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Unit 15 Lesson 1教案Teaching aimsI.words and phrases：II. unit subjectsIII.warm-up and memory strategiesIV.text: life-long learningV.grammar:third conditionalImportant points: new words and text and language pointsDifficult points:grammar exercisesTeaching timeTwo periodsTeaching processStep 1 Revision: dictationStep 2 new words learningStep 3 Warm-up1.Read unit objectives, and ask the students to tell the meanings.2.Exercise 1 Memory test.Give students one minute to study the words in the box and then have some of them close the books and write all the words they can remem ber on the blackboard3.Exercise 2read through the strategies with the class.answer the question: which strategies did they use tomemorise the words?4.Exercise 3listening: students listen to the tape and match the names with the strategies. Then ask them which of these ways they use to remember v ocabulary and which of the ways they are going to try in the future.5.Exercise 4let students read through the list and choose three things they are good at remembering and learning. Learn the words.Lesson 1 Life-long Learningstep 4 Reading1.Before you startexercise 1:students look at the photo and talk about it. Answers some questi ons like these: where are the people? What are they doing at the mom ent? How important is it for people to continue their studies after formal education?Exercise 2 discussion about the rapid changes the world is undergoin g and how these changes make it necessary for people to continue lea rning.2.Read to learnplay the tape about the text and give student time to read the text and answer the questions in exercise 3.nguage points:(1)begin with : to start withend up witheg: Why don’t you begin with this part?2.and so oneg: We went to the cinema last night, Xiao Ming, Li Chan, Lin Yin and the others.(3)make it necessary make iteg :All work and no play makes Jack a dull boy.Sit down and make yourself fortable.He made us work from morning to night.I am afraid I can’t make myself un derstood.(4)be different fromthe same…as…be opposite to…be similar to…(5)in order to(6)keep up(7)too…to…Step 5 vocabulary1.exercise 4 ask some students to do the exercise on the blackboard.2.exercise 5 student read through the text again and underlining the conditional sentences.Step 6 grammar1.exercise 6 students look at the table first to get an idea of the aspects that are focused on in the interview. And then listen to the tape twice to fill in the table with the correct information. Check their answers.2.exercise 7 students listen to the interview from the beginning to the end focusing on the conditional sentences. Then plete the senten ces and check their answersstep 7 Homeworkexercise 10 on page 37。
Unit 15 Lesson1 Life-long Learning课堂教学设计本节（课）教学目标：知识和能力:1. Grasp the new words and expressions about life-long learning2. Learn about the importance of life-long learning.3. Develop and practice the strategies for prediction,working out meanings and making inference.过程和方法:Practice reading strategies-scanning and careful reading.And express their own opinions using the words and expressions情感态度和价值观:Understand the importance of life-long learning. Enable students to own the awareness to continue learning after formal education.教学重点1.To learn the new words and expressions2.To improve the students` abilities in listening speaking reading and writing 教学难点ing the words and expressions to express their own ideas2.Understanding Third Conditional sentences.教学过程Step1.Lead in (warm up)观看视频Step 2.VocabularyAccording to pictures fill the blanks.(1)_____ _____, the teenager is too naughty.(2)She ______ that he is lying.(3)As the _____ goes, learning is a life-long process.(4)______ _____ being fun and good exercise, swimming is a very useful skill.(5)When I was told that I would be laid off, my mind went_____.(6)My brother likes to collect _______ stamps while I don’t,(7)Her heart ____ _____ with pride when she watched her daughter playing the piano.(8)Can you______ between what is real and what is false.Step3. Fast readinglisten to the text and choose the best choice.(1)How many people are described in the text ？A. 1B. 2C. 3D. 4(2)The three stories in the passage mainly tell us _______.A. “All roads lead to Rome”B. “It's never too old to learn”C. “Failure is the mother of success”D. “ You can't teach an old dog new tricksStep4. Careful reading.Read the text and choose the best choice.Para1.1).Which of the following is NOT true about Sun Wen according to the passage ?A. He went to Qinghua University right after graduation from high school.B. He is still working now.C. He took his courses in the evenings and on weekends.D. He hasn't got a Bachelor's Degree in Computer Engineering by distance learning yet.Para2.2). Why was Ms Tang laid off?A. Because she was too old.B. Because she hadn't worked hard enough.C. Because she had done something wrong.D. For some reason we don't know.3).What would Ms Tang mostly probably do next？A. To further her study.B. To go back to the company she used to work for.C. To set up her own business.D. To work as a full-time housewife.Para3.What made Grandpa Chen learn about the Internet?A. The fees for sending airmails were too high.B. Surfing the Internet was exciting and interesting.C. His grandson offered to instruct him on how to email and use the Internet.D. He didn't want to switch off his brain.Step 5. SummaryFill in each blank with one appropriate word or the correct form of the word in the brackets.Nowadays,more and more people of various ages and backgrounds are continuing to study 1. __________ (improve) themselves.Sun Wen,28 years old,was getting 2._________ (promote) at work because of his new qualification y continuing education. He failed his college entrance exam. But he gave 3._________ (him) a second chance by studying for a degree in his spare time while keeping 4.____ secure full-time job.Ms Tang, 45 years old, was laid off and became a full-time housewife. 5. _______ , she soon got bored and decided to do a business course. Now she has already prepared a business plan for setting 6._____ her own export company. She thought getting laid off will prove to be the 7._______ (good) thing that ever happened to her. Grandpa Chen,75 years old,is teaching himself new tricks every day. It started 8.______ the price of postage went up and it was too expensive to send an airmail to his daughter in the US,so he became an Internet 9._______ (use) by asking his grandson to instruct im on how 10.______(use) the Internet. He thought it wrong to switch off one's brain and bury everything one has ever learn after he/she retires.Step6. Homework。
Unit15learningLesson 1 Life-long LearningTeaching aims:To develop and practice the skills of reading, working out meanings and making inference.To grasp some important words and expressions..To practice using Third Conditional Sentences.Teaching difficulties:To practice using Third Conditional Sentences.Teaching Aids: computerTeaching procedures:Ⅰ. Warming upRead the e-mail sent from my father then raise the question:Do you think what cause my father to learn to use e-mail or QQ ?Because the changes in telecommunications and electronicsⅡ. Pre-reading1. If you failed in the college entrance exam, will you continue to study? In what way can you continue to learn ?2. If you would be laid off, what would you do?3. Look at some pictures and lead in the new lessonIt seems that we have entered to a world of life-long learning…Ⅲ. ReadingRead the text again and find out the following words and expressions•高考•即将，将要•坦白说•下岗•成立•上涨，上升•亲自•关掉，不理不睬Ⅳ. Post readingComplete the sentences with the words below.qualification, postage, suspect, aside, secure, frankly, swell, status, throat, blank,1.What is the _____ of your project? Are you finished yet?2. _______ speaking, I don’t really like him at all.3. I like to collect _________ stamps4. _____ from making dinner, she also baked a cake.5. I _______ that Jim stole the book.6. Mary feels very ________ knowing that she has a good job.7. Take a _____ page and write your name at the top.8. A Bachelor of Arts degree is a good ____________ but i t’s not good enough for this job.9. If you have a sore _____ , drink lemon and honey in hot water10. My shoes are too small so when it’s hot and my feet_____, they are really uncomfortable,Ⅴ.AssignmentsLesson 2 Different SchoolTeaching aims:To prepare questions for a listening exercise and to predict contents.To practise using vocabulary of school and education.To practise disagreeing and contradicting politelyTo practise using phrasal verbsTeaching difficulties:To practise disagreeing and contradicting politelyTo practise using phrasal verbsTeaching Aids: computerTeaching procedures:Ⅰ. Warming upLook at the picturesThis is our school, can you describe our school in your own words?The following words may help you:boring, strict, test, homework, traditionalRead these words together and put them under the three headings.Traditional Education:Alternative Education:All Kinds of Education:Ⅱ.ListeningJack had a traditional educational education.Nicholas had an alternative one.Jack and Nicholas who are exchange students from the UK are discussing their learning experience.Listen to the text and do exercise4 and exercise5Jack’s 1. 4. 6Nicholas’ 2. 3. 5Listen the text again and finish exercise6Now listen to the second part of the conversation. Complete the Function File with expressions from the list.not necessarily, I don’t think, one ofthe problems, I’m sorry to disagree, maybe, to a certain extent, not reallyⅢ. SpeakingThink about the questions below. Then in pairs, discuss them. Use expressions from the function file with the correct intonation.1.which school would you prefer to go to? Why ?2.what are the advantages and disadvantages of traditional schooling?3.what are the advantages and disadvantages of alternative schooling?Ⅳ.Complete the sentences with the Phrasal Verbs.catch up with, fall behind,get on with, get together,go on to, go over, look up,put off, put on, set up, take upComplete the passage with the following words and phrases.to a certain extent, select,misunderstand, reputation, mild, assignment, slight, looseⅤ. AssignmentsLesson 3 TeachersTeaching aims:To practise using “wish” and “should” to express regretTo practise disagreeing and contradictingTeaching difficulties:To practise using “wish” and “should” to express regretTeaching Aids: computerTeaching procedures:Ⅰ. Warming up1. Who was your favorite teachers at primary school?2. Why did you like him/her?3. Guess. Will your teacher still remember you? Were you a good students for him/her?Ⅱlisten and readListen, read the text and decide whether the statements are true or false.1.Mr Jenkin made class lively but Graham didn’t like science.2. As a science teacher Mr Jenkin often shows and explains how something work or how to do something.3….4…5…..6….7….Read the text again and answer the following questions.1.What kind of student was Graham?2.What kind of teacher was Mr Jenkins in Graham’s eyes?3.Why does Graham often think about Mr Jenkins?4.Is Mr Jenkins still a great help to Graham? How?5.How does Mr Jenkins feel about Graham now?6. Why does Mr Jenkins love teaching?Ⅲ. Language points1.suppose + that 认为,假定sb./sth. to be 认为某人,某物是…•I don’t suppose I’ll trouble you again.•You are supposed to start work at 8:30 every morning.2.make everything interestingThe teacher make us finish the homework.What made you so frightened?We made it a rule that everyone should be on time.•We decided to make him our chairman3. I wish I was as successful…as I was with…•He is as good a teacher as father.•He doesn’t go home as much as he used to.•Please take as many books as you want.•You can take as many as ten books.as +adj,+a/an +n. + as 和…一样是一个…as +adj/adv. + as 和…一样as +many/much as sb. want 想要多少..就有多少…as +many/much/far + as 多达/远达…•他和郭锋一样是个好歌手•这道题没那道题难•你想喝多少牛奶就喝多少.•你最多可以喝3杯牛奶.•He is as good a singer as Guofeng.This problem isn’t as/so difficult as that one.Please drink as much milk as you want.You can drink as much as 3 cups of milk.4.The thing about being a teacher…have access to•I have access to his office.•I wish I could have free access to KFC.•I do hope you can have access to the university•5.Wish to do, sb to do, sb.+ n. /adj., that•I wish to have a new swatch.•I wish him to go, he shouldn’t stay.•Wish you a happy weekend.•I wish I were you. You are a lucky dog.•The meeting was so terrible, I wished I hadn’t attended it.•I wish I could pass the lawyer certification exam next year. Ⅳ. GrammarⅤ. AssignmentsLesson 4 UnderstandingObjectivesTo practise using linking and reference words to help understand a text.To practise using adverbs.To make students know how to gain knowledge.Ⅱ. Warming upQuestion students: By what ways do we acquire knowledge?Reading booksWatching TVGoing through the InternetLearning from teachers or friendsListening to radioⅢ. Pre-reading1. Can you think of the process/way to gain/understand knowledge?2. Which of these things help you to understand things?1) being relaxed and happy2) having time to think about whatyou are learning3) being interested in the topic4) discussing topics with friends5) asking questions3. Will you completely believe in what your teachers said? What about the great scientist? Will you fully believe in them?We have our understanding about things, but we are always affected by the authorities and lose our thoughts. It seems that not all that the great people said is correct.Do you believe the following sentences said by the great?Knowledge is power.Truth is the daughter of time, not of authority.All truths are easy to understand once they are discovered; the point is to discover them Earth must be the centre of the universe because it felt like the earth was standing stillEarth must be the centre of the universe because it felt like the earth was standing stillⅣ.Reading(I).Read the text and answer the following questions.1)Does the writer believe that the Baconian Method of scientific thought is a good way to gain knowledge?2) What image does the writer use to explain how men like Bacon and Galileo helped educate people?3) Why did Aristotle assume that the sun moved around the Earth?4) Would the writer d escribe the people of the church during Galileo’s time as having ‘open’ or ‘closed’ minds?5) Do you think people like Bacon and Galileo would have thought it was a good idea to open libraries and set up universities? Why?(II).Read texts 1-4Which of the underlined linking words mean the same as these? Example as = whenafterwards, but, since, so he could, so, to start with, when, next(Ⅲ).V ocabulary: Words about learning, Ex.5(Ⅳ).Complete the sentences with the correct form of the words below. Ex.6Ⅴ.Language pointsⅥ. AssignmentsUnit 15 LearningCommunication Workshopwriting(1).三维目标1.to participate in a debate.2. to practice exchangeing views.3. to practice using speaking strategies for debate.（2）教学重点1. improve the students’ integrating skills.(3) 教学难点1.some students may still feel they need to understand every word in reading text in order to do the exercises.2. how to write a personal essay .Task 1: Read the essay and match the headings with paragraphsPara. 1Para. 2Para. 3Para. 4Para. 5FacilitiesAfter-school activitiesTimetablelocationAim of the essayconclusionTask 2: Read the essay again and decide whether the statements below are True (T) or False (F). ( ) 1.My perfect school would be in the center of the city, but far away from a big park. ( ) 2. My perfect school would have a language lab.( ) 3. Students would study all the school subjects and optional subjects.( ) 4. There would be many after—school groups in my perfect school.Task 3: Read the essay again and find out the linking words and expressions underlined in the essay show:Addition: Also, another thing, as well asExamples: For example, such asConclusion: In conclusionContrast: But, howeverPurpose: So thatWriting:You must have known how to write a personal essay now, so let’s have a try!Write an essay describing your perfect school, following the writing stages on Page45. Before writingWrite some notes about your imaginary school.Location: in the center of cityFacilities: a big playground, a language lab,basketball courts, …Timetable: biology, …After-school activities: music club, …Teachers: …writingMy perfect school would be in the centre of the city. The school would have a big playground so that students could play ball games there. There would also be computers in all the classrooms. Students would study all the school subjects such as Chinese, math, English, physics and chemistry. There would also be some new optional subjects for students to choose. The teachers高中英语北师大版必修五Unit15learning课程教学设计there would be mild and kind. There would be some after—school interest groups.In conclusion, I think my school would have a good variety of activities—something for everyone.11 / 11。
高中英语模块五 Unit 13 People Lesson 1 EQ：IQ 教案Teaching Aims:To be able to talk about EQ and IQTo practise using Past Participles with various functions in sentencesTeaching difficulties: 21世纪教育网To practis高考资源网e using Past Participles with various functions in sentencesTeaching Aids: computerTeaching procedures:Ⅰ. Warming upT: Today we study lesson 1 EQ: IQ. What does EQ stand for?S:T: yes. Emotional Quotient. It tells you how well you use your smartness. Do this test to find out your EQ. Then compare and discuss your results with a partner.Do the exercise1.T: How many points do you get in the EQ test?S:T: Now we know the meaning of EQ. we often hear someone refer to IQ, so we are familiar with IQ. What does IQ stand for?S:T: Intelligence Quotient. Tells you how well you use your smartness.Which do you think is more important? EQ or IQ? Why?ⅡReadingNow read the text you will learn something important about EQ and IQ. Do the exercise true or false. 21世纪教育网1. The article is mainly talking about the relationship between EQ and IQ.2. Whether we can succeed or not more depends on IQ than EQ.3. High EQ can make people get along well with other people.4. High EQs can make you full of confidence for life since you face many difficulties.5. EQ is always the opposite of IQ.6. A person can’t have both high EQs and IQs.7. A person’s IQ can’t be improve while EQ can be changed.Answers: 1. F 2. F 3.T 4. T 5.F 6 .F 7.TⅢ listening and readingFirstly listen to the cassette. Secondly read the text aloud. Thirdly answer the following questions. Do the exercise 2.Do the exercise correct mistakes1. It is IQ which gets you hired and EQ that gets you promoted2. Many quick-witted students fail exams, perhaps it is because differences in person’s EQ.3. It is little doubt that those with low EQs have a harder time surviving in life.4. They also showed better understanding of the disabled students’ feeling.5. They suggest a link between EQ, IQ, genetics and environment.6. The social scientists said that they were possible to improve a person’s EQ.7. The book is very worth reading. 21世纪教育网8. It is hoped we can win the game in the end.Answers: 1. which 改为 that 2. because后面加 of 3. It 改为There 4. understanding 前加a 5. environment前加 the 6. they were 改为it was7. very改为 well 8. hoped后面加 thatⅣ DiscussionDo you think EQ and IQ tests should be a part of job recruitment? Why?ⅤvocabularyDo the exercise 4Ⅵ Language points1. talk …into d oing劝服某人做某事We finally talked father into buying a new car.我们总算说服爸爸买了一辆新车。
Unit 13 Warm-upIn this unit you will…☆Read a magazine article and a literature extract.☆Talk about people’s personalities; describe people and speculate about photographs.☆Listen to a description of people, a class discussion and a dialogue.☆Write a description of a person.☆Learn and use Past Participles and modal verbs for speculation.Warm–up.☆Add these words to the Key Words box.beard, blond, curly, elderly, long, overweight, slim, wavy, wrinklesKEY WORDSHair: bald, dark, fair, red, shoulder–length, straight, short blond, curly, long, wavylong hair short hair wavy hair blond hair Age: in her/his (early/mid/late)teens/twenties/thirties, middle–aged elderlyfive-year- old girl in his fifties middle-aged womanSpecial features: eyebrows, moustache, ponytail beard, wrinkleswrinkles ponytail moustacheGeneral: good–looking, short, tall, well–built overweight, slimAdd more words to the lists.☆Listen to the police description. Which people in the photo below are the police looking for?TapescriptAnnouncer: Police are looking for four people in connection with a robbery. They were last seen in the London area. The first is a white man. He is quite tall with short, dark hair. He was last seen wearing a black baseball cap, a blue shirt and sunglasses. The second is a white man wearing glasses. He is bald and was last seen wearing a good -looking overweight slimwhite shirt and holding books under his arm. The third is a black woman. She has short hair and was last seen wearing a black and white striped top with a gold chain around her neck. The fourth per son is an old white man. He has grey hair and a gray beard and was last seen wearing glasses with red frames and a blue, white and red checked shirt, If you see any of these people, please contact﹍☆Work in pairs. Take turns to describe people in the photos above. Your partner guesses who it is.Example She’s got long blond hair and she’s smiling.Try to describe one of your friends, then write it down in your exercise books.Lesson 1 EQ: IQTeaching Aims:To be able to talk about EQ and IQTo practise using Past Participles with various functions in sentencesTeaching difficulties:To practise using Past Participles with various functions in sentencesTeaching Aids: computerTeaching procedures:Ⅰ. Warming upT: Today we study lesson 1 EQ: IQ. What does EQ stand for?S:T: yes.Emotional Quotient. It tells you how well you use your smartness. Do this test to find out your EQ. Then compare and discuss your results with a partner.Do the exercise1.T:How many points do you get in the EQ test?S:T: Now we know the meaning of EQ. we often hear someone refer to IQ, so we are familiar with IQ. What does IQ stand for?S:T: Intelligence Quotient. Tells you how well you use your smartness.Which do you think is more important? EQ or IQ? Why?Now read the text you will learn something important about EQ and IQ. Do the exercise true or false.1. The article is mainly talking about the relationship between EQ and IQ.2. Whether we can succeed or not more depends on IQ than EQ.3. High EQ can make people get along well with other people.4. High EQs can make you full of confidence for life since you face many difficulties.5. EQ is always the opposite of IQ.6. A person can’t have both high EQs and IQs.7. A person’s IQ can’t be improve while EQ can be changed.Answers: 1. F 2. F 3.T 4. T 5.F 6 .F 7.TⅠ listening and readingFirstly listen to the cassette.Secondly read the text aloud.Thirdly answer the following questions. Do the exercise 2.Do the exercise correct mistakes1.It is IQ which gets you hired and EQ that gets you promoted2. Many quick-witted students fail exams, perhaps it is because differences inperson’s EQ.3. It is little doubt that those with low EQs have a harder time surviving in life.4. They also showed better understanding of the disabled students’ feeling.5. They suggest a link between EQ, IQ, genetics and environment.6. The social scientists said that they were possible to improve a person’s EQ.7. The book is very worth reading.8. It is hoped we can win the game in the end.Answers: 1. which 改为that 2. because后面加of 3. It 改为There 4. understanding 前加a 5. environment前加the 6. they were 改为it was7. very改为well 8. hoped后面加thatⅠ DiscussionDo you think EQ and IQ tests should be a part of job recruitment? Why?ⅠvocabularyDo the exercise 4Ⅰ Language points1. talk …into doing劝服某人做某事We finally talked father into buying a new car.我们总算说服爸爸买了一辆新车。
北师大版高二英语必修五教案：unit14Lesson3TheRoadToSuccessLesson 3Nine to FiveTeaching aims:To practice reading for inference.To develop strategies for working out meaning from context.To practice making reported statement.Carry out moral education by the story of Wang Bunyan.Teaching difficulties:To practice making reported statement.Teaching Aids: computerTeaching procedures:Ⅰ. Warming upT: I think many of you are interested in the topic, because we all want to find a road to success. Do you think so?S:T: There must be some successful career persons that you admire. What do you think causes them successful?S:T: Today’s story is about an anchor-Wang Bunyan. She talked her successful experience. I think you must learn something from her.Ⅱ.ReadingAsk students to read the text and answer questions.1. What characteristics does Wang Junyan believe made hera success?2. What did Wang Junyan do with her mother that taught her to be curious?3. What made Wang Junyan realize the importance of beinga journalist?4. What does Wang Junyan like most about being a reporter?5. What does Wang Junyan’s story tell you about success?Carry out moral education by the story of Wang Bunyan.Curiosity, perseverance, and a commitment to truth are qualities --and that’s what it takes to anything well.It is no use complaining your parents, family background or society. As long as you work hard there is always a way out.Read the text again and correct the mistakes1.I asked Wang Bunyan she liked most about being a reporter.2. Smiled brightly she told me that she graduated from FuranUniversity.3.There are moments that I forget all about it.4. My mother was strong character.5. There was some particular moment made her realize reporter’s importance.6. It was my mother that taught me to curious.7. It was curiosity, perseverance and a commitment which make Wang Bunyan a success.Answers: 1. she 前加what 2.smiled 改为smiling 3. that 改为when 4.strong 前加a 5. made 前加that 或which 6. to前加be 7.which改为that Ⅲ. SpeakingAs an anchor Wang Bunyan is successful I think you have learnt valuable things.In fact as long as you work hard you can be excellent. Now let’s look at these jobs.(Show slides)Actor, astronaut, dancer, writer, business owner, football player, fire fighter, newspaper reporter, TV presenterAre you interested in these jobs? Look at the description about jobs guess and write down the job after each quote below.Ⅳ. Language points1. As a child, Wang junta never dreamed of becoming a famous TV personality.孩提时，王君燕从未梦想过成为一名著名的电视人。
北师大版高中英语必修五Unit14《Lesson1YourChoice》教案1Unit 14 CareersLesson 1 Your Choice 教学设计Teaching Aims:To practice reported requests and orders.To practice using personality vocabulary.Teaching difficulties:To practice reported requests and orders.To use reported speech to express others’ requests and orders.Teaching points:To know the words and phrases:architect, typist, farmer, doctor hotel receptionist, journalist (More : designer; artist; nurse, teacher) careful cheerful creative reliable confident generous helpful modest Motivated organised patient practical.(MORE：/logical /flexible/strong/ ) Teaching procedures:Ⅰ. Warming upT: First let’s read the words we learned just now. No w read together.S:T: Maybe you are sure that only you learn about yourself –know you best aren’t y ou?S:T: But somebody says it is difficult to say exactly our own characters, maybe others can see you more clearly. Now you prepare two piece of paper, on one piece of paper write down three adjectives from the Key Words that describe you best, on the other piece of paper you choose three adjectives to describeyour partner, let’s begin.S: (students begin to write)T: Now compare your note with your partner.S: Students look at each other’s pieces of paperT: What are the results? (Ask some students to say out their notes: Which words do you choose from the key words to describe? What’s your partner’s opinion? At the same time ask the others in the cl ass “What do you think of his opinion?) S:Ⅱ.readingT: No matter what a person’s character is, everybody’s good at something. Now do this personality test and find the right career for you. (first show the questions in slides and ask students to answer “What should you do in the situation” then give a), b) c) d), compare your ideas with the answers.) Which one do you choose?S:T: Read the key to the answers. Does the description fit your personality? Would you like to do the kind of jobs that the Key suggests for you?Students work in pairs comparing their results of the test and exchanging ideas about the description of personalities and suggested jobs.Some students then share their ideas with the class.Ⅲ GrammarDo the exercise 4First give an example: She asks you to help her. Please imagine at that time what are the friend’s actual words? Let students know Reported Speech’s real meaning is “学舌”.Read the example sentences with the class and comparethem with the reported speech (verb form, pronouns) Students then work in pairs, referring back to the questionnaire and doing the exercise.When checking answers, point out that there is not just one correct answer but there may be several ways the person could have said the sentence.Do the exercise 5 and 6Help students to sum up the rule of reported speech and actual speechDo the exercise 7 and 8Do the first item with the class. Then have students work individually completing the exercise. Students compare their answers in pairs, before checking answers as a class in order to give students time to consider their probable questions.Encourage students to read out each pair of sentences voluntarily.Do the exercise 9First let students read the leaflet and give students time to do the exercise. When checking answers,tell students that different verbs are acceptable as the reporting verb.Ⅳ. Language in UseDo the exercise 10Ask students to read the topic request and the example. Then follow this pattern in the rest the exercise, giving an order, then giving a reason for it.Do the exercise voluntarily. Accept different reasons for the instruction in each situation.Ⅴ. HomeworkTurn to page 33.Read the passages ideal jobs. Talk about your favorite job.。
Teacher 教学设计教学年级：高中二年级课题名称：Modue 5 Unit 15 Learning Leon 3阅读课授课时间：45分钟（一）学生分析本人执教的高二〔5〕班是镇属高中，60个学生中大多数活泼开朗，虽然英语根底欠佳，但都能认识到英语学习的重要性对英语，能坚持努力；通过前面4个模块的学习，他们已掌握了快速阅读和精读课文的技巧，同时也储藏了一定的单词，这有利于课文的阅读的进行；对于以往口语训练中有关采访活动的积极参与，使他们具备了一定的表达能力；另外，他们对本单元的话题Learning 兴趣浓厚，本课有关师生互相评价的主题也是与他们的学习和生活相当紧密的联系，这有利于对课文的理解，在采访局部也有话可说。
（二）教材分析：1．本设计处于Unit 15 Learning Leon 3 Teacher的第一课时。
2．对教材的处理意见：〔1〕开始时通过老师介绍自己喜欢的老师和学生评价他们喜欢的老师的来引入，意在引起学生的对话题的兴趣，及其运用所学过的表示人物性格的confident, etreme bright, a等形容词来描述，同时通过情景引出ac confident,inGraham came into m ca, he wa a bit “difficut〞ean_____A not eaB hardC unwiing to coo became a writerB Graham wa uccefuC Mr Jenin fetthing mae Mr Jenin fee ene of ucceA He ha taught omething weB He ee hi tudent doing weC The government give more mone for cience education“The government houd give more mone for cience education〞We now that ________A The government doen’t give enough mone for cience educationB Mr Jenin ugget that the government houd give more mone for cience educationⅲSummar3minto a re eave on ou2 How do ou fee about Graham now3 What doe Graham do now4 What do ou thin of teaching toda Whmae ou fee ha marWe’ve hared a tor between a teacher and a tudent The tudent named Graham, who ued to be a difficut, a tudent a we a ac confidence With the he became intereted in cience He ao buit u in Grouent:Write a /her Reference word: ind, trict, enthuiatic, ta, wiing, intereting, cooorou, difficut, bright, confident , niceReference quetion:1 Which of our teacher ou have ever had imot2 What ubect doe he/he teach3 What wa our firt ima attitude toward the ubect5 What change too ace with the he of the teacher6 In what wa did the teacher he ou。
北师大版高中高三英语必修5《Lesson3 Teaching History》说课稿一、教材分析本课是北师大版高中高三英语必修5的第三课，名为《Teaching History》。
本课是一堂阅读课，主要内容为介绍历史教学的方法和技巧。
通过本课的学习，学生能够了解如何有效地教授历史课程，提高他们的历史学习技能。
二、教学目标1. 知识目标•了解历史教学的重要性和目标•掌握历史教学的各种方法和技巧•学会如何设计和管理历史教学活动2. 能力目标•提高学生的历史学习能力和分析能力•培养学生的合作与沟通能力•培养学生的自主学习能力和解决问题的能力3. 情感目标•增强学生对历史的兴趣和热爱•培养学生对历史文化的尊重与理解•鼓励学生积极参与历史课程，发展他们的想象力和创造力三、教学重点和难点1. 教学重点•了解历史教学的方法和技巧•掌握如何设计和管理历史教学活动2. 教学难点•培养学生的合作与沟通能力•提高学生的历史学习能力和分析能力四、教学过程1. 导入在导入部分，可以通过提问学生对历史教学的看法来引起学生的兴趣，例如：“你们对历史教学有什么看法？觉得历史教学的目标是什么？”本问题可激发学生的思考和讨论。
2. 讲解通过阅读教材中的内容，向学生讲解历史教学的重要性和目标。
可以分为以下几个方面进行讲解：•历史教学的重要性：历史教学是了解和理解过去的一种方式，通过学习历史，可以使学生了解到社会的发展过程，培养学生的历史思维和批判性思维能力。
•历史教学的目标：历史教学的主要目标是培养学生的历史学习能力和分析能力，提高他们的历史素养和人文素养。
•历史教学的方法和技巧：介绍一些常用的历史教学方法和技巧，如讲授、讨论、展示、研究等。
•历史教学的设计和管理：讲解如何设计和管理历史教学活动，包括设置教学目标、选择适当的教学资源、组织教学活动等。
3. 学生活动为了提高学生的学习兴趣和参与度，可以进行以下学生活动：•学生小组讨论：将学生分成小组，让他们共同讨论一些历史问题或课堂讲解中提出的问题，鼓励他们表达自己的观点并与他人交流。
Uint13 Lesson 1参考教案Lesson 1 EQ: IQTeaching Objectives:To be able to talk about EQ and IQTo practise using Past Participles with various functions in sentencesTeaching difficulties:To practise using Past Participles with various functions in sentencesTeaching Aids: computerTeaching procedures:Ⅰ. Warming upT: Today we study lesson 1 EQ: IQ. What does EQ stand for?S:T: yes. Emotional Quotient. It tells you how well you use your smartness. Do this test to find out your EQ. Then compare and discuss your results with a partner. Do the exercise1.T: How many points do you get in the EQ test?S:T: Now we know the meaning of EQ. we often hear someone refer to IQ, so we are familiar with IQ. What does IQ stand for?S:T: Intelligence Quotient. Tells you how well you use your smartness.Which do you think is more important? EQ or IQ? Why?ⅡReadingNow read the text you will learn something important about EQ and IQ. Do the exercise true or false.1. The article is mainly talking about the relationship between EQ and IQ.2. Whether we can succeed or not more depends on IQ than EQ.3. High EQ can make people get along well with other people.4. High EQs can make you full of confidence for life since you face many difficulties.5. EQ is always the opposite of IQ.6. A person can’t have both high EQs and IQs.7. A person’s IQ can’t be improve while EQ can be changed.Answers: 1. F 2. F 3.T 4. T 5.F 6 .F 7.TⅢ listening and readingFirstly listen to the cassette. Secondly read the text aloud. Thirdly answer the following questions. Do the exercise 2.Do the exercise correct mistakes1.It is IQ which gets you hired and EQ that gets you promoted2. Many quick-witted students fail exams, perhaps it is because differences inperson’s EQ.3. It is little doubt that those with low EQs have a harder time surviving in life.4. They also showed better understanding of the disabled students’ feeling.5. They suggest a link between EQ, IQ, genetics and environment.6. The social scientists said that they were possible to improve a person’s EQ.7. The book is very worth reading.8. It is hoped we can win the game in the end.Answers: 1. which 改为that 2. because后面加of 3. It 改为There 4. understanding 前加a 5. environment前加the 6. they were 改为it was 7. very改为well 8. hoped后面加thatⅣ DiscussionDo you think EQ and IQ tests should be a part of job recruitment? Why?ⅤvocabularyDo the exercise 4Ⅵ Language points1. talk …into doing劝服某人做某事We finally talked father into buying a new car.我们总算说服爸爸买了一辆新车。
你还可以用别的表达同样的意思吗？persuade somebody to do something劝服某人做某事We finally persuade father to buy a new car.2. suggest “指出” “暗示”The police suggested that the movie for the crime was jealousy.警察认为作案动机是嫉妒。
The look on his face suggested that he was angry.他脸上的表情表明他生气了。
suggest 作“建议” 解时, 后面接宾语从句用虚拟语气should＋动词原形，should可省略。
She suggest that we (should) start early.他建议我们应该早出发3. end up 最后结局，最后成了If you keep your car at a speed like that, you will end up in hospital.你要总是那么快速地开车,最后你就要进医院了。
4. in terms of 就某事来说，从某个角度来看In terms of money they are quite rich, but not in terms of happiness.在金钱方面他们是富有的，但幸福就是另一回事了。
5. be willing to do 愿意做某事Nobody is willing to go out on such a stormy night.没有人愿意在这样一个暴风雪的夜晚出门。
He is willing to do anything for us.他愿意为我们做任何事情。
6. there is no / little doubt that毫无疑问….There is no doubt that they will succeed in reaching home before dark.毫无疑问他们会在天黑之前到家。
Ⅶ Grammar：Past participles1. Explanation:1. The recovered animals will be released soon.“被治好了的动物” 做定语表完成，表被动。
2. These are the required courses for senior high school students.必修的课程，做定语表被动“被要求学的课程”3．When he entered the room, he found the window broken.补充说明宾语window 的情况window被打碎了，过去分词做宾语补足语，表示被动4. I’ll have my bike fixed while you are cooking.补充说明宾语my bike 的情况, bike是被修，过去分词做宾语bike补足语，表示被动.5. The street is lined with small shops.这条街有许多小店铺。
过去分词做表语，表状态。
6 The cup is broken.茶杯碎了。
这个句子不表示茶杯被打碎了的动作，而表示茶杯碎了的状态。
In written English, past participle clauses can be used to link two parts of a sentence. Clauses like these can be used as alternatives to:Reason clauses1. He soon fell asleep, exhausted by the journey.=He soon fell asleep, because he was exhausted by the journey.2. Influenced by Gandhi’s ideas about peaceful protests, he organized a bus protest in 1965.=Because he was influenced by Gandhi’s ideas about peaceful protests, he organized a bus protest in 1965.Time clauses1. Seen from the hill, the town looks magnificent.= When the town is seen from the hill, the town looks magnificent.2．Tried in some countries in Shandong Province, the new method of farming resulted in a marked rise in grain production.=After the new method of farming was tried in some countries in Shandong Province, the new method of farming resulted in a marked rise in grain production Conditional clausesGiven more time and attention, you can do it much better next time.=If you are given more time and attention, you can do it much better next time. Compared to the other group, we are quite quick.=If we are compared to the other group, we are quite quick.2. Do the exercise 5 and 63. Rewrite the following sentences with the correct participles.1. He found his phone _________ (disconnect) as he didn’t pay his bill.2. Have you noticed classical music usually ______ (play) by TV commercials for luxury cars?3. The car turned away, _____ (head) for the countryside.4. _____ (recognize) as a man of many talents, the young man has a promising future.5. The old man looked very pleased to see that his apartment beautifully _____ (decorate)6. Ways must be found to deal with the constant noise ____ (cause) serious health problem.7. The building ______ (destroy) in the earthquake are being rebuilt now.8. _____ (do) well in the final exams, lucky children will be sent to holidays camps.9. We must have our windows ______ (repair) before winter comes, or we’ll freeze.10. _____ (shock) at the terrible working conditions, we decided to quit the job.11. _____ (choose) from 1,500 army pilots to work as an astronaut, Yang Liwei felt lucky and excited.12. The flight ______ (delay) by the storm is for Xia Men.Answers: 1. disconnected 2. played 3. heading 4.Recognised 5. decorated 6. causing 7. destroyed 8. Doing 9. repaired10. Shocked 11. Chosen 12. delayed4. BEST CHOICE1. Helen had to shout ____above the sound of the music.A.Making herself hearB. to make herself hearC. Making herself heardD. to make herself heard2.____by the beauty of nature, the girl from London decided to spend another two days on the farm.A.AttractingB. AttractedC. To be attractedD. Having attracted3. ____time, he’ll ma ke a first –class tennis player.A.Having givenB. To giveC. GivingD. Given4. Friendship is like money: easier made than ____.A.keptB. to be keptC. keepingD. being kept5. The managers discussed the plan that they would like to see ______ the next year.A.Carry outB. carrying outC. Carried outD. to carry out6. Don’t use words, expressions, or phrases ________only to people with specific knowledge.A.Being knownB. having been knownC. to be knownD. knownAnswers: 1. D 2. B 3.D 4.A 5.C 6.DⅧ HomeworkTalk about what is EQ and the importance of improving EQ.Uint13 Lesson 2参考教案Lesson 2 Personalities and JobsTeaching Objectives:To practise describing people and talking about jobs.To practise listening in order to identify opinions.To get familiar with different ways of giving opinions.To practise using suitable intonations in conversations.Teaching difficulties:To practise listening in order to identify opinions.To get familiar with different ways of giving opinions.Teaching Aids: computer cassetteTeaching procedures:Ⅰ. Warming upT: Do you think there is necessary connection between “personalities and jobs”? S:T: Yes, everyone has disadvantages and advantages in personalities, for example, someone is brave, impatient and careless, so they are not fit for…S: Doctors and nurse.T: I think some of you who are full of imagination are good at maths and enjoy drawing. What do you want to be in the future?S: ArchitectT: So there is necessary connection between “personalities and jobs”.Can you think of some words about personalities?S:T: Students have given many words including some unexpected answers. Teacherscan add some words, such as: confident, creative, sociable, sympathetic, persistent, patient, selfish, intelligent, independent, communicative.T: Look at the photographs and guess what kind of job they do. (give some pictures)Students work in pairs guessing the jobs. The purpose is to ask students to say out their jobs and what personalities they haveS:T: Our society needs all kinds of people doing different jobs. All people’s jobs are all important. Without farmers working we will have no grain, meat, vegetables and fruits. If no one works as dustman what will happen?S:T: Now I want know your opinions about jobs, so work in pairs and discuss the following questions. (give students some time to consider the questions)1.What job do you want to do? Why?2. What characteristics have you got that are good or this kind of job?3. What will you have to do to get this job? What skills will you need and whatexams will you have to pass?Ⅱ Vocabulary●Read through the key Words with the class and check comprehension by asking students to give the antonym, synonym or translate the words.●Student do the exercise individually. They then work in pairs comparing their answers.●Check answers by having students read out the sentences.Ⅲ ListeningDo the exercise 4●Ask students to read the strategies first and make sure they understand themJust now we talked a lot about job, now let us listen others opinions about jobs1.Student read through the questions before they start to listen2.Play the cassette twice for students to answer the questions.3.Check students’answers by playing the cassette and pausing after each jobthat is talked about.●Do the exercise 5. Learning to express your own ideas is very important. Nowlisten again and write down at least five ways of giving opinions.●Do the exer cise 6. Student read through the given words and phrases as well as the Function File, predicting what the missing words for the blanks are.●Play the cassette for students to check their predictions and complete the sentences.●Intonation is very importa nt, as intonation affects the meaning of what is being said.●Now you read out these sentences while deciding whether rising or falling intonations should be used.●Play the cassette for students to identify the intonations for each expression.● Check a nswers by having some of the students read out the sentences.● Play the cassette again for students to repeat.Ⅴspeaking and writingDo the exercise 8. Students do the exercise individually. Check answers by having students read out the letter.Do the ex ercise 9. Read through the list with the class and check students’ comprehension of the words.●According to your personalities, choosing a job from the list and talking about the qualities and skills needed for the job.●Now you are divided into two group s, one group describe the qualities and skills for the others, and the other group guess which job they are referring to. Do the exercise 10.●read through the example with the class●Student then work in pairs talking about jobs they would like to do●Now who are willing to play out their conversations to the class?Praise students playing their conversations for their wonderful phrases and sentence structures, and at the same time point out their mistakes.Ⅵ HomeworkWrite sentences about your best friend and say what job would be suitable for him / her. Give reasons.Uint13 Lesson 3参考教案Lesson 3 Guessing about PeopleTeaching Objectives:To practise using modals for speculationTo distinguish between modals used for decision, advice and speculation Teaching difficulties:To practise using modals for speculationTeaching Aids: computerTeaching procedures:ⅠWarming upT: First look at the title “Guessing about People” Who can tell me what’s the meaning of the title?S:T: “Guessing about people” means make a judge about people without being sure of all the facts. In daily life If we are curious or worried at somebody or something we often make various guess. Think over which words we will use when we guess what will happen? What happened?S: must, may, may not, can, can’t and so on .T: now we will listen to a dialogue in which there are a lot of words about speculation.ⅡListeningListen to the dialogue to do the exercise1.The two students were missing ______.A. because they were separated from the other students.B. in a cave.C. for the reason we don’t know.2. The dialogue tells us ______.A. The two students disappeared 3 days ago.B. My cousin know where they areC. The rescuers found them in a cottage.3. The dialogue makes various guessed except_________.A.They must be frightened.B.They both are injured.C.They might have some food to eat.Answers: 1.C 2.A 3.BT: Ca n you say out the main idea of the story in you own words?S:T: Now let’s look at whether your story is t rue or not.Do the exercise 2 Listen to the dialogue again and complete the gapsPlay the cassette once for students to listen and then again for them to complete the gaps.Ⅲ GrammarDo the exercise 3.The two people in the dialogue make various guesses at the two missing students. They use the following sentences but you need to complete the gaps with modalverbs.Check students’ answers by having them read the sentences aloud. Draw their attention to the different infinitive forms after the modals.Do the exercise 4.As a class students discuss the meaning of the sentences in the table and decide if they express decision, advice or speculation.Ask students how they would express decision (is going to; is about to;) and advice (should , had better, )Do the exercise 5The grammar we learn today is modal verbs. Modal verbs can express possibility, permission, intention and guess. Now do the exercise 5. Which of the modal verbs in exercise 3 express the following?Do the exercise 6As a whole class, students discuss what the sentences 1-3 are referring to and match them with a, b and c.Guide students to analysis the modal verbs’ use in the past, in the future and now.用在肯定句中：对过去的推测：may /might have +PP(过去分词)must have +pp(过去分词)对现在的推测：must be + noun / adjmaybe/ must be + vingmust +v(原形)用在否定句中对过去的推测：can’t have + PP(过去分词)对现在的推测：can’t be + noun / adjcan’t +v(原形)Do the exercise 7, 8 and 9 to practise and consolidate modal verbs Do some Best Choice to consolidate modal verbs1. ---Do you know where David is? I couldn’t find him anywhere. ---Well. He _____have gone far—his coat ‘s still here.A.shouldn’tB. mustn’tC. can’tD. wouldn’t2. ---Excuse me. Is this the right way to the Summer Palace?---Sorry, I am not sure. But it _____be .A. mightB. willC. mustD. can3. ---Tom graduated from college at a very young age.--- Oh, he _____have been a very smart boy then.A.couldB. shouldC. mightD. must4. ---I heard they went skiing in the mountains last winter.---- It ____ true because there was little snow there.A. may not beB. won’t beC. couldn’t beD. mustn’t be5. Jack ______yet, otherwise he would have telephoned me.A. mustn’t have arrivedB. shouldn’t have arrivedC. can’t have arrivedD. needn’t have arrived6. ---Didn’t you know that you went driving at 100 kilometers an hour, Madam? --- _____. My old car can do no more than 80, officer.A.I may not have beenB.I couldn’t have beenC.I mustn’t have beenD.I shouldn’t have beenAnswers: 1.C 2.A 3.D 4.C 5.C 6.CⅣ HomeworkIt is possible that some students can’t master the use of modal verbs individually. So the teacher asks students to do the exercise 10 and 11 as written homework to find out the mistakes of students to help them. Another purpose is to save time in class and give students enough time to do well the exercise.Uint13 Lesson 4参考教案Lesson 4 First ImpressionsTeaching Objectives：To practise reading for inference.To practise making opposites of adjectives using a prefix.To practise talking and writing about one’s experience of meeting someone for the first time.Teaching Aids: computerTeaching procedures:I. Pre-Reading☆Have you ever met someone you didn’t like, who later became your friend? Tell the class.Example The first time I met Tom, he seemed very bad-tempered! Then…II. Reading☆ Read the text and answer the questions.1) Where does the story take place?In the local library2) What kind of books does Jenny like?poetry3) What exam was Jane studying for?An important science exam4) What was the last straw for Jane?She heard someone humming behind her.5) What kind of person do you think Jenny is?Friendly, warm-hearted, forgiving6) How did Jenny get Jane’s phone number?She asked a librarian and got it from the library files.7) Do you think that Jane over–reacted in the library? Have you ever experienceda similar situation when you were studying?You can answer this question according to your own experiences.☆Read the strategies and look at these true/false sentences. Underline important words.Example 1 = pleased1)Jane was pleased when Jenny started humming.2)Tennyson must be a poet.3)Jane first saw Jenny near the poetry section.4)Jane was upset that she had left her book in the library.5)Jane didn’t feel that it was necessary to apologise.Answers: FTTTFIII. Post-Reading☆Complete the paragraph below with the correct form of the following words.glance, annoy, recognize, concentrate, disturb,resist, whisper, glare, inconsiderate, gratefulJanet was 1) on writing an essay when a noise 2) her. She 3) Her brother’s whistling. “Shh” she 4),5) at him quickly. The noise didn’t stop.Janet 6) the urge to scream and instead 7) at him angrily. “Please stop it, Simon. You are being very 8) ,” she said. But s till he didn’t stop. Janet was now very 9) .Just then her father called Simon out of the room. Janet smiled, feeling 10) to her dad.Answers: 1concentrating 2disturbed 3recognised 4whispered 5glancing 6resisted 7glared 8inconsiderate 9annoyed 10grateful☆Vocabulary: opposites●You can often make opposites of adjectives using a prefix.Example able/unable, pleased/displeased, considerate/inconsiderateUse prefixes to make opposites of the underlined words.Peter is very organized and reliable. He is also sociable, sensitive and tolerant. He seems interested in or aware of other people’s feelings and is often kind. When you ask him for something, he is always sympathetic and helpful. I think he must be very satisfied with his life.Answers: unreliable, intolerant, unaware, unkind, unsympathetic, unhelpful, dissatisfied●Sometimes adjectives have a direct opposite.Example old/young, short/tall●Think of opposites for these adjectives:Bad-tempered, generous, hard-working, nervous, shy, strongAnswers: good-tempered, mean, lazy, confident, out-going, weak●Now use adjectives to write five sentences about yourself and people you know. Example I am sometimes disorganized, but usually I am reliable.IV. Writing and speaking☆ Make notes about the first time you met someone.Who/when/where you metXiaoming (my new neighbour), last month, in the streetWhat he/she was doinggoing into his house with his bikewhat he/she said or didasked about my family/showed me his catwhat he/she seemed likecheerful, a bit shyV. Language points:1.The day that I met my best friend for the first time I was in a terrible mood.第一次遇到我最好的朋友那天，我情绪很坏。
