人教版新标高中英语必修全套教案
新课标人教版英语高中(必修四)全套教案
Module4 Unit 1 Women of achievementTeaching goals1．Target languagea. Key wordsachieve, achievement, condition, welfare, institute, connection, campaign, organization, specialist, behave, behavior, worthwhile, nest, observe, observation, respect, argue, entertainment, inspire, support, devote ... tob. Key sentences1). Watching a family of chimps wake up is our first activity of the day.2). Everybody sits and waits while the animals in the group begin to wake up and move.3). But the evening makes it all worthwhile.4). ... we see them go to sleep together in their nest for the night.5). Only after her mother came to help her for the first few months was she allowed to begin her project.6). For forty years Jane Goodall has been helping the rest of the world understand and respect the life of these animals.2. Ability goalsa. Learn Warming Up, and know how to tell the great women and the famous women.b. Learn the way to describe a person from what the person did, what she/he looks like3. Learning ability goalsTeach Ss how to describe a person.Teaching important pointsa. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects:one is what is the humane way to study animals; the other is that it was her great personality - universal love and mercy（博爱与慈悲）that made her successful. If everyone had such kind of heart, they would give everything benefit for all living things. Then our world will be full of love and peace, without any war and starvation.b. Ask students to answer these questions:1). What made her a great success?2). What should we learn from Jane Goodall?Teaching difficult points :Let everyone believe that all of us can become Jane Goodall.Teaching methodsInspiration, Questioning and Discussion.Teaching procedures & waysPeriod 1-2. Warming up and pre-readingStep 1. Lead in.1. Discuss the following questions.1). What are the differences between a famous person and a great person?great--- of excellent quality or abilityimportant--- powerful or having influence2). What makes a person great? (The quality of a great person)Hard working/ intelligent/ determined / generous/ helpful /honest/ kind /brave. confident /unselfish/ energetic /passionate; make great contribution to man kind; get on well with others; never loss heart; be active in social activities; do public service without paid.Most of the great people are also important people. But important people may not also be great people.3). Name some great women in Chinese history. What are they famous for?Step 2. Warming upT: In pairs discuss the six women on Page 1. Which of these women do you think is a great woman ? Give reasons for your choice. Before you decide, think about the following questions.1. Did she follow her ideas and sacrifice anything so that her ideas could be realized? Did she unselfishly give up anything to achieve her goal?2. Did she go through struggles and difficulties ?/ Did she suffer for her ideas ? Name Ambition Problem SacrificesElizabeth Fry to help improveprison conditions She was criticized forneglecting her family andenjoying fame.Less time was spentwith her husband andfamily.Soong Chingling to work for civilrights,democracy andpeace.Her relatives heldpolitical opinionscompletely different fromhers.After her husbanddied, she lived alone.Jane Goodall to work withanimals in thewild.She lived a hard life inthe wild.She gave up thecomforts of life tostudy the chimps.Jody Williams to prevent themaking and useof landminesIt isn’t easy to persuadegovernments to stop themaking and use oflandmines.She had lost her ownpersonal time becauseof the demands of thejobJoan of Arc to drive theEnglish fromFranceWomen were not allowedto fight like a man She lost her life.Lin Qiaozhi to help womenand children withtheir illnesses anhealthWomen had greaterdifficulties getting intomedical college andgetting further trainingShe never got marriedor had a family of herownStep 3 Pre-reading1. Why do you think Jane Goodall went to Africa to study chimps rather than to auniversity?2. Do you think her work is important? Why?Period 3-4. ReadingStepⅠReadingTask 1 Pre-readingSs read the passage in four minutes and give the main ideas to each paragraph.The first one is about a day in the park.The second one is her way of doing her research and some achievement.The third one is her attitude and feeling to the animals.The last one is a short summary to her.T: Thanks. Well, let’s draw a char t of the text together according to the main ideas we’ve found.Task 2 Making a chartA protector of African wildlife↓①②③│ ∣∣A day in the park Jane’s way to stud y chimps Her attitude to and her achievement the animalsPeriod 5-6 Language points.Step 1.Difficult sentences:1. Watching a family of chimps wake up is our…今天我们的第一件事2. This means going back ….由定语从句修饰的place做go 的宾语3. Only after her mother came to help her for the first few months was she allowed to begin her project….only+副词（部分倒装）Only in this way can we learn English better.4. But the evening makes it all worthwhileStep 2.Words and expressions1. mean doing sth. …意味着做…E.g. Doing such a thing means wasting time. mean to do sth. …打算做某事 e.g. Do you mean to go without money?2. leave sb. doing让某人做某事e.g. They went off and left me sitting there all by myself.3. wander的用法1）可以解释为漫步，逛，常与about搭配e.g. We love wandering about the hills 2）还可以解释为脱离，迷失e.g. Don’t wander off the point4. worthwhile adj. 值得做的,值得花时间(金钱)的It is worthwhile to do/ doing It was worthwhile to visit Paris. = The visit to Paris is worthwhile. 去巴黎访问是值得的.It’s worthwhile discussing/ to discuss the question again.这个问题值得再讨论。
人教新课标高中英语必修五全套教案
Teaching Plan for Book 5Unit1 Great Scientists (Reading)Teaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interest4.Teaching aidsThe multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresI. Warming up1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them? What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)2. Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)3. How much do you know about AIDS?1) Pair work—questions for discussion ? What’s t he full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)2) AIDS QUIZ (individual work)1) AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The s tudent’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practice supporting and challenging an opinion.To practice listening comprehension.TEACHING PROCEDURESI. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS1. How many AIDS patients all over the world? Where are they? And are they young or old?2. What kinds of social problems can AIDS cause?3. How about the situation in China? ? About drugs1. Is the use of drugs such as heroin, serious? Why do you think so?2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?2. What kinds of danger can it cause to our body?3. Can you think of the other dangers of smoking? ? About drinking1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they?3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or chal lenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ?3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).The Third PeriodGOALS:? To learn more knowledge about AIDS.? To help students understand the attitudes and spirits of living with disease ? To learn some useful language pointI. Pre-readingLife is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out thatyou had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but ther e’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.II. While-readingQuestions:Q1: How did cancer change the writer’s life?Q2: Compare the writer’s situat ion with that of Xiaohua. In what way are their experiences similar or different?Q3: Do their experiences strike you?Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)III. WritingLife is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to followStep one: think about your past days: what were some events that made you very happy? What made you very sad? Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).Step three: talk about the happy and sad things to your partner, with reference to the timeline.Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.Step five: work out an outline of what you are going to write.Step six: read an exampleStep seven: begin to write.IV. Homework1. Write an essay about an important event in your life.The Fifth PeriodGOALS: ?To learn about some antonyms ?To practice using some useful words and phrases in the textTEACHING PROCEDURESI. Lead-inAsk students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this wayQ1. Do you still remember Xiaohua?Q2. What has happened to her?Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)II. Learn and practice using some antonyms1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)1. In February some people got ____ a strange disease and died within a month.2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.3. People think it a serious crime to attack _______ children.4. AIDS can be transmitted by having ______ sex.5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.III. Practice using some useful words and phrases in the text.(Translate the following sentences with the help of Chinese or italic words.)1. The doctor ______ (诊断)my illness as a rare skin disease.2. He has _______ （恢复）from his bad cold and can go out tomorrow.3. The disease makes her realize how _______ （宝贵）life is.4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of______________.（延误的治疗）The Sixth PeriodGOALS: ?To learn the Subjunctive Mood?To make students get familiar with the Subjunctive Mood and master it by using it in different situations TEACHING PROCEDURESI. Lead-in1) Show students the picture of Xiaohua and ask them two questions:Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)Q2. How was she infected with AIDS? (She was infected by birth.)2) Xiaohua was born dying and she has no choices. But many pe ople who really have many choices don’t realize how precious life is and do a lot of harms to themselves.1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.II. More Situations1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?III. Homework1. Finish all the grammar exercises on SB and WB2. Review the whole unitTeaching Plan for Book 5Unit2 The United Kingdom.Teaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK and Ireland.3. Help the students learn to get information by listening.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.5.Discussion methods to make the Ss understand what they’ve learned in class.6.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching proceduresStep 1 Warming up1.Lead-in(1) What do you think of Dongguan? Which place impresses you most?(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about ourcountry? Think what words you¡¯ll need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, letting others guess which place itis.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell thestudents to say something they know about these places.4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in theUK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Showsome famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in theUK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk moreabout the education in the UK.2. Ask: How are classes arranged in schools in the UK?3. (1) Listen to the tape and tick the sentences which are true.(2) Listen to the tape and fill in the timetable below.(3) Listen to the tape and answer the following questions.Step 3 Extension1. Talk about our own timetable.2. Have a discussion about the similarities of the timetables in our country and the UK and also tell thedifferences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The second period SpeakingTeaching GoalsTrain the students¡¯ spoken EnglishImprove the students¡¯ ability of imagination and debatePractice expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2. Talk about the 28th Olympic Games3. Talk about their favorite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?Step3 Tips on how to express agreement and disagreementStep5 HomeworkPreview the reading passageThe third period ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages. Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics.Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false. ( ) 1. Many people around the world study English, and they know a lot about British culture.( ) 2. Great Britain is made up of four countries.( ) 3. The island of Britain is separated from France by the English Channel.( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English.Step 4 DiscussionShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why? Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.The fourth period Grammar and Language studyTeaching goals1. Learn about the appositive clause.2. Identify noun clauses.3. Enable students to use new words.Teaching proceduresStep 1 Review the vocabulary and complete the sentences.a. Students work in pairs first.b. The teacher check the answers.Step 2 Brainstorminga. Review the text and present the appositive clause by asking questions:1.What impresses you most in the passage ?The fact that ¡ impresses me most.2.What have you already known before reading the passage ?I have known the fact that ¡3.Did you hear any news about Britain recently ?I heard the news that ¡b. Collect answers as many as possible ,reminding studentsof sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is coming.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn something practical.c. The teacher offers explanation if necessary.Step 4 Tell the function of the following sentences.1.The idea that Great Britain is made up of three countries¡¯ Corner ,Big Ben and the Tower of London is past.2.The fact that Great Britain is made up of three countries is still unknown to many.3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.4.Some people feel that Wales is an ancient fairy land.5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.6.They realize that it is of great value to record and teach them to the younger generation.Step 5 ConsolidationConsolidate what have been learned by doing further exercises.The Fifth Period Integrative SkillsTeaching Goals:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Learn things about the city Salisbury.3. Know more about Britain.4. Cultivate the students’ abilities of concluding and reasoning.Teaching procedures:Step 1: Lead inTeacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?Who wrote the story?Do you know something about Daniel Defoe?Step 3 Extension1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be foundwith names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!(A video clip is presented about a pub.)About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.2. Let the students say something about the British Isles as far as they know.Step 4 Homework:Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:1. Choose any place you know or you like and write a short passage about it.2. With the help of the Internet, try to collect as much information as possible and make a PowerPointpresentation in the next period.Teaching Plan for Book 5Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Teaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books. Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books.Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soon.。
新课标人教版高一英语必修3全英文全套教案
1.Unit 1 Festivals around the world2.Teaching aims of this unitTalk about festivals and celebrationsTalk about the ways to express request and thanksLearn to use Modal verbsWrite a similar story with a different ending3.Sentence patterns:Request:Coul d/ Would you please…Could I have…Could we look at…I look forward to…May I see…Thanks:It’s very kind of you…Thank you very much/ Thanks a lot.I’d love to.It was a pleasure…Don’t mention it.You are most welcome.4.Modal verbs:May might, can could will would shall should must canThe first period Speaking1.Teaching aims:Vocabulary: take place, lunar, festival, Army Day, Christmas, dress upPhrases: Would you like … Could I have…Might I offer help… May I see…You should try…Could we like at…Can you suggest… We might take…Teaching ProceduresStep I Leading inT: Hello, everybody! Welcome back to school! Did you have a good time in your winter holidaysSs. Yes. Of course!T: When did you feel most happy and excitedSs: At the Spring Festival.T: Who can tell us why Any volunteersS1: Because it is the most important festival in our country.S2: Because I got a lot of lucky money from my parents.S3: Because I needn’t study at festivals and there was a lo t of delicious food to eat.How great.S4: Because I met my cousins and friends who I hadn’t seen for a long time.T. Very food! I am glad to hear that. Today we will talk about festivals, which are meant to celebrate important events. Please think about some other festivals. Can you name just a fewSs: New year, Yuan xiao festival…:T: Quite right. That’s called the Lantern’s Festival. How about some other festivalsSs: The Army Day, International Labour’s Day, National Day, Tomb Sweeping Festival, Dragon Boat Festival, Mid-autumn Day…T: You have done a good job, boys and girls! .Step ⅡWarming –upFestivals are meant to celebrate important events. Different countries have different festivals. Work in groups and lost five Chinese festivals that you know.Discuss when they take place, what they celebrate and one thing that people do at that time. The first one is given to you as an example.Step ⅢPre- readingDiscuss in groups of four1.What’s your favourite holiday of the year Why2.What festivals or celebrations do you enjoy in your city or town Do you likespending festivals with your family or with friends What part of a festival do you like best---the music, the things to see, the visits or the foodStep ⅣAssignment1.Consolidation2.Listening to the material again after class to be familiar with it.3.Homework: Collect as much information about festivals as possible.The second period ReadingTeaching Aims1.Vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feast bone originin memory of dress up trick poet arrival national gain independencegather agricultural European custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily 2.To enable the students to know the earliest festivals with reasons for them and four different kinds of festivals that occur in most parts of the world3.To enable the students to master some English expressions and phrases about festivals.4.Teach the basic reading skills: skimming and scanning.5.Try to compare and make conclusion s of different festivals.Step ⅠRevision1.Greetings.2.Review the new words of this part.3.Check the students’ homework---festivalsStep ⅡReading1.ScanningT: Open your books and turn to page one. I’d like you to do the scannin g. Read the text quickly and accurately to get the main idea and answer the 6 questions on Page3. ( Ask the student to look through the questions and then read the text silently.)( Four minutes later, check the answers with the whole class. Show the suggested answers on the screen.)2.Intensive reading( Allow the students to read aloud and carefully this time to understand the main ideas of each paragraph and the important details)T: Read the text loudly for a second time and them try to tell if these sentences are True or False.3.Reading and discussionT: Read the text a third time and then work impairs to do Exercise 2 on Page 3.( Let the students have enough time to read the passage carefully and discuss the chart with their partners. Encourage them to expand their answers according to their ownexperiences.)4.Explanation(In this part try to help the students analyse the difficult, long and complex sentences and guess the meaning of the new words; ask them to deal with the language points in the context.)T: Now I will discuss some important sentences and phrases in the passage.a.Some festivals are held to honor the dead, or satisfy and please the ancestors,who could return either to help or to do harm.b.In memory ofc.In India there is a national festival on October 2 to honor Mahatma Gandhi,the leader who helped gain India’s independence from Britain.d.People are grateful because their food is gathered for the winter, and becausea season of agricultural work is over.e.The most energetic and important festivals are the ones that look forward tothe end of winter and to the coming of spring.f.The country is covered with cherry flowers so that it looks as though it mightbe covered with pink snow.The suggested explanation:a.An attributive clause.The sentence means people hold some festivals either to show respect to the dead or to make their ancestors happy in case they might come back to do harm.b.in memory of … serving to recall sb, to keep him fresh in people’ minds.He wrote a poem in memory of his dearest wife, who died in an accident.in honor of ( showing great respect or high public regard)in hopes/the hope of (hoping)in defence of (defending)c. a noun phrase followed by an attributive clause as the appositived.two clauses for reasone.energy→energetic adj. ( full of or done with energy)look forward to ( to is a preposition here.)devote to, be/get used to, get down to , stick toe.g. I’m looking forward to hearing from you.Step ⅢListeningT: Now I will play the tape for you. You can just listen with your books closed or look at your books or read in a low voice together with the tape. It’s up to you. After listening, please write down three things that most festivals seem to have in common.( Comprehending Ex.3 on Page 3).The third period Learning about languageTeaching aims:1.Let the students know the usage of modal verbs.2.Enable the students to recognize the words and expressions in the reading passageaccording to what mean the same as them.Step ⅠGreeting and Revision( Ask some students to retell the text we learned .)StepⅡ. Practicing the useful words and expressionsT: As we know, there are two important kinds of verbs---transitive verbs and intransitive verbs. But many intransitive verbs have the structure “verb+preposition+objects ” Can you give me some examplesSs: Sure. Such as look at the picture, hear from my friends, listen to the radio and so on.T: Ok. Now turn to page 4, Ex. 4. You are to make some sentences of your own, using the words given.S1. I’m looking forward to hearing form my friendS2: We are talking about verbs.S3: Would you like to talk with meS4: Who can think of an effective solution to the problemS5: Please think about my proposal.Step ⅢUseful StructuresT: Let’s come to the next part. This part is about modal verbs. You are to read the sentences in Ex. 1 and then to find out and write down different sentences with modal verbs form the reading passage and try to explain their meanings. If you have any difficulty in understanding them you can refer to Grammar in Pages 92---94Step ⅣSumming up and home workT: Boys and girls, today we have practiced useful words and phrases of this unit and the usage of modal verbs. I think it is not easy for you to master them, after class you should review them.Homework1.Practice of WBP42EX.1,2,3.2.Please find out10 sentences with modal verbs, and try to get their meanings.The fourth period ListeningTeaching aims:1.Vocabulary: go with, the big bands, musicians, over and over again, for sale, getused to, the winners of this year’s awards for the best costumes2.Enable the students to know how to get the key words to understand theconversation about the carnival parade, to talk about sth happened and express request and thanks.Step ⅠRevisionAfter checking the WB Ex. 1,2,3 the teacher ask the students to give examples about modal verbs and try to explain them.Step ⅡWarming upT: By the way, what’s the topic of this unitSs: Festivals around the world.T: Would you like to know something more about festivals around the worldSs: Of course.T: Now I will show you several pictures. What’s the festival calledSs: Carnival.T: Yes. This class we will listen to a dialogue about carnivals. First look through the four questions in listening part to find out the listening points.Step ⅢListeningT: I will play the tape for you twice. Please listen carefully and pay much attention to the important points. For the first time you are to make notes beside thequestions. For the second time, you should write down the answers andthen check them with your partners.( It’s important to encourage the students to adapt their present knowledge anyskill to a variety of situations wherever they can. Make sure to allow various expressions of the answers. Do not demand the same words form all students.)Step ⅣSpeakingThis part is intended to give the students the opportunity to practice a telephone conversation using the functional items for requests and thanks. Thepolite form of English are important and should be practiced in a varietyof situations.Step ⅤListening taskT: There are about 10 minutes left. Let’s come to listening task. Turn to page 43and look at the pictures. They have something in common. Can you find it outSs: They are all about festivals bout the dead.T: That’s right. I will play the tape for you. For the first time you should try towrite down the name of the country where the festival are held. For the next two times you should do Ex2. You can make a brief note first and then complete the chart,according to which you can make a report.The fifth period Extensive readingTeaching aims:1.Vocabulary: heart-broken, turn up, keep one’s word, hold one’s breath, drownone’s sadness in coffee, set off for, remind somebody of something,2.Learn to compare the festivals in China and in western countries.Step ⅠRevisionCheck homeworkStep ⅡReading (1)T: As we know, there are all kinds of festivals around the world. We have talked about two Chinese festivals for the dead. Today we are going ti read a sad story, which is to introduce a cross cultural view of lovers’ festival—Qi Qiao and Valentine’s Day. NowT: I think you have got the general idea of the passage. Now please read the passage once more and answer the questions on Page 8.Step ⅢDiscussion and writingT: That’s for the reading part of the passage. Please think about the ending of the story. Are you satisfied with the ending Different people have different opinions to a matter. Now any one of you have an opportunity to make up an ending to the story. Please engage imaginatively in the story and use your own ideas. Try to use the vocabulary and structures you have learned of you like.Step ⅣReading(2)T: Let’s come to anot her passage about carnival in Quebec. Please turn to Page 44, read it quickly and answer the questions in Page 45. Five minutes for you.Added material:Thanksgiving DayFourth Thursday in November is celebrated as ‘Thanksgiving Day’ People thank God for his blessings. People can ‘Thank’ friends, foes and anyone for the experiences, happiness and sunshine they bring into their lives. Pilgrims celebrated the first Thanksgiving Day in America during the second winter in the new world. The first winter had been bad as nearly half of the people had perished due to lack of food and bad weather. But the following year, with the help of Indians who showed them how to plant Indian corn, the pilgrims had successful harvest. Governor William Bradford decided that December 13, 1621 be set aside for feasting and prayer. The Indians were invited to share the festival. Since than, Thanksgiving Day is been celebrated in America. However, it was only in 1941, the Congress in a joint resolution named the fourth Sunday in November as the official Thanksgiving Day.Dating back, it is known that the Council thought to appoint and set apart the 29th day of June, as a day of Solemn Thanksgiving and praise to God for his Goodness and Favour. The First Thanksgiving Proclamation was however on June 20, 1676. The governing council of Charlestown, Massachusetts, held a meeting to determine how best to express thanks for the good fortune that had seen their community securely established. By unanimous vote they instructed Edward Rawson, the clerk, to proclaim June 29 as a day of thanksgiving, It is also known that the Pilgrims set ground at Plymouth Rock on December 11, 1620. Their first winter was devastating. At the beginning of the following fall, they had lost 46 of the original 102 who sailed on the Mayflower. But the harvest of 1621 was a bountiful one. And the remaining colonists decided to celebrate with a feast -- including 91 Indians who had helped the Pilgrims survive their first year. It is believed that the Pilgrims would not have made it through the year without the help of the natives The feast was more of a traditional English harvest festival than a true "thanksgiving" observance. It lasted three days.Thanksgiving, as we know it today, has come a long way from the Pilgrim's harvest festival in 1621. It is an event that seems, as each year goes by, to reinvent itself and to expand its meaning to larger vistas. Maybe this is the real significance of the occasion; for as we continue to change and grow as a people, there are an increasing number of things for which we can be thankful.HalloweenThe ancient Druids 督伊德教(古代高卢人与不列颠人的一种宗教)的教徒who inhabited what we now call Great Britain placed great importance on the passing of one season to the next, holding "Fire Festivals" which were celebrated for threedays (two days on either side of the day itself). One of these festivals was called Samhain (pronounced Sha-Von) and it took place on October 31 through to November 1. During this period, it was believed that the boundaries between our world and the world of the dead were weakened, allowing spirits of the recently dead to cross over and possess the living. In order to make themselves and their homes less inviting to these wayward spirits, the ancient Celts（凯尔特人）would douse （插入水中, 把弄熄, 弄湿）all their fires. There was also a secondary purpose to this, after extinguishing all their fires, they would re-light them from a common source, the Druidic fire that was kept burning at Usinach, in the Middle of Ireland.Samhain was considered to be a gateway not only from the land of the dead to the land of the living, but also between Summer and Fall/Winter. For the Druids, this was the last gasp （喘息, 气喘）of summer (it was also the Celtic New Year), so therefore they made sure it went out with a bang before they had to button down （把...弄清楚）for the winter ahead.They would dress up in bizarre costumes and parade through their villages causing destruction in order to scare off any recently departed souls who might be prowling （巡游）for bodies to inhabit, in addition to burning animals and otherofferings to the Druidic deities（神, 神性）. It is also a popular belief that they would burn people who they believed to be possessed, but this has largely been debunked （揭穿, 拆穿假面具, 暴露）as myth.This tradition was later brought to the North American continent by Irish immigrants who were escaping the Potato Famine in their homeland. In addition to the festival itself, the immigrants brought several customs with them, including one of the symbols most commonly associated with Halloween -- the Jack 'O Lantern. According to Irish folklore, there once lived a man named Jack who was known for being a drunk and a prankster（顽皮的人, 爱开玩笑的人）. One night Jack tricked thedevil into climbing a tree, and quickly carved an image of a cross on the trunk, trapping the devil. Jack then made him promise that, in exchange for letting him out of the tree, the Devil would never tempt him to sin again. He reluctantly agreed, but was able to exact his revenge upon Jack's death. Because of his mischievous ways in life, Jack was barred from entering heaven and because of his earlier trick, he was also barred from hell. So he was doomed to wander the earth until the end of time, with only a single ember（灰烬, 余烬）(carried in a hollowed out turnip.[植]芜箐,芜箐甘蓝) to warm him and light his way.In Ireland, they originally also used turnips for their "Jack Lanterns", but upon arriving in the new world, they discovered that pumpkins were abundant and easier to carve out.EasterOn Good Friday, Jesus Christ was executed by crucifixion. His body was taken down from the cross, and buried in a cave.The tomb was guarded and an enormous stone was put over the entrance, so that no-one could steal the body. On the following Sunday, some women visited the grave and found that the stone had been moved, and that the tomb was empty. Jesus himself was seen that day, and for days afterwards by many people. His followers realised that God had raised Jesus from the dead.Hot Cross Buns Hot Cross buns are still made all over England around Easter time. At one time, buns with a cross on them were made all through Lent. They were banned by Oliver Cromwell and brought back again at the time of the Restoration. For a time they were only available on Good Friday but now they can be bought during the month leading up to Easter. Whole meal hot cross buns are becoming more popular each year.The Easter EggAs with the Easter Bunny and the holiday itself, the Easter Egg predates the Christian holiday of Easter. The exchange of eggs in the springtime is a custom that was centuries old when Easter was first celebrated by Christians.From the earliest times, the egg was a symbol of rebirth in most cultures. Eggs were often wrapped in gold leaf or, if you were a peasant, colored brightly by boiling them with the leaves or petals of certain flowers.Today, children hunt colored eggs and place them in Easter baskets along with the modern version of real Easter eggs -- those made of plastic or chocolate candy.O-bon FestivalBon DanceDuring o-bon, bon odori (folk dances) are held all over Japan. The kind of dance varies from area to area. People wearing yukata (summer kimono) go to the neighborhood shrine, temple, or park and dance around a yagura (stage) set up there. Anyone can participate in the dance. Join the circle and imitate what others are doing.Awa odori of Tokushima and bon odori at Yasukuni Shrine, Tokyo are very famous.Also, Toro Nagashi (floating paper lanterns) are held in some areas. On the evening of the 15th, people send off ancestor's spirits with a paper lantern, lit by a candle inside and floated down a river to the ocean. Fireworks displays (Hanabi-taikai) are often held during o-bon. It is a typical Japanese summer scene to see hanabi. Since o-bon is an important family gathering time, many people return to their hometowns during o-bon. Most businesses are closed during this time. Although it is crowded everywhere, it is common for many people take trips during o-bon, too. The beginning and end of o-bon are marked with terrible traffic jams. Airports, train stations, and highways are jammed with travelers. I recommend you do not travel around o-bon!Unit2 Healthy eatingTeaching Aims of this unit1.Talk about healthy eating2.Making suggestions or giving advice on diet3.Distinguish the meanings of Modal verbs4.Make a balanced menu5.Vocabulary:6.fiber,digestion,bean,slim,curiosity,lie,debt,glare,limit,benefit,item,protective getrid of, throw away, get away with, tell lies, earn one’s living in debt ,set out run one’s business ,carry on7.Speaking: Practice talking about your ideas; practice giving suggestions andadvice, practiceseeing the doctor.8. The use o f ought toThe first period Warming up and readingStep ⅠWarming upReview the words of foods by showing their pictures. First, ask students to list the foods they like best. Then tick off 3 of them they eat most often. Second, show the three groups of foods and see which group their foods belong to. Third, ask the students to tell us in what ways their foods help them grow.Step ⅡPre-readingGet the students to discuss the questions with their partners in this part. Then ask them to report their work. This part will help the students understand the text.T: Please look at the slide show and discuss the questions with your partners. Then I’llask you to report your work. Are you clearStep ⅢReadingGet the students to comprehend the passage quickly and accurately and meanwhile help the students to form a good habit of reading. Give the students a couple o f minutes to look through the whole passage. Tell the students to read the text silently and then ask for the main idea of the text on the slide show with their partners. Encourage the students to express their ideas.1.Fast readingIn this part ask the students to read the text quickly for the first time and find out the main idea of the text. Then ask them to read the text again carefully to obtain some details. Before reading show the tasks and let the students read the tasks first. This text will help them have a good understanding of the text.a.The two restaurants supplied the healthy diet.b.The reason why Yong Hui’s restaurant was so popular withcustomers.c.Wang Pengwei found out why he had lost his customers and decidedto win them back2.Careful readingT: Now it is time for us to read the text carefully and decide which sentences are true. Then correct the false ones. First read the sentences.ually Wang Pengwei’s restaurant was full of people. (T )b.Yong Hui served a balanced diet. ( F)c.Yong Hui could make people thin in two weeks by giving them a gooddiet. (F)d.Wang Pengwei’s customers often became fat after eating in hisreataurant. (T)e.Yong Hui’s menu gives them energy foods. (F )f.Wang Pengwei’s menu gives tem foods containing fiber. (F )g.Wang Pengwei admired Yong Hui’s restaurant when he saw the menu.(F )h.Wang Pengwei decided to copy Yong Hui’s menu. (F )StepⅣComprehendingBy now, the students have had a further understanding of the text.Let the students read the text again and find out the differences between the two restaurant.T: Now please read the text again and fill in the chart together with your partner.T: Until now we have known what’s wrong with both restaurant. What does it matter if you only eat at one of the restaurantS1:…S2:…S3:…T: You all have a point here. But what will they do We will see it next period.Facing the serious competiton Wang wasn’t lost in sadness and he didn’t quarrel with his competitor either. He went to the library to learn more about healthy eating and made his menu better than Yong Hui’s menu. Do you think we should follow his exampleSs: Yes.T: Now let’s deal with some language points. Turn to page 10, let’s look at the sentences:a.Wang Pengwei sat in his empty restaurant feeling very frustrated.This sentence means that the second action “feeling very frustrated”happened together with the main action “sat”. Pay attention to the form (v-ing) of the second action.b. Nothing could have been better.This sentence tells us that everything has worked out the way you would like. It’s a sentence that we can use in any situation.c. He couldn’t have Yong Hui getting away with telling people lies!This sentence means that he will punish Yong Hui for her telling lies.Step ⅤHomework1.Try to retell the text.2.Prepare for the language learning and do Using words and Expressionson WB (Page 49-50)The second period Language studyStep ⅠRevision1.Check the students’ homework.2.Ask some of the students to retell the text.Step ⅡWord studyThis part is a consolidation of the words in the text. Ask the students to do the exercise individually.T: Now please open your books and turn to page 11. Fill in the chart using the correct forms of the words which have the same root. Next activity is to match the definitions with the words we have learnt form the text.I necessary, you can discuss with your partners.…Step ⅢGrammarThe students will learn the usage of modal verbs. First try to make the students clear the functions of modal verbs, with the help of the practice 1on page 12. Then give them some examples.T: Please pick out all the sentences containing modal verbs in the text.a.By lunchtime they would have all be sold---It indicates possibility.b.His restaurant ought to be full of people.---It indicates possibility.c.What could have happened--- It indicates possibility.d.Nothing could have been better.--- It indicates possibility.e.Something terrible must have happened if Maochang was not coming toeat with him as he always did.---It indicates guessing.f.He could not believe his eyes. ---It indicates intension.g.He wonder if he should go to the library to find out ---It indicates duty.h.He wouldn’t have Yong Hui getting away with telling people lies!---It indicatesintension.…Step ⅣHomework1.Review the rules of word formation and the meanings of modal verbs.2.Prepare the Using Structure on page 50 by making a dialogue in pairs. The third period ListeningStep ⅠRevision1.Check the using structure on page 50.2.Ask the students to make a short dialogue in pairs.Step ⅡListening( using language)The students will hear what Wang Pengwei did after leaving Yong Hui’s restaurant. Ask the students to finish the chart and answer the questions.T: OK. We have studied the text and know neither of the restaurant supplied a balanced diet. Let’s listen to the tape and see how the story went on. Go through the text quickly on page 14.( Play the tape. Students write down the answers and check the answers with their partners.)T: Now listen to it again and try to make sure your answers are right.Step ⅢListening (WB P48)The students will heat a conversation between Hong Mei and the doctor. They are asked to do exercise according to the tape.T: Doctor know that there are illnesses you may get if you do not eat properly. In the following part, we are going to listen to a dialogue. Hong Mei is going to see the doctor. Let’s see how the doctor gives her some advice. Listen carefully and do the exercises.Step ⅣHomework1.Pre-view the reading(2) and reading task on Page 52. See how the storyended.2.Find some information about healthy eating on the Internet.The fourth period Extensive readingStep ⅠRevision1.Check the homework2.Share the information the students have got form the Internet.Step ⅡPre-readingAsk the students to read some proverbs and translate them into Chinese.。
《2023年高中英语新课程标准》教案人教版
《2023年高中英语新课程标准》教案人教版一、教学内容1. Chapter 1: The Development of Science and Technology2. Chapter 2: The Impact of Science and Technology on Our Lives二、教学目标1. 了解并掌握科技发展的历程及其对人类生活的影响；2. 提高学生的英语阅读、写作、听说能力，培养其运用英语进行科技话题讨论的能力；3. 激发学生对科技领域的兴趣，培养其创新思维和科学素养。
三、教学难点与重点1. 教学难点：科技发展历程的梳理，科技对生活影响的深入理解；2. 教学重点：提高学生对科技英语词汇的掌握，培养其运用英语进行科技话题讨论的能力。
四、教具与学具准备1. 教具：PPT、黑板、录音机；2. 学具：课本、笔记本、字典。
五、教学过程1. 导入：通过展示一组科技发展图片，引发学生对科技话题的兴趣，导入新课；2. 新课内容讲解：a. 介绍科技发展的历程，梳理教材Chapter 1的内容；b. 分析科技对人类生活的影响，解读教材Chapter 2的内容；3. 例题讲解：针对本节课的重点内容，设计相关例题，进行讲解；4. 随堂练习：让学生进行小组讨论，用英语讨论科技对生活的影响，并进行展示；6. 课堂反馈：了解学生对本节课内容的掌握程度，针对问题进行解答。
六、板书设计1. 科技发展的历程；2. 科技对人类生活的影响；3. 重点词汇、短语、句型。
七、作业设计1. 作业题目：a. 根据课堂内容，用英语编写一段关于科技发展对生活影响的短文；b. 收集关于科技领域的新闻，进行阅读理解练习。
答案：b. (答案因新闻内容而异)八、课后反思及拓展延伸1. 反思：本节课通过实践情景引入、例题讲解、随堂练习等方式，让学生充分了解科技发展的历程及对人类生活的影响。
但在课堂互动方面，可以进一步加强，提高学生的参与度；2. 拓展延伸：鼓励学生关注科技领域的最新动态，提高其科学素养，为未来的社会发展贡献自己的力量。
《2023年高中英语新课程标准》精品教案人教版
《2023年高中英语新课程标准》精品教案人教版一、教学内容根据《2023年高中英语新课程标准》，本节课我将为学生们讲授人教版高中英语教材第二册第七单元“Films and Film Events”内容。
具体包括：Section A中听力练习、阅读理解以及相关词汇和语法点；Section B中对话和阅读篇章，重点讲解与电影相关词汇和表达方式。
二、教学目标1. 让学生掌握本节课生词和短语，并能熟练运用到实际语境中。
2. 培养学生英语听力、阅读和口语表达能力，提高他们英语综合素质。
3. 引导学生解电影艺术，培养他们审美情趣。
三、教学难点与重点1. 教学难点：电影相关词汇和表达方式理解与运用，以及听力材料理解和口语表达。
2. 教学重点：Section A中听力练习、阅读理解和Section B中对话、阅读篇章。
四、教具与学具准备1. 教具：多媒体设备、投影仪、黑板、粉笔。
2. 学具：教材、听力材料、练习本、笔。
五、教学过程1. 导入：通过播放一段电影预告片，激发学生对电影话题兴趣，引入本节课主题。
2. 新课内容展示：（1）展示Section A生词和短语，让学生跟读并模仿。
（2）播放听力材料，引导学生完成相关练习。
（3）讲解阅读篇章，让学生理解电影评论基本框架和表达方式。
3. 例题讲解：针对本节课重点和难点，进行详细讲解和示范。
4. 随堂练习：让学生完成教材上相关练习，巩固所学知识。
5. 口语练习：组织学生进行小组讨论，讨论他们喜欢电影类型和电影明星，提高口语表达能力。
六、板书设计1. Films and Film Events2. 主要内容：（1）生词和短语（2）听力练习答案（3）阅读篇章框架七、作业设计1. 作业题目：（1）完成教材上练习题。
（2）以“我最爱电影”为主题，写一篇英语短文，不少于100词。
2. 答案：课后统一发放。
八、课后反思及拓展延伸1. 反思：针对本节课教学过程和学生掌握程度，反思教学方法有效性，调整教学策略。
新课标人教版高中英语必修五全套教案(63页)
Unit 1 Great scientistsTeaching aims1.To help students learn to describe people2.To help students learn to read a narration about John Snow3.To help students better understand “Great scientists”4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative & theattribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a b acterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious,have an unknown cause and need public health care to solve them.Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know abou t him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；We concluded the meeting at 8 o’clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat “战胜”“击败”比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to?接待Mother had to attend to her sick son.③ attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian治疗,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
新课标人教版高中英语必修一全部教学案
新课标人教版高中英语必修一全部教学案一、教学目标1. 通过研究本单元的教学内容，帮助学生掌握必修一中的英语知识和技能。
2. 培养学生的英语听、说、读、写的综合能力。
3. 培养学生的团队合作意识和自主研究能力。
二、教学内容教学内容包括以下几个方面：1. 语法：复和巩固现在时态、过去时态、将来时态等基本语法知识。
2. 词汇：通过阅读和听力练，掌握本单元中的重点词汇和短语。
3. 阅读：通过阅读文本和相关的阅读理解题目，培养学生的阅读理解能力。
4. 听力：通过听对话和听文章练，提高学生的听力能力和听觉理解能力。
5. 口语：通过各种口语练，提高学生的口语表达能力。
三、教学方法1. 任务型教学法：通过让学生完成一系列任务，激发学生的研究兴趣，加强学生的实际运用能力。
2. 合作研究法：引导学生在小组内进行合作研究，促进学生之间的互动和交流。
3. 归纳法：通过教师引导和学生参与，将教学内容进行总结和归纳，提高学生的研究效果。
四、教学步骤1. 导入：通过引入生活例子或相关资料，唤起学生对新学知识的兴趣。
2. 语法讲解：教师通过讲解和示范，介绍本单元的语法知识。
3. 词汇研究：通过词汇游戏和词汇练，帮助学生记忆和掌握本单元的重点词汇。
4. 阅读训练：教师通过指导学生阅读文本和做阅读理解题目，提高学生的阅读理解能力。
5. 听力训练：教师播放相关听力材料，学生进行听力训练和听觉理解练。
6. 口语练：教师引导学生进行口语练，提高学生的口语表达能力。
7. 总结归纳：教师对本节课的教学内容进行总结和归纳。
8. 作业布置：教师布置相应的作业，巩固学生对本节课的研究。
五、教学评价1. 教师根据学生的课堂表现、作业完成情况和考试成绩等，进行教学评价。
2. 学生之间进行互评，促进学生之间的交流和研究成长。
六、教学资源1. 教材：新课标人教版高中英语必修一教材。
2. 多媒体设备：投影仪、电脑、音响设备等。
3. 课外资料：相关的练册、参考书和教育软件等。
《2023年高中英语新课程标准》教案人教版
《2023年高中英语新课程标准》教案人教版一、教学内容本节课我们将学习《2023年高中英语新课程标准》人教版第四单元“生活与科学”的第一章节。
详细内容包括：1. 掌握与生活科学相关的词汇和表达方式；2. 运用一般现在时描述科学现象；3. 学会阅读和理解科学短文。
二、教学目标1. 能够正确运用与生活科学相关的词汇进行交流。
2. 运用一般现在时描述科学现象，提高语言运用能力。
3. 提高阅读理解能力，了解科学知识。
三、教学难点与重点教学难点：一般现在时态的运用，科学短文的阅读理解。
教学重点：与生活科学相关的词汇和表达方式，一般现在时态的描述。
四、教具与学具准备教具：PPT，教学视频，实物展示。
学具：学生用书，练习册，文具。
五、教学过程1. 导入：通过展示日常生活中的科学现象，引起学生对本节课的兴趣。
2. 新课内容：讲解与生活科学相关的词汇和表达方式，引导学生运用一般现在时描述科学现象。
a. 展示词汇，让学生跟读、拼写。
b. 举例说明一般现在时的用法，让学生模仿造句。
c. 分析科学短文，教授阅读技巧。
3. 例题讲解：针对一般现在时和科学短文阅读进行讲解，让学生掌握解题方法。
4. 随堂练习：设置相关练习，巩固所学知识。
5. 小组讨论：让学生分组讨论生活中的科学现象，并用英语进行描述。
六、板书设计1. 《2023年高中英语新课程标准》人教版第四单元“生活与科学”2. 主要词汇和表达方式：生活科学词汇：technology, innovation, discovery, experiment, research一般现在时态：subject + verb (s/es) + object3. 科学短文阅读技巧：略七、作业设计1. 作业题目：a. 用一般现在时描述生活中的一个科学现象。
b. 阅读一篇科学短文，回答相关问题。
2. 答案：b. 根据短文内容回答。
八、课后反思及拓展延伸2. 拓展延伸：鼓励学生在课后观察生活中的科学现象，用英语进行描述，并分享给同学。
《2022-2023年高中英语新课程标准》教案 人教版
《2022-2023年高中英语新课程标准》教案人教版2022-2023年高中英语新课程标准教案一、教学目标本教案旨在帮助高中学生掌握2022-2023年的英语新课程标准，并培养他们的英语听、说、读、写能力，提高他们的综合语言运用能力。
二、教学内容本教案按照人教版高中英语新课程标准的要求进行设计，涵盖以下内容：1. 语法与词汇：包括基础语法知识和常用词汇的研究与应用。
2. 听力与口语训练：帮助学生提高英语听力和口语表达能力，包括听力材料的选取和口语练。
3. 阅读与写作训练：培养学生阅读理解和写作能力，包括阅读材料的选择和写作指导。
三、教学方法本教案采用以下教学方法，旨在激发学生的研究兴趣和积极性：1. 任务型教学：通过有趣的任务，培养学生的实际语言运用能力。
2. 合作研究：鼓励学生互相合作，共同完成任务，提高研究效果。
3. 多媒体教学：运用多媒体技术，生动形象地呈现教学内容，提高学生的研究效果。
四、教学步骤本教案按照以下步骤进行：1. 回顾前一课的知识点，帮助学生巩固所学内容。
2. 介绍本课的新知识点，讲解相关知识和技巧。
3. 分组活动，让学生在小组内完成相关任务，培养合作意识和表达能力。
4. 集体讨论，让学生展示自己的答案和观点，激发学生的思考和讨论能力。
5. 总结本课的重点内容，帮助学生理解和记忆。
6. 布置课后作业，巩固学生的研究成果，培养学生的自主研究能力。
五、教学资源本教案需要以下教学资源的支持：1. 课本：按照人教版高中英语新课程标准的教材。
2. 多媒体设备：用于呈现教学内容的多媒体设备。
3. 练题和作业：提供学生练和巩固所学内容的练题和作业。
六、评价与反馈本教案通过以下方式进行评价与反馈：1. 学生表现观察：观察学生在课堂上的参与程度、表现和进步情况。
2. 练题与作业的评分：根据学生完成的练题和作业进行评分，了解他们对所学内容的掌握程度。
3. 学生自评与互评：鼓励学生进行自我评价，并进行互相评价，帮助他们反思研究过程和改进研究方法。
2024年高中英语新课标人教版 精彩教案 必修一
2024年高中英语新课标人教版精彩教案必修一一、教学内容本节课选自2024年高中英语新课标人教版必修一，第三章“English Around the World”，具体内容包括：3.1 Introductionto Different English Accents，3.2 Understanding British English and American English，3.3 The Influence of English on Global Communication。
二、教学目标1. 了解世界各地的英语口音，提高学生的英语听力水平。
2. 掌握英式英语和美式英语的基本差异，提高学生的英语表达能力。
3. 认识到英语在全球交流中的重要性，激发学生学习英语的兴趣。
三、教学难点与重点1. 教学难点：英式英语和美式英语的发音差异，以及英语在全球交流中的作用。
2. 教学重点：培养学生对不同英语口音的辨识能力，提高学生的英语沟通能力。
四、教具与学具准备1. 教具：录音机、投影仪、PPT、视频资料。
2. 学具：教材、笔记本、字典。
五、教学过程1. 导入：播放一段关于世界各地英语口音的视频，引导学生关注英语的多样性。
2. 新课内容展示：通过PPT展示英式英语和美式英语的基本差异，讲解英语在全球交流中的重要性。
3. 实践情景引入：分组让学生模仿不同英语口音，进行角色扮演，提高学生的听说能力。
4. 例题讲解：讲解教材中的典型例题，引导学生掌握英式英语和美式英语的发音规律。
5. 随堂练习：让学生进行英式英语和美式英语的发音对比练习，提高辨识能力。
六、板书设计1. English Around the World2. 内容：Different English AccentsBritish English vs American EnglishThe Influence of English on Global Communication七、作业设计1. 作业题目：（1）听录音，分辨出英式英语和美式英语，并记录下来。
《2023年高中英语新课程标准》教案 人教版
《2023年高中英语新课程标准》教案人教版2023年高中英语新课程标准教案一、教学目标通过本教案的研究，学生应能够：- 理解并掌握2023年高中英语新课程标准的主要内容和要求；- 熟悉人教版教材的组织结构和教学重点；- 研究和运用新课程标准中的语言知识和技能；- 提高英语听、说、读、写的能力。
二、教学内容本教案涵盖的主要教学内容包括：- 新课程标准的背景和目标；- 人教版教材的组织结构和特点；- 新课程标准中的语言知识和技能。
三、教学步骤第一步：介绍新课程标准的背景和目标1. 通过简要介绍，让学生了解新课程标准的背景和目标；2. 引导学生思考新课程标准对英语研究的影响和意义。
第二步：介绍人教版教材的组织结构和特点1. 介绍人教版教材的组织结构，包括单元划分和主题安排；2. 强调人教版教材的特点，如注重学生的实际语言运用能力和文化体验。
第三步：研读新课程标准中的语言知识和技能1. 分组研读新课程标准中的语言知识和技能要求；2. 学生进行小组讨论，总结并展示各组研读的内容。
第四步：实践运用语言知识和技能1. 设计相关练和活动，让学生实践运用新课程标准中的语言知识和技能；2. 引导学生进行口语交流、听力理解、阅读解读和写作训练。
四、教学评估通过以下方式对学生进行教学评估：- 听力和口语表达评估；- 阅读理解和写作评估；- 课堂参与和小组讨论评估。
五、教学资源教学过程中需要准备的资源包括：- 2023年高中英语新课程标准及相关参考资料；- 人教版教材及配套教学资源；- 听力材料、阅读材料和书面作文题目。
以上为《2023年高中英语新课程标准》教案人教版的概述，具体的教学过程和细节根据实际情况进行调整和补充。
希望本教案能够对教师们有所帮助，引导学生有效学习和应用新课程标准中的英语知识和技能。
人教版新课标高中英语必修1全套教案(62页)
人教版新课标高中英语必修1全套教案（62页）部门： xxx时间： xxx制作人：xxx整理范文，仅供参考，勿作商业用途Unit 1 Friendship(1)课题：Friendship教材分析与学生分析：本单元的中心话题是“友谊”，几乎所有的内容都是围绕这一中心话题展开的。
Warming Up部分以调查问卷的形式引导学生了解日常生活中朋友之间发生的真实问题以及解决这些问题的方法；Pre-Reading 部分的几个问题启发学生对“友谊”和“朋友”进行思考，使学生明确不仅人与人之间可以做朋友，日记也可以成为人们的朋友；Reading部分Anne’sBest Friend以日记形式讲述了犹太女孩安妮的故事；Comprehending部分通过连句、多项选择和问答形式帮助学生对课文内容、细节进行更深入的理解;Using about Language 部分教案本课重点词汇和重点语法工程。
b5E2RGbCAP (3> 课时安排：The first period: Speaking: Warming Up and Pre-Readingp1EanqFDPwThe second period： ReadingThe third period: GrammarThe forth Period：ListeningThe fifth period: Writing(4>教案目标：知识与技能：Talk about friends and friendship; Practise talkingabout agreement and disagreement, giving advice and makingdecisions; Use direct speech and indirect speech; Learn to writean essay to express and support an opinion.DXDiTa9E3d过程与方法：本单元在读前阶段就提出问题，让学生思考是不是只有人与人之间才能交朋友，然后在阅读中通过安妮的日记向学生说明我们也可以与动物及无生命的日记交朋友。
人教版高中英语必修1全册教案
人教版高中英语必修1全册教案一、教学目标本教案旨在帮助学生达到以下教学目标：1. 掌握必修1全册的英语单词、词组和句型；2. 培养学生的听、说、读、写的综合语言能力；3. 培养学生的跨学科研究能力，通过阅读、听力和讨论提高学生的综合素养；4. 培养学生的研究策略，教会他们如何有效地研究和使用英语。
二、教学内容本教案包括必修1全册的以下内容：1. 单元一：Greeting and Introduction2. 单元二：Time and Daily Routines3. 单元三：Hobbies and Leisure Activities4. 单元四：School Life5. 单元五：Family and Relationships6. 单元六：Travel and Holidays每个单元的教学内容包括听、说、读、写的综合练，以及文化背景和研究策略的介绍。
三、教学方法本教案采用以下教学方法：1. 任务型教学：通过给学生一些具体任务，培养他们自主研究和合作研究的能力；2. 情境教学：将研究内容置于真实的生活情境中，帮助学生理解和使用英语；3. 多媒体教学：结合多媒体资源，提供丰富的听力、口语和阅读材料，激发学生的研究兴趣；4. 提问引导：通过提问引导学生思考和表达，激发他们的研究动力；5. 小组合作：鼓励学生进行小组讨论、合作研究，提高他们的沟通和合作能力。
四、教学评估本教案将通过以下方式进行教学评估：1. 课堂表现：观察学生在课堂上的参与程度、口语表达能力等；2. 书面作业：布置书面作业，检查学生对教学内容的理解和掌握程度；3. 小组项目：布置小组项目，评估学生的合作能力和综合运用能力；4. 课堂测验：定期进行课堂测验，测试学生的听力、阅读和写作能力。
五、教学资源本教案所需的教学资源包括：1. 教科书：人教版高中英语必修1全册；2. 多媒体资源：包括录音、视频和网络资源；3. 手机、平板电脑等电子设备：用于学生查阅和使用研究资源。
2020年新人教版高中英语必修一教案全套
2020年新人教版高中英语必修一教案全套《Welcome Unit》单元教案Welcome Unit Period 1 Listening and ThinkingWelcome Unit-Reading and ThinkingWelcome Unit–Discovering Useful Structuresfollowed by an adverbial.7.SVOA structure. For Example:(1) A sheep eats grass over there.S V O A(2) Mum makes lunch in the kitchen.S V O A(3) They liked the film very much.S V O A√ SVOA structure is formed by SVO structure plus an adverbial at the end.8.There be structure.For Example:(1) There is an apple on the table.V S A(2) There are 7 days in a week.V S A(3) There is milk and bread on the table.V S A√In “There be…”structure, subject and verb “be”is inverted.√ The number of “be” is decided by the very first subject followed.IV Questions to think:1.Look at the picture below and examine the sentence structures.What parts are shared by all of them?Welcome Unit Reading for Writing《Unit 1 Teenage Life》单元教案Unit 1 Teenage Life-Listening and Speaking & Listening and Talking【教材分析】The theme of “Listening and Speaking”is “Choose a school club”.Students will have a general understanding of different school clubs by listening and ultimately can make reasonable suggestions on the choice of clubs and make correct choices.School clubs are an important part of students’campus life, as well as an important study to expand students’extracurricular knowledge, develop their skills and cultivate their interests.Listening text of “Listening and Speaking”consists of two parts.The first part is about the dialogue between teachers and students in the activities of the school clubs, which makes situational preparations for choosing a suitable clubs.The second part is the dialogue between Adam and Julie as senior high school students to discuss how to choose the right one.The theme of “Listening & Talking”is “Plan a camp for teenagers”Nowadays, more and more high school students are interested in participating in various camp activities, and take this opportunity to make friends, broaden their horizons and train their teams’spiritual and communication skills.The purpose of this section is to stimulate students’imagination, plan a camp activity that their peers like and to use “be going to + verb primitive”and “will + verb primitive”to express future intentions or plans.Listening Text of “Listening & Talking” is a dialogue, where Max and Cao Jingtalk about their participation in adventure camps and international youth camps on weekends.In the plan, the two men introduced the activities of the camp and expressed their expectations for the life of the camp.The dialogue highlights “be going to + verb”and “will + verb”are two structures used to express what will be done in the future. 【教学目标与核心素养】1.Instruct students to get main facts by listening and motivate them to talk about the topics about how to choose a right school club, how to plan a camp for the future, and how to talk about future activities.2.Develop students’sense of cooperative learning and individual thinking capability.3.Develop students’different listening skills to solve different listening comprehensive problems.4.Help students to understand how to use the structures “be going to do, will do, plan to do, there will be, hope to do”to discuss their future plans and activities.【教学重难点】Prompt Ss to talk about the related topics, such as how to choose a right school club, how to make a camp for the future, how to make a camp plan and how to talk about future activities.【教学过程】Step 1 Listening and SpeakingLead inThe teacher is advised to talk with their students about school clubs that they were in when they were at junior high school: boys and girls, have you ever taken part in any school clubs before and why you chose them? After the small talk, the teacher can move on by finishing the following listening task:Listen to the first two conversations and choose the correct answers.1.What are they learning about in Conversation 1?A.Hearing.B.Sounds.C.Dogs.2.The students are discussing in Conversation 2.A.schoolworkB.relationshipsC.dating3.Circle the two clubs where these two conversations happened.A.Science ClubB.Ballet ClubC.Nature ClubD.Debate Club.Learning tip:After finishing the task above, the teacher is expected to play Conversation 3 which is about how to help Adam choose a right club and after finishing listening for the first time, the students need to solve the following task.Listen to Conversation 3.Then help Adam choose a club.Tick the activities that happen in each club.Ballet Club○ learn new movements○ make ballet clothes○ watch dance programmesNature Club○ watch biology lectures○ grow plants○ work in a greenhouseCartoon Club○ watch cartoons○ write stories○ draw cartoonsVolunteer Club○ help old people○ clean up parks○ give directionsAfter finishing the task above, the teacher is expected to play Conversation 3 again and solve the following task.1.Adam says that he likes ___________ but is not so interested in___________.2.Which club do you think is suitable for Adam? Why?I think Adam should join the _________Club because he says that he_________.Finally, after finishing the task above, the teacher is expected to instruct students to work in groups to finish the following project:Speaking ProjectWork in pairs.Help each other choose a school club.EXAMPLEA: Hi, Sam! I’ve decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes.I’m wondering which one I should choose: the Acting Club or the Ballet Club?A: I guess the question is...Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm ...If you ask me, I think you should choose what you like.Pronunciation part1.Have the Ss listen and repeat, then add more words to each group.2.Then listen to the proverbs and repeat.Have the Ss notice the pronunciation of the letters in bold.Step 2 Listening and Talking1.The teacher is advised to talk with their new students about the related topic: Boys and girls, do you know some structures to talk about future activities?Talking about future activitiesWe’ll …I plan to …There’ll be …I hope to …We’re going to …2.After their small talk, the teacher can move on by playing the listening and solve the following task.Underline the expressions in the sentences below Cao Jing and Max use to talk about the future.We’ll learn useful skills.I plan to improve my spoken English.There’ll be students from different schools.I hope to make new friends.We’ll talk about teenage life.I’ll learn to make a fire.There’ll be students from different countries at the camp.There’ll be some experts there to show us how to live in t he wild.We’re going to learn about wildlife.I’m going to give a speech.I think I’m going to enjoy the activities.I think we’ll have a lot of fun.3.Work in groups.Plan a youth camp.Teacher make the Ss think of ideas for the camp.And they can use the questions below to get started.And have the Ss present their ideas for a youth camp to the class.●What kind of camp is it?●Who will be there?●What will they do?●What will they learn?EXAMPLE______________campDo you want to have fun and learn at the same time? Then come to our camp.In our camp, you can learn about...There’ll be many interesting activities.First, we are going to...Then we’ll...We also plan to…Finally, we’ll...Please come to our camp!Unit 1 Teenage Life-Reading and Thinking【教材分析】The topic of this unit is about teenage life, which belongs to the theme context of “humans and oneself”.As teenagers who shoulder the responsibility of “Chinese great dream”, they must fully know themselves, including their strengths, weaknesses and challenges etc.They are supposed to improve themselves continuously and readily study their subjects, and thus foster their strategies and confidence in lifelong studies.This period is entitled the freshmen challenges, which mainly concerns some bigchallenges for new students in Senior high school.In this period, a teacher should lead students to find out what their challenges are and guide them to figure out how to crack the challenges and better themselves.More importantly, a teacher should instruct students to absorb new language points and appreciate the language.Besides, a teacher must instruct students to acquire some skills concerning reading efficiently and inspire them to talk more about their new school life, especially their new problems and solutions both at school and in life.【教学目标与核心素养】1.Enable students to acquire the basic usage of the new words and expressions concerning the freshmen challenges and learn to use them flexibly.2.Enable students to have a good understanding of the freshmen challenges in the new senior high school which is quite different from junior middle school.3.Develop students’sense of cooperative learning and individual thinking capability.4.Develop students’different learning skills to solve different reading comprehensive problems.【教学重难点】1.Develop students’reading ability such as skimming, scanning and summarizing.2.Let students talk about their new school challenges in senior high school and encourage them to find the possible solutions to conquer them.【教学过程】1.Warming upStep 1 Leading-inHave a free talk with students.Ask them the following questions:How do you feel about your senior high school? Have you come across some challenges that make you upset?Step 2 Pre-readingLet students guess what the text will be mainly about before reading by looking at the picture and the title.Step 3 Reading1.Fast readingAsk students to skim the reading passage to sum up the main idea of each paragraph and then discuss it with their partners.Paragraph1.________________________________________________2.________________________________________________3.________________________________________________4.________________________________________________Tips: you can find main ideas by first taking at quick look at the title, picture, key words and phrases and topic sentences.2.Intensive readingAllow students to read carefully this time to understand the main details of each paragraph and then finish the following.1.1.Adam felt __________at the beginning of his senior highA.excitedB.interestedC.confusedD.worried2.Who gave Adam advice on courses?A.Parents.B.Adviser. C .Coach. D.Classmates.3.What subject is Adam's favorite?A.Chinese.B.World history.C.Math.D.English.4.Hearing he was poor in playing football well, AdamA.felt disappointed but went on with itB.left the football and joined a clubC.didn't give up and tried to improveD.felt unhappy but signed up for a new team5.What kind of person is Adam?A.brave and well preparedB.negative and sillyC.active and shyD.gentle and patientStep 4 Further Reading and discussionRead the text the third time and work in pairs to do the following.1.What does “make the team” in Paragraph 3 mean?2.Do you face the same challenges as Adam? What other challenges are you facing?3.What are some differences between Adam’s school life and your school life?Step 5 Passage ConsolidationComplete the passage with the suitable words from the passage.I'm Adam, 1._______freshman in senior high school.The first week was a little2._____ (confuse).There are some 3._____ (challenge) I have to face in my new school life.First, I had to think carefully about my courses.Chinese is hard to learn, but I hope I can speak it _____ (fluent) when I graduate.My adviser 5._____ (recommend) me to sign up for advanced literature because I'm good 6._____it.Second, I had to choose my extra-curricular activities.I tried 7._____ (join) the school football team though I couldn't do well in 8._____at first.Besides that, I joined a volunteer club.In order to be well 9._____ (prepare) for university or whatever else10._____ (come) in the future, I make up my mind to study harder and get used to new situation.Step 6 Homework1.Write a passage to introduce you first senior school challenges and how to solve them.(about 120words)2.Learn the useful new words and expressions in this part by heart.Unit 1 Teenage Life-Discovering Useful Structure【教材分析】This teaching period mainly deals with the grammar: Phrases.This period carries considerable significance to the cultivation of students’writing competence and lays a solid foundation for the basic appreciation of language beauty.The teacher is expected to enable students to master this period thoroughly and consolidate the knowledge by doing some exercise of good quality.【教学目标与核心素养】1.Get students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2.Enable students to use the basic phrases structures flexibly.3.Develop students’speaking and cooperating abilities.4.Strengthen students’great interest in grammar learning.【教学重难点】1.How to enable students to have a good understanding of the basic usages of phrases, including adjective phrases, adverb phrases and noun phrases.2.How to enable students to use the basic usages of phrases flexibly.【教学过程】Step1:语法自主探究读下列例句并感知画线部分的共性。
《2023年高中英语新课程标准》教案人教版
《2023年高中英语新课程标准》教案人教版一、教学内容本节课选自《2023年高中英语新课程标准》人教版，涉及第3单元“English Around the World”的第2章节，详细内容为：了解世界各地英语发音、词汇及语法差异，掌握基本英语沟通技巧。
二、教学目标1. 了解并掌握世界各地英语发音、词汇及语法差异，提高学生的英语听力及口语表达能力。
2. 通过小组合作，培养学生运用英语进行沟通的技巧，提高学生的跨文化交际能力。
3. 培养学生的英语学习兴趣，激发学生学习英语的热情。
三、教学难点与重点1. 教学难点：英语发音、词汇及语法差异的掌握，以及跨文化交际能力的培养。
2. 教学重点：世界各地英语发音、词汇及语法差异的了解，以及英语沟通技巧的运用。
四、教具与学具准备1. 教具：多媒体教学设备、录音机、教材、黑板、粉笔。
2. 学具：教材、笔记本、字典、口语练习材料。
五、教学过程1. 导入：通过播放一段关于世界各地英语发音差异的视频，引起学生对本节课的兴趣。
2. 讲解：详细讲解世界各地英语发音、词汇及语法差异，结合教材进行实例分析。
3. 实践：分组进行口语练习，让学生模拟真实场景，运用所学知识进行沟通。
4. 例题讲解：针对本节课的重点内容，选取典型例题进行讲解，帮助学生巩固所学知识。
5. 随堂练习：设计相关练习题，让学生在课堂上即时巩固所学知识。
六、板书设计1. English Around the World2. 内容：世界各地英语发音、词汇及语法差异基本英语沟通技巧七、作业设计1. 作业题目：场景：两个来自不同国家的人第一次见面，互相问候并介绍自己的国家。
2. 答案：A: Hi, my name is Li Hua. I'm from China. How about you?八、课后反思及拓展延伸1. 课后反思：关注学生的学习反馈，针对学生的疑问进行解答，调整教学方法，提高教学效果。
2. 拓展延伸：鼓励学生课后观看英语原版电影、纪录片等，了解不同国家的文化背景，提高跨文化交际能力。
新人教版英语必修三教案全套
新人教版英语必修三教案全套教案标题：新人教版英语必修三教案全套教案一：Unit 1 Friendship课时安排：2课时课程目标：1. 学生能够理解并运用本单元的核心词汇和短语。
2. 学生能够运用所学的语言知识，描述和谈论友谊。
3. 学生能够通过语言交流，增进彼此之间的友谊。
教学内容：1. 词汇：friendship, loyal, trustworthy, betray, etc.2. 语法：情态动词“should”和“could”的用法。
3. 阅读理解：阅读一篇关于友谊的短文，并回答相关问题。
4. 口语表达：描述自己与朋友之间的友谊，并展开讨论。
教学步骤：Step 1: 导入新课 (10分钟)1. 利用图片和问题引入话题，让学生思考友谊的重要性。
2. 引导学生讨论友谊的特点和好处。
Step 2: 词汇学习 (15分钟)1. 呈现核心词汇和短语，并教授其发音和意义。
2. 进行词汇练习，巩固学生的记忆和理解。
Step 3: 语法讲解 (15分钟)1. 介绍情态动词“should”和“could”的用法，并与友谊的话题结合。
2. 给予例句和练习，让学生熟悉并运用这些情态动词。
Step 4: 阅读理解 (20分钟)1. 分发一篇关于友谊的短文，让学生阅读并回答相关问题。
2. 检查学生的理解和阅读技巧。
Step 5: 口语表达 (20分钟)1. 学生分组，描述自己与朋友之间的友谊，并展开讨论。
2. 教师引导学生使用所学的词汇和语法进行交流。
Step 6: 总结和评价 (10分钟)1. 教师总结本课所学的内容，并强调友谊的重要性。
2. 学生进行自我评价，反思本课的学习情况。
教案二：Unit 2 English around the World课时安排：3课时课程目标：1. 学生能够理解并运用本单元的核心词汇和短语。
2. 学生能够运用所学的语言知识，描述和谈论英语在世界各地的使用情况。
3. 学生能够通过语言交流，增进彼此之间的跨文化理解。
高一人教版英语教案
高一人教版英语教案【篇一：新课标人教版高中英语必修1至5全套教案汇编(共五册)】高中英语必修1全册教案teaching aims: 1. 能力目标：a. listening: get information and views from the listening material;b. speaking: express one‘s attitude or views about friends and friendship in appropriate words.c. reading: enable the ss to get the main idead. writing: write some advice about making friend as an editor2. 知识目标：a. talk about friends and friendship; how to make friends; how to maintain friendshipb. use the following expressions:i think so. / i don‘t think so. i agree. / i don‘t agree. that‘s correct. of course not.exactly.i‘m afraid not. c. to enable the ss to control direct speech and indirect speechd. vocabulary: add point upset calm concern careless loose cheat reason list share feeling thought german series outdoors crazy moonlight purpose dare thunder entirely power according trust indoors suffer teenager advice quiz editor communicate situation habitadd up calm down have got to be concerned aboutwalk the dog go through hide awayset down a series ofon purpose in order toface to face according toget along with fall in love join in3. 情感目标:a. to ar ose ss‘ interest in learning english;b. to encourage ss to be active in the activities and make ss to be confident;c. to develop the ability to cooperate with others. 4. 策略目标：a. to develop ss‘ cognitive strategy: taking notes while listening;b. to deve lop ss‘ communicative strategies.5. 文化目标：to enable the ss to get to know different opinions about making friends from different countries.teaching steps: period one step1. warm-up1. ss listen to an english song auld lang syne.2. brainstorming: let ss say some words about friendship –honest, friendly, brave, humorous, funny, wise, kind,open-minded, responsible, helpful…. step 2. talk about your old friends1. ss talk about their old friends in junior middle school, talk about their appearance, personality, hobbies,etc.2. self-introduction step3. make new friendsstep 4. do a surveyss do the survey in the text ,p1 sep 5. listening and talkingdo wb p41 (talking). while ss listen to the material, ask them to take notes about the speaker‘s views of making friends.when ss make their conversation, ask them to try to use the following expressions. i think so. / i don‘t think so. i agree. / i don‘t agree.that‘s correct.of course not.exactly. i‘m afraid not. step 6. discussiondivide ss four in one group and each group choose a topic to discuss. there are four topics. topic 1: why do you need friends? make a list of reasons why friends are important to you.topic 2: there is a saying ―to have a good friend, you need to be a good friend.‖ what do you think of the saying and howcan you be a good friend?topic 3: does a friend always have to be a person? what else can be your friend? why? topic 4: list some qualities of a person who does not make friend easily. step 7. summary1. ask ss themselves to summarize what is friendship andwhat is the most important in making friends. 2. t shows more information about friendship and a poem about friendship.what is friendship?3. tell ss: make new friends and keep the old; one is silver and the other is gold. step 8. evaluationhomework:1. look up the new words and expressions in warm-up andpre-reading in a dictionary. 2. write a short passage about your best friend.period two readingstep1.warming upactivity1: suppose you have to stay indoors to hide yourselffor a whole year. you can never go outdoors, otherwise youwill be killed. you have no telephone, computer, or tv at home. how would you feel? what would you do?four students a group discuss with each other for 2 minutes. activity2: play a short part of the moviesstep2. predictingstudents read the title of the passage and observe the pictures and the outline of it to guess: who is anne’s best fr iend?what will happen in the passage?step3. skimmingstudents skim the passage in 2 minutes to get the main idea : who is anne’s best friend? when did the story happen?step4. scanningstudents work in pairs to find the information required below:annestep5. intensive readingstudents work in group of four to discuss the following open questions:1.why did the windows stay closed?2.how did annefeel?3.what do you think of anne?4.guess the meanings of ―spellbound‖, ― hold me entirely in their power‖ from the discourse(语篇,上下文).5.which sentences attract you in the passage?step6. activityfour students a group to discuss the situation:suppose you four have to hide yourselves for 3 months. during the three months, you will be offered the basic food, water and clothes. your group can take 5 things with you.what will you take? why? how will you spend the 3months?how will you treat each other and make friends ?step7.assignmenttask1.surf the internet to find anne’s diary and read some of it. print out a piece of the diary and write down your feelings afterreading it on the page. we will share the pieces and your feelings with the whole class.task2.ex2.3on page3period threestep 1. warming upcheck the ss‘ assignment: task 2step 2. language points:step 3. learning about language1. finish ex.1, 2 and 3. on page 4.2. direct speech and indirect speech: ss do ex.1 and 2 on page 5. then let the ss themselves discover thestructures.step 4. practice using structures on page 42: ask the ss to use indirect speech to retell the story. step 5. assignmentfinish wb. ex, 1 and2 on page 41 and 42.period fourstep 1. revision check the ss‘ assignment. step 2. rea ding ss read the letter on page 6 notes:1. get along with2. fall in love step3. listeningss should take notes while they are listning.1. first listening: ss listen and answer the questions of part 2 on page 6.2. second listening: ss listen again and finish part 3 on page 6. step 4. listeningss listen to a story about anne and try to finish wb. ex 1 and 2 on page 43 and page 44. step 5. speakingss work in groups of four. design a questionnaire to find out what kind of friends your classmates are. they can use the quiz in the warming up to help them. step 6. assignment1. ss prepare the reading task on page 44.2. surf the internet and find some material about friendship in different countries.period fivestep 1. warming up ss say something about making friends and how to maintain friendship. step 2. listening ss listen to a short passage and fill in the blanks on page 41 (listening). step 3. reading1. first reading: ss read the passage about friendship in hawaii and finish wb.ex1.on page 45.2. second reading: ss read again and discuss the questions on page 45.3. ss share their material about friendship in different countries in groups, and then choose some groups toshow theirs in class.step 4. discussionwhat do you and your friends think is cool?ss look at the photos on page 46 and in groups of four talk about whether what they are doing is cool or not .ask ss to use the following sentences while they talk:i think that… is cool/ isn‘t cool because …. i think so. i don‘t think so. i agree with you. i don‘t agree with you. step 5. assignmentss collect some proverbs about friendship.period sixstep 1. pre-writing1. read a letter from a student called xiaodong.2. go over the advice on page 7 and be ready for writing. step 2. while-writing4. ss exchange their writing paper with their partners and correct the mistakes. (tense, spelling, letters,structures….)5. ss get back their own writing paper and write the letter again. step 3. post-writingchoose some students‘ writing paper and show in the class. ask the ss to correct the mistakes together and also learn from some good writings. step 4. writing for fun1. ss read the passage on page 7 by themselves.2. ss try to write a few lines to describe their best friends or a person they know.3. show some ss‘ writings in class. step5.assignmentdo wb writing task on page 46.period seventeachers can use this period freely.suggestion: teachers can use this period to let ss sum up what they have learned and explain what ss couldn‘t understand very well in this unit. teachers can also add more practice in this period to consolidate what the ss have learned. finally, ask the ss to finish checking yourself on page 47. it is very important to improve their learning.unit 3 going places（说课稿）高一上教学内容分析本单元的中心话题是“旅游”，可以说这是一个世界性的时尚话题，随着经济发展、社会进步、人们生活水平的提高，旅游作为现代人的一种生活方式，越来越被更多的人们所接受和喜爱。
人教版新课标高中英语必修2全套教案
Unit 1 Cultural relicsPart One: Teaching Design （第一部分：教学设计）Period 1: A sample lesson plan for Reading(IN SEARCH OF THE AMBER ROOM)Aims：To read about cultural relicsTo learn about The Restrictive and Non-Restrictive Attributive ClauseI. Warming upWarming up by definingGood morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know:A.What kind of old things are cultural relics?B.Are all the old things cultural relics?C.What is the definition and classification of cultural relics?D.To whom do cultural relics belong?Warming up by presentingHi, everyone. Let’s look at the screen. I’ll present you some pictures. They all belong to cultural relics. Some of them are cultural sites. Some of them are natural sites. Please think these over：A.Can you name them out?B.Who have the right to confirm and classify them?Warming up by discussingNow, boys and girls, I met a “moral dilemma”. That means I must make a choice between the interests of the family and the interests of the society. Things are like this: My old granny happened to find an ancient vase under the tree in the earth of our garden. It’s so beautiful and special. Now, my family fell into a moral dilemma. Can you help us to make a decision:A: What should we do?B: Can we keep it for ourselves or report it to the government?C: Have you come across such a situation —to make a difficult choice?II. Pre-reading1. Looking and sayingWork in pairs. Look at the photos on the screen. All these relics are quite beautiful. But some of them were lost and ruined in history，such as Yuan MingYuan and the Amber Room. Please guess:A.What kinds of things can result in their disappearing?B.Why do they come into being once again?2. Explaining and sharingWork in groups of four. Tell your group mates:A.What do you know about the substance of “amber”?B.What do you know about the cultural relics “the Amber Room”?III. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text IN SEARCH OF THE AMBER ROOM. Pay attention to the pronunciation of each word and the pauses within each sentence. I will play the tape twice and you shall read aloud twice, too.2. Skimming and identifying the general idea of each paragraphNow please skim the text to get the key words and general idea of each paragraph.3.Scanning and analyzing the characteristics of the text.Since you have got to know the general ideas of each paragraph, can you tell me the characteristics of the passage, such as, the type of writing, the way of narrating, and the tense?4.Reading and understandingNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.5. Reading and transferring informationRead the text again to complete the table, which lists all the numbers in the text.6.Reading and learningRead the text and learn more about the following proper nouns. You can surf on the website after class:ⅣClosing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and No. 2.Closing down by having a discussionA.Can you imagine the fate of the Amber Room? What is it?B.Do you think if it is worthwhile to reproduce the Amber Room? Why?Closing down by retelling the story of the Amber RoomWell, all of us have learned the history of the Amber Room. Let’s recall some key words and expressions on the board. You are to retell the story of the Amber Room:Period 2: A lesson plan for Learning about Language(The Restrictive and Non-Restrictive Attributive Clause)Aims:To learn about the restrictive and non-restrictive attributive clauseTo discover some useful words and expressionsTo discover some useful structuresProcedures:I. Warming upWarming up by discovering useful words and expressionsPlease turn to page 3. Do exercises 1, 2, 3 and 4 first. Please check your answers against your classmates’. Warming up by explainingNow, class, since you’ve read the passage, could you explain to me how to use the phrase “belong to”? The word “to” here is a preposition, indicating the possession, and is always followed by nouns or pronoun. Look at Ex 3. The preposition “at” indicates a state, condition or continuous activity. So we can replace them or express them by using a present-continuous tense.II. Learning about Attributive Clause1. What is an adjective Clause?An adjective clause is a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjectiv e, an adjective clause modifies a noun or pronoun, answering questions like “which?” or “what kind of?” Consider the following examples:Adjectivethe red coatAdjective clausethe coat which I bought yesterdayLike the word “red” in the first example,the dependent clause “which I bought yesterday” in the second example modifies the noun “coat.” Note that an adjective clause usually comes after what it modifies, while an adjective usually comes before.In formal writing, an adjective clause begins with the relative pronouns “who(m),” “that,” or “which.” In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing: informalThe books people read were mainly religious.formalThe books that people read were mainly religious.informalSome firefighters never meet the people they save.formalSome firefighters never meet the people whom they save.Here are some more examples of adjective clauses:the meat which they ate was taintedThis clause modifies the noun “meat” and answers the question “which meat?”.They’re talking about the movie which made him cryThis clause modifies the noun “movie” and answers the question “which movie?”.They are searching for the student who borrowed the bookThe clause modifies the pronoun “student” and answers the question “which student?”.Did I tell you about the author whom I met?The clause modifies the noun “author” and answers the question “which author?”.2. Restrictive & non restrictive clausesDo the following pairs of sentences mean the same thing?1a My uncle, who lives in London, is very rich.2b My uncle who lives in London is very rich.2a The policies, which were unpopular, were rejected by the voters.2b The policies which were unpopular were rejected by the voters.3a My niece, whose husband is out of work, will inherit the house, which I have always treasured.3b My niece whose husband is out of work will inherit the house which I have always treasured.The first sentence in each pair has a non-restrictive clause within two commas, and the second has a restrictive clause. A non-restrictive clause simply adds more information into the sentence and does not affect the meaning of the main clause: it is therefore bracketed off with commas (1a = an uncle who happens to live in London). Conversely, a restrictive clause defines its referent in the main clause more specifically and contributes significantly to the meaning of the sentence. Thus it is that particular uncle who lives in London who is referred to (1b). In 2a, all policies were unpopular and all were rejected, whereas in 2b only the policies that were unpopular were rejected. Note that in restrictive clauses the non-human relative pronoun is either ‘that’ or ‘which’, whereas for human referents the relative pronoun can be either ‘who/m’ or ‘that’ (the man that/whom I will marry ....).3. A test on FORMAL ADJECTIVE CLAUSESDirections: Combine the sentences. Use formal written English.Use (b) as an adjective clause. Punctuate carefully.1) (a) An antecedent is a word. (b) A pronoun refers to this word.An antecedent ____2) (a) The blue whale is considered the largest animal that has ever lived.(b) It can grow to 100 feet and 150 tons.The blue whale ____3) (a) The plane was met by a crowd of 300. (b) Some of them had been waiting for more than 4 hours. The plane ____4) (a) In this paper, I will describe the basic process.(b) Raw cotton becomes cotton thread by this process. In this paper, I will describe ____5) (a) The researchers are doing case studies of people to determine the importance of heredity in health and longevity.(b) These people’s families have a history of high blood pressure and hea rt disease.The researchers are doing case studies ____6) (a) At the end of this month, scientists at the institute will conduct their AIDS research. (b) The results of this research will be published within 6 months.At the end of this month, scientists ____7) (a) According to many education officials, ‘math phobia’(that is, a fear of mathematics) is a widespread problem. (b) A solution to this problem must and can be found.According to many education officials, ‘math phobia’ ____8) (a) The art museum hopes to hire a new administrator.(b) Under this person’s direction it will be able to purchase significant pieces of art.The art museum ____9) (a) The giant anteater licks up ants for its dinner.(b) Its tongue is longer than 30 centimeters (12 inches).The giant anteater ____10) (a) The anteater’s tongue is sticky.(b) It can go in and out of its mouth 160 times a minute.The anteater’s tongue ____III. Closing down by taking a quizQuiz on Attributive clauseSelect one answer from the choices provided after each sentence. The words you choose should fit the blank in the sentence. Don’t use the HINT buttons unless you really need them.1. As many children came were given some cakes.A. thatB. asC. whoD. whom2. The visitors saw rows of houses the roofs are red.A. on whichB. of whichC. whereD. that3. I usually take a nap after lunch, is my habit.A. which itB. as itC. asD. that4. Please tell me the way you did the job.A. howB. whereC. whichD. in which5 Is this museum some German friends visited the day before yesterday?A. the oneB. whichC. thatD. where6. The farmer uses wood to build a house to store grain.A. in whichB. whereC. thatD. with which7. I shall never forget the years I spent in the country with the farmers, has a great effect onmy life.A. when, whichB. that, whichC. when, thatD. which, that8. Little has been done is helpful to our work.A. thatB. whatC. whichD. all that9. Perhaps this is the only market you can get such cheap goods.A. thatB. of whichC. by whichD. where10. We’ll put off the outing until next week, __ we won’t be so busy.A. whenB. whichC. at whichD. in thatKey: 1~10：BBCDA ABADAPeriod 3: A lesson plan for using languageAims:To learn to tell facts from opinionsTo write a reply letterTo listen and speak about cultural relicsProceduresI. Warming upWarming up by questionsMorning, class. We always say, “We must respect facts and can’t wholly depend on one’s opinions”. But can you tell me:A.What does it mean when you say, “I t is a fact”?B.What does it mean when you say, “I t is an opinion”?Warming up by questioningTurn to page 5. Read the passage and tell me:A.If you want to go in for law against somebody, and if you want to win, what’s the most important thingyou should do first?B.What makes a judge decide which eyewitnesses to believe and which not to believe.II. Guided reading1.Reading and definingRead the passage and define: What is a fact? What is an opinion? What is an evidence?2. Reading and translatingRead the passage and translate it into Chinese paragraph by paragraph. Tom, you are to do paragraph 1, please…3. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the part. Copy them to your notebook after class as homework.4. ListeningNow, boys and girls, as we know, people have never stopped searching for the Amber Room. This time we’ll listen to what three people say they know about the missing Amber Room. Before we listen to them, I’ll present some related new words to you to help you understand them easily. Please look at the screen and read after me.5. Sharing and CorrectingWell done. Now share your forms with your partner and tell me in the three forms: What are facts? What are opinions? Li Ming, do you want a try?6. ReviewingWe often use some expressions to ask for opinions. What are they?Oh, yes. What do you think of …?Do you believe …?How can you be sure of …?How do you know that?And we often use some expressions to give opinions. What are they? Ok, Tom, Please. Oh, yes. They are: I think…/ I don’t think…I don’t agree that…/ I suppose that…7. DiscussingPlease look at exercise 3, and discuss which person gave the best evidence. Use the expressions above to help you. Before we discuss, let’s deal with the following discussion:A.What is the best evidence?B.How can we know which eyewitness is most believable?Well done. Let’s come to the discussion “Which person gave the best evidence?”8. Reading and writingSometimes we may fall into or face a moral choice. That is a moral dilemma. Let’s read the letter on page 7 and see what’s Johann’s choice and opinion. Ok, finished? Now answer the following questions:A.What’s Johann’s opinion about the Amber Room?B.What’s his father’s opinion about the things found by him?C.What happened to Johann when she was a pupil?9. Completing the letters A & B and then giving your own letters·When you write your letter, you may choose to agree or not agree with the writer.·You must give a reason why you agree or don’t agree with the writer.·Be sure to give an example from your own life so that the reader can better understand your opinion. ⅢClosing downClosing down by a debatingThere is a long ancient wall around a less developed town.It is reported it has a long history, dating back to over 5 century BC. The local government is collecting money to repair and rebuild the wall. It has cost a lot of money. Some of your classmates think it is not worth. Some think it’s a good way to develop the local economy. Now Group 1 and 2 against Group 3 and 4. Let’s have the debating.Closing down by dictation·The design for the room was of the fancy style popular in those days.·The room served as a small reception hall for important visitors.·The man who found the relics insist that it belongs to his family.·The room was completed the way she wanted it .·It was ready for the people of St. Petersburg to celebrate the 300th birthday of their city.·After that, what really happened to the Amber Room remains a mystery.·In a trial, a judge must decide which eyewitnesses to believe and which not to believe.·Is it something that more than one person believes?·A fact is anything that can be proved.·An opinion is what someone believes is true but has not been proved.Part Two: Teaching Resources (教学资源)Section 1: A text structure analysis of IN SEARCH OF THE AMBER ROOMI. Type of writing and summary of the ideaII. A tree diagramSection 2: Background information on culture relicsI. What is a culture relic? 何谓“文化遗产”?Cultural relics are physical reminders of what different peoples valued in the past and continue to value now. Without these relics, we could not cherish cultural traditions as much or appreciate the lives of the people who practiced those traditions. Although we may not often consider it, cultural relics are not only the possession of one culture. In a larger sense, it can be said that they belong to all peoples. For these reasons, this unit describes cultural relics not from China but other places. Looking at it from another angle, it can also be said that cultural relics preserves some aspect of cultural heritage and each relic, regardless of whether the same hands created many examples of it, is still a unique cultural expression and contribution.II. The cultural relics of China in the world heritage site list《世界文化遗产名录》中的30处中国文遗产本单元的主题是“文化遗产”，学生很可能已经亲身接触过当地的文化遗产，或是能过电视、报纸等媒体对此有了一定的了解，因此，在课前教师可让学生列举国内外著名的文化遗产，然后对“文化遗产”给出定义、分类或划分标准。
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—－可编辑修改，可打印——别找了你想要的都有！精品教育资料——全册教案，，试卷，教学课件，教学设计等一站式服务——全力满足教学需求，真实规划教学环节最新全面教学资源，打造完美教学模式全英试讲模板Good morning, everyone. Today I`m very pleased to have an opportunity to talk about some of my teaching ideas. The content of my lesson is xxx.I`ll be ready to begin this lesson from four parts. They are 1Analyzing teaching Material 2.the teaching methods 3.the studying methods 4.the teaching procedures, and while presenting these parts I will do the blackboard design properly. Ok now I am going to start from the first part Part 1 Analyzing teaching Material:This lesson is about.By studying of this lesson, we`ll enable the students to know the serious attitude towardsand develop the interest inAt the same time, let the students learn how to give instructions. This lesson plays an important part in the English teaching in this unit. As it is the main passage in this unit which outlines the theme of this unit .If the Ss can learn it well, it will be helpful to make Ss learn the rest of this unit. And as we all know , reading belongs to the input during the process of language learning. The input has great effect on output, such as speaking and writing. Then according to the new standard curriculum and syllabus(新课程标准和教学大纲), I think the teaching aims of thislesson are the following:1.Knowledge aim：Understand the main idea of the text.2. Ability aim: Retell the text in their own words.3.Emotional aim: Make the Ss loveThen the Teaching important point is how to understand the text betterAnd the teaching difficult points are:1. Use own words to retell the text2. Discuss thePart 2 Teaching methods:Dealing with this lesson. I`ll do my best to carry out the following theories: Make the Ss the real masters in class while me, myself acts as director; Combine the language structures with the language functions; Let the Ss receive some moral education while they are learning the English language. To achieve my goal I`ll use the following teaching methods:mucative Approach(交际教学法)2.Task based watch and listen activity3. Question and answer activity4.Pair work or individual role play or scene play activityAnd in order to practice my teaching methods well, I need the following teaching aids1. a projector2. a tape recorder3. multimedia4. the blackboardPart 3 Studying Methods:As Ss are poor in cooperative learning skill, manySs are not active in class, and even some of them don`t like English. Therefore, I `ll have Ss study in a relaxed atmosphere. The learning process of students is from seeing, thinking,saying . So after feeling and understanding the language points, I will let the students get the knowledge actively by cooperative study. In a word I will1. Let the Ss pass observation -imitation-practice to study language.2. Teach the Ss how to master dialogues and how to communicate with others.Part 4 Teaching Procedure:I have designed the following steps to train their ability of listening, speaking, reading and writing. Especially reading ability.Step1.Lead-inHave a free talk about ---and then discuss the question in pre-reading on pagePurpose: arouse the Ss` interest of studyStep2. Listening comprehensions1. Present the students the questions before listening to the textAB2.Get the students to listen to the tape and then answer the questions.Purpose: Train the Ss` listening ability to grasp the general idea of a passage and prepare for the later exercises.Step3.Fast readingRead the passage as quickly as they can. I will use the question and answer activity to help them get the main idea of each paragraph, then ask them to use their own words to conclude the main ideas of each paragraph.Purpose: Improve the Ss` fast reading skills like skimming reading and scanning reading. Understand the general idea of each paragraph.Step4 Intensive readingRead the passage carefully again and answer some detailed questions.AB Cit is also called depth reading or study reading. It means reading for detailed information.Purpose: Further understand the text to find out some different sentences and details of the text.Step5.Retell the passage1.I will list out the general idea of each paragraph which the Ss have concluded in fast reading2. Encouraging Ss to use their own words to retell the passage according to the generalideas .Purpose: I want to check if my students really understand the whole text and if they master what I mean to tell them in this class. What`s more, I want to make the students practice their oral English through retelling.nguage pointsI will show the important words phrases and sentences which the Ss need to learn in this passage on the screen one by one. Then give them the right usages of these new language points. What`s more I will ask Ss to make sentences by using these newly learnt words and phrases.Step 7.Pair work or individual role play or scene play activityPurpose: I mean to give them emotional education. I give them muti-media pictures to arouse their interest of study and their love forStep 8 SummaryI will go through the important points and difficult points of this lesson with the students once again.Step 9 HomeworkWrite an article of I want to improve the ability of their writing. At the same time, train the ability of do it yourself and looking up the information by themselves.Above is my teaching plan of this lesson. Thank you for listening.注：关于blackboard(板书设计)，在试讲前在黑板上表出课题，然后只需在试讲过程中根据内容需要(比如课程导入或者课堂活动时)稍许写一下，切忌满篇板书而减少了试讲时间，也最好不要把。