Book6_U1教案6Task2

Teaching plan for unreal conditionalsBook6 Unit1 Grammar and usage教学内容：选修六第一单元语法知识的运用，虚拟语气---if引导的非真实条件句。

二．学习目标:1. 知识与技能让学生明白什么是虚拟条件句以及在对不同时态虚拟下从句和主句的谓语形式，以达到熟练做题，并能在写作中运用的目的。

2. 过程与方法通过合作学习，学生能够学会知识迁移、逻辑推理、归纳整理的方法，并将其运用于解决实际问题当中。

3. 情感、态度、价值观培养学生发现问题、观察问题、分析问题的基本能力。

锻炼学生的语言表达能力，帮助学生体验学习乐趣从而树立自信。

三．学习重点难点：重点：掌握虚拟语气在非真实条件句中主从句谓语动词的形式难点：如何弄清楚虚拟语气在与现在、过去、将来事实相反的情况下，其主从句中谓语动词形式的变化。

四．教法学法：教法：本节课贯彻“学生为主体，教师为引导”的教学思想。

学法：自主学习，合作探究法。

教学手段：自制多媒体课件，利用音频, 图片等材料。

五．教学过程：Step 1: Lead inWatch two pieces of videos to introduce the topic of this classDefinition: Unreal conditionals are used to talk about situations that are not true or not likely to become trueStep 2: Find out the rules of subjunctive mood based on the examples and do some exercisesTask 1 Unreal present :1.If I knew his telephone number, I could ring him up2.If you tried again, you might succeed3.If I were you, I would go with themTask 2 Unreal past1.If they had had enough rain last year, they would have gained good harvest.2.If he had driven more carefully yesterday, he wouldn’t have had the car accidentTask 3 Unreal future1.If I made lots of money some day, I would buy a big house for my parents2.If it were to snow in Guangdong tomorrow, everyone would be surprised.Step 3 Competition (group work)Compete among groups to practice subjunctive mood.Each group has to choose a picture and finish a task. If the task is finished successfully in the given time, the group can get the points.Step 4 TranslationAfter the tragedy happened, Liu avoided Jiang’s mother and refused to explain the detail s of the incident. The desperate mother told the reporter,“如果我没有将女儿送到日本，她就不会遇到刘鑫，年纪轻轻丧命。

牛津高中英语教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 1 Laughing is good for you板块：Welcome to the unit & Reading作者：刘青Thoughts on the design:本节课是一节围绕单元主题内容的阅读课。

阅读可应让学生有效的获取有关主题的信息，处理相关的问题，并能针对相关信息发表自己的见解，形成一定的阅读策略。

在处理时以“welcome to the unit”部分为导入，引出各种可以给人们带来笑声的形式，最终导入文章的阅读。

处理文章时应注意文章小标题的利用，引导学生从标题把握大意。

根据小标题，将文章分解成三个相对独立又相互联系的部分，设置好问题指导学生理清文章的脉络，把握的文章的内容。

Teaching aims:After reading the passage, the students will be able to1. have a good understanding of the text and get some information about “stand-up”;2.tell different types of stand-up;3.learn something about Billy Crystal and make comments on him;4.express their own opinions about the topic “Stand-up for your health”.Teaching procedures:Step 1 lead in (PPT4-9)1. A joke for the Ss to enjoy.2. A joke usually makes you laugh, and there are other things that will make you laugh. Look atthe posters on Page 1 and find out what funny things are talked about in the posters.-- A funny performance; A funny book; Crosstalk; Circus3.Besides the forms we mentioned above, what else can make us laugh?--Comedies; Funny movies…(Ask the Ss to five as many forms as possible and introduce “stand-up” to the Ss)[Explanation]从一个图文并茂的笑话入手，引起学生的兴趣，然后再问起还有哪些形式会引人发笑也就顺理成章。

五年级Book6unit1教案english book 6编写者：fsf执教者：执教时间：年月日（周）课题unit 1 a1共课6时教学目标say the words eat breakfast, do morning exercises, have english class, play sports, eat dinner.say the sentences when do you do morning exercises/…? i usually…at…say the chant freely.gave correct response to the words learned. show say point write.教学重点教学难点eat breakfast, do morning exercises, have english class, play sports, eat dinner.when do you do morning exercises/…? i usually…at…教学准备recorder picture wore cards hanging chart a big clock教学过程l warmerstep 1 greetingsstep 2 sing a chant what do you do on saturdays? ( book 5 unit 2 b)step 3 game: what time is it?t: what time is it? a: it’s….l presentationgame: look and do.look at the picture, then do it.play ping-pong/football, play computer games, paint, watch tv, read books, do homework/housework.let’s learn.1). ss do morning exercises. t: can you do morning exercise? (eye exercise)s: yes, i can.2). s do sports. ask ssguess, what does he doing?t: yes, you’re right. we can play…we can play sports. you play sports every day. can you do sports?3). draw sun and moon.t: i eat breakfast at 7:00 in the morning. i eat dinner at 8:00 in the evening.game: t: i eat dinner. ss: at 8:00 in the evening….4). t: we have english class. mr xu is here, i have chinese class.5). teach the new sentences: it’s on the first floor.play the vcd of the words. the children listen and follow in their books. teach the new words.l practice1. game. walk to the new words. a: i usually do morning exercise at 8:00.b walk to the word usually.2. let’s start..look and say.t: what time is it?s: it’s six o’clock.t: i usually get up at 6:00 in the morning. when do yu get up?s:….when do you get up? when do you eat breakfast?when do you go to school? when do you do homework?when do you go to school? when do you watch tv?when do you eat lunch? when do you go to bed?when do you have chinese class?3. let’s chant.say the chant freely.4. good to know.explain clean your hands, brush your teeth. before, rules to follow every day.共7页，当前第1页1234567l assessmentactivity book.1. look and say.2. listen and match.3. let’s chick.l add-activitiesuse the sentences at home. say the chant athome.draw some picture about your school. 修改意见教后反思english book 6编写者：fsf执教者：执教时间：年月日（周）课题unit 1 a2共课6时教学目标say the sentences when do you get up/eat breakfast/…? i usually…at…use the words correct usually, often sometimestalk about the timetable freely.教学重点教学难点words: usually, often sometimessentences: when do you get up/eat breakfast/…? i usually…at…paint: design a timetable about your parents.教学准备教学过程l warmerstep 1 greetingsstep 2 say the chant what do you do on the weekend? step 3 let’s plays make movements and the others guess what does he do?l presentation1. let’s try.amy: mike, when do you get up?mike: i usually get up at 6:30.amy: when do you eat breakfast?milk: at 6:50.amy: when do you go to school?milk: at 7:20.zip: which is milk’s timetable.2. let’s talk.free talk.i get up at …i eat breakfast at…i go to work at…t show the timetable.t: this is my timetable. do you want to know the time? ask me please.3. play the vcd of the dialogue. thechildren listen and follow in their books. 4. read the dialogues with recorder.l practice1. let’s find outask and answer about the timetable. how do you make your timetable better?2. encourage them to make their parents timetable, glue it on the board. ask and answer the timetable.l assessmentactivity book.1. look and say.2. check the answerl add-activitiesuse the sentences at home.make some nice clothes to your friends.共7页，当前第2页1234567thinking: who is the busiest one in my family?report: my day 修改意见教后反思english book 6编写者：fsf执教者：执教时间：年月日（周）课题unit 1 a3共课6时教学目标learn to write the words board, light, fan, computer.write the sentences correct. when do you eat dinner? i eat dinner at 7:00 in the evening. when do you get up? i usually get up at 12:00 at noon.pronunciation: ai, ay, gr, glpractice the ss’listening skills and speaking skills.教学重点教学难点hand writing: when do you eat dinner?i eat dinner at 7:00 in the evening. when do you get up? i usually get up at 12:00 at noon.pronunciation: ai, ay, gr, gl教学准备mask recorder picture wore cards hanging chart教学过程l warmerstep 1 greetingsstep 2 say the sentences, let’s talk. step 3 let’s plays make movements and the others guess what does he/she do? step4 report: my day step 5make a survey talk about the timetable.l presentation1. listen to the recorder: read and write.what the truth?i get up at 6:00. i go to bed at 7:00….ask ss find the wrong sentences.2. t: you’re right. i don’t go to bed so late. i go to bed before 11:00. but some people really go to bed at 7;00 in the morning. do you know why? who are they? let’s go and see.show the picture and say .ask the pre-story questions. guide them to find the answers by looking at the pictures and words the know.when does the policeman go to work/eat…/go to bed/play sports? let’s read the dialogue.teach the new sentences: policeman, can i ask you some questions? thank you for telling me about your day.3. finish the sentence.4. write the sentences.l practice1. show the talk.spell the words.2. listen and repeat.3. pronunciation: ai, ay, gr, glai: mail sail tail wail againay: day away always stay paygr: grandma grey greet ground groupgl: glow gloom globe glkossl assessmentactivity book.a) read and write.共7页，当前第3页1234567b) write the wordson the note bookc) check.l add-activitiesinvite a doctor make a survey.make a report: …’s day 修改意见教后反思english book 6编写者：fsf执教者：执教时间：年月日（周）课题unit 1 b1共课6时教学目标say the words climb mountains, go shopping, play the piano, visit grandparents, go hiking.sing the song weekendlearn to use the base sentences freely.教学重点教学难点words: climb mountains, go shopping, play the piano, visit grandparents, go hiking.sentences: what do you do on the weekend?song: weekend 教学准备教学过程l warmerstep 1 greetingsstep 2 sing the song. weekendstep 3 ask and answer about the picture book.t: i often…on saturdays.s: what do you do on…?…l presentation1. b let’s chant.t: they’re my parents. i often visit my parents on the weekend. do you often visit your grandparents?s: i visit my uncle/aunt…on the weekend.teach the new words.2.a. i miss my grandparents very much. but i can’t visit my grandparents this weekend, because i’m too busy. i think i can visit them next weekend.we can climb mountains together. draw a mountain and play a game.b. we can also go hiking on the weekend.c. how nice it is! but it’s too clod in the mountains. let’s buy a warm coat. let’s go shopping.d. what’s this? do you play the piano on the weekend? can you play the piano?play the recorder or read the dialogue. the children listen and follow in their books. ask the children to look carefully at the picture on this spread. repeat the new words.l practice5. game. gossipt show the picture on the board, make movements and guess.2. guessing game.i climb mountains on the weekend….3. play the vcd of song. pause after each dialogue and perform an actions to aid comprehension, e.g.l assessmentactivity book.4. look and say.5. let’s chick.6. say the story at home.共7页，当前第4页1234567l add-activitiesuse the sentences at home. 修改意见教后反思english book 6编写者：fsf执教者：执教时间：年月日（周）课题unit 1 b2共课6时教学目标say the sentences what do you do on the weekend? i usually/often play football. sometimes i go hiking.learn to use the base sentences freely.教学重点教学难点sentences: what do you do on theweekend? i usually/often play football. sometimes i go hiking.教学准备教学过程l warmerstep 1 greetingsstep 2 say the chant a, bstep 3 daily dialogueswhat do you do on the weekend?l presentation1. t: i go hiking/…on the weekend. what do you do on the weekend? how many of you go hiking/…?please put up your hands.2. let’s try.amy: what do you do on the weekend, mike?mike: on saturday, i read books. i do homework. on sunday, i go shopping. i watch tv. what about you, zhang peng?zhang: on saturday, i do homework. i play the piano. on sunday, i go shopping. and, i visit my grandparents.t: what do you do on the weekend?s: i usually/often/sometimes….2. watch the vcd of the talk.2. teach the new sentences: what do you do on the weekend? i usually/often play football. sometimes i go hiking.3. repeat. this time pause for the children to carry out the indicated dialogues.l practice1. practice: what do you do on the weekend? i usually/often play football. sometimes i go hiking.6. let’s find out..what do you do on the weekend?i usually on the weekend. sometimes i . i can with . i can with .3. thinking: how can you have a happy weekend?l assessmentactivity book. xkb15.say the story to each other..6. let’s check.3. story time.l add-activities 共7页，当前第5页1234567say the story at home. 修改意见教后反思english book 6编写者：fsf执教者：执教时间：年月日（周）课题unit 1 b3共课6时教学目标learn to write teacher’s desk, picture, floor, wallwrite the sentences: what do you do on the weekend? usually i watch tv and go shopping. sometimes i visit my grandparents. i often play football. sometimes i go hiking.read the sentences the weather report says it’s going to rain tomorrow. i can’t play football in the rain. i can’t go hiking, either.practice the ss’listening skills and speaking skills.教学重点教学难点words: teacher’s desk, picture, floor, wallsentences: what do you do on the weekend? usually i watch tv and go shopping. sometimes i visit my grandparents. i often play football. sometimes i go hiking. the weather report says it’s going to rain tomorrow. i can’t play football in the rain. i can’t go hiking, either.教学准备教学过程l warmerstep 1 greetingsstep 2 sing the song weekendstep 3 let’s findually i watch tv and go shopping. sometimes i visit my grandparents.ask ss find the words. l presentation1. show the magic lantern, read and write.t: these are zip’s weekend activities. those are zoom’s weekend activities. look at the pictures carefully. what can they do on the weekend?2. play the recorder or read the dialogue. the children listen and follow in their books.the weather report says it’s going to rain tomorrow. i can’t…i can’t…either. let’s watch tv together. s: good morning. it’s fine today. but it’s going to rain tomorrow.t: what do you do on the weekend?s: i usually play football. sometime i….t: the weather report says it’s going to rain tomorrow.s: oh, dear! i can’t ….i can’t either.t: let’s ….s: ok.3. ask the pre-story questions. guide them to find the answers by looking at the pictures and words the know, spell the new words.l practice1. let’s check.write down sandy’s day.2. i am sandy. i get up at 6:40. i do morning exercises at 7:00. i eat breakfast at 7:20. i go to school at 7:40. classes begin at 8:00. i eat lunch at 11:40. i play sports at 4:00. i go home at :00. i eat dinner at 6:30. i go to bed at 8:30.共7页，当前第6页1234567circle her weekend activities.woman: what do you do on the weekend, sandy?sandy: i usually visit mygrandparents. sometimes i go hiking.woman: circle her weekend activities.l assessmentactivity book.1. look and write.2. check. i. add-activitiesmake a dialogue: when do you…? what do you do on the weekend?say the letters to your parents.修改意见教后反思11————来源网络整理，仅供供参考。

高中英语学习材料madeofjingetiejiBook 6 Unit 1 ArtPre-reading activitiesTask I. Do you like Chinese paintings or Western paintings? Why?Task II. Say something about the Renaissance to your partners. You can refer to the following information.The Renaissance is considered the bridge between the Middle Ages and modern history. It started as a cultural movement in Italy and spread to the rest of Europe. Its influence was felt in literature, philosophy, art, music, politics, science, religion, and other aspects. Renaissance scholars chose to use humanist methods in their studies, and searched for realism and human emotion in art. The word “Renaissance” means “Rebirth” in French.Task III. Get to know something about Impressionism by reading the following material.Impressionism was an art movement in France at the end of the 19th century. The Impressionists were a group of artists known for their creative painting skills and methods and their use of colour in art. They tried to catch the atmosphere of a particular time of a day or the effects of different weather conditions. Usually they had to work quickly in order to catch the light effects.While-reading activitiesTask I. Read the text and fill in the blanks.A.B.Task II. Read the text and match the halves of the given sentences together.1. The paintings during the Middle Ages A. began to pay attention to classical Romanand Greek ideas about art.2. In the 13th century, religious scenes B. wanted pictures of themselves and the thingsthey owned.3. Painters during the Renaissance C. were painted in a more realistic way.4. Rich people during the Renaissance D. were of typical religious symbols.5. Drawing things in perspective E. painted quickly because they workedoutdoors and depended on natural light.6. The high quality of oil paints F. made people believe they were lookingthrough a hole in a wall at a real scene.7. The Impressionists G. were greatly influenced by Impressionistpaintings.8. Modern art styles H. made the paintings more beautiful andrealistic.Post-reading activitiesTask I. Below is a summary of the text with some words missing. Choose the words from the box and make the summary complete. Then try to retell the story to your partners.oil, realistically, perspective, shapes, detailed, outdoors, beginning, religious,Here are some of the most important styles of Western Art.The Middle AgesPainters focused on 1. ________ themes that showed their love for God. In the 13th Century, however, some painters began to paint religious scenes more realistically.The RenaissancePainters looked back at Roman and Greek ideas of art. Painters tried to paint things as they really were. They were helped by the discovery of 2. ________, which allowed people to feel as if they were looking into a picture. The development of 3. ________ paints gave painters richer and deeper colours to use.ImpressionismWith industrialization in Europe came new styles of art such as Impressionism in Paris. Impressionists mainly worked 4. ________. They had to work quickly as they depended on thedaylight a lot, so their paintings were not as 5. ________ as those of the past. Because of this people at first said Impressionists were careless.Modern ArtToday Impressionism is considered the 6. ________ of modern art. In abstract art the painter uses colours or 7. ________ to “represent” the realistic objects. On the other hand some modern artists paint so 8. ________ that their paintings look like photographs. What new painting styles might the future bring? (By Ray Cama)Task II. Try to describe the characteristics of the paintings in Rnaissance.Task III. Tell your partner the styles of Modern Art.Task IV. Try to tell how Impressionism came into being.Keys:Pre-reading activitiesTask I.略Task II. 略While-reading activitiesTask I.A. 1. religious 2. God 3. humanistic 4. traditional 5. shadow 6. abstract 7. realisticB. 1. religious 2. God 3. humanism 4. perspective 5. shadow 6. abstract 7. realisticTask II. 1. D 2. C 3. A 4. B 5. F 6. H 7. E 8. GPost-reading activitiesTask I. 1. religious 2. perspective 3. oil 4. outdoors 5. detailed 6. beginning 7. shapes 8. realisticallyTask II. 略Task III.略Task IV. 略。

牛津高中英语教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 1 Laughter is good for you板块：Reading作者：刘青Thoughts on the design:本节课在上一节课充分理解了课文的基础上，对文中一些语言现象做了详细的讲解，并辅以相应的活动和练习帮助学生在一定语境中进行语言运用。

Teaching aims:After the class, the students will be able to1.understand the passage better.2.understand all the language points and use them correctly.Teaching procedures:Step 1 Revision (PPT4)1.What are the main characteristics of stand-up?∙One person.∙Stand directly in front of the audience and communicate with the audience.∙Improvise.plete the passage of Part E on Page5.[Explanation]复习的环节让学生对上节课内容的两个方面进行回顾，一是课文内容本身进行复述，二是对stand-up这种艺术性形式的特点进行归纳，为后面的教学做好铺垫。

Step 2 Language focus (PPT 5-16)1．There are a variety of different styles of stand-up comedy.（PPT5）variety—n.多种样式；多变性常用结构：a variety of / varieties of 多种多样的，种类繁多的，相当于形容词various There is a wide variety of patterns to choose from.This tool can be used in a variety of ways.She took the job for various reasons.2．Some comedians tell jokes about the way people behave or about daily life.（PPT6）behave—v.表现一般与副词或介词连用He behaved like a true gentleman.【相关拓展】behave (oneself)表现得体；有礼貌I want you to behave yourself while I am away.adv.-behaved 表现得……的如: well-behaved, badly-behavedThe badly-behaved children are really a headache to me.3. The last kind of comedian does impressions—he or she will act or speak like a well-knownperson in order to make fun of that person. （PPT7）make fun of—make jokes abouteg. It is cruel to make fun of people with disabilities.4. Each time, he performs his stand-up routine in front of millions of people when the show isbroadcast live on TV.（PPT8-10）live adv. 现场地；直播地eg. With all the news broadcast live, the pressure on the announcers is becoming heavier.live adj.现场的，直播的；有生命的，活的eg. We are watching the live coverage of the Olympics.Ask the students to tell the differences between “live”“alive” and “living” when they all have the meaning “活着的”. Give them a group of sentences for help.(1) Who is the greatest man alive?(2) She must be alive.(3) Let’s keep the fish alive.(4) Have you seen a live whale?(5) She was frightened at the sight of a live snake.(6) Many living thins are dying out because of the global warming.(7) Maybe he is the finest living pianist.[Conclusion]alive: 既可以指人，也可以指物。

牛津高中英语教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 1 Laughter is good for you板块：Grammar作者：刘青Thoughts on the design:本节课是一节语法复习课。

因为非谓语动词学生都已经学过，本堂课主要由教师引导学生回顾非谓语动词作主语、定语和宾语补足语的用法和含义，再配以相应的练习和活动确保学生对非谓语动词这几项功能的掌握和正确运用。

Teaching aims:After this class, the students will be able to1. tell the differences between “to do” and “doing”;2.express their opinions using the verb forms;e non-finite in exercises correctly.Teaching procedures:Step 1 lead in (PPT4-5)Give the students a sentence “Laughter is good for our health. So l love comedies. With everything prepared, I will perform in the comedy to be put on this weekend. Acting in a drama will be an unforgettable experience. ” and ask “What are the functions of the parts in red?”They are: object complement, attributive and subject.What is the grammatical term for the three verb forms? —non-finite[Explanation]因为学生在模块五刚系统地学习了非谓语动词的含义和用法，对此还比较熟悉，直接用语境让他们识别，自然的引出现在非谓语动词的几个形式。

江苏省新沂市第二中学高中英语?Unit 1 Task (2)?教案新人教版选修6教学目的1.To train the students’ ability of writing.2.To practice writing an e-mail to a foreign friend.重点1.To train the students’ ability ofwriting.难点1.Stud ents learn how to conduct adiscussion教法及教具 A recorder, a p rojector and some slides．教学过程教学内容个案调整老师主导活动学生主体活动Skill building 2: asking quest ions orallyIn order to get more relevant information, whatdifferent questions can you raise?Ask questions :Do you know…?Can you name…?Please list…?When did…?Please tell me….Who is/ are…?used for general questions:Do you know……? / Please tell me……used when the answer is a proper name:Can you name……?used when the answer is a person’s name:Who is / are……?used when the answer is a sp ecific date or time:When did ……?used when there are several parts to the answer:Please list……Step 2: taking part in a radio talk showOne of the first crosstalk performers :Zhu ShaowenZhu Shaowen’s stage name:Qiongbupa, or“Poor- but -proud〞Where Qiongbupa performed :Tianqiao, BeijingMost important master of crosstalk:Hou BaolinOne of Hou Baolin’s famous students:Ding GuangquanA famous crosstalk family:Ma Sanli (grandfather, father and brother also perform)When Ma Sanli died 2003Some famous modern crosstalkersFeng Gong, Jiang Kun, Niu QunA famous foreign crosstalk performers.: Da ShanDo you know the names of the first crosstalk artists? Name one of them.Do you know what is his stage name?At wha t place/ Where did he perform?Who is the most im porta nt master of crosstalk? Can you name one of Hou Baolin’s famousstudents, please?What’s the name of the person w ho comes from a famous crosstalk family?Is Ma Sanl i still alive and giving performances now? When/ In which year did he die?Will you please name some famous modern crosstalkers?Who do you think is a famous foreign crosstalk performer?Skills building 3: answering questions in an e-mail ways to help recall the questionsMake a listmake a list of questions,answers followed Mention the questionrmal waysYou asked me about the ……You wanted to know ……Since you asked about ……I know you need/ want / would like information ……2.formal waysIn reference to your question about ……Regarding your question about ……In answer to your question about ……What other things do we have to take intoconsideration when answering a letter?arrange all the information in the correct order(in order of time / time sequence)( in order of importance ……)Present…in an organized waywriting style / genre板书设计教学札记。

Book 6 教学建议Module 1Small Talk山东烟台三中姜庆燕一. 课时划分本模块的教学内容围绕small talk这个话题展开，分别从small talk的定义、特点以及在不同交流场合下进行small talk的技巧等方面展开，总共设计了13个活动板块。

根据这13个板块的活动内容和衔接及对学生不同能力的培养，我把这个模块分成7个课时来进行。

第一课时：Introduction + Reading and Listening + Everyday English学生在Introduction中了解了small talk的定义和特点，接下来在Reading and Listening中让学生去接触不同场合下的small talk是如何进行的，进而在Everyday English这个活动中去实践在Listening中学到的在small talk中运用省略句的简短表达方法。

第二课时：Vocabulary and Reading的阅读训练部分通过阅读和不同的活动形式来提高学生略读和查读的能力，对阅读内容进行评价，运用所读内容结合中国实际展开讨论，回答问题。

第三课时：Vocabulary and Reading中的语言点+ Function + Grammar这些内容都是关于语言知识的学习。

通过对文章中的词汇、短语的学习及grammar中must, mustn’t, have to, don’t have to, don’t need to, didn’t need to do和needn’t have done的学习，提高学生的语言运用能力。

第四课时：Reading and Vocabulary通过第二课时的学习，学生对于如何进行small talk有了一些了解，而这个环节提供的文章会让学生更清楚地了解在进行small talk时，哪些话是该说的，哪些话是不该说的。

第五课时：Cultural Corner + SpeakingCultural Corner教给学生如何运用AAA模式来进行small talk。

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校牛津高中英语教学设计教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 1 Laughter is good for you板块：Word power作者：刘青Thoughts on the design:本节课是与本单元主题相关的词汇课，分别涉及到与戏剧相关的分类词汇和与单元主题“Laughter”相关的习语，目的在于拓展学生对与话题相关的词语的认识和运用，而且为本单元的Project教学的展开做好铺垫。

本课将教材的内容略作调整，便于教师操作。

Teaching aims:After this class, the students will be able to1.know more about the idioms about smiling and laughing;2.know more about the vocabulary about drama and performing;3.know something about what they should take into consideration if they wantput on a drama.Teaching procedures:Step 1 lead in (PPT4-8)1.In the last two periods we have talked about laughter and things which can bring us laughter.Actually laughter is full of our life. We even have lot of idioms in English about smiling and laughing. （PPT4）2.Page 7 Part DAsk the Ss to read to explanations and the example sentences and make sure they have got the meanings of two idioms.（PPT5）3.Ask the Ss if they know any other idioms about smiling and laughing. If so, ask them to giveexamples. If not, give them two more. Give them example sentences first and allow them the chance to guess the meanings. Then give the exact explanations.（PPT6-7）4.Ask them to find more idioms about smiling and laughter after class.（PPT8）[Explanation]因为Part D涉及到有关于“smiling”和“laughing”的习语，正好和单元主题相吻合，教师可以顺延前两节课的话题，继续将Laughter，不突兀。

冀教版九年级下册Unit 1教案（英文版）Unit 1 You Can Write PeotryLesson 1: Poetry, PleaseTeaching Content:Mastery words and expressions: poem, decide, nature, express, learn/know …by heart, pleased, happiness, shutOral words and expressions: poetry, description, continue, beyondTeaching Aims:1.Learn about the poems in foreign countries.2.Know the differences between Chinese and foreign poetry.Teaching Important Points:1. How to make suggestions.2. The grammar: infinitives.3. Some words and expressions: learn/know …by heartTeaching Difficult Points:The grammar: infinitives Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1. Come to “THINK AOBUT IT”.Let the students talk about the questions in groups.1.Have you written a poem in Chinese? Is it hard? Why?2.What kinds of poetry do you like best?After a while, let the students in each group present their ideas to the class in front of the class. Step2. Listen to the tape and find the answers to the questions:1. Have Brian finished his poem?2. What’s Danny’s poem about?Step3.Reading task:1. Read the text and underline the new words in this lesson.Present the meanings of the words with the help of the media computer. We can use our body language if necessary.2. Tell the main idea of this lesson.Step4. Read the text again and decide the statements are true or false.1. Jenny wrote a Chinese poem.2. Brian wrote a poem about nature.3. Danny learned his poem by heart.Step5. Deal with the language points.How to make a suggestion:Maybe you could write a description of your favourite place.The infinitives:I haven’t decided what to write about. Would you like to hear my poem?Do you really want to hear? I don’t need to read it.Let the students sum the use of infinitives of this lesson. Then encourage them to make more sentences with the grammar.Step5. Activities1. Divide the class into several groups. Then let them translate a Chinese poem written by Li Bai or other famous poets. Then compare the translations of the groups. Let’s see which is the best.2. Each group writes an English poem about the familiar things around us. Then let them change the poems in groups. They may give their own advice to the poems written by others.Step6. Describe the picture in English.Ask the students work in their formal groups. Then let them read their poems in class loudly. e to “LET’S DO IT”.Work with a partner. Let the students talk about the question: which do you think is more difficult to understand, English poetry or Chinese poetry?All of the students have seen much Chinese poetry, but few of them have seen English poetry. So present the students several English poems. Let them discuss the mean ideas of the poems. Then let them finish the task.Step8. Homework1.Finish off the activity book.2.Get more information about the English poetry after class.Summary:The students more little of the English, so that the teacher provides them more information about the English poetry is very necessary. We can use the Internet to help us. The teacher should stimulate the students’interests about the English poetry. The students can have more time to search more information on the Internet after class.Lesson2: Poems About NatureTeaching Content:Mastery words and expressions: hill, clear, brave, pale, golden, softly, kiss, noisyOral words and expressions: swiftly, tiny, warmth, scene, related, topicTeaching Aims:1.Cultivate the students’ guessing ability of the whole text.2.Enjoy the charming of the English poetry.pare the differences between the English and Chinese poetry.Teaching Important Points:Learn the English poetry about nature by hearty. Know how to write an English poem. Teaching Difficult Points:Use what we learn to write an English poem.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, pictures Type of lesson: new lessonTeaching Procedure:Step1. Come to “THINK ABOUT IT”.Divide the class into several groups. Talk about the next questions:Have you read any poems in English? Which one do you like best? Why?What should you do first if you want to write a poem about winter?Choose several best poems and let the students read them in front of the class. Show some pictures of winter to the students. Help them to find more words to describe winter.Step2. Listen to the tape and fill in the blanks.1.Does the poem make you think of _______?2.You can write a poem about _______, too.3.Before you start writing your poetry, think about your _______.Step3. Read the text and find the new words.1.Let the students guess the meanings of the new words.Most of the new words are related nature. So present some pictures to the students to help them understand the new words.2.Ask some students to tell the main idea of this text.Step4. Do with the language points.Make sentences with the new words we learn in this text.Ask if someone can tell a story with the words we learn today. Encourage them to stand in front of the class and tell his story to us.Step5. Reading taskEncourage the students to ask questions about this text.Finish the task in groups. Let the students design questions and exchange them in groups. They can ask questions like this:1.What are your ideas for a nature poem?2.What can you do to describe about something?Step6. Activities.Work in groups.Write a poem about the two pictures. Finish a poem. Then each student in the group correct it before reading it to the class.Step7. Come to “LET’S DO IT!”The task is similar to the step6. Finish it in class. Try to write a poem about one of the seasons. The teacher shows some pictures about the seasons to the students.Step8. Homework1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:It is fun and interesting to write a poem in English. The teacher tries to write a poem and presents it to the class. Let the students correct it if they have any good ideas. Some students are interested in English, and they are also interested in poems. So give them more chances to create their minds.Lesson3: Say It in ThreeTeaching Content:Mastery words and expressions: direction, form, poet, simply, a set number of, middle, clearly, dark, sleepy, unexpected, frog, feelingOral words and expressions: petal, cherry, grebe, Matsuo Basho, Haiku, particular, pattern, set, syllable, interruption, plop, splash, limerick, adverbTeaching Aims:1.Cultivate the students’ reading comprehension.2.Know more about the foreign culture.pare the differences between the Chinese and Japanese poems.Teaching Important Points:1. Learn about an old style of Japanese poem: Haiku.2. Know some styles of poems: Haiku, Nature Poem and Limerick.Teaching Difficult Points:The old form of Japanese poetry: Haiku. Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, pictures Type of lesson: new lessonTeaching Procedure:step1. Show pictures of Japanese poets and poems. Then introduce Haiku to the students. The teacher can find some music to match the poem.Step2. Listen to the tape and fill in the blanks.Usually Haikus are about _______. Haiku always has ______ lines.The first line of a Haiku has _______ syllables.Check the answers in class in oral.Step3. Read the text and guess the meanings of the new words.Sometimes some new words are too hard to understand, so the teacher can find some related pictures to help them.If the students bring some pictures about nature to the class, let them show them in front of the class.Step4. Read the text and find the answers to the questions:Do Haikus tell a story? What’s a syllable?Step5. Come to “PROJECT”.1.Divide the class into groups to finish the task.2.Finish the three poems in the text. Use the sentence: I need a ______. Let the others give theanswers, one student write the words down.3.After finishing the poems, read it to the class. All the groups have different poems. Do theysound funny?4.Decide a subject by each group. Then make a pattern according to the subject. Then finish thepoem as the models in the text.5.Read the poem to the class.Step6. Homework1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:Some students may think the foreign poems are funny and easy. The teacher may also think so. It is possible for the students to create poems like those we have learned in the class. Give them more chances to create their minds. The teacher can try some poems, too. The class and the teacher can find much fun in learning foreign poems.Lesson 4: The WishTeaching Content:Mastery words and expressions: wish, in the middle of, stone, friendship, reciteTeaching Aims:1.Learn how to sing foreign songs.2.Know more about the foreign culture.3.Learn about the styles of all kinds of poems in other countries.Teaching Important Points:1.Master the main idea of the song.2.Grasp the use of “without”.3.Make a similar song like this.Teaching Difficult Points:The use of “without”. Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, pictures Type of lesson: new lessonTeaching Procedure:Step1. Listen to the tape for several times. At the same time, ask the students to sing after it. Test how long they grasp the rhythm of the song.Step2. Read the song as a poem. Let the students read the poem as a lyric line by line.Step3. Make a poem like this.Divide the class into several groups. Make the similar this. Every group makes a poem. Then present it to the class. If the others have other better ideas, they can give their advice.Step4. Do with the language points.Make sentences with the important phrases: in the middle, without.S1: Danny sits in the middle of the classroom.S2: There is a stone in the middle of the road.S3: Fish can’t live without water.S4: We can’t finish the work without your help.Step5. Come to “PROJECT”.Finish the task in groups.1.Everyone in the group chooses one pattern of these poems and writes one by yourself.2.After writing the poem, show it to the others in the group.3.Each exams the other s’ poems and gives his advice.4.After examine all of their poems, change them with the other group. Give their reasonableadvice.5.The teacher gives them chances to express themselves.Step6. Homework.1.Finish off the exercises in the activity book.2.Go on the next reading in the student book.Summary:The students are familiar to the Chinese poetry, but the foreign ones are hard for them. When the students practice, the teacher should give them a hand if necessary. It is a challenge for the Chinese students to write foreign poems. Encourage them more in order to stimulate their interests of learning English.Lesson 5: That’s a Funny Limerick!Teaching Content:Mastery words and expressions: both…and…Oral words and expressions: blank, motionTeaching Aims:1.Cultivate the students’ ability of learning by themselves.2.Master one of the patterns of foreign poems.pare the differences between the Chinese and foreign poetry.Teaching Important Points:1.Know more about the limerick.2.Learn more words about describing weight, size, feeling and age.Teaching Difficult Points:Know how to write a limerick. Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, pictures Type of lesson: new lessonTeaching Procedure:Step1. Come to “THINK ABOUT IT”.Let the students answer the questions in class in oral.1.Ask several students to say funny sayings in English. If they can’t express themselves inEnglish, they can say them in Chinese.2.Let some students tell jokes. Encourage them to tell jokes in English.Step2. Listen to the tape and fill in the blanks.1._______ and _______ help Jenny fill in the blanks in her limerick.2. They choose _______ to describe the weight.Step3. Read and get the main idea of the text.1.Let the students scan the text. Then tell the main idea of the text.2.Find the new words and guess their meanings according to the text.Step4. Do with some language points.Either…or…, both…and…Let some students make sentences with the help of the pictures.S1: He eats either apples or oranges.S2: Either he or I am good at dancing.S3: Both his teachers and his parents love him.S4: Susan loves both reading and listening.Step5. Come to “LET’S DO IT”.Limerick is a kind of poem that has a pattern.Study the “Limerick”. Get the results.1.There are five lines in the limerick.2.From Jenny’s limerick, we can see the first, second and fifth lines have rhyme.Look in the library or search on the Internet to find some information about limericks. Show them to the class and let them find the patterns of “limerick”.3.Let different groups act the dialogue out in front of the class.Step6. Homework1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:Limerick is fun. It’s interesting for the students. The students may like to practice it very much. Everyone writes a limerick. The class will be full of laughter. Ask the students to begin the similardialogue in class to practice the limerick.Lesson 6: Say It in FiveTeaching Content:Mastery words and expressions: create, single, thoughtOral words and expressions: fur, stretch, hum, adjectiveTeaching Aims:1.Improve the students’ listening and reading abilities.2.Know more about the foreign poetry.3.Learn the American five-line poems.Teaching Important Points:1.Grasp the pattern of the five-line poem.e the pattern to describe something.Teaching Difficult Points:Use the pattern to describe something.Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, picturesType of lesson: new lessonTeaching Procedure:Step1. Come to “THINK ABOUT IT”.We all know Chinese poetry has different kinds of patterns. Let the students give some examples. Step2. Listen to the tape and answer the following questions:Who created the five-line poem? How many poems does the text show us?Finish the listening part in class in oral.Step3. Reading task:Read and tell the main idea of the text. This is a game to practice the students’ memories. It can improve the student s’ summary abilities.Step4. Read and decide the statements are true or false.1.Today we learn a pattern of French poetry.2.The second line has three words.3.The topic of the poem is a noun.Finish the questions in class in oral.Step5.Activity:Show some pictures to the students. Let them the favourite one to describe. They can work in pairs. Then show their poems to the class.It’s easy to finish the task, but it is hard to do it well.e to “LET’S DO IT”.Work in groups of three or four students.1.Say the differences between a Haiku and a five-line poem. Say about their different forms anddifferent patterns.A haiku is just a description of a scene. It is simply what is happening in this place, at this moment.Five-line poem has five lines. It is always about a single topic. Each line has a set number of words. The first line has one word. The second line has two words. The third, or middle, line has three words. The fourth line has four words. The last line has one word.2.Finish the task in groups. Choose one topic as they like. Then exchange the poems among thegroups.Step7.Homework1.Finish off the exercises in activity book.2.Ask the students to find more topics after class.Summary:We learn different kinds of foreign poetry. They are limericks, five-line poems and Haiku. The students may think they are very interesting. Some students have surprising poems that you didn’t think of. Give them more chances to practice so that they can create their minds.Lesson 7: Trading PoemsTeaching Content:Mastery words and expressions: awake, riddleOral words and expressions: avenueTeaching Aims:1.Know more about the foreign culture.2.Create the student’s cooperation ability.Teaching Important Points:1.Master the written style, letter.2.Learn the differences between Chinese and foreign poetry.Teaching Difficult Points:Write a letter with what we learn in this unit. Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, pictures Type of lesson: new lessonTeaching Procedure:Step1. Show the type of the letter. Let the students sum how to write a letter. Pay attention to the written style of the envelope.Step2. Listening taskListen to the tape and fill in the blanks.1. _______ is a beautiful way to express thoughts and feelings.2. Danny’s teacher says Dann y’s always saying _______ things.Let the students listen to the tape and finish the listening task in class in oral.Step3. Read the text and answer the following questions:Does Danny think it is hard to write a poem? Did Li Ming write back to Danny?Ask the students scan the text and answer the questions.Step4. PracticeWrite a letter to your friends about what we learn in this unit. The teacher encourages them to write a poem to their friend, too. It’s hard, so they can choose any topic that they like. They only write for friends. We don’t need to demand too much.Step5. Come to “LET’S DO IT”.Finish the task in groups of three or four students. In a small group, write a poem like the one in LiMing’s postcard.1.First, choose a word your group like. They can choose any word that they like. Because thetask is to begin a poem with the letters in this word, everyone can write a word on a piece of paper. Then they can choose one from these.e each letter in this word to begin a line of our poem. Everyone in the group can writedifferent poem according to the word. Then they can exchange their poems and give advice to each other.3.Make a poster to display your poems on the wall. It takes some time to design the poster.4.Which one do you think is the best? Give your reasons.Let the students choose the best poem that they like best and give their reasons in front of the class.Step6. Homework1.Finish off the exercises in activity book.2.Go on the next reading in the student book.Summary:The last poem that we learn in Li Ming’s postcard is very interesting. It is really like a riddle. Sum what we learn and write a poem like that. Encourage all of the students to write a poem by himself. Remember to make the poster. It is a souvenir of this unit.Lesson8: Unit ReviewTeaching Content:Mastery words and expressions from Lesson1 to Lesson7.Oral words and expressions from Lesson1 to Lesson7.Teaching Aims:1.Improve the students’ ability of using what we learn in this unit.2.Stimulate the students’ mind of learning about Chinese and foreign poetry.3.Know the differences between Chinese and foreign poetry.Teaching Important Points:1.Making suggestions.2.Master the use of infinitives.Teaching Difficult Points:The use of infinitives. Teaching Preparation: picturesTeaching Aids: audiotape, flashcards, pictures Type of lesson: review lessonTeaching Procedure:Step1. Listen to some beautiful poems in Chinese or in English. Music usually creates atmosphere for the students.If anyone can recite some English poems, the teacher can give them chances to recite in front of the class.Step2. Do the exercises in Lesson8. At the same time, the teacher walks in the classroom and see if they have any trouble to solve.Step3. Let the students write some difficulties on the blackboard. Then let’s try to solve them together.The most important grammar is the infinitive. For example:I haven’t decided what to write.Li Ming has something important to do, so he can’t come to your party.My wish is to go to space.It’s not easy to walk against a strong wind.Step4. Practice the spoken English.Make a similar dialogue according to the Speaking the Language part. It’s how to make suggestions.Ask the students work in pairs to make up dialogues like this. Then present it in front of the class. Step5. Play “Story Game’.Work in groups to finish the task. When the students play the game, the teacher walks around the classroom and see if any group needs help.At last, ask each group presents their stories to the others in front of the class. Whose story is the funniest?Step6. Homework1.Finish the exercises in activity book.2.Preview the next lesson.Summary:Poetry is an important part of culture. So it is useful to learn it well. This unit gives us opportunities to practice. Making suggestions is important, too. So let the students make dialogues to practice it. The teacher should pay attention to the infinitives in this unit. We should practice more in this class.。

book6 unit1 dialogue 1 （2）教学设计book6 unit1 dialogue 1 （2）教学设计其次课时二、教学目标（一）语言学问目标能"四会'把握下列内容：单词：noon，practise, piano, pen friend, e mail短语：practise the piano, get up, go to school by bus, begin classes, have lunch,go back home, have dinner, do homeork, go to bed,at noon,former pupil句型：What time do you...? At ...一般现在时第一人称和第三人称的表述和运用。

（二）语言技能目标1. 能相互相互沟通个人信息。

2. 能精确地表达时间。

3. 能精确流利地传递他人信息。

4. 通过调查、汇报和仿写e mail，学会与人交往。

（三）学习策略目标1. 引导同学回忆相关学问，降低学习新内容的难度。

2. 联系生活实际，激发同学兴趣。

3. 通过调查、汇报、嬉戏、仿写等方式，加大运用语言的密度，关心同学熟识语言。

（四）文化意识目标1.知道英国时间的表达法。

2.了解英国小伴侣的学习生活。

三、教学重点1. 新单词的教学，时间表达法。

2. 一般现在时在实际交往中的运用。

四、教学难点1. 课堂活动的操控。

2. 时态的归纳、回顾及指导运用。

五、教学策略1. 借助图表创设情景，让同学理解和提炼语言。

2. 设置有效性的问题，关心同学运用语言，梳理信息。

六、教学过程（一）热身与复习1.嬉戏：What time is it, Mr Wolf?玩法：老师当老狼，背对着参赛的同学。

Ps: What time is it, Mr Wolf?T: Four o clock.Ps:One o clock, to o clock ，three o clock, four o clock.（边数边向前一步。

Book6U1教案6Task2教材：牛津高中英语(模块六)高二上学期文档内容：教学设计—教案单元：Unit 1 Laughter is good for health板块：Task作者：刘青Thoughts on the design:本节课要紧是在上一节课的基础上针对学生所收集的信息进行写作指导，让学生在课后作业差不多成句的基础上依照教师的指导成文。

课堂上课选择学生的习作进行展现，便于当场发觉问题，让学生在课后更好的完成任务。

Teaching aims:After this class, the students will be able to1.know how to answer questions in certain sentence patterns;2.write a complete passage about crosstalk.Teaching procedures:Step 1 Homework checking (PPT4)1.Ask the Ss to share the information about their favorite crosstalk performers.2.Ask the Ss to read their answers to the whole class in complete sentences. [Explanation]通过检查作业的形式确保学生差不多完成写作的前期预备，只要他们能以完整的句子说出答案，事实上差不多列好了写作提纲。

假如有些学生不能用完整正确的句子写，那么着又是一次纠错和学习的机会。

Step 2 Composition (PPT 5-7)1.Ask the Ss: “How can we put all the sentences into a whole passage? Can we just put theanswers together one by one?”2.Guide the Ss to use certain sentence patterns to organize their language.∙You wanted to know …∙Since you asked about …∙I know you need/want/would like information about …∙You asked me about …∙Regarding your question about …∙In answer to/ In reply to/ In response to your question about …Make a conclusion that when you answer a question, you have to mention it. Then the reader will be clear which question you are talking about.3.Give the Ss example sentences to make sure they know how to do it.(1) In reference to your question about famous performers, I’d like to say something aboutDing Guangquan. He is …(2) You wanted to know what different parts a crosstalk performance contains, and I wouldsay it involves talking, imitating, singing and telling jokes.4. PracticeAsk the Ss to choose one or two questions to answer, using the sentence patterns.[Explanation]这一环节对学生如何成文进行指导，Email的格式和一样写作要求学生在高一就有过多次接触，因此本课只要针对Email内容的写作进行指导就能够了，然后提醒学生注意整体格式是Email即可。