Unit 13 The water planet教学设计
Unit 13 The water planet Teaching goals: 1. Talk about water and the ocean 2. Practice making suggestions and expressing opinions 3. Review Modal Verbs 4. Write an explanation paragraph Teaching Plan: (Six Periods) 1st period: Warming-up and Speaking 2nd period: Listening 3rd period: Reading 4th period: Integrating Skills 5th period: Grammar 6th period: Exercises Period 1 Warming up & Speaking Teaching Aims and Demands: 1. To get the Ss to understand the main properties of water by connecting them with some common phenomena and learning to explain the phenomena. 2. To enable them to be aware of the importance of water, making good use of water in a proper way and protecting water resources. Teaching Difficult Point: Talk about how to use water and protect it. Teaching Aids: Some water, some oil and a glass; blackboard and multimedia Teaching Procedures: Step1.Lead-in Ask the Ss some questions as follows T: Water is around us and inside us. We can’t go without water. Qs: Why is water so important to living things? Can you point out some of its properties or characteristics? Suggested vocabulary: It's colorless, tasteless, odorless and universal dissolvent. It feels wet; It exists in three forms: liquid, solid, gas, and is cycled through the water cycle; It can absorb a large amount of heat; It sticks together into beads or drops; It's part of every living organism on the planet; etc. Ask students the names of Oceans and Continents:The Pacific Ocean, the Atlantic Ocean, the India Ocean, the Arctic Ocean; Asia, Africa, Europe, the North America, the South America, Antarctica, Oceania Step2.Warming up Use the water, the oil and the glass to do three experiments. Learn more about water’s properties by doing some simple experiments and learn to describe an experiment. What property of water does each of the
four experiments illustrate? What causes this phenomenon? What’s this phenomenon related to? ① Experiment 1 shows how air pressure causes a piece of thick paper to cling to an upturned glass of water. ② Experiment 2 illustrates how substances with different density behave when placed in the same container. ③ Experiment 3 is an example of how water dissolves substances and objects. ④ Experiment 4 illustrates some of the differences between salt water and fresh water. Step3.Speaking 1. Pre-speaking 1) Do you agree with the saying “Without water, life would not exist.”? 2) So not only you and I agree with this opinion, but also the United Nations hold the same view. And that’s why we have World Water Day. Q: Is there anyone who knows when it is? － Mar. 22 3) Brief background information about World Water Day: World Day for Water is established by the United Nations General Assembly's resolution 47/193 of 22 December 1992. It is a unique occasion to remind everybody that concrete efforts to provide clean drinking water and increase awareness world-wide of the problems and of the solutions, can help make the difference.
4) Last year we witnessed some great disasters such as the typhoon “Yunna” and the tsunami in the India Oc ean. What a coincidence that the theme for World Water Day 2004 was “Water and Disaster”. World Water Day 2005 will be guided by the upcoming water decade's theme "Water for Life". It will be the starting day for this International Decade for Action, "Water for Life". 2. While-speaking 1) To some extent, the existence of World Water Day also implies that human beings cannot live without water. Why? Can you tell how water is being used in our life? Give some examples. －Electricity, agriculture, home use, industry, transport, entertainment, etc. 2) Look at the first picture (“electricity”) in the textbook and talk about it.
The water is being used to generate electricity. Building up behind a high dam, water accumulates potential energy (势能). This is transformed into mechanical energy when the water rushes down. It is a good way to use water because water is renewable green energy. It will never run out if only we use it properly and generating electricity by using water is a better way to protect the environment than others. However, it takes a great sum of money and a long period of time to build a dam and prepare all the required equipment. Since nowadays electricity has already been an indispensable part of our life, most people benefit from using water in this way. 3) Group work. Divide students into several groups with six in each. Each one takes charge of one picture. When discussing each picture, please think about the following questions: How is water being used? What property of water enables it to be used in this way? Why do we use water in this way? Who benefits from using water in this way? Is this a good way to use water? What are some disadvantages of using water in this way? 4) Pair work. Each six-member group can be divided into three smaller ones with two in each. Make a dialogue on the basis of the results about your topics we reach, using following useful expressions: The water is being used to / for … We should / could … What will we do if …? If we …, we can … It would be better to … Can you think of a better way Step 4. Homework: Recite the new words and expressions in this unit.
Period 2 Listening Teaching Aims and Demands: Listen to the tape and improve the Ss’ ability to listen to poems and stories. Teaching Difficult Point: Grasp the main idea of the poem by listening to the tape... Teaching Aids: A tape recorder, the blackboard Teaching Procedures: Step 1. Pre-listening Give a very brief introduction of The Rime of the Ancient Mariner and
its author Samuel Taylor Coleridge. Here rime is the variant of rhyme. Step 2. While-listening Listen to the story (Part 1) and find the information about it. (When, where, who, what?) When: 18th century? (No, not mentioned) Where: on a ship Who: sailors / mariners What: One of the sailors kills a bird that brings good luck to the ship, by doing which he has brought bad luck and death to the sailors. Listen to part 1 for the second time and finish the following true or false questions. This poem was written by a British poet Samuel Taylor Coleridge in the 1700s. (T) In the poem, one of the sailors kills a fish under the ship. (F) It is believed that the animal he kills is one that brings good luck to the ship. (T) Other sailors are so frightened and angry that they kill the sailor. (F) The sailors are extreme ly thirsty but they can’t drink the water in the sea, because it is too dirty. (F) Listen to part 1 for the third time and answer the following questions: Who tells the story in the poem? What does one of the sailors do? What do you think will happen next? Why are the other sailors frightened? Listen to part 2 and complete the following sentences. Finally they decide that he must die －_______ the mariner who _______ the bird. He must _____ _______ it all and will ______ by having to tell the story… _____ ______ on the ship, _________ on the ocean, the mariner suffers from _______and ______. His story _____, the ________ mariner says _________ and asks them to learn from his ___________. Keys: 1) except, shot; 2) live through, pay 3) Left alone, drifting, loneliness, fear; 4) told, ancient, farewell, sufferings Listen to part 2 again and answer the following questions: What happens to the sailors? What happens to the mariner? Why is the person telling the story? Who is the person actually? Step 3. Post-listening Reflection: What do you learn from this story? －Everything existing in the
world has their own certain values, we should understand and respect them. Creation Work with partner and try to come up with a good, scary story like the one about the mariner. Step 4. Homework Think as many examples as possible to illustrate water properties.
Period 3 Reading Teaching Aims and Demands: 1. To help the Ss learn some language knowledge, patterns and language items as well as science knowledge. 2. To develop the Ss’ ability of reading comprehension through reading activities. 3. To help the Ss understand why water is so important to us and what we can do to protect water. Teaching Difficult Point: 1. Understand each part of the passage. 2. To help improve Ss’ communi cative skills by introducing the proper use of “Modal verbs”. Teaching Aids: A recorder, some slides Teaching Procedures: Step1: Lead in Ask some questions to make students get to know something about water. Step 2. Fast Reading Ss read the bold words in the passage and understand the structure of the passage. How many parts are there in the passage? Ss read and get the main ideas of each part. Part 1(para1): the properties of water; Part2(Para2): chemical structure of water---H2O Part3(Para3): salinity----- the percentage of salt. Part4(Para4): Density Part5(Para5): heat capacity
Part6(Para6-7) Ocean motion Step 3. Careful Reading Read the passage carefully and answer the following questions. 1. What are the properties of water? Water is polar. Water is liquid at room temperature. Water has a relatively high freezing point. Water has density 1,000 kg/m3. Water has high heat capacity. …
2. What causes water to have such unique properties? －Its molecule form / chemical structure.
3. What is water molecule like? Chemical structure: two hydrogen atoms and one oxygen atom. Different parts of it: a slightly positive end and a
slightly negative end, so it is polar. The function of it: it causes water to be able to dissolve both solids and gases, and that’s why water can break down nutrients quickly. 4. Do pure water and salt water have the same chemical structure? Does pure water have salinity? Qs: 1) What’s salinity? 2) What is sea / salt water? － A mixture of pure water, dissolved gases and solids. 3) How does salinity affect water? 4) How does it affect water’s weight and freezing point? － The higher salinity water has, the heavier the water is. The higher salinity is, the lower the freezing point of water is. 5. Salinity also has something to do with the density of water. The higher salinity is, the higher density of water is. Qs: 1) What is density? 2) How is density measured? 3) Which is denser, water or oil? 4) What will happen when water and oil are in the same container? What does this phenomenon illustrate? －Oil floats on water.
A less dense substance floats on a denser substance. 5) Does water in the same ocean have the same density? －No. Denser water sinks and pushes less dense water to the surface. 6.
an motion Qs: 1) What does ocean motion mean? 2) How does ocean motion work? －Denser water sinks and pushes less dense water to the surface. Ocean motion helps move nutrients around and adds energy to the marine ecosystems. 3) What causes ocean motion? －Changes in salinity and temperature. 7. The temperature of the ocean water always keeps steady, making the ocean a safe and comfortable habitat. Do you know why? －Water has a relatively high heat capacity. Qs: 1) What is heat capacity? 2) What’s the function of heat capacity? －It determines how a substance absorbs and releases heat; It keeps water temperature steady; It keeps the earth’s temperature steady. Step 4. Language Points Paragraph One: 1. range
from…to … range between …and … 在……和……之间变化 There are 200 boys ranging from 7 to 14 in age. Prices ranged from 5 dollars to 10 dollars. The show had a massive audience, ranging from children to grandparents. range over 范围包括 Our conversation ranged over many subjects. 2. all the way 自始至终，一直，一路上 All the way back, they talked about the persons and things that they could remember at school. It is very kind of you to come all the way to see me. We stayed in the game all the way. by the way顺便一题 in no way绝不 in a way在某种程度上 in the way阻碍3.a great place to live 不定式短语作后置定语修饰表示地点的名词时, 如果这个不定式中的动
词时不及物动词, 后面必须跟一个介词。如:a room to live in a home to go to 注意: 如果前面的名词是place 时, 介词可以省略 a place to live; a place to go Paragraph Two: 1.unique “独一无二的; 仅有的; 唯一的” This is a unique work of art. It is a unique opportunity for you to succeed.. 词组: unique to sb. /sth. 仅与一个人或一个群体或一件事物有关 You should concern the special difficulties unique to blind people when building a gym.. 2. property n. 特性,性质(c) 财产(u) Many plants have medicinal （药物的）properties. common property公共财产 The car is my property. 3. Water is actually quite simple, but the way the water molecule is formed gives water its unique properties. the way the water molecule 在这个定语从句中 the way 的前面省略了that 或in which I don’t understand the way (that / in which) he worked out the problem. 4.that is: 在句中有两个意思和用法① that is : which mean , 也可说成: that is to say “即, 就是” He is a local government administrator, that is to say a civil servant. ② that is : to be specific “确切地, 具体地” She is a house wife ?Cwhen she is not teaching English, that is.. 5.The nutrients in whatever falls into the ocean will quickly become available to other living creatures.
1) a.whatever(=anything that)作为连接代词引导名词性从句，“无论什么，任何东西，一切事物”，语气比what强烈。 Whatever is left over is yours. You must do whatever is best for you. Whatever book you want to read will be sent to your office. She is against whatever I am fond of. b.whatever 还有“不管什么”的意思, = no matter what Whatever happens, we’ll meet here tonight. 2) available adj. 可用的，可获得的，有效的，适宜的 sth. + be + available + to + sb. 某物对某人来说是可得的 The information is available to anybody. The ticket is available to you for 3 days. sb. + be + available + for + sth. 某人对…来说是合适的 He is not available for the job. Are you available for a meeting tomorrow? available: ① =can be used or obtained by (指物)
可用的或可得到的”. Chinese commoditie s available for export are varied. I’m sorry, those overcoats are not available in your size. That was the only available room. ② = free to be seen or talked to (不太常用) (指人)可会见的,可与之交谈的 The lawyer is not available now. Paragraph Four: 1.If a substance has a higher density, say 5,000 kg/m3, it will not float on water. say: suppose as an example or a possibility “设想;假定;比方说” Let’s say that you’re right. Say you have an accident, who would look after you? Lets that any writer, say Dickens…
2. take advantage of sth./ sb. 充分利用某人(某物) They took full advantage of the hotel’s facilities. He takes advantage of her kindness and borrow money too often. I should like to take advantage of this opportunity to express my thanks for your help. 拓展: have the advantage of 有…的优点 to one’s advantage 对某人有利 at a disadvantage 处于不利位置 to
one’s disadvantage 对某人不利 Paragraph Five: 1.thus:adv. “因此;从而; 于是”, 后面跟现在分词短语,充当结果状语. 分词
短语作结果状语一般置于句末，有时前面带有thus,hence,therefore 等副词，表示一种“可见的”“顺理成章”的自然结果。 He sold his
farm, thus gaining enough money for his journey. She studied hard, thus getting high marks. He was very tired, therefore falling sound asleep. ◇动词不定式短语也可作结果状语，一种意想不到的结果： They lifted a rock only to drop it on their own feet. 3.. absorb 1）vt. 吸收(水、热、光、知识、学问等) Cotton gloves absorb sweat. So many good ideas! It is too much for me to absorb all at once. He was utterly absorbed in the book. 2) be absorbed by 被…吞并/为…所吸收 be absorbed in 全神贯注于…，热衷于I was absorbed in a book and I didn’t hear your call. absorb one’s attention =attract one’s attention 4.give off （a liquid,gas,smoke or smell）散发，放出 The flowers give off a delicious smell. give away 泄露，分发 give up 放弃，屈服 give out 1. 发出声、光、热、信号 2.分发报纸、书本等 3.筋
疲力尽 Paragraph Five: 1. sensitive 1)adj. 敏感的(to)；灵敏
的容易生气的(about) She is sensitive to the smell of smoking. The child is sensitive to eggs. He is sensitive about his failure. 2)（反）insensitive不敏感的（同）reactive有反应的3) sensible明智的，通情达理的；察觉到的 Even sensible men do absurd things. He was fully sensible of his own shortcoming. senseless失去知觉的；无意义的，不明智的 He was beaten senseless. 拓展 sensible 明智的，合理的，切合实际的 I think you made a sensible suggestion at the meeting. Step 5. Homework 1. Review the text. 2. Recite the language points.
Period 4 Intergrating Skills Teaching Aims and Demands: 1.Learn and master the following new words: budget, rate, visa, arrangement, passport, cheque, currency, sight, seasoned, accommodation 2.Train the students’ integrating skills, especially reading and writing skills. 3.Get the students to learn how to make a plan for a travel. Teaching Important Points: 1.Get the students to understand the text exactly, especially the following words and phrases: rate, make one’s own
arrangements, seasoned, travel light, sights 2.Help the students write a travel brochure well. Teaching Difficult Point: How to help the students master the ways of writing a better descriptive essay/paragraph. Teaching Methods:
1.Asking-and-answering activity to check the students’ understanding of the text.
2.Inductive and imitative methods to train the students’ writing ability.
3.Individua l,pair or group work to finish each task. Teaching Aids: 1.the multimedia 2.the blackboard Teaching Procedures: Step 1. Lead-in Look at the map of China, answer these questions: Can you name the three cities marked on the map? Where are they? (Chongqing, Shanghai, Dalian )I How much do you know about them? Is the economy there well-developed or not? Which city is the most developed? Why? Now let’s look at this map and then answer the following questions: Can you tell what map it is? Where is it? Is the water here salty or fresh? What’s the place called where river and the ocean meet? Step 2. While-reading 1. Skimming 1). Find out the definition of estuary. (An estuary is the body of water where a river meets the ocean. Salt water from the ocean and fresh water from the river mix together in an estuary. This mixing of fresh and salt water creates a unique environment filled with life of all kinds---- a zone between the land and sea.) 2). What functions of estuaries have been mentioned in the passage? (Great pl aces for nature’s young animals clean our water by absorbing nutrients and pollutants from water coming from inland sources; provide both recreation and education for human beings.) 3). Text analysis:Ask Ss to make an analysis of the main reading text―Nature’s Nursery: Estuaries Check the answers: Part 1. Estuary is our planet’s nursery Part 2. Estuaries are great places for nature’s young creatures Part 3. They help clean our water. Part
4. They
provide recreation and education for human beings. Ask Ss to make an analysis of the main reading text―Life In The Ocean 2. Scan the passage and answer the following questions. 1). Why are estuaries such good places for nature’s young ones? (In estuaries, animals can enjoy all the benefits of the oceans without having to face many of its dangers. Tides provide energy for the ecosystems, but estuaries are protected from waves and storms by islands, mud or sand. Nutrients from both the land and the ocean arrive in estuaries.) 2). What does “density” mean in this passage? (It means the degree to which an area is filled with things or people.) 3). How do estuaries affect the water that passes through them? (They absorb nutrients and pollutants from water coming inland sources, thus cleaning our water.) 4). Why are estuaries more sensitive to pollution than other areas? (Because estuaries act as filters(过滤器), many pollutants end up in them.) 5). Why are estuaries important to human beings? (Estuaries provide both recreation and education for human beings. For example, people can fish, swim and have fun on the beach; scientists and students have endless opportunities to study a variety of life in the habitat. Estuaries also contribute to the economy through tourism and fishing.) Step 3. Language Points Paragraph Two 1. benefit 1) vt. “对…有利”, 后面接名词&代词, 但不接反身代词 Exercise benefit our health. Your advice benefited me a great deal.. The fresh air will benefit you. 2) vi. “获益, 得益于”,后面可接from/ by We benefit by/ from daily exercises. The plants benefited from the rain. 3) n.益处, 好处(可数& 不可数) I told them all the benefits of fresh air and exercise. He got a lot of benefit from the holiday. Your advice was of great benefit to me. + 4) for the benefit of 为了…的利益 be of benefit to sb. 对…有好处 2. 比较级+ than + any other + n. /all the other
+ n(pl)./anyone (anybody) else = 最高级 He is taller than any other student in his class. He is taller than all the other students in his class. He is taller than anyone else in his class. He is the tallest in his class. Paragraph Four 1. vary V. 变化 various adj. 各种不同的 variety n 变化，多样性 a variety of 种类繁多的 The girls come from a variety of different backgrounds. There are a variety of patterns for you to choose from. 2. Estuaries also contribute to the economy through tourism and fishing. contribute: v 捐助, 捐赠,贡献; 撰稿,投
稿 Everyone should contribute what she or he can afford. His work has contributed to our understanding of this difficult subject. contribute sth to 投稿 She has contributed several poems to literary magazines. contribute to 增加某事物, 添加
到某事物中;促进某事物 Her work has contributed greatly to our understanding of this difficult subject. The chairman encourages everyone to contribute to the discussion. Step 4. Listening and Reading Aloud T: Very good. You’ve understood the text exactly. Now, I’ll play the tape for you. First, listen and repeat, paying attention to the pronunciation and intonation. Then read it aloud for a while. Step 5. Writing Do you still remember what we learn about the properties of water? In that passage, the writer introduces the chemical structure and several properties of water to us, such as salinity, density, heat capacity. So from this we know when we are explaining what something is or how things happen, it is important that our explanations should be well organized and easy to understand. Tip one If we are describing a process，we’d better explain each step in the order it happens. Tell the readers about the causes and effects and use words like first, second, then, etc to show the order of the steps. First… Second… Third/ Then… Last… Tip two If we are wr iting about something that has
several parts, we should describe each part and explain its function and structure. The following questions may help: What is it? How many parts is it made up of? What’s the structure of each part? How does it work? Step 5. Homework Imagine that your science teacher ask you to explain one of the following questions: Why does an ice cube float? What will happen to a piece of metal if you put it in water? Why do so many species live in estuaries? Why have so many cities been built by estuaries? Choose one of the questions and write a passage, using what you know about nature and science and what you have learned from this unit.
Period 5 Grammar: Modal Verbs Teaching Aims and Demands: To review Modal Verbs ( to enable the Ss to grasp some important Modal Verbs and some important usages of them .) Teaching Difficult Points: 1. to grasp the differences among some Modal Verbs 2. to learn how to use them. Teaching Aids: Some worksheets and some slides. Teaching Procedures: Step1. Check the answers to exercise1 on P21. Step 2. Review Modal Verbs.
1 情态动词的语法特征 1）情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。 2）情态动词除ought 和have 外，后面只能接不带to 的不定式。 3）情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。 4）情态动词没有非谓语形式，即没有不定式，分词，等形式。
2 比较can 和be able to 1）can/could 表示能力；可能（过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如： They will be able to tell you the news soon. 他很快就能告诉你消息了。 2）只用be able to的情况： a. 位于助动词后。 b. 情态动词后。 c. 表示过去某时刻动作时。 d. 用于句首表示条件。 e. 表示成功地做了某事时，用was/were able to，不能用could。例如： He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out. 注意：could有时不表示时态 1）
提出委婉的请求，（注意在回答中不可用could）。例如： --- Could I have the television on? 我能看电视吗？ --- Yes, you can. / No, you can't. 可以/不可以。 2）在否定句、疑问句中表示推测或怀疑。例如： He couldn't be a bad man. 他不大可能是坏人。 3 比较may和might 1）表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如： May God bless you! 愿上帝保佑你！He might be at home. 他可能在家。注意：might 表示推测时，不表示时态，只是可能性比may 小。 2）成语：may/might as well，后面接不带to 的不定式，意为"不妨"。例如： If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。典型例题 Peter ___come with us tonight, but he isn't very sure yet.
A. must
B. may
C. can
D. will 答案B. 表可能性只能用may。此句意可从后半句推出。 4 比较have to和must 1）两词都是'必须'的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如： My brother was very ill, so I had to call the doctor in the middle of the night. 弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事） He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事） 2）have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如： He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。 3）否定结构中：don't have to表示"不必"，mustn't表示"禁止"。例如： You don't have to tell him about it.你不一定要把此事告诉他。 You mustn't tell him about it.你不得把这件事告诉他。 5 must表示推测 1）must用在肯定句中表示较有把握的推测，意为"一定"。 2） must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如： You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断） He must be working in his office. 他一定在办公室工作呢。比较：He must be staying there. 他现在肯定在那里。 He must stay there. 他必须呆在那。 3） must 表示对已发
生的事情的推测时，must 要接完成式。例如： I didn't hear the phone. I must have been asleep.我刚才没有听到电话，我想必是
睡着了。 4） must表示对过去某时正发生的事情的推测，must 后
面要接不定式的完成进行式。例如： ---Why didn't you answer my phone call? 为何不接我的电话？ ---Well, I must have been sleeping, so I didn't hear it.唉，肯定在睡觉，所以没有听见。5）否定推测用can't。例如： If Tom didn't leave here until five o'clock, he can't be home yet. 6 表示推测的用法 can, could, may, might, must 皆可表示推测，其用法如下： 1）情态动词+动词原形，表示对现在或将来的情况的推测，此时动词通常为系动词。例如： I don't know where she is, she may be in Wuhan. 我不知道她在哪儿，可能在武汉。 2）情态动词+动词现在进行时，表示对现在或将
来正在进行的情况进行推测。例如： At this moment, our teacher must be correcting our exam papers. 这时，想必我们老师正在批改试卷。 3）情态动词+动词完成时，表示对过去情况的推测。例如：The road is wet. It must have rained last night. 地是湿的，
昨天晚上一定下雨了。 4）情态动词+动词的现在完成进行时，表示
对过去正在发生事情的推测。例如： Your mother must have been looking for you. 你妈妈一定一直在找你。 5）推测的否定形式，
疑问形式用can't, couldn't表示。例如： Mike can't have found his car, for he came to work by bus this morning. 迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。注意：could, might表示推测时不表示时态，其推测的程度不如can, may。 7 情
态动词+ have +过去分词 1） may（might） have + done sth, can （could） have + done sth 表示过去，推测过去时间里可能发生的事情。例如： Philip may （might） have been hurt seriously in the car accident. 菲力浦可能在车祸中受了重伤。 Philip can （could） have been hurt seriously in the car accident. 2） must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有"肯定"， "谅必"的意思。例如： ---Linda has gone to work, but her bicycle is still here. 琳达已经去上班了，但她的单车
还在这儿。 ---She must have gone by bus.肯定乘巴士去的。 3）ought to have done sth, should have done sth表示本应该做某事，而事实上并没有做。否定句表示"不该做某事而做了"。例如： You ought to （should） have been more careful in this experiment. 你当时在做试验时应该更仔细点。 He ought not to have thrown the old clothes away.他不该把旧衣服扔了。（事实上已扔了。） ought to 在语气上比should 要强。 4） needn't have done sth表示本没必要做某事，但做了。例如： I dressed very warmly for the trip, but I needn't have done so. The weather was hot. 旅行时，我衣服穿得较多，其实没有必要。那时天很热。 5） would like to have done sth表示本打算做某事，但没做。例如： I would like to have read the article, but I was very busy then. 我想读这篇文章，但太忙了一直没读。 8. should 和ought to 除了上述的用法，两者还可表示"想必一定，按理应该"的意思。例如： I ought to be able to live on my salary. 靠我的薪水，想必也能维持了。 It ought to be ready now. 想必现在准备好了吧。 They should be there by now, I think. 现在他们该到那儿了。 The poems should be out in a month at most. 诗集估计最多还有一个月就要出版了。 9 had better表示"最好"，相当于一个助动词，它只有一种形式，它后面要跟动词原形。例如： It is pretty cold. You'd better put on my coat. 天相当冷。你最好穿上我的外套。 She'd better not play with the dog. 她最好不要玩耍那条狗。 had better have done sth表示与事实相反的结果，意为"本来最好"。例如： You had better have come earlier. 你本该来得早一点。 10 would rather表示"宁愿" would rather do would rather not do would rather… than… 宁愿…而不愿。还有would sooner, had rather, had sooner都表示"宁愿"、"宁可"的意思。例如： If I have a choice, I had sooner not continue my studies at this school. I would rather stay here than go home. = I would stay here rather than go home. 典型例题 ----Shall we go skating or stay at home? ----Which ___ do?
A. do you rather
B. would you rather
C. will you rather
D. should
you rather 答案B。本题考查情态动词rather的用法，would rather +do sth 意为"宁愿"，本题为疑问句，would 提前，所以选B。 11 will 和would 注意：1）would like；would like to do = want to 想要，为固定搭配。例如： Would you like to go with me? 想和我一块去吗？ 2）Will you…?Would you like…? 表示肯定含义的请求劝说时，疑问句中一般用some, 而不是any。例如： Would you like some cake? 吃点蛋糕吧。 3）否定结构中用will，一般不用would, won't you是一种委婉语气。 Won't you sit down? 你不坐下吗？ 12 情态动词的回答方式问句肯定回答否定回答 Need you…? Yes, I must. No, I needn't Must you…? No, I don't have to. 典型例题 1）---Could I borrow your dictionary? ---Yes, of course, you____. A. might B. will C. can D. should 答案C. could 表示委婉的语气，并不为时态。答语中of course，表示肯定的语气，允许某人做某事时，用can和 may来表达，不能用could或might。will 与you连用，用来提出要求或下命令。should与you 连用，用来提出劝告。 2）---Shall I tell John about it? ---No, you ___. I've told him already. A. needn't B. wouldn't C. mustn't D. shouldn't 答案A。needn't 不必，不用。 wouldn't 将不, 不会的。mustn't 禁止、不能。 shouldn't 不应该。本题为不需要，不必的意思，应用needn't。 3）---Don't forget to come to my birthday party tomorrow. ---______. A. I don't B.I won't C. I can't D.
I haven't 答案B. will既可当作情态动词，表请求、建议、也可作为实义动词表"意愿、意志、决心"，本题表示决心，选B。 13 带to 的情态动词带to 的情态动词有四个：ought to, have to, used to, be to, 如加上have got to （=must）, be able to，为六个。它们的疑问、否定形式应予以注意： Do they have to pay their bill before the end of the month? She didn't use to play tennis before she was fourteen. You ought not to have told her all about it. Ought he to see a heart specialist at once.? ought to 本身作为情态动词使用。其他的词作为实义动词使用，变疑问，否定时，须有do 等助动词协助。典型例题 Tom ought not to ___ me your
secret, but he meant no harm. A. have told B. tell C. be telling D. having told 答案A。由于后句为过去时，告诉秘密的动作又发生在其前因，此地应用过去完成时，但它在情态动词 ought to 后，所以用have told。 14 比较need和dare 这两词既可做实义动词用，又可做情态动词用。作为情态动词，两者都只能用于疑问句，否定句和条件句。need 作实义动词时后面的不定式必须带to，而dare作实义动词用时, 后面的to 时常可以被省略。 1）实义动词：need （需要, 要求） need + n. / to do sth 2）情态动词：need，只用原形need后加do，否定形式为need not。例如： Need you go yet? 你要走了吗？ Yes, I must. / No, I needn't.是的，我要走了/不，不急着走。 Step 3. Exercises Step 4. Homework
人教版高中英语教案范文合集大全 英语(English)是印欧语系-日耳曼语族下的语言，由26个字母组成，英文字母渊源于拉丁字母，拉丁字母渊源于希腊字母，而希腊字母则是由腓尼基字母演变而来的。下面是小编为大家准备以下的内容，希望对你们有所帮助，人教版高中英语教案范文合集大全一 教学准备 教学目标 1. 知识与技能目标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识。提高阅读能力同时学习有关介绍博物馆的相关词汇和表达，并能在特定语境中合理运用。 (2)通过扮演导游对感兴趣的博物馆进行介绍，提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 2. 过程与方法目标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣，并激发学生头脑中相关的背景知识为节课做热身。 (2)通过阅读课文利用Skimming 和Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息，提高分析处理英文信息的能力。通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力，同时为下一个扮演导游介绍艺术馆的活动做铺垫，提供相关的语言词汇铺垫。 (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告，提高学生的英语写作能力。 3. 情感、态度、价值观目标 通过学习，使学生了解世界的艺术馆，培养学生的文化意识和对艺术的兴趣。同时激发学生对家乡的自豪感和热爱之情。
教学重难点 教学重点：阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、说的能力。 教学难点：在说和写的过程中如何运用相关词汇和表达方式来正确、准确、有效的介绍各个艺术馆的特点。 教学过程 (一)展示学习目标与小组评价规则 (二)“导入” 展示曼哈顿的相关图片，展示课文中出现的5个艺术馆的图片及名字。 (三) Fast reading 快速扫读课文 (四)Detailed Reading: 详细阅读 (五)Challenge your speaking(口语能力提升) 提供参考词汇：Welcome to … This museum is locat ed in… It displays(展出) art works in… centuries of …countries, including … It will appeal to… You shouldn’t miss… (六)Challenge your writing (英语写作能力提升) Watch the videos and then write an advertisement to introduce one of the museums in Weifang. within80 words 写作参考词汇：潍坊世界风筝博物馆(Weifang World Kite Museum) 杨家埠民间艺术大观园(Yangjiabu Folk Art Museum) kite 风筝wood-print new year pictures木板年画be located in 位于…is famous/well-known for …因…而出名it displays/shows…展出 Here you can enjoy… 在这里你可以欣赏到… artist 艺术家appeal to 吸引tourist 游客it’s well worth a visit 很值得参观 (七)成果展示
九年级英语unit13教案 【篇一：九年级英语第十三单元教案unit 13 we】 unit 13 we’re trying to save the earth! 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back 基本句型：we’re trying to save the earth! the river used to be so clean. the air is badly polluted. no scientific studies have showed that shark fins are good for health. we should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情 态动词和used to 句型。 3. 情感目标: 有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 （2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情 态动词和used to 句型。 三、教学步骤: unit 13 section a 1 (1a-2d) i. presentation show the picture of the earth and tell students the earth is polluted now. for example: (1) the factories that burn coal pollute the air with a lot of black smoke.
最新人教版高一下册英语教案 （一） Teaching Aims and Demands Words and Phrases Four Skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then Three Skills: energy soft bar fuel chemical balance tasty boil mixture Spoken English: In the clinic / seeing a doctor: What’s wrong with you?/What’s the matter with you? Lie down and let me examine you. Let me have a look. Where does it hurt? Drink plenty of water and get some rest. I’ve got a pain here. This place hurts. There’s something wrong with back/my knee/my arm. I don’t feel well. Grammar:
Use of Language: 1. Master the function use of language as defined above. 2. Help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned. Learn the text about healthy eating. Get the students know about the basic knowledge of how to eat healthily. Important points: 1. Talk about different kinds of food that one favorites. 2. learn the basic knowledge of healthy eating. 3. learn how to say in the clinic. 4. Grasp the language points and grammar in the text. Difficult points: The use of modal verbs --- had better, should and ought to. Teaching aids: computer or slider-projector Way of Teaching: Communication way of teaching, discussion and group work. Lesson 1Step 1 Warming-Up First show the students some pictures of dishes and so to introduce the topic of this unit. And then show the pictures on their text books and let them to decide what is junk food and what is not.
Unit 13 We’re trying to save the earth! Section A 1 (1a-2d) 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull…down, bring back 基本句型：We’re trying to save the earth! The river used to be so clean. The air is badly polluted. No scientific studies have showed that shark fins are good for health. We should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 3.情感目标: 有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词 和used to 句型。（2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 三、教学步骤: I. Presentation Show the picture of the earth and tell students the earth is polluted now. For example: (1) The factories that burn coal pollute the air with a lot of black smoke. (2) Factories put waste into the river. (3) People should throw away litter in the bin. (4)There are more cars on the road. II. Learning Here are some words related to different kinds of pollution. Write them in the box below. Then add more words. loud music cars rubbish planes littering ships factories smoking building houses mobile phones noise pollution air pollution water pollution ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ ____________ ___________ _____________ III. Listening 1. 1b Listen and complete the sentences. What was the problem? The river was _____________. Even the bottom (底部) of the river was full of
高二英语教案全套Unit1 Making a difference Ｉ．
Aims and demands: https://www.doczj.com/doc/c717578404.html,nguage aims: New words: genius, inspiration, perspiration, quote, mind, curious, gravity, radioactivity, outer space Phrases: be on fire for, be similar to 2. language skills: Talk about scientists and their contributions; talk about the meaning of these quotes; listen to the tape and write down the main information 3. Emotion aim: learn from these great scientists and their scientific spirit 4. Strategy aims: to some extent, promote students’abilities of listening and speaking, enlarge their vocabulary Focus and difficulty Focus: Learn and master new words and phrases: encourage students to talk about the scientists they know; make students focus on listening and take some notes Difficulty: Impro ve the students’listening ability; master new words and phrases Teaching Methods: 1.Warming up to arouse the students’ interest in science. 2.Listening-and-answering activity to help the students go through the listening material. 3.Individual, pair or group work to make every student work in class. Teaching Aids: multimedia,. a tape recorder, .the blackboard Teaching Procedures: Step I Warming up Task 1 (class work) words presentation on the blackboard genius, inspiration, perspiration, quote, mind, curious, be on fire for, be similar to, fear Task 2 (group work) competition T: Who made great contributions to society and science? What great scientists do you know? And what are they famous for? Ss: Maria Curie radium and polonium Zhang Heng seismograph. Charles Darwin The Theory of Evolution Thomas Alva Edison the light bulb. Albert Einstein The Theory of Relativity Task 3 (group work) Learning quotes T: Who are they on the screen? Ss: Albert Einstein, Maria Curie, Thomas Alva Edison T: Whom do you think these quotes are from? Do you know what they mean? S：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matter how clever he is, a person will fail if he doesn’t try his best. I n Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。 S: It is from Einstein. It means if you want to succeed, it’s more important for you to have imagination than knowledge. In Chinese, it means 想象力比知识更重要。 S: It is from Madame Curie. It means there are only things to be understood in the world, while
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
学科English 年级9 班级 课型fresh 课时 5 / 6 媒体a tape recorder, CAI 课题Unit 13 we’re trying to save the earth! Section A 2a ~ 2e 话题 Protecting the environment 功能Talk about pollution and environmental protection 教 学目标知识 技能 1.Target language: Have you ever thought about how these things can actually be put to good use? You have probably never heard of Amy. The more popular works can be seen in art shops around the city. 2.Grammar: Present perfect, passive voice 3.Words and expressions; (1)Curriculum words: upside, gate, bottle, president, inspiration, iron, work, creativity (2)Useful expressions: throw away, put sth. to good use, pull…down, upside down, bring back X k B 1 . c o m 过程 方法 According to reading to improve students’ integrating skills-reading skill and writing skill. 情感 态度 We must realize the importance of recycling, It not only is a useful saving of money but also can protect our environment． 学习策略1. Learn to predict what the reading passage is about. 2.Reading for general ideas and specific details. 重点Target Language 难点 Practice reading and writing using the target language. 教学内容及问题情境学生活动设计意图 2a. To prompt Ss predict what the reading passage is about. Checking for understanding Check Ss adequately understand the three words used in the title. ?rethink –think carefully about something again to see if changes 新- 课 -标- 第 -一- 网 让学生初步 理解前缀的 作用：改变 单词的含 义。
人教版高中英语必修三 unit 2 healthy eating教学设计 （一）教学内容分析 这是一篇介绍“饮食习惯”的文章，包括传统饮食习惯的改变日常饮食选择,旨在让学生明白健康的饮食习惯的养成是拥有健康体魄的前提。本篇文章生词量较大标题较抽象，各段主题句分布不太明显（大部分分布在段落中间）。且大部分学生对饮食与健康的关系（如人体每天必须摄入的六种基本营养成分的来源、健康饮食的重要性、什么是绿色食品等）了解较少。因此，本文的学习难度较大。 （二）教学目标 1. 语言知识目标： a)使学生了解protein, calcium等基本营养成分的来源和主要功能，健康的饮食习惯是健康的保证，以及素食主义等信息。 b)学习掌握有关营养成分与食物的词汇，如：protein、calcium 、carbohydrate 、fibre、mineral、 vitamin 、vegetarian & vegan、 green food and clean food 、eco-food and organic food等，以及 keep up with ，the same goes for?以及as 和only 引导的倒装句的用法。 2. 语言技能目标： a)使学生学会克服生词障碍，通过略读，寻找文章的主题句，理清文章的总体框架与脉络；通过查读，捕捉文章的重要细节，理解作者的写作意图。 b) 使学生学会运用各种猜词技巧，猜测部分生词在具体的语言环境的含义。 c) 使学生能够运用所学知识，用英语为自己所熟悉的一个人设计一份“healthy diet”，并阐明设计的依据。 3.情感态度与文化意识目标： a）使学生学会审视自己、审视食物，提高养成健康饮食习惯的意识。 b）使学生懂得：健康是做好一切事情的根本。要想有强健的体魄，除了合理安排好一天的生活以外，还需要有科学、卫生的饮食习惯，每天一定量的体育活动和体力劳动。青少年必须有健康的身体，长大以后才能成为一位具有现代科学文化，适合时代要求的合格劳动者。 c）使学生学会关心他人，体贴他人，并养成较强的合作意识。 d）让学生了解一些不同的饮食观念及主张，加深对世界饮食文化的了解，弘扬中华民族饮食文化的精髓,培养爱国主义精神。 （三）教学重点和难点： 1．重点 1）让学生认识到饮食对健康的重要影响。 2）侧重培养学生对文章的整体性结构的把握，突出培养学生以下3个方面的能力： a.文章中心把握能力。 b.根据主题快速捕捉文章重点细节的能力。 c.猜词能力。 3）重点掌握有关营养成分与食物的词汇，特别是人体每天必须摄入的六种基本营养成分的词汇以及这些营养成分的来源和主要功能。 2．难点 1) 如何使学生养成科学的阅读习惯，提高阅读理解能力和语言水平。 2) 如何使学生学会提取、筛选和重组文章中关于健康饮食的信息，并灵活运用于语言实践中，达到语言实践能力的扩展与提高。 二、教学方法与教材处理 1．任务型语言教学法
新课标高一英语必修2 第5单元Music Reading教学设计 一、设计思想 根据“二语习得理论”、“整体语言教学”的理论和实践，以及当前新课程“自主、合作、探究”等核心理念，运用任务型语言教学途径(Task-based Language Teaching)来设计本节阅读课的教学。 本节阅读课教学设计的最大特色是： (1)教学环节层次清楚，环环相扣。The Band That Wasn’t是一篇以介绍美国知名乐队组合The Monkees的发展历程为主的文章。教学设计分成三个部分：阅读前—阅读中—阅读后。阅读前由学生汇报一个小型的调查结果、展示著名乐队组合图片和呈现The Monkees组合的信息三个活动组成，为阅读提供背景知识。阅读过程主要通过快速阅读和仔细阅读来实现。仔细阅读环节中设置了完成练习T or F，查找The Monkees细节信息完成表格，然后根据表格，回顾The Monkees发展历程和选择合适的adj. 来表达自己对于乐队的看法等多个任务。阅读后展开讨论，引导学生思考音乐对于我们生活的影响，完成写作任务“Music”。教学设计以阅读理解能力的提高为主要目标，兼顾听、说、写的训练。 (2)采用了新课标提倡的任务型教学途径。《普通高中英语课程标准（实验稿）》提出中学英语教学应“尽量采用任务型的教学途径”的要求。任务型语言教学强调采用具有明确目标的“任务”来帮助语言学习者更主动的学习和运用语言。（周智忠）因此，笔者在教学设计中设计了多项学习任务，如进行社会调查以了解不同的音乐类型在不同人群中受喜爱的情况；搜集The Monkees乐队信息；对搜集到的信息进行整理，制作成课件展示；阅读课文，找出主题句，查找细节信息等，促使学生在整个教学过程中参与各种活动，自主探究，真正获得自主学习的成功乐趣。 (3)采用了小组合作学习作为课堂活动的主要组织形式。小组合作学习不仅能让学生了解对方的观点，而且让他们学会表达自己的观点，并在此基础上学会讨论问题的要领和方法。（张丽丽）根据教学内容的特点，笔者精心设计了多个合作学习的机会，如三人或四人一组完成调查；以小组为单位设计海报或制作多媒体课件；两人一组回顾乐队的发展历程，选择最适合The Monkees的形容词；以及全班参与，分组讨论音乐重要性的问题等。这些合作学习的机会培养了学生团体的合作和竞争意识，发展了交往与审美的能力，促进学生间的情感交流与互帮互学。（黄小红） 二、教材分析
人教版新目标九年级英语Unit13 Reading 案例 教学目标：(teaching goals) 1.words and phrases: guilty, thought, would rather, prefer to … 2.read the article, and try to know the idea https://www.doczj.com/doc/c717578404.html,e some of the adj. from the article to make a short passage. 教学重点：(teaching ip)reading and understanding the article. 教学难点：(teaching dp)create a things with an adj. that affect you. 教学用具：(teaching tools)小黑板 教学过程：（teaching steps） step1. warming-up show some adj. on the blackboard, let ss make up sentences with “make(s) or made”. sad, happy, surprised, anxious, exhausted, frustrated, stressed out… step2. showing when your friends’ birthday is coming, what will you do?(gifts or presents) what’s your suggestions? (hard to give: clothes, personal things, easy to give: small things, interests) lead to this saying: it’s the thought that count. today let’s learn about the art of receiving.(write the title on the blackboard) step3.reading 1.let ss read the article fast, and check the exercise on the small blackboard. ( )1.guo xiaojing’s parents were very happy because she liked the sweater they bought. ( )2.han ling didn’t like the birthday gift from her grandparents. ( )3.han ling’s grandparents gave her an orange purse a few years ago. ( )4.sometimes, giving money to people makes them uncomfortable. ( )5.the passage is mainly talking about the art of receiving. 2.check the answers and correct the right answers. 3.talk about the main idea of each para. 4.ask one of the ss to read the article. step4.practice. (complete the exercise from 3a) use “embarrassed, guilty, comfortable” to create ss’ own things . step5.homework
最新人教版高中英语备课教案 英语(English)是印欧语系-日耳曼语族下的语言,由26个字母组成,英文字母渊源于拉丁字母,拉丁字母渊源于希腊字母,而希腊字母则是由腓尼基字母演变而来的.下面就是小编给大家带来的人教版高中英语备课教案,希望能帮助到大家! 高中英语教案1:《Unit 1 Art》 教学准备 教学目标 1. 知识与技能目标 (1)通过阅读有关曼哈顿的艺术博物馆加深对博物馆的了解和认识.提高阅读能力同时学习有关介绍博物馆的相关词汇和表达,并能在特定语境中合理运用. (2)通过扮演导游对感兴趣的博物馆进行介绍,提高学生的英语口头表达能力同时掌握本单元教学目标和要求中的词汇用法. (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力. 2. 过程与方法目标 (1)通过展现曼哈顿以及曼哈顿五个艺术馆的相关图片激发学生的学习兴趣,并激发学生头脑中相关的背景知识为节课做热身. (2)通过阅读课文利用Skimming 和 Scanning阅读技能找到每个艺术馆的地理位置、艺术特色等相关信息,提高分析处理英文信息的能力.通过寻找描述每个艺术馆的关键词培养学生的归纳总结信息的能力,同时为下一个扮演导游介绍艺术馆的活动做铺垫,提供相关的语言词汇铺垫. (3)通过提供相关词汇进行对潍坊本地的博物馆(潍坊风筝博物馆、杨家埠民间艺术大观园)写一个宣传广告,提高学生的英语写作能力. 3. 情感、态度、价值观目标 通过学习,使学生了解世界的艺术馆,培养学生的文化意识和对艺术的兴趣.同时激发学生对家乡的自豪感和热爱之情. 教学重难点 教学重点:阅读课文、运用文中相关词汇进行说和写的活动以提高学生读、写、
人教版高一英语教案 【篇一：人教版高一英语教案】 para. one: anne made her diary her best friend whom she could tell everything.para. tw anne’s diary acted as her true friend during the time she and her family had to hide away for a long time. para. three: having been kept indoors for so long, anne grew so crazy about everything to do with nature. step 3 language points1. add (to) v. 1) to put together with something else so as to increase the number, size, or importance; 2) to join (numbers or amounts ) so as to find the total.eg: the fire is going out; will you add some wood?the snowstorm added to our difficulties. add up these figures for me, please.2. ignore v. to take no notice of; refuse to pay attention toeg: his letters were ignored.even the best of men ignored that simple rule.my advice was completely ignored.3. concern v. 使担心;使不安 (+about/for); 涉及,关系到;影响到eg: the boys poor health concerned his parents.he is concerned for her safety.the news concerns your brother.he was very concerned about her. 4. loose adj. not firmly or tightly fixed. she wore loose garments in the summer.i have got a loose tooth. some loose pages fell out of the book.5. purpose n. [c] an intention or plan; a person’s reason for an action. what is the purpose of his visit?the purpose of a trap is to catch and hold animals. did you come to london to see your family, or for business purpose?6. series n. (of) a group of things of the same kind or related in some way, coming one after another or in order.then began a series of wet days that spoiled our vacation.this publishing firm is planning a new series of school textbooks. they carried out a series of experiments to test the new drug.7. cheat. 1) v. to behave in a dishonest way in order to win an advantage;2) n. a person who cheats; dishonest personsthey cheated the old woman of her house and money.the salesman cheated me into buying a fake.he never cheated in exams. i see you drop that card, you cheat! i never thought that sam is a cheat.8. share 1) vt. vi. (in\with\ amount\between) to have, use or take part in something with others or among a group. 2) n. (in\of) the part belongs to, owed
Unit 13：We’re trying to save the earth! 一、教学目标： 1. 语言知识目标 基本词汇：litter, advantage, bottom, fisherman, coal, ugly, cost, wooden, plastic, takeaway, bin, shark, fin, method, cruel. Harmful, chain, ecosystem, industry, law, scientific, afford, reusable, transportation, recycle, napkin, upside, gate, bottle, president, inspiration, iron, work, metal, creativity, 基本词组：be harmful to, at the top(of sth.), take part in, turn off, take action, throw away, put sth. to good use, pull… down, bring back 基本句型：We’re trying to save the earth! The river used to be so clean. The air is badly polluted. No scientific studies have showed that shark fins are good for health. We should help save the sharks. 2. 技能目标: 能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。 3. 情感目标:有环境危机意识，学会关注环境保护环境。 二、教学重难点： 1. 教学重点：（1）能正确运用现在进行时，现在完成时，被动语态，情态动词 和used to 句型。 （2）保护环境的措施方法。 2. 教学难点：能正确运用现在进行时，现在完成时，被动语态，情态动词和used to 句型。三、教学步骤: Section A 1 (1a-1d) I. Presentation Show the picture of the earth and tell students the earth is polluted now. For example: (1) The factories that burn coal pollute the air with a lot of black smoke. (2) Factories put waste into the river. (3) People should throw away litter in the bin.