高二優(yōu)秀英語(yǔ)教案精選【3篇】
英語(yǔ)教案怎么寫?教學(xué)過(guò)程是教案的主要部分：寫教學(xué)環(huán)節(jié)、寫知識(shí)點(diǎn)和所用時(shí)間、寫教師活動(dòng)、寫學(xué)生活動(dòng)。寫教學(xué)過(guò)程主要寫以下幾方面的內(nèi)容：今天小編在這給大家整理了高二英語(yǔ)教案大全，接下來(lái)隨著小編一起來(lái)看看吧!
高二英語(yǔ)教案(一)
《Unit 3 Life in the future》
本教學(xué)設(shè)計(jì)在新課程教學(xué)理念的指導(dǎo)下，力求在培養(yǎng)學(xué)生的語(yǔ)言知識(shí)、知識(shí)技能、情感態(tài)度、學(xué)習(xí)策略和文化意識(shí)等素養(yǎng)的基礎(chǔ)上發(fā)展學(xué)生綜合運(yùn)用語(yǔ)言的能力，使學(xué)生通過(guò)觀察、體驗(yàn)、探究等主動(dòng)學(xué)習(xí)的方法優(yōu)化英語(yǔ)學(xué)習(xí)方法，充分發(fā)揮自己的學(xué)習(xí)潛能，形成有效的學(xué)習(xí)策略。
1. 開展學(xué)生活動(dòng)，發(fā)揮主體作用
新課程強(qiáng)調(diào)要充分發(fā)揮學(xué)生在教學(xué)過(guò)程中的主體作用。本課設(shè)計(jì)遵循以學(xué)生為主體，教師為主導(dǎo)這一教學(xué)原則，創(chuàng)設(shè)角色扮演情景、激烈討論提出建議，讓學(xué)生限度地參與教學(xué)過(guò)程，尊重學(xué)生的主體地位，充分發(fā)揮學(xué)生在學(xué)習(xí)過(guò)程中的主動(dòng)性、積極性、創(chuàng)造性，使課堂充滿活力。
2. 實(shí)施情景教學(xué)，統(tǒng)合三維目標(biāo)
本課設(shè)計(jì)從教學(xué)需要出發(fā)，創(chuàng)設(shè)情景，進(jìn)行情景設(shè)問(wèn)、討論，激起學(xué)生的情感體驗(yàn)，激活學(xué)生思維，幫助學(xué)生迅速、正確地理解和接受知識(shí)，并在學(xué)習(xí)過(guò)程中培養(yǎng)其積極進(jìn)取的科學(xué)的人生觀及價(jià)值觀，較好地落實(shí)了三維目標(biāo)。而三維目標(biāo)是相輔相成、相互滲透的，所以在情景教學(xué)的過(guò)程中，知識(shí)的落實(shí)、能力的培養(yǎng)、情感態(tài)度價(jià)值觀的滲透交融在一起，實(shí)現(xiàn)了三維目標(biāo)的和諧與統(tǒng)一。
3. 轉(zhuǎn)變學(xué)習(xí)方式，增強(qiáng)教學(xué)效果
新課程要求提倡自主、合作、探究的學(xué)習(xí)方式，發(fā)揮學(xué)生的主體性、能動(dòng)性和獨(dú)立性，本課設(shè)計(jì)通過(guò)自學(xué)課本，小組討論，綜合分析，角色扮演等活動(dòng)， 為學(xué)生自主學(xué)習(xí)、合作學(xué)習(xí)、探究學(xué)習(xí)提供了空間，使學(xué)生體驗(yàn)了自主之樂(lè)，合作之趣，探究之悅，促進(jìn)了學(xué)生知識(shí)的構(gòu)建與運(yùn)用，能力的培養(yǎng)和提高，情感體驗(yàn)和態(tài)度、價(jià)值觀的形成，增強(qiáng)了教學(xué)效果。
4. 運(yùn)用問(wèn)題教學(xué)，啟發(fā)學(xué)生思維
本課設(shè)計(jì)按照誘思探究理論要求，遵循學(xué)生的認(rèn)知規(guī)律，引導(dǎo)學(xué)生去發(fā)現(xiàn)問(wèn)題、分析問(wèn)題和解決問(wèn)題，從而掌握知識(shí)，形成能力，培養(yǎng)品質(zhì)。通過(guò)對(duì)文章分析的由淺入深，由易到難，循序漸進(jìn)，引導(dǎo)學(xué)生結(jié)合歷史現(xiàn)狀和教材信息，發(fā)揮想象，活化語(yǔ)言，從而達(dá)到綜合運(yùn)用英語(yǔ)進(jìn)行交際的目的。有利于培養(yǎng)學(xué)生的思維能力，激發(fā)學(xué)生的創(chuàng)新精神。
本教學(xué)設(shè)計(jì)貫穿了新的教學(xué)理念，體現(xiàn)了課程改革的鮮明特色，在教學(xué)內(nèi)容的重新調(diào)整、教材的合理處理、教學(xué)思路的設(shè)計(jì)等方面作了嘗試性的突破與創(chuàng)新，具有較強(qiáng)的實(shí)踐性和操作性。
【教材分析】
本單元教學(xué)內(nèi)容為人教版新課標(biāo)Module 5 Unit 3 Life in the future。本單元的中心話題是“未來(lái)生活”，教材內(nèi)容為學(xué)生提供了想象的空間，旨在培養(yǎng)學(xué)生預(yù)測(cè)未來(lái)的能力，通過(guò)對(duì)現(xiàn)實(shí)生活與未來(lái)生活的對(duì)比，喚醒學(xué)生把握現(xiàn)在，珍惜現(xiàn)在，愛(ài)護(hù)環(huán)境，保護(hù)自然的意識(shí)。
第一篇Reading文章主要講述主人公Li Qiang在時(shí)空旅行前、時(shí)空旅行中及時(shí)空旅行后的所見(jiàn)所想。第二篇?jiǎng)t主要記敘了Li Qiang在太空站認(rèn)識(shí)的兩個(gè)非常特別的太空生物，并將兩個(gè)生物的特征進(jìn)行了對(duì)比。兩篇閱讀文章都是科幻型閱讀，旨在喚起學(xué)生的想象力，培養(yǎng)學(xué)生對(duì)未來(lái)生活的預(yù)測(cè)。語(yǔ)法部分則延續(xù)了課文內(nèi)容，通過(guò)作者對(duì)未來(lái)生活態(tài)度的討論引出過(guò)去分詞做狀語(yǔ)及定語(yǔ)的用法，并以短文填空的形式來(lái)鞏固文章生詞的用法。聽(tīng)力部分則描繪了一個(gè)擁有高新科技的wonderland,表明了人類對(duì)美好生活的追求與幻想，并最終通過(guò)口語(yǔ)情景設(shè)置鍛煉學(xué)生綜合運(yùn)用英語(yǔ)的能力與技巧，從而對(duì)未來(lái)生活進(jìn)行更細(xì)致的預(yù)測(cè)。
考慮到各部分內(nèi)容的內(nèi)在聯(lián)系，筆者結(jié)合教學(xué)實(shí)際將同一話題不同內(nèi)容與形式的材料進(jìn)行了重組，對(duì)教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)，豐富了教學(xué)內(nèi)容和語(yǔ)言活動(dòng)形式。
【學(xué)情分析】
1. 認(rèn)知基礎(chǔ)：高一學(xué)生基本上能用英語(yǔ)清晰地表達(dá)個(gè)人觀點(diǎn)，準(zhǔn)確地描繪
生活現(xiàn)象或表達(dá)個(gè)人情感，能用基本的詞匯、句型對(duì)未來(lái)生活作出描繪與預(yù)測(cè)。
2. 心理特征：高中學(xué)生思想活躍，求知欲旺盛，學(xué)習(xí)態(tài)度明確，自我意識(shí)
發(fā)展迅速并趨向成熟，獨(dú)立自主性強(qiáng)，有一定的道德修養(yǎng)及正確的價(jià)值觀與審美觀。
3. 學(xué)習(xí)能力：學(xué)生對(duì)過(guò)去分詞的用法有基本的了解，其自主閱讀與表達(dá)能力有一定的基礎(chǔ)，具備良好的團(tuán)體協(xié)作能力，并能進(jìn)行有效成功的交流合作討論。
【教學(xué)目標(biāo)】
(1)知識(shí)與能力
學(xué)習(xí)與未來(lái)生活有關(guān)的詞匯;能對(duì)本單元的生詞猜測(cè)詞義并能用英語(yǔ)釋義基本單詞;學(xué)習(xí)有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式以及過(guò)去分詞作定語(yǔ)、狀語(yǔ)的用法;能聽(tīng)懂關(guān)于對(duì)未來(lái)生活、環(huán)境的想象、猜測(cè)和思考的會(huì)話，想象未來(lái)生活可能存在的問(wèn)題;能用英語(yǔ)簡(jiǎn)單地談?wù)撐磥?lái)生活，猜測(cè)未來(lái)的科技發(fā)展趨勢(shì);能閱讀關(guān)于未來(lái)生活、未來(lái)世界以及外太空和外星人的英語(yǔ)文章;能夠較好地發(fā)揮想象來(lái)描寫未來(lái)生活和外星生物。
(2)過(guò)程與方法
通過(guò)網(wǎng)絡(luò)或圖書館等途徑查找搜集有關(guān)科學(xué)家對(duì)未來(lái)生活預(yù)測(cè)的資料，培養(yǎng)學(xué)生利用學(xué)習(xí)資源的策略;并且筆者結(jié)合教學(xué)實(shí)際對(duì)教材內(nèi)容、編排順序等進(jìn)行了調(diào)整、刪減和補(bǔ)充，將整個(gè)單元設(shè)計(jì)成四個(gè)課時(shí)。第一課時(shí)為Warming-up and Reading, 第二課時(shí)為L(zhǎng)earning about language, 第三課時(shí)為Using language, 第四課時(shí)為L(zhǎng)istening and speaking。著重培養(yǎng)學(xué)生學(xué)習(xí)運(yùn)用詞匯學(xué)習(xí)中的猜詞策略，激發(fā)學(xué)生想象力，預(yù)測(cè)未來(lái)生活。
(3)情感態(tài)度與價(jià)值觀
通過(guò)學(xué)習(xí)課文，使學(xué)生回顧歷史，認(rèn)識(shí)現(xiàn)在，展望未來(lái)，激發(fā)學(xué)生的想象力;提高環(huán)境保護(hù)，資源保護(hù)意識(shí)。通過(guò)討論使學(xué)生了解中國(guó)和其他國(guó)家目前存在的社會(huì)問(wèn)題以及科技發(fā)展方向，預(yù)測(cè)世界未來(lái)生活、環(huán)境的發(fā)展趨勢(shì)。
【重點(diǎn)難點(diǎn)】
重點(diǎn)：
1.掌握有關(guān)描繪未來(lái)生活的詞匯以及有關(guān)預(yù)測(cè)和猜測(cè)的表達(dá)方式。
2.通過(guò)對(duì)文章的學(xué)習(xí)，根據(jù)目前的現(xiàn)狀預(yù)測(cè)未來(lái)的生活，提高環(huán)境保護(hù)、資源保護(hù)意識(shí)。
難點(diǎn)：
1.掌握過(guò)去分詞作定語(yǔ)和狀語(yǔ)的用法。
2.運(yùn)用所學(xué)的詞匯及句型寫出具有一定想象力的短文。
【教學(xué)策略與手段】
1.采取多種教學(xué)方式，講述法與討論法相結(jié)合，啟發(fā)式教學(xué)法與創(chuàng)設(shè)課堂思維情景相結(jié)合，接受式學(xué)習(xí)與探究式學(xué)習(xí)相結(jié)合。
2.以活動(dòng)構(gòu)建教學(xué)理論為指導(dǎo)，挖掘課程資源，利用圖片、表格、多媒體等多種形式，師生互動(dòng)，分組探究。
3.適時(shí)對(duì)學(xué)生的學(xué)習(xí)過(guò)程進(jìn)行調(diào)控與激發(fā)，實(shí)現(xiàn)教學(xué)預(yù)設(shè)與動(dòng)態(tài)生成的統(tǒng)一。
【教學(xué)準(zhǔn)備】
1.教師整理課堂相關(guān)文字、圖表、影音資料，制成多媒體課件。
2.課前組織學(xué)生搜集、閱讀有關(guān)世界環(huán)境問(wèn)題、當(dāng)今科學(xué)技術(shù)發(fā)展及對(duì)未來(lái)生活預(yù)測(cè)的文章，積累一定的知識(shí)儲(chǔ)備。
3.課前按教室座位情況將學(xué)生分成若干小組，每組6人，并選出組長(zhǎng)一人，以小組為單位開展合作學(xué)習(xí)。
【教學(xué)過(guò)程】
Period 1: Warming-up & Reading
Teaching Aims:
1. Learn some new words and expressions.
2. Improve the students’ reading skills.
3. Know the more advanced forms of transport in AD 3005 and the advantages and problems of life in the future.
Teaching Methods:
1. Inductive method
2. Pair work & group work
3. Competition
4. Illustration
5. Deductive Method
Step 1 Greetings and Lead-in
1.The teacher can start with daily greetings and try to lead in some words in this unit.
Q1: Where do you come from? Do you live in the downtown or in the countryside?
Do you live in a comfortable surrounding?
Is it a suitable location for people to live in?
What is it made of? (brick, stone, steel, glass, wood, plastic, bamboo, mud…).
2.Q2: No matter where you live, I am wondering how do you usually go to school? (by bike, by car, by bus…)
Bikes, cars, buses and so on can be used to carry people or things from one place to another place, and they are called vehicles. What other vehicles do you know?
carriage, ambulance, jeep, airbus, train, truck, motorcycle, fire engine, …
3.Now let’s take a look at the screen to learn about the development of all the means of transportation.
sedan chair – carriage – bicycle – motorcycle – car – train – aeroplane – space craft
4.Q3: What will the future means of transportation be like? (Time travel)
Well, today we are going to learn a text about time travel.
【設(shè)計(jì)說(shuō)明】
由日常問(wèn)候開啟話題，通過(guò)提問(wèn)學(xué)生家鄉(xiāng)情況導(dǎo)入城鎮(zhèn)生活，引出不同的建筑材料及交通工具中的生詞;然后總結(jié)交通工具的發(fā)展歷史，預(yù)測(cè)未來(lái)的交通方式，引出跨時(shí)空旅行，從而進(jìn)入閱讀文章的處理與學(xué)習(xí)。(由于考慮到Warming-up中的Transport與Houses, Villages,Towns, 以及Location of settlement的聯(lián)系不大，可單獨(dú)提出，因此將Transport的發(fā)展變化應(yīng)用于課文的導(dǎo)入中，這樣比較科學(xué)自然。)
Step 2 Skimming
1.The teacher will ask the students to predict the future life in various aspects as to inspire their imagination and predicting ability.
Q1：What will the future life be like?
2.The students are given several minutes to read through the text and try to find out the changes mentioned in the text.
Q2: Which changes are mentioned in the text?
time travel – transport – air quality – religion – clothing – eating – houses – towns
3.The teacher can ask the students to carry out a discussion about the changes.
Q3: Which changes are good and which are bad?
【設(shè)計(jì)說(shuō)明】
猜測(cè)是培養(yǎng)學(xué)生閱讀能力的方法之一，因此筆者首先提出問(wèn)題引發(fā)學(xué)生思考，對(duì)未來(lái)生活的各個(gè)方面進(jìn)行預(yù)測(cè)。其次通過(guò)快速閱讀的方式，了解文章梗概，把握文章線索，找出文中對(duì)未來(lái)生活變化的描寫，培養(yǎng)學(xué)生快速閱讀的技巧與能力，并對(duì)未來(lái)生活變化的好壞進(jìn)行小組討論，培養(yǎng)集體協(xié)作精神。(由于Comprehending中關(guān)于未來(lái)生活變化好壞的討論難度不大，考慮到整個(gè)設(shè)計(jì)的連貫性，將其提至快速閱讀中，設(shè)置成小討論，將學(xué)生說(shuō)與讀的能力更好地結(jié)合。)
Step 3 Reading for details
1.Before the journey
Q1: How many people are mentioned in the text? Who are they?
Q2: When did the writer write this letter? And to which year did he travel?
Q3: Why did Li Qiang travel to the year AD 3005?
Q4: What did Li Qiang suffer from?
Q5: How did Li Qiang feel? What makes him feel better?
Q6: Where did they arrive?
【設(shè)計(jì)說(shuō)明】
通過(guò)幾個(gè)特殊疑問(wèn)詞，提出以下問(wèn)題，處理文章第一段。因本篇課文是一篇敘事故事，而記敘文時(shí)一般都包括事件發(fā)生的人物、時(shí)間、地點(diǎn)、事件、原因等關(guān)鍵要素，因此讓學(xué)生通過(guò)閱讀尋找上述要素，不僅讓學(xué)生的閱讀具有目的性，而且降低了閱讀的難度。
2.During the journey
1) In the capsule:
Climb through the round opening -- comfortable seats -- calming drink -- lay relaxed -- we rose slowly from the ground -- complete the journey -- 1000 years later -- ?
2) Out of the capsule
Confused by the new surrounding, I was hit by the lack of fresh air
Q1: How did Li Qiang overcome the lack of fresh air?
1. Hovering carriage: .
Q2: How did the hovering carriage float?
Q3: How can a person move swiftly?
2. “A large market”
Q4: What were people doing there?
Q5: What happened to Li Qiang?
3. A large building
Q6: What is a “time lag” flashback?
【設(shè)計(jì)說(shuō)明】
按事件發(fā)生的先后順序及地點(diǎn)轉(zhuǎn)換順序，處理文章細(xì)節(jié)，培養(yǎng)學(xué)生抓住文章線索來(lái)處理課文的能力。然后根據(jù)地點(diǎn)轉(zhuǎn)移，自然地將“太空倉(cāng)內(nèi)”轉(zhuǎn)向“太空倉(cāng)外”，按照作者在太空倉(cāng)外所處的三個(gè)不同地點(diǎn)Hovering carriage, a large market, a large building來(lái)處理文章第三段。
3.After the journey
(Arriving home, he showed me into a large bright, clean room.
Description of the house: brown floor, soft lighting, trees, leaves, computer screen, tables, chairs, green wall…
Q1: How did the author feel after visiting the special house?
Exhausted, I slid into bed and fell fast asleep.
【設(shè)計(jì)說(shuō)明】
通過(guò)精讀課文，了解文章細(xì)致內(nèi)容，按照“時(shí)空旅行前，時(shí)空旅行中及時(shí)空旅行后”的時(shí)間線索來(lái)處理文章細(xì)節(jié)?！皶r(shí)空旅行中”又可按照“在太空倉(cāng)內(nèi)與在太空倉(cāng)外”分析文章信息。在此過(guò)程中鍛煉學(xué)生精讀的閱讀技巧，處理文章生詞，并適當(dāng)?shù)匾霂讉€(gè)過(guò)去分詞做狀語(yǔ)及定語(yǔ)的句子，為語(yǔ)法部分的講解作個(gè)鋪墊。
Step 4 Consolidation
1.Put the statements into correct order. ( C --- A --- D --- B )
A. We are transported into the future by a comfortable time capsule.
B. I arrived at Wang Ping’s home and everything in his house made me surprised.
C. I won a travel to the year AD 3005.
D. I have my first try to master a hovering carriage.
2.Discussion: Compare the houses, towns, location of settlement of different period of time and predict about the changes in the future
AD 1005: China ---- AD 2007: Modern World ---- AD______ : Your idea
3.A telephone interview with Li Qiang
Ask the students to discuss in group of six and raise as many questions to Li Qiang as possible. Some questions about the problems in future life are recommended.
【設(shè)計(jì)說(shuō)明】
首先通過(guò)對(duì)文章故事情節(jié)的正常排序回顧文章梗概;其次通過(guò)Warming-up中過(guò)去、現(xiàn)在的房子、城鎮(zhèn)及居住環(huán)境的比較來(lái)預(yù)測(cè)未來(lái)方的發(fā)展與變化;最后設(shè)置情景，進(jìn)行角色扮演，模擬電話采訪Li Qiang回顧整篇課文，引出本節(jié)課的作業(yè)與任務(wù)。全面地鍛煉學(xué)生的總結(jié)概括能力以及團(tuán)體協(xié)作的討論能力。
Step5 Assignment
1.Show some pictures of various kinds of pollution to the students to arouse their awareness of environmental protection and then ask the students what have caused those environmental problems in groups.
Q1: What problems are we facing now?
Q2: What have caused those problems?
2.Show some advanced and imaginative inventions to the students, and try to arouse their imagination to design specific objects for a better future life
3.Assignment: Object-designing
Design an object which can help you change the world for a better future
【設(shè)計(jì)說(shuō)明】
通過(guò)角色扮演以及情景設(shè)置中引出未來(lái)生活中將會(huì)存在的問(wèn)題，以此導(dǎo)出現(xiàn)在生活中存在的問(wèn)題，由此自然地引出閱讀課的任務(wù)----發(fā)明設(shè)計(jì)，以此激發(fā)學(xué)生的發(fā)明創(chuàng)造能力，喚醒學(xué)生保護(hù)自然、愛(ài)護(hù)環(huán)境的意識(shí)，學(xué)習(xí)中滲透道德教育，一舉兩得。
Period 2: Learning about language
Teaching aims:
1. Learn past participle used as adverbial.
2. Master some important words: swiftly, unsettle, constant, remind, previous, bent, press, link.
Teaching methods:
1. Teach grammar in real situations.
2. Learn grammar through practice.
Step 1 Revision and Preparation
1.Ask the students to talk about the writer’s attitude towards the future life, was he optimistic or pessimistic about the future? How do you know? Can you find some sentences to support your opinion?
2.Ask the students to find out some sentences which can support the opinion that the author is pessimistic about the future life.
1 .Confused by the new surroundings, I was hit by the lack of fresh air.
2. Worried about the journey, I was unsettled for the first few days.
3. Exhausted, I slid into bed and fell fast asleep.
And then ask the students to finish the exercises in their textbook.
Ex.1. Combine these two sentences using the past participate as the adverbial.
1. I was frightened by the loud noise. I went to see what was happening.
Frightened by the loud noise, I went to see what was happening.
2. He was hit by the lack of fresh air. He got a bad headache.
Hit by the lack of fresh air, he got a bad headache.
3.I felt very tired after the long journey. I still enjoyed meeting the aliens on the space station.
Tired after the long journey, I still enjoyed meeting the aliens on the space station.
4. The museum was built in 1910. The museum is almost 100 years old.
Built in 1910, the museum is almost 100 years old.
5. The little girl was frightened by the noise outside. The little girl dared not sleep in her bedroom.
Frightened by the noise outside, the little girl dared not sleep in her bedroom.
6. The student was given some advice by the famous scientist. The student was not worried about his scientific experiment any more.
Given some advice by the famous scientist, the student was not worried about his scientific experiment any more.
3.Ask the students to find out some sentences which can support the opinion that the author is optimistic about the future life.
1. His parents company named “Future Tours” transported me safely into the future.
2. A table and chairs rose from under the floor as if by magic.
3. Tomorrow you will be ready for some visits organized by the company.
And then ask the students to finish the exercises in their textbook.
Ex.2. Combine these two sentences using the past participate as the attribute.
1. Soon we lost sight of that famous astronomer. He is called Li Qiang.
Soon we lost sight of that famous astronomer called Li Qiang.
2. I am going to buy a painting. It is copied from Vincent van Gogh.
I am going to buy a painting copied from Vincent van Gogh.
3. The castle is under repair. It was built in 1432
The castle built in 1432 is under repair.
4. I like that old private house. It is built of wood and mud.
I like that old private house built of wood and mud.
5. The vehicle is mentioned in the book. The vehicle is unknown to me.
The vehicle mentioned in the book is unknown to me.
6. The room is completely empty. The room is connected to the rest of the house by a long passage.
The room connected to the rest of the house by a long passage is completely empty.
7. The queen was sitting in a royal carriage. The carriage was drawn b four horses.
The queen was sitting in a royal carriage drawn by four horses.
【設(shè)計(jì)說(shuō)明】
通過(guò)設(shè)置討論作者對(duì)未來(lái)生活持樂(lè)觀還是悲觀態(tài)度來(lái)復(fù)習(xí)并提升Reading內(nèi)容，鞏固學(xué)生對(duì)Reading全文線索的了解與掌握，并通過(guò)討論找出含有過(guò)去分詞用法的句子來(lái)支持各自的觀點(diǎn)。(由于Reading中Comprehending部分中關(guān)于作者對(duì)未來(lái)生活所持有的態(tài)度的討論跟語(yǔ)法部分聯(lián)系緊密，故將其從Reading中剪切，轉(zhuǎn)至語(yǔ)法中作為回顧閱讀課，導(dǎo)入新課)完成語(yǔ)法練習(xí)后，學(xué)生對(duì)過(guò)去分詞作狀語(yǔ)和定語(yǔ)的用法有了一定的了解，然后教師將過(guò)去分詞作狀語(yǔ)和作定語(yǔ)的用法系統(tǒng)歸納如下：
過(guò)去分詞作狀語(yǔ)可以表示時(shí)間、條件、原因、讓步、方式或伴隨，有時(shí)在其前還可以帶上連詞，以示明確。
1. 作時(shí)間狀語(yǔ)。 Once discovered, the enemies were completely wiped out.
2. 作原因狀語(yǔ) Moved by his words, I accepted his present.
3. 作條件狀語(yǔ) United we stand, divided we fail.
4. 作讓步狀語(yǔ) Although tired, they continued to work.
5. 作方式或伴隨狀語(yǔ) The teacher stood there, surrounded by many students.
注意：
1) 作狀語(yǔ)的過(guò)去分詞通常與句子的主語(yǔ)存在著被動(dòng)關(guān)系，她所表示的動(dòng)作通常和謂語(yǔ)動(dòng)詞屬于同一時(shí)間范疇，也可表示先于謂語(yǔ)動(dòng)詞發(fā)生的動(dòng)作。有時(shí)為了強(qiáng)調(diào)先發(fā)生的動(dòng)作，也可用having been done.
e.g. Having been told many times, he can’t still remember it.
2). 過(guò)去分詞的邏輯主語(yǔ)要跟主句的主語(yǔ)一致,否則不能用過(guò)去分詞作狀語(yǔ),應(yīng)用狀語(yǔ)從句。
(誤)Checked carefully, some spelling mistakes can be avoided.
(正)If the composition is checked carefully, some spelling mistakes can be avoided.
過(guò)去分詞作定語(yǔ)或狀語(yǔ)時(shí)，該分詞及修飾成分相當(dāng)一句定語(yǔ)或狀語(yǔ)從句，變?yōu)槎ㄕZ(yǔ)從句或狀語(yǔ)從句中，該從句應(yīng)該具備兩個(gè)特征：1)從句的主語(yǔ)和主句中的先行詞一致;2)謂語(yǔ)動(dòng)詞為被動(dòng)語(yǔ)態(tài)形式。
Step2 Consolidation
非謂語(yǔ)動(dòng)詞練習(xí)
B 1. ___ and happy, Tony stood up and accepted the prize. (2006全國(guó))
A. Surprising B. Surprised C. Being surprised D. To be surprising
A 2.No matter how frequently _______, the works of Beethoven still attract people all over the world. (2006廣東)
A. performed B. performing C. to be performed D. being performed
C 3._________ and I’ll get the work finished. (2007 重慶)
A. Have one more hour B. One more hour
C. Give one more hour D. If I have one more hour
B. 4. The repairs cost a lot, but its money well _____. (2006 湖北)
A. to spend B. spent C. being spent D. spending
C. 5. _____ with a difficult situation, Arnold decided to ask his boss for advice.(2006江蘇)
A. To face B. Having faced C. Faced D. Facing
B 6.When her father, the girl burst into crying. (2005湖北)
A. asking of B. asked about C. being asked D. asked
D 7. The man kept silent in the room unless . (2006浙江)
A. spoken B. speaking C. to speak D. spoken to
D 8. ________, the old man is living a happy life. (2006天津)
A. taking good care B. taken good care
C. having taken good care D. taken good care of
D 9.The Olympic Games, in 776B.C., did not include women players until 1912. (NMET2004)
A. first playing B. to be first played
C. to be first playing D. first played
B 10. from his clothes, he is not so poor. (2006上海)
A. Judged B. Judging C. To judge D. Having judged
A 11.European football is played in 80 countries, it the most popular sport in the world. (NMET2003)
A. making B. makes C. made D. to make
B 12.The secretary worked late into the night, a long speech for the president. (MET2004)
A. to prepare B. preparing C. prepared D. was preparing
C 13. a reply, he decided to write again. (2005北京)
A. Not receiving B. Receiving not
C. Not having received D. Having not received
B 14.The houses are for the old people and the construction work will start soon. (2006江蘇)
A. built B. to be built C. to build D. being built
C 15.If ill, I’ll stay home a good rest. (2006遼寧)
A. to fall, taking B. fall; to taking
C. falling; taking D. falling; take
Step 3 Discussion: Life at present V.S. Life in the future
1. Ask the students to carry out a discussion to compare the present life and life in the future.
Do you want to work for space? What worker should be needed for the space?
2. Ask the students whether they would like to work for space if possible, and then ask them to complete this advertisement choosing these words in their proper forms.
(constant remind unsettle previous bend press swiftly link)
Many people need to be________of the job opportunities on space stations, which _________ need space cooks, cleaners, teachers, and computer engineers. You can be _____ trained with one-year space course and then be ready to enjoy the benefits of working in space. People are _______ at first but soon feel better as families are encouraged to come. For health reasons, only one stay of three years is allowed. So any ______ experience working in space for this length of time means you cannot apply. Many people ______ to stay longer but the _____ between illness and length of stay on a space station is too strong. It is sad but the rules cannot be ___ for anyone. 【設(shè)計(jì)說(shuō)明】
通過(guò)小組討論讓學(xué)生展開想象的翅膀，憧憬未來(lái)生活的美好，隨后通過(guò)跟目前生活的比較，教育學(xué)生要珍惜現(xiàn)在，展望未來(lái)。然后讓學(xué)生根據(jù)自己的實(shí)際情況，討論是否愿意為空間站工作。
Step4 Assignment
Ask the students to write an application letter for working in space.
【設(shè)計(jì)說(shuō)明】
讓學(xué)生設(shè)計(jì)自己的空間站求職信，一方面鍛煉學(xué)生的寫作能力，一方面又與實(shí)際生活相聯(lián)系，一舉兩得。
Period 3: Using language
Teaching Aims:
1. Learn some new words and expressions.
2. Encourage students to master the features of the two alien creatures, and try to compare the similarities and difference between them.
3. Train the students’ reading skills and predict the future humans.
Teaching Methods:
1. Prediction
2. Pair work & group work
3. Comparison
Step 1 Lead-in
1.The teacher shows a video clip from Star War to the students.
2.The teacher shows some pictures of those mentioned creatures from the video clip and ask some questions.
Q1: Where do those creatures live? Galaxy, planet
Q2: How are they different from us humans?
Q3: What do they eat and drink?
Q4: Which language do they speak?
【設(shè)計(jì)說(shuō)明】
該部分閱讀是上一課閱讀材料的延續(xù)，主要談及Li Qiang在太空中遇見(jiàn)的兩類令人驚訝的生物。因內(nèi)容與《星球大戰(zhàn)》中形態(tài)怪異的太空生物有所類似，故筆者采取_《星球大戰(zhàn)》片段導(dǎo)入，通過(guò)對(duì)太空生物的生理形態(tài)及生活的預(yù)測(cè)討論引出課文內(nèi)容。
Step2 Prediction and understanding of the title
The teacher asks the students to talk about their own understanding of the title, and try to predict what kinds of amazing creatures will Li Qiang come across in AD 3005.
【設(shè)計(jì)說(shuō)明】
引出課文內(nèi)容后，首先讓學(xué)生就題目發(fā)表討論，預(yù)測(cè)作者在跨時(shí)空旅行中將會(huì)遭遇哪些形態(tài)各異的生物。
Step3 Reading for details
1.Ask the students to describe the space station.
Q1: What does the space station look like?
Q2: How about the inside of the space station?
Q3: What can you see inside the station?
2.Ask the students to read through the following two passages and finish the following questions:
Q1: What two alien creatures are mentioned in the text?
Q2: What are the features of these two amazing creatures?
3.Compare the similarities and differences between these two alien creatures in various aspects.
Name of creature Mu-mu Dimpods
Size Tall & thin small
Appearance Face/head/leg Like a cat
Colour Black & white Blue or purple
Personality Friendly Interesting + lovely
Number of arms Six Many
Number of legs One leg / shell Many
How it moves Slowly Skip around fast
Voice Whisper Shout
Food Carrot + cocoa Lemonade + herbs
【設(shè)計(jì)說(shuō)明】
由于文章結(jié)構(gòu)清晰，內(nèi)容簡(jiǎn)單，主要介紹了Li Qiang在太空中遇見(jiàn)的兩類生物以及它們之間的比較。故筆者直接處理課文細(xì)節(jié)，讓學(xué)生通過(guò)閱讀找出文中對(duì)兩類生物的描述，比較它們的特征。
Step4 Discussion
The teacher asks the students to predict about the future humans by referring to the following questions.
Q1: When do the future humans live?
Q2: Where do they live?
Q3: What do they eat?
Q4: Do their body parts have any other special functions?
Q5: What are the features of the future humans?
Q6: How do future humans work and live?
【設(shè)計(jì)說(shuō)明】
文章原先安排的任務(wù)是猜測(cè)并繪出外星人的模樣，并用文字描述將外星人的外形特征;由于考慮到這個(gè)任務(wù)的難度，筆者將任務(wù)改為對(duì)未來(lái)人類的預(yù)測(cè)，并提供問(wèn)題提示，降低難度，將話題從漫無(wú)邊際的想象轉(zhuǎn)至日常生活，程度地調(diào)動(dòng)學(xué)生想象的積極性。
Step5 Assignment
Draw a picture of the future humans, then write a description based on your drawing. 【設(shè)計(jì)說(shuō)明】
讓學(xué)生參考文章結(jié)構(gòu)與內(nèi)容，用文字表述未來(lái)人類在生理、心理、生活、工作等方面的特點(diǎn)與變化，并將自己的設(shè)計(jì)做成Powerpoint文件，在第四課時(shí)中上臺(tái)展示。
Period 4. Listening and speaking
Teaching Aims:
1. Train the students’ listening ability.
2. Encourage the students to make up a dialogue about what life will be like in their hometowns in 1000 years’ time.
Teaching Methods:
1. Listen to catch the main ideas
2. Individual work and group work
3. Cooperative study
Step1 Display the design of the future humans
The teacher chooses several students to come to the front and display their design of future humans to the class. Appropriate evaluation is required.
【設(shè)計(jì)說(shuō)明】
抽取幾位學(xué)生上臺(tái)通過(guò)Powerpoint文件展示并講解自己在上節(jié)課對(duì)未來(lái)人類的設(shè)計(jì)與幻想，教師進(jìn)行適當(dāng)?shù)狞c(diǎn)評(píng)，檢驗(yàn)學(xué)生的設(shè)計(jì)成果，并進(jìn)行總結(jié)：想象力是人類與生俱來(lái)的本能，也是人類進(jìn)步的動(dòng)力，人如果沒(méi)有想象力，世界必然一片空白，人生將會(huì)無(wú)限的單調(diào)乏味，因?yàn)橛邢胂蟛庞惺聦?shí)，有想象才能成功。為了拓展我們的生活領(lǐng)域，提高我們的生活品質(zhì)，使未來(lái)的生活美夢(mèng)成真，讓我們利用我們聰明的頭腦和靈巧的雙手去想象、去創(chuàng)造、去發(fā)明吧!
Step2 Lead-in
The teacher displays a picture of the solar system to the students, and asks the following questions:
Q1: Which planet would be the best residence for humans?
Q2: What will life on Mars be like?
【設(shè)計(jì)說(shuō)明】
因聽(tīng)力材料描繪了想象中一個(gè)在火星上充滿奇跡的wonderworld，在那個(gè)世界很多高新科技被應(yīng)用于日常生活與工作中，故筆者從一張有關(guān)太陽(yáng)系的圖片導(dǎo)入，引出聽(tīng)力材料中的planet, oxygen, gravity, space creatures等生詞，然后向?qū)W生提出問(wèn)題，太陽(yáng)系中哪個(gè)星球比較適合人類生存，讓學(xué)生對(duì)火星生活作出預(yù)測(cè)，從而引出聽(tīng)力材料。
Step3 Listening for main ideas
□living on another planet □new discoveries in space □space creatures
□why a space station spins □how to get water on Mars □comets
□houses in a town on Mars □Martian creatures □atmosphere and gravity
Keys: living on another planet, atmosphere and gravity, how to get water on Mars, houses in a town on Mars
【設(shè)計(jì)說(shuō)明】
要求學(xué)生在聽(tīng)錄音的同時(shí)提取聽(tīng)力材料的主要內(nèi)容，并在書中的練習(xí)一上打勾。培養(yǎng)學(xué)生聽(tīng)取重要信息的能力。
Step4 Listening for details
1. How can “Wonderworld” make sure there is enough oxygen?
2. How can “Wonderworld” make sure there is enough water?
3. What is the advantage of living in “Wonderworld”?
4. Do you think people will be healthy living in “Wonderworld”? Why?
Keys: 1. “Wonderworld” will provide a covered area for people to live in with a special air supply.
2.collect water from under the planet’s surface – cleaned and recycled – bacteria are
used to clean the dirty water.
3.People may become rich and famous.
4.People will be healthy since they have a satisfactory climate, enough water and sufficient accommodation to live comfortably.
【設(shè)計(jì)說(shuō)明】
要求學(xué)生再聽(tīng)一遍錄音，完成文中的細(xì)節(jié)問(wèn)題。培養(yǎng)學(xué)生聽(tīng)取細(xì)節(jié)內(nèi)容的能力。
Step5 Prediction & Speaking
Ask the students to work in pairs and list some questions about what life will be like in their hometown in 1000 years’ time by referring to the following sentence patterns:
Suppose that… Do you imagine that…?
I wonder if … Is it possible that…?
Is it likely/ unlikely that…? Do you suppose that…?
【設(shè)計(jì)說(shuō)明】
要求學(xué)生根據(jù)本單元的學(xué)習(xí)，運(yùn)用掌握的詞匯與句型，預(yù)測(cè)1000年后家鄉(xiāng)發(fā)生的變化，學(xué)生運(yùn)用課本中提供的句型編造對(duì)話，先兩兩討論，然后跟其他小組成員討論編對(duì)話，培養(yǎng)口語(yǔ)及集體協(xié)作能力。新課標(biāo)第一網(wǎng)
Step6 Assignment
Practise asking your classmates what will their hometowns be like in 1000 years’ time.
【設(shè)計(jì)說(shuō)明】
要求學(xué)生在課后跟自己的同學(xué)用英語(yǔ)交談，討論預(yù)測(cè)1000年以后家鄉(xiāng)發(fā)生的變化，將英語(yǔ)學(xué)習(xí)融入日常生活，激發(fā)學(xué)生講英語(yǔ)的_，在實(shí)踐中鍛煉學(xué)生的英語(yǔ)能力。
高二英語(yǔ)教案(二)
《Unit 4 Making the news》教案
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
Objectives:
1. Instructional objectives
By the end of the class, most students are able to:
1) Use the words and the phrases they learned to complete the tasks based on the text.
2) Pronounce correctly the new words (especially “carnival” )by themselves and with the help of the teacher.
3) More than half of the students can speak fluently and accurately about their views towards carnival in pairs with the teacher’s scaffolding.
2. Educational objectives
By the end of the class, students are able to:
Improve their cultural awareness from carnival and learn more about its influence on the western culture after class
3. Personal objectives：
1) Be confident of standing on the stage and speak clearly and spontaneously.
2) Encourage students to speak in the class with different kind of techniques.
教學(xué)重難點(diǎn)
Focal points:
By the end of the class, students are able to:
1) Improve the main reading skills through completing reading tasks in pair work and group work.
2) Use the table to finish their essay about their favorite film.
Difficult points:
By the end of the class, students are able to:
1) speak fluently and accurately about their favorite films in pairs with the teacher’s scaffolding.
2) Write a film review according to the table and the text.
教學(xué)過(guò)程
Procedures and time allotment
Stage 1 Getting students ready for learning
T: Class begins!
Ss:…
T: Good afternoon, class!
Ss:…
T: Today, let’s come to Culture Corner. Module 4. Do you know Chinese festivals?
Ss:…
T: First, Work in groups, discuss and make a list of Chinese festivals in English. (1min).
Ss:…
T: OK, time is up. You know Chinese festivals?
Ss:…
T: very good. For example1.
New Year’s Day 元旦節(jié) (1月1日)
2. Spring Festival 春節(jié) (農(nóng)歷正月初一)
3. Lantern Festival 元宵節(jié) (農(nóng)歷正月15)
4. the Qingming Festival 清明節(jié) (4月5日)
5. Dragon Boat Festival 端午節(jié) (農(nóng)歷5月初五
6. Double-ninth Day 重陽(yáng)節(jié) (農(nóng)歷9月初九)
7.National Day 國(guó)慶節(jié) (10月1日)
T: And festivals brought us much traditional knowledge. So, festival is beautiful. Do you know foreign festivals?
Ss:...
T: In the textbook, there are some festivals with pictures. Do you know the right descriptions about them?
Ss:...
T: This festival is at the end of October, when “ghosts” come out.
Ss:...
T: This is when Americans remember the hard times when they first arrived in the country.
Ss:..
T: This is a festival of color, which marks the beginning of spring in India.
Ss:...
T: This is a Christian festival which comes in the middle of winter
Ss:...
T: Let’s watch a video. Can you guess what festival it is? .
T: They are dressed up in special clothes, and they are wear masks.
Ss:...
T: now, First question is how do people feel on this festival? Second is what festival is it?
Ss:...
T: Yes, very good. Now, let’s watch a video about Carnival.
Ss:...
T: what do you remember about carnival?
Ss:...
T: Where did it first?
Ss:...
Stage 2 Pre-reading
Step 1. Listen to the tape.
T: Let's listen to the following passage to learn more about carnival. Try to find out what places are mentioned in terms of carnival celebrations.
Ss:..
T:...
Step 2. Scan the passage and try to answer the questions.
T: What is the meaning of carnival?
Ss:...
T: Originally it meant “with no meat”but now it symbolizes “l(fā)ife”.
Step 3. Read the passage and match column A with column B.
T: OK, now I will give you 1 minute to read it again and then I will ask you some
Stage 3 While-reading
Step 1 Read the passage. Choose the best answers to the two sentences.
T: are you finish? Let’s look at the questions.
first question is Today Carnival has become a celebration of ____. Which one you choose?
A. freedom B. harvest C. life itself D. success
Ss:...
T: YES, very good. Next question is We need to _____ to understand what carnival is all about.
A. look at the history of America B. go to America
C. look at the meeting of two cultures---European and African D. Both A and C
Ss:...
T:....
Step 2 check whether the statements are true or false.
T: …
T: Now, let’s check.With the opening of huge farms and plantations, many Africans went to look for jobs in America., what’s your idea?
Ss:…
T: Do you agree?
Ss:…
T: Excellent, in paragraph 2, this marked the beginning of the slave trade. So the question 1 is False.
T: next question 2, The Europeans imported their festivals and later the slaves learned from them and added their traditions.
Ss:...
T: very good. This answer in paragraph 3.
Ss:...
T: question 3，The slave trade was abolished and the salves took over the carnival.
Ss:...
T: the last, With the passing of time, carnival became a festival of the black people only.
Ss:…
T:Exactly! Superb!
Step 3 Skimming for specific information
Task: Answer the questions according to the passage.
T: Read the text carefully and answer the questions.
Next, we will read the text again to explore how the text organized. 3minutes, Let’s go!
T: Now, let’s check your answers. What is carnival today?
Ss:Carnival today is an international, multicultural experience.
T:The second question is Where were the slaves taken from ?
Ss:In Africa
T:....
T: Excellent!
Stage5 Post-reading
Discussion: Useful questions to make up dialogues
T: there have seven questions, useful questions to make up dialogues.
Have you dressed up in special clothes?
2 What did you wear? 3 How did you feel?
4 Did you eat special food?
5 Did you give or receive gifts?
6 Did you have a holiday from school?
7 Did you enjoy yourself with your family or friends?
T: I will divide the class into 3 students in a group. 3 minutes, 1, 2, begin!
Ss:...
T:Time is up. which one do you choose?
Ss:....
T: Yes, so the theme of Frankenstein is about science and humanity.
T: OK, next group, do you have other answer?
Ss:...
課后習(xí)題
homework
Do exercises on Page 37-38.
教案【二】
Period 1&2 warming up and reading
Teaching Aims:
1.Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview
2. Enable the students to learn some reading strategies
3. Enable the students to learn the necessary qualities in their future job
Important Points and difficult points
Learn about how to be a good reporter
Teaching methods
Strategic reading method; Task-based method
Teaching procedures:
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?
II. Prediction (pre-reading):
Task 3: 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)
III. Skimming, scanning, analyzing (Reading & Comprehending)
Task 4: Read the text quickly to get a general idea of the text.
Task 5: Divide the passage into three sections and match the following main ideas to the three sections：
How to get an accurate story
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
Work in a team
Task 6 Read quickly to find out the information to fill in the form below
Task 7: Tell what is required for a reporter and a photographer
patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional
A reporter A photographer
IV. Summarizing
Task 8: Write a summary of the text
V. Assignment
Read an English newspaper and retell the main idea of one article in it.
Period 3&4 Words & Expressions
Teaching Aims:
Get the students to know how to use some words and expressions correctly and appropriately
Important Points and difficult points
Use some words and expressions correctly and appropriately
Teaching methods
Demonstrating and summarizing; practicing
Teaching procedures:
1. occupation n.
1). Teaching is my occupation. 職業(yè)
2). Swimming is my occupation. 使…忙碌的事情;消遣
occupy v.
occupied=busy
occupy oneself in/with sth.
employment; occupation; job; profession; vocation; work; trade
He is looking around for .
: artist
He is out of .
She chose teaching as her .
She’s a lawyer by .
He’s a carpenter by .
2. assign v.
assignment n.
She gladly accepted the assignment. (分派的任務(wù);工作)
The English assignment is a book report. (課外作業(yè)，功課)
3. on one’s own
of one’s own
for one’s own
We should complete the test _________
4. experienced adj.
be experienced in/at sth/doing sth.
Who is experienced in cooking in your home?
5. The first/last time + 時(shí)間狀語(yǔ)從句
The first time I came here, I was not used to the climate here.
Cover n. 封面,掩蓋(物) ;
v.
1). Tom will covered the outbreak of the disease.
2). The road was covered with snow.
3). She laughed to cover her worry.
4). The red army covered about 30 miles a day.
5). Is the money enough to cover the cost of a new shirt?
7. Be eager for sth. (sucess)
to do sth.
that clause
He is eager to see his daughter.
We are eager that the project should be started early
be anxious about =be worried about
8. Concentrate on sth./doing sth.
We should concentrate on our study.
Tom is concentrating on fishing.
9. of +抽象名詞(importance; value; use; help; benefit)
of special interest=
of no use=
The meeting is of great importance.
=
Each minute is _____ for us.
of greatly valuable
great valuable
of great value
for much value
10. acquire; get; gain
1). I sat in the front of the bus to ___ _ a good view of the countryside.
2). Gradually we _______ experience in how to do the work.
3). They _____the victory after a bloody battle.
11. have a nose for 嗅覺(jué)靈敏
She has an ear for music. 有鑒賞能力
She has an eye for color and style in clothes. 有眼光
12. Meanwhile=in the meanwhile
=in the meantime
=at the same time
Mother went shopping; meanwhile, I cleaned the house
13. trade n. v.
1). Japan does lots of trade with the United States.
2). He is a shoemaker by trade.
3). She trades 3 apples for some bananas.
14. Trick
1). 竅門，手法
2). play a trick(joke)on sb.
=make fun of sb. (玩笑,惡作劇)
3). He got into the building by a trick (詭計(jì),花招)
15. Challenge
1).He challenge my view on that matter.
2).To finish the job in 2 days was a real challenge.
16. Support
n. 1).I need your support.
v. 1)為…提供證據(jù),證實(shí)
2) The old man entered the room supported by his grandson.
3). He has always supported the weaker party.
4). He has a large family to support.
17. Case
1).He thought he had solved the problem , but that was not the case.
2).Here is a case of being careless.
3).We will look into that case.
in case of sth. 如果,萬(wàn)一…
in that/this case 在那樣/這樣情況下
in no case 決不
in case + 從句 以防;可能;倘若
Take an umbrella in case it rains.
(in case 從句常用一般現(xiàn)在時(shí)表將來(lái), 或should+do)
17. accuse sb. of sth.
=charge sb. with sth.
Tom ____ his boss of having broken his word.
blamed
accused
charged
scolded
18. so as to do sth. 只能在句末
= in order to do sth.
=so that + 從句
= in order that + 從句
I got up at five so as to catch the train
=
19. admit
admit doing /having done
admit sb. Into/to (the university)
Lily finally admitted___ my umbrella by mistake.
to take
to have taken
having taken
have taken
20. n. adj.
profession professional 具有….特點(diǎn)
Finish Ex 3 on Page 29
Assignment
Finish Ex1 and Ex 2 on Page 28 and Ex 3 on Page 29 (Discovering useful words and expressions)
Finish Ex 2 , Ex3 on Page 63 and Ex4 on Page 64 (Using words and expressions) in Workbook.
Period 5 Grammar
Teaching Aims:
Get the students to use “Inversion” correctly and appropriately
Important Points and difficult points
Use “Inversion” correctly and appropriately
Teaching methods
Task-based method; Demonstrating; discussion; summarizing; practicing
Teaching procedures:
I. Presentation
Task 1: Comprehend the following sentences
Only then did I begin my work on designing a new bridge.
=I began my work on designing a new bridge only then.
2. Not only was there a Christmas tree, but also exciting presents under it.
=There was not only a Christmas tree, but also exciting presents under it.
Inversion: 起強(qiáng)調(diào)作用
II. Analyzing & summarizing
Task 2: Find 4 examples of inversion in the reading passage
1. Never will Zhou Yang forget his first assignment at the office of China Daily.
2. Only when you have seen what he or she does, can you cover a story by yourself.
3. Not only am I interested in photography, but I took a course at university.
4. Only if you ask many different questions will you acquire all the information you need to know
Task 3: Analyze the sentences above and summarize the rules
1. Why can these sentences use inversion ?
2. How are these inverted sentences made?
※ 否定副詞no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等開頭的句子要部分倒裝。
※ 部分倒裝:只把謂語(yǔ)的一部分(如助動(dòng)詞\情態(tài)動(dòng)詞)等放到主語(yǔ)前，或把句子的強(qiáng)調(diào)部分提前。
Task 4: Analyze more sentences below and summarize the rules
1) Only after he had spoken out the word did he realize he had made a big mistake.
※ 如含有從句,只要求主句倒裝
2) ______,there was no hope of her being able to sleep.
As she was exhausted
If she was exhausted
Exhausted as she was
Now that she was exhausted
※ 當(dāng)as(盡管)引導(dǎo)讓步狀語(yǔ)時(shí),要部分倒裝
3) . I often go out for a walk after supper. So does she.
4). If you don’t wait for him, nor shall I.
※ 當(dāng)so, neither, nor表示另一者也具有前面所述的情況時(shí),要部分倒裝.
III. Practice
Task 5：Do Exercise 3 on Page 30 (“Discovering Structures”)
IV. Analyzing & summarizing
Task 6: Analyze sentences below and summarize the rules
1). There appeared a man in black in the distance.
2). Under the tree sits a beautiful girl.
Inversion(倒裝) → 部分倒裝
↘ 完全倒裝
※ 以地點(diǎn)副詞here, there, down, under和時(shí)間副詞now, then開頭，后面的動(dòng)詞是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主語(yǔ)是名詞時(shí)，構(gòu)成完全倒裝句.
※ 完全倒裝:把整個(gè)謂語(yǔ)動(dòng)詞放到主語(yǔ)之前
3)The teacher came in and the class began.
=In came the teacher and the class began
4).____ from the tenth floor when the policeman pointed his gun at him.
A. Jumped down the thief
B. Down the thief jumped
C. The thief jumps down
D. Down jumped the thief
5). Here we are.
※ 在here, there引出的倒裝句中，當(dāng)主語(yǔ)是普通名詞是用完全倒裝句,當(dāng)主語(yǔ)是代詞時(shí),則用陳述句語(yǔ)序(主+謂)
V. Assignment：
Do Exercise 1 on Page 64 (“Using Structures” in Workbook)
Period 6 Extensive Reading
Teaching Aims:
1. Enable the students to know writing and printing process for an article and what is the primary source and the second source
2. Enable the students to consolidate some reading strategies
3. Enable the students to learn the necessary qualities in their future job
Important Points and difficult points
Enable the students to know writing and printing process for an article and what is the primary source and the second source
Teaching methods
Strategic reading method; Task-based method
Teaching procedures:
I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned
Task1.Review the types of jobs in a newspaper
Task2. Talk about the process of making a newspaper? (Group discussion)
Give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again
II. Skimming and summarizing
Task 3: Read and fill in the form
Task 4: Learn some words and expressions
1. Accurate 準(zhǔn)確，精確
1) Is this watch accurate?
2) His information was accurate
2. set to sth./doing sth. 開始做某事
=get down to sth./doing sth
1). As soon as I got home, I set to preparing supper.
2). They’ll set to the project, as soon as it is approved.
※ Look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…
3. approve vi. (approval n.)
approve of sth./doing sth.
=agree to/on/with
1).Your parents won’t approve of your going there. = agree on
2).I cannot agree to this plan. =approval of
4. process v. 加工,處理
1) The street is in the process of repair
2). They are using a new process to make glass.
process food adj. 加工過(guò)的,處理的
Task 5: Retell the main process of making a newspaper
III. Read the passage on page65 (“Reading Task) and answer the following questions
IV. Assignment
Read an English newspaper and retell the main idea of one article in it.
Period 7 Listening and Speaking
Teaching aims:
1. learn how to make an appointment
2. Improve the students’ listening and speaking skill
Important Points and difficult points
Learn how to make an appointment
Teaching methods
Task-based method
Teaching procedures:
I. Elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.
Task 1: Go over Ex1 on Page 31 and guess what they will listen to on the tape.(group discussion)
II. Listening
Task 2: Listen and circle the correct summary of the listening passage.
This is about a young man who is refused an interview with Liu Ming.
This is about a young man who is trying to arrange in interview with Liu Ming.
This is about a young man who wants to ask Liu Ming about how to work abroad.
Task 3: Listen to the tape again and answer questions on Page 32.
Task 4: Listen to the tape again and try to note down the dialogue (pair work)
Task5: Role-play the dialogue and elect the best actors (the most similar to the original dialogue)
III. Speaking and Listening
Discuss the phrase that may be used in making appointments (input)
Shall we make an appointment? How about…?
When are you free? When do you think is convenient for you?
Is it possible to…? I shall be busy at… and… but I can be free at…
Where is the best place? Maybe we can meet at…
Task 6: Make an appointment according to the situation in Ex3 on Page 32
Task 7: Listen to the tape and do Ex 1 and Ex2 (LISTENING)) on Page 62.
IV. Assignment
Work in pairs. Make an appointment according to the situation in Ex 1 (TALKING) on Page 62
高二英語(yǔ)教案(三)
教學(xué)準(zhǔn)備
教學(xué)目標(biāo)
Teaching Aims
Knowledge a nd Skills:
1. Ge t to know about Canada.
2.Grasp some reading skills.
3.Stimulate the Ss’ interest and love for learning about foreign countries.
Strategy and Method:
1.Train the students’fast-reading ability.
2.Train the students’ ability to co operate with others.
教學(xué)重難點(diǎn)
Main points ：
1. Introduce the information of Canada to the students.
2.Train the students’reading ability —skimming,and listening ability
Difficult point ：
Learn different reading skil ls for different reading purposes.
Teaching procedures and ways
教學(xué)過(guò)程
Step1. Readin g&Greeting (2`)
Step2. Leading in and Warming Up (5`)
1.Free talk: Do you like to go sightseeing?
Which country do you like to visit?
What can you see in these countries?
2.Quiz
Step3. Fast- reading (10`)
1.what is“the true north”?
It refers to “the cross-Canada train.”
2.Draw the route of the two girls’ traveling across Canada
Step4. Careful- reading(T&F) (15`)
Step5. Consoli dation (7`)
Listening & Summary
Fill in the blank and retell the story
課后習(xí)題
Homework
Surf the Internet to find more information about Canada
Chalkboard Designing
Unit5Canada – the “the true north”
-----A thip “ on the true north”
Vancouver Rocky Mountains Thunder Bay
Calgary Lake Superior Toronto
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