三亚航空旅游职业学院
教案编号
Unit 5 Life in E-era
●Teaching Material
Forward English for Practical Purposes, Book 2, Unit 5
●Teaching Aims:
In this unit, students are supposed to
1.know about the expressions often used on life in E-era and use these
expressions to talk about life in E-era;
2.understand the listening information about life in E-era;
3.understand the main idea of Text A, and master the useful sentence structures
and words and expressions;
4.master phonetic skil l: V-ing
5.do some grammar practice–Narration and Itinerary ;
6.know about some writing strategies and learn how to write a narrative essay
and an itinerary .
●Teaching Emphasis
1.to master the key language points and grammatical structures in the text;
● 2. to know how to write a narrative essay and an itinerary .
.
●Teaching Difficulties
1.to understand the main idea of Text A, master the key language points and
grammatical structures in the text.
2.to use the expressions learnt to talk about life in E-era freely.
●Teaching Approaches
Communicative approach and Computer-Assisted Instruction
●Teaching Aids
a projector
a multi-media computer system
●Teaching Procedures and contents (8 periods)
Part A Lead in
Task 1 Study the pictures and discuss the questions in small groups.
1.What is the red device in the first picture used for?
2.How much do you know about the process in the second picture?
3.What do you think of smartphones?
Task 2 Listen to the short dialogues and fill in the blanks.
Task 4 Listen to the recording, and complete the passage.
Task 5Discuss the following questions with your partner about your life in E-era
1.Do you have the habit of backing up computer files? Why or why not?
2.What do you think of backing up data somewhere online rather than onto an
external hard drive?
Text A
Storing Your Files Inside the Cloud
Language and Cultural Points in the Text
Para. 1
Federal grant
Note: In the United States, federal grants are economic aid issued by the United States government out of the general federal revenue. A federal grant is an award of financial assistance from a federal agency to a recipient to carry out a public purpose of support or stimulation authorized by a law of the United States.
Para. 2
back up
to make a copy of (a computer file) especially for
storage in another place; to support
e.g. You have to back up your files regularly.
你得定期备份文件。
Will you back up my plan?
你会赞成我的计划吗？
or else
otherwise (used to threaten someone)
e.g. Hand over the money, or else!
把钱交出来，否则有你受的！
You will stay away from my girlfriend, or else.
离我女朋友远点,否则要你好看。
Dallas
Note: The third-largest city in Texas and the ninth-largest in the United States, home to several Fortune 500 companies. With a 2010 population of approximately 1.2 million, the city’s economy is primarily based on banking, commerce, telecommunications, computer technology, energy, and transportation.
AIDS
Acquired Immune Deficiency Syndrome or Acquired Immunodeficiency Syndrome, a disease of the human immune system
remote
a.far away from other communities, houses, etc.;
isolated
e.g. The old man lived in a house remote from any town or
village.
这个老人住在远离城镇或村庄的房子里。
The bomb was exploded by remote control.
这颗炸弹是遥控引爆的。
restore
v. to bring sb./sth. back to a former place or position
e.g. He restored the dictionary to the shel
f.
他把词典放回到书架上。
With Tom’s help, she restored the lost fi le.
在汤姆的帮助下，她修复了丢失的文件。
Para. 3
automate
v. to cause (sth.) to operate by automation
e.g. The whole process of production is now fully automated.
整个生产过程现在实现了自动化。
They invested a lot of money to automate the factory.
他们投入了一大笔资金来提高工厂的自动化程度。
Para. 4
lomega
Note: An American producer of consumer external, portable and networking storage hardware. Established in the 1980s, Iomega has sold more than 410 million digital storage drives and disks.
exteral
a. outside; coming from outside
e.g. All his injuries are external.
他受的伤都是外伤。
This news programme only covers external events.
这一档新闻节目只报道国外消息。
evacuate
v. to remove sb. from a place of danger to a safer place
e.g. The children were evacuated to the country when the
city was being bombed.
城市遭到轰炸时，儿童都疏散到乡下去了。
The village was evacuated because of flood.
由于洪水，这个村子已经撤空。
San Diego
Note: The eighth-largest city in the United States and second-largest city in California. The city is located on the coast of the Pacific Ocean in Southern California and is known for its mild year-round climate, its natural deepwater harbor, and its long association with the U.S. Navy.
Para. 5
tear off
to take away or remove violently and forcefully
e.g. He really wanted to go ahead to tear off her mask.
他很想走上前去扯下她的面具。
Tear off this coupon and use it to get 25p off your next
jar of coffee.
撕下这张优惠券，用它再买一罐咖啡可省25便士。
Para. 6
commercial
a. of or for commerce; from the point of view of profit
e.g. He is doing a commercial course at the local college.
他在当地的一所大学学习商科。
Her novels are well-written and commercial as well.
她的小说写得好，销路也广。
encrypt
v. to put into code
e.g. The connection attempt failed because of failure to
encrypt data.
因为错误的加密数据造成连接请求失败。
Wireless hardware developers could use the software
to encrypt their products.
无线硬件开发商可以用该软件为他们的产品加密。
secure
a. safe; protected
e.g. Our strong-room is as secure as we can make it.
我们的保险库建造得十分安全。
Are we secure from attack here?
我们这里受不到攻击吧?
appealing
a.attractive; charming
e.g. an appealing personality
有感染力的个性
I don’t find small boys very appealing.
我觉得小男孩儿不太讨人喜欢。
smartphone
Note: A device that lets you make telephone calls, but also adds in features that you might find on a personal digital assistant or a computer —such as the ability to send and receive e-mail and edit Office documents, for example.
reliable
a. deserving trust; dependable
e.g. My memory’s not very reliable these days.
近来我的记性不太好。
I see him as a reliable friend in my life.
我把他当成我一生中值得信赖的朋友。
Para. 7
crash
v. to fall or strike (sth.) suddenly and noisily; to fail
suddenly; to collapse
e.g. He crashed his car into a wall.
他把汽车撞到墙上了。
The company crashed with debts of￡2 million.
那家公司因负债两百万英镑而宣告破产。
Part B
Text B Person of the Year 2010( Home-reading)
Part C Phonetics and Writing
Phonetics : Sense Groups & Pause
意群（sense group): 一个句子可以按照意义和语法结构分成几个部分，每一个部分称为一个意群。意群可以用“/”符号表示。
意群是根据语义、语法和语调来划分的。从语义和语法上讲，意群必须是表达某种意义的一个（组）词、一个短语、一个分句、一个主句或者从句。从语调上说，意群必须是可以用降调、声调或平调来朗读的一个语调单位。
1. 意群的划分
1）依据语义来划分意群。如:
Before 1949,/ I used to live in Hong Kong/ and worked as a
teacher. （三个意群）
I’m busy. （一个句子只包含一个意群）
She told me / she has changed her job. (两个意群)
由此可见，一个意群可以是一个词，如yesterday; 一个短语，如by air; 一个从句，如she has changed her job,或是一个独立的句子，如I’m busy.
2）划分意群的主要依据是句中词与词的语法关系，具体如下:
各种偏正词组。如: an apple, pretty girl, railway station, study hard各种短语。如: in front of the building, to see a doctor
各种简短的主谓句。如: He looks pale. We’ve given up. I heard you singing.
各种简短的从句。如: The fact is / that nobody take it seriously. This is the room / where Jordon had ever lived.
2. 意群的语调
1）在较长的语句中，首意群通常读升调，表示为句子的开始部分，意思不完整，尚需听下文，这是升调的功能之一。
I glanced at my watch and realized↗that / it was time I↘left.
2）句中意群通常也用升调，理由同首意群。
↗Learning / how to raise the↗sails / is an important part of a
sailor’s↘training.
3）意群在较长的陈述句、特殊疑问句、选择疑问句以及感叹句末尾通常用降调。
What a wonderful party / we held last↘night!
2）划分意群的主要依据是句中词与词的语法关系，具体如下:
各种偏正词组。如: an apple, pretty girl, railway station, study hard各种短语。如: in front of the building, to see a doctor
各种简短的主谓句。如: He looks pale. We’ve given up. I heard you singing.
各种简短的从句。如: The fact is / that nobody take it seriously. This is the room / where Jordon had ever lived.
2. 意群的语调
1）在较长的语句中，首意群通常读升调，表示为句子的开始部分，意思不完整，尚需听下文，这是升调的功能之一。
I glanced at my watch and realized↗that / it was time I↘left.
2）句中意群通常也用升调，理由同首意群。
↗Learning / how to raise the↗sails / is an important part of a
sailor’s↘training.
3）意群在较长的陈述句、特殊疑问句、选择疑问句以及感叹句末尾通常用降调。
What a wonderful party / we held last↘night!
2）划分意群的主要依据是句中词与词的语法关系，具体如下:
各种偏正词组。如: an apple, pretty girl, railway station, study hard各种短语。如: in front of the building, to see a doctor
各种简短的主谓句。如: He looks pale. We’ve given up. I heard you singing.
各种简短的从句。如: The fact is / that nobody take it seriously. This is the room / where Jordon had ever lived.
2. 意群的语调
1）在较长的语句中，首意群通常读升调，表示为句子的开始部分，意思不完整，尚需听下文，这是升调的功能之一。
I glanced at my watch and realized↗that / it was time I↘left.
2）句中意群通常也用升调，理由同首意群。
↗Learning / how to raise the↗sails / is an important part of a
sailor’s↘training.
3）意群在较长的陈述句、特殊疑问句、选择疑问句以及感叹句末尾通常用降调。
What a wonderful party / we held last↘night!
2）划分意群的主要依据是句中词与词的语法关系，具体如下:
各种偏正词组。如: an apple, pretty girl, railway station, study hard各种短语。如: in front of the building, to see a doctor
各种简短的主谓句。如: He looks pale. We’ve given up. I heard you singing.
各种简短的从句。如: The fact is / that nobody take it seriously. This is the room / where Jordon had ever lived.
2. 意群的语调
1）在较长的语句中，首意群通常读升调，表示为句子的开始部分，意思不完整，尚需听下文，这是升调的功能之一。
I glanced at my watch and realized↗that / it was time I↘left.
2）句中意群通常也用升调，理由同首意群。
↗Learning / how to raise the↗sails / is an important part of a
sailor’s↘training.
3）意群在较长的陈述句、特殊疑问句、选择疑问句以及感叹句末尾通常用降调。
What a wonderful party / we held last↘night!
停顿（Pause）: 为了使意思表达得更清楚或者是换气的需要，人们在说话或朗读时经常需要停顿。标点符号往往被用来决定句中停顿的长短。
1. 在一个使用句号的句子末尾往往可以有较长的停顿。如:
A good beginning makes a good ending.
2. 在一个长句中，意群与意群之间的停顿较短，意群之间往往用逗号、分号、
冒号等分开。如:
When winter comes, it gets colder and colder, and the days get
shorter and shorter.
在这一句的末尾可以有较长的停顿，但前面的两个意群之后只能稍稍停顿，随即念句子的下一部分。
Writing:
1.Writing for General Purposes:Narration and Itinerary
Writing Strategy: Narration
There are four major types of writing: narration, description, exposition and argumentation.
When you write a narrative essay, you are telling a story. Narrative essays are told from a defined point of view, often the author’s, so there is a feeling as well as specific and often sensory details provided to get the reader involved in the elements and sequence of the story. The verbs are vivid and precise. The narrative essay makes a point and that point is often defined in the opening sentence, but can
also be found as the last sentence in the opening paragraph.
Since a narrative relies on personal experiences, it often is in the form of a story. When the writer uses this technique, he or she must be sure to include all the conventions of storytelling: plot, character, setting, climax, and ending. It is usually filled with details that are carefully selected to explain, support, or improve the story. All of the details should relate to the main point the writer is attempting to make.
Itinerary
An itinerary is a detailed list of what you will be doing and where you
will be when you plan to go on a journey.
Unit Seven Entertainments and Tourist Attractions I. Aims and Requirements 1. Some entertainment and tourist ads 2. How to write entertainment and tourist ads 3. How to introduce entertainment and tourist attractions 4. Some knowledge about opera 5. Useful words, expressions and language points II. Introduction 1. Entertainments are popular for the public, such as film, opera and so on. The unit will discuss different kinds of entertainments. 2. Entertainment ads are an important source of information for people to find out what entertainments are currently available. Now this unit will begin with an entertainment ad. III. Teaching Plans
Task 1 Talking face to face: Entertainment aids L istening comprehension Part 1 Read some entertainment and tourist ads Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors. Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions Part 4 Practices Part 1 Read some entertainment and tourist ads Sample 1 What Shall We See This Evening Sample 2 Go to see Chinese Acrobatics. Part 2 Read some dialogues about entertainment and tourist attractions, and learn how to introduce them to the visitors Sample1. What Shall We See This Evening 1，Asking programs of this evening: What are we going to see this evening? 2，Giving some selections: There are Beijing opera, a concert and Chinese acrobatics (杂技). What do you prefer? 3，Recommending Beijing opera: I’d recommend Beijing opera. It’s something special you’ve probably never seen before. 4，Discussing Beijing opera: I know. It’s unique to Chinese culture. But I had the chance to enjoy it during my last visit. 5，Discussing the meeting time：When shall we meet? Part 3 Useful expressions and sentence patterns about introducing entertainment and tourist attractions (1) There is a … performance here on these days.
高中英语必修二unit5 music说课稿
高中英语必修二unit5 music说课稿 各位老师：大家好！ 作为一名新课标下的英语老师，让学生愉快地、充满自信地走进我的英语课堂，是我最大的愿望，让学生在我的英语课堂上享受快乐和成功是我孜孜以求的。多年来，我为实现自己的梦想和追求不懈地努力着。今天，借此平台，希望各位老师指导我的说课，是我更加自信的完成老师的使命。 一、说教材内容和学情 我说课的内容选自人教版普通高中课程标准实验教科书英语必修二第五单元。本单元的话题是Music，它是中学生日常生活中比较感兴趣的话题之一。它中心话题是“音乐”和“音乐类型”，单元的各项活动的设计都是围绕着以音乐类型和不同音乐对人的影响展开的。而对于音乐和音乐家，这种学生感兴趣的话题、与切身相关的情节，很容易就会引起学生们的极大兴趣，因此他们学习的参与性和积极性也会较高。在引导学生阅读前，让学生对不同种类的音乐的英文说法加以熟悉和理解，开阔的学生的视野。而在阅读后，结合现在学生中普遍存在的“选秀热”这一热点问题，引发学生的反思。 我的教学对象是高一学生。高中生思想逐渐成熟，对美的追求和对成功的渴望也越来越强烈，因此课堂中除了关注语言知识学习和语言技能训练外,更应该注重其内心的理解和个人对事物的看法。 二、三维教学目标 根据《新课程标准》关于总目标的具体描述，结合高一学生实际，我把教学目标设定为以下几个方面： （一）知识目标和能力目标 学习一些相关的单词、短语和句式,特别是关于音乐种类的词汇和表达对音乐感受的词。比如：动词prefer,feel,enjoy,appreciate,find.calm,形容词 relaxed,sleepy,cheerful,energetic,lively。能用英语表达建议、偏好和爱好。 学生熟悉掌握不同的音乐类型。学会灵活运用课文中的句式，自如的表达自己对音乐的理解和感受，并且从更深一层上去把握不同音乐所表达的不同意义。 （二）情感态度 1.熟悉各种音乐形式，了解音乐在人们生活中的重要性，提高音乐修养 2.从谈论“音乐人的成功”入手使学生了解到做什么事都需要付出艰辛的努力。所谓“台上一分钟，台下十年功”，深化学生的德育教育，进一步激发学生学习的动力。 3.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 学生在一定程度上形成自主学习，利用所教句型和所学知识积极与同学进行真实交流，提高交际策略，培养学生的英语思维表达能力。 三、说教学目标和教学重难点 这一课的重点有两点： 1.新课标要求在语言教学的同时必须能够深化学生的德育教育。因此，如何调动学生的积极性，使学生理解成功来之不易本课的重点之一。在教学过程中教师利用多媒体视频介绍音乐人经过多年的准备和磨练终于取的成功的例子启发学生思考自己的人生：要想拥有美好的人
Getting to know each other: Name toss game Procedure: 1.Students stand in a big circle. 2.The first student takes the ball and says, My name is…as he/she throws it to another. 3.The second student does the same, until most of the students have participated. 4. A volunteer throws the ball around the entire circle, saying Your name is… as throwing the ball to each student. 5.The procedure is repeated with several volunteers Desk name cards ?Write down your name. ?Paste your pictures next to your name. Biographical questionnaire ?Your name_____ ?Your homeland______ ? A hope or a plan you have for the future_______ ?Something about your family______ ?Something you are proud of_____ ? A hobby or special interest_______ ?The reason you are studying English_____ ?Anything else that you would like to say about your self______ Biographical questionnaire ?Your name_____ ?Your homeland______ ? A hope or a plan you have for the future_______ ?Something about your family______ ?Something you are proud of_____ ? A hobby or special interest_______ ?The reason you are studying English_____ ?Anything else that you would like to say about your self______
The First Period (Warming up, one class) Teaching Aims: 1. To learn the knowledge of the cultural relics. 2. Discuss how to protect our cultural relics. 3. To learn the following words or phrases: Teaching Design Step One: Presentation (By showing them some photos of some famous cultural relics.) Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over: A.Can you name them out? B.Who have the right to own and confirm them? (The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are. A. a cultural relic is sth. that survive d for a long time B. a cultural relic may be a part of old thing has remain ed when the rest of it had been destroyed C.or a cultural relic is something rather rare （while showing these photos, teach the new words in red: cultural relics, survive, remain, rare） 1. Get the students understand the identity of the cultural relics. 2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site. ( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li ) Step Two: Drills Let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location. Here are some possible answers from the students: (The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.) (The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.) Step Three: Discussing 1 As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price. 1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)
I. Background information Student: Non-English Major Freshmen Textbook: Practical English Comprehensive Course 1, Unit 7, Text A II. Teaching aims: By the end of the lesson, students should be able to: 1.Master new words and sentence patterns of Text A; 2.Read the text independently and express their thoughts in English fluently; 3.Learn some lessons from Michael Phelps, such as dreaming big, single-minded focus, perseverance and so on. III. Important and difficult points: V ocabulary: cheer, compete, circumstance, routine, apologize, judgment, demonstrate, worthy despite, promise. Phrases: be in the air, believe in, come down to, feel like, resort to, engage in, keep in mind, on track. IV. Teaching aids: PPT V. Teaching procedures: Step 1:warm-up 1.Display the theme song of 2008 Beijing Olympic games to students. 2.Students guess the name of the song. Step 2: pre-reading 1. Show students photos of some famous athletes and then ask them what they have known about them. 2. Show a picture of Phelps and give them some detailed information of him. 3. students do exercise 1; Step 3: while-reading 1.Global Reading (1) Give students 5-8 mins read the text quickly to get the main idea of the text. (2) Check the answer of exercise 1. (3) Lead students read and study new words. 2.Detailed Reading Explain important phrases and difficult sentences: (1) Michael Phelps — the name is now in the air. — A lot of people now are talking about Michael Phelps. be in the air 到处流传，某种感觉到处都有 Eg: Change is in the air. (2) dream big: to have a big dream; imagine something ambitious that you would like to happen; be very Ambitious(有雄心，有抱负) Eg:She had dreamed big and worked hard, and she was a winner in sports and in life. (3) tie v. if two players, teams, etc. tie or are tied in a game or competition, they finish it with an equal number of points（与…成平局） Eg: England tied 2-2 with Germany in the first round. The scores are tied at 3-3. (4) circumstance n. the conditions that affect a situation, action, event, etc.（情形,情况,环境）
教案编号 3
Unit 3 Knowledge and skills ●Teaching Material Forward English for Practical Purposes, Book 2, Unit 3 ●Teaching Aims: In this unit, students are supposed to 1.master the words and expressions often used to talk about knowledge and skills; 2.learn how to express hopes and desires; 3.understand the listening information about knowledge and skills;; 4.understand the main idea of Text A, and master the useful sentence structures and words and expressions; 5.master phonetic skill: liaison; 6.do some grammar practice– attributive clause; 7.know about some writing strategies and learn how to write an Outline and fill out a form. ●Teaching Emphasis 1.to master the key language points and grammatical structures in the text; 2.to know how to write an outline and fill out a form. ●Teaching Difficulties 1.to understand the main idea of Text A, master the key language points and grammatical structures in the text. 2.to use the expressions learnt to talk about lifelong learning freely. 3.to express one’s hopes and desires. ●Teaching Approaches Communicative approach and Computer-Assisted Instruction ●Teaching Aids a projector a multi-media computer system ●Teaching Procedures and contents (8 periods) Part A Lead in Task 1Study the pictures and discuss the questions below in small groups. Use the words given below if necessary. 1.What are the people in the first picture doing? 2.How do you understand the words in the second picture? 3.What is “stage fright”?
Unit 4 Punctuality and Culture I.Teaching objectives 1.Enlarge your vocabulary related to timetables and schedules. 2.Make an appointment according to the timetables. 3.Practice writing timetables and schedules . 4.Appreciate passages and complete exercises well. 5.Get some tips about the use of verb tenses. II. Key points 1. Master the vocabulary about timetables and schedules. 2. Understand the passages 3. Practice writing timetables and schedules. 4. Practice making an appointment according to the timetables. III. Difficult points 1. Get some tips about the use of verb tenses. 2. Practice writing timetables and schedules. 3. Appreciate passages and complete exercises well. IV. Teaching methodology 1.Task-based language teaching 2.Direct method V. Teaching procedures Section I Talking Face to Face
高中英语必修二unit5-music-阅读教案
《人教版高中英语必修2》Unit5第一课时教学案例 教 学 课 题 Unit5 Music—Reading 课 程 类 型 Reading授课对象Senior One 教材New Senior English For China Student’s Book2 授课时间45 minutes 教材分析The topic of this uint is “Music” Warming Up通过直观形象的图片展示了为大众所熟悉的多种音乐形式，包括摇滚、爵士、乡村音乐、民族音乐等，能使学生对音乐的丰富内容有较为广泛的认识。 Reading主要从大众对歌手和乐队的心理到介绍The Monkees乐队的一些情况，如他们如何组合成乐队，他们有名之后的发展。课文后配有相应的练习
题，可以帮助学生从整体和细节两方面充分地理解课文。 学情分析 教学对象为高中一年级学生，智力发展趋于成熟。他们的认知能力比初中阶段有了进一步的发展，渐渐形成用英语获取信息、处理信息、分析问题和解决问题的能力。他们学习比较认真，求知欲旺盛，思维比较活跃，同时表现欲也很强。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现，张扬个性的特点。因此，设置他们感兴趣的活动，就能让他们投入到课堂活动中来。 教学目标（一）、Knowledge and Skills 1．Know and Master the key words and phrases； 2．Enable the students to sum up the main idea of each paragraph； 3．Learn the different music styles； 4. Train the students’ reading ability. 5. Express their opinion by answering the questions. （二）、Moral Objects 熟悉各种音乐形式，了解音乐在人们生活中的
Unit 1 Invitation Etiquette Unit Goals What you should learn to do Make an oral invitation to: Invite people to join daily activities Invite people to formal occasions Make a written invitation (write an invitation card or a letter) for: Personal invitation Official occasions Give a reply to: An oral invitation A written invitation What you should know about Invitation culture: western and Chinese Word order in a subordinate clause Requirements: After learning this unit, students should grasp: 1.Read and understand the meaning of invitation cards and letters 2.How to write invitation cards and letters and remember the patterns of invitation cards and letters 3.How to invite people to party or dinner, and how to accept and decline invitations 4.The customs of inviting people in different countries 5.Important words, phrases and language points in the passage In our daily life, we need to invite others to dinner or take part in all kinds of parties, so we should know about western custom about invitation. Foreign custom is much stricter than Chinese custom in the matter of replying to
高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.
Unit 3 Learning 1. Topic: Learning 2. Teaching objectives： After the class, the students will be able to 1) Know the different styles of learning 2) Provide multiple opportunities for the students to practice interactive speaking and listening. 3) Focus on the correct pronunciation and intonation. 4) Master the key words and structures. 3. Difficulties and keys: 1) V ocabulary: (omitted) 2) Speaking: Making and Asking for suggestion 3) Grammar: Model verbs 4) Practical writing: How to write an invitation 4. Teaching Aids: (1) Blackboard, (2) Multimedia system, (3) PPT 6. Time Allotment: (1)Lead in and New Words (30mins) (2) Analysis of the Text (90mins) (3) Exercises (90mins) (4) Grammar Tips and Writing (60mins) (5) Listening (60mins) 7. Teaching methods and strategies (1)Practice speaking and listening (2)Discussion (3)Presentation and role play (4) Exercises 8. Teaching Process Period 1: Step 1. Lead-in (5 minutes) Study the pictures and discuss the questions below in small groups.. Question:1. where are those people in the two pictures on the left? 2. Do you listen to MP3 or put a pen or a pencil in your mouth while you are studying? 3. Are pictures helpful to you in memorizing English words? Hint: Step 2. Listening exercise (10 minutes)
Unit 7 Celebrating Holidays and Making Friends（略） The First Period Section I Teaching time 第次/第周 日 3、4节/5、6节——浆24班/浆23班 日 1、2节热动班 Teaching aims: 1. Read and discuss announcements, notices and posters in English, 2. Learn some expressions used in making announcements, notices and posters , 3. Comprehend the two passages and master the useful expressions in them, and 4. Finish the exercises by themselves or with some help. Teaching important point: Master the new phrases, sentence patterns and make the students be free to talk about a poster. Teaching difficult point: Individual, pair or group work to make everyone work in class Teaching methods: 1.Individual, pair or group work to make everyone work in class 2.Task-based learning https://www.doczj.com/doc/559762623.html,municative approach Teaching aids: 1.a radio player 2.the blackboard 3. Picture s Teaching procedures I. Lead-in Notices and posters are very common in our daily life, and they are often used to offer information about social functions. Therefore, we should not only learn to read them, but also learn to write them. It’s very important to know how to make announcements, notices and posters. The following samples make it clear that we should first tell the general information like how attractive or interesting the thing you want to make known, then give definite information about time, place and price etc. II. Presentation Section I Talking Face to Face Step1. Read and translate the two samples of posters Notes: 1) The poster gives us a clear idea of the sponsor, time and place. 2) The poster uses some parallel sentences to catch its audience’s eye. 3) The body of the poster is like a Christmas tree, and the fonts are different. It aims to highlight the effect of the poster. Step 2 Practice:
教学基本信息 题目Book2 Unit5 Music-Warming up and reading 学科高中英语 年 级 高一 教材内容Book2 Unit5 Music-Warming up and reading 第一课时 个人信息 设计者 姓名单位 谷琴霞江西省金溪县第一中学 1.教材分析 1．本单元的话题是音乐和音乐类型。内容分三个文段展开，涉及门基乐队，弗雷迪和他的乐队等子话题，而其中的主体内容是围绕着门基乐队的形成和成长历程展开的。话题设置旨在让学生了解音乐的各种形式，深化对音乐的认识，增添音乐欣赏趣味，提高学生的音乐素养，培养他们热爱音乐和热爱生活的情操。 2.Warming –up 由八幅图片和四个问题组成。图片呈现给学生的是他们熟悉的音乐家、 歌唱家、乐队、组合等。学生能很直观地了解音乐无处不在，让学生感受音乐魅力。四个问 题有助于老师引导学生开口、动脑，谈论他们喜欢的音乐，激发他们积极参与课堂活动的热情，进入本单元话题作铺垫。 3. Pre-reading 提供了三个问题，围绕中心词band 展开活动，要求他们列举出世界 著名的乐队，谈论最喜欢哪个以及原因，进而引出阅读中的The Monkees这一主题。 4. Reading 主要介绍The Monkees，文章叙述了歌星、门基乐队充满梦想、如何组成 乐队以及他们如何获得成功的过程。阅读活动的目的在于训练学生阅读技能的基础上，培养学生对择业的思考，意识到机遇和挑战是并存的。文章的主题是积极向上的，能激励学生通过努力一定能实现对事业的追求。 2.学情分析 1.知识结构： 虽然学生Music这一话题有极大的兴趣，已经具备一定的词汇和表达基础，但对门基乐队感到陌生，并且阅读能力有待提高，对阅读技巧的运用还不娴熟，因此，教师应结合学生实际，逐步引导，循序渐进。 2.心理特征： 现在的高中学生，对新鲜的事物有极大的接受能力，并且喜欢音乐和各种形象的展示，因此教师可以充分利用多媒体形式调动学生的学习热情，设置有效的阅读任务逐步掌握阅读技巧，体会文章含义。 3. 教学目标(含重、难点)
Unit 6 Hobbies Lecturer: Cai Jie Teaching Objectives: Students (Ss) will be able to: ●Have a deeper understanding about different shopping behavior of men and women. ●Mastering the key language points and grammatical structures in the text. ●How to talk about one’s hobbies. ●Master the Grammar of Tenses ●Translating skill：Translation of Tenses ●Writing and replying to Invitation Letters. Teaching Focus: ●Vocabulary: enrich, be crazy about doing, assistant, in stock, promptly, proceeds, lightly, substitute, persuade, patience, opposite, companion, in advanc e, to one’s satisfaction, base…on / upon, in every respect, make up one’s mind, strength, exactly, poverty, go back to liquid, estate, suffer from, be equal to, before long etc. ●How to talk about one’s hobbies. ●Master of the grammar of Tenses Time Allotment: Teaching Methods: ●Explanation ●Group discussion ●Questions and answers ●Multi-media ●Performance Teaching Procedure: 1st Period 1. Warming up for the new class: ?What do you enjoy doing the most? ?Are your hobbies good for your work or health? Try to explain.