高中英语教学设计新部编版(高二备课组)
高二英语教学计划15篇
高二英语教学计划1一、本学期的指导思想：以学校工作计划为指导思想，以培养学生自主学习和自主管理能力为主线，针对我校高二学生普遍英语底子差，基础薄的实际，坚持夯实基础，狠抓双基，改进学法，激发兴趣，提高能力的指导思想。
在本学期的英语教学中，要坚持以下理念的应用：2、突出学生主体，尊重个体差异，让学生在老师的指导下构建知识，提高技能，磨练意志，活跃思维，展现个性，发展心智和拓展视野；3、让学生在使用英语中学习英语，让学生成为Good User而不仅仅是Learner。
让英语成为学生学习生活中最实用的工具而非累赘，让他们在使用和学习英语的过程中，体味到轻松和成功的快乐。
高二英语既注重基础知识的考查，又强调能力的灵活运用。
为了适应这一趋势，提高高二英语的教学质量，在高二英语教学中我将常抓基础知识，有梯度地拓宽词汇，提高课堂效率，从而努力提高学生学习的自觉性、主动性与积极性，通过师生互动，更进一步提高英语成绩。
二、学生情况分析本学期本人任高二（文）、（理）班，从学生高一期末考试情况来看，存在以下三方面问题：①在思想上、态度上放松或放弃的现象有所表露，读,不会读，就谈不上听得懂,看得懂,从而导致破罐子破摔的现象。
②基础知识不够扎实，灵活运用语言的技能相对薄弱。
③运用能力不够强实。
学生的阅读能力、理解能力、分析能力、判断能力、应变能力等均不能较好地适应考查要求。
语言学习的关键在于语言知识的积累，只有通过学习者亲身的体验和摸索，才能学会并掌握语言知识，从而达到在交际中灵活使用语言的目的。
三、教材简析该册教材从不同方面具有如下特点：2、词汇量大，语言地道。
由于所选文章涉及的领域多，又是原汁原味，因此，各方面的词汇都出现了。
又由于沿用地道的原文，不同作者用词不同，出现了大量的近义词。
虽然这给学生提供了学习英语的真实语言环境，但也增加了学生学习英语的难度。
3、精心编排，形式新颖。
教材编排的匠心不但体现在课文内容的精心选编和课型的优化设计。
团陂高中高二英语组集体备课教案设计
教案设计者简介：张勤，男，1967年2月出生，1989年7月毕业于黄冈广播电视大学英语专业，2004年获湖北大学自考本科学历，中学一级教师。
从毕业至今一直战斗在高中英语教学一线，有多年高三复习备考的教学经验。
在各级各类报刊杂志上发表过多篇有见解的教学论文，辅导的学生多次获得过省县市好名次，正积极组织开展研讨“农村高中学生英语学习困难问题研究”（已申请并上交了湖北省课改课题开题报告）。
现在湖北省黄冈市浠水县团陂高中任教，学校英语教研组长，高二年级主管，邮编号码：438213。
高二英语组集体备课教案设计-------湖北省浠水县团陂高中张勤备课组：高二英语备课地点：高二年级办公室主讲人张勤参加成员：李文武万锐敏杨静王丹丹杨小元南小莉时间： 2010年11月19日第1,2,3节主要任务记录：共同研讨MODULE 4 Period2 Reading部分公开课内容一．讲课人（张勤）说课思路教学项目：词汇 give concerts, conservatory, soloist, repertoire,characteristic,Poetry, give life to, combine, depress,share feelings and ideas with…结构（be） true of/for, (be) the same with,教学目标： 1. 语言知识运用give concerts, give life to, combine, make contact with2．体会一般过去时、现在完成时及现在完成进行时在reading 中的应用3．语言技能：能理解含有本模块所学词汇和结构的句子、段落并获取信息；挖掘文章深意，提高对文章内容的分析和解读能力。
4．文化意识：在阅读理解过程中，能发现隐含在语言中的对祖国文化遗产的热爱。
5．情感态度：通过对琵琶皇后“刘芳”的学习，了解有关琵琶的音乐知识，培养学生不畏艰难的品质。
高二上学期英语教学计划7篇
高二上学期英语教学计划7篇高二上学期英语教学计划篇1一、指导思想高一上学期是高中教育的起始阶段，为了使学生圆满完成新课标要求的各项学习任务，尽快适应新的环境，帮助学生平稳实现从初中英语学习到高中英语学习的过渡，培养学生对英语学习的兴趣，我们将以学校教务处及上级教研部门精神为指导，按时按质按量完成本学期的教学工作任务。
二、教材分析普通高中课程标准实验教科书分多个模块。
每个模块一册学生用书，有五个教学单元，可供半学期使用。
书中没有设复习单元，以便于教师根据教学的实际情况更加灵活地使用教材。
教师可根据实际情况划分教学阶段并安排适当的复习，也可调整教学进度，增加或删减教学内容。
本套教材第一至第五模块的目标是达到课程标准的七级要求。
每个单元围绕一个主要话题开展听说读写活动，共分九个部分。
各部分的教学目的明确，由于没有分课次，也未标注顺序，教师在实际教学中有自我调控的空间。
教材具有以下特点。
1、有利于提高学生的思想素质和人文素养2、符合学生的生理和心理发展的需要，能够激发其兴趣3、语言真实、地道、自然4、采取功能、结构、话题及“任务型”活动途径相结合的教学方法5、知识和技能训练的安排遵循学生的认知规律6、启发学生进行探究式的学习，培养他们的创新精神和实践能力7、注意学科整合，拓宽学生的文化知识视野。
三、教学目的使学生在义务教育阶段学习的基础上，进一步明确学习目标，发展自主学习的能力和合作精神；在加强对学生综合语言运用能力培养的`同时，注重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，以及用英语进行思维和表达的能力；高中英语课程还应根据学生的个性特征和发展需求，为他们提供丰富的选择机会和充分的表现空间。
通过高中英语课程的学习，使学生的语言运用能力进一步得到提高，国际视野更加宽广，爱国主义精神和民族使命感进一步增强，为他们未来发展和终身学习奠定良好的基础。
四、教学要求1、在培养学生的语言知识、语言技能、情感态度、学习策略和文化意识等素养的基础上发展学生综合运用语言的能力。
2024年新学期高二英语教学工作计划（7篇）
新学期高二英语教学工作计划一、高中英语课程的设计特点课程按模块设计，内容丰富，图文并茂，贴近学生生活实际。
这一学期主要学模块五和模块六。
模块五是必修模块，而模块六是属于选修模块，当然教学内容的难度也渐渐加深，因此每个模块的教学时间调整为____周。
二、教学目标高二年级是高中的重要阶段，又是高中三年的承上启下阶段。
因此，让学生在高二年级打好学科基础并有所发展是极其重要的。
下列目标应在本学期内达到：巩固、扩大基础知识;培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力;发展智力，培养自学能力。
争取在原有基础上有所提高，缩小与上学期期末考试时平均分排在我们前面的几个理科班的差距.三、教学重点1、加强基础知识的训练，注意词汇能力的培养，帮助学生理清语法规则，掌握习惯用语，为综合运用打下坚实的基础。
2、坚持听、说、读、写的训练，保证量的积累过程，实现由语言知识到语言应用能力的转化，提高做题的准确率和熟练程度。
3、坚持以语篇为中心，重视语言形式和思想的表达。
四、教学内容及方法1、走近学生，了解学生。
多利用一些时间与学生沟通交流，拉近师生之间距离。
了解学生英语学习的情况，做到分层教学，真正落实因材施教。
2、继续抓好学生英语学习习惯的养成，如，早读一定要大声朗读，每天都积累一定量的英语词汇，认真做好课堂笔记，并及时整理好难错题本。
3、加大阅读量，通过阅读材料开阔学生的视野，丰富语言知识，扩大词汇量。
4、提高学生的口语交际能力，充分利用课前三分钟的英语对话，并实行每天的英语值日报告，提高学生的英语口语表达能力。
5、完善学生评价制度以及评价方案，自评，他评，师评，家长评价等多种评价体系同时进行，帮助学生认识自我，并不断地完善自我。
6、培养学生的自主学习能力。
这个目标的实现，需要一个循序渐进的过程，必须落实在平时的教学点滴中。
多观察，多强调，抓住一些典型的自觉主动学习的学生来带动班上其他学生。
7、争取把培优扶中补差工作落实在平时的每一节课中，这项工作有一定的难度。
201-——201- 学年度第一学期高二英语备课组工作计划
201*——201* 学年度第一学期高二英语备课组工作计划201*——201* 学年度第一学期高二英语备课组工作计划201*201*学年度第一学期高二英语备课组工作计划201*201*学年度第一学期高二英语备课组工作计划本学期，我们高二年级英语备课组将在校长室、教导处、教科处和英语教研组的领导下，全体备课组教师的共同努力，认真研究“新课程标准”和学校制定的“三环五步”的课堂教学思路，严格按照学校制定的备课组长基本工作要求积极开展本学期的备课组活动。
一、本学期教学内容与要求综述本学期我们要完成译林版牛津英语模块五和模块六的部分教学。
其中模块五必修模块共有三个单元，每个单元由Welcometotheunit,Reading,Wordpower,Grammarandusage,Tas k,Project和Selfassessment这几个板块组成。
其中模块五的语法重点是非谓语动词。
动词不定式、动名词、现在分词和过去分词在句中充当主语、宾语、表语、定语、状语以及宾语补足语的用法。
这是整个高中英语语法中的重点和难点。
所以在我们的备课组活动中要做好备课前的研讨工作。
模块六属于选修模块，但是在毕业会考和高考中依然占有很大比重。
这一模块的语法重点有：虚拟语气、复习动词时态。
新课程标准下的高二英语既注重基础知识的考察，又强调灵活运用能力。
同时也有迎接毕业会考的压力。
为了适应这一趋势，提高教学质量，要求狠抓基础知识，拓宽词汇，加大训练量与质，提高课堂容量与效益，并努力培养学生良好的学习习惯，培养其自觉性、主动性、积极性，突出教师的主导地位及学生的主体地位，时刻以提高学生英语成绩为目的。
二、教学方法与措施设想1.认真参加每周的教研活动,加强理论学习,努力把新的教学理论融入到课堂教学当中去.2.坚持每周至少一次的集体备课活动.坚持先集体讨论、研究教材,确立重点和难点,以及上课的一些思路,然后再由老师组织制作课件.每次备课活动都定有中心发言人。
2024年高中英语教研组工作计划样本(五篇)
2024年高中英语教研组工作计划样本一、高三英语教学的优化策略（一）强化套题训练鉴于法项目无法直接应对考试挑战，日常教学需超越基础知识传授与分散性练习，着重加强套题训练。
此举旨在使学生深刻理解各题型特征，掌握答题技巧与方法，并契合高考要求，确保教学目标的精准实现。
（二）改进教研模式，提升教研品质应积极推广“参与式”与“研讨式”教学研究模式，并适时组织校际间的横向交流，以促进教研活动的深度与广度。
（三）明确学期教学进度本学期应完成高中英语语法的全面复习，并深入讲解《牛津译林版高中英语》第9、10模块内容。
同时，鼓励学生进行辅助阅读，如英语报刊及英美文学读物，以拓宽视野，增强语言应用能力。
二、高二英语教学的具体措施1. 强化理论学习，革新教学观念随着高中新课程的全面实施，高二备课组教师应深入学习新课标相关著作，积极转变教学观念，将课堂转变为学生学习英语的主体场所，注重学生自主学习、探究与合作能力的培养，激发学生英语学习兴趣，促进其在知识积累、应用拓展、发现创新等方面全面发展。
2. 加强集体备课，实现资源共享备课组应坚持集体备课制度，实现资源共享与分工合作。
每位教师负责一个单元的教学设计与讲解，并在备课组活动中分享备课思路及单元重难点。
同时，确保教学进度、教案、课件及练习的统一性，同时鼓励教师发挥个人特色，共同提升教学质量。
3. 提升课堂教学效率在教学过程中，应注重新旧知识的衔接与融合，培养学生独立思考与判断能力，激发其创新精神与实践能力。
建议运用多媒体技术丰富教学手段，使课堂更加生动有趣。
同时，设计多样化的教学活动，让学生在实践中感悟与体验英语，提升语言综合运用能力。
4. 强化听课交流，促进共同成长本学期将继续在备课组内开展互相听课活动，以教学常规为抓手，确保教学质量。
通过听课交流，实现教师间的取长补短与青年教师的快速成长。
5. 精准把握教材难度，夯实基础知识针对学生基础知识相对薄弱及教学时间有限的情况，教师应充分利用课堂时间，以教材为例巩固基础知识。
高中英语教学设计
高中英语教学设计高中英语教学设计1高二班级是高中的重要阶段，又是高中三年的承上启下阶段。
因此，让同学在高二班级打好学科基础并有所进展是极其重要的。
以下目标应在本学期内到达：巩固、扩大基础知识;培育口头和书面初步运用英语进行交际的潜力，侧重培育阅读潜力;进展智力，培育自学潜力。
争取在原有基础上有所提高，缩小与上学期期末考试时平均分与其他兄弟班级的差距。
让繁复问题简约化，使同学更简单掌控所学知识。
加高校生的阅读量。
提高阅读速度。
此外，在本学期的教学中，要狠抓基础及单词、句型及语法等，扎实基础知识，突击写作训练，为高考打下扎实的基础。
详细方法如下：1、钻研并制造性地利用教材，敏捷运用，发挥教材特点。
2、资料要求同学务须要过词汇关，反复朗读、默写单词、以便加强同学对基础知识的掌控。
摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。
利用教材提高同学的基本功，坚持默写单词及重点句型。
3、培育同学的.阅读潜力，并以这些材料为基础，扩充同学词汇量，做到每学完一篇课文，就进行词汇检测。
拓宽教材，扩展同学阅读量，努力补充同学的词汇。
在平常教学过程中不断扩高校生的词汇量，词汇教学以新带旧，从而到达巩固扩充词汇的目的，做到常常督促、检测。
4、加大基础写作训练的力度，大力鼓舞同学学以致用。
并要求同学背范文、老师精选的课文段落、写作必背句型，使同学熟识英语的句式结构及习惯用法，从句到篇，从而写出完整的英语文章。
另外每周进行一篇的写作训练，鼓舞运用背过的句型，提高同学的写作潜力。
5、综合检查。
预备每一单元做一次练习或测试，主要以结合当前教学资料为主要测试资料，间或分块测试，习题的训练在于精而不在于多。
在教学中尽量根据高考的知识体系有针对性地选取典型性题目。
针对共性问题进行精讲，让同学在书本中找到解决问题的源泉，学会思索、整理和归纳。
高中英语教学设计2高中英语课程强调：在进一步进展同学综合语言运用技能的基础上，着重提高同学用英语猎取信息、处理信息、分析问题和解决问题的技能，特别着重提高同学用英语进行思维和表达的技能；形成跨文化交际的意识和基本的跨文化交际技能；进一步拓宽国际视野，加强爱国主义精神和民族使命感。
高中英语新课标人教版 Unit 3 Life in the future
Unit 3 Life in the future一、学习目标1.认识现在，展望未来，激发学生的想象力。
2.学习使用有关预测和猜测的表达方式。
3.掌握过去分词作状语的用法。
4.运用所学英语写出具有丰富想象力的短文。
二、学习重点和难点1.学习本单元词汇。
2.学习课文，通过课文学习，使用过去分词作状语的用法，并模仿写作。
三、学法指导：归纳、讨论、交流、展示Period One Reading课前预习：重点单词1. _______ adv. 不断地________adj.2. _________ v. 印象_________ n.3. _________ v.指导_________ n.4. _________ v.结合___________ n.5. _________ n. 效率_________ adj.6. _________ vt. 打扫7. _________ vt. 系牢8. ________vt. & n. (使)闪光、(使)闪现9. ___________ adj. 乐观的10. __________ adj. 巨大的重点短语1. ___________ 占据 6. __________ lose sight of2. ___________ 寻找7. __________ worried about3. ___________ 滑进8. __________ in all directions4. ___________ 按下9. __________ in no time5. ___________ 打扫10. ___________ switch on课堂探究：一、Fast reading and summary.Answer the following questions and then summarize the text.1.Where did I travel?_____________________________________________________________________ 2. How did I travel?_____________________________________________________________________ 3. What did I do in AD 3008?_____________________________________________________________________ Summary: By taking a ___________ , I traveled to _________ and experienced a lot of ________ things there.二、Careful reading and retelling.三、阅读课文，选择正确答案：( )1. Why did Li Qiang feel nervous and uncertain at first in the year AD 3008?A. Because he was frightened in the new surroundings.B. Because he hadn’t adapted himself to the new environment.C. Because he was affected by the flashbacks from his previous time period.D. Because he was in an imaginary world.( )2. It seemed that _______ from the passage.A. oxygen was no longer needed in the year AD 3008B. oxygen was still needed in the year AD 3008C. it was in the hovering carrige that Li Qiang traveled into the futureD. it was the calming drink that got Li Qiang into the future.( )3.This text is written mainly to ____________.A.introduce the future life to usB.imagine a kind of future lifeC.write about an adventurous tourD.tell us an amusing story课后作业：词汇理解1. to make use of(the prize)= _________2. to see = _______________3. to be unable to see = ______________4. You have travelled through many time zones. So you feel very tired. The feeling of this kind of tiredness is called ________.5. all the time, very often = __________6. to make sb.remember sth.= ________7. rapidly, quickly = _______8. tired = __________课文缩写填空Dear Mum and Dad,I have to remind myself 1.________ that I am 2.________ up this prize and I’m really in the year of 3008. I suffered from “time lag”that I kept getting flashbacks from 3.______ time period. We climbed in the capsule through a small 4. ________. It was very comfortable. A few minutes later, the journey was completed and we had arrived. At first the 5._______ were hard to 6._________. Because of a 7._________ of fresh air, I got a headache, so I put on a mask. After a rest, I followed Wang Ping to collect a hovering carriage driven by computer. These carriages float above the ground and by bending or 8._________ down in the seat, we can move swiftly. Wang Ping showed me how to use it, but I lost 9._______ of him when we reached a place where many carriages flew by in all directions. Later we arrived at a strange-looking house which had a green wall made of trees. A table and some chairs could rise from under the floor by flashing a 10._________ on a computer screen. I was exhausted that night and fell asleep quickly.Your loving son,Li Qiang学习自我评价：优良中差Period Two & Three Language Points课前预习：一、复习第一课时中的重点词汇和短语。
高二英语必修三教案5篇
高二英语必修三教案5篇【导语】在学习新知识的同时还要复习以前的旧知识，肯定会累，所以要注意劳逸结合。
只有充分的精力才能迎接新的挑战，才会有事半功倍的学习。
作者高二频道为你整理了《高二英语必修三教案5篇》期望对你的学习有所帮助！1.高二英语必修三教案教学目标：一) 认知目标1.句型和语言点(见教学重点)。
2.用所学的知识与伙伴进行交换、沟通，学会改错、写作。
二)情感目标利用多媒体手段营建积极和谐教学氛围，使学生不自觉地进入情形当中，充分调动学生的思维活动和情感体验，引发学生的共鸣。
三)智力目标在运用语言的进程中培养学生的视察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。
教材分析：这是高三复习阶段的一节写作课。
这节书面表达课就从审题谋篇等方面入手来完成教学目的，侧重于引导学生在掌控书面表达的写作前准备即谋篇审题能力，使学生在动手写作前迅速构思依照规范的模式来完成谋篇审题：在教学中不仅仅强调写,对于与写作紧密联系的听、说、读、改错都有兼顾。
采取任务型教学法和小组合作探究学习法，从而激发学生的学习爱好，同时也能扩大课堂的语料输入量及学生的语言输出量。
教学重点：1. 学会审题和谋篇2. 掌控多样化的表达方式3. 熟练各段中的固定写作套路教学难点：1. 如何帮助学生运用写作策略，增进学生自主写作。
2. 使学生了解谋篇的重要性，培养谋篇的能力和习惯。
教学方法：1、活动教学法：2、任务型教学法：教学设计：Step 1. Warming upCome up with some proverbs for the students to put them into Chinese.Recitation is of the first importance in any language learning!Practice makes perfect! …What do you learn from the above proverbs?Step 2. PresentationMake it clear to the students the importance of writing in English subject of the college entrance exams and then the goals of this lesson.Step 3. ExhibitionShow on the whiteboard a writing.2.高二英语必修三教案一、First–reading 采取自上而下模式，侧重培养快速浏览知道能力“自上而下的模式”是哥德曼(Goodman)1971年提出的浏览理论模式。
2023学年部编版高中英语新教材必修(上)第三单元教学设计
2023学年部编版高中英语新教材必修(上)第三单元教学设计一、单元概述1.1 单元主题本单元主题为“Festivals and customs”，主要介绍世界各地的节日和习俗。
通过学习本单元，学生能够了解不同文化背景下的节日庆祝方式，提高跨文化交际能力。
1.2 单元目标本单元旨在帮助学生：- 掌握相关词汇和表达方式；- 能够运用一般现在时和一般过去时描述节日和习俗；- 提高听力、口语、阅读和写作能力；- 增强对文化差异的敏感性。
二、教学内容2.1 教学材料- 教材：部编版高中英语新教材必修(上)；- 辅助材料：多媒体课件、网络资源、相关阅读材料。
2.2 教学内容安排- Lesson 1：节日和习俗的介绍；- Lesson 2：听力练习和文化背景知识拓展；- Lesson 3：口语表达和角色扮演；- Lesson 4：阅读理解；- Lesson 5：写作练习。
三、教学方法3.1 任务型教学法通过设计各种任务，让学生在实际语境中运用所学知识，提高语言运用能力。
3.2 交际型教学法鼓励学生积极参与课堂讨论，培养学生的跨文化交际能力。
3.3 合作学习将学生分组，进行小组讨论和合作完成任务，提高学生的团队协作能力。
四、教学评估4.1 课堂参与度观察学生在课堂上的参与情况，包括发言、讨论、角色扮演等。
4.2 作业完成情况评估学生完成作业的质量，包括词汇、语法、听力、阅读和写作等方面。
4.3 单元测试进行单元测试，全面评估学生的学习效果。
五、教学进度安排5.1 课时安排本单元共计5课时。
5.2 进度安排- 第1周：Lesson 1；- 第2周：Lesson 2；- 第3周：Lesson 3；- 第4周：Lesson 4；- 第5周：Lesson 5、单元总结和测试。
六、教学资源- 多媒体课件；- 网络资源；- 相关阅读材料；- 录音设备；- 测试卷。
七、教学建议- 注重文化背景知识的传授，提高学生的跨文化交际能力；- 鼓励学生主动参与课堂讨论，培养学生的自主学习能力；- 针对不同学生的学习水平，适当调整教学难度，确保教学质量。
2024年高中英语课教学工作计划（五篇）
高中英语课教学工作计划一、指导思想根据《高中英语课程标准》和《考试说明》，针对学生实际，密切关注____年英语高考的动向，及时采取应对策略;认真研究教学方法、优化教学过程，通过各种有效教学活动，帮助学生构建完整清晰的知识网络;通过强化训练，使学生综合语言的运用能力有明显提高，并逐步达到高考要求;通过做好各类学生深入细致的思想工作，培养学生健康的学习心理和良好的应试能力。
二、复习教学（一）加强研究1、研究《高中英语新课程标准》，《____省高中英语课程教学要求》和《考试说明》，明确复习教学要求。
关注____省《____年考试说明》与《____年考试说明》之间的变化，关注____年高考英语听力考试变化，关注____年我省高考英语命题题型分值变化。
2、研究高考试题，把握考试趋势。
认真分析近几年新课改实验区高考英语试题，____年高考英语试题，特别是宁夏卷、全国卷以及北京、上海、山东等课改地区的试卷。
3、研究高考信息和考试动向。
及时了解____高考动态，适时调整复习方案。
4、研究分析我校英语教学情况、尤其是本班高三学生的学情。
有的放矢地制订切实可行的复习方案。
（二）继续夯实基础1、重视词汇的复习教学。
研究《课程标准》和《考试说明》中词汇的内涵和外延，特别是动词的用法。
注意词汇分级，区别对待。
优化词汇的教学方法，不能以单词默写来代替词汇训练。
通过造句作文等形式训练学生的词汇运用能力。
注意____年新增词汇的识记和运用。
培养学生在语境中辨析词汇和猜测词义的能力，重点培养学生的语言综合运用能力。
2、重视语法的复习教学。
帮助学生对语法进行有效的总结、归纳和梳理。
二轮复习主要完成各语法项目的复习与训练。
（三）培养应试能力1、通过阅读练习，加强对语篇阅读理解能力的训练与培养。
坚持限时阅读训练，确保一定的阅读量，指导阅读的方法和技巧，不断提高阅读理解能力。
2、通过写作训练和背诵优秀习作，加强书面表达能力的训练与培养。
高二英语备课组工作计划四篇
高二英语备课组工作计划四篇时间的脚步是无声的，它在不经意间消逝，我们又有了新的工作，现在就让我们好好地规划一下吧。
以下是我为大家收集的高二英语备课组工作方案四篇，仅供参考，欢迎大家阅读。
高二英语备课组工作方案一、现状分析本学期初步设想是完成教材M3U3-M5U2的及新概念英语2lesson60-80。
但大部分同学英语基础不好，自学力量差，所以我们觉得为了赶进度没意义。
二、指导思想以新课程理念为指导，结合永嘉二中“致真教育”的理念以及同学的现状探究出适合同学的学习方法。
促进同学良好学习习惯的养成，培育同学自主学习的力量，转变部分同学的消极学习态度，引导同学做好学习方案，从听闻读写各个方面进展自己的力量。
三、详细措施1、乐观开展集体备课活动，连续好好利用集体备课群，平常遇到问题可以准时在群中集体争论。
每个单元都进行集体备课，主备人和审核人必需提前一周完成致真稿以及配套ppt并进行完善然后将集体备课内容上传至群共享供全段老师参考使用。
每位老师将自己二次备课的内容在上过课后也上传至群共享，以供全段老师进行课后反思和改进。
全段统一进度，统一内容，遇到问题争论解决，以期为全段同学更好地服务。
2、进一步培育同学的学习习惯和力量，包括正确使用致真稿，做好完整的笔记，把握提高听课效率的方法。
在同学学习方法上发觉问题时，准时赐予关心和指导，引导同学不断查找适合自己的方法。
3、连续开展学习竞赛活动来促进同学的乐观性，暂定12上旬进行阅读竞赛，鼓舞同学要重视语篇阅读。
4、在每周的英语晚自习进行听力力量提升训练及进行词汇检查。
5、每两个单元进行一次段考，段考时间为90分钟，分值为100分。
四、集体备课支配集体备课要求：1、内容：1）各单元的课时学导案、教学课件和单元测试卷，主要为Warming up and reading,Learning about languagein reading,Grammar,Using language。
高二英语教案：新教材高二英语unit13全单元分课时教案
Unit 13 The Properties of WaterTeaching goals:1.Talk about water and the ocean2.Practice communicative skills3.Review Modal Verbs4.Write an explanation paragraphTeaching Plan: (Six Periods)1st period: Warming-up and Reading (1)2nd period: Reading (2)3rd period: post-reading and Listening (SB)4th period: Integrating Skills (SB)5th period: Speaking6th period: Grammar and Language StudyPeriod 1 Warming up & Reading (I)Teaching goals:1.To get the Ss to understand the main properties of water by connecting themwith some common phenomena and learning to explain the phenomena.2.To enable them to be aware of the importance of water, making good use ofwater in a proper way and protecting water resources.Important points in teaching:Words: benefit, available, pure, mass, float, absorb, release, stable, bottom, habitat, dissolve, property.Phrases: b enefit from, range from… to …., all the way, be made up of, that is, freezing point, break down, mix with, be measured in, take advantage of,keep…steady, manage to, be sensitive to, up to.Structures: whatever…., ….., that is,…..Teaching procedures:Step1: Lead inRead a short poem and guess its name: A letter from _______. (Water) Dear User,Shame to you all, the Ignorant,I am your lifeBut you seem not to value meGive me all the respectFor in me is eternal lifeIf you continue abusing meSurely, all forms of life will wither awayHave you ever imagined,Life without me?I tell you, it will be unbearableThink twiceFor every drop counts...Qs:1) What does “Dear user” here refer to?2)What does it talk to its users?3)On which planet does it exist? －On the earth, which is also called thewater planet.4)Do you know why it is called “The water planet”？－Because about three quarters of the earth is covered by water.Step2:Pair work: Collect as many words as possible related to water. Qs:?How much do you know about water??Is all water fresh or salty?Step3: Talk about the properties of water.1. Pair workT: Water is around us and inside us. We can ’t go without water. Qs:?Why is water so important to living things??Can you point out some of its properties or characteristics?Suggested vocabulary :It's colorless, tasteless, odorless and universal dissolvent. It feels wet;It exists in three forms: liquid, solid, gas, and is cycled through the water cycle; It can absorb a large amount of heat; It sticks together into beads or drops;It's part of every living organism on the planet; etc.2. Group workLearn more about water ’s properties by doing some simple experiments and learn to describe an experiment.What property of water does each of the four experiments illustrate? What causes this phenomenon?What ’s this phenomenon related to?①Experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water.②Experiment 2 illustrates how substances with different density behave when placed in the same container.③Experiment 3 is an example of how water dissolves substances and objects.④Experiment 4 illustrates some of the differences between salt water and fresh water.3. T:What other properties of water do you know about?What causes the following phenomena? Can you explain?Propertieswate①We can get a lot of nutrients by drinking water and having soup.②Wood floats on water while iron sinks.③The coastal areas are often neither too hot nor too cold.④Why can some living things live at the bottom of the ocean where there is no sunshine?(If these questions are too difficult) Try asking questions about the properties of water and then giveanswers to them.Step4: Pre-readingLook at the titles in the text below. Do not read the whole text. Pick out the subjectof each paragraph. Use the structures below to make six questions related to thesubjects.What is/ are ________?What does _________ look like?What are different parts of ______?What can ________ be compared to?How does _______ work?What are some examples of ________?1.Skim to find the words and phrases which describe the properties of water in thereading text.2.Scan t o Find out some basic facts about life in the oceans.Life on earth began in the oceans about three billion years ago;99% of the living space on earth is in the oceans;There are about five million (known) species in the oceans;Life in the oceans ranges from tiny plankton to giant whales.Step5: Homework1．Read the text carefully and find out the detailed information about water properties.2．Think as many examples as possible to illustrate water properties.Period 2 Reading (Ⅱ)Teaching steps:I. RevisionT: Yesterday you were required to ask more questions about water’s properties and find out the detailed information about water properties as well. So now let’shave a little quiz about theproperties of water.True of false questions:1)Water is a liquid at room temperature, and it has a relatively high freezing point.2)The reason why water can dissolve most substances on earth is that water has high heatcapacity.3)Like all the other substances, water gets smaller (contract) when it freezes.4)Pure water has a higher freezing point and lighter than salt water.5)The salinity of the earth’s oceans is about 3.5%.6)When water freezes, its density increases.7)Other recourses such as oil, gas, gold etc is as precious as a drop of rain.(TFFTT FF)II. While-reading1.As we all know, Charles Darwin is famous for his “The Origin of Species”. (According to hitheory of evolution)Qs: 1) Was there any life on the earth billions of years ago?2) If any, what was the original life like at that time?3) Where did it live? －In the deep blue seas.4) How does the world take its shape, which is quite different from what it used to be,especially those various organisms? －Billions of years’ natural selection.2．It is said that 99% of the living space on earth is in the oceans.Qs: 1) What does this fact result in? －Marine life is incredibly rich and varied.2) Can you give some specific numbers or examples?－There are about five million species in the oceans. They range from the tiniest plantsall the way up to giants (e.g. sharks and whales).3) What does this fact imply? Do you agree?－Water is an excellent medium for life.4) Why do you agree that water is an excellent medium for life? (Based on commonknowledge)?Water is a liquid at room temperature and has a relatively high freezing point;?All living creatures need food to survive, but on many occasions the nutrients becomeavailable to living things only when they are dissolved by water.溶解性).3．So we know that one of water’s properties is its dissolvability(Qs: 1) Do you know what gives water such a unique property?－The chemical structure of water.2) What does the water molecule look like?－A water molecule consists of two hydrogen atoms and one oxygen atom. The twohydrogen atoms are bonded to one oxygen atom to form a 'V' shape. The two hydrogenatoms form a polar molecule, that is, one with a slightly positive end and one with aslightly negative end.unique3) Can you give some other examples which are also resulted from water’schemical structure?－Plants can pull water up their roots via a capillary(毛细管) process;－We can get a lot of nutrients by drinking soup.That’s water’s another property－dissolvability.4. Since water is such a universal solvent, it can dissolve just about anything including many gasesand solids. As a result, there is sea water.－about 3.5%.Qs: 1) Do you know the salinity of the earth’s oceans?2) What does it mean?3) Have you ever noticed such a phenomenon that in winter water in some containers orsmall rivers often freezes while that in seas not? Can you explain it?－The salinity of sea water can affect the freezing point of water. Sea water has a lower afreezing point, so even when the temperature of sea water falls below 0℃， sea water isstill liquid.5. However, no matter whether it is sea water or pure water, “wood floats on water while ironsinks” always works. How do you explain that? What property of water is this?－If a substance has a lower density than water does, it will float on water; Otherwise, it willsink.Qs:1) What is density? And what’s the density of pure water?－Density is the relationship between mass and volume and is measured in kilos per cubicmeter (kg/m3). The density of water is 1,000kg/m3.2) Does it also go for the phenomenon that Ice looks larger than water of equal mass?－Yes. Water’s density decreases when it turns to ice, so its volume increases.3) Does all the water in the same river or ocean have equal density? Tell your reasons.—No. Changes in salinity and temperature affect water’s density. Cold water of highsalinity usually is most dense and will tend to sink to the bottom of the ocean.6. Qs: 1) What do different densities in the ocean result in?－Dense water sinks and less dense water is pushed to the surface. Thus water in the ocean is always moving.2) What phenomena can this result help us explain? Please give examples. (If necessary,give students some hints such as showing a picture etc.)?Ocean motion helps move nutrients around and adds energy to the marineecosystems.?Different marine creatures live in different levels of the ocean. (Because of the foodsthey need, sunshine etc.)7. Read following statement and think what conclusion you can draw? Or what property does itrefer to?It is said that a man of 60kg loses about 1L water through breath and skin evaporation (皮肤蒸发) every day. In other words, 539kcal heat is released in these two ways. If so much heatwere kept in human body, it would raise body temperature by 9℃.Can you imagine theresult?－Water has a relatively high heat capacity and can accommodate the climate automatically.It can absorb and release a lot of heat without big changes in its temperature, thus creating astable environment.8. Here are some more familiar phenomena.What property of water is each of them related to??The coastal areas are often neither too hot nor too cold. (Water’s high heat capacity) ?Ice floats on water. (Density)?When the sea water in a container is evaporated (蒸发), there will be some salt left.(Dissolvability)?Irrigate in winter can help raise the soil temperature. (Water’s high heat capacity) ?People swimming in the Dead Sea float; they can even read a paper while lying on theirback in the water. (salinity and density)IV. Homework1.Try to think as many examples as possible to show that water is made use of to bring benefitto human beings.Period 3 Post-reading & ListeningTeaching goals:1.To get students have a better understanding of water.2.To learn some new words and sentence structures.Teaching procedures:Part one Post-readingI. Better understand the properties of water1. “Where there is water, there is life!” Can you use some facts to illustrate it?－Water is a medium for life.So far as we know, life only exists on earth, because there is water. Etc.2. Our planet is a water planet of which two thirds of its surface is covered by water. Whatour body is also mainly composed of water. Do you know following figures which show how muchwater there is in parts of our body? 60%, 70%, 82%, 90%?Up to _____ of the human body is water.?______ of the brain is composed of water.?______ blood is made up of water.?The lungs are nearly _____ water.3. Water is the source of life. That’s why water is an excellent medium for life. And you know all this is because of water’s unique properties.II. Revision on the properties of water1. What are the properties of water??Water is polar.?Water is liquid at room temperature.?Water has a relatively high freezing point.?Water has density 1,000 kg/m3.?Water has high heat capacity.?…2. What causes water to have such unique properties?－It’s molecule form / chemical structure.3. What is water molecule like??Chemical structure: two hydrogen atoms and one oxygen atom.?Different parts of it: a slightly positive end and a slightly negative end, so it is polar.?The function of it: it causes water to be able to dissolve both solids and gases, and that why water can break down nutrients quickly.4. Do pure water and salt water have the same chemical structure? Does pure water havesalinity?Qs: 1) What’s salinity?2) What is sea / salt water? － A mixture of pure water, dissolved gases and solids.3) How does salinity affect water?4) How does it affect water’s weight and freezing point?－The higher salinity water has, the heavier the water is.The higher salinity is, the lower the freezing point of water is.5. Salinity also has something to do with the density of water. The higher salinity is, the higherdensity of water is.Qs: 1) What is density?2) How is density measured?3) Which is denser, water or oil?4) What will happen when water and oil are in the same container? What does thisphenomenon illustrate?－Oil floats on water. A less dense substance floats on a denser substance.5) Does water in the same ocean have the same density?－No. Denser water sinks and pushes less dense water to the surface.6. That’s why the ocean water will never stop moving. Ocean motionQs: 1) What does ocean motion mean?2) How does ocean motion work?－Denser water sinks and pushes less dense water to the surface.Ocean motion helps move nutrients around and adds energy to the marine ecosystems.3) What causes ocean motion?－Changes in salinity and temperature.7. The temperature of the ocean water always keeps steady, making the ocean a safe andcomfortable habitat. Do you know why?－Water has a relatively high heat capacity.Qs: 1) What is heat capacity?2) What’s the function of heat capacity?－It determines how a substance absorbs and releases heat;It keeps water temperature steady;It keeps the earth’s temperature steady.III. Reflection1. There is a close relationship between some properties of water, for example, salinity, densityand ocean motion. How do they affect each other?2. Suppose you are one of the main properties of water (resolvability, salinity, density …). Youthink you are the most important and have the greatest effect on life. Try to persuade others bydescribing: 1) What you are.2) What affects you.3) What you are made the most of by human beings.Part two ListeningI. Pre-listeningGive a very brief introduction of The Rime of the Ancient Mariner and its author Samuel TaylorColeridge. Here rime is the variant of rhyme.II. While-listening1.Listen to the story (Part 1) and find the information about it. (When, where, who, what?)When: 18th century? (No, not mentioned)Where: on a shipWho: sailors / marinersWhat: One of the sailors kills a bird that brings good luck to the ship, by doing which he hasbrought bad luck and death to the sailors.2.Listen to part 1 for the second time and finish the following true or false questions.1)This poem was written by a British poet Samuel Taylor Coleridge in the 1700s.2)In the poem, one of the sailors kills a fish under the ship.3)It is believed that the animal he kills is one that brings good luck to the ship.4)Other sailors are so frightened and angry that they kill the sailor.5)The sailors are extremely thirsty but they can’t drink the water in the sea, because it istoo dirty.(Keys: TFTFF)3.Listen to part 1 for the third time and answer the following questions:1)Who tells the story in the poem?2)What does one of the sailors do?3)What do you think will happen next?4)Why are the other sailors frightened?4.Listen to part 2 and complete the following sentences.1)Finally they decide that he must die －_______ the mariner who _______ the bird.2)He must _____ _______ it all and will ______ by having to tell the story…3)_____ ______ on the ship, _________ on the ocean, the mariner suffers from__________ and ______.4)His story _____, the ________ mariner says _________ and asks them to learn from his___________.Keys: 1) except, shot; 2) live through, pay 3) Left alone, drifting, loneliness, fear;4) told, ancient, farewell, sufferings5.Listen to part 2 again and answer the following questions:1)What happens to the sailors?2)What happens to the mariner?3)Why is the person telling the story?4)Who is the person actually?II. While-listening1.Reflection: What do you learn from this story?－Everything existing in the world has their own certain values, we should understand and respect them.2.CreationWork with partner and try to come up with a good, scary story like the one about the mariner.Homework1. Preview Integrating Skills “Nature’s Nursery: Estuaries” on page 22Period 4 Integrating SkillsTeaching goals:1.To get students to know what estuaries are and their functions2.To learn to write an explanation paragraphTeaching procedures:I. Lead-inLook at the map of China, answer these questions:1.Can you name the three cities marked on the map? Where are they? (Chongqing, Shanghai,Dalian )I2.How much do you know about them? Is the economy there well-developed or not?3.Which city is the most developed? Why?Now let’s look at this map and then answer the following questions:1.Can you tell what map it is? Where is it?2.Is the water here salty or fresh?3.What’s the place called where river and the ocean meet?II. While-reading1. Skimming1) Find out the definition of estuary.(An estuary is the body of water where a river meets the ocean. Salt water from the ocean andfresh water from the river mix together in an estuary. This mixing of fresh and salt water creates aunique environment filled with life of all kinds---- a zone between the land and sea.)2) What functions of estuaries have been mentioned in the passage?(Great places for nature’s young animals clean our water by absorbing nutrients and pollutants from water coming from inland sources; provide both recreation and education for human beings.)3) Discussion.?What living conditions do you think are needed for nature’s young ones??Do estuaries have such conditions for them?2. Discussion?What living conditions do you think are needed for nature’s young ones??Do estuaries have such conditions for them?3. Scan the passage and answer the following questions.?Why are estuaries such good places for nature’s young ones??What does “density” mean in this passage??How do estuaries affect the water that passes through them??Why are estuaries more sensitive to pollution than other areas??Why are estuaries important to human beings?(Answer to question 1) In estuaries, animals can enjoy all the benefits of the oceans withouthaving to face many of its dangers. Tides provide energy for the ecosystems, but estuaries areprotected from waves and storms by islands, mud or sand. Nutrients from both the land and theocean arrive in estuaries.(Answer to question 2) It means the degree to which an area is filled with things or people.(Answer to question 3) They absorb nutrients and pollutants from water coming inland sources, thus cleaning our water.(Answer to question 4) Because estuaries act as filters(过滤器), many pollutants end up in them.(Answer to question 5) Estuaries provide both recreation and education for human beings.For example, people can fish, swim and have fun on the beach; scientists and students have endless opportunities to study a variety of life in the habitat. Estuaries also contribute to the economy through tourism and fishing.4. Finish the following passage with words from the text.Estuaries are bodies of water along coasts that are ________ (形成) when fresh water from rivers ________ with salt water from the ocean. In estuaries, the fresh river water is blocked from streaming into the open ocean by either surrounding mainland, or islands. This mixing of freshand salt water _______ a unique environment ______ with life of all kinds -- a zone between the land and sea known as an estuary. The estuary gathers and holds a ______ of life--giving nutrients from the land and from the ocean, forming an ecosystem that contains more creaturesthan any other ________ on the earth. Estuaries are also important for human beings. They protect water quality by ________ pollutants from water coming from inland sources. They are centers for _______(娱乐) and education. Estuaries, in short, are treasures.(formed, mixes, creates, filled, variety, habitat, absorbing, entertainment)III. Post-reading DiscussionAs we learn from this passage, many cities which are built around estuaries, like Shanghai, Guangzhou, Ningbo, Shenzhen are very developed. Can you explain why?( They are near Yangtze River Delta, Pearl River Delta…）(Convenient transportation, rich resources…）IV. WritingDo you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well organized and easy to understand.Tip oneIf we are describing a process，we’d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps.?First…?Second…?Third/ Then…?Last…Tip twoIf we are writing about something that has several parts, we should describe each part and explain its function and structure.The following questions may help:What is it? How many parts is it made up of?What’s the structure of each part? How does it work?HomeworkImagine that your science teacher ask you to explain one of the following questions: Why does an ice cube float?What will happen to a piece of metal if you put it in water?Why do so many species live in estuaries?Why have so many cities been built by estuaries?Choose one of the questions and write a passage, using what you know about nature and scienceand what you have learned from this unit.Period 5 SpeakingTeaching aim:1.Get students to talk about the main use of water in our life and their effects.2.Draw students’ attention to the importance of using, saving and protecting our water as well.Teaching procedures:I. Revision1) Can you use your own words to tell us the general idea of the two reading passages?2) What do you learn from our previous classes?－Water is necessary / a must to life. Without water, life, as we all know, would not exist.II. Speaking1. Pre-speaking1) Do you agree with the saying “Without water, life would not exist.”？2) So not only you and I agree with this opinion, but also the United Nations hold the sameview. And that’s why we have World Water Day.Q: Is there anyone who knows when it is? －Mar. 223) Brief background information about World Water Day: World Day for Water is establishedby the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a uniqueoccasion to remind everybody that concrete efforts to provide clean drinking water and increaseawareness world-wide of the problems and of the solutions, can help make the difference.4) Last year we witnessed some great disasters such as the typhoon “Yunna” and the tsunamWaterin the India Ocean. What a coincidence that the theme for World Water Day 2004 was “and Disaster”. World Water Day 2005 will be guided by the upcoming water decade's theme"Water for Life". It will be the starting day for this International Decade for Action, "Water forLife".2. While-speaking1) To some extent, the existence of World Water Day also implies that human beings cannotlive without water. Why? Can you tell how water is being used in our life? Give some examples.－electricity, agriculture, home use, industry, transport, entertainment, etc.2) Look at the first picture (“electricity”) in the textbook and talk about it.The water is being used to generate electricity. Building up behind a high dam, wateraccumulates potential energy (势能). This is transformed into mechanical energy when the waterrushes down. It is a good way to use water because water is renewable green energy. It will neverrun out if only we use it properly and generating electricity by using water is a better way toprotect the environment than others. However, it takes a great sum of money and a long periodof time to build a dam and prepare all the required equipment. Since nowadays electricity hasalready been an indispensable part of our life, most people benefit from using water in this way.3) Group work. Divide students into several groups with six in each. Each one takes charge ofone picture. When discussing each picture, please think about the following questions:How is water being used?What property of water enables it to be used in this way?Why do we use water in this way?Who benefits from using water in this way?Is this a good way to use water?What are some disadvantages of using water in this way?4) Pair work. Each six-member group can be divided into three smaller ones with two in each.Make a dialogue on the basis of the results about your topics we reach, using following usefulexpressions:W e should / could …The water is being used to / for … What will we do if …? If we …, we can …It would be better to …Can you think of a better way?3. Post-speaking1) Just now we’ve talked about six main ways of using water and their disadvantages as well asadvantages. Here I have something more for you.① Read following short passage by yourself.No matter who we are, where we are, or what we do, we are all dependent on water. It isthe source of all life and we need it every day. But with the world's growing population and fastdeveloping economies, the earth's water reserves are drying up fast.As many as 7 billion people throughout the world could face a water shortage by 2050 if thepresent situation continues. By then, the global population is expected to reach 9.3 billion. Manybig cities, including Beijing, Shanghai and Tianjin, will suffer severe water shortages.This alarming situation was shown in a United Nations (UN) report just ahead of WorldWater Day, which falls on March 22.② Watch a flash “A prediction for water”2) Q: What information have you got from the passage and flash?－Water is very important to each of us. We must try our best to save and protect ourprecious water; otherwise, we will suffer a lot and even bring disasters upon ourselves.3) Q: How can we save and protect water in our daily life?Take home use for example,?Reduce faucet flow. Avoid letting the water run when brushing teeth, washing dishes, andshaving etc.?Reduce shower flow. Install a water-efficient shower head and spend 2 minutes less in the shower.?Replace aging toilets and clothes washers with high efficiency models. Take advantage of City rebates offered for low-flow and Wash Wise models.?Repair leaks. Find and fix faucet and toilet leaks.?Use natural lawn & garden care practices. Dig compost into soil to increase water retentionand apply mulch around plants to avoid evaporation.?Reduce outdoor water use. Use a commercial car wash that recycles water. Sweep the driveway instead of hosing it off.?We ourselves should have a strong sense of preserving water and tell others to protect ittoo.?Start from the little things right under our noses. For example, don’t litter or pour rubbish into rivers at will.。
高二第二单元全部教案（新课标版高二英语上册教案教学设计）
高二第二单元全部教案(新课标版高二英语上册教案教学设计)Period1 Warming up &ListeningTeaching aims1. To develop students’ listening ability by listening to the given passage.2. To help students to get to know about the news media.Suggestions for teaching1. Important and difficult points(1) Knowing about the news media(2) Trying to understand different kinds of news media are very important and helpful to our society.2. Suggested teaching methodsA. Warming upTask1.Warming up (pair work)Get students to have a discussion in pairs.Topic: What are the media we often use in our daily life/Ask students to list the news media on the blackboard to see which pair can find the most.(Internet, Radio, TV, Magazine, Newspaper)Task2. Discussion (group work)Ask students to have a discussion.Topic: How will you try to get in touch with your friends and why?Eg: Usually I get in touch with my friends by short message or by phone or by E-mail.Task3. Discussion (group work)Ask students to discuss the following topics;(1) Which of the news media above is the most reliable? Why?(2) How are the media above different from each other(3) How do you know whether what you hear, see or read is true?(4) Do you know how a newspaper is made? What about a magazine?(5) What words will you need to talk about the news media?Get students to work in groups of four to discuss the topic. Each group may choose one of the five topics and choose a representative to summarize opinions of the group and report them to the class.Example answers:(1) Various answers are possible. The students should give reasons for their opinions. Encourage them to think about how the news is presented, who writes it, and why the ness is published. The media are usually commercial and always biased. Major news organizations try to be as objective as possible, but it is not possible to achieve complete objectivity. The media mentioned in this activity are probably equally reliable: official websites or websites of major news agencies are edited in the same way as magazines, newspapers, and serious news shows on radio and TV. But we cannot believe everything we see on TV or read in magazines.(2) Daily newspapers report the latest events as they happen, while magazines, which are typically monthly or weekly, provide “deeper” coverage and analysis and are often focused on a topic (eg. business, family life, student life, international affairs etc.). TV and radio are broadcast media, which report news to anyone wh o wants to hear. The Internet is a “narrowcast” medium, visited by individuals. Websites also offer “personalized” news, ie, the same website may look different to each user depending on location, interests and needs. Unlikeother media, most websites are unedited and not for profit. Newspapers and magazines have editors and are financed by ads. TV and radio programmers are also edited, by they may report “lobe “ or by using talk show formats.(3) It is becoming increasingly difficult to know what is true or not. Several factors complicate the situation: we get more news from more sources; the news is increasingly “ global”, ie we read about faraway events that are difficulty to verity, interpret and understand. The best way to deal with the “information slow” is to become a critical reader and to read more than one account of the same event. It is also important to understand that all news is “biased”; ie it is reported form a certain point of view and to a specific audience. That means that local media give greater importance to local events and that each news source interprets new events in the light of its own understanding and opinion of the overall situation.(4) See Question 2 above for differences and similarities between newspapers and magazines. The students may also want to think about the mews-making process: who decides where to send reporters and why; who decides how the stories should be reported and why. Note that many newspapers and magazines rely on news agencies (eg Xinhua and Associated Press) for international news.(5) Useful words include: reporter, news item, article, headline, front-page, ads, and editor, reliable, biased, objective.B ListeningTask1 Pre-listeningTell the students to read the instructions and questions before they listen to the tape. Ask them to try to guess what they will hear on the tape based on the questions.Task 2 Listening comprehensions(1) Ask Ss just to listen to the whole passage but not write anything down.(2) Let’s Ss listen to the tape again. This time as k them to write something important and useful down.(3) Help the Ss find the answers and then check the answers.C Homework: Preview the reading.3. Teaching Log:Period 2 SpeakingTeaching aims1. To develop students’ speaking ability by talking about news.2. To enable students to learn how to express opinions by giving the reason for choosing the news reported in the newspaper.Suggestions for teaching1. Important and difficult points(1) Talking about reasons for choosing the news.(2) Learning about expressions about expressing opinions.2. Suggested teaching methods:Task1.Lead inI’m sure that you have read some newspapers, and there are different kinds of news, such as entertainment news, business news, science news,etc.Here we have ten pieces of news, ask Ss to classify them.Eg: Sports: China beat Brazil 2-1 in football.Science/business/daily life/policeTask2 Discussion (group work)Get students to have a discussion in groups of four. Suppose they are the editors of a newspaper. Ask them to choose five ofthe ten things listed in the book. Choose a reporter to tell the other students the reasons why they choose those five things.Eg: A: Ok, let’s begin. What do you think of these events?B:I think we should choose the story about the three children in our city. This event is the most important because the people in out city need to know about this.C: Maybe it would be better to choose the story about the earthquake in Turkey. 200 people died there, not just three.B: I agree that we should report that too, but the story about the children is more important. What’s your opinion?D: We should report the story about China beating Brazil in football.A: Why do you choose that event?D: because it is unusual, The Brazil team is one of best in the wrld. Our readers will be happy and proud to hear that out tesm won such a big victory.A:…………………………B:……………………………Task3 Report (group work)Get the students to report the five things they have chosen in each group.Task4 Homework: Write a piece of news .3. Teaching Log:Period3 ReadingPart one Reading ComprehensionTeaching aims1. To develop students’ reading through reading the passage.2. To enable students to get to know something about reporters and newspapers and that it’s not easy for reportersand editors to produce a good newspaper.3. To instruct students to learn that the media is very important in our daily life.Suggestions for teaching1. Important and difficult points(1) Knowing about the reporters and newspapers.(2) Knowing about the important of the media.2. Suggested teaching nmethods:A. Pre- readingTalking about newspapersTeachers may ask the students:(1) What do you like doing in your spare time?Answer: I would like to read newspaper/listen to music etc.(2) Do you like reading newspapers after class? Why or why not?Answer: Yes, I like it very much. Because by reading the newspaper I can know something happens outside, and I can broad my knowledge.Teacher may give students some time to have a small discussion in pairs and then ask several students to talk about their opinions.After talking, teacher may ask students the following questions:No matter you like reading newspaper or not, do you think newspapers are important in our daily life? Do you know before a newspaper is produced the editors and reporters have to do many things? We will read about the reporters’ work in our passage.B. ReadingTask1 SkimmingGet students to scan the text to find answers to the following questions.(1) What do experienced editors and reporters make informed decisions about/(2) What is the editor’s job?(3) What should the reporter do before he begins his interview?(4) After the interview what should the reporter do?(5) What is Chen Ying’s favorite article and why?(6) What is Zhu Lin’s favorite article and why?(7) What would Zhu Lin write about and why?(8) What would Chen Ying write about and why?(9) What is the importance of the media?Suggested answers:(1): Experienced editors and reporters make informed decisions about what events to report, how to report them and why.(2): The editor’s job is to keep the newspaper balanced and interesting to the readers.(3) Before the reporter begins the interview, he has to contact the people to be interviewed and then prepares questions.(4) After the interview the reporter must present the material in an organized way and make sure that the article reflects events and opinions truthfully.(5) Chen Ying’s favorite article is one he wrote about the efforts to bring stolen cultural relics back to China. He liked the article best because it was both news and an interesting story.(6) Zhu Lin’s favorite article is about an ordinary young woman who tries to adapt to her new life after studying. He likedthe story best because it was the first time that he wrote with real passion and because it made him realize that everyone’s life was unique.(7) Zhu lin wanted to write about music, art, nature and the importance of spiritual fulfillment.(8) Chen Ying wanted to write about people who we seldom read about. Their stories must be told to help solve the social problems and help those who suffered from them.(9) The media can often help solve problems and draw attention to situations where help is needed. Thus we can understand the world better on all sides and in the future world all countries are respected and different views and opinions are tolerated.Task2 SkinningAsk students to skin the text to find the main ideas mentioned in the passage.Suggested answers:Para 1: Newspapers and other media do more than simply record what happens.Para 2-10: Something about the reporter’ and editors’ work and opinions by interviewing two talented journalists.Para 11: The media plays an important part in our everyday lifeC. Post-readingTeacher may design the following tasks for consolidationTask1.Retelling (Individual work)Ask students to retell the passage supposing they are either of the two reporters interviewed in the passage. Choose two students to come to the front of the classroom to have an interview and the other students just ask them some questions.Task2 Discussion (group work)Ask students to work in groups of four and discuss the following topics. Each group can choose one of the topics they like.(1) If you were a reporter, what would you like to write about?(2) It’s important to be a critical reader. How would you read the following two media massages, TV advertisements and news on the Internet?(3) Famous people are often interviewed about their opinions on current affairs. Why do people want to hear about their opinions? Should we listen to them?Part Two Structure AnalysisA.体裁:属于观点表述的文章B.结构分析这是一篇总分总的文章.文章第一段总起,第二段通过一段简单的采访以及两位记者的观点表述对第一段的内容进行论述,最后一段水到渠成进行总结,强调新闻媒体的重要性.C.写作技巧让学生学会如何用浅显的语言表述自己的观点.Teaching log:Period 4 Language LearningTeaching Aims1. To learn the useful words, expressions and sentences in the reading.2. To enable students to use these language points in both spoken and written English.Important and different points1. more than 不止是,极其Eg: You are much more than an acquaintance.你不仅仅是我的熟人.2. experience: (cn) 经历(un)经验Eg: The old soldier often told us his strange experiences during the war .这位老兵经常跟我们谈论他在战争时期的奇特经历.Karl has experience in running a school.卡尔办学校很有经验.3. agree: agree with sb/what sb saidagree to one’s plan/propos alagree on sth.4. develop (1) 发展；形成；养成；成长He believes that sports can develop mind and body.他相信运动有益身心发展．（２）冲洗胶卷He developed the photographs which he had taken.他冲洗了拍的照片.5. prepare: 准备Our school prepares students to go to universities. 我们学校努力使学生都进大学6. for once(至少) 这一次(平时不这样)Eg: For once he was telling the truth. 只此一次他说了实话Once: (conj) 一……就;一旦.兼有as soon as 和if 的双重含义，从句中常用一般现在时代替将来时，主句常用将来时．Eg: Once he arrives, we can start the meeting. 他一到我们就开会．Once seen, it will never be forgotten. 一旦看到，它就不会忘记．Once:做副词时表示一次，从前等意思.Eg: I’ve only met him once. 我只见过他一次．7. present（１） vt. 提出；呈现；送给；递交Eg: He presented his views and sat down.他陈述了自己的观点后坐下了．（２） adj. 在场的，现在的Eg: Every member of the class was present.班里每个学生都到了．（３） n.现在；礼物Eg: I live in the present, not the past.我活在现在，不是过去.8 attention (n) 注意;关心Eg: The students pay much attention to their study.学生们很重视他们的学习draw/attract/catch one’s attention 吸引某人的注意focus one’s attention on 把注意力集中在……(注)attention 是不可数名词,常被much, little, no等词修饰.attentive (adj) attentively(adv)Eg: The teacher was pleased to have such attentive students.老师很高兴有这么认真的学生.难句分析:The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made and written.这两位记者同意交换角色，做一次被采访者而不是采访者，让我们了解他们的工作，了解我们读到的新闻是怎样制作和编写出来的rather…. ThanEg: The color seems green rather than blue.He ran rather than walked.These shoes are comfortable rather than pretty.Homework: Exercise (papers)Teaching log:Period 5 Language StudyTeaching Aims1. To review the words and expressions learned in the reading to make sure students master them.2. To get students to master the usage of the Past Participle.Suggestions for teaching1.Important and different points:(1) Important words and phrases learned in this unit.(2) Grammar: The Past Participle , used as Attribute and Predicative.2.Suggested teaching methods:A. word studyTeacher may deal with word study by organizing the following activities.Task1.DictationHave a dictation of the important word sand phrase s learned in the reading.Task2. Do exercisesAsk students to complete the sentences with the verbs in proper forms.Divide the listed words into three groups according to their meanings.B. Grammar: The Past Participle , Used as Attribute and PredicativeTask1.ExplanationIntroduce the usage of the Past Participle, used as Attribute and Predicative to the students.Task2 Do exercise (pair work)Ask students to have a discussion in pairs and try to finish t he exercises in the student’s bookTeaching log:Period 6 Integrating SkillsTeaching aims:1:To get students to learn about writing news reports.2:To instruct students to write a comparison passage.3:To revise the past participle.Suggestions for teaching:1 Important and difficult points:(1) What to learn about writing reports.(2) How to read and write a comparison passage.2 Suggested teaching methods:A: ReadingTask1 Lead-inAsk students to have a discussion in pairs about the following topic.What are the important things that must be included in a news report?Task2 ReadingGet students to read the two passages and find the answers to the following questions.(1) What are the differences between these two reports?(2) What would be a good headline for the report?Suggested answers:(1) These two passages are written by different people. And obviously the two people’s attitudes towards the event are just the opposite.(2) Say no to pollution.Task3 Dealing with language points.(1) More than ninety responsible caring citizens made their voices heard yesterday.昨天有九十多位有责任感而又富有爱心的市民发出了（保护环境的）呼声．Make sb./sth. done 使…被…Eg: You’d better speak louder to make yourself understood.(2) Brave and strong, the activists talked to workers outside the factory and left a positive message about protecting the earth.这些环境保护主义者非常勇敢而执着，他们在工厂外与工人进行了对话并且六下了关于保护环境的建设性宣言．Brave and strong 是形容词短语作状语．Eg: The soldier fell off the horse, wounded. 士兵从马上摔下来，受了伤.B WritingTask1 InstructionTell students if they want to write a comparison paragraph, they should first decide what are the two things they are going to make a comparison between. Secondly, they should try to list as many similarities and differences between them. Thirdly, try to decide what are the most important similarities and differences that may help them to write an effective comparison paragraph.Task2 Reading and learningAsk Ss to read the similarities and differences between the website and the newspaper. Then ask them to work together and try to give each other an oral report of a comparison paragraph.Task3 WritingGet the students to write down a comparison paragraph and then hold a competition between the pairs to see each group can do best.C RevisionAsk Ss some questions about the usage of the Past Participle as Attribute and Predicative. Then get students to translate the following sentences, using the Past participle.Homework: translation1这封信比预期的晚到了一星期．２一被单独留下，那小女孩就开始哭了．３在已经结冰的湖面上溜冰是很安全的４他岁考试结果非常不满意５于１３６５年建立的维也纳大学是世界上最古老的大学之一.Suggested answers:(1) The letter arrived a week later than (it is) expected.(2) Once left alone, the little girl began crying again.(3) It’s safe to skate on the frozen lake.(4) He is far from satisfied with the result of the exam.(5) Vienna University, founded in 1365, is one of the oldest universities in the world.。
高二上英语培训单元教学设计-Module 6 Unit 2 poems(新课标版高二英语选修六教案教
单元重点内容与教学目标本单元的中心话题是诗歌。
听说读写等语言知识和语言技能主要围绕“诗歌”这一主题设计的。
文中涉及诗歌的韵律、节奏，并介绍了几种简单的不同内容和形式的诗歌。
本单元引导学生讨论这些内容，目的在于让他们了解诗歌的一些基本特征和写作方法，自己尝试写简单的诗歌，并学会欣赏这些优美的文学作品。
Warming up部分围绕诗歌这一话题设置了两个练习。
第一个练习引导学生回顾儿时所接触的诗歌；第二个练习引导学生探讨写诗的目的。
Pre-reading 部分主要让学生认识诗歌的种类和不同国家所赋诗歌的文化差异。
该部分设置了两个练习，第一个练习让写诗交流所喜爱的诗歌；第二个练习就阅读课文设计图表，让写诗从内容和写作风格两个方面认识阅读课文中的诗歌。
Reading 部分介绍了五种简单的英语诗歌共8首：儿歌节奏明快，韵律和谐、朗朗上口、不断重复、利于记忆，是语言学习的有效手段；清单诗，尤其是那些不断重复短语和节奏的诗歌，比较容易创作。
五行诗，顾名思义，由五行组成，寥寥数语，言简意赅。
俳句起源于日本，由17个音节组成。
唐诗，被英国等所借鉴，许多唐诗被译成英文，广为传诵。
Comprehending部分的真重点放在文中的几首诗歌上，要求提炼诗歌的主题，练习1要求选择自己喜爱的诗歌进行评述，练习2与3是对诗歌进行更深入地理解。
通过诵读感受押韵和节奏。
Learning about language部分安排的两个练习均与诗歌有关。
第一个练习通过从课文诗歌中找押韵的词帮助学生理解课文的生词和诗歌的韵脚；第二个练习学习构词发。
语法部分设置了两种类型的练习。
一类写诗或续诗；另一类是用所给词的适当形式填空。
这两个练习都是操练虚拟语气的用法。
Using language 部分综合训练听说读写的语言能力。
听、读和讨论部分把听力与阅读训练结合起来。
通过听理解诗歌内容，辨认写诗人的身份、诗歌的节律，并表达诗歌所激起的联想。
通过边打拍子边朗读、在欣赏中加深对诗歌的理解。
2024年高中英语教研组计划样本（二篇）
2024年高中英语教研组计划样本一、指导思想：本校英语教研组以学校总体教学工作规划为基石，致力于提升教研与教学质量。
我们强调增强教师的学习、服务、教科研、质量及合作意识，充分发挥业务职能作用。
以新课程改革为引领，更新教育教学观念，追求高效课堂教学，着重培养学生的创新精神与实践能力。
通过以学促教的方式，全面提升我校英语教研组的教研工作水平。
二、工作重点：本学期，高中英语教研工作继续围绕高中英语新课程改革展开，紧扣新课标目标与要求，完善并深化学科教学常规，提升课堂教学效率。
我们将组织教师参与课改理论学习与培训，举办校内课改研究课与专题研讨等活动，以促进教师观念的转变与整体素质及学科教学质量的提升。
三、各年级工作目标：1. 高一年级：注重初高中衔接，培养良好的英语学习习惯，奠定坚实基础。
针对初入高中的学生英语基础薄弱、差异大的问题，我们将采取“低起点、小步走”的策略，结合学校实际，严抓学风，培养良好习惯，保持并激发学生学习英语的兴趣，确保每位学生都能在原有基础上取得进步。
2. 高二年级：在巩固高一年级成果的基础上，强化培优补差工作，提升英语学习能力。
我们将加强阅读能力培养，做好必修与选修课程的衔接，明确教材侧重点，进一步提升学生分析问题与解决问题的能力。
3. 高三年级：认真总结反思，高质量完成第一轮复习工作。
以基础知识为起点，帮助学生总结归纳、查缺补漏、挖掘潜力。
精选习题、加大训练量，提高做题速度与缜密性。
做好月考、模考诊断分析工作，强化质量监控与教学指导，实现良好突破。
四、主要工作：1. 组织教学研究活动，深入学习《新课标》教学理念，建立全新教学观念与灵活课程体系，采用多元、开放的课程评价标准。
2. 加强集体备课制度。
集体备课是提升备课质量、落实教学常规、提高课堂教学效率的关键。
备课组应积极组织集体备课活动，制定计划、明确目标、确保实效。
研究教学内容、学生情况及教学方法，精选习题、因材施教。
每周固定时间开展活动并记录。
新版人教版高二英语集体备课记录
新版人教版高二英语集体备课记录Q4: What is the capital of Canada? Q5: How many Great Lakes are there in Canada? 6:See some videos about Cananda. 设计意图：教师通过小测试检测学生对加拿大的熟悉程度，随后播放关于赛马会，洛基山，海狸等加拿大特色视频，增加学生背景知识，以此导入到本课课题。
Step 3.While -reading （3）分段阅读 1.教师让学生快速阅读第一段，找出本文中人物，目的地，交通工具信息。
.Read the para 1and finish the chart 2.教师让学生阅读第二段，完成第二段信息填空 Read Para.2 and fill in the blanks with words. It is surrounded by mountains ______________________ and the Pacific Ocean (太平洋)on the west. ＊Vancouver is in the_______ part of Canada and it is one of the most_______ and_______ cities, where people can go_____ in the Rocky Mountains and _____ in the harbour. ＊The coast north of Vancouver has some of the _____ and most beautiful forests in the world. 3.阅读第三段，完成习题。
Which animal did not they see when crossing the Rocky Mountains? A. Some mountain goats B. Grizzly bear C. Eagle D. Pleasant goat What is Calgary famous for? The _________ have a gift for riding wild horses and they can win thousands of dollars in ______. 4.阅读第四段，完成问答题。
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教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校Unit 16 Lesson 1 Stories from HistoryPompeii: The City that became a time capsule佛山市高明区第二中学高二备课组一、教学目标设计的主要依据根据全日制普通高中英语教学大纲和教材的要求以及本课课型特点，并结合所教学生的实际情况，确定本堂课的教学目标。
1、学生分析本节课的教学对象是高中二年级的学生，他们已具备一定的历史、地理等学科的知识，对历史遗址的发现充满了浓厚的兴趣，同时他们有着丰富的想象力和活跃的思维，具有一定的分析和解决问题的能力，已掌握相关的认知策略，如分析、想象、推理、归类、总结、记忆等。
学生学习主动性较强，能够积极配合老师的指令完成本堂课的学习任务。
2、教材分析本单元的中心话题是“stories”，具体涉及“History stories”、“Name stories”、“Life stories”等，以此培养学生的透过阅读故事认识历史的，解读生活中的故事能力。
在第一课时Warm up里，学生已经围绕中心话题Stories谈论了各类的故事类型如：History stories , Legend, Science fiction，True stories等等,这为本节课的阅读教学做好了很好的铺垫。
本课“Pompeii: The City that became a time capsule”是本单元的第二课，分两课时完成，本节课是第一课时的阅读课，由“读前”、“阅读”和“读后”组成。
3、本课课型为阅读课。
4、本节课教学目标设计还依据《普通高中英语课程标准》的相关理念。
在教学过程中，突出学生的主体地位，引导学生主动地获取知识，科学地训练技能，并注重师生之间、生生之间的相互交流等。
二、具体教学目标设计I. Teaching Contents 教学内容Unit 16 Stories Lesson 1 Stories from History (Module 6) Reading: Pompeii: The City that became a time capsule(普通高中学课程标准实验教科书北师大版选修模块6第十六单元第一课：庞培——一座变成时间胶囊的城市)II. Design of Teaching Objectives 教学目标设计（三维目标）1.Knowledge objectives 知识目标Make the students master the following words, phrases and sentence pattern.(1)Important words(重点单词)：preserve, capsule, witness, awesome, architecture, authentic, characteristic, sorrow(2) Important phrases(重点词组)：In a way, occur to, burst into, split up, block out, be caught in, leave a deep impression on sb.(3)Important sentence pattern(重点句型)It is the forms of the people who were caught in the disaster that have made the city monument to human history.In a way, Pompeii is like a “time capsule”preserving a frozen moment in history.2.Ability objective能力目标Improve the students’ reading ability through reading activities.3.Affective objectives 情感价值目标(1)After Learning the passage, the students are expected to learn the history of the City of Pompeii and it’ll arouse the students’interest in reading stories.(2) Help the students realize the importance of the relics. Inspire their interest of ancient culture and have correct sense to protect them. III. Teaching Important Points(教学重点)1.Learn the words and phrases listed above.2.Enable the students to improve their reading comprehension.IV. Teaching Difficult Points(教学难点)1.Understand the following sentence correctly.It is the forms of the people who were caught in the disaster that have made the city monument to human history.In a way, Pompeii is like a “time capsule”preserving a frozen moment in history.2. How to help the students understand the passage better.V. Teaching Methods(教学方法)1.Task-based method to make students interested in what they willlearn.(任务型教学法)2. Fast reading to get the general idea of the passage.(略读法)3. Careful reading to get some detailed information.(细读法)VI. Teaching Aids:(教学辅助手段)1. A blackboard2. A projector and a computer for multimediaVII. Teaching procedures (教学过程45 minutes)Step I Lead in (2 minutes)(引入，2分钟)Ask students questions:Do you like reading stories? What kind of stories do you like? Why?Students discuss in groups :What kind of stories do you like?Step II pre-reading (6 minutes)(读前，6分钟)1.Guess the meaning of “time capsule”Today we’ll read a history story . It’s about the city of Pompeii. The City is called a time capsule . As we all know, capsule is a container used to store a selection of objects thought to be representative of life at a particular time. Can you guess the meaning of “time capsule”in the reading passage? Let’s enjoy the story together.2.Sound and pictures presentationUse the computer to play some sounds, get students to imagine what is happening. Students tell their partners about what they have guessed. Then show them the relative pictures to get deeper impression.Step III. While-reading(16minutes)(阅读，16分钟)1. Fast reading(6minutes)(快速阅读，6分钟)Ask the students to read the passage quickly and match the paragraphs with the main ideas (On the screen).1.The city of Pompeii was forgotten by the world.2.The bodies of people showed their exact shapes.3.Pompeii was a booming city before the volcanic eruption.4.The City of Pompeii lives on nearly 2,000 years after its loss.5.Scientists found the city of Pompeii.6.The description of the volcanic eruption.（Skimming for the main idea）参考答案：1.P2 2. P5 3.P4 4.P6. 5 P3. 6.P12. Careful reading (10minutes)(细读，10分钟)Ask the students to read the passage carefully and find out the information about Pompeii.Where did the eruption happen:When did the eruption happen:Who wrote about the eruption:When did the scientists begin to uncover the buried city:How long is it from the eruption to now:（Scanning for detailed information）Step IV Post-reading（10 minutes）(读后，10分钟)1. Listening Play the tape for the students to listen and follow. Pay attention to the pronunciation ant intonation.2. Gap filling: fill in the gaps in correct forms.Pliny was a Roman writer who had ________ (witness) as a young man. He wrote about a _______ (volcano ) eruption ________ occurred on August 24th,79AD and it was of Mt. Vesuvius. The tragedy had left a deep impression_____Pliny whose uncle died in the event. The whole towns and villages ____________ (bury) by the ashes of Mt Vesuvius. By 1748, scientists started to uncover the ancient city Pompeii. It is like a “time capsule” __________ (preserve)a frozen moment in history. Not only the buildings and objects ofPompeii attract the people, but also the forms of the people caught in the disaster ________ have captured the imaginations of people across the world. _______the bodies of people who died in Pompeii had decayed(腐烂) for many years, the bodies showed _________exact shapes. Today, since excavations (挖掘) started, people and scientists visit Pompeii every year to learn more about the ancient world. In this way, the city ________ nearly 2,000 years after the eruption that had destroyed it .参考答案：witnessed, volcanic, which ( that), on, were buried ,preserving, that, thought (although), their, lives onStep V Discussion:( 8 minutes) ( 8分钟)Talk about Chinese buried army of Terracotta Warriors according to the pictures.1.Where and when are they located?2.Who found them?3.How many terracotta figures of warriors and horses were found altogether?4.What do the figures look like?5.Are they very important in Chinese history? Why?Step VI Homework(3 minutes)(讨论和作业布置，3分钟) Try to write five sentences about Chinese buried army Terracotta Warriors.Step VII Blackboard Design（板书设计）VIII、教学反思本课是北师大版高中英语模块六教材的unit 16 lesson 1 Storiesfrom History，主要叙说意大利的庞贝古城在公元79年8月24日维苏威火山的爆发中被掩埋在火山的岩浆中而从此消失。