教学设计:Language Points
Unit;1;Great;Scientists教学设计2
Unit;1;Great;Scientists教学设计2 day 11. tower delight2.st paul’s cathedral splendid and interesting3. westminster abby interesting4 big ben famous and very loudday 2 greenwichfamous and interestingday 3 karl marx’s statue famous and interesting british museum thrilledstep 5 language points1. sightseeing n. a.观光的go sightseeing 观光巡游sightsee v. 观光sightseer n.观光客游客2. available adj.1) (sth.)that can be used 可用的;可得到的this was the only available room.2)(sb.) be free to seen 可会见的i am available in the afternoon.he was not available for the interview.3. delight n.v. 开心,乐趣,欢乐to one’s delight 令…感到开心的是delight sb. with sth. 用某物使某人开心delight in 喜爱,嗜好take delight in 乐于,爱好delighted adj. be delighted to do1)i took delight in books.2)to his delight, he passed the driving test.3)she delights inbeing surrounded by admirers.4.省略句:构造中的主语与主名句的主语相同时,可省略一样成分。
Module8unit3languagepoingts(译林牛津版高二英语选修八教案教学设计)
Module 8 unit 3 language poingts(译林牛津版高二英语选修八教案教学设计)Module 8 Unit 3 Language pointsPeriod 1 welcome to the unit1. be around 存在,起作用,流行Mobile phones have been around for some time. 手机已流行很长时间了。
There’s a lot of flu around at the moment. 这一阵子流行流感。
I'll be around if you should want me. 你如需要我,我就在附近。
have been around 还有走红,阅历丰富的意思He’s been around a lot. 他谙熟世故。
Life often makes fun of those who haven’t been around. 生活常常捉弄涉世不深的人。
2. earn money =make money 挣钱She's working hard to earn money. 她为了挣钱而努力工作。
.earn one's living 谋生Period 2 ReadingWords and phrases:1. talented adj. 有才能的,能干的talented players/ youngsters 天才运动员/神童talent n. 天资, 才能, 禀赋;literary talent文学才能special talent特殊才能have a talent for n./doing = have a gift for对...有天赋He has a talent for music. 他有音乐天赋。
[集合词]人材, 有才干的人He is a great talent. 他是一个伟大的天才。
There is a wealth of young talent in British literature. 英国文学年轻一代人才辈出。
外研必修第一册U6_Developing_ideas_andPresenting_ideas教学设计
Unit 6 Developing ideas & Presenting ideas名师教学设计●课时内容:本课时主要介绍了人们对园艺的热爱。
园艺种植不仅能美化环境,收获果实,更能让人回归大自然,感受生命成长的喜悦!通过阅读文章,让学生了解英国人对自己私人花园的热爱和利用,对园艺种植的热衷。
此外,通过阅读,让学生学会理解主旨和要义,锻炼学生的归纳总结能力,并学会处理和获取细节信息,有时可以直接从文章中获取,有时则需要进行归纳、概括和推断后才能得到。
基于英语学科必备知识、关键能力、学科素养及核心价值命制,突出基础性、综合性、应用性和创新性的考查。
●课时目标:1.掌握并记忆本课时的重点词汇publish, expert, rent, limited, benefit, in any doubt, a variety of, have a positive effect on, give sb. a helping hand及句型的用法,并能熟练运用。
2.通过阅读文章,查找细节内容,学会归纳总结、提炼文章主旨,培养学生分析问题、解决问题的能力。
3.通过学习文章,让学生了解园艺种植,热爱大自然,拥抱大自然。
●重点难点:重点:学会并掌握重点词汇publish,expert,limited,rent,benefit,in any doubt,a variety of,have a positive effect on,give sb.a helping hand及句型的用法,并能熟练运用。
难点:通过整体阅读,获取文章主旨大意和关键信息,进一步提升学生的阅读理解水平。
●教学准备:教师准备:做好该部分内容的PPT;准备好该部分的音频材料。
学生准备:1.用简短的英语描述自己理想中的花园。
2.上网查资料:了解园艺种植的相关知识。
教学过程:Step I Lead-inThe teacher asks the students some questions:(1)Do you like gardening?(2)What are the benefits of gardening?【设计意图】通过简短的问答,激发学生思考园艺以及园艺的益处,为后面的学习活动莫定基础。
Stage+and+Screen+Understanding+ideas+教学设计 高一英语外研版
外研版(2019)必修第二册Unit 4 Stage and ScreenUnderstanding ideas教材分析:本节课所使用的教材为外研版(2019)必修第二册Unit 4,主题为Stage and Screen Understanding ideas,包含了一个Reading部分和一个Language Points部分。
Reading部分为一篇文章,以讲述有关戏剧和电影的事实、演员特点和观众喜好为主要内容。
Language Points部分则介绍了与文章相关的重点词汇和语法知识。
教学目标:1. 知识目标:通过学习,学生将了解有关戏剧和电影的基本知识,并能掌握文章中的重点词汇和语法知识。
2. 能力目标:通过阅读和讨论,学生将培养阅读理解和口头表达的能力。
3. 情感目标:通过学习,学生将培养对戏剧和电影的兴趣,增加对文化多样性的了解。
教学重点:1. 学习和理解有关戏剧和电影的基本知识。
2. 掌握文章中的重点词汇和语法知识。
3. 培养阅读理解和口头表达能力。
教学难点:1. 学生对于戏剧和电影的观点和评价具有主观性,需要引导学生准确表达自己的观点。
2. 学生对于一些高级词汇和复杂句子的理解和运用能力相对较弱。
学情分析:学生是高一年级的英语学习者,已经具备一定的英语基础,但对于戏剧和电影的相关知识可能了解较少。
学生多数情况下热衷于时下流行的电影和电视剧,对于经典戏剧和电影的了解可能较少。
同时,学生的口头表达能力相对较弱,需要通过这节课加强训练。
教学策略:为了达到教学目标和解决学生的学情问题,可以采取以下教学策略:1. 激发学生的兴趣:通过引入电影和戏剧的话题,激发学生对于课程的兴趣,并使他们主动参与讨论。
2. 任务驱动教学:设置任务型活动,让学生在合作中学习并完成任务,通过讨论和交流来提高他们的口头表达能力。
3. 多媒体辅助教学:使用多媒体资源如图片、视频等,帮助学生更直观地了解戏剧和电影,并增加学生的参与度。
高中英语教资教案4篇
高中英语教资教案4篇高中英语教资教案篇1教学目标Teaching aims (教学目标)1. 学习祈使句的否定形式。
2. 学会使用祈使句表示规则。
3. 能够熟练使用can和can’t表示许可。
4. 能和同学谈论校规。
教学重难点Language points (语言点)1. 词汇:1)名词n. rule, hallway, hall, fight2) 动词v. arrive, listen, fight, wear3) 形容词 adj. sorry, outside4) 词组 be on time, dining hall, listen to…2. 句型:What are the rules? We can’t …./Don’t …/We have to …Can we … ? Yes, we can./No, we can’t.What do you have to do? We have to …Difficulties (教学难点)1.祈使句的否定形式。
2. 如何谈论规则。
教学过程Teaching steps (教学步骤)1. Warm-up and revision(课堂热身和复习)(1)Greet the class.(2) Listen to a song.T: Do you like this beautiful song?Can we listen to it in class?T: Can we listen to music in the classroom?What can we do in the classroom?What can’t we do in the classroom?【教学设计说明】通过听歌曲来导入本单元的主要话题——规则。
让学生自由谈论在教室里可以做的事情和不可以做的事情,帮助学生培养秩序感。
2. Presentation (呈现新知识)(1) Present the new words: classroom, hallway, dining room, fight, arriv e late for class.Show some pictures of the new words on the screen. Have Ss read these words.classroom, hallway, dining room, fight, arrive late for class(2) Flash some pictures quickly on the screen. Have Ss say the words according the pictures as quickly as they can.(3) Show some pictures of different activities that are happening in the school.Help Ss understand the school rules.T: Can you run in the hallways? Don’t run in the hall ways.T: Can you fight? Don’t fight.T: Can you listen to music in class? Don’t listen to music in class.T: Can you eat in the classroom? Don’t eat in the classroom.You can only eat in the dining hall.T: Can you arrive late for class? Don’t arrive late for class.You must be on time.【教学设计说明】图片教学法是呈现新知识最简单有效的方法之一,学生通过图片,能更价值观的理解新单词的含义。
人教版新目标七年级英语下册Unit3教学设计
Unit 3 How do you get to school?Learning Objectives一、Topics(话题):Transportation二、Functions (功能)Talk about how to get to places三、Structures (结构)1. How questions2. How long questions3. How far questions四、Target Language (目标语言)How do you get to school?I ride my bike.How long does it take to get to school?It takes about 20 minutes.How far is it from your home to school?It’s about two kilometers.五、V ocabulary (词汇)train, bus, subway, bike, car, boat, river, year, minute, kilometer, sixty, seventy, eighty, ninety, hundred, ride, drive, live, leave, cross take the train/bus, go by bike/subway, ride a bike, drive a car, think of, between … and …, leave home/school, come true六、Skills (技能)Listening for key informationScanning in reading七、Recycling (复习巩固)Numbers 1–30I usually …It is easy to …Thanks for …八、教材分析本单元以How do you get to school?为中心话题,主要运用How long/How far 询问“去某地的交通方式、时间、距离”,简单描述路线。
新人教版九年级英语全册教学设计
Unit 1 How can we become good learners?学习目标认知目标:1. Talk about how to study. 学会讨论各种学习方法和策略。
2. Find out your suitable learning methods. 找出适合自己的学习方法。
情感目标:通过对学习方法的学习,培养学生用正确而科学的方法做事的能力,明白“一份耕耘,一份收获”。
技能目标:,(1)熟练掌握下列词汇:aloud pronunciation discover repeat note pronounceincrease speed partner create active connect reviewknowledge wisely born attention(2)熟练掌握下列短语:work with friends ask the teacher for helpread aloud look up practice pronunciationconnect…with…pay attention to(3)掌握下列句型:How do you study English?I learn by working with a group.Do you learn English by reading aloud?'Yes, I do. It helps my pronunciation.How can I read faster?You can read faster by reading word groups.How can I improve my pronunciation?One way is by listening to tapes.But whether or not you can do this well depends on your learning habits.重点、难点(Key points and difficulties)1. 学会运用how来询问做事方式>2. 学会运用by + doing的结构表达做事方式。
教学设计5:Language points
3.
4.
Step5Complete the sentences
(5分钟)
Ask the students to do the exercises of Incomplete Sentences & sentence correction
单句填空:I doubt ____________ they can swim across the river.
四、教学过程
教学过程
教学环节(注明每个环节预设的时间)
教师活动
学生活动
设计意图
Step 1 Daily work:(3分钟)
Reciting the composition
Dictation
Step2. Lead in(4分钟)
Show a picture about a polar bear standing the last melting ice cap
单句改错:
There is some doubt if their football team will win the match.
(11.陕西)I ______________ (not go) through that bitter periods without your generous help.
出示一篇有错误的基本文章
让学生纠正文中错误,并用学到的词组和句型去完善文章
让学生能灵活把本节课学到的词组和句型运用到文章中,真正掌握
六、教学评价设计
课程基本结束时,指导学生进行教学评价。明确评价的具体内容,以学生自评为主,学生互评,教师评价为辅。肯定优点的同时,指出问题所在,以及改进建议等。
Step 7.Discussion about the whole passage(10分钟)
教学设计:Language Points
Language PointsTeaching aims:Learn expressions & phrasesLearn. language pointsDifficult and Important Points:1)Language points2)The usage of “take up and sweep”Teaching Methods:Presentation & PracticeTeaching Procedures:Step I RevisionHave a dictationStep II. Check the answersch eck the answers of yesterday’s homeworkStep three language point1.FIRST IMPRESSIONS 第一印象impression 印记;印象;感想;后接of sb./ of sth./ on sb./ that 从句;知识拓展:impress v.给……留下深刻的印象;使铭记;使感动;常用结构有:impress sth. on/upon sib ./ impress sb. with sth .给……留下深刻的印象;使铭记;做一做:1)________________________________ was favourable.他给我的第一印象不错。
2) His trip to India made ____________________________________.他的印度之行对他的3) He ____________________________his sincerity.2.I still cannot believe that I am taking up my prize that was won last year. 我仍然无法相信我是在接受去年获得的这个奖励。
人教新目标七年级英语下册教案:Unit 5 Why do you like pandas Section A Grammar Focus-3c (语法课型)
Unit 5 Why do you like pandas? Section A Grammar Focus-3c (语法课型)Teaching aims (教学目标)1. 熟悉动物的名称(单复数形式和读音);熟悉动物的特性(cute, smart, etc.)以及代表的国家2. 谈论自己喜欢的动物并陈述理由;学问他人对动物的喜好以及理由;3. 热爱动物,培养人和动物之间的和谐关系Language points (语言点)1. 词汇:box, very, kind of2. 句型:Why questions:Why do you like …?does he/she like …?Because they’re …Difficulties (教学难点)Writing sentencesTeaching steps (教学步骤)1.Warm-up and revision (课堂热身和复习)Greet Ss.Talk about the animals =Ss learned about in the first period.【教学设计说明】通过描述动物,达到复习与巩固的作用。
同时增进同学之间的相互了解。
2. Work on 2d(完成2d)(1)Read the conversation and answer the following questions.Q1. Why does Peter like his dog?Q2. What can Dingding do?Q3. Why doesn’t Jenny like the cat?(2) Role-play the conversation in 2d.(3) Have Ss make conversations using 2d as an example.【教学设计说明】学生通过回答问题能理解对话的内容,通过角色扮演能在情境中学会运用,通过自编对话能更好的让学生学以致用。
2019外研版高中英语必修一Unit5 Using Language教学设计
Unit 5 Using Language教学设计●课时内容:本课时内容包括语言知识运用Attributive clauses,与动物有关的谚语Animal idioms以及关于动物的辩论De bating about animals三部分。
Attributive clauses讲解由关系副词why,when,where引导的定语从句,让学生进一步了解关系副词的含义以及在句子中所作的成分,加深对定语从句的理解。
Animal idioms介绍了和动物有关的谚语,妙趣横生,旨在拓宽学生视野,了解东西方文化的差异,培养学生的文化意识和文化素养。
Debating about animals以辩论的形式展开,形式新颖,话题有趣,能充分调动学生的积极性和主动性。
参赛双方就动物是否养在动物园里这一问题展开辩论,双方必须观点鲜明,不能模棱两可。
通过辩论赛,学生能增强逻辑思维能力,增加自身的应变能力、沟通能力、团队合作能力。
同时,学生也能开阔视野,增加知识储备。
●课时目标:1.掌握并记忆本课时的重点词汇authority, source, absent, for the first time, instead of, kill two birds with one stone, when the cat’s away(the mice will play), hold your horses, rain cats and dogs, 并能在真实语境中灵活运用。
2.通过学习why,when,where引导的定语从句,学生进一步理解关系副词在定语从句中充当的句子成分,并结合先行词的含义,确定正确的引导词。
同时学会分析句子成分,进一步区分关系副词和关系代词的作用和区别。
3.通过查阅、辩论的方式,学生掌握更多常见的与动物有关的习语,以及关于动物园里动物的辩论。
在拓宽视野、扩大知识面的同时,培养学生的思维反应能力和语言表达能力。
2019外研版高中英语选择性必修一Unit4 Understanding ideas 教学设计
Unit 4 Understanding ideas 教学设计●课时内容:本课时包括Starting out和Understanding ideas两部分。
Starting out是导入部分,包括观看视频回答问题和看图片回答问题两个环节。
通过观看视频,说出视频中提到的艺术家以及他的作品,思考艺术家灵感的来源。
通过看图片,了解不同国家、不同时期、不同领域的四名艺术家关于创作灵感的名言,思考“想象、灵感、重新发现”之间的区别与联系,并说出自己最赞同哪一句名言,列举赞同的原因。
Understanding ideas部分以中心议题“What inspires you?”展开,介绍了荷兰艺术家弗洛伦泰因·霍夫曼的“大黄鸭”和“浮鱼”、中国作曲家谭盾为电影《卧虎藏龙》作曲配乐及为2008年北京奥运会创作徽标Logo音乐和颁奖音乐、以“孔雀舞”著称于世的舞蹈艺术家杨丽萍,了解这位艺术家的作品及他们对灵感的解读。
●课时目标:1.认知并灵活运用本课时的重点单词quote、float、motion、compose、ethnic 以及短语set…in motion、on display、turn to、pass down、come to life、be recognised by、be grateful for、aim to、bring out、instead of、have in common等。
2.通过速读、精读等方式,引导学生由浅入深,逐层推进,加深对文章的理解,并掌握不同的阅读技巧和方法。
通过对所设置题目的解答,让学生学会根据关键词提取重要信息,理清文章线索,并学会深层次分析问题,进行语言加工,提高归纳概括、推理判断的能力。
3.通过阅读文章,了解艺术家的创作灵感都是其人生阅历和生活实践经验的结晶,即“艺术来源于生活,又高于生活”。
●重点难点:重点:学习、掌握本课的重点单词quote、float、motion、compose、ethnic以及短语set…in motion、on display、turn to、pass down、come to life、be recognised by、be grateful for、aim to、bring out、instead of、have in common并能在具体语境中灵活运用。
Unit2 教案2021-2022 学年人教版八年级下册英语
课时教案2022 年 2 月24 日星期四课题Unit 2 I'll help to clean up the city parks. (Section A 1a-2c)第 1 课时教学目标Teaching aims(教学目标)1.学会怎样主动提供帮助和做志愿活动2.能够熟练的运用本节课出现的动词短语Language points(语言点)要求掌握以下句式:I’d like to work outside.I hope to clean up the city parks.I volunteer to visit the sick children in the hospital.You could give out food at a food bank.要求掌握以下动词词组:cheer up come up with give out put off doing sthput up signs make plans help out with care for old peoplehand out call up sb write down教学重难点1.掌握“Would like to”“You could”句型。
2.掌握一定量的动词短语的用法。
教学过程1. Lead in(课堂导入)T: Look at the picture .What does the picture symbolize?Ss: Volunteering! / Volunteers!(如果学生回答有难度,老师可以多给一些提示,如There are people who offer their time to help others who are in need or in trouble. What do we call them?)(学生回答完之后,教师把“volunteer” 板书在黑板上,并解析“志愿者”)T: As a volunte er , what could you do to help others ? Now let’s open your books and turn to page 9. Let’s see what we could do to help people.教学设计说明:以图片和问题导入,激发学生的好奇心和兴趣,以此引入今天的话题。
外研版高中英语必修3 Module1教学设计Language Points教案
Language PointsStep 1 Do with language points.Paragraph 1.1. Paris is the capital and largest city of France, situated on the River Seine.situated on the River Seine. 是过去分词作定语,修饰Paris. “坐落在塞纳河河边”。
situated : to be in a particular place or position 位于……的,坐落在……的。
a small town situated just south of Cleveland 地处克利夫以南的小城。
beautifully/conveniently/pleasantly situatedAll the apartments are beautifully situated overlooking the beach.所有的公寓都环境优美,俯瞰海滨。
be well/badly situated: to be in a particular situation. 境况良好、处境困难Microsoft is well situated to exploit this new market.微软具备良好的条件开拓这个新市场。
2. The most popular place for tourists is the Eiffel Tower, the famous symbol of Paris. 是受游客欢迎的旅游景点是埃菲尔铁塔,它是巴黎著名的象征。
the famous symbol of Paris 和the Eiffel Tower是同位关系。
Symbol n. 符号, 标志, 象征On maps, a cross is the symbol for a church.在地图上, 十字符号代表教堂.The dove is the symbol of peace.鸽子是和平的象征。
人教版高中英语必修一Unit2 Language points 教学设计
Unit2 Language points 教学设计设计意图This is the third teaching period of this unit. The teacher can first offer chances for students to review what they learned last period. Then lead into the new lesson.The emphasis of this period will be placed on the important words, expressions and sentence pat-terns in the reading text. In order to make students understand these points, we can first get students to find those words and phrases in their dictionary or reference books, and then offer some exercises to make students master their usages and give some explanations about them,At the end of the class, the teacher can make students do more exercises and organize a short passage for consolidation. In doing so, students can learn and use these important language points well.教学目标A. Enable students to grasp the usages of such important words and expressions as: more than, actually, base, at present, make use of, fluent, such as, command, request, etc.B. Get students to master the following patterns:1. Native Englis h speakers can understand each other even if they don’t speak the same kind of English.2. Believe it or not, there is no such thing as standard English.3. Although many Americans move a lot, they still recognize and understand each other’s dialects.C. T o cultivate students’ ability to use their dictionary or reference books to understand some difficult words and expressions in reading.教学过程Step 1 Oral check: Fill in the blanks according to what you have learned.All languages change when cultures communicate with one another. The English spoken between AD 450 and 1150 was quite l) from that spoken today.2) , it was based more on Ger-man than the English we speak at present.Later, it became more like French. One big change in English 3) happened when The American Dictionary of the English Language, which gave American English its own 4) ,came 5) . Now India has a very large number of English speakers. This is because English became the language for 6) and education during 1765 t0 1947, when Britain ruled India. English is also spoken in many other countries in Africa and Asia, such 7) South Africa, Singapore and Malaysia. The number of people learning English in China is also 8)rapidly.Today we hear people speak English on TV and the radio. There is no such thing as 9) English. When people from all over the world use words and expressions different from the “standard language”, it is called a 10). Geography also plays an important part in creating dialects. Although there are many differences, people have little difficulty in understanding each other.Suggested answers: 1) different 2) Actually 3)usage 4) identity 5) out 6) government 7) as 8) increasing 9) standard 10) dialectStep 2 Words and expressions to learnToday, we are going to deal with the language points in the text. First, we will select several important words and expressions from the text. Try to use your dictionary or reference books to under-stand their meanings and find more usages of them. Then we will do some exercises.1. Do you know that there is more than one kind of English? 你知道有不止一种英语吗?【观察思考】l) She stayed in Paris for more than a year. 她在巴黎待了一年多。
新人教版九年级英语第七单元教学设计
Teenagers should be allowed to choose theirown clothes.Teaching Aims:1. Knowledge Objects:Understand and correctly use the key words in this unit2. Ability Objects:Understand and master the use of “should (not) be allowed to do” .Use “(not)allowed to do” “I agree / disagree.” or “ I don’t agree.” to express one’s own ideas.3.Moral Objects:To develop a good habit and good moral character of abiding byrulesTeaching Key Poits:Vocabulary:smoke, pierce, license, safety, earring, cry, field, hug, lift, awful, teen, regret, poem, bedroom , community, chance, manage, society, unit, educate, professional, enter, supporttalk about, keep away from, make one’s own decision, get in theway ofTarget language:I don’t think sixteen-year-olds should be allowed to drive.I agree./ I disagree. I think sixteen is too young.Do you think teenagers should be allowed to work at night?Yes, I do. / No, I don’t.Grammar:The Passive Voice “should be allowed to”Teaching Difficult Points:Train students’ lis tening, speaking, reading and writing skills. Train students’ communicative competence.Teaching Times:Period One: Section A 1 (1a-2d)Period Two: Section A 2 (3a-3c)Period Three: Section A 3 (Grammar Focus-4c)Period Four: Section B 1 (1a-2e)Period Five: Section B 2 (3a-Self Check)The First PeriodSection A 1 (1a-2d)Teaching Aims and Demands:1. Knowledge ObjectsKey vocabulary:license safety smoke part-time pierce earring flashTarget language:I do n’t think sixteen-year-olds should be allowed to drive.Teenagers should not be allowed to drive.2. Ability ObjectsTrain students’ listening skill.Train students’ communicative competence.3.Moral Objects:To make students understand each system of the social and family and know what shoud bedone and what should not be done.Teaching Key points.Vocabulary and target languages.Teaching Difficult Points:Train students’ listening, reading and writing skills.Train students’ commu nicative competence.Teaching Procedure:I. PresentationAsk students: Do your parents allow you to watch TV? Yes, they do. Present the sentence: You are allowed to watch TV.Teach “allow sb to do sth ““be (not) allowed to do sth”“should (not)be allowed to do sth”Present more sentence.Do your parents allow you to exercise?Yes, they do.You are allowed to exercise.Do your parents allow you to smoke?No, they don’t.You are not allowed to smoke.Do your parents allow you to drive?No, they don’t.You are not allowed to drive.Do your parents allow you to choose your own clothes?No, they don’t.You should be allowed to choose your own clothes.Do your parents allow you to get your ear pierced?No, they don’t.You should not be allowed to get your ear pierced.II. Warming upObey the school rules!As a teenager, you have a lot of rules at school. Can you write down some of them? Students should be allowed to speak English loudly.Students shouldn’t be a llowed to sleep in class.Students shouldn’t be allowed to make noises.Students should n’t be allowed to throw the rubbish in the classroom.Students shouldn’t be allowed to get to class late.Explain:allow sb to do sth允许某人做某事be allowed to do sth被允许做某事should be allowed to do sth应该被允许做某事1a. Read the statements below. Circle A for agree or D for disagree.1. Teenagers should not be allowed to smoke. A D2. Sixteen-year-olds should be allowed to drive. A D3. Students should not be allowed to have part-time jobs. A D4. Sixteen-year-olds should be allowed to get their ears pierced. AD5. Teenagers should be allowed to choose their own clothes. A DIII. Listening1b Listen and circle T for true or F for false.1. Anna can go to the shopping center by bus. T F2. Anna wants to get her ears pierced. T F3. Anna wants to choose her own clothes. T FIV. Practice1c Look at the statements in la and make conversations.A: I don't think sixteen-year-olds should be allowed to drive.B: I agree. They aren't serious enough.V. Key phrases1. be allowed to do 被允许去做2. the shopping center 购物中心3. driver’s license 驾驶执照4. sixteen-year-olds 16岁的孩子5. be worried about your safety 担心你们的安全6. part-time jobs 兼职工作7. get their ears pierced 穿他们的耳朵8. their own clothes 他们自己的衣服9. serious enough 足够严肃VI. Listening2a What do es Molly think of Kathy’s statements? Listen and circle A for Agree, D for Disagree or DK for Doesn’t Know.Kathy Molly1. Sixteen-year-olds should not beallowed to work at night.2. Larry shouldn't work every night.3. He should cut his hair.4. He should stop wearing that sillyearring.5. He doesn't seem to have manyfriends. A D DKA D DKA D DKA D DKA D DK2b Listen again. What are Kathy’s and Molly’s reasons? Number their reasons inthe correct order._____ It looks cool._____ Young people need to sleep._____ He needs to spend time with friends._____ He needs time to do homework._____ It doesn't look clean.VII. Practice1. 2c Make a list of things teenagers should and should not be allowed to do. Discuss your list with your partner.A: Do you think teenagers should...?B: Yes, I .../No, I...2. 2d Read the conversation and answer the questions.1) Where do they go for school trip?2) Does Mr. Smith allow students to take photos?3) How to take photos?3. Role-play the conversation.VIII. Summary1. Language pointsallow的用法1) Teenagers should be allowed to choose their own clothes.2) Teenagers should not be allowed to smoke.3) It is not allowed in the museum.4) Do you think we may be allowed to take photos if we don't use a flash?以上四句都含有重要的句型be allowed to do sth.,其中第三句是此句型的一般现在时,一二四句是情态动词与此句型的混合使用。
教学设计:Language Points
Language PointsTeaching goals 教学目标1. Target Language目标语言a. 重点词汇和短语fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful. affair, firm, firmly, declare, talent, obey, victory, envy, marriage, biography, explanation, divorce, chapter, navy, test out, turn around, set asideb. 重点句型Revise the passive voice (including the Infinitive)2. Ability goals能力目标Enable students to use both the useful words and expressions and structures freely.3. Learning ability goals学能目标By doing related exercises in the textbook enable students to use both the useful words and expressions and structures freely.Teaching important points教学重点Useful words and expressions and structures.Teaching difficult points 教学难点How to use them properly.Teaching methods教学方法Explaining and practisingTeaching aids教具准备The multi-media computerTeaching procedures & ways教学过程与方式Step I RevisionAsk students to tell characteristics of science fiction.Step II Discovering useful words and expressionsDeal with exercises on useful words and expressions. When doing Ex1 and Ex3 on Page 13 students may use an English-English dictionary so that they can understand the situations wherethe words are used.Ex1 will help students to form the habit of thinking in English.Ex2 will help students to master the useful words and phrases in context.Ex3 will help students to learn more about word formation and use the words in proper situations. After dealing Ex3 Teacher should point out words like alarmed are adjectives, when following the link verb be, it is used to describe a feeling. Sentences that have such structures are not passive. T: Look at the following sentence: My mother felt alarmed when I had my hair coloured purple. If I use was to replace felt, the sentence will be:My mother was alarmed when I had my hair coloured purple. Is this a passive sentence?Ss: No. Though the structure seems like a passive sentence, it is not. A passive sentence indicates a passive action while this sentence describes a situation when someone has the feeling of alarm. “alarmed”is an adjective formed by v+ed.T: Quite good. Please remember not all be + V+-ed/-en/-t sentences are passive.Step III Discovering useful structuresGo over the passive voicebe+ V+-ed/-en/-tShow the following on the PowerPoint.TO BE + the PAST PARTICIPLEeg.The Mona Lisa was painted by Leonardo Da Vinci.Research is now being done on a cure for this disease.The game of Monopoly can be played by two to four players.Reports on several new gun laws were being discussed.My stereo has been stolen by a thief.Go over the infinitiveT: In Unit 1 we’ve learned the infinitive. Please recall the functions of the infinitive.Ss: Except predicate, the infinitive can function as subject, object, predicative, attribute, adverbial and object compliment.T: Today we are going to learn more about the infinitive---the infinitive passive.Explanation of the passive infinitiveto be + past participle,eg. to be given, to be shut, to be openedWhen the grammatical subject of the sentence receives the action, we use the passive infinitive. For example:She hates to be laughed at. (others laugh at her→ she is laughed at by others)I am expecting to be given a pay-rise next month. (give me a pay rise→I will be given a pay rise.) be to + passive infinitive(to be + past participle) is often used in notices and instructions. Examples:This cover is not to be removed.The medicine is to be taken three times a day.To be taken three times a day after meals.These benches are not to be removed from the changing rooms.No food of any kind is to be taken into the examination room.Using structuresDeal with Exercise1-2 on Page14. Ask students to do the exercises one by one. Then continue with the exercises on the workbook. While dealing with Ex2 on page 56, point out to students that “need to be done” has the same meaning as “need doing”. Before translating the sentences i n Ex3, students should decide the key words and main structures first. After students have finished, show some of students’ work on the projector or bulletin board on the computer, check their work with the whole class. Correct the errors if there are any.Ask students to write the sentences in Ex3 into their exercise-books after class.Step V HomeworkGo over words and expressions.Go over the grammar.Do Ex3 on Page 56.。
教学设计9:Language points
Unit 3 Inventors and inventionsLanguage points一、教学内容及解析内容:这两节课要学习的内容是Unit3的单词。
解析:Unit3的单词包括三个部分黑体重点词汇,普通体课标词汇,和带△符号不要求掌握的词汇。
其核心是单词的掌握和应用,理解它的关键就是要对以上单词加以讲解和应用。
本单元的主题是本单元主要语言技能和语言知识都是围绕“发明”这一中心话题设计的。
通过学习使学生了解发明对人类的贡献,为本单元阅读材料的学习做热身准备。
本节课的重点是掌握核心词汇,解决重点的关键是利用‘边读边写边记’及‘串式记忆’的方法来掌握核心词汇。
本课需要2课时,作业讲评1课时。
本单元的中心话题是“发明家与发明”,具体涉及“发明与发现的区别”、“发明产生的过程”和“申请发明专利的条件”。
语言技能和语言知识都是围绕“发明”这一中心话题设计的。
只要人类在地球上生存起,发明就是人类生活的一部分。
每一项发明都是每一个人在解决问题和应某种特别的需求,经过不断的科学实验的结果。
因此发明和发明家不是新东西,只要大家勤于思考、发挥想象力和创造力去解决问题,就可能有所发明。
二、教学目标及其分析目标定位:1、初步了解关于发明的词汇;重点掌握核心词汇2、学习并让学生了解发明发明就是人类生活的一部分。
每一项发明都是每一个人在解决问题和应某种特别的需求,经过不断的科学实验的结果。
目标解析:1.重点掌握核心词汇指的是步骤一听写任务1中的十个短语要求会听、会读、会写、会用。
2.学生能够用本单元的词汇读懂文章,通过学习了解发明的发展。
三、问题诊断及其分析在本节课的教学中,学生可能会遇到的问题是“热身”(Warming up)部分对发明理解上有困难。
困难产生的原因是部分学生对于相关发明历史不了解。
要解决这一困难,就要调动学生的积极性,可以通过一些发明的具体实例,或者发明图片给学生一个学习和交流的机会。
同时,教师应当给学生提供适当的背景知识,从而加深印象。
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英语必修5人教新课标Unit 5第2课时教案Reading, ComprehendingTeaching Goals:1. To develop Ss’ reading ability.2.To learn something about dealing with burns practically.Teaching Procedures:Step 1. SkimmingPurpose: To get a brief understanding of the text.1. Ask Ss to read the title of the text and the headings in it and then ask them:(1) What is the topic of the text?(2) How is the information organized?(3) How is the information organized within the heading of “types of burns and characteristics ofburns”?(4) Why is the information under the heading of “First Aid Treatment” numbered?Suggested Answers:(1) It’s about first aid for burns.(2) The information is organized according to causes, types, characteristics and first aid treatmentfor burns(3) The information is organized according to the types of burns: first degree, second degree andthird degree burns.(4) The numbers indicate the steps you should take to treat a burn, in the order that they shouldhappen.2. In which order are these topics in the text? Number them from 1 to 5.( ) the three types of burns.( ) what to do if someone gets burned.( ) the purpose of skin.( ) the symptoms of burns( ) how we get burnsSuggested Answers:Right order: 3. 5. 1. 4. 2.Step 2. ScanningPurpose:To get Ss to have some details in the text.Read the first aid treatments for those burns. Write R (right) or W (wrong) in the bracket. Then correct the wrong treatments.(1) Sam knocked over a kettle full of boiling water onto his legs. His legs became red, swollen and covered with blisters. Sam broke the blisters and poured icy water from the fridge onto the skin.( )(2) While ironing clothes, Miss Good accidentally touched the iron. Her wrist blistered and became watery. It hurt a lot. She put her wrist under the cold water tap and then kept placing cool, clean , damp clothes on it until it was less painful. Then she went to see the doctor.( )(3) Mrs. Casey' sleeve caught fire while she was cooking. Her arm looked terrible but it didn't hurt. The skin was charred. Her husband took off her blouse and picked off bits of the blouse stuck to the burn. He then placed butter on the burn and covered it with a wet bandage. ( )(4) After an hour in the sun, Lily noticed her arms were red and hurt a bit. She went home and putthem under cool running water. ( )Suggested Answers:(1) (W) Sam shouldn't have broken the blisters because the burns could become infected. He should have poured cool water, not icy water on the burn .The correct treatment for a second degree burn like Sam's is described in the text.(2) (R)(3) (W) Mr. Casey was right to take his wife's blouse off but he should not have picked bits of blouse off the burn. This is because if you pull material that is stuck off a third degree burn like Mr. Casey's, you would pull the tissue under the material off too. This would cause more damage to the burn. He should not have put butter on the burn because it would have stopped the heat from escaping and it might also cause the burn to become infected. He should not have put a wet bandage on the burn. The correct first aid treatment for a third degree burn is to remove clothing and jewellery near the burn but not if the clothing is stuck to the burn. Do not put cold water on the burn. Place clean, dry clothes over the damaged area. Get the person to a hospital at once. (4) (R)Step 3.Listening and language pointPurpose: 1. To train Ss’ listening ability.2. To train Ss’ language capacity.1. Listen to the tape and follow it in a low voice.2. Group workSs are divided into three groups. Each group is supposed to discuss the following language points.1. harmful adj 有害的●常见短语:be harmful todo harm to2. sense of touch 触觉●其他表示各种感觉的词组:sense of sight 视觉sense of hearing 听觉sense of taste 味觉sense of smell 嗅觉sense of humor 幽默感sense of beauty 美感Sense of direction 方向感sense of urgency 紧迫感等。
3. get burned 被烧伤get + 过去分词表示遭受某种动作或状态的改变He got dressed and went to the dance.4. close①adj 靠近的●常见短语:be close to (表状态)与…近的。
get close to (表动作)靠近;接近。
②adj 势均力敌的It was a close game.③adv 接近地(具体意义上的,侧重于位置接近)We sat close and dealt with the problem.拓展:closely adv 密切地、接近地、紧密地(侧重于抽象意义).The two events are closely connected.这两件事紧密相连.They are closely related. 他们关系很近.5. depend on 依赖于Whether we will go on a trip tomorrow depends on the weather.6. within a day or two 在一、两天内I will get it done within a day or two.7. stick…to…把……粘在……上I stuck the piece of paper to the wall.Step 4. ConsolidationDo a first aid quiz in groups. Give reasons for the answers.(1) Which person would you help first?A Li Yan who has cut her foot on glass C. Gao Yuan who is on the ground not breathingB. Xue Jin whose nose is bleeding D. Wang Feng who has broken her arm(2) When you are carrying out rescue breathing, where do you check for a pulse?A. the neckB. the wrist C .the foot D. the chest(3) When carrying out rescue breathing, how many times a minute should you blow air into the victim's mouth?A.4B.8C.15D.20(4) What should the first step be when you carry out rescue breathing?A. clear the airway C. check the pulseB. blow into the victim's mouth D. check for breathing(5) What is the most serious type of burn?A. first degreeB. third degreeC. second degreeD. all burns are serious(6) A friend took a hot pan off the fire with her bare hands. Her fingers are red and blistered andextremely painful. What should you do for her?A. tell her to put her finger in her mouth C. put butter on her fingers and wrap them in bandagesB. take her to the doctor D. put her burned fingers under cool water(7) How would you stop severe bleeding?A. cover the wound with plastic C. do nothing as the bleeding will stop by itselfB. wash the wound D. put a bandage over the wound and then press on it(8) A friend is choking on a piece of food and is coughing badly. What should you do?A. nothing C. carry out rescue breathingB. have her lie down and rest D. slap her four or five times on her back(9) If a friend has a nosebleed, what should she do?A.pinch her nose and jump up and downB. lie down and pinch her noseC. sit down and bend her head forward and pinch her noseD. sit down and bend her head backward and pinch her nose(10) If your friend sprained his ankle, what should she do?A. take off his shoe C. put his foot up on a chair and then put warm cloths on his ankleB. keep walking around D .put his foot up on a chair and then put an ice pack on his ankle(11) In a medical emergency what telephone number would you call?A.110B.114C.120D.119Suggested Answers:(1) C Gao Yuan is in greater danger of dying than the others because he is not breathing .He needsrescue breathing to start his breathing again.(2) A The easiest place to check for a pulse is on either of the carotid arteries, which run downboth sides of the neck.(3) C(4) A Before doing anything else, you need to make sure that the airway is open by clearing away anything in the mouth. If you checked to see if the person were breathing first, you might be extending the time that the person isn’t breathing. This would endanger his/her life to a greater extent than if you checked the airway straight away.(5) B Third-degree burns are the most serious because all three layers of skin have been burnt.(6) D You need to stop the burning process and the pain and reduce the swelling before taking herto the doctor. To do this, you would put her fingers under cool running water.(7) D If you don't do anything, the person could bleed to death .You need to put a bandage on the wound and apply pressure to reduce the bleeding. Applying pressure is important. Plastic would not absorb the blood. You cannot wash the wound before the bleeding stops.(8) A If she can cough or speak or breathe, you shouldn't do anything. If you slapped her on herback you could cause the piece of food to move and completely block the airway. You would slap her between the shoulder blades if she couldn't cough (or speak or breathe)and was turning blue in the face. This might cause the piece of food to move and unblock the airway,or it might make her cough the piece of food out.(9) B To stop the bleeding she should sit down, bend her head forward slightly and gently pinchthe soft part of the nose below the bridge. If she bent her head backwards, the blood would run down her throat and possibly make her sick.(10) D It’s important for the victim to sit do wn, keep his foot up, for example, on another chair,and have an ic e pack on his ankle to reduce the swelling. He mustn't use his foot. It’s good idea to then put a firm bandage around the foot and ankle. Warm cloths could be put on the ankle only after the first 24 hours.(11) C 120 is the emergency phone number for the ambulance; 110 for police station; and 119 forfire station.。