新生代英语高级教程2+unit+5_教学设计
新课标高中英语人教版必修二unit5教案 (Unit5 Music--Period3 Listening and Reading)
Period 3 Listening and ReadingThe General Idea of This Period：This period aims at training students’two skills—listening and reading skills.Students have to get the general idea of Freddy’s story and get detailed information by reading the rest of Freddy’s story.Having the general idea of the whole story，students are expected to sum up the advantages and disadvantages of being famous.What’s more，students are encouraged to express their opinions on whether they would enjoy being famous and give their own reasons.Teaching Aims：1.Train the students’ abilities to listen to the story about Freddy.2.Enable the students to memorize some important information about Freddy’s story.3.Train the students’ abilities to express their opinions.Teaching Important Points：1.Develop students’ listening skill to get all the needed information.2.Enable students to retell the story.3.Train the students’abilities to express the advantages and disadvantages of being famous.Teaching Difficult Points：1.How to catch all the points about Freddy from listening.2.Retell the information about Freddy.Teaching Methods：1.Listening skill directing.2.Task-based activity.Teaching Aids：A tape-recorder，a projector，some slides and a multiple-media computer.Teaching Procedures：Step 1 Review and Check the HomeworkT：Last class we learned something about the attributive clause with the preposition ahead of the relative clause.Remember?Ss：Yes.T：Can you make a sentence with this structure?Ss：Yes.S1：The guitar with which they gave performance was lost.T：Good.S2：The name by which the group was known was “The Monkees”.T：Well done.S3：The book，the cover of which is broken，is not mine.T：Yeah，very good.S4：The singer with whom Coco Li sang was very happy.T：Terrific!T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.（8 students come to the blackboard and write down the sentences.The other students check their sentences.）Suggested answer：1.Peter said that he was really grateful to you for the help you offered the other day.2.He told all the people present to pay more attention to education.3.Mr Clark found Alice sitting in the corner of the living room whose windows were wide open.4.I’ll never forget the days which/that we spent together during our study tour in the Republic of Ireland.5.They thought very lightly of our new design，which made us very pleased.6.Please sit here for a while.The meal is being prepared at the moment.7.As a result of the terrorists’attack，tourism，which is the most important industry here，has been greatly affected.8.You will be fine as long as you stick to the rules.Step 2 Warming up：introduce Freddy to the classShow a picture of a frog and let the students say out what it is.Then introduce Freddy to the class.T：OK，class.Have a look at this picture.Do you know what it is?Ss：It’s a frog.T：Right.But he is not a common frog.His name is Freddy.He has a special quality.Can you guess what special quality Freddy has?S1：Swinging.S2：Flying.S3：Singing.Step 3 PredictionDescribe Freddy’s life experience and let the students guess what will happen next.While talking about Freddy’s life experience，show the relevant pictures to attract the class’ attention.T：When Freddy was young，he was a little tadpole.As time went by quickly，he soon became a frog.One day，Freddy sat on the water lily leaf and slid his long，thin legs into the water.Suddenly，he heard some music across the lake.Then what would happen?（Allow the students to express their own ideas and prediction freely.）S1：He found a snake.S2：He found his friends.S3：He found a nightingale.Step 4 Listening for the General InformationLet the students listen to the tape for the first time and answer the following questions.T：You have many difficult ideas about what will happen to Freddy.Now let’s listen to the story about Freddy and see what Freddy found when he swam slowly towards the sound.（Play the tape for the first time.After listening，ask some students what they have got.）T：So have you got the answers?What did Freddy find when he swam slowly towards the sound?S：He found three confident frogs sitting still on the leaf and playing the instruments.Step 5 Listen for the Detail Information （Group work）Divide the class into 2 groups.For the students in Group A，they have to find out all the true statements from the 6 sentences.For the students in Group B，they have to find out all the false statements from the same 6 sentences.At last，see which group can get the most correct answer.The six sentences are：1.Freddy had changed from a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Suggested answers：1.F2.T3.T4.T5.F6.TStep 6 Fast ReadingT：So do you think Freddy and the other three frogs were going to form a band?Now let me tell you that they formed a band and soon became famous and then they went to Britain to give performances.Then what would happen in Britain?Would they succeed or fail?Give students 1 minute to read the rest story about Freddy and find out the answer to this question：Did Freddy and his band get a great success in Britain?Suggested answer：Yes，they got a great success and became very popular in Britain.Step 7 Detailed ReadingGive the students 3 minutes to read the text in detail and answer the following questions：1.What was Freddy’s most exciting experience in London?2.What happened when the program was over?3.What problem was caused after they became stars?4.Did Freddy and his band leave Britain at last?Suggested answers：1.His most exciting experience was to sing in a TV programme called “Top of the Pops”.He had to wear an expensive suit and give a performance to a TV camera.2.The telephones in the same room started ringing and everbody was asking when they could see Freddy and his band again.3.They were followed everywhere and their personal life was discussed by people.4.Yes，Freddy and his band left Britain and went back to the lake，because it’s painful for them.Step 8 SummaryLet the students summarize the main idea of Freddy’s story.T：We have listened and read the story of Freddy.It’s time for us to summarize it.Who can use a sentence to summarize the story of Freddy.S：This is a story about a band that became famous and did not like it.T：Good!Well done!Step 9 Retell the StoryT：Have a look at the chart.And retell the story of Freddy according to the chart.I will give you 3 minutes to get prepared.Then I will ask some of you to retell the story.Suggested answer：One day，when Freddy was wondering on the lake，he heard a fine deep sound.He looked up and tried to find the sound.He found some frogs and they became friends since they all liked singing.Then they formed a band and began to give performances.Soon they became famous and they went to Britain to give performances.They soon got a big hit.However，at the same time，some problems arose.They were always followed by their fans everywhere and their personal life was discussed by people.They felt quite painful.At last，they decided to leave Britain and came back to their lake.Step 10 Discussion1.Let the students express themselves freely on in what specific ways Freddy’s life changed.T：Just now，we have learnt the development of Freddy’s band，and the course of their being famous.However，it brought forwards some problems.So in what specific ways did Freddy’s life change?Who would like to show your opinion?S1：They became popular and have many fans.S2：They became rich.S3：They were followed by people everywhere.S4：They were discussed by people.S5：They couldn’t have a peaceful and quiet life.2.Train the students’abilities to express the advantage and disadvantages of being famous.T：So you have talked about many problems caused by being famous.So what do you think are the advantages and disadvantages of being famous?S1：Being famous proves that you are very successful and have many abilities.I would enjoy being famous.S2：If you are famous，you can have many fans and people will notice you everywhere you go.S3：Being famous means being rich.You can earn a lot and can do whatever you want to do.T：Good point!How about the disadvantages of being famous?S1：I don’t like being famous.I want to be a common person so that I can have enough time to think about my life and enjoy the true meaning of life.S2：Not being famous means no need to worry about your appearance in the public eyes and you can keep your privacy.Your life won’t be disturbed and discussed by people.S3：Not being famous means that you can have a quiet life.And youcan spend more time with your family and friends.Step 11 Summary and HomeworkT：Today，we have leant Freddy’s story，their success and their problems caused by being famous.We could tell that being too crazy about film stars，singers and actors may cause trouble to them.T：Homework for today is to translate the five sentences on Page 71.Step 12 The Design of the Writing on the BlackboardUnit 5 MusicPeried 3Questions：Q：What did Freddy find when he swam slowly towards the sound?A：He found three confident frogs sitting still on the leaf and playing the instruments.True or False1.Freddy had changed form a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Question for fast reading：Did Freddy and his band get a great success in Britain?Yes，they got a great success and become very popular in Britain. Question for detail reading：1.What was Freddy’s most exciting experience in London?2.What happened when the program was over?3.What problem was caused after they became stars?4.Did Freddy and his band leave Britain at last?Retell the story：Step 13 Record after Teaching。
高中英语人教版必修二Unit5 Music reading and thinking 教案
Unit5 Music教学重难点Key points :1.To understand the basic knowledge of Virtual Choir, including its background and itscomposer, as well as some information about its composer.2.To express their own views correctly and appropriately.3.Can retell the story with the help of the outline.Difficult points:1.To understand the 1st paragraph well.2.To express their own opinion.教学过程与设计意图教师活动学生活动设计意图Step1 Warming up1.Enjoy 2 videos and try to tell their differences.2.Check the new words in this article.Ss listen and think carefullySweep away the wordobstacles. 过视频引导，激发学生兴趣。
为是新文章，所以在学习课文前，给学生扫清个别单词障碍，帮助学生理解课文。
Step 2 Presentation Task 1 Scan and MatchPara1. B. some knowledge of virtual choirPara2-3. C. brief introduction of its composerPara4 A. Virtual choir’s influence.1.Read paragraph 1Try to finish the mind mapQ1: What is virtual choir?Q2: Who can take part in the virtual choir?2.Read para 2-3 to find out more information aboutvirtual choirQ1: Who is virtual choir’s creat or? Students try to learn thestructure of the article.Ss read and to get some basicinformation.Ss give a definition of virtualchoir.ss: Anyone can take part inthe virtual choir fromanywhereSs: Eric Whitacre.学生大体了解文章结构。
高中英语必修二Unit 5—教学设计【教学参考】
高中英语课程标准指出，发展学生英语语言技能，就是使学生能够通过听、说、读、看、写等活动，理解口头和书面语篇所传递的信息、观点、情感和态度等；并能利用所学语言知识、文化知识等，根据不同的目的和受众，通过口头和书面等形式创造新语篇。这些活动是学生发展语言能力、文化意识、思维品质和学习能力的重要途径。因此，本节课以美育为主线设计问题，让学生在合作学习中提高语言运用能力，鼓励他们德智体美劳为全面发展。
Ability aims: 1.Enable the students to learn to talk about different kinds of music.
2.Develop the students’reading skills in finding out the topic sentences and summarizing the main idea of each paragraph.
1.整体设计思路、指导依据说明
整体设计思路（应包含学科教学内容与思政教育主题的有效融合思路）：
英语学科教学理念从关注知识和技能，到培养学生的综合语言运用能力，即语言知识、语言技能、情感态度价值观、跨文化意识和学习策略五方面，然而，对于学生思维品质和能力的培养重视不够，教师对于语境创设不充分，对语篇意义关注不够，尤其是如何运用英语分析问题和解决问题的能力需要更多的关注。为此，本教学设计将围绕特定主题展开，让学生在合作学习中增加运用英语交流的机会,并设计一系列与该阅读有关的练习，让学生正确和自发的运用所学语言。本节课选取了与音乐有关的主题进行教学，将阅读教学和思政教育紧密有机地结合在一起。
本单元的话题是音乐，本节课主要是阅读课，它是整个单元的核心。课文中主要讲述了门基乐队。话题是学生比较感兴趣的，所以有话可说，有情可表。通过本课的学习，学生全面地了解文章大意。WarmingUp通过直观形象的图片及感官音乐来展示了为大众所熟悉的多种音乐形式，包括摇滚、爵士、乡村音乐、民族音乐等，能使学生对音乐的丰富内容有较为广泛的认识。Reading主要从大众对歌手和乐队的心理到介绍TheMonkees乐队的一些情况，如他们如何组合成乐队，他们有名之后的发展。课文后配有相应的练习题，可以帮助学生从整体和细节两方面充分地理解课文。
新课标高中英语人教版必修二unit5教案-(Unit5-Music--Period4-Writing)
Period 4 WritingThe General Idea of This Period：This period aims at getting the students to be familiar with the steps to write an e-mail and how to ask for advice.Teaching Aims：1.Get the students to be familiar with the steps to write an e-mail.2.Enable the students to write an e-mail to ask for advice.Teaching Important Points：1.How to write an e-mail.2.How to ask for advice.Teaching Difficult Points：1.How to write an e-mail.2.How to ask for advice.Teaching Methods：1.Task-based method to help the students to organize their writing.2.Pair work or group work to get every student to work in class.Teaching Aid：A projector，some slides and a multi media computer.Teaching Procedures：Step 1 Warming up （5 minutes）Let the students have a simple IQ test to introduce the Pepsi Cola Inter-school Music Festival to students.Get them prepare to form their own bands to take part in the competition.T：Class，today we are going to have a simple IQ test.Let’s see who is the cleverest.If 1 stands for A and 2 stands for B，then 19，8，5 stands for what?S：SHE.T：Good.Clever!Next question，（show a picture of Pepsi Cola）what is this?S：Pepsi.T：（show a picture of music note）How about this one?S：Music.T：Good job.（show a picture of Pepsi and music note）How about this one?S：Pepsi Cola Music.T：Excellent.（show a picture of Pepsi and music note and you）Then how about this one?T：So in what situation will you be part of the Pepsi Cola Music?You see，you are the students in school?So in what situation will you be related to Pepsi Music?S：Music Festival.T：Right.Pepsi Cola Inter-school Music Festival is held every year.The students who love music can take part in this music festival?Now，let’s enjoy some performances given by the competitors in the last few years.（show a picture of a dancing team，a picture of an instrument team，a picture of a band）So usually in a band，there are 5-6 people.One is to sing，two are to play the guitars，two more are to play the keyboard and one more is to play the drum.So after watching so many performances，would you like to form your own band to take part in this festival?Maybe you will be the next stars，just like SHE or FIR.Step 2 Task 1：Brainstorming （group work）Ask the students to make a list of the things they have to consider when forming a band.Have a competition to list the things out in turn and see which group can list the most things.Each student can have a note with one answer.At last see which group can have the most note.Possible answers：1.the name of the band2.the songs to play3.the hair style4.the costume5.what kind of song to play6.manager for the band7.ask for donation to support8.do some advertisement9.take part in some competition to get knownanize a fans clubStep 3 Task 2：Group work：form the band and find out the most difficult thing for them to decideAsk the students to discuss in small groups one of the most difficult things to decide.While discussing the questions，students have to give out the information why it’s hard for them to decide and why they need help.Step 4 Preparation for WritingT：It seems you have many questions about forming a band.So do you need help?Why not write a letter to Freddy to ask for help?Do you still remember Freddy and his band?They got a big hit in Britain.I think Freddy can give us some advice.（Before writing the letter，let the students review the form of an e-mail and draw theirattention to the title and the addressee’s e-mail address and then present the structure of the letter.）T：In the first paragraph，you will introduce yourselves and raise the questions.In the second paragraph，you will give more detail information why you need help.In the last paragraph，you will have to thank Freddy for his help.（Then draw students’ attention to some useful expression they may use in their writing.）Asking for advice：What’s your opinion about...?Could/Would you...?What do you think...?Express preference：I prefer... I enjoy...I am fond of...My favourite... is...I like... best because...Express your appreciation：We’ll be grateful for your help.Any advice will be a great help.Step 5 Task 3：Write an e-mail to Freddy to ask for adviceT：Now I will give you 10 minutes to write an e-mail to ask Freddy for help.Before writing the e-mail.Pay attention to the form of the e-mail.You have to write down the topic of your letter and the e-mail address of the receiver.Step 6 Production and Presentation （5 minutes）Ask three students to come to the platform and to show their letters to the others and read their letters out.Possible version 1Dear Freddy，My name is Li Hua.I am beginning a band with my friends.However，we have never been in a band before.Could you please give us some advice?I would like to know how your band was formed.I think it is difficult to form a band.Could you please tell me how your band was formed?I think you must have done lots of work.We enjoy music and being famous，but this is not enough.There is a lot of work to be done to form a band.Should we discuss with each other about the music that we’ll play?We enjoy performing music，but we are not sure how well we’ll perform.What’s your opinion about it?Could you give us some advice?We’ll be grateful for your help.Looking forward to hearing from you soon.Yours sincerely，Li Hua Possible version 2Dear Freddy，My name is Li Hua.I’m beginning a band with my friends.However，we have never been in a band before.Would you please give us some advice?What should we do first?We can play several kinds of music.Is it necessary for us to play all of them?We want to get on well and enjoy all the claps after the performances.If we are to form a band，what should we do next?Sometimes we are not confident about our performances.Once we put on a good performance but we are not quite sure about our abilities.Could you give us some good advice?We’ll thank you a lot for your help.I’m looking forward to your advice.Yours sincerely，Li HuaStep 7 Task 4：Read Freddy’s Reply （5 minutes）Ask the students to read Freddy’s reply and see whether they get the answers to their questions.Step 8 Homework1.Revise their letter and send the letter to the band that they know through e-mail.2.Fill in the application form for Pepsi Cola Inter-school Music Festival.The instrument to playMember 4 School/ClassSC No. Tel.The role in the bandThe instrument to playStep 9 The Design of the Writing on the BlackboardUnit 5 MusicPeriod 4 Asking for advice：What’s your opinion about...?Could/Would you...?What do you think...?Express preference：I prefer... I enjoy...I am fond of...My favourite... is...I like...best because...Express your appreciation：We’ll be grateful for your help.Any advice will be a great help.Step 10 Record after Teaching。
最新人教版新课标高一英语必修2+unit5+music教案名师优秀教案
人教版新课标高一英语必修2 unit5 music教案Unit 5 MusicPart One: Teaching Design (第一部分:教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN?T)Aims?To learn to talk about kinds of music?To learn to read about bands?To study The Attributive Clause (in/ for/ with/ by，which/ whom) ?To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. Listening to music also makes people feel happy and nice. How many do you know about music? Can you tell about different kinds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tellabout the different kinds of music? Please turn to page 33. Look at the pictures. Let?s listen to some music. Let?s see if you can guess which music matches withwhich picture.Classical music Country music Rock …n? RollRap Orchestra Folk music Yes, you are right. I?m sure you willreally enjoy yourselves after listening to allthese beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let?s discuss these questions in small groups. Try to share youropinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if you can. For reference: I?ve heard about “The Beatles”, “Back Street Boys”, “The Eagles”,“West life” and “Pink Floyd”.2.Listening, talking and sharingLet?s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the group leader is tostand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We like theirstyle of performances. Listening to their performances, we will feel relaxed,amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference: “The Monkees” is a band that was first popular in the 1960s in America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mickey Dolenz, Davy Jones, and Peter Tork. All the members had some musical experience. Let?s cometo the reading --- The Band That Wasn?t and find more about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND THAT WASN?T. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and youshall read aloud twice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in thepassage. Copy them to your notebook after class as homework.Collocations from THE BAND THAT WASN?Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karaoke , behonest with oneself, get to form a band, high school students, practice one?s music, play to passers-by, in the subway, earn some extra money, begin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music,put an advertisement in a newspaper, look for rock musicians,pretend to do sth., the attractive performances, be copied by…, support them fiercely, become more serious about…, play their own instruments, produce one?s own records, start touring, break up, in the mid-1980s, a celebration of one?s time as a real band3.Reading to identify the topic sentence of each paragraph Skim the text and identify the topic sentence of each paragraph. You may find it either at the beginning, the middle or the end of the paragraph.1st paragraph: How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatles”.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became a real band.How do people get to form a band?Members High school studentsReasons They like to write and play music.Places They practice their music in someone?s home.Forms They may play to passers-by in the street or subway. Results They can earn some extra money. They may also have a chance to dream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of the performance They played jokes on each other as well as played music. first music and jokes Most of them were based loosely on the band called “The Beatles”.development of the band They became more serious about their work and started to play their own instruments and write their own songs like a real band. They produced their own records and started touring and playing their own music. changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 and 4. Closing down by having a discussionDo you think the TV organizers were right to call “The Monkees” a band when theydid not sing or write their own songs? Why?For reference: I don?t think the TV organizers were right to call “The Monkees” a band when they did not sing or wri te their own songs because singing and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music forthis band? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans. No. I think the purpose of forming a band is getting people to enjoy the spirit of music. It?s more important than playing jokes justto make people laugh.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You areto retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, putan advertisement in a newspaper, use actors for the other members of the band, pretend to sing必修2英语同步教案Unit 5 MusicPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by，which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in front. To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures. ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates?.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN?t.As you read on, pay attention to The Attributive Clause (in/ for/ with/ by，which/ whom), thatis, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.For reference: The musicians of whom the band was formed playedjokes on each other as well as played music. However, after a year or so in which they be came more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songslike a real band.Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can?t be used. Look at the screen.Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I?ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you about.5.I?ll show you a store in which you may buy all that you need.(=where)6.I don?t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences. III. Ready used materials for The Attributive Clause (in/for/ with/ by，which/whom)In formal styles we often put a preposition before the relative pronouns which and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on wh ich the film is based, the main character is ateenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encouragement.Notice that after a preposition you can?t use who in place of whom, and you can?tuse that or zero relative pronoun either:•Is it right that politicians should make important decisionswithout consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily polluted. (not --- The valley in that thetown...)•Arnold tried to gauge the speed at which they were traveling. (not --- the speedat they were traveling.)In informal English we usually put the preposition at the end in attributive clauses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim?s footballing ability, which he was noted for, had been encouraged by his parents.•The playground wasn?t used b y those children who it was built for.In this case we prefer who rather than whom (although whom is usedin formal contexts). In restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for). If the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don?t usually put the preposition at the beginning:• Your essay is one of tho se (which/that) I?ll go through tomorrow. (rather than...through which I?ll go tomorrow.)• She is one of the few people (who/that) I look up to. (not ... to whom I look up.) In formal written English, we often prefer to use of which rather than whose to talk about things:•A huge amount of oil was spilled, the effects of which are still being felt.(or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country.(or...whose anniversary is on...) Note that we can?t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of which she spoke fluently. (not..,all whose she spoke...) We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English: •The school that she is head of is closing down. (or The school of which she is head...)Whose can come after a preposition in attributive clauses. However, it is more natural to put the preposition at the end in less formal contexts and in spoken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or...whose car we had traveled home in.)•I now turn to Freud, from whose work the following quotation is taken.(or...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate preposition. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like tothank my tutor.3. She has now moved back to the house on Long Island.4. The staris to be named after Patrick Jenks. S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children. 8. There arestill many things in our solar system. Key for reference:1.They climbed up to the top of a large rock, from which they got a good view.2. I would like to thank my tutor, without whom I would never have finished thework.3. She has now moved back to the house on Long Island, in which she was born.4. The star is to be named after Patrick Jenks, by whom it was discovered. S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father, from whom he learned how toplay chess. 7. The book is enjoyed by adults as well as children, about whom it was primarily written.8. There are still many things in our solar system, about which we know nothing. Are these correct or appropriate? If they are, put a?. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (…came across? is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B) I. Tom Sims, whose car the weapons were found in, hasbeen arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear inthe first episode. 3. Dr Jackson owns the castle whose grounds the main road passes through. 4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.。
新课标高中英语人教版必修二unit5教案
S3：The book，the cover of which is broken，is not mine.
T：Yeah，very good.
S4：The singer with whom Coco Li sang was very happy.
T：Terrific!
T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.
1.How to catch all the points about Freddy from listening.
2.Retell the information about Freddy.
Teaching Methods：
1.Listening skill directing.
2.Task-based activity.
Teaching Aims：
1.Train the students’ abilities to listen to the story about Freddy.
2.Enable the students to memorize some important information about Freddy’s story.
3.Train the students’ abilities to express their opinions.
新生代英语 基础教程2(第二版)教案Unit 5
教案课程名称新生代英语基础教程2（第二版）课时____________________班级____________________专业____________________教师____________________系部____________________教研室____________________教材《新生代英语基础教程2（第二版）》1234567补充教学资源VOCABULARY BUILDER➢参考译文SHOW TIME➢语言解析1.Yo, Hector. This is Mateo.哟，赫克托。
我是玛特奥。
本句是英语电话用语。
81）接电话自我介绍时，可以说：This is … speaking. / It’s… speaking/here. / …speaking.2) 打电话找人，可以说：Hello, is that … speaking? / May I speak to …? / … speaking. / Is … in / there / at home?2. OK, see you in a few minutes. 好的，几分钟后见。
1）in这里用作时间介词，表示“从现在说话时刻算起若干时间以后”，通常用在一般将来时的句子中。
e.g.I’ll come back to see you again in five days. 五天后我再来看你。
It is going to rain in a few minutes. 一会儿天就要下雨了。
2）in用作时间介词，还可以表示“在一段时间以内”。
e.g. Rome wasn’t built in a day. 罗马不是一天建成的。
3. I wouldn’t be surprised if he calls us again.如果他再打电话给我们，我不会感到惊讶。
主句是情态动词，从句是一般现在时。
wouldn’t 表示判断，不会、不可能。
新外研版高中英语必修第二册Unit 5 教学设计
Book 2 Unit 5 On the roa教d学设计单元主题单元目标本单元的主题语境是“人与自然”，涉及的话题内容是通过旅行来了解世界主要国家的地理概况和自然环境，学会尊重和欣赏文化的多样性。
第一篇课文Blogging Australia 通过访谈的形式介绍了一个职业摄影博主的工作内容、与西澳大利亚州的渊源以及她对自然环境保护的看法。
第二篇课文Coast to Coast 通过电子邮件的形式，讲述了Eva 和她的家人横穿北美大陆的旅行经历。
本单元从旅行调查问卷开始，引出本单元的话题，再进一步使用多模态语篇(采访、广告、邮件、明信片和图标设计)和相关的话题内容(旅行的感受、旅行的好处、旅行前的准备、旅行中问路和指路、旅行的见闻和城市介绍)来丰富和加深学生对旅行意义的思量。
整个单元的教学应该牢牢把握“人与自然”的主题语境，匡助学生深度理解语篇内容和主题意义，了解不同国家和地区的风俗世情，加深对英美主要国家地理知识的了解，引领学生的语言能力、文化意识、思维品质和学习能力的融合发展。
1. 语言能力目标：能够读懂与旅行相关的多模态语篇，理解与旅行有关的文章内容，听懂并谈论与旅行有关的话题；能够用所学的语言知识介绍旅行经历，恰当地使用现在分词作定语，学会如何问路、指路，学会制作旅行手册；能够看懂有关旅游城市的图标和设计体现某个城市特色的图标。
2. 文化意识目标：能够了解不同国家和地区的自然环境、风俗世情，加深对世界的了解；能够尊重和欣赏文化的多样性；能够感知中外文化的差异，初步形成跨文化意识，并通过中外文化对照，加深对中国文化的理解，坚定文化自信。
3. 思维品质目标：能够在阅读多模态语篇时观察语言特点，通过比较不同的语篇类型，识别信息的异同；能够根据语篇的特点，客观分析信息之间的关联和差异，发现产生差异的基本原因；能够正确判断文章中人物的观点或者态度，并提出自己的看法，避免盲目接受或者否定文中人物的观点。
最新高一英语必修二Unit-5-Music-Warming-up的教学设计
高一英语必修二U n i t-5-M u s i c-W a r m i n g-u p的教学设计高一英语必修二Unit 5 Music Warming up的教学设计中宁中学胡志存一．教材依据教学内容：人民教育出版社普通高中课程标准实验教科书高一英语必修二Unit 5 Music warming up的教学设计二.设计思想本单元的教学话题是“音乐”。
“热身”（Warming up）部分介绍了多种多样的音乐形式，“阅读”(Reading)部分介绍了美国著名的乐队“The Monkees”(门基组合)的诞生极其发展历程，在“语言应用”（Using Languange）部分又安排了一篇青蛙乐队的故事，目的是让学生进一步感受一只乐队的成功及成名的烦恼。
每当谈论音乐时，大部分学生都会狭义的理解为流行音乐，他们对流行歌手和组合及他们演唱的歌曲和音乐十分熟悉，且极为感兴趣。
新课标的理念是以人为本，教师在课堂上要激发学生的兴趣，充分调动学生的积极性，创设一个宽松的学习氛围，给他们一个充分展示个人才能的机会，使学生在和谐、民主的学习环境中学会合作学习。
基于上述原因，我利用多媒体课件容量大的特点对本单元的第一课时作了如下设计：一：上课伊始，我利用学生对流行音乐熟悉和痴迷的特点让他们听几位流行歌手演唱的歌曲，让他们说出歌手和歌曲的名字，激发他们的兴趣，调动他们参与的积极性，使课堂气氛立刻活跃起来。
二：接下来让他们以小组的形式来讨论古今中外的歌手、音乐家和他们演唱的作品，使学生更多地了解90年代以前中国的许多音乐家及知名的歌手。
三：为了使课堂气氛达到高潮，给学生一个充分展示个人才能的机会，我请一些有特长的学生演唱他们喜爱的歌曲和乐器，让学生对常见乐器和乐器的名称有个大概的了解。
四：接下来让他们观看中国知名乐队“零点乐队”的演奏，从而引出其他乐队和“The Beatles”(甲克虫乐队)，为下节课学习了解“The Monkees”(门基组合乐队)的诞生极其发展历程打下基础。
新人教高中英语必修二Unit5Music-DiscoveringUsefulStructures教案
2019新人教高中英语必修二Unit 5 Music---Discovering Useful Structures公开课教案Teaching aims:1.Get students to have a good understanding the basic usage of past word segmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.Teaching key and difficult points:1.Enable students to learn the meaning of past participles and know when to use past participles.2.How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.Teaching procedures:StepⅠ Lead-inLook at the pictures and describe them.The people are e.The boy is a in reading a book.The boy is s.Suggested answers:excited;absorbed;surprisedThese words serve as the predicative in the sentences.They modify the subject of the sentences like an adjective,showing the state of the subject.StepⅠ Exploring the differences between verb-ed and verb-ing as the predicativeObserve the following sentences and find out the differences between verb-ed and verb-ing as the predicative.1.The news that Man Wenjun took drugs was very surprising.2.At the news that Man Wenjun took drugs,we felt surprised.3.Your performances are satisfying.4.I am satisfied with your performances.5.The cup is broken.Suggested answer:动词-ing形式作表语时,句子主语多是物,它表示给别人造成的感觉,表示主动意义。
新生代英语高级教程2 Unit 5_电子教案
教案课程名称新生代英语高级教程2 课时班级专业教师系部教研室教材《新生代英语高级教程2》123456789补充教学资源Vocabulary Builder参考译文女：除了玩电子游戏和看电影，你还有其他爱好吗？男：有时间的话我会做运动。
女：你在哪里运动？男：几个月前我加入了Bodyfit健身馆。
女：我知道那里。
它在格里尔大街的银行旁边。
你在哪里做什么运动？男：通常我会先在跑步机上做30分钟的有氧运动，接着做30分钟的举重训练。
女：你多久去一次？男：我想一周去四次，但是我太懒了。
上周我只去了两次。
女：那也比我强。
我从不去健身房。
10Show Time参考译文赫克托：你在做什么呢？玛特奥：我在锻炼。
你没看出来吗？赫克托：我知道你在锻炼。
可为什么呢？玛特奥：锻炼对你有好处。
你应该把锻炼当作你日常生活的一部分，赫克托。
赫克托：是，我知道。
但在工作的时候锻炼？玛特奥：为什么不呢？如果你在工作的时候锻炼或者拉伸，你的肌肉就不会感到紧绷。
赫克托：如果我在上班的地方锻炼，会把这些衣服弄得乱七八糟的。
玛特奥：别担心这些衣服。
来，试一下。
赫克托：我该怎么做？玛特奥：先从用手够脚趾开始，然后是膝盖。
最后把手放在臀部。
赫克托：像这样？玛特奥：没错。
1、2、3；1、2、3。
1、2、3；1、2、3。
赫克托和玛特奥：帕特尔先生：你们在做什么？玛特奥：我们在锻炼，帕特尔先生。
为什么不加入我们呢？帕特尔先生：我做不到。
好多年前我就够不到脚趾了。
玛特奥：这对你有好处。
来试试吧。
11帕特尔先生：好吧，那就试试。
但别太快！玛特奥：别担心。
我们慢慢来。
先用手够脚趾。
然后是膝盖。
最后把手放在臀部。
1,2,3；1,2,3。
1,2,3；1,2,3。
帕特尔先生：1,2,3；1,2,3。
好了，玛特奥。
这是我的极限了。
玛特奥：这是个很好的开始。
如果你每天都锻炼，就会变得越来越轻松。
帕特尔先生：每天？玛特奥：保持健康是一种生活方式，帕特尔先生。
帕特尔先生：既然你这么说的话，玛特奥。
新生代英语 基础教程2(第二版)教学课件U5
recorder n. 录音机
e.g. This tape recorder is very reliable.
这台磁带录音机非常可靠。
Words & Expressions
straight adv. 笔直地；成直线地
e.g. He was sitting very straight in his chair.
explain lost sense on the corner on the left / right sense of direction turn around
explain v. 解释
e.g. Explain it properly in English, please.
请用英语正确解释一下。
Enter Room 2. Walk (4)__t_o_w_a_r_d_s__ the basket. There is a note (5) ___i_n______it. Read it: “(6)__N_e_x_t_t_o___the basket, there is a bed light. Turn on the light and you’ll know how to open the door.”
我得去面包店买点面包卷和蛋糕。
Words & Expressions
block n. 街区；一块（石头、木头等）
e.g. The cinema is down the block.
电影院就在街区的那头。
Words & Expressions
bookstore n. 书店
e.g. He walked on alone to the bookstore.
彼得挨着保罗坐在沙发上。
新人教版高中英语必修二Unit5《The Virtual Choir》教案
Lesson Plan I. Background InformationII. Teaching Procedures➢Figure out the meaning of newvocabulary, such as performance andstage, through the picture on thetextbook:➢Tell the text type through the title:expository.➢Find out the key word---together(it shows that music is the universal language o mankind.)➢Fill in the blanks:➢Discuss in pairs the differences between the virtual choir and the reality choirand complete the table:➢Think about the function of the quotation at the end of the paragraph: to make the description objectively and convincing.➢Complete the timeline of the creator of the virtual choir:➢Find the transitional sentence in para.2➢Tell the function of the numbers in para.3 1.His first virtual choir had 185 singers form 12 different countries.2.Altogether, 2292 young people from 80 countries joined in to sing “What If”.➢Talk about why the Virtual Youth Choir sang the song for UNICEF.Discuss their understanding of the sentence on the opening page according to para.3&4:Language is the universal language of mankind.Conclude the students’ opinions with the picture:Ask students to summarize the content of the passage according to the mind map on the blackboard.。
全新版大学英语第二册第5单元教案
Teaching plan of Unit 5, Book 2Unit 5 Overcoming ObstaclesText A True HeightTeaching Objectives:Students will be able to:1.understand the maid idea ( dreaming and hard work helped Michael Stone on his way tosuccess ) and structure of the text ( narration with flashback);2.appreciate certain narrative skills (using details to bring out character; a surprise ending; use ofpuns);3.grasp the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of overcoming obstacles after doing a series oftheme-related reading, listening, speaking, and writing activities;6.write a personal description with the focus on characteristic featuresTime Allotment: 5-6 periodsTeaching Method: Interactive, communicativeTeaching Procedures:I.Warming up1.Watch a part of video about a disabled person, Nick Vujicic2.More stories about overcoming obstaclesRead the stories about some figures in history to see how they overcame their obstacles, and guess who they are. ( See PPT Warm-up Exercises )3. Discuss the following questions in groupsA. what have you learned from these disabled people whom you’ve just learned from the video and the stories;B. what are the obstacles that you have been faced with in your life.C. the ways in which you overcame such difficulties4. After discussion, T may give Ss some suggestions on Overcoming Obstacles1)Get started.Often, once you begin, you'll find the task is easier than you expect.2)Break your task into smaller tasks.Take one big task and break it into smaller tasks. For instance, do part of your assignment each time rather than the entire one.3) Work with the time you have.Don't wait until you have time to do the entire thing. Instead, even if you only have five minutes, get started.4) Set small deadlines.After meeting each deadline, give yourself a reward. For example, play video games when you finish an hour of studying.5)Set anti-deadlines.If you don't finish your homework by 8:00, you can't watch your favorite TV program.6)Eliminate distractions.Turn off the TV. Don't answer the phone.7) Ask for help.Sometimes, the reason you don't start is because you don't know what to do. If that's the case, ask for help.8) Begin now.What one thing can you do right now that will move you closer to your goal.* Background InformationOlympicsOrganized and governed by the International Olympic Committee (IOC), the Olympic Games are the most important international sports event in the world held every four years.1. Olympic symbol: five interlocking red, blue, yellow, black, and green circles on a whitefield—represents the continents of the world joined in friendship2. Olympic motto: swifter, Higher, Stronger.3. Olympic Offices: Lausanne, Switzerland.4. Main events in Olympic history:--776 B.C.~392 A.D. Ancient Olympic Games were held in Olympia.--1896~now Modern Games began.--1912 Women are allowed to compete in the Games.--1924 Winter sports has been added to the Games.--2008 Beijing hosted the 29th Olympic Games.II. Global ReadingQuestions about the text1. What does the text title “True Height” mean?It has more than one meaning. It may refer to:1) the new bar heights that Michael cleared one after another;2) the tremendous obstacles Michael had overcome in attaining his goal.2. As the text consists of the main story and a flashback, can you figure out the flashback?The flashback is from Para. 3~5* Part Division of the TextParts Paragraphs Main Ideas1 Paras.1-2 Michael faced the most challenging competition in hispole-vaulting career.2 Paras.3-5 Michael’s childhood was marked with dreams and toughtraining.3 Paras.6-12 Michael topped his personal best, won the championship and seta new world record.4 Paras.13 What was most unusual about Michael’s victory was that he wasblind.* Scanning practice:Scan the whole text to find out all the words and phrases that are related to sports or stadium. And think about their Chinese equivalents. (For more details, see ppt.)III. Detailed ReadingFurther UnderstandingFor Part 1Description : Use your own words to draw a picture of the stadium on that day, including the weather, Michael’s appearance and inner feeling, the audience’s response, etc.For Part 2Questions and Answers1.From the description of Michael’ parents, what can you learn about his parents?(Michael’s mother is romantic and passionate, while his father is a hard-core realist.)2．What personality traits are attributed to Michael’s success?(He is diligent, perseverant, optimistic, ambitious, etc.)For Part 3Compare Michael’s reaction before and after he cleared the bar at different height of the pole ( See PPT : Global Reading Chart Completion )For Part 4Discussion1.Why does the author keep the secret about Michael’s blindness until the last sentence?2.Who would you admire better, a Michael Stone with a sound body or a blind Michael Stone?*Key words:. sweat, fantasy, numerous, passion, coincide, alternate, vain, startle, in one’s mind’s eye* Writing SkillsAs the text consists of the main story and a flashback, the narration has to switch from the ongoing competition to earlier events and then return to the ongoing competition. How does the author manage to make these parts in the text flow smoothly?1.One way is to repeat a key word in the last sentence of a paragraph in the first sentence of thenext paragraph, e.g.It also has the element of flying, and the thought of flying as high as a two-story building is a mere fantasy to anyone watching such an event.As long as Michael could remember he had always dreamed of flying.2.Another way is to pick up a key idea from a previous paragraph and repeat it in the sentenceintroducing the next paragraph, e.g.All of Michael’s vaults today seemed to be the reward for his hard work.IV. After Reading* DictationDictate the following proverbs to students and translate them into Chinese1. Where there’s a will, there’s a way. 有志者事竟成。
新外研版高中英语必修第二册Unit 5 教学设计
1. Read the text again andcompletethe blogger profile.
2. Share and check answers in class.
Develop students’readingskill of getting specific information andhelp studentshave a better understandingofthe languageinthetext.
Understanding ideas板块教学设计
（建议时长40–45分钟，教师可根据教学实际酌情调整。）
课型
Reading + Speaking
主题语境
主题语境为“人与自然”，涉及的话题是旅行。本篇课文讲述了一位职业摄影博主与西澳大利亚州的渊源，以及她的摄影经历引发了她对人与自然环境关系的思考。
内容分析
3.Share their answers in class.
Developstudents’ reading skillof locating certain information.
Activity3
1. Ask students to choose the best description of the interview.
本单元从旅行调查问卷开始，引出本单元的话题，再进一步使用多模态语篇（采访、广告、邮件、明信片和图标设计）和相关的话题内容（旅行的感受、旅行的好处、旅行前的准备、旅行中问路和指路、旅行的见闻和城市介绍）来丰富和加深学生对旅行意义的思考。整个单元的教学应该牢牢把握“人与自然”的主题语境，帮助学生深度理解语篇内容和主题意义，了解不同国家和地区的风土人情，加深对英美主要国家地理知识的了解，引领学生的语言能力、文化意识、思维品质和学习能力的融合发展。
教案 E英语2 unit 5
Unit 51。
Teaching objectives：（1)Knowledge objectives：①students will be able to grasp some key words and expressions。
②Students can acquire more about the future perfect tense.③Students can learn how to develop a paragraph by space.(2）Ability objective：①students can improve the abilities of listening，speaking, reading andwriting。
②Students can develop the ability in describing their dreams。
(3)Emotional objectives：①students can learn the spirit of confidence and persistence.②students can learn some good qualities and put them into practice。
2. Teaching key points: help the students have a better understanding of the future perfect tense。
3。
Teaching difficult points：enable students to practice linking sounds and expressencouragement。
4。
Teaching proceduresPart One Listening and SpeakingStep 1。
Pronunciation and listening skillsPracticing linking soundsIt’s a Small WorldIt’s a world of laughter，a world of tears.It’s a world of hopes，and a world of fears.There’s so much that we share, that it’s time we’re aware，It's a small world after all。
人教新课标 必修2 unit5 music(freddy the frog) 教学设计
C as if＆as though(C)
Step6. Homework
Finish the exercises of English Weekly
Readingand dictation
Look at the pictures on the screen and talk about what they are.
Teaching Plan
Senior English for Students’ BookⅡ(Go For It)
Teacher:兴国一中徐素娟
Title
Unit5Freddy the Frog
第1课时
Teaching Goals
1.Improve the students’ reading ability.
(设计思路：及时巩固、练习)
1. The old scientist devoted his whole life___ the project.
A on B to C in D about
2. The old teacher devoted all his life toteach.×
Prepteaching√
(设计思路：反复巩固学习重要的知识点，熟能生巧)
①on a brief trip进行一次简短的旅行
②devotion (N.)投入,热爱
devote (V.)…to投身于…,专心于…
③一…就…
as soon as / immediately/ hardly…when/
no sooner…than
④go wrong出ห้องสมุดไป่ตู้题了
Questions: Do you know these stars?
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教学设计课程名称新生代英语高级教程2教师教研室教材《新生代英语高级教程2》1教学计划教学单元Unit5“Exercise is good for you.”单元主题●Staying healthy课时安排8教学内容●Show Time“Exercise is good for you.”●ReadingThe dangers of exercising too much●Chat TimeAre you ready to pump some iron?●WritingMy favorite sport●GrammarPresent simple and present continuous tenses●My StoryStress and relaxation教学目标教学活动建议Warm-up To get students to talkabout the main topicof this unit in acomfortable andrelaxed manner●Read the title of the unit and ask studentsto tell you whether or not they agree withthis statement.Encourage them to givereasons for their answers.Explain thatthis unit is going to focus on keepinghealthy.●Read the questions in the questionnairealoud to students and give them theopportunity to ask questions aboutanything they don’t understand.●Give students several minutes to complete2the questionnaire.Then ask them to compare their choices with a partner, identifying any similarities and differences they have.Vocabulary Builder A and BTo teach students newvocabulary related toexercises ●Have students listen and repeat the words,teaching the definition for each one.Youcan check their comprehension by askingquestions,such as:Which machine dopeople run on in a gym?(treadmill)Whatdo we call a session of exercises?(workout)What is a unit of energy called?(calorie)What is the name of a kind ofrelaxing exercise?(yoga)●Once students seem comfortable with thenew words,have them complete ExerciseB and then switch books.Go through theanswers,calling on different studentseach time.Correct any errors.●If you want to,you can start each classwith a short spelling test,which worksquite well as a warm-up.CTo improve students’listening and comprehension skills ●Tell students they will hear a conversationin which two people discuss exercising.●Play the audio,twice if necessary.Pausethe audio so that students have time to fillin the blanks.●Allow students to check their answerswith a partner before nominating a coupleofconfident students to perform theconversation in front of the class.DTo improve students’speaking and comprehension skills●Organize students into pairs.Focus theirattention on the pictures and read therubric aloud.●Challenge students to see who can be thefirst pair to match the equipment to thesports.Fast finishers should then write thenames of the sports equipment beside thepictures.●Collect answers around the class.Writethe English words for the sportsequipment on the blackboard and read thewords aloud,modeling correct3pronunciation.Show Time ATo teach studentsspeaking skillsthrough the use ofpictures ●Tell students to look at the pictures andask some basic comprehension questions,such as:Who are these people?Where arethey?What are they doing?●Ask students to guess what happened inthis video and to match the pictures to thesentences according to their ownunderstanding.●Have students watch the video in itsentirety.Ask them to check their answerswith a partner.B,C and DTo improve students’listening comprehension through the use of video ●For Exercise B,ask students to match thetwo halves to make sentences.●For Exercise C,play the video again.Have a pair of students read out theconversation with one student playing therole of Mr.Patel and the other as Mateo.For an extension activity,you can alsohave students rewrite the conversation,using the words and expressions learnedin this unit.●For Exercise D,have students readthrough each sentence and then put theevents in the correct order.●Check the answers for Exercises B,C,and D.Students can exchange books andlisten as you go through the answers.Reading A,B and CTo improve students’readingcomprehensionExercise A●Read the heading of the text aloud andask students to think about what thedangers of exercising too much could be.Note down students’answers on theblackboard.●Give students several minutes to read thetext.Ask them to see if any of their ideasare mentioned by the interviewees.●Get students to answer the questions.Encourage students to refer to WORDS&EXPRESSIONS.●Allow students to compare their answerswith a partner before checking answers4around the class.Exercise B●Read the rubric aloud.Ask students toread the text again,focusing on thespecific problems mentioned by the threeinterviewees.●Students should then match theinterviewees to the problems.●Check answers orally.Exercise C●Read the rubric aloud.Nominate a studentto read the first piece of advice aloud,andget the rest of the class to suggest whothey think the advice is for and why.●Ask students to complete the rest of thetask individually.Circulate,offeringsupport where necessary.●Ask students to check their answers witha partner before conducting classfeedback.D,E and FTo review the useful words and expressionsExercise D●Read the words and expressions in theboxes aloud,modeling correctpronunciation and getting students torepeat after you.●Get students to complete the task alone.Fast finishers can write examplesentences using the words andexpressions.●Check answers around the class. Exercise E●Organize students into pairs.Challengethem to see who can be the first to matchthe words and expressions to thedefinitions.●Check answers around the class.Focus oneliciting the correct pronunciation of thenew vocabulary.Ask students questionsto personalize the new language,such as:Where do you usually work out?Haveyou ever had membership for a gym?Doyou know someone who goes too far withexercising?5Exercise F●Focus students’attention on the Bingogrid and check that they understand therules of the game.●Ask students to write the words into theblanks.When everyone is ready,play theaudio of the definitions.When someonecalls out“Bingo”,see if he/she canremember the definitions for the words intheir row.Beyond the TextTo improve students’critically thinking abilityExercise A●Nominate four students to read aloud thereasons for doing exercise.Give studentsthe opportunity to ask questions aboutanything they don’t understand.●Read the rubric and EXAMPLE aloudand ask students to share their ideas witha partner.●Circulate as students complete the task,prompting them and offering supportwhere necessary.Ask students to workwith another pair to compare their ideas.●Bring the class together again.Ask acouple of students to report back on theirdiscussions.Exercise B●Share one of your fitness goals withstudents,such as:I want to run ahalf-marathon this summer.Elicitsuggestions from students on how youcould achieve this goal.●Focus students’attention on the diagrams.Ask students to work in groups to suggestadditional ideas for the first two diagrams.Bring the class together again and collectideas around the class,giving students theopportunity to complete these diagrams.●Students should now think of their ownfitness goals and write them in the centerof the last two anizestudents into pairs and ask them to offereach other advice.●Conduct class feedback.Ask students to6Writing To improve students’writing skills and Exercise A●Tell students that they are going topractice writing their favorite sports.share their fitness goals and the way thatthey are going to achieve these goals.Chat Time To improve students’listening,speaking,writing and actingskills through the useof conversationExercises A&B●For Exercise A,explain to students thatthey will hear a conversation in whichtwo people discuss working out at thegym.Introduce the key words for thisconversation.●Tell students to listen carefully and towrite down what they hear in the blanks.If necessary,pause the audio so thatstudents have time to write.●Have students practice talking aboutworking out in a gym using the questionsin Exercise B.●Ask students to read throughLANGUAGE NOTE,which teaches thephrase“pump(some)iron”.Ask studentswhether or not they have pumped ironbefore.Exercise C●Read the rubric aloud and elicit some ofthe topics which might be discussedbetween a customer and a fitnessinstructor in a gym.Write students’ideason the blackboard.●Read the expressions in Useful languagealoud and ask students to repeat,focusingon the correct pronunciation,sentencestress and intonation.●Nominate a couple of students to readEXAMPLE anize students intopairs and get them to work on theirrole-plays.Circulate,offering supportwhere necessary.●Nominate a couple of confident pairs toperform their role-plays to the rest of theclass.●Encourage the listening students toprovide feedback.7learn to write a favorite sport●Give them several minutes to read theemail and complete the task.●Ask students to check their answers witha partner before conducting classfeedback.Get students to tell you whetherthey have tried surfing before andwhether they’d like to try it. Exercise B●Get students to match the two halves tomake sentences.●When students have completed the task,ask them to tell you which sport is beingdescribed(snowboarding).Elicit who hastried this sport before and who would liketo try it.Exercise C●Read the expressions aloud and elicit theirmeanings by asking questions,such as:Ifsomething builds up your self-confidence,then how does it make you feel?(moreconfident)●Get students to complete the task.Collectanswers around the class,focusing on thecorrect pronunciation of the targetlanguage.Exercise D●Read the rubric.Ask students to thinkabout their favorite sports,and ask a fewstudents to share their choices with therest of the class.●Draw students’attention to the providedexpressions and allow them to askquestions about any new and unfamiliarlanguage.●Circulate as students write their emails,offering support where necessary.Whenstudents have finished their emails,askthem to exchange with a partner and toprovide feedback on each other’s work.●Choose the best email to read aloud to therest of the class and photocopy it as anexample.8Grammar To teach students howto use present simpletense and presentcontinuous tense Exercise A●Divide the blackboard in half and writePresent Simple Tense on one side andPresent Continuous Tense on the other.●Explain that we use the present simpletense for repeated actions and dailyroutines.Write an example and then askstudents to come up with their examples,emphasizing the fact that we must add“s”to the third person singular form.●Move on to the present continuous tense.Explain that the present continuous tenseis used to show that an ongoing action ishappening now.It can also be used toshow an action is going to take in the nearfuture.Write an example and then havestudents come up with their examples,emphasizing that some verbs arenon-continuous,which means that wecannot add“ing”.●Once students seem comfortable with thegrammar,have them complete the exerciseand then switch books to correct theirmistakes.Exercise B●Read the rubric,making sure that studentsare aware that it may sometimes benecessary to add an auxiliary be verb.●When students have completed theconversations,they should check theiranswers with a partner.Nominate threepairs of students to perform theconversations to the rest of the class.My Story To improve students’listeningcomprehension andspeaking abilitythrough the use ofvideoExercises A&B●Tell students that they will see a video inwhich real people talk about how they dealwith stress.●Play the video and have students completethe true or false statements in Exercise A.In some cases,you may need to pause thevideo to help students.●Have students tell you the answers,correcting any mistakes.Play the video9again and have students answer thequestions in Exercise B,pausing the videoif necessary.●Check students’answers,correcting anymistakes.Exercise C●Ask students to read the questions and tonote down their answers.●Organize students into pairs to share theiranswers.Nominate a few students toreport back on their partners’answers.课后学习设计作业◆Finish all the exercises in Unit5.◆Read the text in this unit again and try tosummarise its content.◆Write a favorite sport.课后总结与反思10。