MethodsBrainstormingPresentationDiscussionCommunicative MethodTeaching AidsStudent’s sheetTape recorderTeaching ProceduresI. Pre-reading1.Discussion➢How many kinds of volcanoes are there?Volcanoes constantly in eruption are called “active’; those which have been quiescent ( at times emitting small quantities of vapor) are “dormant”; those whose craters are closed are termed “extinct”.➢How does a volcano work?A volcano is a mountain on top of a spot where the earth is broken and where hot. Moltenstone (lava) from within the earth can came up. All the stone the mountain is made of came from the inside of the earth and cooled down into rocks. For a long time the weight of the mountain stops the hot material from coming out but sometimes it can no longer be stopped and then it comes up and pushed through, or the mountain explodes.2.ScanningScan the text and answer:➢What is described in the following passage?The passage is an eyewitness report of a volcano disaster in southern Italy more than 1900 years ago.➢When and where did it happen?At Mount Vesuvius in 79 AD.➢Who is the writer of the letter?Pliny, the Younger.➢What type of the text (genre) is the reading passage?The text is a letter.The text starts by addressing Tacitus and end with a popular ending for ancient writers( Farewell). The writer has also signed the letter with his name.II. Reading1.IntroductionPliny the Elder was an important man in the Roman Empire around the beginning of the first Millennium. He worked for the government and he was a commander of the Roman navy in southern Italy. He was also a writer. Many of the more than 160 books he wrote were saved and he is most famous for his books on Natural History, in which he described many things he saw and observed, and his books about archaeology and culture and customs of ancient peoples.In 76 AD he adapted his nephew Pliny the Younger, when the boy was about 14. a few years later they witnessed the eruption of Mount Vesuvius. As a naval commander Pliny the Elder ordered the Roman warships to rescue as many people as possible. With his own ship he set out to observe the eruption and rescue people. His interest to study the volcano led to his death.As Pliny the Yonger grew up he became an important writer himself. He was known to be an honest and modest man. He wrote a play and speeches but is most famous for his letters.Some time after the disaster, he wrote two letters to his friend, the historian Tacitus about the eruption of Vesuvius and the way his uncle died.Tacitus, who was one of the most important history writers in Roman times, had asked him because he wanted to use the information in one of his books.2.Read the first and last paragraphs and tell what kind of person Pliny, the Younger was.Helpful , honest and modest.He knew that writing a letter was quite different from writing a history book.So we should be aware that different genre and different purposes lead to different text.3.➢➢Did they know which mountain from which the cloud was rising at first? Why?➢Why did Pliny, the Elder want to see the sight from closer at hand (nearby)?➢Why did he go to rescue Rectina?➢Was it dangerous to save her? How did he go there? Was he afraid?➢Did he turn back after he rescued Rectina? What did he do?➢Why did Pompy ask for help?➢What did Pliny, the Elder do after his arrival?➢Why did they go outside finally?➢How did Pliny, the Elder die?IV. DiscussionMany of the people of the 2 towns buried by the volcano died very fast and in position that show they had no time to hide, and suffered little pain when they died.➢How did Pliny, the Elder die?He might die from poisonous gases, or suffocation, or a heart attack…➢Do you think it was wise for him to rescue Rectina and Pompy?V. Language points and useful expressions1.draw one’s attention to sth. 吸引某人的注意力eg. She drew my attention to a mistake in the reportcatch one’s attention; focus one’s attention on; pay attention to; give one’s attention to2. a cloud of usual size and shape3.at a distance4.tell : [常与can, could, be able to连用]辨别; 分辨(from)eg. Can you tell Tom from his twin brother?你能把汤姆和他的孪生兄弟分辨开吗?I can't tell the twin girls apart.我分不清这两个双胞胎的女孩子。

高二英语语法复习课教学设计

友善用脑理念指导下高二英语语法复习课教学设计一、教学指导思想与理论依据友善用脑是新西兰教育家克里斯蒂•沃德总结和倡导的教育理念和方法，它以人本主义思想为基础，以神经学、心理学研究成果为依据，以教（学）会学习为理念，为实施素质教育、推行新课改，使教师由“主导型”向“指导型”转变，提供了切实可行的思路和方法。

本人在实际教学过程中将该教学理念与英语任务型教学相结合，经过本组教师一年来的教学实践，我们对使用友善用脑理念指导课堂教学的有了一点体会，并在此基础上形成了具有自己特色的高中英语课堂教学课的模型。

本节课是一节语法复习课，重点复习非谓语动词的几种功能，授课模式如下：第一，主题（topic）。

主题是贯穿课堂教学的生命线，它赋予课堂以灵魂，使课堂改变以往纯知识灌输的沉重形象。

主题根据教学内容随时变化，但有一点万变不离其踪，贴近学生生活。

第二，任务时段。

为集中学生注意力，“友善用脑”建议将一节课分为10到15分钟的几个时段，以保证学生的注意力始终为最佳状态。

根据英语教学的特点我们将英语任务型教学的灵活运用，把课堂划分为大任务下的“子任务时段”。

在每两个任务时段之间，都有一个“任务接点”，在每个接点教师都需精心设计，保证任务之间转换自如，衔接顺畅。

第三，步骤（Steps）。

每一任务时段都包含若干具体教学步骤，以落实该时段“任务”，并最终实现堂课教学任务。

第四，信息处理（Information processing）。

课堂教学实际上是一种信息处理的过程，主要包括信息输入、处理加工、输出三个环节，在实际教学中，我们通常把友善用脑英语课堂教学分为三到四个任务时段，对应这三个环节，在每个环节分别完成不同的信息处理任务。

此时有两点需要注意：1、著名语言教育家Krashen (1985)曾提出“情感过滤器”（affective filter）的概念，认为情感因素诸如态度、焦虑、竞争意识以及其他情感因素都可以帮助或阻止（help or hinder）语言学习，而友善用脑所倡导的教学策略则对疏通学生“情感过滤器”十分有效。

高二下学期英语期末复习教案(语言点)人教版高二英语下册教案教学设计

高二下学期英语期末复习教案（语言点）(人教版高二英语下册教案教学设计) 高二下学期英语期末复习教案（语言点）(人教版高二英语下册教案教学设计)「篇一」Unit One Getting Along With OthersPart One: Important Words and Phrases1. be (well ) worth sth / doing (只用主动); be worthy of sth / being done;be worthy to be done2. get along / on (well) with sb: 与sb 相处(好)get along/on with sth: 在进展How are getting along with your English study?3. betray sb, feel betrayed by sb; betray secret to sb4. feel like doing sth I was so upset that I felt like crying。

feel like+ 从句I didn’t feel like I was overlooking my studies。

5. overlook a fact; overlook the city from air6. admit doing sth / 从句:承认I admitted how badly I had done。

He admitted having broken the windowadmit sb into/to sp: 允许进入be admitted into a college:被一所大学录取7. keep one’s word / pro mise / secret ; make a promise8. stare at sb:盯着 glance at sb: 盯一眼 glare at sb: 怒视9. forgive sb for be forgiven for10. I have a dilemma. I am in a dilemma。

高二英语教案：高二英语下册Unit10复习教案

高二英语下册Unit10复习教案课时跟踪讲练Section I 课前准备、听力、口语1. How does nature form a danger to people in the world and how can science help reduce that threat. 大自然是怎样对全世界人民形成一种威胁的及科学能如何帮助减少这种威胁。

( p.73 Warming Up No.3)1) danger此处用作可数名词，意为“危害，威胁”，常与介词to或of连用。

如：① The narrow bridge is a danger to traffic. 这座狭窄的桥梁对交通造成了危险。

② Violent criminals like that are a danger to society. 这种暴力罪犯对社会是一种危害。

③ A busy street is a danger to children. 交通流量大的街道对小孩子很危险。

【链接】像danger一样，还有些抽象名词可表示具体化的事物。

如：surprise，cold，pleasure，pity，failure，success， worry，honour， experience，must，difficulty，youth，beauty，wonder，interest等；但也有些抽象名词即使没有形容词修饰也不能具体化，如：fun，advice，information，health，progress，wealth，news，weather等。

如：① The experiment has turned out a success. 实验终于成功了。

② Many people agree that a knowledge of English is a must in international trade today. 许多人赞成当今国际贸易中英语知识是不可缺少的东西。

高二英语上册的十单元教案

Unit 10 Frightening naturePeriod 1 Warming up、Speaking and Listening ＊ Teaching Aims:1. Learn some useful words and expressions.2. Listen to a passage about weather forecast.3. Talk about natural disasters.＊ Teaching Important Point:How to improve the students’ listening and sp eaking ability.＊ Teaching Difficult Point:How to use what the students have learned to d escribe a nature disaster.＊ Teaching Method:1. Listening to improve the students’ ability to listen.2. Discussion and free talk to get every stude nt to speak.3. Talking the interesting topics to raise the students’ interest in science.＊ Teaching Aids:A projector, the blackboard＊ Teaching Procedures:Step 1 Warming upLet’s talk about the pictures!DiscussionT: Look at the first picture. What do we call the study of the earth?T: What do geologists observe and what scienti fic instruments do they need to carry out thei Step 2 Speaking1. Listen to the tape , then answer the questi ons .(1) When did typhoon happen?(2) What happened to tops of trees?(3) Where did sand and wood sweep up into?(4) Did typhoon pull the roofs off the house?2. Some set phrases and sentences:move in circles be frighteningget into a total panic be scared to deathgo up pull….. Off make one’s hair stand on end3. Useful Expressions* How terrible! * I dare not…. * He gets into a total pa nic when…. * It makes my hair stand on end. * It’s a frightening thing….* She’s scared to death. * It makes me feel very worried. * I’m afraid of …. * I’m frightened to death by….*I’m really frightened to….*What’s reall y scary is….*What terrified me is….Step3 Listening1 What is the listening text about?2 What do we call this type of radio message?3 Listen to the tape again and answer the following quest ions.① How should you prepare for the day if you go fishing i n the Great Lake region?② In which part of the USA should car drivers be careful?③ What happens when a hurricane hits the coast?④ Which letter would the name for the sixth hurricane in 2005 begin with?Step 4 HomeworkWrite down the dialogue on the exercise books and preview the reading text.Unit 10 Frightening naturePeriod 2 Reading＊ Teaching Aims:Learn the text “Under the Volcano” and master the detai led information in it.＊ Teaching Important Point:How to improve the students’ reading ability.＊ Teaching Method:Fast-reading to get the students to grasp the main ides o f the text.Reading carefully to get the students to master the detai led information.Pair work of group work to make the students be active in class＊ Teaching Aids:worksheets, the blackboard＊ Teaching Procedures:Step 1 Pre-Reading1. How is a volcano formed?2. What will be produced after the eruption of volcano? Step 2 While ReadingSkim the text and answer the following questions.1: What is described in the following passage?2: When and where did it happen?3: Who is the writer of the letter?Scan the text and answer the following questions.1. What did Tacitus ask the author to do?2. From whom was the letter which the author’s uncle bro ught?3. Where was Rectina’s house?4. What did the captain urge the author’s uncle to do?5. Why did the author’s uncle ask to be taken to the bat hs?6. When was the author’s uncle’s body found?1 Ask him to write him sth about the death of his uncle P liny.2 From his friend’s wife Rectina.3 At the foot of Vesuvius.4 He urged the author’s uncle to turn back.5 Because he wanted to help the other to calm down.6 When daylight came again two days after he died. Read the text carefullyA. Decide whether the following sentences are True or Fal se1. A volcano erupted on the 24th of August in 79 BC in so uthern Italy.2. My uncle planned to save his friend’s wife Rectina.3. My uncle went to rescue Pompy after saving Rectina.4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.5. They decided to try the open air instead of staying in the house.6. It was night when the volcano erupted.f f t f t fB, Fill in the chat of “The eruption of Mount Vesuvius”Part one(par._1_): The purpose of writing the letter Part two(par._2_):when and where the disaster happened Part three(par._3-6_): What Pliny’s uncle do in the …Part four(par._7_):Conclusion of the letterD. Arrange the following statements in the right order ac cording to the text.1. He decided to rescue his friend Pompy.2. Some people watched an unusual cloud rising from a mou ntain.3. Rectina begged him to save her.4. He ordered a boat made ready.5. Two slaves helped him stand up and immediately he fell down dead.6. He bathed and had dinner.7. A rain of rocks was coming down.2431675Step 3 Post-Reading1. From the text, we can learn that Tacitus____A. Was a history writerB. Worked for the local policeC. Was a close friend of PlinyD. Did research into volcanoes and earthquakesA Para1. I hope you can use it for the history book that you are writing.(推断题)2.What is the passage mainly about?A.The death of Pliny the elderB The eruption of Mount Vesuvius in 79 ADC The possible causes of volcanoes eruptingD The ways of escaping from a volcano eruption3.“The sight of it awoke the scientist in my uncle to go and see it from closer at hand.”The underlined parts ref er to______A.Mount Vesuvius; the uncle of the writerB. A mountain in the distance;Pliny the elderC. A cloud of unusual size and shape;qualities of ascientist like curiosityD.dark spots of dirt and ash;qualities of a scientist like curiosityC awake sth. in sb. 唤起某人的……4.The writer didn’t think his uncle was afraid on the trip to Vesuvius because______A. he had to rescue his friend’s wife RectinaB. he hurried to a place from which others were fleeingC. He had a good knowledge of how to survive a volcano eruptionD.he was calm enough to write a report about what he observedPara. 3 last sentence5.Pompy didn’t get away because___A.He had to wait for a good windB.there was no way out except by boatC.he was too scared to take any actionD.he wanted to join Pliny in observing the eruptionA Para5. He had to wait for a good wind, blowing the other way than the one that carried my uncle right in.( 细节题)6.____ led to the immediate death of the writer’s uncle.A. The wrong decision he madeB. His interest to study the volcanoC.That he didn’t take the eruption seriouslyD. that he wanted to rescue Pompy after rescuing Rectina Para 4.7.What does the writer mean with the last sentence of the letter?A.It is no easy task to be a history writerB.He reminds Tacitus of his uncle’s braveryC.He is sorry that he can’t tell Tacitus more about the eruptionD.He leaves it for Tacitus to decide which parts are important for his history bookStep 4 HomeworkFind out the difficult sentences and new expressions in the textUnit 10 Frightening naturePeriod 3 Language Points and Word Study＊ Teaching Aims:Learn some useful words and expressions.＊ Teaching Important Point:Learn and master the important words and phrases in this period.＊ Teaching Difficult Point:How to master the important language points in the passage. ＊ Teaching Method:Explanation to help Ss master some language points.＊ Teaching Aids:the blackboard＊ Teaching Procedures:Step 1 GreetingsGreet the whole class as usualStep 2 RevisionRevise the passage by listening or giving a summary. Step 3 Language points:1. threat[Wret] n.恐吓, 威胁;迹象, (坏)兆头a threat against sb.'s life. 对某人生命的威胁The threat of flood has been relieved. 洪水的威胁解除了。

高二英语教案：Unit10教案

科目英语年级高二文件high2 unit10.doc标题At the Tailor's Shop (在裁店缝)章节第十单元关键词高二英语第十单元内容一、教法建议【抛砖引玉】■ 大纲规定的单元日常核心交际用语指南Advice And Suggestions (劝告和建议)● Idiomatic Sentences 功能套语1. There seems to be something wrong with it . I can'tpossibly wear it . 这好象有点毛病，我不能穿了。

2. I would like you to change this for a new one . 我很想让你把这个给我换个新的。

3. You sold me so old a bike that I can't use it . Iinsist that you give me my money back . 你买给了我如此破旧的自行车，我就不能用。

我要求你退我款。

4. It's not our fault . I'm afraid I can't do that .Why can't you do something about it ? 这不是我的错，恐怕我作不了主，你能不能灵活点？5. Could you give me some advice on English study ?我想征求一下关于学习英语的建议。

6. I 'd like your advice about / on this plan .7. What do you think I should do ?8. You'd better not trouble him . 你最好不要麻烦他。

9. Let's help him with the luggage .10. Why not ask him to go with us ?11. How / What about seeing a film ? 去看电影怎么样？12. I strongly advise you to keep your promise .13. I'm afraid I can't follow your advice .14. That's impossible , but thank you all the same . 这不可能，但还是要谢谢你的。

高二英语教案：SEFC B2 Unit 10

Unit 10 At the shopLesson 37 DialogueTeaching objectives: 1. Improve the students’ listening and speakingabilities by answering questions、making newdialogues、group discussion and so on.2. Know about some names of clothing and howto wash them properly.3. Learn language items in the dialogue. Teaching procedures:Ⅰ. Warming-up:1. Free talkHave a free talk about clothing. Ask the students some questions.For example:1) There are four basic things in our daily life. What are they?2) Why does clothing come first of the four?3) What do men always wear in summer, usually with short sleeves?4) What do men wear all the year round?5) Do women wear shirts?6) What do you prefer to wear outside, jackets or suits?7) We know women have more clothes to wear than men, for theyhave what?2. BrainstormIf your students are good enough, you can do a game of brainstorm. Require your students to discuss in groups of four to find out as many clothes names as possible.For your reference only:For men: western suit, polo shirt, Sun Yat Sen’s uniform…For women: evening dress, cheong-sam, mini skirt, divided skirt, blouse…For both men and women: shirt, T-shirt, coat, pullover, cardigan, sweater, vest, suit, waterproof, fur-topcoat, car coat, costumes…3. Now comes the students turn to make dialogues.Situation 1: Today is Sunday. You’re in a clothes shop. You want tobuy a coat. But there are different kinds of coats for you to choose from. You don’t know which one to choose. Maybe the shop assistant will help you. Please make a dialogue between you and the shop assistant.Situation 2: T: You buy a beautiful coat. But when you get home, you find there’s something wrong with your new coat. You want to changeit for another one from the shop. Will the shop assistant accept your request? Please make up another dialogue between you and theshop assistant.Ⅱ.Listen and answer:Today’s dialogue is between a shop assistant and a customer. They are talking in a shop. Let’s listen to what they are talking about.1. First listening with questions:(watch the video of the dialogue)1). What was wrong with the blouse?2). What did the assistant think?Suggested answers:1) The color ran when the customer washed it.2) The shop assistant thought the customer had washed the blouse inhot water.2. Some further questions:3). What did the customer want to do with the blouse?4). Whom did the shop assistant think the fault belonged to?5). How was the matter settled at last?Suggested answers:3). The customer wanted to change the blouse or give the money back.)4). The company that made the blouse.5). The shop assistant agreed to change another blouse. And the customer also agreed.3. For teacher’s explanation: (language items)Fill the blanks with suitable words:1. They insisted/suggested/demanded/required that Tom(should) attend (attend) the meeting.2. She insisted on/upon coming (come) to see me the next day.3. She insisted that she had done (do) right.4. The look on her face suggests that she is (be) unhappy.5. You must go there quickly or else you will not be back in time.6. The teacher loves her students as if they were her own children.7. It looks/seems as if it is/was going to rain.8. You’d better change your dirty coat for a clean one.9. Why were you that/this late yesterday?(如此，那么/这么)10. I don’t like the book either.(也)I like the book, too.11. Judge which sentence is correct:______A. What you think I should do?B. What you think should I do?C. What do you think should I do?D. What do you think I should do?4. Ask Ss to read the dialogue in pairs.5. Get good pairs of students to act out their dialogues in front of the class without their books if possible.Ⅲ. Dialogue drill:Have a group of discussion:1. How different clothes are washed?2. What should you do when your right is impinged in a shop?HOT WASH white cotton HOT IRONWARM WASH colored cotton HOT IRONCOLD WASH wood NO IRONⅣ.Dialogue production:1. Make up new dialogues according to the situations given: Situation 1：You have just bought a pair of shoes from a shoe shop．But later you find that the shoes are not of the same size. So you go to the shop again to change another pair or give your money back.Situation 2：You have just bought a tape－recorder．But it does not work as soon as you get home．So you go back to the shop and ask fora new one1) Originally, the SA refuses your requests, but you insist on it and finally the SA gives in.2) The SA turns your requests down. You find the manager of the shop. At last you have a happy ending.3) Both the SA and the manager turn your requests down. You decide to go to the consumer association for help.2. Rewrite the dialogue into a passage using the first person:Give the students some directions and the first sentence on the big screen:1）buy a blouse last week2）something wrong with it3）either change it or get money back4）can’t get the money back5）persuade me to change it for another oneThe first sentence: Last week I bought a blouse from a shop.Ask the students to do it in a few minutes and then ask some individual students to read their passages aloud.Model：Last week I bought a blouse from a shop．But there was something wrong with it．After I washed the blouse，the colours ran．So I went to the shop again and asked the shop assistant either to change it or get my money back．The shop assistant asked me if I followed the instructions when washing the blouse．Then she said that it was the fault of the company that made the blouse．But she said she couldn’t give me the money，because the manager was not there．Finally she persuaded me to change it for another one，and I agreed．Part one:•SA: Good afternoon. ___ ___ ____ _______?• C :Yes, please. I _______ this radio the day before yesterday, but there ____ ________ ______ ____ ___. Last night it just couldn’twork. I can’t use it.•SA: Let me see. It seems as if it hasn’t been used _______.Has it been left ____ ____ ____ or ____.• C : ___ _______ not. How can I be ____ ______?•C: You may send it back to the factory, but I ____ ____ _____ ________.•SA: I’m afraid ____ _____ ____ ____.•C: Why can’t ____ ____ ______ ____ ___? I’d like you to change this radio or else ____ ____ ____ _____ _____.•SA: All right. You can ______ ___ ____ _____ ____. Would you please _____ ____ _____ ____ these ones?Part two:1.SA: _____ ___ ____ ____ _____ _____?C : I’d like have two pairs of socks and one pair of stockings,please.2.SA: Good morning, sir. May I help you?C : ___, ______ ______. Just have a look.3. C: Hello! May I have a sweater, please?SA: ______ _____ would you like?C: The red one.4. SA: There are some jackets of different colours over there. Which onewould you like?C: Let me see. The blue one looks nice. _____ _____ is it?SA: 180 yuan.C: _____ ____ ________, I’m a fraid. Could it be cheaper,please?SA: ______ _______ 150 yuan? That’s the lowest price Ican offer you.C: ______ _____. I’ll ______ _____.Ⅵ.Homework:1. Do exercises 2 & 3 on P118.2. Preview the next lesson.3. Considering there might not be enough time for each group to rewritethe dialogue, I may leave it as today’s homework, that is, the students hand in their written work and I will make out The Top Three or The most…solution or other awards like that so that all the students may share them in a more interesting way later.。

高二英语教案：人教版新教材高二第10单元学案[原创]

Unit 10 Frightening Nature课文理解语言现象透视【重点词汇】Disaster. [讲解]句中disaster的意思为“灾难；祸害；惨败”，是可数名词。

课文原句：...，who died in unforgetable disaster．译文：我叔叔死于一场难以忘怀的灾难中。

[例句]1)The flood was the greatest disaster our region had ever experienced．这次洪水是我们这一带从未经历过的特大灾害。

2)The pilot helped to avoid a disaster．领航员帮助避免了一场灾难。

2．Attention. 词义为“注意，专心，留心，关心”。

它可以构成动词短语pay attention to(注意),draw one’s attention(吸引某人的注意), turn one’s attention to（转移某人的注意）, attract one’s attention(吸引某人的注意), fix one’s attention on（将注意力集中在），stand at attention （立正站着）catch one’s attention(吸引某人的注意); focus one’s attention on（将注意力集中在）课文原句：On the 24th of August in 79 AD，between two and three in the afternoon my mother drew my uncle's attention to a cloud of unusual size and shape．译文：在公元79年8月24日下午2点至3点，我母亲让我叔叔注意不同寻常形状和大小的云。

[例句]1)Pay special attention to the intonation．要特别注意语调。

高二英语表格教案Unit10（人教版高二英语上册教案教学设计）

高二英语表格教案Unit 10(人教版高二英语上册教案教学设计)课时 6-1 备课人万兴安授课时间 2004.12教学目标 1. Learn something about volcano through reading.2. The students can use what they have learned to describe volcanoes.3. The students realize that human beings can overcome any hardship.4. The students will improve the ability to solve problems.教学重点 1.Try to master the useful new words & expressions in this period.2.Understand the text well.教学难点 1.How to use the new words & expressions correctly.2.To understand the reading materials of similar topics.教、学具a computer, a tape recorder & a projector, some slides.预习要求 Read new words in Unit 10.教师活动内容、方式学生活动内容、方式旁注Step 1 Warming upQuestions:1. What’s the weather like today?2. Do you often care about the weather?3. How do you hear about it?4. Have you ever heard of typhoon?5. What words can you think of to describe the typhoon weather?6. What will you feel in such kind of weather?7. What about the hurricane? Have you ever heard about it?8. What about volcano?9. How is a volcano formed?10. Where is the most possible place that a volcano may erupt?11. Do you know how a volcano works, if you do, describe it?Step 2 Pre readingShow a picture(The body of the people, exactly, the body of the people in the town of Pompeii in the southern Italy.----show a picture of the relics of the town of Pompeii.).Show another.(A volcano erupted suddenly and after 18 hours all were damaged, including the people, animals, plants and the town itself.)Step 3 While readingQ5: heavy wind (blow hard) storm (show a picture of stormy weather.)roaring thunder (also roaring forties: part of the Atlantic Ocean, often very stormy, between latitudes of 40 and 50 degrees south.)Q9: 1). Show a video about the eruption of a volcano.2). Show a picture of the boiling water kettle, which means the eruption of a volcano is something like the boiling water from the kettle. That is, the rocks is very, very hot and melted to gas and liquid. And they try to get out like the steam and boiling water.Task 1 Skim the text and answer the following questions.Q1: What is described in the following passage?Q2: When and where did it happen?Q3: Who is the writer of the letter?Task 2 Decide whether the sentences are true or false.1. A volcano erupted on the 24th of August in 79 BC in southern Italy.2. My uncle planned to save his friend’s wife Rectina.3. My uncle went to rescue Pompy after saving Rectina.4. The flames came from the homes of farmers who had left in a panic with the kitchen fires still on.5. They decided to try the open air instead of staying in the house.6. It was night when the volcano erupted.Task 4 Scan the text & fill in the following form.Task 5 Arrange the following statements according to the right order.1. He decided to rescue his friend Pompy.2. Some people watched an unusual cloud rising from a mountain.3. Rectina begged him to save her.4. He ordered a boat made ready.5. Two slaves helped him stand up and immediately he fell down dead.6. He bathed and had dinner.7. A rain of rocks was coming down.Task 6 Read the text again and explain what the words in bold refer to: it, the one, the other, their, theyHomework.1. (in the first period)Find out some sentences you enjoy most, & try to recite them as possible as you can.2. Refer to the website to know more about the volcano.Ss answer:The eruption of the volcano called Mount Vesuvius.On the 24th of August in 79 AD in southern Italy.Pliny, the younger.Check answers: 3T,5TSs read the text again and rearrange the order：2431675Check answers:it: a cloud of unusual size and shape rising from a mountain the one: the windthe other: my uncle’s friend Pompytheir: flamesThey: scared peopleSs finish their homework.课题 SEFCB2Unit 10 课时 6-2 备课人万兴安授课时间 2004.12 教学目标 1. The students can use what they have learned to describe volcanoes.2. The students realize that human beings can overcome any hardship.3. The students will improve the ability to solve problems.教学重点 1.Try to master the useful new words & expressions in this period.2.Understand the text further教学难点 1.How to use the new words & expressions correctly.2.To understand the reading materials of similar topics.教、学具 a tape recorder , a projector, some slides.预习要求 Read the text of Unit 10.教师活动内容、方式学生活动内容、方式旁注Step 1 Go over the textGet Ss to listen to the recording of the text.Step 2 RevisionCheck their homeworkStep 3 Post readingTask 1 The uncle of the writer was not afraid of what was happening. How do you know? Give three examples that show he had no fear.Task 2 Further understanding1. How does nature form a danger to people in the world and how can science help reduce that threat?2. What’s the re lation between human beings and nature?3. What should we do to protect the environment that we live in?5R policy.Show a picture of a tree; explain to the students that we must reduce the amount of trees that we cut down.Show a picture of a coat; explain to the students that when our coat is not suitable for us to wear, we can give it to our brothers, sisters or give it to the Project Hope.Show a picture of a cola can; explain to the students that after drinking the cola, the cans left can be collected together and melt them to make new cans. Listen to the textCheck their most enjoyable sentences in the text. Get some of them to recite some of the sentences.Answer:1. He wrote a report about all he observed during his trip.2. Rescued Pompy, calmed down, bathed and had dinner, sleep, etc.3. Slept after baths and dinner, told the flames came from the homes of farmers who had left in a panic with the kitchen fires still on.1. Reduce: Reduce the amount of waste by every possible means.2. Reuse: Reuse the useful things before getting rid of them.3. Recycle: Recycle the waste things if possible.Show a picture of a watermelon; explain to the students that if part of the watermelon is rotten, we can cut it out and eat thegood parts.Show a picture of a chair; explain to the students that if one leg of a chair is broken, we can repair it and use it again.Step 4. Language points.1. draw one’s attention to sth. 吸引某人的注意力eg. She drew my attention to a mistake in the report.catch one’s attention; focus one’s attention on; pay attention to; give one’s attention to2. Ash and bits of rock that were burnt black were falling onto the ship now, darker and more, the closer they went.3. urge 催促, 极力主张; 强烈要求eg. The U.S.A urged Iraq to give up.4. Upon arrival: As soon as he arrived 当…的时候; 一… 就…5. bath n. 洗澡；浴缸bathe v. 洗澡6. He looked more asleep than dead.eg. The pig looks more lovely than stupid.eg. The boy looks more stupid than angry.Step 5 HomeworkFinish Exercise 2 at Page 77 in SB..Bb design:4. Recover: Make use of good parts while getting rid of the bad ones.5. Repair: Repair the broken things.Ss listen and take notes when necessary.Finish the homeworkCheck answers next time.课题 SEFCB2Unit 10 课时 6-3 备课人万兴安授课时间 2004.12 教学目标 1) Understand the listening text in the workbook.2) The Ss can express emotion, anxiety and fear properly.3) Know more about typhoon.教学重点 To master the useful new words and expressions.教学难点How to use what the students have learned to describe a nature disaster.教、学具 a computer, a projector & a tape recorder预习要求 Nothing but to read the new words.教师活动内容、方式学生活动内容、方式旁注Step1 RevisionCheck homework.Other questions:1 What kinds of disasters does nature give us?2 What kinds of disasters does man give us?Step2 Pre-listeningPage 144,Listening. Look at the picture. Discuss Exercise1 with the students.Step3 ListeningPlay the tape for the students to do Exercises2-4. Then ask: What happened in the typhoon Linda talked about?Step4 Lead-inPage74,Speaking.Get the students to read the dialogue to find out the answers to the following questions:1 What happened in the typhoon?2 What else do you know will happen in a typhoon?3 What was people’s emotion?4 What do you think happens in a hurricane, a volcano, an earthquake, SARS and bird flu?Step5 SpeakingGive the students some pictures. Get them to make a similar dialogue. Tell their partners whether these things or situations frighten them and explain why. Also, talk about people’semotion in these situations and how they would behave. Get them to make with the help of the useful expressions.Check homeworkAnswer the questions.Look at the picture.Discuss Exercise 1.Listen for main ideas.Read the dialogue to find out the answers.Make a similar dialogue.Model:A: Have you been in a situation that frightens you?B: Yes. It was last summer. I spent my summer vacation in my hometown, a small village in a mountainous district. One day, I went hiking with my cousin. On our way home, we met a cobra.A: Were you frightened when you saw it?B: Very! It made my hair stand on end. My cousin was too frightened to move at that time, too. Because we both saw on TV that the poison of a cobra can kill a person easily.A: What happened next?B: Fortunately it didn’t see u s. We acted just as the TV programme told us. At last, it went by. The distance between the cobra and us was only three metres or so.A: How terrible!Step6 Pre-talkingAsk: What do you need to do when you are trapped in a typhoon?Get the students to read the dialogue at Page144, Talking between Xiaosong and David to find out what Xiaosong suggests in case of typhoon.Step7 TalkingGet the students to read the roll cards and make similar dialogues.Step8 HomeworkMake a dialogue with your partner about a disaster. It should include the following:1) What was it like?2) What happened?3) What was people’s emotion and what about yours?4) What safety measures should be taken?Bb design:Hand out the material for Ss to read.Get the students to read the dialogue at Page144 and make up a new dialogue.Read the roll cards and make similar dialogues.Make up a new dialogue.课题 SEFCB2Unit 10 课时 6-4 备课人万兴安授课时间 2004.12 教学目标 1.Learn the text “typhoon” and master the detailed information in it.2.Learn useful words and expressions3. Write a passage about how the story will end.教学重点1. To train Ss’ reading skills and writing skills2. To master the usages of the new words and expression of this period.教学难点1. To write a passage about terrible weather---- typhoon2. To understand the difficult words, phrases and sentences教学具及教学方法Teaching Aids: a computer, a projector, a tape recorderFast reading and careful reading: to get the Ss to grasp thedetailed informationWriting practice: to get the Ss to learn how to describe something terriblePair work or group work: to get the Ss to be active in class 预习要求 Read useful; words and expressions.教师活动内容、方式学生活动内容、方式旁注Step 1 Teaching Revision1.Check the homework2.Retell the story ( if the teacher likes )3.Review the words and expression for talking about weather.Step 2 Lead inIn the last few periods, we deal with a letter about volcano. It is a terrible nature disaster. This summer our hometown also experience a terrible disaster----- typhoon, one called Yunan. It caused great damage, isn’t it? Can you describe it? ( Ss: …. ) If it happens in USA, what do people call? (A hurricane)In fact, a typhoon is the same thing as a hurricane except the place where they form. Before we deal with the detailed i nformation, let’s watch a short video to experience the story wind again and here are two questions for you.1. What does the hurricane bring in?2. How long will it usually last?Step 3 Pre-readingWe know typhoons can cause great damage or even deaths. In order to reduce the loss and protect ourselves,we have to learn more about it. Then what else do you know about the typhoon? Tell us what you know, please!First talk with your partner and then tell the whole class what you have discussed.Step 4 While readingFast reading: skim the passage and try to get the generalidea of the text.Careful reading: Ss finish two tasks after reading.Check homeworkRetell the story(Ss watch the video and give the answers. If it is necessary, play it twice.)Talk with their partner 3.(This activity aims to review the words and motivate the Ss. In this way, the topic will be turned to typhoon.)Task1.Scan the passage and find the answer to the following questions.1. Where did the ship meet the typhoon?2. What was the weather at first?3. Why did the capital say that it looked as if a typhoon was coming on?4. Where were they when the full force of the hurricane struck the ship?5. What should they do in such terrible weather?6. What does the sentence “ Another one lik e this, and that’s the last of her” mean?7. Why did the capital strike a match? What did he see?Task2. Try to explain the difficult sentence in bold in English.1. It was fine, for there was no wind and the heat was close.2. Because he observed the barometer fell steadily and he knew that a terrible storm would come soon.3. When the hurricane struck the ship with full force, they were all on the bridge.4. They could only move the ship over the high sea and into the very eye of the wind.5. It was the lowest reading he had ever seen in his lifeStep 5 Deal with language points after that.Step 5 DiscussionExtended discussion:We know typhoon can cause great damage to our life. How can we reduce the loss? How can we protect ourselves?Step 6 Homework1.Oral homework:Suppose you are a newspaper reporter and are interviewing the captain. Make up the dialogue.Think it over: What questions will the journalist ask?2. Written homeworkWrite the end of the passage on your exercise book.Bb design:( Ss answer the main elements of a story: who, when, where, how)( pair work for two minutes and then one or two Ss report ) (This activity is to motivate the Ss to talk in English and cooperate well with each other.)( Then the teacher introduce the background information ) Ss explain the difficult sentence in bold in English.Ss discuss in pairs or in groups and then report what they discuss.Finish the homework.课题SEFCB2 Unit 10 Listening (Wb) Integrating skills & Writing (Wb) 课时 6-5 备课人万兴安授课时间 2004.12 教学目标 1.The Ss can understand the listening text.2.The Ss can get the general idea of each paragraph.3.Through reading, the Ss develop some microskills in reading, such as skimming and scanning. What’s more, they canwrite a composition of similar topic.4.The Ss can develop in somewhat the ability of autonomy learning, processing information and thinking in English.5.The Ss have the sense to protect our environment. They share the experience of learning English and have the sense of success in learning English and cooperation.教学重点1.Learn the useful words and expressions in this period.2.Learn to write about a natural disaster.教学难点1.Know how to use the words and expressions in this period.2.Know the structure of writing about a natural disaster.教、学具 a tape- recorder a computer & a projector预习要求 Try to learn the new words in this unit.教师活动内容、方式学生活动内容、方式旁注Stage 1 Listening1.Read the information about the exercises.2.Listen to the tape and do Exercises 1,2 &3.3.Listen again and finish all the questions in this part.(If necessary, play the tape again.)Stage 2 Reading1.Lead-inAsk the Ss to describe a kind of weather and what people do in such weather.Today we’ll read some book descriptions about natural disasters and stories that happened in terrible weather.Volcano & EarthquakeThe Coming Storm: Extreme Weather and Our Terrifying FutureHidden Big Island of Hawaii: Including the VolcanoesNational ParkSudden Sea: The Great Hurricane of 19382.Pre-reading tasksRead through the book descriptions and match them with the following book titles.Read the information about the exercises.Listen to the tape and do Exercises 1,2 & 3.Describe a kind of weather and what people do in such weather.Read through the book descriptions and match them .Volcano & Earthquake Under the Volcano: A NovelDisaster! The Great San Francisco Earthquake and Fire of 19063.While-reading tasksAsk the Ss to read the descriptions carefully again. Divide the whole class into two parts. Each part deals with one of the following two activities:1. Which books on the list interest you? Give reasons why you might want to read them.2. Choose one book from the list which you don’t want to read and explain why you think it won’t interest you.4.Post-tasksGroup work.Imagine your teacher asks you to write an essay about human experiences and how people suffer during natural disasters. Which books would you choose to help you write your essay? What information do you think you could use from them?Stage 3 WritingBrainstormingWhat natural disasters do you know?2. WritingDivide the class into six groups. Each group discuss a topic and writes a composition together. After they finish the writing, they should do peer-revision. Then the teacher will post the compositions on the wall. Each composition should contain the following parts:1.How is the disaster formed?2.What happens when the disaster comes?3. What is the damage after the disaster?4.What do people do after that?5. What lesson have you learn?Stage 4 HomeworkRead more passages about natural disasters. They can refer to the following websites:This activity aims to improve the Ss’ reading ability of skimming and the Ss can get the general idea of each paragraph.(This activity is to help the Ss develop the ability of scanning and express their own opinions with their own words.) (This step tries to develop the Ss’ cooperative ability and writing ability. The Ss look up information in many different ways.) Ss will be happy to do this exercise.课题 SEFCB2Unit 10Grammar & word 课时 6-6 备课人万兴安授课时间 2004.12教学目标 1. Learn and master Grammar: Ellipsis2. Review the usage of the present participle & past participle.教学重点 1.Learn about Ellipsis of different types.2.Enable Ss to learn how to choose the present participle & the past participle.教学难点How to use Ellipsis to make a sentence brief and clear.教、学具 a computer & a projector预习要求 Read grammar items in a Grammar book.教师活动内容、方式学生活动内容、方式旁注Step 1: Word Study1. Check the answer to Exercise 1 at Page 77.2. The Present participle & the past participleLook at the 2 sentences on the blackboard.This is a moving story.The boy is deeply moved by the story.Can you tell the difference between “moving” & “moved” ?Please open your books at Page 78. Look at Ex. 2. Read the sentences and fill in the blanks with the proper forms of the words.Step 2: Grammar - EllipsisLook at the 2 sentences on the blackboard.Upon arrival, my uncle hugged Pompy and (?) tried to give him courage.Then came a smell of sulphur, and then (?) flames.Read them and decide which words were left out at each place of the question marks.In modern English there is a tendency to omit or leave out some words in a sentence for the sake of conciseness. The omission is called “Ellipsis”, and a sentence containing such an elliptical sentence.A word or words in a sentence can be omitted only on condition that the omission would not cause the sentence to be understood in more than one way to be unclear meaning or wrong. We must keep in mind thatwe should not omit words necessary for clearness. Are youclear about that? Now I’d like to some more about “Ellipsis”.简单句中的省略1) 省略主语祈使句中主语通常省略；The present participle “moving” expresses an action that happens around the same time as the main verb with an active meaning while the past participle “moved” expresses an action that is completed with an passive meaning.Read the sentences and fill in the blanks with the proper forms of the words.I think in the 1st sentence the subject “he or my uncle” was left out.In the 2nd sentence I think “came” should be at the place of the question mark.其它省略主语多限于少数现成的说法。

高二英语教案：新高二英语UNIT 10

unit 10 (2A) Frightening natureCONTENTS教材分析(Analysis of the teaching material) 1地位与作用(Status and function) 1教学目标(Teaching aims) 1课时安排（Teaching arrangement） 2教学计划(Teaching plans) 2Periods 1 & 2 Warming-up & Reading 2Period 3 Listening(Wb) Speaking & Talking 6Period 4 Integrating skills(Sb) 7Period 5Listening(Wb) Integrating skills & Writing (Wb) 10 Period 6 Grammar & Word Study 12附录一背景资料(Background knowledge) 15附录二参考网站(Websites for reference) 17附录三：Are you ready for a hurricane? 18教材分析(Analysis of the teaching material)1 地位与作用(Status and function)本单元的中心话题是“恐怖的自然”。

围绕这一话题讨论了台风、火山等自然灾害发生时的现象及带来的影响。

通过各个部分的学习，学生初步了解各种自然灾害及对人类带来的危害，从而增强保护环境和自我保护意识。

“热身”(Warming up) 通过四张图片引出自然现象：火山、台风和彗星及进行科学研究的仪器。

通过师生问答形式，学生能描述自然现象并对台风、火山等自然灾害有初步了解。

根据图式理论，将新学知识与学生已有的知识结合起来，能激活学生已有的图式，有利于新知识的掌握。

通过这个阶段的语言训练为以下各部分的学习打下基础。

1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。

学习倒装句的用法。

Join还可表示“来（去）和某人呆在一起，把……连在一起”③I will join you in a few minutes.我一会就过来。

④Please join the two ends of the rope together.把绳子两头接起来。

Tom’s brother was put(thrown、cast)into prison because of murderer,and he will be in prison for thirty years.汤姆的哥哥因犯谋杀罪而被关进监狱，他将在监狱服刑三十年。

3.demand①当可数名词“要求”用We refused his unreasonable demands.我们拒绝了他的无理要求。

②当不可数名词用There is a great demand for typists but(a)poor demand for clerks.打字员很抢手但是办公室职员几乎没人需要。

③当动词用：demand+名词、代词、从句或to do sth.如：They demanded the right to do things they like.他们要求有做自己喜欢做的事情的权力。

The lady demanded to see our headmaster.那个女士要求见校长。

He demanded that we (should)try to finish our work on time.他要求我们按时完工。

宾语从句用虚拟语气形式，主+should+动原……④demand问“How old are you?”he demanded.他问我“你多大啦？”4.forbid(forbade, forbidden)①forbid sb.to do sth.如：My mother forbids me to keep in touch with that boy.我妈不让我与那个男孩交往。

②forbid(one’s)doing sth.如：The law strictly forbids individual’s running business in some fields.法律严禁私人从事某些经营活动。

③常用被动形式Smoking is forbidden here.这儿不许抽烟。

④表示“使……不可能，使……无法……”The bad weather forbids a spring outing.坏天气使我们无法春游。

5.have a right to do sth.有权做某事right:①当名词用，可有复数形式如：human rights人权；但是当方向（右边）讲时，不可数，turn to the right向右转②当形容词：a.右面的、向右的、政治上右倾的；b.对的、正确的、合适、恰当、正当；c.对头、没事了。

如：He didn’t feel quite right.他感觉不太舒服。

Your advice is right你的建议是对的。

Which is the right answer?哪个答案正确？③当副词用，向右Don’t forget to turn right when you meet a bookstore.看到那家书店别忘了向右转。

The crowd divided right and left.人群走散了（各奔西东）。

6.give构成的短语①give away 送给人、分发、泄露、暴露Let’s give away our dog.我们把狗送人吧。

②give back:送还、恢复（健康）Living here has given me back my health.在这住使我恢复了健康。

③give in交进来，让步、妥协、投降The boy gave in the money he picked up.那小孩把捡到的钱上交了。

In the end,they gave in.最终，他们屈服了。

④give off散发出The gas gave off an unpleasant smell.那种气体发出难闻的气味。

⑤give out用完、耗尽、没有了。

Money gave out.钱用完了。

⑥give up放弃、不再做、把……献给……My father has given up smoking.我爸“戒烟了。

”He has given up his life to teaching.他一生都献给了教育事业。

D on’t give up,try again.别泄气，再试一次。

7.open①形容词，表状态，“开着的”Don’t keep the door open.别让门开着（即：请把门关上）。

②动词：打开门，经营、开办③Now,he opens a small factory of his own.现在他自己办了个厂。

Open the door, please!请开门！③be open to对……开放Many school libraries are open to children on Sundays.不少学校的图书馆周日给孩子们开放。

8.far from:不仅仅，远不是（跟动名词、形容词、名词或代词）。

如：①Far being slow, they are actually fast enough.他们一点也不慢，相反非常迅速。

②It’s far from perpect.它还很不完美。

另外：由far引出的短语①go far(物)经用、时间长This food can’t go far.这些东西不够吃。

②so far:到目前为止、到…程度（地步）I can only tell you so far.我只能给你说到这一步。

③as far as就……而言、从……来看、尽……所能、只要……、一直查到某地As far as I know, he will not come.据我所知，他不会来啦。

You should stick to your opinion as far as it is reasonable.只要你有理，就应该坚持。

We walked as far as the church.我们一直走到教堂跟前。

9.separate…from…把……分离、分开Nobody can separate Taiwan from China.任何人也不能把台湾从中国分裂出去。

separate(adj.)独自的、独立的、分别为不同的、各自的I want to listen to your separate opinions.我想听你们每个人自己的看法。

10.able(可以的，有能力的，可能的)①He is an able man.那人本事不小。

enable(v)使……能②We must learn more to enable us to face all the difficulties.我们要多学知识以便能面对各种困难。

disable:有残疾的，不能干的；the disabled表示一类人（残疾人）11.able作词辍时①可以……的，值得……的（有被动含义）eatable可食用的，measurable可以测量、估计的；readable可读的②其他含义：conformable舒适的、安逸的；suitable 合适的，恰当的12.turn out 结果是……、变成……记下列turn构成的短语turn against 反戈一击、反对……，对……不满turn back打退堂鼓，返回turn down拒绝；把……（音量等）放低，开小turn in上交某物，交回turn into变为turn off关上（收音机、龙头等）；离开（公路等）；对……失去兴趣，反感turn on开（收音机等），使……感兴趣；吸引；向……进攻；责怪turn out结果是、最后情况是……，关（电灯、煤气等），生产、造就turn over移交，随便翻阅turn to sb.寻救帮助；查阅资料；努力于、加劲干turn up来赴（宴、开会），出现；把（音量）放大；使作呕。

如：①There was no body that I could turn to.当时没有一个人能帮助我。

②P lease turn off the TV set. It’s wasting power.把电视关了吧，太费电啦。

③Things turned out to be smoothly developing.事情结果正常发展。

④Our suggestions were turned down at the meeting.会议没有采纳我们的建议。

turn当名词用时，意为“轮到某人干……，转折；倾向；作风”等意思。

如：She went hot and cold by turns.她一阵热，一阵冷。