高二英语第三单元第一课时说课教案(新课标版高二英语说课)
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篇1：高二英语第三单元第一课时说课教案(新课标版高二英语说课)
课题：Senior English for China Student’s Book 2A(高二英语第二册)
Unit 3 Art and architecture（第三单元 艺术与建筑）
The first period warming up and speaking.
（第一课时 热身&对话）
一．本课在教材中的地位－教材内容（contents）
我说课的课题是高中英语第二册（上），第3单元。本单元的中心话题是Art and Architecture (艺术和建筑)。具体涉及现代建筑与传统建筑，艺术与建筑的发展史，家居布置，建筑保护与利用，艺术中心的设计等。随着经济发展、社会进步、人们生活水平的提高，越来越多的人开始关注精神文化，而本单元教学旨在通过让学生了解艺术和建筑学，通过古今中外建筑的比较，培养其审美能力，学生们会对此话题非常感兴趣。所有的语言知识和语言技能几乎都是围绕建筑这一中心话题而设计的。本课是本单元的第一课时，是一节听说课，听说课是每单元教学的重要环节，为后面的阅读部分贮备知识。本课包括对不同种类艺术的赏析，激发学生的想象力，提高学生的鉴赏力，培养学生用英语来表达自己的喜好的口语交际能力。
二 Teaching goals 教学目标（知识目标、能力目标、德育目标）
1. Target language 知识目标
a 重点词汇和短语
Preference, furniture, sale, sofa, honey, block, apartment, style, stand, in a hurry.
b. 交际用语（communicational English）
I’d rather……
I’m much more interested……
In my opinion……
I really prefer……
I wouldn’t feel happy if……
I’m not very interested in…….
If you ask me, then……
I prefer something that……
I like seeing something ……
I can’t stand……
2. Ability goals 学能目标
Enable students to express their preferences.
使学生学会用英语表达自己的喜好。
3．Moral goals 德育美育目标
Improve students’ appreciation of beauty.
提高学生对艺术及建筑的审美能力
三．教学重点
本节课为听说课，在于培养和提高学生的听说能力，所以单词及第二部分对话将作为本单元的教学重点，通过新课的学习，让学生学会表达喜好的英语惯用语。
四．教学难点
在speaking的基础上，根据所给的情景，使学生用对话表演的形式将所学的词汇句型输出。
五．教学方法
1）情景教学法，其中包括对话，讨论，表演等。
2）开放式教学，如：brainstorm, role play, given situations 等活动
3）启发式教学，利用图片启发学生思考，提高审美。
六．教学辅助手段
多媒体教学。它能迅速抓住学生的注意力，很快导入正课。软件的作用主要有四点：一是加大课堂容量。事实证明，以上教学任务在多媒体的帮助下，在学生预习到位的前提下，完全能够顺利完成。二是突破难点。多媒体教学软件通过以图代文的方式，解决了文章理解的难点，不再需要教师枯燥地讲解。三是可以指导学生的逻辑思维。四是可以调动学生的积极性，激发他们的学习兴趣。
七．教学步骤
本课的教学过程分为六个步骤。
第一步导课。 我通过凡高的向日葵和达芬奇的蒙娜丽莎两幅艺术作品引入Art这个中心话题。同时通过不同种类的艺术表现形式，如：根雕，国画，书法，石雕，剪纸，编织（中国结），舞蹈，音乐，时装表演等导入新课，我们在生活的许多方面都可以发现艺术的美，世界许多著名的建筑也是一种艺术。即今天我们将要授课的内容：艺术与建筑。导课这一环节大约需要8分钟。
第二步是warming up热身部分. 这一部分通过现代建筑与传统建筑的比较，要求学生说出自己的喜好，并要求学生能正确运用美学与建筑学的词汇和句型，鼓励学生设计自己理想的住房，培养学生的创新能力。谈论世界著名艺术大师和艺术作品，丰富学生的视野，激发他们积极主动学习英语的兴趣。热身部分结束大概需要12分钟。
第三步是speaking,对话部分。Speaking 是一个任务型教学活动。通过几件物品讨论现代和传统艺术，讨论时要用到表达爱好的句型。这一部分是在warming up“热身”部分信息输入的基础上,训练学生口语输出的能力。并从外观，材料，特点等方面比较传统建筑和现代建筑的区别，引入相关词汇，需要10分钟。
第四个步骤是Presentation呈现部分。需要6分钟。首先，播放一段对话让学生学习，然后两人一组就学生的实际展开小组讨论。然后随机抽出几组学生进行情景对话表演。这样的情景练习，一可以检验学生对所学知识的运用是否正确；二可以训练学生的听、说技能和想象等思维能力。
第五步是language points总结语言点。大概需要6分钟。这部分主要通过图片的展示来复习有关建筑的单词及语言点。时间允许的话，还可以让同学们做一下补充的关于建筑词汇的填空练习题，为下一节作预习。
第六步布置作业．预习课文部分，并从网上查阅关于艺术和建筑的相关背景资料，把英语学习从课堂引向社会。大约需要3分钟。
八．板书设计
我的板书设计主要体现了本课的重点。利用多媒体，主要体现在课件上，板书主要是针对学生在作brainstorm及对话时出现的单词的强调，以及对英语交际用语中表达喜好的习惯用语的进一步巩固。
Unit 3 Art and Architecture
1. I’d rather…
2. I’m much more interested…
3. I really prefer…
4. I wouldn’t feel happy of …
5. I prefer something that…
6. What I like is….
篇2：unit3 说课教案(新课标版高二英语上册说课)
授课时间：，9，28 授课班级: 2. 9
一、教材分析：
1、教材的地位及作用
我说课的课题是高中英语第二册（上），第3单元。本单元是围绕着 “艺术与建筑”这一中心话题开展多种教学活动的。随着经济发展、社会进步，网络的盛行，学生们对于国内外各种事物的不同差异也越来越感兴趣，而本单元具体涉及现代建筑与传统建筑、艺术与建筑的发展史、家居布置等，所有的语言知识和语言技能几乎都是围绕这“艺术与建筑”这一中心话题而设计的。其目的是让学生了解建筑学，通过古今之外建筑的比较，培养审美能力。
从话题内容和训练目的上分析，Warming-up和Listening相一致，因此，我把它们整合在一起，设计成一节听说课，听说课是每单元教学的重要环节，作为本单元的第一课时，它为后面的阅读部分贮备知识。
2、教学目标：（知识目标、能力目标、德育目标）
根据大纲“巩固，扩大学生的基础知识”和关于词汇方面的要求，以及英语学科的语言特点，我确立本课的教学知识目标为三点：
2．1 知识目标：是要求学生掌握大纲规定的所有四会三会的单词及交际性用语。
2．2 能力目标：根据英语教学大纲规定，通过听、说、读、写的训练，使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步学习打好初步的基础。我确立的第一个能力目标为扩大学生词汇量，为阅读能力的提高打基础。通过学生对个人对建筑风格的喜好进行的讨论，第二个能力目标为发展学生的记忆，想象，比较，分析和快速反应等能力。
2．2 德育、美育目标：培养学生的审美能力以及对艺术的爱好，是学生明白美就在我们生活中，鼓励他们热爱生活，追求美好事物。
3．教学重点及难点
3.1 重点：本节课为听说课，在于培养和提高学生的听说能力，所以单词及第二部分听力将作为本单元的教学重点
3.2 难点：培养学生表达自己的喜好进而发展听说能力。
二、教材处理：
根据以上对教材的分析，同时针对中国学生学习外语存在一定困难的实际情况。首先给学生创造外语语言氛围，身临其境地使学生感受到各种不同的建筑风格。同时激发学生学习兴趣，使学生在参与房屋设计的一系列活动中，掌握知识。
三．教学方法
1）情景教学法，其中包括对话，讨论，表演等。
2）开放式教学，如：brainstorm（头脑风暴）, role play（角色表演）, given situations （设置情景）等活动。
3）任务型教学策略，在交际中进行真实运用。
四、教学手段：
主要以现代化电教手段－－多媒体辅助教学，贯穿整个教学过程。增加了直观性和趣味性，加大了课堂密度，提高了教学效果。
五、教学程序：
本课的教学过程分为六个步骤
1、(lead-in)新课导入
为了激发学生的学习兴趣，引起注意，我先与学生玩一个猜词的游戏，通过使用PowerPoint播放一组关于各种艺术形式的图片，让学生猜出绘画、书法、根雕、剪纸、雕塑、舞蹈等词，以此来引出艺术与建筑这一中心话题。导课这一环节大约需要3分钟。
2．Warming-up 热身部分
首先本课利用多媒体教学手段展示了一幅幅色彩逼真、形象生动的不同建筑形式的画面，给学生进行一场头脑风暴（Brainstorm）的活动。在学生欣赏不同的建筑风格的同时，引入热身部分的话题“Where would you like to live,in the traditional house or the modern flat? and why?”(你喜欢住在传统的旧式房屋里，还是现代的公寓里？并给出理由。)我在课件里给学生补充了很多关于传统房屋与现代公寓不同优缺点的信息，使学生更加了解建筑的变化，踊跃发言。其中多媒体展示的动画部分更具特色，充分地调动了学生的积极性，吸引了全体学生的注意力，达到了教育教学目的，培养了学生思想素质、情感素质和英语语言素质。热身部分结束大概需要10分钟
3．(Presentation)新课知识点讲解
在学生已经有一定听说能力的基础上，我将给学生传授关于如何表达喜好的交际性用语，如：I’d rather… I really prefer …
I’m not much more interested in… What I like is …
I wouldn’t feel happy if… I prefer something that …
使学生获得英语基础知识和为交际初步运用英语的能力，激发学生的学习兴趣，为进一步展开巩固练习（Practice）阶段打好初步的基础.这一步骤需要大约6分钟。
4．（Practice）练习巩固
本课的又一次高潮是将学生的个人愿望与练习有机结合，融为一体。在学生就个人对建筑风格的喜好进行过讨论的基础上，鼓励学生设计自己理想的住房，培养学生的创新能力，以激发他们学习英语的积极兴趣。为使他们能说明的更生动形象，我还鼓励他们亲手绘画自己理想的住房，这样就调动了一些很有艺术细胞却对英语缺乏兴趣的同学的积极性。他们踊跃地参与到这项活动中来，努力学习使用有关的交际性用语，这样就充分激发了所有同学的主动性、积极性。这样的练习，一可以检验学生对所学知识的运用是否正确；二可以训练学生的听，说技能和想象等思维能力。这部分需要10分钟左右。
5． （listening）听力
“ 听力”是关于一对夫妻要为他们的新家购置家具，他们在商店与销售人员谈论他们爱好的对话录音。通过听对话，要求学生掌握一些有关描述家居的词汇，以及表达爱好的句型。这一设计一方面用于训练学生通过听觉获取有效信息的能力，另一方面有助于加深学生对家居艺术品的材料、风格等的了解，开拓他们的视野。这部分需要10分钟左右。
6.(Consolidation)归纳总结
进一步总结全课，巩固复习本课重、难点知识。
7．（Homework）布置作业
预习课文部分，让学生从网上或其他方式查阅关于世界著名艺术大师、建筑师及其艺术作品的资料，为下一部分的阅读课打下良好基础，把英语学习从课堂引向社会。
六．板书设计
我的板书设计主要体现了本课的重点。利用多媒体，主要体现在课件上，板书主要是针对学生在作brainstorm时出现的单词的强调。
Unit 3 Art and Architecture
1. I’d rather…
2. I’m much more interested…
3.I really prefer…
4.I wouldn’t feel happy if …
5.I prefer something that…
6.What I like is….
本课以素质教育为目的，结合教材重点、难点及英语学科特点，利用多媒体辅助教学，从视、听、说等方面使学生得到锻炼，在愉快、轻松的氛围中温故而知新，达到初步运用英语交际的能力。
由于缺少经验，在教学过程中难免会出现不足，敬请各位老师不吝赐教.
篇3：高二unit 17 Disabilities 说课教案(人教版高二英语下册说课)
我说课的内容是高二英语（下）Unit 17 Disabilities（残疾）,Period 4 The Special Olympics（特殊奥运会），这是一节综合技能课。说课内容包括六个部分：教材分析、教学目标、教学重难点、学情、教法和教学程序。
一、教材分析
本单元的中心话题是“残疾”，本课的题目是“The Special Olympics（特殊奥运会）”,这一部分是体现本单元主题的一种形式。这篇课文有两个板块： Reading(阅读)部分提供了一篇有关“特奥会”的阅读材料，谈论了特奥会对有精神或智力障碍的残疾人具有何等深远的意义：通过体育锻炼使弱智人增强体力，获得自信，逐步康复，从而为社会做出有益的贡献，从而使学生受到启发教育。Writing（写作）部分要求学生通过对Reading（阅读）的学习，对残疾人有更进一步的了解，写一篇文章来论述该如何来帮助残疾人。而对于高二下的学生来说，经过近两年的高中学习，已经拥有了相当的语言知识，具备了一定的英语综合能力，因此，这节课的教学特点是：注重篇章结构的理解和重要信息点的把握，在阅读过程中感受、吸收、内化语言，进一步提高阅读能力，并通过对语言材料的学习来培养及提高学生的写作能力。教材的这一特点符合大纲所规定的教学目的，即巩固扩大学生的基础知识，发展听、说、读、写的基本技能，侧重培养学生阅读和写作能力。
二、教学目标：
1．知识目标：注重学生对课文的理解和语言表达，提高学生听说读写能力。
2．能力目标：围绕这一课题，使学生联系自己如何对待残疾人的问题，引导启发学生思维，培养学生分析主题、围绕主题阐述问题的能力。
3． 德育目标：教育学生学会尊重，帮助残疾人，树立正确的人生观和价值观。
依据：根据教学大纲规定，在初中英语教学的基础上，使学生巩固、扩大基础知识，侧重培养学生的读写能力；激发和培养学生的学习兴趣，帮助学生树立自信心；教材中渗透思想品德教育，有利于学生形成正确的人生观和价值观。
三、教学的重、难点：
重点：1．如何提高学生的阅读理解能力
2．如何提高学生的写作能力
（依据：学生的英语基础较弱，阅读的速度较慢，词汇量不够，书面表达不太清楚。）
难点：1．如何进行课文的分析理解
2．如何用英语谈论并清楚地表达观点。
3．如何提高学生写作能力
（依据：学生的语法薄弱，获取有效信息的能力有限，口头表达能力和书面表达能力不理想。）
四、学情分析
1.课堂气氛较活跃 2.英语基础薄弱 3.学习依赖性强 4.课后复习得少
这个班总体的课堂气氛较活跃，基础好的学生对英语比较感兴趣，接受能力强。而大部分学生基础较为薄弱，有心想学却接受不了，加上学习依赖性强求，不注意学习方法，学习效果不明显，对英语也就不那么感兴趣。因此在教学过程中，我利用多种教学手段和教学方法来提高学生学习的兴趣,充分调动学生的主动积极性。由于学生的学习劲头不足，平时上课听一听，课后复习得少，甚至没有复习，所以造成上课明白，而下课就忘得干干净净，所以布置一些练习让学生去完成来巩固所学知识，并提高学生综合能力。
五、教学方法
德国教育家第斯多惠说过：“我们认为教学的艺术不在于传授的本领，而在于激励、唤醒、鼓舞。没有兴奋情绪怎能激励人？没有主动性怎能唤醒沉睡的人呢？”因此在课堂上我采取了多种形式来教学。
1、多媒体教学法（影音文件和图片） 根据新目标的要求,充分利用现代化媒体教学手段,克服学习英语时所缺乏的客观语言环境。影视，录音，图片的有机结合，图文并茂，形象直观，强烈刺激学生的听觉和视觉，培养学生学习兴趣与强烈的参与意识。
2、讨论法 给学生适当的话题，让每个学生都开口说话，激发学生的主动思维，注重语言表达能力的锻炼和提高，并促使学生互相帮助，既活跃了课堂气氛，又提高学生的学习兴趣。
3、双重活动教学法 新课程标准提出“自主探索与合作交流是学生学习英语的重要方式”，教师提出问题，学生通过独立思考及相互讨论的方式来认识问题、解决问题、理解和掌握基本的英语知识和基本技能，教师为主导，学生为主体，充分发挥学生的主动性。
4、总结提高法 根据高中英语课程标准，重复原则是英语学习应遵循的原则之
一， 重复是人记忆的最重要途径，使学生深刻的理解课文。总结提高就是通过
口头复述来重复叙述所学材料，它有利于培养学生的理解能力、口语能力和记忆能力。
六、教学程序
根据高中英语教学大纲的要求，以提高学生阅读理解能力和写作能力为重点，加强学生听说读写综合能力，我设计了以下教学步骤：
1．新课的引入和启动
（1）上课刚开始，让学生们欣赏雅典残奥会闭幕式上的一些片断，提出问题：“What’s your feeling about the programn?” 然后让学生说说对其节目“千手观音”的感想，让学生对残疾人有更多的感受，进而谈论残疾人在社会中的重要作用,这是个师生互动交流的过程，锻炼了学生听说的能力，也激发了他们的兴趣，完成了新课的导入。
（2）. 从关于雅典残奥会闭幕式的影片中，学生对有关残疾人的奥运会有个初步的了解，在这基础上向学生介绍三种残疾人奥运会：Special Olympics（特奥会）, Paralympic Games（残奥会）, The Olympic Games for deaf（聋奥会）.本篇阅读主要介绍其中的一种：Special Olympics（特殊奥运会），并通过展示几幅特奥会运动员的图片让学生有个初步的感知，并让学生了解特奥会的口号，以便学生更好的理解文章。
3．新课的输入
（1）Reading（阅读） 在阅读这部分,根据阅读教学的主要趋势“整体教学,分层推进”,通过快速阅读以及详细阅读来理解全文,并设置了讨论题,培养学生读、说的能力。
Task 1: Listening ＆ Fast-reading:（听力与快速阅读）
播放磁带让学生边听边快速阅读，通过对文章有大致了解，完成以下任务：
① 给出四个句子，让学生判断正误。
② 通过填写表格来对特奥会的历史有所了解。
Task 2 : Detailed reading:（细节阅读）
让学生再次仔细阅读文章，完成以下三个任务：
① 回答以下问题：
1.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?
2.How do you understand “Athletes at the Special Olympics are fighters in more than one way”?
3.How do events like the Special Olympics help mentally disabled people?
4.Why do you think the Special Olympics is becoming more popular?
② 比较特奥会与一般奥运会的异同：
Compare the Special Olympics and the regular Olympics to find out their similarities and the differences between them．
（2）Retelling：（复述）
通过填空的方式来复述全文，以便于了解学生对文章的理解程度，对学生来说也是一个巩固的过程。
（3）Further discussion:（讨论）
给学生适当的话题，让每个学生都开口说话，激发学生的主动思维，注重语言表达能力的锻炼和提高，并促使学生互相帮助，既活跃了课堂气氛，又提高学生的学习兴趣，在学生对文章理解得很好了后，让学生欣赏几幅残奥会运动员的图片，并同时播放“真心英雄”这首歌曲，通过生动的画面让学生对残疾人有更进一步的了解，并在其中渗透德育教育，让学生们能以他们的精神来激励自己，培养正确的人生观和价值观。然后提出问题让他们进行思考及讨论，谈论自己的想法以培养他们说的能力。
“What can we learn from the disabled athletes?”
（4）Writing：（写作）
通过对文章的学习，学生对残疾人有了深刻的了解，并能从他们身上学到许多可贵的品质，不仅仅要懂得该如何对待他们，更应尽所能的去帮助他们。让学生思考该如何去帮助残疾人，然后把他们的ideas（想法）写成小短文，完成后再从中选取一篇来讲评,提高他们的写作能力。
4 课后作业
让学生将自已的作文交换批改，既能达到相互交流想法的目的，又能提高他们的写作水平。
本课本着以素质教育为目的，以新课程理念为指导，并结合教材特点，针对学生的实际情况，利用课件，影片，图片等辅助教学，采用多种教学手段，努力营造轻松愉快的学习氛围，以此来锻炼、提高学生听、说、读、写各方面的能力。
篇4：新课标必修5 Unit 1-5 Reading 说课简案(新课标版高二英语必修五说课)
New Senior English For China Student’s Book 5
(Reading Part)
P2 Unit1
(Period 1 Warming up and Reading)
Step I Warming up
Do you know these famous scientists?( Show the Ss some pictures of great scientists and have them say what achievements they have made.)
Step II. Pre-reading
1.Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.
Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, “the most terrible outbreak of cholera which ever occurred in the kingdom” began. It was so violent and sudden that 127people died in the first three days.
2.Make up a questionName of illness cholera (霍乱)
Symptom(症状) severe vomit (呕吐) and diarrhea (腹泻)
Aftereffect Die quickly from a loss of liquid
What was the cause of this illness ? How did John Snow find it out? (Deductive thinking)
Step III. New words study
Show the Ss a picture of “Water pump”, teach the new words pump& handle and have a brief introduction to it.(e.g. There were some water pumps in different districts in England in the 1850s.. People could use them to pump the water for daily life, but if someone removed the handle from the water pump, it could not be used.
Step IV. Reading
Fast-reading:Read the passage quickly and find the number below and the relevant happenings in the passage.(Competition among groups)
Two theories The first suggested that…multiplied in the air;. The second suggested…absorbed this disease into their bodies with their meals.
In 1854
Another outbreak hit London.
500 , 10
More than 500people had died in 10 days.
16, 37, 38 and 40
These numbers in Broad Street near the water pump had many of the deaths
20 ,21; 8,9
20 and 21 Broad Street and 8 and 9 Cambridge Street had no deaths….They didn’t drink the water from the Broad Street pump.
7
These families worked in the pub at 7 Cambridge Street. They didn’t drink the water from the pump.
Careful reading
Read each paragraph and find out what evidence or approach is John Snow used in the stage of experiment, then fill in the chart below.
Paragraph Stages in an experiment Example in this investigation
1 Find a problem What causes cholera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where they got their water.
4 Collect results Plot information on a map to find out where people died or did not die.
5 Analyze results Analyze the water to see if that is the cause of the illness.
6 Repeat if necessary Find other evidence to confirm your conclusion.
7 Make a conclusion The water is to blame. The source of all drinking water should be examined so that it is safe.
Step V. Discussion
1.What’s the significance of Snow’s famous cholera map ?
2.If you were John Snow, how would you investigate the cholera?
Step VI. Summary
Step VII. Homework assignment
1.Finish Ex.1 on P42.
2. Retell the story.
3. Prepare for tomorrow’s dictation.
P9 Unit2 The United Kingdom
(Period 1 Warming up and Reading)
Step 1 Warming up& lead-in
1. Game playing
T: Morning everybody! You see, nowadays, travelling abroad are becoming more and more popular. So if you have a chance to go aboard, which country do you want to go most? How much do you know about that country?
T: Very good! Just now some of you shared your ideas, and now let’s play a short game: Guess which country it is! Altogether there are 8 groups, you are asked to choose one item and guess which country it is according to the related information offered to you.
1. People----America
2. Music----Argentina
3. Video----Australia
4. Food-----Italy
5. Shooping----France
6. Architecture-----China
7. Poetry-----the UK
Step2 Pre-Reading
1. Brainstorming :
T: Now you have a chance to go to the UK. , before you go there you’d better go to the library to search for some information about the country. What kind of information about it you want to find out?
S: geography, literature, politics, sports, sightseeings, cultures, ethnic groups, famous
cities, food, history, language, fashion, life styles …….
T: How much do you know about these?
Step 3 Reading
1. Fast-reading.
1)Task 1:Question: What kinds of information are mentioned in the text?
(sports, geography, history, flag, London, The biggest country England, flag, invasions).
2) Task 2:How many parts can this passage be divided into and what the main idea of each part is?.
Part1(para1-4): How the UK came into being
Part2 (para5): England is divided into 3 zones.
Part3 (para6): The reason why London became the cultural capital of England.
2. Careful reading
Part 1
1) T: Very good! So could you tell me how many countries the UK consists of and what they are?
S: The UK consists of four countries, that is England, Wales, Scotland and Northern Ireland.
2) T: Exactly! Then does these four countries united in one day?
S: No.
T: Then how can the UK come into being?
S: First there was only England, then in the 13th century AD, Wales was linked to the England, and in 1603, the two were joined to Scotland to make the Great Britain come into being. Later, Northern Ireland was united to the Great Britain to form the UK.
T: Wonderful job! Actually the history can be shown in the national flag called the Union Jack.
3) T: By the way, you see, the flag Union Jack only unites England, Scotland and Northern Ireland, with Wales left out. So do you know why?
S: Because it is usually assumed to be part of England.
T: Yes! And according to the passage, although the four countries belong to the UK, they are still quite different in some aspects, so in what ways are the four countries different?
S: They are different in international relations. They have different educational and legal systems as well as football teams.
Part 2
T: Among the four countries, England is the largest, and for connivance it is divided into 3 zones. What are they?
S: The South of England, the Midlands and the North.
T: Good! And now could you tell me what the feature of each zone?
Most population settled in The South of England.
Most of the large industrial cities are in the North and the Midlands.
Many cities have famous football teams.
Part 3
1) T: So we all know the UK has a long history and of course rich culture, and the cultural center is, obviously, the capital city London. So why can London become the cultural center ?
S: Because there are a lot of historical treasure in London.
T: Why there are so many historical treasure in London?
S: London has been influenced by some invaders.
2) T: Actually, in the England history, altogether there are four invasions, do you know what they are?
S: The Romans; The Anglo-Saxons; the Vikings; the Normans.
T: What did they left in England?
S: the Romans left towns and roads, the Anglo-Saxons language and government, the Vikings influence the vocabulary and place-names of the North and the Normans castles and words for food.
Step 4. Post-Reading
1. Task 1 Role-play
Two students act as tourist guides, and two students act as the tourists who want to go to the UK. Before they start, they ask the guides some background information of the UK.
2. Task 2 Discussion of ideas
This is an opportunity to allow students to draw connections in the history and the geography of England. Ask students work in groups of 4, and every group choose 1 topic. At last the group leader should give a representation of their ideas.
1) What similarity is there between the invasions of the Romans and the Normans?
2) What similarity is there between the invasions of the Anglo-Saxons and the Vikings?
3) Why does London only have evidence from three of the four invaders?
4) What geographical factors make it difficult to invade England successfully?
3. Task 3 Debate
In the history of the UK. , there are some important inventions. Those invaders ruled the country for sometime. They brought pains to the local people, but at the same time, they also brought something new to the country, which is important for the making up of its history.
“Is the inventions good or bad to the country Britain?”
Step5 Homework
1. Read the text and try to find out some important or difficult words and expressions.
2. Write a short summary of the passage.
3. Preview “Learning about Language-Discovering useful words and expressions”.
P17 Unit3 Life in the Future
(Periods 1-2 Warming up and reading)
Step 1 warming up
Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years
Step 2: pre-reading
1.Can you tell what problems people are facing today?
2.what problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005?
(Key: 1The problem of population will be solved, have begun to Control the birth rate. //2The problems will be still there, and will even worse.// 3I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion……)
Step 3： fast reading
1. Read the text for the first time and tell what the text is about?
It’s an e-mail written by a man Who has taken up a trip to the future.
2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence
A. We were transported into the future by a comfortable time capsule.
B. I arrived a t Wang Ping’s home and everything in his house made me surprised.
C.I won a travel to the year AD3005
D. I have my first try to master a hovering carriage.
Step 4 careful reading
1.Answer the following questions:
1.Why did I have the chance to travel to the year AD3005?
2. What is a “ time lag”?
3. How did I feel when I was in the capsule?
4. Who guides my trip?
5.Why did my guide give me some tables?
6.Who transported us to the future?
Key:
1. I took up the prize I won the year before.
2. “Time lag” means a person gets flashbacks from his previous time period.
3. The seats in the capsule are very comfortable.
4. My friend Wang Ping is my guide to the future.
5. The tablets could help me feel less nervous and uncertain
6. Wang Ping’s parents’ company transported us to the future.
2. Comprehending
Practice by doing the comprehending exercise Exercise 1-2 on Page 19
Sample answers Ex.1
Good changes
Bad changes
Time travel Can travel to
Different times
as you wish After-effects of travel
transport .can move swiftly Disorganized, difficult to
find way
houses save living space Short of space
Towns Busy, look like
markets Easy to get lost
Air quality Own family
oxygen supply Poor quality in public places
Sample answers Ex.2
I think the writer has an optimistic view of the future. He was very excited when he traveled to the year AD 3005 an d couldn’t believe if was true. From this, we can see he is eager to go to the future. Though he was hit by the lack of fresh air,---
P25 Unit 4 Making the news
(Period 1 Warming up and Reading)
(整合warming up, Pre-reading, Reading 与 Comprehending四部分)
Step I. Elaboration (warming up):
Help the students to relate their known knowledge to the topic that will be learned
Task 1 :( group discussion) Talk about jobs in China Daily?
Types of jobs What it involves
reporter
Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?
Step II. Prediction (pre-reading):
Task : Predict the main idea of the text by discussing the following questions:
1. What are the qualities a good news reporter needs to have?
(Have group discussion first and then finish Part 1 individually)
2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)
Step III. Skimming, scanning, analyzing (Reading & Comprehending)
Task 1: Read the text quickly to get a general idea of the text.
Task 2: Divide the passage into three sections and match the following main ideas to the three sections：
1)How to get an accurate story
2)How to protect a story from accusations
How to become a reporter
The skills needed
The importance of listening
Stages in researching a story
How to check facts
How to deal with accusations of printing lies
3)Work in a team
Task 3 Read quickly to find out the information to fill in the form below
Task 4: Tell what is required for a reporter and a photographer
patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional
Step IV. Summarizing
Task 8: Write a summary of the text
Step V. Assignment
Read an English newspaper and retell the main idea of one article in it.
P33 Unit 5 First aid
(Period 1 Warming up and Reading)
Step 1 Revision
1. Greet the whole class as usual
2. The teacher checks the students’ homework: show some pictures about some common injuries and review some words, some useful expressions and the information about first aid.
Step 2 Pre-reading
First let the students talk about the picture (page 33)
What kind of first aid would you perform in the situation of burning?
Step 3 While-reading
1) Skim for general idea. How many parts are the text and what are they?
Five parts
1.The purpose of skin
2.Cause of burns
3.Types of burns
4.Symptoms of burns
5.First aid treatment
2)Scanning : read the text quickly and do the multiple choices (page 36)
3)Detail reading: Filling in the blanks
What can skin do for our body ?
Protect you against diseases, poisons and the sun’s harmful rays.
Keep you warm or cool
Prevent you from losing water
Gives you sense of touch
Causes of burns
You can get burnt by :
hot liquidssteam,fire, radiation,the sun, electricity and chemicals
What are the three types of burns?
First degree:
Not serious; affect only the top layer of the skin; feel better a day or two
Second degree
Affect both the top and the second layer of the skin; serious; take a few weeks to heal
Third degree
Affect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.
3. Why do you think clothes and jewellery near burns should be removed?
Because this may break any blisters and the wound may get infected.
Step 4 Home work
1. Finish the Exes in p36.
2.Read the text.
篇5：模块5 Unit 5 First Aid for Burns 说课稿(新课标版高二英语必修五说课)
Lesson Plan Interpretation
Unit5 First Aid for Burns（Reading）
The status and the function
The New Course focuses on the Ss’ abilities to gather information; deal with information; solve problems and the abilities to think and express in English. The passage is the third period of the unit. In my opinion, it is very important for the Ss to learn because it helps Ss a lot in getting the abilities mentioned above. It first introduces the importance of the skin to our body, then introduces types of burns, characteristics of burns and certain steps of first aid treatments. It is hoped that through the passage, the Ss will know how to perform first aid procedures for burns and do first aid calmly during an emergency.
About the Ss
As Senior2 Ss, they are at different levels of English fluency, some of them have lost interest in English. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.
Teaching goals
一. Knowledge goals
To master the important words and sentences patterns of this unit through this period: injury, bleed, organ, poison, swell, damage, wound, mild, squeeze, symptom, etc.
二. Ability goals
1. Enable the Ss to have the ability to use what they’ve learnt to do first aid treatment for burns correctly and make a first-aid-kit.
2. Let the Ss learn the reading skill of getting the main idea of each part and each passage
三．Moral goals
Increase the Ss’ awareness of the importance of knowing about first aid.
Key teaching points and difficult points
1. How to help the Ss have the ability to use what they’ve learnt to do first aid treatment for burns correctly.
2. How to improve the Ss’ reading ability.
3. How to grasp the main idea of each paragraph / part & each passage.
Teaching methods
Task-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.
Teaching aids
Multi-media, a first-aid-kit, the contents of a first-aid-kit
Teaching procedures
Step1. Lead-in
Step2. Pre-reading
Step3. Fast reading
Step4. Detailed reading
Step5. Words competition
Step6. Making a first-aid-kit
Step7. Role play
Step8. Summary
Step9. Homework
Step1. Lead-in
I’ll lead-in the passage by telling the Ss a story to attract their interest first, meanwhile, teach them the new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid by using brainstorming to check their vocabulary
Step2. Pre-reading
The pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.
Step3. Fast reading
This task is to check the Ss’ skimming ability. The purpose is to let the Ss get the main idea of the passage and what the text is about.
Step4. Detailed reading
Ask the Ss to finish the following 5 Exx. by using competitions. I’ll divide the Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he’ll be confident and they’ll surely become more enthusiasm in learning English. These Exx are designed from the easiest one to the most difficult one for different levels’ Ss. The purpose is to the Ss’ reading comprehension.
Step5. Words competition
This is a task-based activity by continuing the competition to check the Ss’ words spelling. The task is so easy that all of the Ss will show interested in it. So they can learn the words easily.
Step6. Making a first-aid-kit
This is also a task-based activity. It is to let the Ss know what is included in a first-aid-kit. I’ll ask them to make a first-aid –kit after class and show me theirs the next day. The activity not only let the Ss learn knowledge but also develop their abilities. That is, when dealing with an emergency, the Ss can use the contents in the first-aid-kit, they can also have the abilities to act, learn to survive, and be self-preservation.
Step7. Role play
This is an interesting task-based activity. The task is to develop the Ss’ abilities to speak and express in English and their reaction. The purpose is to train the Ss to prepare for an emergency before it happens.
Step8. Summary
From the passage, the Ss will have a clear idea about First Aid for Burns and they can do first aid treatment for burns correctly. They also learn to make a first-aid-kit and place an emergency call for help. Through the passage, the Ss’ thinking ability and acting ability are improved. At last, they will be told to remember the following:
While making the summary, I’ll play a background music to match it. The purpose of the step is to increase the Ss’ awareness of the importance of knowing about first aid.
Step9. Homework
The passage doesn’t contain enough information for the Ss to do first aid for others, so they are asked to search as much information as they can about first aid on the Internet.
After class, I’ll also ask the Ss to think of the following:
The passage is a medical science and language. The Ss not only learn language in it, but they also learn some abilities. So we can’t only consider a passage a language passage. We can’t only learn a passage by learning it.
Blackboard design
At last, let me show you my blackboard design: The title is in the middle, on the left side is some important words and expressions, and then on the left of it is the result of the competition.
The Blackboard Design is to let the Ss have a clear idea to get the vocabulary of accidents and first aid and what kinds of headings are also the main idea of each part.
篇6：第18单元阅读课公开课的课前说课(人教版高二英语上册说课)
各位评委你们好！
我今天说课的内容是高中英语第二册Unit 18，阅读课“What Will You Think of Next”。
说大纲
根据现行的教学大纲，高中英语的教学目标是在初中英语教学的基础上，巩固、扩大学生的基础知识，发展听、说、读、写的基本技能，提高初步运用英语交际的能力。侧重提高阅读能力是每个单元的教学重点。通过深入钻研《高中英语教学大纲》和《新教材编写指导思想》，以《考纲》中以考察英语的交际能力，侧重考察阅读理解能力为依据，本课在整个单元中占有十分重要的地位。
说教材
“What Will You Think of Next?”是一篇阅读文章，体裁属于说明文。文章主要介绍了创造性的来源--源自一些思维策略。然后逐一说明了四种思维方式：框外思维、换个角度看问题、建立联系和不断尝试。本课承担了语言教学的重头戏--阅读能力的培养及训练，是“Warming up, Listening, Speaking”三个部分导入的一个延伸性阅读，对后面说明文的写作也起着一定的指导作用，在本单元起着承上启下的重要作用。通过对本课的学习，使学生能够认识到思维方式的重要性，从而培养了学生的思维能力以及阅读和语言运用能力，引导他们善于思考以及培养多角度、多方面去看待事物，不怕失败，不断尝试的精神。
因此，根据《大纲》和《新教材编写指导思想》的具体指导，教材的特点和高二学生的认识规律，我确定本课的教学目标如下：
Aim 1. To master the usage of some words and phrases
Aim 2. To develop the students` reading ability
Aim 3. To improve the students` ability of grasping the main idea of the text
Aim 4. To establish the students` spirit of looking at things in many sides and keeping trying
Important Points: Aim 1, Aim 2, Aim 3
Difficult Points: Aim 2, Aim 4
其中，Aim 1为语言知识目标，Aim 2和Aim 3是能力目标，重点培养学生的阅读理解能力和语言实践能力。Aim 4为德育目标，通过对本课的学习培养学生从不同侧面看待问题以及不怕失败、不断尝试的精神。
教学重点的理由如下：学生每学一课，首先要掌握一定量的词汇和固定用法，通过阅读课掌握一定量的词汇并且提高学生的阅读理解能力，符合新大纲的要求。根据目前高考发展的新趋势，即重点考察交际能力，突出语篇，难度加大，信息量增加，学生如果没有一定的阅读理解能力是难以适应高考的要求和社会的需要的。
Aim 2, Aim 4为本课的教学难点。高中英语教学仍要坚持组织听、说、读、写各项活动，发展学生的综合语言技能，以提高他们的语言交际能力和阅读理解能力，使学生通过阅读课文获得一定的词汇量和信息量，通过讨论并且利用自己已有的知识归纳总结。这根据高二学生的语言组织能力是有一定难度的。
说教法
根据《高中英语教学大纲》的要求，在课堂教学中，必须以学生为主体，为中心进行教学，教师在教学中起主导的作用。所以本课教学我采用任务型教学方式，每一部分都设有一定的任务，引导学生自主完成。并且在教学中运用录音，幻灯等手段，给学生营造一个富有实践意义的环境让学生进行阅读，讨论，积极主动的开口，以培养其语言实践能力。
说学法
根据教学大纲和考纲的要求，在课堂教学中，学生应该跟老师学学习方法，培养交际能力，提高阅读速度和阅读技巧，捕捉文章中的信息。所以，在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，在情景中运用观察、分析、比较、讨论等学习方法，积极主动的学习。
说教学过程
本课的教学共有以下几个步骤：
Step 1. Lead in. 通过利用类似汉语中的脑筋急转弯这样的问题引出，如果换一种思维方式的话，那么，这些问题就会得到令人意想不到的答案。这样就会充分调动起学生对于这一课学习的兴趣和积极性，是这一课有一个良好的开端和快乐的氛围。
Step 2. Fast Reading. 这一步让学生带着任务进行快速阅读，理解文章的大概内容，找出其四种思维方式，以训练学生的阅读速度。
Step 3. Intensive Reading. 对于这一步精读，分部分让学生单独阅读，或者分组阅读，并且每个部分都设置相应的任务，深入理解文章内涵，掌握每种思维方式的意义及其重要性并且学习一些新的语言知识，以加深对文章的理解和整体感。
Step 4. Listening and Reading. 在前面快速阅读和精读的基础上，让学生听课文录音，并且小声跟读，以纠正起某些词汇的发音，加深对文章的理解，然后根据阅读，完成判断正误练习。
Step 5. Discussion. 利用幻灯打出几个实例，根据文章中提到的几种思维方式，让学生来讨论所给实例属于哪种思维方式。
Step 6. Homework.
1、让学生课后找出文章中难以理解的句子加以翻译，一方面练习了学生的翻译能力，另一方面通过查找加深了对文章整体内容的理解。
2、利用工具书查阅重点词汇和短语的用法，培养学生自主学习的能力。
板书设计
本课板书采用图表的形式，勾勒出文章的框架，使学生能一目了然，对文章有一个整体的概念。任务设置及语言知识用胶片打出来，显得有条不紊。
篇7：高二unit 11单元内容 (新课标版高二英语上册教案教学设计)
Work in pairs or groups and discuss the following questions.
1. If you wanted to do research or start a hi-tech company, what king of support and environment would you need?
2. Why are scientific achievements important? Look at the list of achievements in the Warming up. How do they improve our daily life? How do they improve society?
3. Why do scientists spend so much time trying to achieve something?
Whatever great achievements the future may have in store for China, it is likely that many of them will be born in northwestern Beijing. Zhongguancun, in Beijing’s Haidian District, is the new center for Chinese science and technology. It is home to the Chinese Academy of Sciences and more than ten famous universities, including Peking University and Tsinghua University.
Zhongguancun was set up as a special economic zone in the late 1990s and quickly became the leader of China’s hi-tech industry. The science center got started in the early 1980s, when Chen Chunxian, a researcher at the Chinese Academuy of Sciences opened a private research and development institute. Within the nest ten years, more than a hundred scientific and hi-tech companies moved into the area and new hi-tech centers developed around the original Zhongguancun area. They all have their own characteristics, but they all share the spirit of creativity and scientific skill that have made Zhongguancun a success.
The science park is also home to a growing numver of overseas Chinese who have grasped the opportunity to develop their ideas at home. Xiang Yufang is one of those who have returned to China after studying and working abroad. Zhongguancun made it possible for him to follow his dreams and help the country he loves.
“ I studied abroad because I wanted to see more of the world and work with some of the top scientists in my field. I never felt really comfortable abroad, and I missed everything about China. When I got my master’s degree, I wanted to return home but couldn’t find a company where I could use what I had learnt. I worked abroad for a few years and then I heard about Zhongguancun. I knew it was perfect for me.”
Yufang talked to some friends from his university in Beijing and they helped arrange for his return. He left his job in the foreign company and came back to Beijing.
“ I was so happy. It was wonderful, like a dream come true. I could do the work I wanted to do and do something good for my country at the same time. I will never forget how happy I was when I set foot in China again and was back with my friends and family.”
Yufang has been in China for three years now and is doing well. He lives in Beijing and runs a small company based in Zhongguancun together with two friends.
Zhongguancun has had a positive effect on business as well as science. Today, there are more than 8,000 hi-tech companies. The park is home to Chinese computer giants Lenovo and Founder and more than twenty famous international companies. One of the mottos for the park --- “Relying on science, technology and knowledge to increase economic power”--- makes it clear that science and business and must work together to build the future. Another motto helps explain the success of the park: “ Encouraging pioneering work and accepting failure.” Great scientific achievements are the results of years of failure, years of trying to create something that has never existed before.
The researchers and scientists in Zhongguancun know that they can only reach the top if they are ready to deal with and learn from failure. Not all the new companies can succeed, but the spirit and creativity they represent are more important than money. As Yufang puts it: “We are not making that much money yet, but we are excited about all the new technology and great ideas that are coming to life in Zhongguancun.”
I Choose the correct answers. There may be more than one correct answer.
1. According to the author, Zhongguancun is home to ______.
A. some famous research institutes and universities
B. many IT companies
C. more and more returned overseas Chinese
D. a number of science parks
2. What is NOT true about Zhongguancun?
A. It is located in Haidian Distric, in northwestern Beijing.
B. It was set up as a special economic zone in the 1990s.
C. Most of its companies are doing IT business.
D. It is not a good place for new companies.
3. According to the reading, Xiang Yufang returned to China and opened a company in Zhongguancun because ______.
A. he wanted to see more of the world.
B. he enjoyed working with the best scientists in his field.
C. he could enjoy his work and contribute to his country at the same time.
D. he missed his friends and family.
4. According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above?
A. 25,000 B. 30,000 C. 35,000 D. 180,000
5. How is “failure” understood in Zhongguancun?
A. There are fewer failure in Zhongguancun.
B. Many of its researchers and scientists will try hard not to fail.
C. Failure is a necessary part of being successful.
D. The best thing about failure is that you learn every time you fail.
II Work in pairs or groups. Zhongguancun is sometimes called “China’s Silicon Valley”. Use a library or the Internet to find out more about Silicon Valley in the US and then compare the two areas. In which ways are they similar or different?
Word study
Choose the answer that is closest in meaning to the underlined part of each sentence.
1. The big cellphone company has achieved its goal of setting up ten production bases in China.
A. succeeded B. failed C. missed
2. The development of nuclear weapons is a big threat to mankind.
A. women B. kind men C. human beings
3. It is likely they will win the game.
A. impossible B. possible C. difficult
4. scientists often have to rely on government support in order to do research.
A. depend on B. hold on C. keep on
5. shenzhen, which is one of the earliest special economic zones in China, has become a modern city.
A. cities B. counties C. areas
6. The opening of Chen Chunxian’s private research and development institute in the early 1980s marked the start of Zhongguancun as a hi-tech center.
A. company B. research center C. park
7. Successful people learn to grasp the opportunities that come along.
A. miss B. catch C. win
8. If you want to work in a big city and live by the seaside, Qingdao is the perfect place for you.
A. easiest B. true C. best
Grammar
Word formation ( I )
International = inter- + national telephone = tele- + phone
Mankind = man + kind broadband = broad + band
Extremely = extreme + -ly manned = man + -ed
Hi-tech = high + technology e-mail = electronic mail
IT = information technology CSA = Chinese Space Agency
1 Study the ways of forming words and explain their differences.
2 Change the following verbs into nouns by adding –ion or –ation.
construct
connect
attract
act
collect
direct express
invent
product
protect
suggest
impress celebrate
communicate
educate
graduate
pollute
contribute combine
admire
examine
transport
explore
imagine
3 A word can be made up of a prefix, a base word and a suffix. Underline the prefix and suffix in each word.
invisible
disagreement dishonesty impossibility non-conductor international
illogical
replacement disappearance misunderstanding enlargement reconsideration interaction
unexpected unforgettable unsuccessful
4 Read the news article. How are the words in bold formed?
EXAMPLE : hi-tech = high + technology
Beijing : A national hi-tech exhibition is being held from February 26 to March 6. It showcases China’s hi-tech successes achieved under the 863 Programme. The programme was started in March 1986 and has led to several breakthroughs in science and technology.
At the exhibition, visitors can learn more about important achievements in fields such as biology, bioengineering and medicine, communication and computer engineering.Many of the most outstanding new breakthroughs have come in the field of genetics.One of the stars at the exhibition is a small mouse with a human ear grown on its back.This technology may enable doctors to restore human organs in the near future.
The 863 programme and the new technologies have directly and indirectly helped China’s economic construction and strengthened its social development.
Reading
RED HOT ACHIEVEMINTS
Chinese history is filled with great achievements in science and technology. Since the early 1990s, China has been enjoying a boom in scientific and technological development put forward a plan for “rejuvenating the notion by relying on science and education” and it has helped Chinese scientists make many breakthroughs. The results are impressive.
EXPLORING SPACE
CSA, the Chinese Space Agency, has developed the highly successful Long March rocket series. The rockets are safe and have been used to send used to send satellites into space and to prepare for the nation’s first manned space flight.
SOLVING THE MYSTERIES OF LIFE
China has long been a leader in the field of genetic research aimed at improving agriculture. One of the most important achievements is a new kind of rice which allows farmers to increase production. Over the past twenty years, China also became part of an international research programme which examined the human body. In , Chinese scientists announced that they had completed their part of the international human genome project, proving that Chinese scientists are among the world’s best.
E-VOLUTION
It seems to be love at first byte for China and computers. The Internet is becoming increasingly popular and a new high-speed broadband network was recently started. Chinese computer engineers have also developed the supercomputer shenwei, one of the world’s fastest computers, and built the nation’s first humanoid robot.
FIGHTING CANCER
For the first time ever, scientists have been able to create a chemical element that can fight cancer cells. The breakthrough, made by scientists in Shanghai, gives hope to cancer patients all over the world and makes China one of the world leaders in the battle against the deadly disease.
Work in groups. Use what you have learnt from the text to complete the chart below.
Field Achievements Importance
Exploring space
Genetic research
Computer engineering
Medical science
Writing
The magazine Modern Science has asked you to help them choose the greatest scientific achievements ever. Write a short essay and tell them which achievement you have chosen. Give at least two reasons for your choice and explain why you think that it is the most important. You can choose one of the achievements from this unit or use other sources.
TIPS
When you are writing to persuade the reader, state your opinion
clearly and support it with strong arguments. Make a list of
arguments and choose the best ones --- two or three are usually
enough. Explain why you believe your opinion is correct and use
facts or examples to help the reader understand your arguments.
Checkpoint 11
Grammar Word Formation ( 1 )
International = inter- + national telephone = tele- + phone
Mankind = man + kind broadband = broad + band
Extremely = extreme + -ly manned = man + -ed
Hi-tech = high + technology e-mail = electronic mail
IT = information technology CSA Chinese Space Agency
Which words and expressions from this unit can you use to describe scientific
Achievements?
篇8：第八单元Section A 说课(新课标版七年级英语说课)
I. Lesson to be taught: Section A, Unit 8.
II. About the text:
The topic of this lesson is talking about the dates. In this text, how to ask and answer the birthday and the age gradually presented with the help of learning the months of the year and the ordinal numbers. It is very important for Ss to learn this part. There are three reasons: 1.As we know, the new textbook often put the important part in the front of the unit. The place of the unit shows us the importance. 2. It helps students a lot in their oral communication, because it may be used in our daily life every day. 3. It is a necessary element in a letter and a dairy. The two kinds of writing are required in our teaching program.
III. .About the students: The students have been in the junior school for just two months. The beautiful pictures and many interesting topics in the English book attract them. They show great interest in English. They know something about English, But not too much. Some students still have difficulty in remembering the words and sentences. So I use the new teaching theory: To make the students become the master of the class. I have arranged many activities to attract their interests, to help them memorize the words and sentences easily. Before this lesson, students have already known the cardinal numbers 1-31 and the ordinal word ‘first’.
IV. Teaching aims:
1. Cognitive aims: Master the commonly used expressions in talking about the dates and the age.
2. Emotive aims: Create a good communication environment in the classroom and arouse students’ enthusiasm for learning English and caring for the family members and knowing more about each other. Let Ss know more customs about birthday in other places.
3. Competence training aims: To train students’ abilities in guessing the word meaning according to the context and the word they have learned. To train their oral communication abilities.
V. Main points and the difficult points: 1.The months of the year. 2.The ordinal numbers. Why? Because they are the based parts to form the dates.
VI. How to deal with the difficulties: 1. Students read, listen, do some exercises and play the game with the cards to remember the names of the months. 2. Guide the students to find out the rules of remembering the ordinal numbers according to the cardinal numbers. Recite the chant.
VI. Teaching methods: Presentation, demonstration, situation creation, practicing.
VII. Teaching aids: Multi-media, a recorder, a tape, cards with the names of months.
VIII. Teaching procedures:
Step 1. Warming-up activities:
1.Show a flash to students, sing the song “Happy birthday to you”.
2.Revise the cardinal numbers 1-31.(2’)
Step 2. Teach the ordinal numbers:
1. Show the cardinal numbers and the ordinal numbers on the screen.
2. Ask Ss to find out the differences between the cardinal numbers and the ordinal numbers, then draw a conclusion.
3. Ask several Ss to tell the differences and find a way to memorize the ordinal numbers.
4. Teach Ss to chant
5. Play the game.(10’)
Step 3. Presentation.
1.Show Ss a calendar to let Ss understand the word month. Then show abbreviated list of the names of the 12 months. Have Ss to tell the full form. Then play the recording the first time, Ss only listen.
2. play the recording a second time, Ss listen and repeat.
3.show a calendar . Ask Ss “what month is it ? What’s the date?” Help Ss to answer.
4.Play the game with the cards.
5.Ask Ss “When is your birthday?” Help Ss to answer ”My birthday is…”
6.Number the three conversations after listening.
Step4.Listening and practicing (10’)
Ss listen to the recording third times to match the names ,months and the dates.
Step 5.pairwok
1.Ask Ss to make a conversation according the ID card.
A:When is his birthday?
B: His birthday is …
A: How old is he?
B: He is…
Ss make the similar conversations using the other people or themselves.
2.Fill in the forms using the information of their partners’ or the people around them.(10’)
Step 7. Do some exercises. 1.Write out the English or Chinese of the months and the dates. There are 11. 2. Finish the sentence according to the Chinese. There are 5.(5’)
Step 8. Have a summary(2’)
Step 9. Homework.(1’)
篇9：新目标英语八年级上册第一单元说课教案
新目标英语八年级上册第一单元说课教案
说课教案 Unit 1 How often do you exercise? The First period I Teaching Aim and Demands (教学目标与要求) 1、Knowledge Objects (知识目标) Names of activities. Adverbs of frequency. What do you usually do on weekends? I often go to the movies. 2、Ability Objects. (能力目标) Writing skill. Listening skill. Communicative competence. 3、Moral object (情感目标) Keep a diary every day in English. Teaching Key Points. (教学重点) Watching TV, reading , shopping , skateboarding , exercising , Teaching Difficulties. (教学难点) Always, usually, often, sometimes, hardly, ever, never. What does she do on weekends? She often goes to the movies. I Teaching Methods. (教学方法) Discover method. Listening and writing methods. Pairwork. II Teaching Aids. (教学手段) A tape recorder. III Teaching Procedures (教学过程) Step1: Greet the class. Step2: Section A 1a First look at the picture, ask a few students to say what they see in the thought bubbles. Each thought bubble shows something a person does on weekends. Then name each activity. Ask students to repeat each one. Point out the sample answer. Then ask student to list all the activities . Then ask the student who finishes first to write the answers on the board . Check the answers: Watching TV reading skateboarding exercising shopping Step3: 1b Teach new words. Read the new words to students. Ask them to repeat. Now, listen to the conversation . The people are talking about what they do on weekends. Please listen and write the letter after the word in the list. Answer: Always a usually c often e sometimes d Hardly ever d never a Step 4: IC Pairwork First ask two students to read the sample in speech bubbles. Now work with a partner. Make your own conversations about the people in the picture. The ask some pairs to present their conversations to the class. Step 5: Summary This class we ,ve learnt some names of .activities: watching TV , reading , skate-boarding , exercising , shopping . And we also learnt some adverbs of frequency: always usually, after, sometimes, hardly ever, never. Step 6: Homework 1.Copy new words. 2.Make conversations篇10：Unit 16 说课稿(人教版高二英语下册说课)
一、教材分析
本单元的中心话题是“美国” ,课文围绕“美国南部”及“美洲平原上的野牛”展开，让人感受美国的变迁过程。本单元有助于培养学生跨文化交际意识，进一步拓宽视野，为终身学习奠定良好的基础。其中的 Warming up部是为了让我们从宏观上和微观上把握美国的地理特征；Listening部分是为了培养学生在听力中快速捕捉信息的能力而设置的，同时有助于学生了解美国的背景知识，丰富学生的文化内涵；Speaking部分主要是要求学生描述一个场所。而我今天将要说的是Reading部分The American South。阅读训练在教学中占有重要地位，通过阅读训练能培养学生的许多阅读技巧（如快速阅读、略读、跳读、精读等）以及一些阅读的细微技能（如识别关键词、确定主题句、预测课文内容等），从而使学生逐步掌握阅读策略。本单元的阅读主要是培养学生如何阅读记叙文，如何从文章中获取有用的信息等阅读技巧，在本单元教学中占重要地位。
二、教学目标
1. 认知目标：对课文整体把握, 了解美国南部的历史及现状。
2. 技能目标：
（1）通过速读、精读，培养学生快速阅读把握文章结构，善于寻找细节的 阅读能力。
（2）通过回答问题、复述课文，培养学生的语言组织能力和口语表达能力。
3. 情感目标：通过对美国南部的介绍－一部充满灾难的历史，同时也是一部充满成功与希望的历史，让同学们进一步的了解美国的过去和现状，同时增强同学们的奋斗意识。
三、教学重点 ：整体把握课文内容，培养学生阅读理解能力。
四、教学难点：复述课文，识别关键词
五、教学用具 ：多媒体、录音机
六、教学方法
1. 教法构想：
（1）依据英语五步阅读法，即导入-速读-精读-再读-巩固，培养学生阅读能力，同时加大同学们对课文整体掌握的熟练程度。
（2）运用“导复述法”，通过适当的引导，化解同学们复述课文的难度。
2. 学法指导：教会学生不同体裁文章的阅读方法，如本单元的比较论述文的阅读方法。
七、教学程序
1． Daily report: 目的是培养学生的口语表达能力和听力，同时还可以用之检查复习或引入新课，这一项常规训练。
2． 导入新课：
1).通过多媒体展示American的图片和下列问题导入新课，使学生自然进入情节。
（1） Do you know which country it is ?
（2） Do you know something about the history of American?
2).运用pre-reading中的两个问题，检测学生对美国的了解程度。
3． 速读：此步骤的目的是训练学生迅速掌握文章梗概大意，文章分为三部分，说出每部分的大意。
4. 精读：此步骤使学生掌握课本的一些细节。要求学生带着问题去快速浏览，从阅读材料中找到特定的信息和具体的事实。问题设计如下：
(1)What suffering did the American South suffer?
(2)Who is the great leader of the Civil Rights Movement described in this text?
(3)Where was the Olympic Games held in ?
(4)How did the Atlanta become the representative of the new South?
(5)What kind of city has Atlanta become?
(6)Why does the author say that “But the story of the South is also one of hope
and success”?
5. 再读：此步骤训练学生根据上下文猜测词义的能力，同时扫清课文障碍。可以完成课本44页第一题，另可以补充一些词语与词义搭配练习如下（词义略）:deal with,burn down,aim at,in honour of,in vain,proud of,be determined to,once again
6． 巩固：此步骤要求学生根据提示和教师引导示范基本能够用自己的语言复述课文。
The history of the South is ...; the suffering of ...; hope and success...;Atlanta recovered from......;the great leader of the Civil Rights Movement .....;In 1996 ,Olympic Games......;representative......commercial and cultural centre.....
八、重难点处理
本课的重点是阅读理解，通过速读、精读两步，培养学生对不同文体材料整体的把握，同时训练根据上下文猜测词义的能力；难点是复述课文，通过扫清障碍和引导复述化解了复述的难度。
九、板书
用多媒体把所有的问题和设计显示在屏幕上。
十、作业
1. 复述课文 2. Ex.2 on Page 45
篇11：unit 15 destination ( reading)(人教版高二英语下册说课)
part Ⅰ the analysis of the teaching material
1、analysis of the position of the lesson
This lesson is the third item of unit15,which is on reading .it will take me two periods to finish the passage. This lesson is the first period of the two. Reading is the one of the skills that the students must have . Reading is a very important part in NMET. As we know ,reading belongs to the input during the process of the language learning. The input has great effect on output , such as speaking and writing .so this lesson plays an important part in the English teaching in this unit.
This passage is about the introduction of the two famous cities ---Rio de Janeiro and Kitzbuhel. It is one of the five passages about the introduction of the cultural background of the western countries in the grade senior1 and senior 2.This kind of reading passage takes a big portion. So how to improve the students’ reading skills and raise to awareness of culture is of great importance .
2、teaching aims:
According the new standard curriculum and the syllabus , I think the teaching aims are the following:
a、Get the students to know about the two cities-Rio de Janeiro and Kitzbuhel..
b、Train the students’reading skills and ability.
C、Improve the students’ oral English
d. let the students understand more about the world and enlarge their world view
3、teaching important points
a、help the students to understand the text better
b、train the students reading ability and develop their reading skills
c、retell the passage
d、get the students to know more the world
4、teaching difficult points
a、understand the passage better and develop the students’ reading skills
b、analyze the writing techniques of the text
partⅡ something about the students
1、the students are all from the countryside. They are lack of geography knowledge and the cultural background of other countries
2、as senior 2 grade students ,they have a certain ability to read . And the beautiful places are most attractive and easily arouse students learning emotion.
3、as for the learning strategies, they are poor in cooperative learning skills.
4、Some students are not active in the class ,and some students don’t like English.
Part Ⅲ teaching methods and teaching aids:
The modern teaching demands the teacher should improve the students’ ability. A good teaching method requires that the teacher should have the leading effects and the students take the principal status. According the analysis of the teaching material and the analysis of the students’learning background ,I will use the following methods and aids.
Teaching methods:
1、listening and scanning
2、skimming
3、question-and- answer activity
4、task-based method
5、communicative method
teaching aids:
1、the multimedia computer
2、a tape-recorder
3、a projector
4、a blackboard
part Ⅳ studying ways:
1、cooperative learning
2、performing
3、competition
part Ⅴ teaching procedures
Step 1 Revision (3mins)
check the homework
step2 lead-in (3mins)
use the computer and screen ,and show some pictures of beautiful places to arouse the students’ interest. Try to encourage them to say something about their destinations.
Step 3 fast-reading (8mins)
A、Play the tape for the students to follow and ask them to find the topics mentioned in the text
1、location of Rio
2、Downtown Rio
3、A four-day festival
4、Beaches
5、People of Rio
6、Downhill races in Kitzbuhel
7、People of Kitzbuhel
8、Location of Kitzbuhel
9、History
10、Entertainment in Kitzbuhel
B、true or false (this step is done by competition)
step 4 careful reading (15mins)
This step can train their reading ability .
Give the students some time to do careful reading , and then find out the main idea of each part . and give some detailed information .
1、Get the students to find out the main idea of each part
2、fill in the following blanks
Items Rio de Janeiro Kitzbuhel
Country
Location
People
Attractions
Best time to visit
3、answer the following questions
①、What is wanderlust?
②、What can you see in downtown Rio?
③、What can you do if you are tired of the sand and the sun in Copacabana?
④、What kind of slopes can you try if you have never skied before?
⑤、What can you do in Kitzbuhel?
Step 5 retelling (6mins)
According to the pictures given ,retell the two cities
Step 6 pair-work (8mins)
Choose one situation to make up a dialogue.
Situation 1:
The summer holiday is coming. Your family plans to go on a family travel but has not decided the destination. Persuade your father or mother to go to Rio de Janeiro.
Situation 2:
The winter holiday is coming. Your family plans to go on a family travel but has not decided the destination. Persuade your father or mother to go to Kitzbuhel.
Step 7 Summary (2mins)
Well,let’s come back from Rio de Janeiro or Kitzbuhel to see what we’ve learnt in this class.,we’ve learnt about some foreign countries’ culture and history by reading the text. After class,please read the text again and use the chart from the Pre-reading to analyse the text about Rio de Janeiro.Compare your choices and the choices made by the writer of the text.What are some similarities and differences?What might be some reasons for the similarities and differences?Are you clear about that?
Step 8 Homework:
1、Know more about Rio de Janeiro & Kitzbuhel from the Internet.
2、Suppose you are a guide of a tourism agency in quanzhou, introduce quanzhou to the visitors from all over the world and let the world know something about quanzhou and let quanzhou travel to the world.
Step 9 The Design of the Writing on the Blackboard
Items Rio de Janeiro Kitzbuhel
Country
Location
People
Attractions
Best time to visit
英 语 说 课 稿
课题:Unit 15 destination 阅读课第一课时
篇12：初一英语下册第一单元教案 (新课标版英语七年级)
学习第一单元的语法，现在进行时
教学目标
掌握现在进行时的概念，结构和用法，而且一定要背的出来
重点难点
现在进行时的用法及动词-ing形式的变化规律
教学步骤及教学内容
1.现在进行时
概念：表示现在说话瞬间正在进行或发生的动作
2.结构：
am/is/are + 动词- ing
（1）否定结构：
am/is/are+not+动词-ing
（2）疑问结构：
am/is/are提前到句首即可
3.
表示现在进行时的时间状语有：
look，listen, now, at the moment , at this moment
3.动词-ing形式的变化规律
（1）一般情况下，动词后直接加-ing
（2）以不发音的e结尾的动词去e加-ing
（3）以辅音字母+元音字母+辅音字母结尾的重读闭音节，双写末尾的辅音字母，再加-ing
（4）特殊变化：如lie-lying tie-tying die-dying
人教版新目标初二下英语同步辅导（一）
初中二年级下un...初中二年级下Un...
第2页
第一讲：初中一年级下册
Unit 1 讲义
知识点：现在进行时的概念，结构和用法，动词-ing形式的变化规律重难点：现在进行时的用法及动词-ing形式的变化规律
一：现在进行时
（1）概念：表示现在说话瞬间正在进行或发生的动作。
Eg: 1. I am speaking English .
2. She is writing a letter.
3.
他在给妈妈打电话。
_______________________________
（call）
4.
我在等车。
____________________________________ (wait for)
（2）结构：
am/is/are+动词-ing
Eg:1.
她在浇花
_________________________________
2.
我们在上英语课
.____________________________
3
小明在吃冰激凌
.________________________________
（3）否定结构：
am/is/are + not +动词-ing
Eg
：我没有在看书。
__________________________
吉姆没有在拍照。
_________________________
他们不是在等车。
______________________
（4）
疑问结构：
am /is /are
提前到句首即可
Eg:
他在写信吗？
__________________
同步练习：
1.Birds ______singing in the sky .A: is B: are C: am
(
易错点：
I
后面只能接am ,不能接is，are，birds是复数所以用are)
2.It’s eight o’clock. The students ______an English class.
A: have B: having C: is having D: are having
第 3 页
3. Sometimes she _____in the day ,but now she is______
A: work, working B: works, working C: works, work D: working, work
（5）表示现在进行时的时间状语有：
look ,listen ,now ,at the moment ,at this moment等
Eg
：翻译：
1.看！他们在跑步。
___________________________________
2.听，有人在隔壁房间唱歌。
____________________________________
3．我现在正在工作。
_________________________________
二．动词-ing形式的变化规律
1.
一般情况下，动词后直接加-ing Eg :work-working ,buy-buying ,talk
-talking Say- play- visit-
Eat- speak- do-
2.
以不发音的e结尾的动词去e加-ing Eg: take-taking have-having leave-leaving
同学们想想我们还学过哪些是要去e加-ing的？(drive, write, make，shine, shave)
3.
以辅音字母+元音字母+辅音字母结尾的重读闭音节，双写末尾辅音字母，再加-ing （元音，辅音字母是什么？什么叫重读闭音节？）英语
26个字母中，元音有
第4 页
A,E,I,O,U.其余都是辅音字母。
Eg: stop-stopping shop-shopping sit-sitting get-getting
练习：
swim-run- begin-
4.
特殊变化:lie- lying die- dying tie- tying (特殊的比较少，所以必须记下来)
跟踪练习：
写出下列单词的现在分词
Read____ go_____ swim_____ get______ begin_____
Like_____ eat____ wait_____ sleep_____ study_____
Laugh____ lie_____ tie_____
让学生回顾今天所学的内容。通过回顾的程度来检测他是否有听懂。
现在进行时的专项训练：
一、写出下列单词的现在分词
go __
talk_________
read__________
get___________begin__________write
_
____ take ________ like love ____ _____ visit _ _____ wait ___
____
leave __ eat water (
浇
) _ _________ sleep
have
sit_ _______ laugh _ ______ study_________ swim_____________-
二、
单项选择
1.
Listen! They ___ _____ in the next room.
A. sing B. is singing C. are singing D. were singing
2. It’s eight o’clock. The students ______ an English class.
A. have B. having C. is havingD. are having
3. ---Is your father a doctor?
---Yes, he is. He _______ in Town Hospital.
A. has worked B. is working C. works D. worked
4. ---Mary, could you help me? ---Wait a moment. I _____.
A. read a bookB. did my homework C. was watching TV D. am cooking dinner.
第5 页
5. ---Excuse me, where is Jim? ---Oh, he ______ dumplings in the kitchen.
A. makes B. will make C. is makingD. made
6. ---Hurry up! It’s time to leave. ---Ok, ______.
A. I come B. I’ve come C. I’ll comeD. I’m coming
7. Don’t turn on the TV. Grandma _______ now.
A. is sleeping B. will sleep C. slept D. sleeps
8. ---______ you ______ a book? ---Yes, I am.
A. Do; read B. Are; read C. Are; reading D. Are; looking
9. Sometimes she _______ in the day, but now she is ________.
A. works; working B. working; work C. work; working D. work; work
10. Kate _________, and the others _________.
A. sing; listen B. is singing; is listening C. sing; are listening D. is singing; are listening
11. ---Tom _____ the piano in the room.
---Please ask him to come here.
A. play B. playsC. played D. is playing
三、
用括号内所给动词的适当形式填空
1 It’s fine today. The sun ___ _ ( shine).
2. Look! The children _ __(play) football on the playground.
3. Please be quiet! We _ ( listen ) to the song
You and Me.
4. How many lessons_ Peter _ (have) on Monday?
5. Tom and Jim ______(do) their homework at the moment.
6. Be quick! LiLei _(wait) for us at the school gate.
7. ---Listen, who___ ___(read) in the classroom? ---Maybe Kate ____ ___(be).
8. ---- ___ _ _ Lily __ ______ (listen) to the teacher? ---- No, she isn’t.
9. I _ _(like) drawing pictures very much. Look! I _ ___ (draw) a big tree.
10. The little girl__ __(look) like her father. Now, she _ _(look) at the photos of her family.
四、将下列句子转换为现在进行时
1. He talks to a friend.
________________________________
2. They don
’
t play computer games.
___________________________________
3. Do they swim ?
_____________
4. Does she write a letter ?
__________________________
5. What do they look at ?
________________________
六、造句
1. she, the window ,open ,now.(用现在进行时连词成句.)
篇13：高二英语下册教案集合(新课标版高二英语下册教案教学设计)
No.001
Brief Introduction to the whole book
I. Suggestions & Requirements:
1. Do you still remember what I required last term for all of you? I hope it will go on evaluating in the new term.
2. Spitting is forbidden in the classroom at any time especially in class.
3. Two notebooks should be prepared; one is used for collecting the key points in class or out of class while reading English magazines or newspapers. The other is for keeping a diary in English every day. 3 or 5 correct sentences but I'm sure some of you will write 3 or 5 pages a day. Slowly but perseverant.
4. Cultivate a good habit to speak English here and there. As we know, we usually learn English by heart but we never use it in our daily life. It's a pity. I hope you can speak with each other, with yourselves, with me or with your parents in English from now on. Don't worry about others cannot understand you. At least you can grasp chances to practice expressing yourselves in English. Gradually you'll find it's easy for you to memorize what you are reading.
5. Everyone should have an English dictionary and know how to use it to consult some simple and easy words and master their functions. You should put it at your hand.
6. Reading more English stories. That'll be useful and helpful to improve your ability.
7. Remember only the time in class is not enough for you to learn English well, and interest is your best teacher. If you like English, you won't feel tired and will always be deep in thought and feel time pass so quickly.
8. Textbooks are easy for you to learn. For time in class is limited, everyone should have a good preview after class and I only ask you some questions and discuss some difficult points in class to find the main idea, finally do something with what you have mastered.
9. Don’t be afraid of recitation. For it’s the best way for you to learn a foreign language. If you memorize more, you’ll find it easy to understand the key points and also simple to read other English materials. At the very beginning of the new term I hope we all have a good start and make your mind to recite from the first unit. In fact, a unit a week, if you want, that’s not difficult for you to memorize the several sentences of the dialogue and two or three passages of the text. What’s more, the more you recite, the more easily you recite. You can have a try.
10. Speak or read in a loud voice in class. That’s easy for all of you to do but as I know it’s difficult for you to follow. Don’t be shy if you want to express yourself in public. If you can read or speak in a loud voice, the whole class will listen to you attentively and you’ll be full of confidence and be encouraged to learn it well.
11. Name each student in English. All of you should consult them in your dictionaries and find the correct pronunciation. Then try your best to memorize them for they are all useful words. I hope you can use them in our daily life, that’s also the best way to remember them. If you disagree, you can come to me to choose the one you’d like. Everyone should be clear about that Chinese is forbidden in English class, you can also require it in your dormitories and make notes in English in other classes. You’ll save at least a month in the two years.
12. In a word, if we have a good beginning, we’ll have a good end. Remember happiness always exists in the process to the destination. Of course, all is an empty word, we should behave through our actions.
II. General diagram of the whole book we learned last term and what we’ll learn in the new term:
UNIT TITLE TEXT GRAMMAR
1 Disneyland Walt Disney
Disneyland Revise the Object Clause
2 No smoking, please! No smoking, please! Noun Clauses as the Object & Predicative
3 Body language Body language The Infinitive
4 Newspapers How a newspaper is produced The -ing Form (as Subject &
Object)
5 Charlie Chaplin Charlie Chaplin Attributive Clauses
(Non-restrictive)
6 Mainly revision Coins
Collecting stamps
7 Canada Canada Agreement
8 First aid First aid
Safety in the home Modal Verbs
9 Saving the earth Earth, air and water
Animals in danger
A day in the forest Past Participles
(as Predi. & Attri.)
10 At the shop At the tailor's shop
A report on wine shops The use of as if & no matter
11 Hurricane! The hurricane Past Participles (as object
Complement)
12 Mainly revision Escape from the zoo
13 Albert Einstein Albert Einstein Noun clauses as subject
14 Satellites Satellites Attributive clauses
by/in which
15 A famous detective Noises in the night Past participles as Attribute, adverbial
16 The sea The sea
Salt lakes of the world
Life in the oceans Ellipsis
17 Life in the future Life in the future Noun clauses as appositive
18 Mainly revision We’ve lost our dad!
Tell him what you think of him!
19 A freedom fighter Martin Luther King, Jr. Attributive clauses
20 Disabilities Disabilities Inversion
21 Music Music
World music
A perfect day -ing form as predicative, attribute and object complement
22 A tale of two cities A tale of two cities -ing form as attribute, adverbial
23 Telephones Telephones
The telephone in the office
Mobile phones Noun clauses
24 Mainly revision The pianist
III. Post-class Notes:
1. On the early mornings of Tuesday, Thursday and Saturday, three days a week, you are required to read English.
2. Remember the twelve titles of the whole book that you’ll learn. It’ll be better if you can recite the first unit.
No.002
Unit 1
I. Teaching aims and demands
Words and expressions:
Ruler, go on with, the First World War, worldwide, right (n.), peace, work out, stick, stick to, rule, course
Daily English:
Is it…?
No, it’s not him.
Is he/she …?
Who is he/she?
What did he do?
It must be him/her.
II. Main and difficult points:
1. Language points
2. Practice
III. Teaching methods: talkative and enlightened methods
IV. Allocation of time: 6 periods
Lesson 49 of Unit 13
Aims and Demands: identifying people
Aids: a recorder and a small blackboard
Procedures:
Step 1. Revision
Ask some students to tell what they did during the winter vacation.
Ask the students the names of as many famous scientists as they know. And then explain
to the class what each person did.
Step 2. Presentation
Collect as much information as possible from the students about Albert Einstein. And then
write the information on the blackboard.
Step 3. Reading
Look at the picture on P 1 and describe what you see in the picture. Today we are going to learn a dialogue about a word puzzle. Read the dialogue so quickly and find the names of the four famous persons.
Step 4. Dialogue
Play the tape for the students to listen and repeat. Then let them practice in groups.
Step 5. Listening
Play the tape two or three times as necessary. Pause at important points and give the students help as necessary. Let them discuss their answers in pairs and then check them with the whole class.
Step 6. Language points
1. compare notes on /about
At the meeting, they compared notes on some technical problems.
Housewives like to compare notes about cooking.
2. do a word puzzle
After school, they often do word puzzles.
It is said that those who like to do word puzzles are clever.
3. fit the puzzle
One minute is given to you for fitting the puzzle.
They often try to fit together the Chinese puzzle of seven pieces of wood.
4. must be
Step 7. Workbook
Show the students an example and make them know how to do the exercises.
Homework:
1. Read the dialogue and finish off the exercises.
2. Have a good preview about L50
Blackboard design:
compare notes on /about
At the meeting, they compared notes on some technical problems.
Housewives like to compare notes about cooking.
do a word puzzle
After school, they often do word puzzles.
It is said that those who like to do word puzzles are clever.
fit the puzzle
One minute is given to you for fitting the puzzle.
They often try to fit together the Chinese puzzle of seven pieces of wood.
Post-class Notes:
No.003
Lesson 50 of Unit 13
Aims and demands: Reading comprehension about Albert Einstein.
Aids: a recorder and a small blackboard
Procedures:
Step 1. Revision
1. Check the homework exercises.
2. Phrases translation:
(1) 交换意见
(2) 猜字谜
(3) 美国总统
(4) 为自由而战
(5) 互相帮助
(6) 著名物理学教授
Step 2. Presentation for reading
Read the passage quickly to find the answers to the questions:
What scientific work is Einstein famous for?
Where did he spend the last part of his life?
Step 3. Reading
Read the whole passage carefully and do Ex 1 in pairs or small groups. Then deal with some language points:
Be born
Used to
Learn by oneself
Enjoy very much
Get along with
Be content to do
Close friends
A government office
Go on with
Lead to
New discoveries in physics
At the end of
The First World War
Receive worldwide praise
Scientific research
The Nobel Prize for Physics
Be invited to give talks
Leave …for …
Be interested in
Refuse to do
Use a check as a bookmark
Live a life
Take American nationality
Spend a lot of time doing something
Human rights
Be fond of music
A world full of wars and killings
The 20th century’s greatest scientist
At the age of …
Step 4. Reading aloud
Play the tape for the students to listen and repeat. Pay attention to pronunciation and intonation.
Step 5. Note making
Fill in after reading easily.
Step 6. Practice
In Part 3 on P3, ask a student to read and explain.
Step 7. Workbook
Do all the exercises in pairs and discuss the answers.
Homework:
1. Recite the first paragraph of the text
2. Finish off all the exercises in workbook.
Blackboard design:
Learn by oneself
Enjoy very much
Get along with
Be content to do
Close friends
A government office
Go on with
Lead to
New discoveries in physics
At the end of
The First World War
…
No.004
Aims and demands: Language points.
Teaching Procedures:
Step 1 Revision
1. Written work (the first paragraph of the text)
2. Check the homework
Step 2 Language points
1. content adj. Happy, satisfied. Usually used in a phrase “be content to do” “be content with”
He was content to eat simple food.
My grandparents are content to live quietly in the country.
Don’t be content with small success.
No one is content with what he has.
Content v. make sb. happy and satisfied
Simple praise is enough to content him.
John contented himself with two glasses of beer for each meal.
2. lead to
The accident led to many deaths.
His carelessness led to his failure.
Too much work and too little rest lead to illness.
This kind of test is bad because it leads to incorrect learning.
3. the First World War = World War One
On June 28th, 1914 the relative of the Austria was killed
The main reason: In Germany, Austria-hungary, Italy, Russia, France, England and so on contradiction in politics, economic became acute.
Austria-hungary dug up the hatchet to Serbia on July 28, 1914
Later Russia, Germany, France and England engulfed the war and formed triple entente of Russia, France and England including Italy, Rumania, America and Greece.
Austria-hungary belonged to the other side Confederate / Ally including Bulgary and Turkey
Two sides lasted four years and subscribed the ceasefire entente on November 11, 1918 with the result of failure in Ally.
In the war, triple entente lost 5,000,000 army soldiers from the total of 42,000,000 and the Ally lost 3,400,000 from 2,3000,000
Two sides lost 21,000,000 in all.
4. the Nobel Prize
testament of Alfred Bernard Nobel (1833-1896 Sweden chemist, engineer and businessman invented trinitrotoluene and other more powerful dynamite and he had stocks of dynamite making all over the world and he also had property right of oil field in Russia, so he was wealthy and he always donated generously to all kinds of humanitarianism and scientific charity and the organizer of the Nobel Prize) used the fund as the prize. Every year there are four frameworks to be in charge of warding. (Three in Switzerland and one in Norway.)
The first time December 12, 1901 five years after Nobel died.
Five aspects: physics, chemistry, literature, biology or medicine, peace, and added one economy offered by Sweden National Bank.
5. live a …(happy, hard and quiet) life
The peasants in the past lived a hard life.
My grandparents are used to living a quiet life in the country.
Don’t forget the past while we are living a happy life.
He was taken to the USA at ten and lived all his life there.
6. besides ---- in addition to
We study Chinese, math and physics besides English.
7. expect ----- no including
We have classes every day except Sunday.
8. be full of
He brought us a basket full of fish.
His composition is full of mistakes.
Her eyes were full of tears.
People full of energy are fit for the job.
9. such
Such is my wish.
Such was the situation we were facing.
Such were his words.
Such are the results we have got.
Step 3 Practice
Finish off all the exercises in WB.
Homework:
1. Have a good preview about Lesson 51
2. Write a short passage about yourself.
Blackboard Design:
Be content to do
Lead to
The First World War
The Nobel Prize
Live a life
Be full of
such
Post-class notes
No.005
Lesson 51 of Unit 13
Aims: Revise Noun Clause as Subject
Procedures:
Step 1. Revision
1. Check the homework exercises
2. Do some translation
(1) 不要满足于小小的成就。
(2) 他的粗枝大叶导致他的失败。
(3) 我们过着好日子的时候不要忘记过去。
(4) 他的作文全篇都是错误。
(5) 这些就是我们所取得的成就
(6) 除了英语我们还学数理化。
Step 2. Presentation for reading
Today we’re going to find out more about Albert Einstein. Read the passage quickly to find the answer to the question:
Why did Einstein leave Europe?
It was not safe to remain there.
Step 3. Reading
Read silently and carefully and answer the following questions:
1. Does light bend or does it travel in a straight line?
2. Did other scientists agree with Einstein at first?
3. Why didn’t he fight in the First World War?
Step 4. Reading aloud
Play the tape for the students to listen and repeat.
Step 5. Note making
A straight line
Light coming from the stars
As a result
It appeared to sb.
Work out
It was said that
Prove the idea to sb
Stick to
Go on with
Become world-famous
From that time on
Be greatly respected
The leading scientist of the century
Take Swiss nationality
Join the army
Take sides in the war
Be ruled by Hitler
In the early 1930s
Find it + adj. + to do
Write a letter to a newspaper
Leave … for
Step 6. Practice
Revise the forms of Noun Clauses as the Subject and write the following two sentences on the Bb:
What she thought was very interesting.
It was strange that some people were wearing nineteenth-century clothes.
Let the students work alone or in pairs and then check the answers with the whole class about Part 4 on P5.
Step 7. Language focus
When putting a question into the Noun Clause, the question form should be changed into a statement form the word order should be:
Interrogative pronoun / Adverb + Subject + Predicate + Object + Predicate part.
Step 8. Workbook
Let the students try to do the exercises on their own and then check the answers with the whole class.
Homework:
1. Remember the first sentence in each paragraph and talk about the contents with your classmates in your spare time.
2. Finish off all the exercises in workbook.
Blackboard design:
His new idea
Prove it to others and was respected
His opinion about the war
The reason why he left Europe
No.006
Aims: Language points
Teaching Procedures:
Step 1 Revision
1. Check homework
2. Translate some phrases
Step 2 Language points
1. light coming from the stars = that came from the stars
Let’s go and see the boy standing by the gate.
The woman wearing a pair of glasses is our teacher of physics.
Who is the girl speaking to the foreigner?
The big tree lying across the road was blown down yesterday.
2. it appears/seems to sb. + that clause
It is our duty to clean the classroom.
It is nice meeting you here.
It appears that he won’t come tonight.
It appeared to me that she enjoyed the food very much.
It seems to me that they are right.
It seemed that the manager was very angry.
3. work out
I can’t work out those problems.
Can you work out how much it costs to build the bridge?
He said he could work this puzzle out, but he didn’t.
4. appear to have done
The stars appeared to have moved. = It appeared that the starts had moved.
He appeared to have heard of the bad news. = It appeared that he had heard of the bad news.
They appeared to have done such a thing. = It appeared that they had done such a thing.
She appeared not to have got my letter. = It appeared that she hadn’t got my letter.
5. predictive clause
The problem is how we can stop pollution
That is how they left Germany during the war.
That is why Einstein and his family left Europe for the USA in 1933.
The problem is when you can finish the work.
The trouble is where we can get so many tools.
6. stick to --- refuse to change
No matter what you say, I shall stick to my plan.
You have made a good decision, and you should stick to it.
Do you always stick to your promises?
Insist on --- to order sth. to happen; strongly demand sth. or doing sth.
His daughter insisted on coming with him.
George’s father insisted on paying for the meal.
I’m afraid I have to insist on the return of my books at once.
7. What he wanted to see was an end to all the armies of the world.
What you need is more practice.
What he said seems all wrong.
What I want to know is the cause of the accident.
8. find it + adj./n. + infinitive
I found it possible to work out the problem without a computer.
He found it possible to leave Germany for the USA.
Do you find it a hard job to end the fighting?
9. It is + adj./n. + that-clause
It is certain that fuels like coal and oil cause a lot of pollution.
It is not yet decided when and where the test will be given.
10. It is said / reported … that-clause
It was said that only three people in the world could understand it at that time.
It is hoped that you’ll be able to visit our city in the near future.
Step 3 Practice
Finish off all the exercises in workbook.
Homework
1. Reading comprehension
2. Write a short passage with the phrases in this lesson.
Blackboard Design:
1. light coming from the stars = that came from the stars
2. it appears/seems to sb. + that clause
3. work out
.
4. appear to have done
5. predictive clause
6. stick to --- refuse to change
7. What he wanted to see was an end to all the armies of the world.
8. find it + adj./n. + infinitive
9. It is + adj./n. + that-clause
No.007
Lesson 52 of Unit 13
Aims: Listening comprehension.
Aids: a recorder and a small blackboard
Procedures:
Step 1. Revision
1. Check the homework exercises.
2. Get several students to tell something about Albert Einstein.
Step 2. Checkpoint
Go through Checkpoint 1.
Deal with any other language points that the students wish to raise.
Step 3. Test
Write the following words on the blackboard:
Who/whose/which/where/when/why/what/whether/how
1. … we should invite to open the conference is a question.
2. … it should last two days or three days doesn’t matter.
3. The question is … we shall find a hall large enough for 200 people.
4. … many people will attend the conference has not been decided.
5. That is … nothing has yet been organized.
6. It is uncertain … we should hold the conference, in May or June.
7. Is … he said really true?
8. The question is …office we should use, yours or mine.
9. It is still unknown … will be sent to the States.
10. …so many people are interested in football is what we want to know.
Step 4. Writing
Write a brief introduction about Einstein’s life.
Step 5. Workbook
Finish off all the exercises in workbook.
Homework:
1. Write down a short passage in your notebooks.
2. Have a good preview about next unit.
Blackboard design:
He wanted to write about Einstein’s life in the college magazine.
He was offered a good job as professor, life was becoming very dangerous for Jews in Germany in the 1930s.
It is very quiet. He can get on with his research. He has a lot of visitors. There are lots of good things about his fife there.
He helps her with her arithmetic homework.
How long have you been in Princeton?
Why did you choose Princeton?
What made you decide to come to America?
What do you like about living in Princeton, Professor?
What other interests do you have?
And do you have any special friends?
Post-class Notes:
No.008
Revision of Unit 13
Aims: Check the answers to all the exercises on p77
Procedures:
Step 1. Revision
1. Listen to the tape without looking at the books while I check the yellow-cover exercise book.
2. Ask the students to look up the word “content” in the dictionary
Step2. Presentation
Ask the students to learn how to sum up the knowledge they learned. I’ll use an example of keeping clothes. If you have many clothes, but you don’t keep them in order, you’ll find it difficult to find the proper one. So you’d better put them in different parts according to the seasons as follows:
spring summer autumn winter
Learning should also follow the principles above.
Step 3. Show how to sum up the points:
Imagine + Noun / v-ing form / that clause / wh-clause
How can we sum up the Gerund, we‘ve learned words “ finish, enjoy,” they are the same in the function and now we learn “imagine”. You can put them together. Later we‘ll also learn “practice, feel like and so on.”
Step 4. Check the answers to the exercises.
1. work out
2. stick to
3. lead to
4. go on with
5. be fond of
6. be content with
7. be content to
Step 5. Error correction.
1.was famous
2.Germany
3.accepted – received
4.leave .. for
5.However – Although
6.take interest in money
7.It said – It was said
8.which was missing
Blackboard design:
Join / attend
Where / there
Make up one’s mind / make a decision/decide
Make …do / get…to do
Live/living / alive
Put up / set up
Homework:
Have a good preview about Unit 14.
Do supplementary reading.
No.009
Unit 14
I. Teaching aims and demands
1. Words and expressions
Broad, circle, in space, pull, carry out, question (vt.), personally, exhibition, camera, fold, unfold, connect, object, direction, position, organization, dozen, dust, dusty, height, pilot, balloon, mention, model, length, attempt, globe, signal, orbit, rocket, panel.
2. Daily English
What do you feel like doing?
I feel like …+
Personally, I’d rather not do
I’m ready to…
What would you like to do…?
I’d like…
I’m planning to do…
What do you plan to do?
I want/intend/wish/plan to…
Have you decided…to…?
I haven’t decided what/ where to….
2. Grammar Revise Attributive Clauses
II. Main and difficult points:
1. Language points
2. Science fiction
III. Allocation of time: 6 periods.
Lesson 53 of Unit 14
I. Aims: Intentions & wishes (Unit 2 Asking for permission and responses)
II. Procedures:
Step 1. Revision
1. Check the written work.
爱因斯坦1879.3.14出生于德国。他小时侯总是提出很多问题，到十四岁的时候，他就已经自学了数学。他胆小害羞很难和别的孩子相处。他从十七岁开始，就在瑞士学习。19在大学获得博士学位。 后来他在物理学方面的全新发现使他闻名于世。19他被授予诺贝尔物理学奖。并被邀请到许多国家讲学，被公认为 二十世纪杰出的科学家。希特勒统治德国的时候，因为他是一个犹太人而和他的家人离开欧洲去美国。于1940年取得美国国籍。他对致富从来就不感兴趣，他一直喜欢音乐。据说，他在音乐中找到了在一个充满战争与杀戮的世界上所失去的和平。
2. Discuss something about satellite.
What’s the Chinese word for satellite?
What are satellites used for?
Have you ever seen a satellite in the sky at night?
How do you put a satellite into space?
Step 2. Presentation
Describe the picture on P7. and learn the new word exhibition.
Step 3. Reading:
Read the dialogue silently and find out the answers to the following questions:
Where do Jane and Zhou Lan decide to go today? (to the Science Museum)
Why do they want to go there? (there is a special exhibition about space and satellites)
(Unit 2 Do you mind if I smoke?
Would you mind if I smoked in the office next door?
I wonder if I could use your phone.)
Step 4. Dialogue
Go through the model dialogue with the whole class and get the students to make up similar dialogues and ask some pairs to act out their dialogues in front of the class.
Explain:
1. feel like
Do you feel like tea or coffee?
I feel like going for a walk. Will you go with me?
She doesn’t feel like eating. She must be ill.
2. so/as far as I know
As far as I know, she’ll be in Beijing for two weeks.
He will come here next Monday, so far as I know.
Let’s go to the History Museum tomorrow.
As far as I know, it’s closed on Monday.
3. not any more
Do you still work in the Science Museum?
No, not any more.
Is the Children’s Park free?
No, not any more. It used to be free but now you have to pay.
4. personally
Personally I agree to your plan.
She said she didn’t like it, but personally I thought it was very good.
Personally I think he is a very good man, but you may not agree.
5. have got … on
Have you got anything on this evening?
No, I have nothing on this evening.
I haven’t got anything on this evening.
I’m sorry I can’t attend your party, I have got a meeting on for that night.
Step 5.Practice
Here are some other phrases which the students can use as alternative items to the ones printed in bold in the dialogue.
Art museum / exhibition
Hot / cold
National Art Museum / exhibition of clothing open
Was open last week / it’s closed
Engineering Museum
Boats / the sea
ships
Step 6. Workbook
Read and act out the dialogue in pairs. Call out several pairs to give out their performance in front of the class.
Encourage the students to give different answers.
Get two students to read aloud the model dialogue. We may use different expressions to make another dialogue with a student about the same picture.
Step 7. Consolidation
Practice the dialogue once more.
Homework:
1. Remember the key phrases in the dialogue and make a new one while taking with each other in class break.
2. Have a good preview about L54
Blackboard design:
1. feel like
Do you feel like tea or coffee?
I feel like going for a walk. Will you go with me?
She doesn’t feel like eating. She must be ill.
2. so/as far as I know
As far as I know, she’ll be in Beijing for two weeks.
He will come here next Monday, so far as I know.
Let’s go to the History Museum tomorrow.
As far as I know, it’s closed on Monday.
3. not any more
Do you still work in the Science Museum?
No, not any more.
Is the Children’s Park free?
No, not any more. It used to be free but now you have to pay.
4. personally
Personally I agree to your plan.
She said she didn’t like it, but personally I thought it was very good.
Personally I think he is a very good man, but you may not agree.
5. have got … on
Have you got anything on this evening?
No, I have nothing on this evening.
I haven’t got anything on this evening.
I’m sorry I can’t attend your party, I have got a meeting on for that night.
Post-class Notes:
No.010
Lesson 54 of Unit 14
I.Teaching Aims and Demands:
1.Reading comprehension.
2.Make the students grasp the general idea of the text.
II.Procedures:
Step 1. Revision
1. Check the homework exercises.
2. Revise the dialogue.
3. Do some translation.
(1) 他们在想今天做什么。
(2) 我想去自然历史博物馆。
(3) 据我所知，它过去是免费的，但现在得花钱进去
(4) 我个人看来，更愿去科学馆。
(5) 他们这个月举办了一个特别的展览会。
(6) 下学期我要特别研究一下卫星，或许能搞到一些有用信息。
Step 2. Presentation for reading
Talk about the picture and describe what they can see.
Because it has to be light, it has expensive equipment, it contains very expensive cameras.
Radio and TV programs, signals, information and photos of weather conditions.
Step 3. Reading
Read the passage carefully and note the answers. Discuss the answers with the whole class and deal with any useful expressions arise.
1. a natural satellite
2. travel in an orbit
3. carry up man-made satellites into space by rockets
4. escape the pull of the earth
5. reach a speed of 28,440 km/h
6. fall back to the earth
7. the most expensive
8. scientific equipment
9. be sent up into space by a rocket
10. make electricity from sunshine
11. use very broad sun panels
12. be folded up inside the satellite
13. the panels are unfolded to catch the sunshine
14. a rocket motor
15. change the direction of the satellite
16. send radio and TV programmes
17. change the position
18. connect broadcasting stations
19. signals travel at the speed of light
20. in less than a second
21. at present
22. the path of the hurricane
23. in the satellite pictures
24. keep out of
Step 4. Reading aloud
Play the tape of the passage fro the students to listen and follow.
Pay attention to stress and intonation.
Step 5. Note making
Read the whole passage carefully before doing the exercises individually.
Types of satellite What satellites can do
Broadcasting satellites
Weather
Communications
Space
Take photos
Make electricity
Change direction
Receive and send signals
Collect and send information
Carry out experiments
Step 6. Practice
Choose a proper one from
Step 7. Discussion
Read the text again and finish Part 5 on P9.
Step 8. Workbook
Do exercises 2-4.
Step 8. Consolidation
Revise the contents of the passage. And ask the students what they have learned about satellites so far during this unit.
Homework:
1. Finish all the exercises after class.
2. Have a good preview about L55.
Blackboard design:
Take photos
Make electricity
Change direction
Receive and send signals
Collect and send information
Carry out experiments
Post-class Notes:
No.011
I.Teaching aims and demands:
1.Language points.
2.Practice
II.Teaching Procedures:
Step 1 Revision
1. Words spelling
2. Text reading
Step 2 Language points
1. the lighter the better
The sooner, the better.
The more, the better.
The higher it flies, the smaller it appears.
2. make A from B
She made a dress from this material.
The dress was made from this material.
We made the jam from apples.
The jam was made from apples.
Mother made my trousers from an old pair of my father’s.
My trousers were made from an old pair of my father’s.
3. ing from used as Adverbial
Westerners eat their food, using forks and knives.
Please make a sentence, using the phrase “either…or”.
4. once
You will love the beautiful place once you get there.
Once you get into the habit of smoking, you won’t be able to give it up easily.
Once you understand the rule, you will have no further difficulty.
A decision shouldn’t be changed once it is made.
They came to see me once every two months.
I used to get a letter from my father once a week.
5. fold and unfold
He opened the envelope and unfolded the letter.
He folded the letter and put it in an envelope.
Words like this: cover, lock, pack, tie able, certain, clean, equal,
fair, happy, lucky, real, usual.
6. be likely to do sth.
A storm is likely to come tonight.
It is likely to be fine tomorrow.
That is not likely to happen.
It’s possible but not probable / likely that she’ll come here next month.
7. keep out of --- stay away from something bad
I warned Bill to keep out of trouble while I’m away.
You should keep out of these things.
Children have been warned to keep out of fields while the crops are growing.
Step 3 Practice
Ask the students to use the phrases to make some sentences.
III.Homework
1. Have a good preview about next lesson
2. Make sentences with the key phrases.
IV.Blackboard design:
No.012
Lesson 55 of Unit 14
I.Teaching Aims and Demands:
1. Reading comprehension
2. Grammar Noun Clauses
II.Procedures:
Step 1. Revision
1. Check the homework exercises.
2. Translate some sentences
(1) 卫星须用火箭送入太空。
(2) 我们用苹果做成这种酱。
(3) 你一旦养成吸烟的习惯，就不可能轻易戒掉了。
(4) 他把信叠好，装入信封。
(5) 她有可能下月来这里，但不肯定。
(6) 我警告他在我外出时不要惹麻烦。
Step 2. Presentation for reading
Describe what they can see in the picture. And answer:
What two things are satellites used for?
Telephones; space research
Step 3. Reading
1. Read the passage carefully to find the answer to the question:
When was the organization for telephone satellites set up?
How many nations are there in this group today?
In what other fields of work do satellites play a part?
Why is it difficult to study space from a research station on the earth?
2. Useful expressions:
set up an organization
send telephone signals by satellite
on the other side of the world
with the help of
take photos
produce maps
between … and…
outer space
look into space
collect information
carry out experiment
Step 4. Discussion
Divide the class into groups of four to discuss the some early satellites.
Step 5. Language study
Revise the by/in which Attributive Clause
There is a rocket motor. The direction of the satellite can be changed.
There is a rocket motor by which the direction of the satellite can be changed.
There are many research stations on the earth. Outer space is studied.
There are many research stations on the earth in which outer space is studied.
Step 6. Practice
Drive to the space station
The height from/at which the photos were taken was 30,000 meters.
Step 7. Workbook
Finish the exercises 1-3 in class.
Homework:
1. Read the text fluently.
2. Do Ex.2 as written work.
Blackboard design:
set up an organization
send telephone signals by satellite
on the other side of the world
with the help of
take photos
produce maps
between … and…
outer space
look into space
collect information
carry out experiment
Post-class Notes:
No.013
II. Teaching aims and demands:
1. Language points.
2. Practice
III. Teaching Procedures:
Step 1 Revision
1. Words spelling
2. Text reading
Step 2 Language points
1. disease
She is diseased in body and mind.
These branches are diseased, we must cut them away from the tree.
2. tell the difference between A and B = tell A from B
Can you tell the difference between these two colours?
Few people can tell the difference between Jim and jack, as they are twin brothers.
Some people can’t tell red from green, as there is a fault in their eyes.
The two brothers are so much alike that it is almost impossible to tell one from the other.
3. with
With many of the poor, hunger is a constant problem.
The chief difficulty with these men was that they were old.
4. look into
I looked into the room, but no one was there.
She looked into my eyes for a long time without finding anything wrong.
Let’s look into this matter together.
The government will look into the living conditions of the workers.
5. make it difficult to get a clear picture of space
The snow storm made it hard to continue the trip.
Children should make it a rule to wash hands before meals.
I found it helpful to do exercises every morning.
Marx thought it important to study the situation in Russia.
6. Sputnik --- man-made satellite launched by Russia on October 4, 1957. It pioneered the series of satellites of spaceflight times.
Step 3 Practice
Ask the students to use the phrases to make some sentences.
IV. Homework
1. Have a good preview about next lesson
2. Make sentences with the key phrases.
Blackboard design:
1. disease
She is diseased in body and mind.
2. tell the difference between A and B = tell A from B
Can you tell the difference between these two colours?
The two brothers are so much alike that it is almost impossible to tell one from the other.
3. with
With many of the poor, hunger is a constant problem.
4. look into
I looked into the room, but no one was there.
The government will look into the living conditions of the workers.
5. make it difficult to get a clear picture of space
The snow storm made it hard to continue the trip.
Children should make it a rule to wash hands before meals.
No.014
:
Lesson 56 of Unit 14
I.Aims: Listening practice
II.Aids: a recorder
III.Procedures:
Step 1. Revision
1. Check the homework exercises.
2. Error correction.
In 1864 a group of 85 countries set up an organization for sending telephone messages by satellite. Their first satellite was called Early Boy. Today there are more than 700 nations in this group and millions of satellites have been put into boxes. You can telephone somebody on the other side of the street with the help of telephone. Satellites are used less and less to take photos of people and to produce maps. Special cameras can show where different meals can be found. They can tell the difference between healthy people and people that are diseased. This is useful for doctors who work in deserts and in fields.
Step 2. Test
Write down the first paragraph on P10 without looking at the books.
Step 3. Preparation for listening
Go through the example and make sure the student know what to do.
Step 4. Listening
Play the tape for exercises. Then play once more to check.
Step 7. Word study
Go through the words in the box and get them to do this exercise individually.
Step 8. Checkpoint
1. Revise Attributive Clauses
2. Ask the students to make sentences with the useful expressions.
Step 9. Writing
Write about one of the early satellites.
Step 10. Workbook
Finish doing the exercise 1-4 in class.
Blackboard design
As far as
In space
Dozens of
Carry out
Homework:
1. Write about one of the early satellites.
2. Get ready for a test.
Post-class Notes:
No.015
Test for Unit 14
I.Aims: Check the whole unit
II.Procedures:
1. Listen to the whole unit without looking the book and at the same time I’ll check the homework.
2. Multiple choice
Questions asked about this part, then ask them to consult the dictionary if there’s something puzzled.
3. Close test
Show the way of doing this kind of exercises:
a. Read the whole passage first jumping over the gaps.
b. Read carefully about the first sentence of the whole passage.
c. Emphasize the first paragraph and the first sentence of each paragraph.
d. Choose the choice.
e. Read again and check.
4. Reading comprehension
Ask some students to tell the general ideas about the passages.
5. Error correction
1. tense
2. personal pronoun
3. –ed & -ing
4. preposition
5. voices
6. Composition
Blackboard design:
1. tense
2. personal pronoun
3. –ed & -ing
4. preposition
5. voices
Homework:
1. have a good preview about Unit 15
2. Keep diary in English every day.
Post-class notes:
No.016
Unit 15
I.Teaching aims and demands
1. Words and expressions
Have a seat, quarrel, long before, dare, upon, fasten, gun, again and again, blow, hall, persona, affair, relative, delay, pillow, nail, chest, furniture, armchair, pet, doubt, silence, scream, tiny, nephew, niece, detective
2. Daily English
I’m afraid I have to go now,
It is time I did…
I hope you have a good journey back to ….
It was nice to meet you.
Please remember me to …..
I called to tell you that…
I’d like you to meet…
Thanks for calling.
It is very kind of you to ….
3. Grammar Past participles used as Attributes and Adverbials.
II.Main and difficult points:
1. Farewells & good wishes
2. Let the students master the use of the useful expressions.
III.Allocation of time: 6
Lesson 57 of Unit 15
I.Aims and demands:
Learn the dialogue and let the students master farewells & good wishes.
II.Teaching Procedures:
Step 1. Revision
1. Check the diary.
2. Ask the following questions rapidly around the class:
What did you do yesterday?
How many schools are there in this town?
Where is the nearest one to our school?
What do you call an object that goes round and round another object in space?
How fast do you have to ravel in order to escape from the earth and into space?
What was the weather like yesterday?
Did you watch TV last night?
What did you watch?
What did you learn in the last unit?
What happened in the story for listening in the last lesson?
Step 2. Presentation
Listen to the dialogue and find out the following information:
Why did Mr Ball call on Mrs Zhu?
To give her a message about the date for the conference.
How much do you know about Dr Zhang?
He lives in Guangzhou, is on a visit to Beijing, has some personal affairs to see to, is visiting some relatives.
Step 3. Dialogue
Call on --- to visit sb. formally
I hope to call on you at your office at 3 o’clock today.
She calls on the old teacher once a month.
Please let me call on you next Friday afternoon.
Give sb. a message
Do come in.
Do come in and join us.
Do be quiet a moment.
Do be a good boy.
I do hope you’ll go with us.
Have a seat
Would like sb. to meet
Be here on a visit
Have a nice time
Personal affairs
See to --- deal with
I’ve got a lot of things to see to this morning.
Who is seeing to the arrangements for the next meeting?
I’ll see to the guests when they arrive.
Make a note of
It’s very kind of sb.
Make plans for
It’s time + subject + past tense
It’s time we started. = it’s time for us to start.
It’s time you went to bed.
It’s time they did cleaning.
Pick up
I’ll pick you up at your place at 8 o’clock.
The bus driver stopped to pick up the passengers.
Don’t forget to pick me up at the hotel at three.
have a good journey
Remember me to sb.
Step 4. Language focus
What would you say if you want to express farewells and wishes?
Go through the phrases in the SB. Practice the dialogue with the whole class.
Step 5. Practice
Get the students to make up new dialogues. Call out some pairs of students to act out the scenes.
Step 6. Workbook
Finish the exercises 1-3.
Step 7. Consolidation
Revise the dialogues in the lesson.
III.Homework
1. Complete the workbook exercises.
2. Make a similar dialogue.
3. Revise the phrases about farewells and wishes.
IV.Blackboard design:
Call on --- to visit sb. formally
See to --- deal with
It’s time we started. = it’s time for us to start.
It’s time you went to bed.
Remember me to sb
V.Post-class Notes:
No.017
Lesson 58 of Unit 15
I. Aims and demands:
Learn the text “A famous detective”, and let the students how to understand the features of the amateur detective.
II. Teaching Procedures:
Step 1. Revision
1. Check the diary.
2. Student on duty report
Step 2. Presentation for reading
1. Talk about the picture and describe what they can see.
2. Read the passage and find the answers to the two questions.
She was not sleeping well; She kept hearing noises in the night; Her uncle was acting strangely towards her; They had quarreled.
Her uncle would get her money if she died, after examining the room, the hole in the wall and bell rope, Holmes became worried. He told her that her life was in danger and that it was not safe for her to sleep again in that room.
Step 3. Reading
Read the whole passage and do exercise 1 in pairs.
Sherlock Holmes The Young Lady
Who A amateur detective Why did she pay a visit to Holmes?
She has some personal affairs.
Where In London
When At the end of 19th century
Why famous His expert advice
Help a great number of people with their personal affairs
Find answers before the police
What are her problems? Dead
Left
Live with
At night
Hear
quarrel
Dialogue between the two about the hole, bell rope and the chest.
Useful expressions:
1. a famous detective
2. at the end of
3. a personal problem
4. a long low whistle
5. pay sb a visit
6. make a hole in the wall
7. lay upon the pillow
8. at the same time
9. a box of matches
10. point to
11. I have no idea
12. turn to sb.
13. in danger
14. no doubt
Step 4. Reading aloud
Play the tape of the passage for the students to listen and follow. Pay attention to sentence stress and intonation.
Step 5. Discussion
I dare say my uncle will. = I hadn’t thought about it, but I think that my uncle probably will.
In the kitchen. = The bell will ring in the kitchen.
No matter. = It doesn’t matter that you haven’t got a key.
I don’t think so. = I don’t think that the bell will ring in the kitchen.
Not as far as I know. = Not to my knowledge; I have no reason to believe that he does.
Step 6. Workbook
Exercises 2-3
III.Homework:
Finish the Workbook exercises.
Read the passage again.
IV.Blackboard design:
Sherlock Holmes
Who
Where
When
Why
The Young Lady
Her parents
Money left
Live with
At night
Quarrel
No.018
I.Aims and demands:
Go on learning the text and show the students the language points.
II.Teaching Procedures:
Step 1. Revision
1. Check the diary.
2. Ask and answer about the detective.
Step 2. Language points
1. past participle phrase used as adverbial
Born into a poor family, he had only two years of schooling. = As he was born into…
Encouraged by Jim’s words, he continued his research work.
Seen from the hill, the town looks very beautiful. = When it is seen from …
Compared with developed countries, we still have a long way to go.
Taken too much, the medicine could do harm to your health.
2. seem
It seemed to be raining all day yesterday.
He seemed to be feeling very tired last week.
Several people in the crowd seemed to be fighting.
3. act
The boy was acting badly in school.
He is more than twenty but acts like a child.
You have acted generously.
He acted kindly towards his servants.
She has acted very wrongly towards you.
4. dare
I dare say no one can catch up with us.
I dare say we’ll certainly win the game.
We’ll certainly win the game, I dare say.
These young students, I dare say, can pass the entrance examination.
She dare not go out by herself at night.
I wonder if he dare jump down from the bridge.
Who dares to go?
Nobody would dare to wake her up, even her little daughter.
5. see/hear/watch/find… + sb./sth.+ p.p.
I saw the child badly treated by his father.
I never heard the song sung in English.
On my way home, I found a house burnt down.
You’d better get your shoes cleaned.
6. no matter = it doesn’t matter.
It’s no matter that he didn’t come.
I had something to say, but it’s no matter.
7. with + n.+ p.p.
After the hurricane, I saw lots of houses with roofs blown off.
All the afternoon he worked with the door locked.
With her hair gone, there could be no use for the comb.
8. There is no doubt
He’ll fail. There’s no doubt about it.
She is an honest girl. There is no doubt about it.
There is no doubt that your life is in danger.
There is no doubt that you’ll be warmly welcomed.
9. Past participle phrase used as adverbial of manner
He walked into the office, followed by two guards.
The old man stood up, supported by his son.
Step 3 Practice
Make sentences with the useful expressions mentioned in the text.
Homework
1. Write a short passage about the detective.
2. Do some supplementary readings.
Seem
Act
dare
no matter
with + n.+ p.p.
There is no doubt
Past participle phrase used as adverbial of manner
No.019
Lesson 59 of Unit 15
I.Aims and demands:
Go learning the text and show the students more about the gesture.
II.Teaching Procedures:
Step 1. Revision
1. Check the diary.
2. Work in pairs and to tell each other the story so far.
Step 2. Presentation for reading
Read the passage quickly and find out what happened to the lady’s uncle.
He was bitten to death by a snake.
Step 3. Reading
1. Read the whole passage and answer more questions:
Where did Holmes and Watson wait?
Did the young lady go into her bedroom?
What did Holmes and Watson hear?
Why did Holes strike a match?
Why do you think the snake attacked its keeper?
2. Show the notes to the text.
Not … until
Sit in silence
In the dark
Strike a match
Step 4.Word study
Forced it open with heavy blows = use heavy blows with one’s fists or a piece of wood to break open a locked door
Get the students to complete this exercise individually.
Keep pets
Scream loudly
Quarrel
Live in the flat upstairs
Fastened with a length of strong wire
Tiny = very small
Relatives
Prefer to have two pillows for my head
Forced it with heavy blows
Run downstairs and into the street.
Sit in complete silence
Step 5. Practice
With the letter folded in his pocket,
Scientific experiment carried out by students without the teacher’s instruction,
The name mentioned in the letter.
Intended as a surprise for his sister,
His nephew, lost at sea
Step 6. Practice
Frightened by the noise in the night
Given advice by the famous detective
Followed by Mr. Holmes and Dr Watson
After being examined carefully
Built in 1949
Once seen, it can never be forgotten.
If bitten by a snake, you should send for help and don’t walk.
When shot in the leg,
Although supposed to be kept locked
Homework:
Revise the contents in this unit.
Blackboard design:
Keep pets
Scream loudly
Quarrel
Live in the flat upstairs
Fastened with a length of strong wire
Tiny = very small
Relatives
Prefer to have two pillows for my head
Forced it with heavy blows
Run downstairs and into the street.
Sit in complete silence
No.020
I.Aims and demands:
Go on learning the text and show the students the language points.
II.Teaching Procedures:
Step 1. Revision
1. Check the diary.
2. Ask the students to tell the story.
Step 2. Language points
1. from … on
From now on you are my students.
From that time on he showed great interest in radio.
From tomorrow on you must get up early and do morning exercise.
2. in silence = silently
They marched on in silence.
He lay in bed, thinking in silence.
Father likes to listen to music in silence.
3. again and again
Don’t make the same mistakes again and again.
He read the text through again and again.
4. with heavy blows
I gave him a heavy blow on the head.
He stuck the man a blow that sent him to the floor.
The wind was blowing quite hard that night.
The hurricane blew down a great number of large trees.
5. break into = to enter by force
We had to break into the house as we had lost the key.
The firemen broke into the room and rescued the old woman.
6. inverse
On the floor lay a man killed in the fire.
From the hole came a faint light.
Along the road stood rows of tall trees.
7. immediately = as soon as
I left immediately the clock struck twelve.
She heard a scream immediately she got home.
I came immediately I had eaten.
8. suppose sb./sth. to be
I supposed her to be away from home.
Most people suppose him to be over 60.
She was supposed to be reading at home, but her mother found her in the park.
They were supposed to arrive on the 5 o’clock train.
We were supposed to be here at eight. But we are late.
Lu Xun was supposed to be a doctor. But he became a famous writer.
9. subjunctive mood
The snake would have killed the young lady.
Homework
Blackboard design
1. from … on
2. in silence
3. again and again
4. with heavy blows 5. break into
6. immediately = as soon as
7. suppose
No.021
Lesson 60 of Unit 15
I. Aims and demands:
Listening practice.
II. Teaching Procedures:
Step 1. Revision
1. Check the diary
2. Revise the by/in which attributive clause.
Step 2. Preparation for listening
We’re going to listen to a dialogue. Two detectives are interviewing a man. They want to ask him some questions.
Step 3. Listening
Alan Goodenough; 14 Castle Street
London NW1; 21 August, 1963; runs an ice cream business; silver and blue; G941 HTO
Mr. Goodenough said that he didn’t know the man who had been killed, but the policemen had never mentioned it was a man who was killed.
Mr. Goodenough said that he didn’t know who shot the man but the policemen had not told him how the man was killed.
Step 4. Checkpoint
Go through checkpoint 15. Revise the Attributive clause.
Step 5. Story telling
Look at the pictures and describe them in your own words.
Step 8. Test
The young man, who was believed to be the son of the detective, as bitten by a snake and died.
Prices will rise too fast unless they are controlled by the government.
We drank some very pleasant wine, which was supplied by our host.
We were so hungry that we ate the food which had been left behind by the guests.
The bathroom, which was heated by a large wood fire, was the warmest place in the house.
Although it was accepted in the capital, the money was unknown to the village people.
The water is not safe to drink unless it is boiled.
If it is cooked within a day, this meat will be safe to eat.
Step 9. Workbook
Finish WB exercises 1-4.
III. Homework:
Finish the writing exercises.
IV. Blackboard design:
Alan Goodenough; 14 Castle Street
London NW1; 21 August, 1963; runs an ice cream business; silver and blue; G941 HTO
Mr. Goodenough said that he didn’t know the man who had been killed, but the policemen had never mentioned it was a man who was killed.
Mr. Goodenough said that he didn’t know who shot the man but the policemen had not told him how the man was killed.
No.022
Test for Unit 15
I. Aims: Check the whole unit
II. Procedures:
1. Listen to the whole unit without looking at the book and at the same time I’ll check the homework.
2. Multiple choice
Questions asked about this part, then ask them to consult the dictionary if there’s something puzzled.
3. Close test
Do this part according to the way I showed as follows before:
a. Read the whole passage first jumping over the gaps.
b. Read carefully about the first sentence of the whole passage.
c. Emphasize the first paragraph and the first sentence of each paragraph.
d. Choose the choice.
e. Read again and check.
4. Reading comprehension
Ask some students to tell the general ideas about the passages.
5. Error correction
1. Read the whole passage and find some apparent mistakes.
2. Finish reading each sentence not each line.
3. Look for mistakes according to the fixed structures.
a. tense
b. personal pronoun
c. article
d. fixed phrases
e. past participle and present participle
f. adjectives and adverbs exchange
g. wrong spelling
6. Composition
1. simple sentence
2. learn how to use conjunctions.
3. Notice capital and small letters.
4. Be careful not to write some simple words wrongly.
5. Pay attention to the style of the article.
Blackboard design:
1. tense
2. personal pronoun
3. article
4. fixed phrases
5. past participle and present participle
Homework:
1. have a good preview about Unit 16
2. Keep diary in English every day.
No.023
Unit 16
I.Teaching aims and demands
1. Words and expressions
Sailor, do well, make up one’s mind, bathe, time(v.), spring, beg one’s pardon, captain, seaside, beach, dive, navy drown, vast, surface, solid, various, depth, float, construction, on average, pole, huge, occur, treasure, voyage, load.
2. Daily English
I wish we did / could …
I wish I / we / you / it were …
It’s a pity we …..
3. Grammar Revise and master the use of the Ellipsis.
II.Main and difficult points:
1. Wishes
2. Learn how to use the useful expressions
III.Main and difficult points:
1. Making appointments
2. Let the students understand how a newspaper is produced and something about ‘China Daily’.
IV.Allocation of time: 6
Lesson 61 of Unit 16
I.Aims and demands:
Learn the dialogue and understand how to express wishes.
II.Teaching Procedures:
Step 1. Revision
1. Check the diary.
2. Ask some students to tell you the names of as many oceans and seas of the world on the blackboard
Pacific Ocean --- between Asia and America
The Atlantic Ocean ---
The Indian Ocean -----
The Arctic Ocean ------
The Mediterranean
The Dead Sea
The River Jordan
Step 2. Presentation
Describe the picture and get the students to tell what will happen.
Seaside, bathe, beach
Step 3. Reading
Read through the whole passage and answer the following questions:
Where would Bruce like to go today? (to the seaside)
What do Bruce and Li Qun talk about? (about the sea, holidays, jobs, Li Qun’s cousin)
See if the students can guess the meaning of sailor, dive, drown, time.
Step 4. Dialogue
Listen to the tape and the second time for students to repeat. Then ask pairs of students to act in front of the class.
It’s a pity
Elliptical sentences:
(It’s a) beautiful day, isn’t it
(It’s a) Pity we live so far from the sea.
(That ) sounds like a good idea.
Notes to the text:
When did you last go = When is the last time you went.
Leave school, go to school, start school
I’ll time you. = I will look at my watch to see how long you can hold your breath.
Step 5. Practice
Get the students to work in pairs and match the questions wit the answers about Part 2 on P19.
Step 6. Workbook Finish the exercises 1-4.
Step 7. Consolidation:
Revise the dialogue. Dee if the students can have a dialogue with their books shut.
Homework
1. Practice the dialogue after class.
2. Do Ex. 4 as written homework.
Blackboard Design:
Ellipsis
I wish he were …
It’s a pity that … = pity ….
Sound
Take a deep breath
time
Post-class Notes:
No.024
Lesson 62 of Unit 16
I.Aims and demands:
1. Reading comprehension
2. Learning the text
II.Teaching Procedures:
Step 1. Revision
1. Check the diary.
2. Ask and answer about the dialogue learned last period.
Step 2. Presentation for reading
Four students in each group to discuss the questions in Part 1 on P20.
1. Seaweeds produce chemicals that help seawater stay clean.
2. 3.5%
3. in the USA
4. 71% about two thirds
Step 3. Reading
A. Go through the exercise and make sure the students know what to do. Read the whole passage quickly and choose the best answer to each question.
Step 4. Reading aloud
Play the tape for the students to listen and find the useful expressions.
Two thirds of
Be made of
Keep the water clean
Reach up to
It takes sb. some time to do sth.
Coral beds
A variety of animal life of different shapes and bright colours
Fall below
A depth of
Step 5. Reading aloud
Play the passage for the students to follow and repeat.
Step 6. Note making
1. How salty are different lakes and seas?
Name %
a. oceans 3.5
b. Mediterranean 3.7-3.9
c. Dead Sea 25
d. Great Salt Lake 27
2. What conditions are needed for coral to grown in the sea?
a. water temperature above 20C b. light
c. clear water d. depth of less than 60 metres
Step 7. Workbook
Finish the exercises 1-4.
Step 8. Consolidation
Get the
篇14：高中英语第一册（上） 说课材料Unit 5 the Silver Screen(新课标版高三英语说课)
一、教学内容分析
(一)、知识背景及新课程、新教材
本单元围绕the Silver Screen(影视) 这一主题开展听、说、读、写多种教学活动。影视作为人类文明的一大体现，作为当今社会人们主要休闲、娱乐方式之一，是一个非常贴近生活、具有时代性、可挖掘性的教学主题。
本单元所选的语言素材涉及中外名片、著名演员、著名导演， 具有典型的时代气息，有利于学生了解外国文化，增强世界意识。正如新课程标准中的教学建议所提：学习中文影视文化有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”；在利用现代教育技术观看影视片断、影视海报的教学过程中，“拓宽了学生学习和运用英语的渠道”；同时本单元的教学对教师本身的中外文化修养、广阔的知识面等方面有非常高的要求，体现了师生共同不断更新知识结构以适应现代社会发展对英语课程的要求的“与时俱进”的理念和思想。
（二）、教学重点难点
1. 语言知识重点与难点
（1）.关系副词引导的定语从句和介词+关系代词引导的定语从句
（2）与影视相关的词汇
（3）有关发表个人观点的句型、结构
2. 综合知识重点与难点
（1）.对国外著名影星、导演及他们作品的了解。如教材中涉及的Meryl Streep，Keanu Reeves，Steve Spielberg等，以扩大学生知识面、文化视野。如何填补学生这方面知识缺乏的信息沟。
（2）.对国内著名影视导演及他们代表作品的了解。如何设计任务让学生从课内知识到课外知识的链接。
（3）.对影视界名人及电影的评价（comments）如何写影评（review）。
二、教学目标
（一）.知识技能
1. 学习、掌握关系副词when，where.，why 引导的定语从句及介词+关系代词引导的定语从句。
2. 学习掌握一些有关影视的词汇：
如： career, director, script, play a role in ,Oscar, award, studio, scene, follow-ups等。
掌握其他一些课文中涉及的词汇：
如：graduate, attack, creature, owe…to…, take off等。
3. 学习掌握一些用于讨论、评价电影的结构句式：
如：What’s the film about?
What do you think about the story of the film?
How do you feel about the film?
I like / don’t like the film because…
The film is about… I think the ending of the film is …
4. 提高学生语言听、说、读、写的能力及扮演角色、编写剧本、撰写影评等的综合语言运用能力。
（二）. 情感态度
1. 学习几位著名影星、导演执著于艺术、献身于艺术的敬业精神和对人类艺术的巨大贡献。
2. 从Keanu Reeves 艰辛的成功途中（In the begin did many small jobs, then played in many cheap films.）我们可以学习到：要成就事业需付出辛勤劳动，要有持之以恒、坚持不懈的恒心与毅力。
3. 通过学习国外著名影视界人物，培养学生了解、尊重异国文化，体现国际合作精神。
4. 通过开展小组活动，指导学生积极与人合作，相互学习，相互帮助，培养其团队精神。
（三）.学习策略
1. 认知策略
能总结定语从句的结构规律，并加以应用；在学习中借助电影海报图画、图表等非语言信息进行理解或表达。
2. 调控策略
利用影视资源，主动拓宽英语学习渠道，创造和把握学习英语的机会；积极参与采访、表演、调查等英语学习活动。
3. 交际策略
充分利用采访、表演等真实交际活动提高用英语交际的能力，在其过程中能借助手势、表情等非语言手段提高交际效果，能克服语言障碍，维持交际。
4. 资源策略
通过了解影视知识，获得更广泛的英语信息，拓展所学知识。
（四）.文化意识
1. 了解英语国家影视界艺术家的成长经历、成就和贡献。
2. 通过学习，了解世界著名影视文化，培养世界意识。
3. 通过中外影视文化对比，加深对中国影视文化的理解。
三、教学步骤
(一) Warming up
这部分的重点是引出本单元的话题---电影，了解学生对电影的熟悉程度并充分发挥学生的想象力。同时训练学生说的能力。
活动步骤：
1．师生互动：教师提一些问题如Do you like seeing films? How often? Favorite actor? Actress? Film? 在此过程中教师可展示一些学生熟悉并喜欢的名演员、名片的海报，从视觉上激发学生对本话题的兴趣。
2．小组活动：教师选取几副不同题材的电影画面（可选取教材外的其它画面），要求学生进行小组合作，每小组选一幅画面进行讨论What is happening in this scene? What happens before/after the scene? 要求学生不拘泥于已知的电影内容，发挥自己的想象力，给出各种不同的观点。
3．班级活动：向班级其它同学描述本小组所选图片，其他同学可给出不同意见。
（二）listening
本单元的听力是培养学生捕捉特定信息的能力，并让学生熟悉interview这种形式。Task: To discuss what questions the reporters will ask when interviewing famous directors.
活动形式：
1． 师生互动：教师设置开放性的问题，进一步启发学生思考，并为过渡到听力部分做准备。问题可设置为：Of course these films now are very popular and successful, and what does the success of the films bring to the actors? 学生各抒己见，金钱、荣誉、名气，成为公众人物后带来一个问题They received a lot of interviews。
2． 小组活动：教师引出问题What questions will you ask when interviewing an actor?通过小组讨论，收集尽可能多的问题，一方面让学生预测听力中可能会出现的问题，同时也对interview这种形式有所了解。
3． 班级活动：完成听力练习
（三）Speaking
本单元说的任务是利用阅读所得信息开展对名演员的interview,从而提
高学生在真实语境中的交际能力。教师还可让学生尝试当演员，从而对
演员的职业有所了解并增加学习趣味。
Task: To interview famous actors and directors in different ways.
活动形式：
1、师生互动：教师可设置问题了解学生对电影大奖及获奖演员的了解程度，为接下来的两位演员的介绍作好铺垫。问题可为Can you tell me some famous awards to the films in the world? Try to tell the famous actors, actresses and the films you know that have won the Oscar.
1． 班级活动：教师可为学生播放分别由Meryl streep和Keanu Reeves主演的电影Out of Africa《走出非洲》和 speed《生死时速》片段，并可展现他们主演的其它电影的海报，让学生在视觉上对这两位演员及他们的表演有所了解。
2． 个人活动，但先把学生分成两组，分组阅读，然后完成下面表格中的信息。
Birth (time/place)
schooling
Beginning of the acting career
films
family
3． 小组活动：选两位学生，一位当主持人，一位当Meryl streep/Keanu Reeves，其他同学充当观众，模仿央视“艺术人生”的形式作一访谈，要求主持人留一些时间给观众提问。
4． 师生互动：教师可引导学生讨论下列问题：
1） Why are they so popular and successful?
2） What is needed to be an actor/actress?
3） Would you like to be an actor/actress one day? Why(not)?
6. 小组活动：教师播放电影“home alone”《小鬼当家》片段，将原声消去，让学生分组给出对白及表演，最后可让学生互评哪一组做得最好。
(四) Word Study(提前)：
本单元词汇学习的目的主要是让学生掌握一些与电影有关的词语如studio、follow-ups、award、script等，对学生而言，有些生疏，因此教师可给出一些视觉上的帮助。
教学形式：
师生互动
在教学过程中，先利用图片，实物等教具对学生进行直观的教学，使之有更清晰的认识后，再辅之以语境，利用语境来推测词义，达到猜词的效果。如给出The Matrix和The Matrix Reloaded的电影海报，学生很容易得出：The Matrix Reloaded is the follow-up of The Matrix。通过这样的铺垫，学生在做第七小题时，只要利用好文中的线索Speed II, Jurassic Park III就可以轻而易举的得出follow-ups。
（五）Pre-reading
此部分的关键在于让学生了解如何制作电影，尤其是通过了解电影的制
作而突出导演的重要作用。Task: To experience being a director (write one scene of the film and act it out).
活动形式
1．师生互动：教师提问If you want to make a film, who do you
need to invite?通过此问题引出电影制作过程中所需的各种角色，如photographer, actor/actress, editor, director等等
2．小组活动：
1）教师可设置这样的讨论题：What part would you like to play in making a film?根据选择分组，让他们讨论选择各角色的理由。同时讨论各角色在电影制作中所做的不同工作。通过讨论，学生不难发现，在电影的制作过程中，导演起了非常关键的作用。
2）根据所选的各种角色交叉分组，发挥各自的作用。
Think of one scene you are quite familiar with and act it out.
a. What would the scene be like and what happens in it?
b. Who are the main actors in that scene and what do they do?
c. Write a short dialogue and act it out
（六）reading
本篇阅读材料是人物传记，介绍了著名导演Steven Spielberg 的成长经历以及他的主要成就和作品。通过文章的学习，旨在了解西方的电影文化背景以及学习名导Steven Spielberg的那种对自己的事业坚持不懈、孜孜以求的精神。
活动形式：
1．小组活动
分别给出阅读材料中提到的五幅电影（Jaws, E.T., Jurassic Park, Schindler’s List, Saving Private Ryan）的图片，把学生分成不同的小组，对图片进行预测，各个小组根据不同的图片猜想影片的大概内容及主题。
2．个人活动
快速阅读课文的Para3-5 , 查找出有关这5部电影内容和主题的信
息，并核对与自己猜想是否相符。
3．个人活动
阅读并查找有关Spielberg的信息：
1） When and where was he born?
2） When did he start making films?
3） What did he use to make films at first? and later?
4） What was his dream?
5） What did he study?
6） When and with what did his career take off?
7） What does Spielberg owe his success to?
（七） Post-reading
该部分可分成两块，其中第二块内容可以提前到阅读中去完成，也可在读后总结，当学生读完影片内容时，可以根据自己的理解写出五部影片的内容是什么（写尝试应用定语从句，体验定语从句的结构）。第一块（Questions）中第1，3，5三个问题比较难，从文中直接找不到答案，也是学生理解上需要升华的部分。可以通过分组，让学生讨论来理解这几个问题。让学生领会以下几点：1）、英语作为工具的重要性 2）、不懈努力、持之以恒 3）、成功需要家人的支持，合作、互助精神。
（八）Language study
这部分的重点是学习掌握关系副词when，where，why 引导的定语从句及介词+关系代词引导的定语从句。Task: To talk about some famous directors in China and some of their most famous and popular films, using attributive clause.
活动步骤：
1． 师生互动：教师提一些问题如What Chinese directors do you know?
What are their well-known films? 在此过程中教师可展示一些学生熟悉的国内知名导演的海报，从视觉上激发学生的兴趣。然后谈论某个导演及他的代表作品，引出定语从句。
如Zhang Yimou is the famous director who successfully directed the film Hero.
2．小组活动：教师选取几副大家熟悉的国产大片的电影画面，要求学生进行小组讨论，分别来自什么电影，他们的男、女主角（main actor/actress）分别是谁。然后用定语从句知识来谈论。如：Shaolin Soccer is a funny film in which Zhou Xingchi plays the main role.
3．班级活动：给出几副图片及几个关键词（key words），用所学定语从句来描述图片。如：
北京申奥成功图 Beijing the city Beijing is the city where/in which the 2008 Olympic Games will be held.
4．大组活动：全班以座位为单位分4大组，开展竞赛。1）小组讨论，两人一组，一学生创设一个情景并给出2-3个关键词，另一名同学用定语从句进行描述。2）班级活动；结果汇报，教师记录，看哪个大组能正确描述的情景最多。教师给出评价。
（九）Integrating Skills
该部分主要阅读张艺谋的影片Not One Less并学习如何评价电影及写影评。Task: Make comments on films and write reviews about them.
1. 师生互动：教师可设置问题了解学生对张艺谋及其主要作品的熟悉情况，为接下来阅读Not One Less 作铺垫。问题可为 What does he do? What is famous for? What films has he directed? What is his recent film? What else do you know about him? 同时呈现张的有关信息表格，为后面的Survey 作铺垫。通过提问谈论《一个也不能少》有关情节，为阅读作铺垫。
2． 个人活动：阅读Not One Less ；回答问题，填写信息表。
3． 班级活动：学习写review 的有关建议。并以Not One Less 作为例子写影评一篇。
4．个人活动：Survey--Your favorite director and his film in china
5．小组活动：讨论关于Your favorite film What’s it about? What kind of story do you think it is? How do you think of the actors/ actresses?...
6．个人活动：模仿前面所学，写一篇影评 My Favorite Film
7．两人活动：交换作文，从影评内容、时态、单词拼写、所用词汇等方面相互交流、修改。
8．班级活动：推荐一名学生在班上交流所写影评。
四、教学评价
根据《国家英语新课程标准》对外语教学评价的原则，对学生的评价应坚持形成性评价和终结性评价并重的原则，既关注结果(教学过程中忘记考试)，更关注过程。在英语教学过程中更多地关注学生英语学习的过程、关注形成性评价，应重视形成性评价对学生英语学习的交流，对学生的书面作业、口头回答、演讲、朗诵等课外学习行为和学生的学习能力、学习态度、参与程度、合作精神等做出评价。形成性评价包括学生相互评价和学生自我评价等方式，应对学生的认知、情感、技能等方面给予综合评价，以帮助学生树立自信心、培养学生的学习能力和帮助学生确定合理的学习目标和使用恰当的学习策略。
形成性评价应采取多种评价方式，包括口头的、书面的、表格形式的，还可以建立学生个人学习档案。
形成性评价的思考
学生自评→反思过程
1.评价途径 生生互评
→合作过程
师生互评
学会学习,学会合作,学会反思。
认知→知识 知识目标
2.评价内容 情感→态度 素质目标
技能→能力 能力目标
具体内容:口头回答,书面作业,讨论,演讲,朗诵;学习能力,学习态度,参与程度,合作精神等。
口头的
3.评价形式
书面的
表格形式
学生个人学习档案（学生作业夹）
表格一
书面表达评价表
日 期 题 目
内 容 篇 幅 内 容 时 态 拼 写 词 汇 行 文 得 分
自 评
互 评
教 师
评 价
说明：1.自评（反思自己作文的过程）
2.不是每篇书面表达都要三个层次评价。
3.改变以往教师给最后一个得分的评价方式。
表格二
小组活动记录表（A.积极 B.尚积极 C.一般 D.不参与）
日 期 内 容
姓 名
等级： 评语：
等级： 评语：
--浙师大附中 张春良
eliangstaney@sina.com
、8
篇15：说课 (新课标版英语)
Hello,everyone! Today I’m going to talk about the section A of unit 1. The topic is……(单元的标题).
According to the English crriculum and the contents of this unit as well as the condtions of our students, I decide to say this leeson from six parts: teaching analysis, teaching aims, teaching key and difficult points, teaching methods and aids, teaching procedures and board design.
Now,firstly let me introduce the first part: teaching analysis. This lesson is an important lesson. Attain students’ four skills request of listening, speaking, reading and writing. On the other hand, the topic is related to our daily life, so it can easily arouse students’ learning interests. For students ,they have learned Enlglish for a peirod of time. So they can grasp some words and sentences. What’s more, Most of them are interested in English.
Part 2: teaching aims. It inclouds three hands:
Language aims: 1）Learn to read and write the new words. For example: bread, noodle(列举几个本单元的新单词)。
2)Grasp the new sentences. For exanple: (列举本单元的几个新句型)。
Ability aims: 1) Train students’ abilities of listening, speaking, reading and writing.
2)Cultivate students’ countiousness of good cooperration and proper competition.
Emotional aims: Make students fell interest in English.
Part 3: teaching key and difficult points.
Key points: learn to read and write the new words and sentences.
Difficult points：use the new sentences to make conversations in our daily life.
In order to make our students learn and grasp the key and difficult points, I’ll use the following teaching methods and aids.
Teaching methods: communative method and Task-based method.
Teaching aids: culti-media computer , tape recorder and school things.
Arter talking about the above parts, let me introduce the most important part: teaching procudures. I’ll say this part from 7 steps.
Step1: Warmming up.
Have students play a bingo game or sing a song.
Purpose: cheer the whole class up and make students feel interest in English.
Step2: Review
Show some pictures to students and ask them to read and write them down.
Purpose: It’s very imporeant for our students to review the learned knoeledge and prepare for the new lesson.
Step3: presentation
Firstly, show a dialouge to them by using the computer.
Purpose: lead in the new lesson.
Secondly, show some pictures to students to teach the new vocabularies by using the phonics. Then play a number game to practice the mew words.
Purpose: Help students learn and grasp the new words and arouse their learning interests.
After that, get students to pen their books to the exercise of 1a. And then check their answers together.
Step4: Practice
Firstly, play the tape for one time. And ask students to listen and immitate the dialouge. Have them pay attention to their pronuciation. Then play the tape again and have students finish the exercise of 1b. After that check their answers together.
Step5: Production
At first, let students work in groups to look and discuss the may contents of the pictures of 2a and 2b.
Purpose: Help students get a better understanding of the dialoude as a whole one and cultivate their listening habits.
Secondly, play the tape recorder for three times and have students finish the exercise .
At last, check their answers together.
Step6: Group work
Ask students to work in pairs to practice the dialouge of 2c. Then have them make their own conversations according to the dialouge . Five minutes later, check out which pair’s convercation is the best one and aword them.
Purpose : Cultivate students’ cousiousness of good cooperation and proper competition.
Step7: Board design
Above all are my opinions of this lesson. Thanks for your listening.
篇16：Go For It (Grade Eight)(新课标版八年级英语说课)
Unit 10 I’m going to be a basketball player
------Da Xian Middle School Lian Lian
Part 1 Analysis of the teaching material
1.Teaching content: Go for it !Grade Eight ,unit 10:I’m going to be a basketball player ,section A
2.Status and Function
This is the first period of unit 10,the focus is to talk about the life ideal.Through this part ,Ss will learn the sentence structure ‘be going to’ and can use it to talk with .It can lay a solid fondation for the section B. It’s the connecting link between the preceding and the following.It plays a decisive role in teaching.
3.Emphases and difficulties
Emphases
Future tense :be going to
Drills: What/How/When/Where are you going to…?
Difficulties
The usage of “be going to”
Part 2 Analysis of teaching target
1. Knowledge target
1) To master the target vocabulary and target language.
2) To learn the structure “be going to”.
3) To learn how to use “what, how, where, when” to ask and answer.
2. Competence target
1) Listening---can understand some words and expressions about life ideal
2) Speaking---can use the target language to talk about the life ideal.
3) Reading---can read information of life ideal from the pictures.
4) Writing---can write an essay “My future” correctly.
3. Sensibility target
Through the discussion of life ideal, make the Ss build up their own life
ideal in young age and try their best to achieve their life goals .and make the
Ss have life ideal ,ambition and motivity.
Part 3 Analysis of the students
The students of Grade Eight are curious,active and eager to get knowledge and they are sensitive to the things beside them. So the teaching methods should connect with life tightly and arouse the Ss’ interests.
Part 4 Analysis of Teaching and Learning methods
Teaching methods: The method of Elicitation ,Task and Scene
Learning methods: Previewing, observation, transfer of the knowledge
Part 5 Design idea
According to our teaching material to design different class tasks , give the Ss the relevant language environment according to these different tasks., to lead the Ss to do the pair work and group work and leave the space to think over for the students,enlighten the Ss to brain-storming. It’s not only good for developing the Ss’ convergentn thinking ,but also their divergent thinking .In another word ,that’s developing their innovation abilities
Part 6 Teaching process
Step 1 Revision
To show a group of pictures about personal occupations
T: Who is this/that?
T: What does he/she do?
[Aim: through the reviewing, let the Ss know this unit is connecting with occupations.]
Step 2 Leading--in
Ask and answer by using the pictures that have showed just now. let the Ss do the pair work to talk about their dreams and life goals.
T: Do you want to be a …when you grow up?
T: What do you want to be…?
[Aim: through this link, make the Ss understand more this unit is to talk about their own life ideal.]
Step 3 Presentation
1) To show a group of pictures that can reflect the occupations, and let the Ss speak out each occupations through observation and association: computer programmer, pilot, teacher, actor, engineer, basketball player…
2) To set up questions and let the Ss talk about them.
T: What are you going to be when you grow up?
T: Are you going to be a…?
T: How are you going to do that ?
[Aim: connect the Ss’ realities to encourage them to practice actively and arouse their interests. Make them master “be going to” means something you want to do or plan to do in the future .It’s not something that will definitely happen.]
Step 4 Practice
Practice One
According to the discussion of the pictures ,let the Ss do the pair work and discuss their own life ideal.
A: What are you going to be when you grow up?
B: I’m going to be a…
A: How are you going to do that ?
B: I’m going to …
What are you going to be? How are you going to do that?
Engineer study science
Doctor study medicine
Singer practice singin
Pianist practice piano
Writer do more writing
Policeman take military training
Astronaut take space flight training
Practice Two
This activity is to interview
Name What When How Where
[Aim: practice repeatedly is an important way for memory., this way can strengthen the words and expressions. The Ss can master and use them easily and freely. To educate them to establish high ideals and make an effort to realize their ideals.]
Step 5 Listening practice
By means of study and practice ,the Ss can finish 1b, 2a and 2b freely.
Step 6 Homework
Ask the Ss to write a composition with the title---“My Future”. The Ss are required to express their life goals clearly and take what measures to realize them .
[Aim: check the students comprehension of this period and cultivate their abilities to solve the questions; at the same time , deal with the puzzling questions met by the Ss as well; and at last reduce the rate of forgetting knowledge as much as possible and evaluate their work regularly.]
Step 7 Blackboard
Blackboard Work
Unit 10 I’m going to be a basketball player
Words:
computer programmer
basketball player
pilot
engineer
teacher
actor
Drills:
1. What are you going to be…?
2. How are you going to do that?
3. When are you going to do that?
4. Where are you going to do that?
Part 7 Feedback of teaching procedure
Feedback of teaching Procedure教学流程信息反馈
Activity 1 Activity 2
Part 8 Teaching Assessment
The efficiency of class teaching is greatly increased by means of multimedia ;
mobilize all positive factors ; cultivate their abilities to solve the questions using
mastered knowledge ;promote the development of the Ss’thought;
meanwhile ,improve their comprehensive abilities to learn English as well.
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