人教版高二英语必修五Teachingplanfor“AStudentofAfricanWildlif
人教版新课标必修二 Unit 5 Teaching Plan of Reading教案
Unit 5 MusicPeriod I Reading --THE BAND THAT WASN’TTeaching PlanTeaching Contents Analysis:The topic of this unit is about music and its different music styles. The reading passage introduces how the Monkees formed and how it developed. It was a band of one musician and other three actors. At first, it was famous for its humorous performances and playing jokes on each other. Later, the Monkees started to play and sing their own songs like a real band.Students Analysis:Students might encounter some problems that they cannot fully understand the passage in such a short time reading. They might fail to summarize the main idea of each paragraph. So teacher tries to help students understand this passage as much as possible.Teaching Aims:1.Help students learn about different kinds of music styles.2.Get students to learn how people form a band normally.3.Enable students to talk about how to form a band in their own words.4.Encourage students to set dreams out of interest, instead of attaching to becoming rich andfamous.Key points and difficult points:1.Help students learn about different kinds of music styles.2.Enable students to talk about how to form a band in their own words.Teaching Procedure:Step1 课前2分钟: Ss. altogether sing a song: because you liveStep 2 Lead-inTo ask student what they think of this song and what kind of music style is.Step 3 Warming upEnjoy different kind of music style and try to match the music with its style.Step4 Pre-readingTo ask whether they know any person who sings Rock ‘n’ Roll music and introduce the reading passage – the Monkees.Do you know some bands that belong to this kind of music?Step 5 ReadingTask1 Fast ReadingHave Ss. Read the reading passage “THE BAND THAT WASN’T”, then match the main idea witheach paragraph.Para.1: How the Monkees became popular and how they developed as a real band. Para.2: The Monkees started in a different way.Para.3: Many people want to be famous as singers or musicians.Para 4: This is how most bands start.Task2 Careful readingRead the passage carefully and try to fill in the blanks and teacher to write down the main structure on the blackboard.Step 5 Post-reading (group work):Activity 1: Question time for student to ask questions and other groups need to answer the questions.Activity 2: Discussion on some questions about how to form a band.T asks Ss. to check if they have some problems to understand the reading passage, if so,they can ask other group to answer their questions.Step 6 SummaryTo summarize what we have learned in this class.Step 7 Homework1. Try to retell the passage in your own words.2. Write a short introduction of your band.Step 8 The design on the blackboardUnit5 musicTHE BAND THAT WASN’T。
人教版Unit5TeachingPlan
Teaching PlanTitle: Unit 5 Nelson Mandela – a modern heroSection:Period2 Reading Task-A Follow of Bill Gates; A Competitor of Bill Gates Teacher: Wu Jingzhi 100201110Date: September 15, 2013 (1.5 class periods as planned)I have been a friend of Bill Gates for a long time. I knew him when he was a student at Harvard University. We were surprised when he left university to set up his own company “Microsoft” and make his own software. But he was the clever one! He is very good at writing computer languages and almost all computers now use Microsoft software. The program “Word”is used from Britain to China! Of course he has made a lot of money and that makes people very jealous. They want to stop his success. Even the government is against him and has tried to break his company into two parts. They say that he is unfair to other people who want to sell similar software. Because he fits his new software free in every new computer, the government says he is stopping other companies from selling their programs. This is not fair. Everyone should be able to do what they can to stop other competitors. He is very rich, but he is generous. He has given millions of dollars to help the education and health of many children around the world. You could not meet a better man than Bill Gates.。
高二英语教案：UNIT5 A TEACHING PLAN
A Teaching Plan for Unit 5 Senior Book2A The British Isles椒江一中高二英语备课组田逢常、朱美霞、朱娜、林云芳、林艳平、徐香云、蔡洁珍、鲍荣（按姓氏笔画）The first period Warming up and listeningTeaching goals1.Get the students to talk about pictures.2.Encourage the students to talk out what they know about the UK and Ireland.3.Help the students learn to get information by listening.Teaching Procedures:Step 1 Warming up1．Lead-in(1)What do you think of Jiaojiang? Which place impresses you most?(2) A. There are not many visiting places in Jiaojiang as it is a newly-developed city. But whatabout our country? Think what words you’ll need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, letting others guesswhich place it is.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students where they are taken.Then tell the students to say something they know about these places.4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some importantcities in the UK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food andlife. (Show some famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and otherthings in the UK and Ireland.Step 2 Listening1.The teacher talks more about the languages in the UK and Ireland. Then ask the students totalk more about the education in the UK.2.Ask: How are classes arranged in schools in the UK?3.(1) Listen to the tape and tick the sentences which are true.(2)Listen to the tape and fill in the timetable below.(3)Listen to the tape and answer the following questions.Step 3 Extension1.Talk about our own timetable.2.Have a discussion about the similarities of the timetables in our country and the UK and alsotell the differences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The second period SpeakingTeaching GoalsTrain the students’ spoken EnglishImprove the students’ ability of imagination and debatePractise expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1.The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2.Talk about the 28th Olympic Games3.Talk about their favourite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learnfor the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learngeography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nationshave advantages over other countries?Step3 Tips on how to express agreement and disagreementDon’t you think that…?I don’t think that’s right…I don’t think so.You must be mistaken…No, you are wrong thinking that…I’m afraid you’re wrong…Aren’t you confusing…?I’m not so sure about that…Surely it must be….Yes, you are right, but…Yes, I agree with you.I believe that you’ve got it right.Step4 Class further debate Is it a good chance for the development of China ?Have a debate among boys and girls. They will express different opinions on the advantages or disadvantages of hosting the Olympics in Beijing. So it’s a good chance to improve their spoken English.Step5 HomeworkPreview the reading passage “The British Isles”The third period ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages.Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics.Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false.( ) 1. Many people around the world study English, and they know a lot about British culture. ( ) 2. Great Britain is made up of four countries.( ) 3. The island of Britain is separated from France by the English Channel.( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English.Step 4 DiscussionShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.大陈岛位椒江区东南52公里海上，分上、下大陈二岛。
人教新课标高中英语必修五全套教案
Teaching Plan for Book 5Unit1 Great Scientists (Reading)Teaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interest4.Teaching aidsThe multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresI. Warming up1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them? What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)2. Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)3. How much do you know about AIDS?1) Pair work—questions for discussion ? What’s t he full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)2) AIDS QUIZ (individual work)1) AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The s tudent’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practice supporting and challenging an opinion.To practice listening comprehension.TEACHING PROCEDURESI. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS1. How many AIDS patients all over the world? Where are they? And are they young or old?2. What kinds of social problems can AIDS cause?3. How about the situation in China? ? About drugs1. Is the use of drugs such as heroin, serious? Why do you think so?2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?2. What kinds of danger can it cause to our body?3. Can you think of the other dangers of smoking? ? About drinking1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they?3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or chal lenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ?3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).The Third PeriodGOALS:? To learn more knowledge about AIDS.? To help students understand the attitudes and spirits of living with disease ? To learn some useful language pointI. Pre-readingLife is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out thatyou had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but ther e’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.II. While-readingQuestions:Q1: How did cancer change the writer’s life?Q2: Compare the writer’s situat ion with that of Xiaohua. In what way are their experiences similar or different?Q3: Do their experiences strike you?Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)III. WritingLife is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to followStep one: think about your past days: what were some events that made you very happy? What made you very sad? Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).Step three: talk about the happy and sad things to your partner, with reference to the timeline.Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.Step five: work out an outline of what you are going to write.Step six: read an exampleStep seven: begin to write.IV. Homework1. Write an essay about an important event in your life.The Fifth PeriodGOALS: ?To learn about some antonyms ?To practice using some useful words and phrases in the textTEACHING PROCEDURESI. Lead-inAsk students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this wayQ1. Do you still remember Xiaohua?Q2. What has happened to her?Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)II. Learn and practice using some antonyms1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)1. In February some people got ____ a strange disease and died within a month.2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.3. People think it a serious crime to attack _______ children.4. AIDS can be transmitted by having ______ sex.5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.III. Practice using some useful words and phrases in the text.(Translate the following sentences with the help of Chinese or italic words.)1. The doctor ______ (诊断)my illness as a rare skin disease.2. He has _______ （恢复）from his bad cold and can go out tomorrow.3. The disease makes her realize how _______ （宝贵）life is.4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of______________.（延误的治疗）The Sixth PeriodGOALS: ?To learn the Subjunctive Mood?To make students get familiar with the Subjunctive Mood and master it by using it in different situations TEACHING PROCEDURESI. Lead-in1) Show students the picture of Xiaohua and ask them two questions:Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)Q2. How was she infected with AIDS? (She was infected by birth.)2) Xiaohua was born dying and she has no choices. But many pe ople who really have many choices don’t realize how precious life is and do a lot of harms to themselves.1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.II. More Situations1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?III. Homework1. Finish all the grammar exercises on SB and WB2. Review the whole unitTeaching Plan for Book 5Unit2 The United Kingdom.Teaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK and Ireland.3. Help the students learn to get information by listening.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.5.Discussion methods to make the Ss understand what they’ve learned in class.6.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching proceduresStep 1 Warming up1.Lead-in(1) What do you think of Dongguan? Which place impresses you most?(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about ourcountry? Think what words you¡¯ll need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, letting others guess which place itis.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell thestudents to say something they know about these places.4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in theUK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Showsome famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in theUK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk moreabout the education in the UK.2. Ask: How are classes arranged in schools in the UK?3. (1) Listen to the tape and tick the sentences which are true.(2) Listen to the tape and fill in the timetable below.(3) Listen to the tape and answer the following questions.Step 3 Extension1. Talk about our own timetable.2. Have a discussion about the similarities of the timetables in our country and the UK and also tell thedifferences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The second period SpeakingTeaching GoalsTrain the students¡¯ spoken EnglishImprove the students¡¯ ability of imagination and debatePractice expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2. Talk about the 28th Olympic Games3. Talk about their favorite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?Step3 Tips on how to express agreement and disagreementStep5 HomeworkPreview the reading passageThe third period ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages. Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics.Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false. ( ) 1. Many people around the world study English, and they know a lot about British culture.( ) 2. Great Britain is made up of four countries.( ) 3. The island of Britain is separated from France by the English Channel.( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English.Step 4 DiscussionShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why? Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.The fourth period Grammar and Language studyTeaching goals1. Learn about the appositive clause.2. Identify noun clauses.3. Enable students to use new words.Teaching proceduresStep 1 Review the vocabulary and complete the sentences.a. Students work in pairs first.b. The teacher check the answers.Step 2 Brainstorminga. Review the text and present the appositive clause by asking questions:1.What impresses you most in the passage ?The fact that ¡ impresses me most.2.What have you already known before reading the passage ?I have known the fact that ¡3.Did you hear any news about Britain recently ?I heard the news that ¡b. Collect answers as many as possible ,reminding studentsof sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is coming.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn something practical.c. The teacher offers explanation if necessary.Step 4 Tell the function of the following sentences.1.The idea that Great Britain is made up of three countries¡¯ Corner ,Big Ben and the Tower of London is past.2.The fact that Great Britain is made up of three countries is still unknown to many.3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.4.Some people feel that Wales is an ancient fairy land.5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.6.They realize that it is of great value to record and teach them to the younger generation.Step 5 ConsolidationConsolidate what have been learned by doing further exercises.The Fifth Period Integrative SkillsTeaching Goals:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Learn things about the city Salisbury.3. Know more about Britain.4. Cultivate the students’ abilities of concluding and reasoning.Teaching procedures:Step 1: Lead inTeacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?Who wrote the story?Do you know something about Daniel Defoe?Step 3 Extension1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be foundwith names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!(A video clip is presented about a pub.)About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.2. Let the students say something about the British Isles as far as they know.Step 4 Homework:Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:1. Choose any place you know or you like and write a short passage about it.2. With the help of the Internet, try to collect as much information as possible and make a PowerPointpresentation in the next period.Teaching Plan for Book 5Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Teaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books. Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books.Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soon.。
人教版高二英语必修五Teaching plan for“A Student of African Wildlife” 教案
1. With such a special study way, what does she achieve?
2. How does she manage to fully understand chimp behavior while nobody else before her could?
Be able to use effective skills to understand the passage well, including getting the information from the context, guessing the meaning of the new words from the context, guessing the implied meaning from the context and the organization of the context.
四教学重点与难点
Important points: use reading skills to understand the passage and the theme.
Difficult points: 1. Students understand the study step by step.
2. How to support an idea by giving details in different ways.
Step 2 Read the title
What information can you get from the title? What do you expect to know from the passage with such a title?
高二必修五英语教学设计(人教版)
7. Leonardo da Vinci, Italian, an artist.
8. Sir Humphry Davy, British, aninventor and chemist.
9. Zhang Heng, ancient China, an inventor.
becomeaseniortwograder.Iamhappytobewithyouhelpingyouwithyour
English.Todaywearetoreadaboutacertainscientist.Butfirstletsdefinethe
word scientist. What is a scientist?
thatstudyphysicsarephysicists.Thosethatstudychemistryarechemists.Those
that study biology are biologists.
Step II
Ask the students to try the quiz and find out who knows the most.
Species.
3. Thomas Newcomen, British (1663-1729), an inventor of steamengine.
4. Gregor Mendel, Czech, a botanist and geneticist.
5. Marie Curie, Polish and French, a chemist and physicist.
10. Stepper Hawking, British, a physicist.
高二英语必修5教案 新课标 人教版 教案
高二英语必修5教案Teaching Plan for Book5Unit1 Great Scientist (Reading)Teaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part& each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learning activities.3.petition and role-play method to arouse the Ss’ interestTeaching aidsThe multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresI. Warming up1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide probl em. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)2. Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly di sease.)3. How much do you know about AIDS?1) Pair work—questions for discussion ? What’s the full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)2) AIDS QUIZ (individual work)1) AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, otherinsects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.) IV. Homework1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practice supporting and challenging an opinion.To practice listening prehension.TEACHING PROCEDURESI. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions—? Raise the idea of social problem and e to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.2) As has just been talked about, AIDS is not only a personal problem, but alsoa social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS1. How many AIDS patients all over the world? Where are they? And are they young or old?2. What kinds of social problems can AIDS cause?3. How about the situation in China? ? About drugs1. Is the use of drugs such as heroin, serious? Why do you think so?2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?2. What kinds of danger can it cause to our body?3. Can you think of the other dangers of smoking? ? About drinking1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they?3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or challenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ?3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).The Third PeriodGOALS:? To learn more knowledge about AIDS.? To help students understand the attitudes and spirits of living with disease ? To learn some useful language pointI. Pre-readingLife is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to chooseis a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but there’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.II. While-readingQuestions:Q1: How did cancer change the writer’s life?Q2: pare the writer’s situation with that of Xiaohua. In what way are their experiences similar or different?Q3: Do their experiences strike you?Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.) III. WritingLife is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to followStep one: think about your past days: what were some events that made you very happy? What made you very sad?Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).Step three: talk about the happy and sad things to your partner, with reference to the timeline.Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.Step five: work out an outline of what you are going to write.Step six: read an exampleStep seven: begin to write.IV. Homework1. Write an essay about an important event in your life.The Fifth PeriodGOALS: ?To learn about some antonyms ?To practice using some useful words and phrases in the textTEACHING PROCEDURESI. Lead-inAsk students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this wayQ1. Do you still remember Xiaohua?Q2. What has happened to her?Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)II. Learn and practice using some antonyms1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.2) Let students have a petition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible3) Practice using these antonyms through exercises. (plete the sentences using the antonyms)1. In February 2003 some people got ____ a strange disease and died within a month.2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.3. People think it a serious crime to attack _______ children.4. AIDS can be transmitted by having ______ sex.5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.III. Practice using some useful words and phrases in the text.(Translate the following sentences with the help of Chinese or italic words.)1. The doctor ______ (诊断)my illness as a rare skin disease.2. He has _______ （恢复）from his bad cold and can go out tomorrow.3. The disease makes her realize how _______ （宝贵）life is.4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）bee deadly if it is not properly treated.5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）The Sixth PeriodGOALS: ?To learn the Subjunctive Mood?To make students get familiar with the Subjunctive Mood and master it by using it in different situationsTEACHING PROCEDURESI. Lead-in1) Show students the picture of Xiaohua and ask them two questions:Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)Q2. How was she infected with AIDS? (She was infected by birth.)2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves. 1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.II. More Situations1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?2. It is said that a falling star can let your dream e true. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dream true. If you had a magic lamp, what would you ask it to do for you ?III. Homework1. Finish all the grammar exercises on SB and WB2. Review the whole unitTeaching Plan for Book 5Unit2 The United Kingdom.Teaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK and Ireland.3. Help the students learn to get information by listening.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learningactivities.3.petition and role-play method to arouse the Ss’ interestTeaching proceduresStep 1 Warming up(1) What do you think of Dongguan? Which place impresses you most?(2) A. There are not many visiting places in Dongguan as it is a newly-developedcity. But what about our country? Think what words you¡¯ll need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, lettingothers guess which place it is.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students wherethey are taken. Then tell the students to say something they know about these places.4. (1) Ask the following question: Do you know how many parts the UK is made upof? (Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + theRepublic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them. 5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk more about the education in the UK.2. Ask: How are classes arranged in schools in the UK?3. (1) Listen to the tape and tick the sentences which are true.(2) Listen to the tape and fill in the timetable below.(3) Listen to the tape and answer the following questions.Step 3 Extension1. Talk about our own timetable.2. Have a discussion about the similarities of the timetables in our country and the UK and also tell the differences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The second period SpeakingTeaching GoalsTrain the students¡¯ spoken EnglishImprove the students¡¯ ability of imagination and debatePractice expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2. Talk about the 28th Olympic Games3. Talk about their favorite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?Step3 Tips on how to express agreement and disagreementStep5 HomeworkPreview the reading passageThe third period ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages.Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is relatedto all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics. Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false.( ) 1. Many people around the world study English, and they know a lot about British culture.( ) 2. Great Britain is made up of four countries.( ) 3. The island of Britain is separated from France by the English Channel. ( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English. Step 4 DiscussionShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.The fourth period Grammar and Language studyTeaching goals1. Learn about the appositive clause.2. Identify noun clauses.3. Enable students to use new words.Teaching proceduresStep 1 Review the vocabulary and plete the sentences.a. Students work in pairs first.b. The teacher check the answers.Step 2 Brainstorminga. Review the text and present the appositive clause by asking questions:1.What impresses you most in the passage ?The fact that ¡ impresses me most.2.What have you already known before reading the passage ?I have known the fact that ¡3.Did you hear any news about Britain recently ?I heard the news that ¡b. Collect answers as many as possible ,reminding studentsof sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by paring the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is ing.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn somethingpractical.c. The teacher offers explanation if necessary.Step 4 Tell the function of the following sentences.1.The idea that Great Britain is made up of three countries¡¯ Corner ,B ig Ben and the Tower of London is past2.The fact that Great Britain is made up of three countries is still unknown tomany.3.The result of so much French influence was that the English language ended upwith many French words such as table, animal and age.4.Some people feel that Wales is an ancient fairy land.5.That most of these are now threatened and may disappear is a serious matter tothe people in Britain.6.They realize that it is of great value to record and teach them to the youngergeneration.Step 5 ConsolidationConsolidate what have been learned by doing further exercises.The Fifth Period Integrative SkillsTeaching Goals:1. Learn to describe the countryside, the cities, the people and their life byreading the passage.2. Learn things about the city Salisbury.3. Know more about Britain.4. Cultivate the students’ abilities of concluding and reasoning.Teaching procedures:Step 1: Lead inTeacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?Who wrote the story?Do you know something about Daniel Defoe?Step 3 Extension1. More to know about life in Britain: When talking about life in England, we justcan’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be foundwith names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!(A video clip is presented about a pub.)About football: Football is Britai n’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters.Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.2. Let the students say something about the British Isles as far as they know.Step 4 Homework:Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:1. Choose any place you know or you like and write a short passage about it.2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period。
英语高二(上)人教版新课标必修(5)unit 4：同步教案(
英语高二（上）人教版新课标必修（5）Unit 4：同步教案（7）（精品）7th period GrammarInversion1.教材分析（analysis of teaching material）In the two reading passages, the Ss have learned some sentences using the inversion. So in this lesson, the teacher will get the Ss to understand this grammatical structure so as to understand the readings better.2.学情分析（analysis of students）In the process of learning English, Ss have learned some sentences using the inversion. So the teacher can use some common sentences to lead in.3.教学目标(Teaching aims)知识目标(Knowledge aims)Enable students to learn how to use the inversion.能力目标(Ability aims)Get the students to understand and sum up the grammatical points. Meanwhile try to master these rules.情感目标(Emotion aims)a. Get Ss to become interested in grammar learning.b. Develop Ss’ sense of group cooperation.4.教学重点和难点（teaching important points and difficult points）Enable students to master the structures of inversion and let Ss try to learn how to use the inversion correctly.5.教学过程(Teaching procedures)Step I: Greetings & RevisionStep II: PresentationTask 1: Check the homeworkTask 2: Present the usages of inversion.部分倒装（七种）(1). 疑问句eg. Have you seen the film?注意：如疑问词在句中做主语，则用自然语序。
高中英语 Teaching Plan for Unit 5教案 新人教版必修1
教学内容
Unit 4Reading — A Night The Earth Didn’t Sleep
(Warming up, pre-reading & reading)
授课班级
高二（4）班
2. Judge the statements True (T) or False (F) according to the article.
Task 3: Post-reading
After reading for twice, then ask students to listen to the tapes and search for some important information to fill in the diagram.
and studying in a foreign country.
教学方法
Fast-reading, careful reading, task-based method and group work.
教学步骤
教师教学活动内容、方式
学Hale Waihona Puke 活动内容设计意图Step 1
Leading-in
The world is getting smaller and smaller. We have more and more opportunities to travel or study abroad. Then ask students to do a small quiz about studying abroad.
Do a small quiz to get some knowledge about studying abroad
Teaching plan of unit 5
Teaching plan of unit 5Teaching aims:1.TopicThe qualities of a great person;The lives of some great people.eful words and expressions:hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerelylose heart in trouble worry about out of work Youth League as a matter of fact blow up put…in prison come to power set up be sentenced to3.Functional items:A. Giving opinions:Why do you think so?What do you think of …?What’s your opinion?I agree/ don’t agree.I think/don’t think….I prefer….In my opinion….I’m afraid…B. Making comments:Good idea!That’s an excellent idea.4.StructuresThe attributive clause (II)由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
Teaching Plan for Unit 5 Section A of Grade Nine
Teaching Plan for Unit 5 Section A of Grade Nine Ⅰ．Teaching Aims and Demands1．Knowledge Objects(1) Key Vocabularybelong, belong to, plate. author, toy, picnic(2) Target LanguageWhose book is this?It must be Mary's. Wanda Wilbur is her favourite author.2．Ability Objects(1) Train students' listening skill.(2) Train students' communicative competence using the target language.3．Moral ObjectsWhen you are on a picnic, remember to bring litter back to keep our environment clean and tidy.Ⅱ．Teaching Key Points1．Key vocabulary2．Target languageⅢ．Teaching Difficult Points1．Listen for the target language2．Oral practice using the target languageⅣ．Teaching Methods1．Scene teaching method2．Listening method3．PairworkⅤ．Teaching Aids1．Blackboard drawings2．A tape recorder3．A projectorⅥ．Teaching ProceduresI. Pre-taskPlay guessing games to make the students have a brain storming by using It could/ mightbe a/an…,encourage them to say as much as they can.II. While-task1. Warming upShow some pictures for the student to practice target languages by guessing who the person is.2. ListeningDiscuss the picture with the students and then finish 1b by listening to the recorder. Then check the answers.3. Pair workLet students practice in pairs according 1b and then ask several pairs to show up their dialogue. Let them pay attention to “be xx’s and belong to xx”.4. PractiseLook at the pictures and practice by using “must, could, might and can’t”.5. ListeningListen and finish 2a and 2b.6. WritingLet the students pay attention to the usage of “must, could, might and can’t”, then finish 2c and discuss with the whole class.III. Post-task1. Show a number of pictures and let the students discuss in groups to find out who the owner is. Make sure they use the target languages while they are talking.2. Ask several students to report the results they discussed.IV. Language FocusSummery target language points with the students.V. Homework1. Copy the sentences in grammar focus.2. Write a short passage of the results you discuss today.Feedback:。
高二英语必修5教学计划：Unit 4 Making the news(人教版)
高二英语必修5 教学计划：Unit 4 Making the news
（人教版）
世界上60%以上的信件是用英语书写的，上两个世纪英国和美国在文
化、经济、军事、政治和科学上的领先地位使得英语成为一种准国际语言。
小编准备了高二英语必修5 教学计划，希望你喜欢。
一. 全模块目标(Teaching aims)
1. 能力目标(Ability aim)
Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
Enable the Ss to know what is needed to become a reporter and how to conduct an interview.
2.. 语言目标(Language aim)
重点词汇和短语
occupation, update, submit, cover, concentrate on, inform, publish, polish, approve, acquire, accuseof, so as to, scoop, deadline, depend on, ahead of, assess, demand, process。
【范文】人教版高二英语必修5全册教案
人教版高二英语必修5全册教案本资料为woRD文档，请点击下载地址下载全文下载地址www.5ykj.com TheSixthPeriodwritingTeachinggoals教学目标.Targetlanguage目标语言重点词汇与短语suggest,persuade,observation,contributions,achieve, devote...to2.Abilitygoals能力目标Enablethestudentstolearnthewayofpersuasivewritingan ddescriptivewriting.3.Learningabilitygoals学能目标Learnhowtowriteapersuasivewritingandadescriptivewri ting.Teachingimportantpoints教学重点Helpthestudentstolearntowriteapersuasivewritingandareport.Teachingdifficultpoints教学难点Howtowriteareportaboutascientistandhis/herjob.Teachingmethods教学方法Task-basedactivities.Teachingaids教具准备Acomputerandaprojector.Teachingprocedures&ways教学过程与方式StepⅠPresentationTask1:Summarizethewayofwritingareport.T:Nowclass,ifwewanttowriteareportaboutascientist,wh atcontentsshouldweinclude?S1:Thelifeofthescientist,suchashisbirthanddeathdate s,hisfamily,hiseducation,hispersonality,hisachievem entsandcontributions,hiskeyfactorstohissuccess.T:yes.youareright.Andhowdowemakeanoutlineaboutit?S2:weshouldputthecollectedinformationunderthreehead lines:life,achievementsandkeytosuccess.Task2:Remindthestudentsofthewritingtechniquesandwri tingfeaturesofareport.Showthefollowingtothestudents.ReportFormallanguagewithfewadjectivesNospeechexceptquotationsNotemotionalonlyonemaincharacterFactualstructuredaccordingtoexperimentalmethod PasttenseandpassivevoiceTask3:Summarizethewayofpersuasivewriting.T:youknowifwewanttopersuadesb,wealwayswanttoreasonw ithhimorher.wemustdevelopourownideasandprovidesomee videncetosupportourideassotherearealwaysthreestepst opersuadesomebodyelsetochangehisorherpointofview.ca nyoupointoutwhatthethreestepsare?S1:Ithinkthefirstistogiveyouropinionandidea.S2:Thesecondistogivethereasonsandevidencetosupporty ouridea.S3:Thethirdistomakeaconclusion.Showthefollowingtothestudents.ApersuasivewritingFormalorinformal,vividuseoflanguageSpeechtoshowfeelings,reactions,etcEmotionalornotemotionaltodescribefeelingsandfacts onlytwomaincharactersFactualorimaginativebasedonfactReasonandpersuadestepbystepPresenttenseThenaskthestudentstowriteashortletterasrequiredinEx ercise3.Asampleversion:DearNicolauscopernicus,IamastudentstudyinghistoryandIwouldverymuchliketore adyournewtheoryaboutthesolarsystem.Ihopeyouwillpubl ishitforseveralreasons.Iunderstandtheproblemswithth epresenttheory.Thewaytheplanetsmoveisnotwhatyouwoul dexpectiftheearthwasthecentreoftheuniverse.Itisalsooddthatthebrightnessofsomestarsseemstochange.SoIagr eewithyouthatweneednewtheory.Iknowyourobservationshavebeenverycarefullycarriedou tovermanyyears.Nowyoumusthavethecouragetopublishthe m.Sciencecanneveradvanceunlesspeoplehavethecourageo ftheirbeliefs.Iknowyouworryaboutwhatwillhappenifyou publishyournewtheory.Nomatterhowpeopleopposeit,time willshowifyourideasarerightorwrong.SoIhopeyoucanpublishyournewtheory.StepⅡwritingAskthestudentstowriteareportaboutascientist.SampleversionsStepⅢHomeworkAskthestudentstodotheProjectonpage47.附件.HowtodoascienceresearchAscienceprojectisaninvestigationusingthescientificm ethodtodiscovertheanswertoascientificproblem.Beforestartingyourproject,youneedtounderstandthescientifi cmethod.Thissectionusesexamplestoillustrateandexpla inthebasicstepsofthescientificmethod.Thescientificm ethodisthe“tool”thatscientistsusetofindtheanswerstoquestions.Itisth eprocessofthinkingthroughthepossiblesolutionstoapro blemandtestingeachpossibilitytofindthebestsolution. Thescientificmethodinvolvesthefollowingsteps:doingr esearch,identifyingtheproblem,statingahypothesis,co n-ductingprojectexperimentation,andreachingaconclus ion.ResearchResearchistheprocessofcollectinginformationfromyour ownexperiences,knowledgeablesources,anddatafromexpl oratoryexperiments.yourfirstresearchisusedtoselecta projecttopic.Thisiscalledtopicresearch.Forexample,y ouobserveablackgrowthonbreadslicesandwonderhowitgot there.Becauseofthisexperience,youdecidetolearnmorea boutmoldgrowth.yourtopicwillbeaboutfungalreproducti on.cAUTIoN:Ifyouareallergictomold,thisisnotatopicyo uwouldinvestigate.chooseatopicthatissafeforyoutodo.Afteryouhaveselectedatopic,youbeginwhatiscalledproj ectresearch.Thisresearchistohelpyouunderstandthetop ic,expressaproblem,proposeahypothesis,anddesignoneo rmoreprojectexperiments—experimentsdesignedtotestthehypothesis.Anexampleofp rojectresearchwouldbetoplaceafreshloafofwhitebreadi nabreadboxandobservethebreadoveraperiodoftimeasanex ploratoryexperiment.Theresultofthisexperimentandoth erresearchgiveyoutheneededinformationforthenextstep —identifyingtheproblem.ProblemTheproblemisthescientificquestiontobesolved.Itisbes texpressedasan“open-ended”question,whichisaquestionthatisansweredwithastateme nt,notjustayesorano.HypothesisAhypothesisisanideaaboutthesolutiontoaproblem,based onknowledgeandresearch.whilethehypothesisisasingles tatement,itisthekeytoasuccessfulproject.Allofyourprojectresearchisdonewiththegoalofexpressi ngaproblem,proposingananswertoit,anddesigningprojec texperimentation.Thenallofyourprojectexperimentingw illbeperformedtotestthehypothesis.Dostatefactsfrompastexperiencesorobservationsonwhic hyoubaseyourhypothesis.Dowritedownyourhypothesisbeforebeginningtheprojecte xperimentation.Don’tchangeyourhypothesisevenifexperimentationdoesnotsu pportit.Iftimepermits,repeatorredesigntheexperiment toconfirmyourresults.ProjectExperimentationProjectexperimentationistheprocessoftestingahypothe sis.Thethingsthathaveaneffectontheexperimentarecall edvariables.Therearethreekindsofvariablesthatyounee dtoidentifyinyourexperiments:independent,dependent, andcontrolledvariables.Theindependentvariableisthevariableyoupurposelymani pulate.Thedependentvariableisthevariablethatisbeing observed,whichchangesinresponsetotheindependentvari able.Thevariablesthatarenotchangedarecalledcontroll edvariables.Dohaveonlyoneindependentvariableduringanexperiment.Dorepeattheexperimentmorethanoncetoverifyyourresult s.Dohaveacontrol.Dohavemorethanonecontrol,witheachbeingidentical.Doorganizedata.ProjectconclusionTheprojectconclusionisasummaryoftheresultsoftheproj ectexperimentationandastatementofhowtheresultsrelat etothehypothesis.Ifyourresultsdonotsupportyourhypothesis:DoN’Tchangeyourhypothesis.DoN’Tleaveoutexperimentalresultsthatdonotsupportyourhyp othesis.Dogivepossiblereasonsforthedifferencebetweenyourhyp othesisandtheexperimentalresults.Dogivewaysthatyoucanexperimentfurthertofindasolutio n.Ifyourresultssupportyourhypothesis:youmightsay,forexample,“Asstatedinmyhypothesis,Ibelievethatlightisnotnece ssaryduringthegerminationofbeanseeds.myexperimentat ionsupportstheideathatbeanseedswillgerminatewithout light.Aftersevendays,theseedstestedwereseengrowingi nfulllightandinnolight.Itispossiblethatsomelightrea chedthe‘nolight’containersthatwereplacedinadarkcloset.IfIweretoimpr oveonthisexperiment,Iwouldplacethe‘nolight’containersinalight-proofboxand/orwraptheminlight-pr oofmaterial,suchasaluminumfoil.”2.onwomenscientists:AspeechintheInternationalwomen’sDaywomenthouhastencircledtheworld’sheartwiththedepthofthytearsastheseahastheearth.womeninyourlaughteryouhavethemusicofthefountainofli fe.Themessageisclear;itisinspiringandpresentsadeepphil osophy.womenwouldbethechangeagentinthisfastmovingwo rld’ssocio-economicscenario.wehaveassembledheretodaytocelebratetheInternational women’sDayandalsotheyearofEmpowermentofwomen....madamcuriewhogottheNobelPrizejustaftertwoyearsofest ablishmentoftheNobelFoundation—firstin1903inPhysicswhensheshareditandthenthesecond onein1911inchemistry,createdahistorybywinningtwoNob elPrizesinaspanof8years.Iamsure,thegrouphereisaware ofthedifficultconditionsandlaboratoryarrangementsun derwhichsheworkedandyet,sheexcelled.BiotechnologistscanneverforgettheworkofDorothycrowf ootHodgkinoncrystallographyleadingtothestructureoft heimportantbiologicalcrystals.ShewontheNobelPrizein chemistryin1964.TheworkofBarbaramcclintock,agenetic istwonhertheNobelPrizein1983.justassomeonesaid:“Developingcountriesthathavemaderemarkablesocialpr ogress,havedonesoprimarilythroughtheempowermentofwo men,whichhashadenormousimpactintermsofliteracy,heal thandeconomicwellbeingoffamilies.”whatweneedtodoistoensurethevaluablecontributionfrom 50%ofourhumanresource....Itisamatterofgreatpleasureforallofustoseethatthewom enarenotonlyconfinedtobiology,asubjectinwhichtheyha vebeencontributingsignificantly,theyarealsojoiningt heareasofphysicalsciencesandengineeringandperformin gequallywell.Somehow,inmanypartsoftheworldtoday,scienceandtechno logyinterventionshavetreatedwomenprimarilyasrecipie ntofknowledgeandhaveunderestimatedtheirimportanceas generatorsofinnovationsandasadynamicagentofeconomic andsocialchange.Inempoweringthewomenwithscientifica ndtechnologicalskills,womenscientistsandtechnologis tshaveamajorrole.Biotechnologyandbiosciencesincludingmedical,agricul tureandbasicresearchhaveopenedupnewopportunities.Th einvolvementofwomenscientistsandtechnologistsinphys icalsciences,especiallyintheNationalAeronauticsandS paceAdministrationdatesbackto1903,theyworkedasexplo rers,pioneersandinnovators.Bytheendofthe20thcentury ,atleast25%oftheastronautsatNASAwerewomen,16%scient istsandengineers.ofcourse,itisextremelyimportantthatwomenscientistsa ndtechnologistsareappreciatedfortheirdualroleinthes ocietywhilepursuingscientificresearchasacareer.They shouldalsonurtureandcherishtheirqualitiesofculture, compassion,courageandcreativity.Andaboveall,thecooperativespirit.Thefive‘cs’arepersonifiedinwomen’spersonality.3.charlesDrawinoriginofSpeciesTheEnglishscientist,charlesDarwinwasbornonFebruary1 2,1809,thesamedaythatAbrahamLincolnwasborn.Darwinca usedachangeinthinkingaboutevolution,whereasLincolnc ausedachangeintheroleoftheblackslave,allowingthebla ckmantobeafreemaninAmericansociety.Darwin’sfathertriedtoinfluencehissontobecomeaworthystudent inschool.However,charlesdidnotliketostudyLatinorGre ek,whichwasrequiredforaclassicaleducation.Instead,h emadeasecretlaboratoryinhisfather’sgardenwherehecouldexperimentinchemistryandphysics.Hisheadmasterhadaverylowopinionofhisscholarlyabilit ies.SohisfatherdecidedtosendhimtoEdinburgh,Scotland ,tomedicalschool.However,charlescouldn’tbearthesightofsurgicaldemonstrations.onetime,achil dwasbeingoperatedonwithoutanypainkilleroranesthesia .Thechildbegantoscreaminagonyandcharlesranfromtheroom.Thosescreamshauntedhismindformanyyears.Sincehefailedatmedicalschool,hisfathersenthimtostud ytheologyatchrist’schurchatcambridgeUniversity.However,inhisownwords, hesaidhistimewassadlywasted“inplaying,drinking,singing,flirtingandcardplaying .”Buthefoundascienceprofessortherewhorecommendedhesai lasanaturalistontheshipcalledhteBeagle.Thisshipwoul dtravelfor5yearsexploringSouthAmericaandtheGalapago sIslandsoffthecoastofEcuadorinthePacificocean.ontheseislands,heobservedtheworld’slargestturtles,theiguanalizards,andfinches,atypeof bird.Thesebirdswereondifferentislandsandvariedfrome achother,especiallyintheirbeaks.Darwintookmanynotesonthislongadventure.whenhereturn edtoEngland,hisbodywasbrokenandhewasessentiallyillf ortherestofhislife.However,hecametotheinterestingconclusionthatcertainfinchesadaptedbettertotheirenvironmentinaprocesscallednaturalselect ion.Thosespeciesmorefittedtotheirenvironmentwouldbe theonesmostlikelytobreedandsucceedinproducingthenex tgeneration.In1859,hewroteontheoriginofSpecies,whichbecamethemo stsignificantbookeverwrittenonthetheoryofevolution. Hisideashavehadmoreinfluencethananyoneconcerninghow livingspeciesdevelopedovertime.Questions.Darwinfailedinthethreeschoolsof______.A.Science,Philosophy,medicineB.theclassics,medicine,Theologyc.History,Science,medicineD.theclassics,Language,Religion2.Darwin’stheoryofevolutioncamefromhisstudyof_______.A.giantturtlesB.finchesc.iguanalizardsD.manyanimals3.ontheoriginofSpeciesisabout_______.A.scientificdiscoveriesB.veryoldlifeformsc.developmentovertimeD,animaldescriptionskey:1-3BBc4.mariecurieRadiumandRadioactivitymariecuriewasborninPoland.Herparentsgaveherthenamem anyaSkladowska.Sheadmiredherfatherwhowasamiddlescho olteacherofphysicsinthecityofwarsaw.Hermotherwasanexcellentpianistandsomehavesaidsherec eivedherbrainsfromherfatherandhergoodhandco-ordinat ionfromhermother.Shestudiedveryhardandwonthegoldmed alforacademicworkinherhighschool.Itwasthethirdtimea memberofherfamilyoffourchildrenhadwonthefirstplacep rize.Atthistime,PolandwascontrolledbyRussia.Herfatherwan tedfreedomforhiscountryandwhenhevoicedhisopinions,h elosthisteachingjob.Heneverregainedajobwithagoodsal aryagain,sohisfamilybecameverypoor.Hermotherdiedwhenshewastenyearsold.withoutmoney,itw asdifficultforthebrightSkladowskachildrentogotocoll ege.marie’soldersisterBronyawantedtostudyattheSorbonne,aFrenc huniversityinParis.marieofferedtoworkasagovernessto payforhersister’seducationifBronyawouldhelpmarieafterhergraduation. ThisdidoccurandmariestartedcollegeattheSorbonneatth eageof25.onedayaPolishprofessorwasvisitingParisandmariecamet ohisapartment.TheyoungprofessorPierrecuriealsowasth ere.Hewastheheadoftheuniversitylibraryofchemistryan dphysics.Thetwobecamefriendsandlatermarried.Theydidtheirresearchtogether.Theydiscoveredtwonewra diocativeelementsinpitchblendeores.Theywerecalledpo loniumandradium.Theyisolatedthepureelementsin1902an dreceivedtheNobelPrizeforPhysicsin1903.InApril1906,Pierreslippedonwetpavementandwaskilledw henaheavytruckranoverhim.mariewasdeeplysaddened.How ever,shetookherhusband’spositionasaprofessorattheSorbonneandcontinuedherre search.ShewasthefirstwomaninFrancetobecomeaprofesso rinauniversity.mariegavethenameradioactivitytothepenetratingpowero fcertaintypesofwaves.In1911,shereceivedtheNobelPriz eforchemistry.Shediedfromradiumpoisoning,amartyrtoh erownwork.Questions.mariecuriewasinspiredtostudysciencebecauseofhe r_______.A.middleschoolteacherB.motherc.sisterD.father2.mariesharedtheNobelPrizeforPhysicsbydiscoverring_ ______.A.twonewelementsB.uraniumc.radiumDpolonium3.Amartyrtoherownworkmeansshe_______.A.workedtoohardB.diedinherlibraryc.wasaffectedbyradiumraysD.sacrificedherpersonallifeforherworkkey:DAD5.IssacNewtonNewtonwasanEnglishmathematicianwholaidthefoundation sforphysicsasamodernscientificdiscipline.Everyonekn owsthestorythatwhenhewassittingunderatree,hewatched anapplefalltotheground.Ashethoughtaboutthereasonofi tsfalling,hereasonedthatbothapplesandplanetsaresimilarinthattheyareobjectsthatrespondtoaforceth atattractsthem.Theyearofthisobservationwas1666whenh ewas24yearsold.NewtonwaseducatedatTrinitycollegeincambridge.Hewass obrilliantthathewasofferedafullprofessorshipatage27 inmathematics,alsoatcambridge.However,hedidn’tpublishhistheoryofplanetmovementfor21yearsbecausee veryonethoughthisreasoningwasfaulty.Hetoldhisfriend sthathewouldprintnothingabouthisideasbecauseitwould attracttoomuchattention,whichwouldinterferewithhiss cientificwork.However,in1687,hefinallypublishedathreevolumebooken titledmathematicalPrinciplesofNaturalPhilosophy.Tod ay,itisconsideredthegreatestscientificworkeverwritt en.Newtonbelievedthatthelawofgravitymadetheuniverserun likeahugeclock,asifdesignedbyamasterdesigner.Scient istswhoreadthisworkduringhislifetimedidnotbelieveNe wton’stheoryofgravitationalpullwascorrect.oneclaimedthat Newtonwouldnothavetwentyfollowersofhisresearchinhis lifetime.Actually,therewereevenless,becauseveryfews cientistsseemedinterestedinhiswork.Newtonsaid,“justgivemethemass,andthepositionofthemotionofasys temofheavenlybodiesatanygivenmomentandIwillcalculat etheirfuturepositionsandmotionsbyasetofrigidanduner ringmathematicalcalculation.Iwillcalculatethetideso ftheoceansandthemotionsofthewatersandtheearth.Forth eearthattractsthemoonandthemoonattractstheearth,and theforceofeachinturntendstokeeptheminastateofperpet ualresistance.”Newtonalsodevelopedthemathematicalsystemthatiscalle dcalculus.Hisstudiesofwhitelightledtotheunderstandi ngthatlightismadeupofmanycolors.However,themostimpo rtantwashistheoryofgravitationalpull,whichisthebasi sofallflightsintospacetoday.Questions.Inhislifetime,Newton’stheoryofgravitywas_______.A.respectedB.strangec.notbelievedD.welcomed2.Newtonbelievedtheuniversewas_______.A.formednaturallyB.runninginperfectorderc.abigpuzzleD.difficulttoexplain3.Themoonandtheearthstayinperfectbalancebecauseof__ _____.A.attractionB.resistancec.motionD.attractionandresistancekey:1-3cBDwww.5ykj.com。
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1. With such a special study way, what does she achieve?
2. How does she manage to fully understand chimp behavior while nobody else before her could?
Teaching plan for“A Student of African Wildlife”
一设计思想
本篇文章介绍了Jane Goodall一直致力于在野外研究黑猩猩并号召人们尊敬和保护这些生命的事迹，激励人心。设计时1.以“study”为中心，抓住研究方式、研究成果及研究成果推广这几条主线，来一步步的了解Jane这么多年来为了解和保护大猩猩所付出的努力。2.注重激发学生思维，让其思考并感受从树立目标到达成目标中间所经历的困难和付出的努力以及尊重和保护野生动物的重要性。3.引导学生在阅读的同时关注写作技巧，做到读写结合，共同提高。
Step 2 Read the title
What information can you get from the title?What do you expect to know from the passage with such a title?
Step 3 Fast reading
Figure out what aspects of the study are mentioned.
Match each paragraph with a related aspect.
Step 4 Careful reading
The study way
A day in the forest
1.What does our group do for the day in the forest?
2.How do we find the day in the forest?
Step6 Oral task
Role-play an interview with Jane based on your chosen theme.
Theme 1: Women of achievement
Theme 2: Wildlife protection
Step7 Homework
Write downwhat you have learned in this class.
Be able to use different writing skills like giving an example, using a quote, listing facts in time order...
3.Affect and Attitudes objectives:
Be aware of the importance and meaning of studying animals in their own environment.
Be abletouse effective skills to understand the passage well, including getting the information from the context, guessing the meaning of the new words from the context, guessing the implied meaning from the context and the organization of the context.
Whe author describe the day in an organized way ?
4.Why does the author explain Jane’s study way through the eyes of a visitor in the present tense?
注意句子在文中承上启下的作用。
要学生养成回答问题找依据的习惯。
激发学生从文本细读中整合信息，发现上下文的写作逻辑和技巧，并基于找到的细节信息去思考提炼写作意图。
训练学生的归纳总结能力。
让学生从字里行间感受人物在取得研究成果之后，努力改变周围的人对野生动物保护的态度与观念和这些付出所带来的巨大影响与帮助。
Be able to have a full understanding of Jane’s study and how she manages to realize her dream and make great achievements.
2.Ability and Skills objectives:
Writing skills:
3.How does the author explain her process of realizing her goal clearly?
4.How does the author present her discoveries?
5. Summarize this paragraph in your own words.
五 课前准备
1．学生的学习准备：阅读材料
2. 教学用具的设计和准备：课件，词汇表，视频Jane Goodall
六 教学过程
Step1 Warming up
Watch a video clip about Jane Goodall and learn some background information about her.
四教学重点与难点
Important points: use reading skills to understand the passage and the theme.
Difficult points: 1. Students understand the study step by step.
2. How to support an idea by giving details in different ways.
二教学目标
1.Knowledge objectives:
Be able to know the meaning of the following words and expressions: behave, behavior, observe, observation, bond, worthwhile, respect, argue, outspoken, inspire, lead a...life ...
设计意图:
直入主题，了解背景，为阅读做好铺垫。
通过对题目的解读让学生获取相关的基本信息并带有各自的期待去理解文章。
弄清基本信息，抓住文章中心，并迅速找出文章的几条主线对象。
从our group一天的活动
中更好的了解Jane这么多年的研究方式。
激发学生从文本细读中整合信息，发现上下文的写作逻辑和技巧，并基于找到的细节信息去思考提炼写作意图。
Your writing should include:
1. The lesson you have learned in the passage.
2.The useful expressions you have learned in the passage.
3. The writing skills you have learned in this passage.
The popularization
1.How does she apply her study?
2.What kind of life is she leading?
3.What can you learn from the quote?
Step5 Reflection
Afterlearning about the student of African wildlife, what’s your evaluation of her?
Be aware that to achieve a goal, one has to overcome many difficulties and devote and sacrifice a lot.
Be aware that it makes a difference to both humans and animals to respect and protect wildlife.
启发学生基于对人物事迹的了解来形成对人物的总结性评价，并在陈述的同时应用阅读时所学到的一些写作技巧。
给学生搭建一个实用平台，引导学生在实际情境中活用本堂课中所学的内容和思考的精华以及语言知识，及时地巩固吸收内化所学知识。
让学生养成即时总结自己所学的内容的好习惯.
一千个读者就有一千个哈姆雷特。通过学生自己找评价，让他们自己谈谈读后体会，更试着用这些写作技巧来描写一个伟人。