凤凰职教高二英语集体备课Unit7电子教案
高教中职版《英语基础模块预备级》电子教案U7-10
Unit 7 what’s the date of the field trip?一、学情分析本单元的教学重点是掌握关于时间的词汇，包括月份，星期词汇。
能够听懂谈及日期或星期相关话题的对话；正确及熟练运用英语询问具体的星期，日期，并能询问有关计划中日期、星期的问题；能读懂简单的个人或者机构的计划表。
本单元通过星期、月份的学习引出计划安排这个话题，和学生的生活联系也比较紧密。
就词汇而言，学生在以前的学习中也有所接触。
但本单元需识记的词汇较多，而且比较易混淆。
因此，针对学生的实际情况，教师应该通过合理的设计帮助学生有效的完成词汇听、说、读、写四个任务，为后面的练习以及语言的输出做好充足的准备。
有了基本词汇的保证在教学的过程中教师可充分利用制作活动安排表这一活动，让学生在个体或集体活动中充练习星期、月份的词汇以及询问星期、月份的相关句型。
并在此基础上培养学生良好的生活习惯和学习习惯，帮助他们更合理高效的完成日常生活中的一些事情。
本单元设计成四个课时：第一课时 lead-in + listening and speaking第二课时 reading and writing第三课时 language in use第四课时 unit task + self-check第一课时 Lead-in + Listening & Speaking二、教材分析1．教学内容本课时系教材《英语预备级》（基础模块）第七单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：熟悉月份及星期的词汇，听懂并掌握询问和回答有关计划安排的简单对话。
2．教学重点、难点⑴教学重点月份及星期的词汇；听懂询问和回答星期、月份的句型；听懂询问和回答有关计划安排的简单对话⑵教学难点询问和回答有关计划安排的简单对话三、教学目标1.知识目标⑴掌握星期和月份相关的词汇，如January、February、March、May、June、July、August、September、October、November、December、Monday、Tuesday、Wednesday、Thursday、Friday、Saturday、Sunday.⑵掌握日期的表达方法及书写方法（3）掌握询问、回答日期,星期所使用的句型，如：--What day is it today? --It’s…--What’s the date today? --It is …(4) 掌握询问活动日期的相关句型--What’s the date of…? –-…2.能力目标⑴学生能听懂关于询问和回答星期和日期的对话。
凤凰职教英语第二册unit7 listening and speaking
In autumn: foggy drizzly
In winter: snowy hailing
Listening Part A What's the weather like?
1.Listen to the conversation between Sue and Billy. What will the weather be like this afternoon?
备 课 笔 记
课题序号
25
授课班级
授课课时
2
授课形式
Warm-up & Listening and Speaking
授课章节
名称
Book 2 Unit 7 Nice Weather, Nice Mood
使用教具
Blackboard & Multimedia classroom
教学目的
1.Students will be able to recognize some words and expressions such as sunny, cloudy, foggy, windy, drizzly, snowy, hailing, lightning and thunder, raining heavily and so on to describe all kinds of weather conditions.
③I bet it'll be fine this afternoon.
④It said it's going to be foggy in the morning and clear in the afternoon.
职业高中英语第二册Unit7导入...
职业⾼中英语第⼆册Unit7导⼊...汨罗市职业中专学校教学⽅案设计（⾸页）教学内容Book 2 unit 7 So much todo before we travel!Lead-in listening andspeaking (ppt1-15)课型学时节次授课班级授课⽇期出勤情况纪律情况教学⽬的知识与技能过程与⽅法情感态度价值观听—能够听懂有关旅游计划的对话。
说—能够利⽤所学的词汇和句式进⾏有关旅游计划的对话。
读—能够读懂有关国外城市旅游计划的短⽂，如悉尼两⽇游。
写—能够根据提⽰信息写出北京⼀⽇游的计划书学⽣能够运⽤所学习的旅游知识到实际⽣活中去，在实际⽣活⾃⼰发现不⾜之处，并且运⽤所学的⽅法去解决问题。
1、⼩组合作法2、情景教学法3、⾃主学习法⽂化意识：学⽣能够了解中国及国外不同的旅游景点。
情感态度：学⽣能够热爱⼤⾃然，欣赏美丽风景教学重点能够运⽤所学习的旅游知识进⾏⽇常的交际对话。
能够读懂相关旅游⽂章。
能够写⼀篇⾃⼰的旅游计划书。
教学难点掌握时间状语从句的⽤法，从句中当主句是现在将来时，从句时态的正确形式教学资源多媒体、相关旅游资料教学后记汨罗市职业中专学校教学⽅案设计（正页）教学程序重、难点诠释、教学⽅法等Step1 lead in1、展⽰给学⽣⼀些旅游景点的美丽图⽚。
2、给学⽣讲解常见⼏种旅游的⽅式。
3、学⽣⾃由发⾔，⾃⼰到过的地⽅，以及⾃⼰以后想去玩的旅游景点。
Step2 presentationV ocabulary learningcash bathing suit agency book camera umbrella forest travel visit1.让学⽣根据⾳标⾃⼰拼读单词。
2.教师纠正学⽣的发⾳，⾃⼰带读单词。
3.给与学⽣3分钟的时间，⾃⼰熟悉单词4.教师可采⽤⼩⽼师带读单词，或者采⽤游戏教学5.采⽤英译中或者中译英的教学⽅法，使学⽣对单词的掌握更加牢固。
Text learningLead inActivity 1 Discuss what to bring when you visit these places.1.教师先带领学⽣疏通⽅框内的代词，明确⽅框内的单词所代表的的旅游物品。
中职英语(高教版)教案：Unit-7-Invention-and-Innovation(全6课时)
A: How about this one? It’s the latest product and
教 is well received by customers
学
内 for good performance and reasonable price. 容 B: What’s the function of it?
The teacher lead the ss to ask and answer:How dbout products?
Step 5 Homework
1. choose your favourite products and make a mind
map about high tech products.
教学
2. Ss can describe some technology products by themselves.
目标
3. ss can introduce some technology products.
重点 Ss can describe the information about technology products.
Be used to do (7) Have a guarantee on... Step 3: Role play. Introduce the technology products for different customers according to the following information 教 on page 95. 学 Customers: 内 - A doctor who needs some help at work
food inside.
B. It’s hard for elderly people to operate the system.
最新中职英语基础模块2教案：Unit7
Unit 7 So much to do before we travel!（第一课时教学设计）一、学情分析二、教材分析1、教学内容具体内容：去不同地方旅游所需携带物品的英文表达，听、说有关旅游计划的对话。
2、教学重点、难点教学重点：学生能听懂，并能利用所学词汇和句式进行有关旅游计划的对话。
教学难点：学生能利用所学词汇和句式进行有关旅游计划的对话。
三、教学目标1、知识目标（1）学生（听说读写）四会要求掌握以下词汇：visit, cash, camera, bathing suit, umbrella, forest, agency, Sydney,book(v.)（2）学生能掌握表达建议的基本句型:What / How about V+ing / n. …?Shall we …?Where shall we…?What do we need to take with us?Let’s …That’ a great / wonderful idea.I really like …Sure.That’s cool.四、教学步骤Step One Lead in1. Free talk:2. Show the pictures of Activity 1 one by one, and ask:3. Show a picture of a foreign country and ask:Step Two Listening1. Read the question to the class: “What are Cindy and Annie talking about?”Ss listen and answer. (Activity 3)2. Make sure Ss understand the meanings of the words and phrases first, and then let Ss listen and tick. Check the answers. (Activity 4)Step Three Speaking1. Ask Ss to read aloud after the tape and underline the wordsand sentences for giving suggestions. (Activity 6)Step Four SummaryAsk Ss to review the words and phrases they have learned in class, and then summarize the sentence structures of giving suggestions. Read them together.Step Five Homework1. Ask Ss to recite the dialogue of listening after class.2. Ask Ss to copy the new words and phrases of this part.3. Ask Ss to get some information about Sydney.板书设计Unit 7 So much to do before we travel!（第二课时教学设计）一、教材分析1、教学内容具体内容：一篇有关在澳大利亚悉尼的旅游介绍，训练学生从中获取细节信息的能力。
(完整word版)职高英语高二拓展模块Unit7PopularMusic
职高英语高二拓展模块 Unit7 Popular Music（板书）一、教材分析：中心话题是“西方文化”。
通过讲述流行音乐，介绍西方文化，增强学生们对西方国家的了解。
二、教学目标：[知识目标]：学习本课前两段的hot words和useful expressions。
情感目标]：1.结合课文对学生进行世界优秀文化教育。
2.培养学生们的合作意识和竞争意识。
[能力目标：提高学生听说读写以及知识点的综合运用能力。
三、教学重点是学习知识点并能复述课文；教学难点是找出各段落的中心句和语法。
四、教学手段(Teaching aids)：多媒体辅助教学。
五、教学方法(Teaching methods)：1.任务型语言教学。
2. 自主、合作学习法。
3. 小组竞赛制教学。
(我设计了一个爬梯子的比赛活动，把全班分成四组，把学习中的练习分为指定回答和抢答两部分，答对的就前进一格，否则就后退一格)六、教学过程：(Teaching procedures)利用课件播放世界摇滚巨星麦克-杰克逊的MV，学生们会非常熟悉。
我问他们，你们知道他是什么人吗？学生们会回答：流行乐巨星。
从而引出本课标题----Popular Music（板书）并进入第一环节（Part One）：导入新课。
我对学生们说，是的，麦克-杰克逊是流行乐巨星，但是你们知道流行乐是如何发展的吗？那么我们从课文来了解吧。
所以，本课进入到第二环节（Part Two）：新课呈现词汇是语言大厦的基础。
所以，第一步扫清词汇障碍。
本课时学12个词。
课前我安排了生词预习，让学生有一个初步的感知，课上我用卡片出示单词，让学生根据拼读规则，看词辨音。
然后，限定5分钟时间记忆单词，比一比看谁背得快。
然后各个小组选派代表到背写单词看谁是赢家。
这时我教授重点词语belong to ;rock and roll;revolution;romantism;accelerate;become capable of等。
凤凰职教第二册unit7 grammar
Ittookthemnearlyayeartogettothenewworld.
课 堂 教 学 安 排
Step3
Vocabulary
Ittakesayearfortheearthtomovearoundthesunjustonce.
（2）作表语：主语和表语同为不定式时，通常主语表示条件，表语表示结果。
备 课 笔 记
课题序号
27
授课班级
授课课时
2
授课形式
Language in Use
授课章节
名称
Book 2 Unit 7 Nice Weather, Nice Mood
使用教具
Blackboard & Multimedia classroom
教学目的
1.Students can master the various forms of the different tense and the voice of the infinitive.
例如：They decided to build a highway between these two cities.
（4）作宾补：不定式作宾补时，其逻辑主语常常就是它前面的宾语。
例如：The doctor advised her not to eat too much sugar.
不定式符号to有时可以省略。
例如：Tolivemeanstocreate.
为了避免句子的头重脚轻的现象，我们常可以用it作形式主语，代替不定式。例如:
It'snoteasyforthemtofinishtheworkinthreehours.
高二Unit 7 教案(旧教材供参考)2篇
高二Unit 7 教案（旧教材供参考）高二Unit 7 教案（旧教材供参考）精选2篇（一）教学目标：1. 能够听懂理解有关环境保护的话题，包括不同观点和建议。
2. 能够运用所学的环境保护相关词汇和句型进行口语和写作表达。
3. 能够撰写一篇辩论类文章，表达自己对环境保护的观点和建议。
教学重点：1. 环境保护相关词汇的学习和运用。
2. 理解和表达关于环境保护的观点和建议。
教学难点：1. 辩论类文章的写作。
2. 表达自己的观点和建议。
教学准备：1. 教材：高中英语（必修一）第七单元。
2. 多媒体设备。
3. 辩论类文章范文。
教学流程：Step 1: 导入新课1. 向学生介绍本课的主题——环境保护，并引发学生对环境保护的重要性进行讨论。
2. 师生共同整理环境保护相关的词汇和短语。
Step 2: 听力训练1. 播放录音，让学生听一段有关环境保护的对话，然后回答相关问题。
2. 分组讨论对话内容，然后让不同小组报告他们的讨论结果。
Step 3: 讲解新课1. 通过多媒体设备，展示并解释新课中的重点词汇和句型。
2. 设计一些相关练习，让学生通过口语模仿和书面练习来巩固所学内容。
Step 4: 辩论练习1. 分组进行辩论活动，让学生分为正方和反方，围绕环境保护的话题展开辩论。
2. 提供相关材料和资源，让学生准备辩论中所需要的信息和观点。
3. 给予学生辅导和指导，确保他们能够充分理解辩论的目的和规则。
4. 辩论结束后，让学生进行反思和总结，提出改进辩论的建议。
Step 5: 写作训练1. 给学生展示一篇辩论类文章的范文，让他们分析并总结文章的结构和语言特点。
2. 引导学生进行写作训练，让他们根据所提供的辩论主题，撰写一篇个人观点和建议的文章。
3. 学生完成写作后，互相交换文章，进行互评和修改。
Step 6: 复习和总结1. 整理本课的重点和难点，帮助学生进行复习。
2. 回顾本课的教学目标和内容，进行总结和评估。
Step 7: 作业布置1. 让学生完成指定的阅读和写作任务。
高二Unit 7 教案旧教材供参考
高二Unit 7 教案旧教材供参考一、教学目标1.掌握本单元生词和短语。
2.了解和掌握被动语态和倒装结构的用法。
3.能够在语境中正确使用被动语态和倒装结构进行表达。
4.培养学生的语言思维能力和表达能力。
二、教学重点和难点1.教学重点：被动语态和倒装结构的用法和运用。
2.难点：被动语态和倒装结构的区别和使用。
三、教学方法1.群体教学法2.合作学习法3.课堂讨论法4.归纳总结法四、教学步骤第一步：导入新课利用课件上的图片、视频等素材，引导学生激发对学习本课内容的兴趣，同时预测本节课的内容。
第二步：复习被动语态的用法1.展示课件上的PPT，简要回顾被动语态的用法。
2.引导学生分组进行对话，进行语言运用练习。
第三步：学习倒装结构1.导入倒装结构的用法，利用PPT进行知识点解释和演示。
2.举例进行学生探究倒装结构的使用。
3.针对难点问题，对学生进行解释和展示。
第四步：区分被动语态和倒装结构的用法异同1.利用PPT对被动语态和倒装结构的用法进行对比和分析。
2.分析不同语境下的使用，进行相应的演示和练习。
第五步：课堂练习1.针对本课所学知识点，利用单词匹配和语句配对进行综合练习。
2.以小组为单位，进行口语交流和合作学习。
第六步：总结归纳1.利用PPT整合本节课所学的知识点，进行总结归纳。
2.带领学生进行思维导图构建，或者利用更多的实例进行演示。
五、教学评估1.在授课过程中对学生的并根据不同教学阶段，进行课堂演讲和口语交流的评估。
2.对学生的作业和测试进行评估，包括被动语态和倒装结构的判断和填空题目的完成情况。
六、教学反思尽管本教学计划才刚开始执行，但从开始的一些尝试来看，还是应该在准备上花的更多时间细心一些，比如教案的组织、画面分割等。
同时课堂应更加重视互动和互助，更利于学生参与到教学中来。
高二Unit7教案－教学教案
高二Unit7教案－教学教案__G PLAN FOR UNIT 7 (Book 2A) LIVING WITH __I. Brief statements Based on the Unit This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease. In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar?the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations. All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.II. Teaching Goals 1. Talk about deadly diseases and attitudestowards AIDS, cancers, etc. 2. Practise talking about imaginary situations. 3. Practise supporting and challenging an opinion. 4. Learn to use the Subjunctive Mood (1): If I were you, ? I wish I could ? 5. Write a personal narrative.III. Teaching Plan: (Six Periods)1st period: Warming-up, Listening (WB) Talking (Optional) 2nd period: Speaking3rd period: Reading?Born Dying4th period: Integrating Skills (SB)5th period: Language Study?Word Study6th period: Language Study?GrammarThe First PeriodGOALS: To focus on talking about deadly diseases (esp. AIDS) as warming upand listening practice. ?To learn some basic knowledge about AIDS. ?To help students build the right attitudes towards AIDS.__G __RESI. Warming up 1. 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. BrainstormingQ1: 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, diarrhoea, 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?sa deadly disease.)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 dont 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 EX12 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part12. (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 practise supporting and challenging an opinion.To practise listening comprehension.__G __RESI. 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. Thenthey 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 orin 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’ a bility of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First,。
高二UNIT 7 教案-教学教案
i. brief statements based on the unit this unit mainly talks about deadly diseases and attitudes towards aids, cancers, etc. all the activities, including warming up, listening, speaking, reading and writing, focus on this topic. through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease. in addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. the grammar?the subjunctive mood is also important. the given materials and exercises give the students an opportunity to learn grammar by using it. it helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations. all of the activities are helpful for the students to improve their knowledge about language and their skills to use language.ii. teaching goals 1. talk about deadly diseases and attitudes towards aids, cancers, etc. 2. practise talking about imaginary situations.3. practise supporting and challenging an opinion.4. learn to use the subjunctive mood (1): if i were you, ? i wish i could ?5. write a personal narrative.iii. teaching plan: (six periods)1st period: warming-up, listening (wb) talking (optional)2nd period: speaking3rd period: reading?born dying4th period: integrating skills (sb)5th period: language study?word study6th period: language study?grammarthe first periodgoals: to focus on talking about deadly diseases (esp. aids) as warming upand listening practice. ?to learn some basic knowledge about aids. ?to help students build the right attitudes towards aids.teaching proceduresi. warming up 1. lead-in 1) show a picture of aids logo to lead in the subject¡ªaids ?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 isa 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. brainstormingq1: 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, diarrhoea, 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¡ªquestions 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 dont 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 ex12 in part1 and guess ?what do the letters hiv and aids stand for?2. while-listening: listen to the tape and finish exercises in part12. (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 practise supporting and challenging an opinion.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-speaking2) 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 drinking 1. 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,。
高中教案_高二Unit 7 教案
高中教案_高二Unit 7 教案TEACHING PLAN FOR UNIT 7 (Book 2A) LIVING WITH DISEASEI. Brief statements Based on the Unit This unit mainly talks about deadly diseases and attitudes towards AIDS, cancers, etc. All the activities, including Warming up, Listening, Speaking, Reading and Writing, focus on this topic. Through this topic, the students not only get more information about diseases, but also learn how to keep a right and positive attitude towards disease and people with disease. In addition, the students can learn some useful language points through the materials provided in each part, especially a lot of words and phrases, which are very helpful for the students to build up vocabulary about diseases. The Grammar?the Subjunctive Mood is also important. The given materials and exercises give the students an opportunity to learn grammar by using it. It helps the students learn to talk about things that are not certain to happen as well as imaginary or unreal events and situations. All of the activities are helpful for the students to improve their knowledge about language and their skills to use language.II. Teaching Goals 1. Talk about deadly diseases and attitudes towards AIDS, cancers, etc. 2. Practise talking about imaginary situations. 3. Practise supporting and challenging an opinion. 4. Learn to use the Subjunctive Mood (1): If I were you, ? I wish I could ? 5. Write a personal narrative.III. Teaching Plan: (Six Periods)1st period: Warming-up, Listening (WB) … Talking (Optional)2nd period: Speaking3rd period: Reading?Born Dying4th period: Integrating Skills (SB)5th period: Language Study?Word Study6th period: Language Study?GrammarThe First PeriodGOALS: To focus on talking about deadly diseases (esp. AIDS) as warming upand listening practice. ?To learn some basic knowledge about AIDS. ?To help students build the right attitudes towards AIDS.TEACHING PROCEDURESI. Warming up 1. 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 isa 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. BrainstormingQ1: While talking about AIDS, what other diseases can you think of? Inpidual work: Let students painstorm the names of diseases, such as cold, headache, toothache, diarrhoea, 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 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 (inpidual 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 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 practise supporting and challenging an opinion.To practise 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[1][2][3][4][5]下一页。
职高英语第七单元教案
课题序号课题序号 授课日期授课日期 第 周 月 日（星期日（星期 ） 授课班级授课班级授课课时授课课时授课形式授课形式授课章节授课章节 名 称 Unit 7 Listening and Speaking使用教具使用教具Tape recorder 教学目的教学目的1. To be able to ask about health2. To grasp sentence patterns about health problems3. Can talk about outing and enlarge their vocabulary about it教学重点教学重点1.1. To catch the main idea of listening comprehension To try to talk about health in English.教学难点教学难点Students will master some useful expressions and finish the exercises in listening. 课外作业课外作业1.1. Recite words and expressions.2. Make a dialogue (asking for directions and giving directions)教学步骤教学步骤 教学内容教学内容教学方法及双边活动 Step 1 Step 2 Step 3 Step 4 Step 5 Take turns to talk about healthA: A: What’s What’s What’s the matter with you?? the matter with you??B ：Have a headache/cough / toothache/ sore throat/ stomachache .B ：Have a headache/cough / toothache/ sore throat/ stomachache . Listening comprehension:A Key points in listening: How are you feeling?I ’m feeling tired/ sick / good m feeling tired/ sick / good……I suggest you go to see the doctor right now. You You’’d better d better…… Let me take your temperature. Roll up your T-shirt.Put your leg on the chair. B. Check the answersSpeaking: ask about health problems and give adviceHealth problem advice A backache place a hot towel on the backA cough drink some hot water A headache get a good massage A toothache call the dentist A burn put ice on it A bad cold stay in bedA fever take a hot bath and sleep well A sore throat drink some hot tea Drills: 1.1. The audio-lingual practice 2.2. Make up dialogues Homework: 1.1. keep in mind vocabularies and sentencepatterns 2.2. preview new words and expressionsAsking and Answering Listening Speaking Listening & Speaking 授课主要内容或板书设计授课主要内容或板书设计Unit 7 Listening and speakingHave a headache/cough / toothache/ sore throat/ stomachache You You don’t don’t don’t look well today. look well today.What’s What’s the matter with you? the matter with you? How long have you been feeling like that? I ’m fit as a fiddle.课题序号课题序号授课日期授课日期第 周 月 日（星期日（星期 ） 授课班级授课班级授课课时授课课时授课形式授课形式授课章节授课章节 名 称 Unit 7 Reading and Writing使用教具使用教具Tape recorder 教学目的教学目的1. To master the new words and expressions of the passage2. To get the main idea of the text3. Can talk about health problems教学重点教学重点Reading Comprehension教学难点教学难点Students will master some useful expressions and finish the exercises in listening. 课外作业课外作业1. Recite words and expressions.2. Writing: develop healthy life style教学步骤教学步骤教学内容教学内容教学方法及双边活动 Step 1 Step2 Step 3 Step 4 Step 5 Step 6 Skimming the passage Listening comprehension:Listen and find out what the passage is talking about. Answer: A long and healthy life Scanning the passage:1 Read the passage together and talk about the picture2 read the text in group and fill in the blanks3 check the answers Key sentences1 You can learn from the Japanese.2 They have a lot of stress.3 Japanese people often get stressed out.4 They usually eat low-fat meals.5 He takes night classes.6 Eat well, get a lot of excise. Glance at the phraseslive to be 100 years old, learn from, live a long life, have a lot of stress, get stressed out, 1.1. drink alcohol, take crowded train, come out, be tired ofWrite about your healthy eating habits Homework:1. Recite words and expressions.2. Writing: my healthy life styleAsking and Answering Listening Speaking Listening & Speaking 授课主要内容或板书设计授课主要内容或板书设计Unit 7 Reading and Writing2.2. live to be 100 years old 8 take vacations3.3. learn from 9 eat low-fat meals4.4. live a long life 10 take night class5.5. have a lot of stress6.6. get stressed out7.7. take crowded traindrink alcohol课题序号课题序号授课日期授课日期第 周 月 日（星期日（星期 ）授课班级授课班级授课课时授课课时授课形式授课形式授课章节授课章节 名 称 Unit7 Language in Use使用教具使用教具Tape recorder 教学目的教学目的1. To be able to ask about health2. To grasp sentence patterns about health problems3. Can talk about outing and enlarge their vocabulary about it教学重点教学重点2.2. To catch the main idea of listening comprehension To try to talk about health in English.教学难点教学难点Students will master some useful expressions and finish the exercises in listening. 课外作业课外作业Sentence practice教学步骤教学步骤 教学内容教学内容教学方法及双边活动Step 1 Step 2 Step 3 Step 4 PhoneticsActivities Activities 1: 1: Listen and read the following vowels and words Activities 2: Listen and write the number of the given vowels Grammar Activities 1: Read each of the following sentences ,make sure the Ss knowhow to express their ability or disability Activities 2: Choose the correct word to complete each sentenceTips: Before they make a choice, they must pay attention to the meaningOf the whole sentence. VocabularyActivities 1:Talk about the pictures with the wordsActivities 2:Write sentences using the wordsTips: Change the form when necessary. Activities 3:Complete the sentences with the correct words from the box.Change the form if necessary. 1.1. Tongue twisters 2.2. Complete the sentences. 3.3. Write sentences Homework 1.1. finish exercise 2. Make up sentencesAsking and Answering Pronounce Explanation Taking notes talking practicing 授课主要内容或板书设计授课主要内容或板书设计Unit 7 Language in Use I will help her later.She is going to see the doctor.They are to pay a visit to shanghai.We are about to have lunch.He will call me as soon as he arrives.I will go outing if it is sunny.They plan to make a movie.课题序号课题序号授课日期授课日期第 周 月 日（星期日（星期 ） 授课班级授课班级授课课时授课课时授课形式授课形式授课章节授课章节 名 称 Unit 7 Real Life Skills& Further Reading使用教具使用教具Recorder and multimedia教学目的教学目的1. To be able to read and write stress in English2. To talk about the stress problems and complete the bar chart3. To get the main idea of supplementary reading教学重点教学重点Talk about Talk about ‘‘get stressed, stay young get stressed, stay young’’教学难点教学难点Topic discussion课外作业课外作业1.Prepare for the dictation2.Review Unit8教学步骤教学步骤 教学内容教学内容教学方法及双边活动Step 1 Step 2 Step 3 Step 4 Step 5 Real Life SkillsActivities 1: Read the the text text text and and and catch catch catch the the the main main idea. Tips: pay attention to the key words Activities 2: Talk about Talk about ‘‘get stressed, stay young young’’ Activities 3: Work in groups and fill in the chart.Practice conversations with your partner. Activities 4:4:Count then number of votes for each event in your class and complete the bar chart.Further reading‘get stressed, stay young get stressed, stay young’’ 1.1. Read by themselves and try to get the main idea of the passage. 2.2. Topic discussion:‘get stressed, stay young get stressed, stay young’’ Glance at the phraseswarn sb. of sth , warn sb. to do sth. be beneficial to, Long-term stress,do good to/ be good for,give advice aboutDrills 1.1. write a passage 2.2. Make a plan for healthy life style accordingto the text 3.3. Discuss the topic Homework 1.1. Prepare for the dictation 2.2. Preview Unit 8 (words and expressions)direction talking reading taking notes practicing 授课主要内容或板书设计授课主要内容或板书设计Unit 7 Real Life Skills& Further Reading Expressions:For decades be stuck inWarn sb. of sth. Traffic jamWarn sb. to do sth. Be bad for/do harm to/ be harmful to Give advice about do good to/ be good forLong-term stress be beneficial toLook after。
高二Unit 7 教案
高二Unit 7 教案整体目标本单元的教学目标是通过阅读、听力、口语、写作等方面的提升，促进学生英语能力的全面发展。
在本单元中，我们将重点学习词汇、语法、听力、口语、写作等方面，以便让学生能够更好地理解和运用课本中所包含的内容，同时为将来的英语学习和应用奠定坚实的基础。
教材分析本单元的教材包括以下内容：•阅读：《The Future of Our Oceans》•听力：《Unit 7 Listening Task 1》•语法：关系副词，形容词和副词的比较级和最高级•口语：关于海洋污染的讨论和辩论•写作：写一封关于戒烟的信通过对本单元教材的分析，我们可以得出以下教学目标：•提高学生的阅读能力，尤其是对科技文章的理解和分析能力；•培养学生的听力技能，尤其是听懂北美口音的老师和同学；•掌握关系副词、形容词和副词的比较级和最高级的用法；•提高学生的口语表达能力，训练学生在团队中进行讨论和辩论的能力；•训练学生的写作和表达能力，提高学生的写作水平，使之能够流畅、准确地表达自己的观点。
教学设计第一课时教学目标•学生能够理解文章《The Future of Our Oceans》的大意和主题；•能够用自己的话表达出文章的主要内容。
教学安排•让学生阅读文章《The Future of Our Oceans》；•给学生5分钟的时间，思考文章的主要内容以及如何用自己的话来表达它；•让学生分组进行讨论，每组选择一位代表，用英语表达出自己的理解。
通过让学生用自己的语言来重新表述文章的主要内容，可以激发学生的思维和表达能力。
同时，讨论环节中的互动也有利于培养学生的沟通和团队协作能力。
第二课时教学目标•学生能够听懂并理解录音素材中的对话；•能够回答与录音内容相关的问题。
教学安排•让学生先自己听录音，并记录下自己的理解；•给学生时间回答听力练习中的问题；•针对录音素材引导学生进行讨论。
教学反思听力是英语学习中比较重要的一个方面，通过听力练习，学生可以提高自己的听力和理解能力。
高二英语教案：高二英语第七单元教案
Period 1 (Unit 7 BII) Warming Up & Listening &SpeakingAims:1.Check students’ knowledge about HIV/ AIDS.2.Talk about attitude toward the diseases.3.Develop students’ listening and speaking abilities.Teaching ProceduresI. Warming up1.Get the students to answer questions on P49.2.Talk about the pictures on P49II. Listening1.Answer the questions in Part 1 to gather basic information about what Jane’s job is and howshe works.2.Take noted of what is heard in Part 2 and use the notes to tell a partner about what Jane hassaid.3.Apply what has been learnt by imagining that they were a disease detective who had beenasked to investigate a new disease.III. Speaking1.Group workEach ole discusses about one social problem.Report after the discussion, trying to persuade other group that your problem is the most serious one.2.Learn to use the useful expressions in the report.III. Language points.1.infect: 传染；使感染; 使受影响, 使受感染eg. infected with cholera 被传染上霍乱One of the boys in the class had a fever and he soon infected other children.班上的一个孩子发烧了，不久他就传染上了其他孩子。
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(Preparations for the task by giving some words related and learning the conversation strategy.)
StepFour：Practice
句型:
can’t stand filing.
think I’m concinced that you should try for this position.
think you should give it a me.
重点词汇:
certificate, convinced,…
常用短语:
business studies, give it a shot,…,
教学方法
Discussing
Cooperative learning Task-based instructive teaching
教学过程( Part A) (第一课时）
复备
Step One:Lead in
Ask Ss to discuss the respective charecter and difference between the study at school and the life after work.
3. To learn the grammar“Gerunds and Infinitives”.
职业技能
1. To discuss the difference between a career and a major.
2. To plan future career wisely.
3. To improve study habits.
课时
安排
Period One Warm-up, Listening and Speaking A （2课时）
Period Two Listening and Speaking B （1课时）
Period Three Reading and writing （3课时）
Period Four Grammar （1课时）
备课日期
May 24～26
授课类型
New
课 题
教学设计（教案、学案）
授课时数
Three
章节名称
Unit7 It’s Not Related to My Major
Reading and Writing
whether they agree or disaree with the sentences.
the useful expressions
Task Two on page106 in the textbook.
Step Three:Listening and speaking A
Activity One:
can have a chance to put what I’ve learned into use.
do you have to become a chef because you have a gift with spices.
you’re just entering college or preparing for graduation, it’s time to start thinking about your career .
3. The students can know about the relationship betwwen major and position.
Difficulties:
How to improve the students' interests in this topic.
教学资源
textbook , computer, projection, teaching software and blackboard
教学目标
Knowledge Objectives：
1. To learn the new words such as certificate, convinced,... etc.
2. To learn the phrases such as business studies, give it a shot,berelated to,…
Pre-listening: word study
1.filing, certificate, booklet…etc.
2.Let Ss to describe the picture and guess what Alice’s new job is.
1) Listen to theconversation.
Activity Four: Show the students an example .Guidethe students to make up dialogue with the help of the example.Then practice their dialogues.
StepFive: Homework
教学过程( Part B) （第二课时）
复备
Step One:Revision
1.Make the students havecabulary.
2.Read Task Three they’ve learnt in last lesson.
Period Five Real Life Skills & Exercises （1课时）
备课日期
May22～23
授课类型
New
课 题
教学设计（教案、学案）
授课时数
Two
章节名称
Unit7 It’s Not Related to My Major
Listening and Speaking
主要教
学内容
3. Practice the conversation with their partners.
4. Act it out.
Step Three：Post-listening
Discussion
ActivityThree:
Discuss in groups: Work with a partner. Role-play the following situations. Use the conversation strategy in Activity5 .
Ability Objectives:
Enable the students to improve the listening and speaking abilities.
Feeling Objectives:
1. To arouse the students' interests in this unit.
the expressions of certainty and uncertainty in the box.
While-listening
ActivityOne:
Listen to the conversation and complete it with the expressions of certainty and uncertainty in Task Five.
Step Two:Warm-up
Activity One:
Put the words in the box into the two groups given in Task One.
Activity Two:Discussion
to understand the sentences in Task Two on page106 in the textbook.
2. Do the exercises in the Ex-book.
Step Four:Practice
1. Revise the points learned today.
StepFive: Homework
1. Finish the exercises in the Ex-book.
Notes:
2. To understand the relationship betwwen major and position.
Importance:
1. The words and phrases in this part.
2. The students’ abilities of listening and speaking.
课题
Unit7 It’s Not Related to My Major
主备人
时间
2013．05．22——2013．
单
元
达
成
任
务
语言技能
1. To learn how to express certainty and uncertainty.
2. To improve the students’abilities of listening ,speaking, reading and writing.
Step Two：Listening
Pre-Listening
some new words to make preparations for the listening.
convinced,give it a shot...
through the topic and guess the main content of the list.
Discuss the answers.
ActivityTwo:
1. Go through the conversation and deal with some language points in it.