【中小学资料】安徽省长丰县高中英语 Unit 21 Human Biology Lesson 3 Epidemics Explained教案 北师大版选

高中英语 Unit21 Human Biology Section Ⅳ专题练习课下作业北师大版选修7Ⅰ.用适当的情态动词填空1．Tom comes from Australia and he can speak English very well.2．I heard you bought a new book. May I have a look?3．If you can pass the driving test, you shall get a new car.4．It is sunny today; we needn't take an umbrella.5．Would you like to have a dinner with me?6．—Must we finish the composition in class?—No, you needn't/don't_have_to.7．You needn't read that book if you don't want to.8．—Must/Need I water the trees on Tuesday?—No, you needn't.9．He is so strong that I dare_not fight against him.10．We ought_to have received the letter yesterday, but it didn't arrive.Ⅱ.完成句子1．菲利普可能已经在交通事故中严重受伤了。

Philip may_(might)_have_been_hurt seriously in the car accident.2．她不需要上场了，因为比赛被取消了。

She didn't_need_to_play because the match was cancelled.3．他本没必要带食物来聚会的，因为足够了。

某某省某某二中高二英语《Unit 21 Human Biology The Third PeriodLesson2》教案1.Teaching goalsHelp the students learn how to give sb. some advice properly.2.Teaching important ﹠ difficult pointsEnable the students to listen to materials by using listening strategies.Help the students to know how to give sb. advice.3.Teaching methodsTask-based activities, practice, listening, discussion, pair or group work, student-centered learning, cooperative learningStep Ⅰ ListeningTask 1 WordGet students to do some matching exercises to get a better understanding of the listening materials.T: There are some key words that can help us understand the following listening materials in this lesson. Can you match them with their definitions?Task 2 Listening strategiesThis part is designed to help students develop their listening skills by listening to a science lesson about the brain and its power.T: In this period, we are going to listen to a science lesson. We will use listening strategies about how to plete the gaps by finishing Ex.2 on page 36.Go through listening strategies.T: Please read the short passage in Ex 2, so you will predict what kind of information we need. Then plete these gaps.Ask students to read this listening material and tell them to pay attention to the important information. Have them listen to the tape and plete these gaps individually. Encourage students to participate fully in it. Then the teacher deals with them with the whole class.T: Listen to the lesson a second time and answer the questions in Ex.3.T: After finishing this, we will listen to a student phone-in programme about revising for exams and plete the table in Ex.4.The teacher will check the answers as a class.Have students listen to the tape again and then plete the Function File with these words below in Ex. 5. This exercise is designed to practice both students’ ability of listening and how to give advice correctly.Step ⅡSpeaking and WritingT: There are four role cards here. You are going to go through all these four cards and find out what topics are covered in them. Can you write down some more details for each situation?Ask students to think about the four topics and encourage them to talk about these situations separately and invite some of them to report their opinions to the whole class.Step Ⅲ VocabularyThis step provides a chance for students to strengthen their ability to use some phrases. Students are expected not only to expand their related phrases but also to apply them in practical usage.T: Please match the words and expressions below with the verbs in the text (1-11). Answers:1. put off—postpone2. get down to—start3. got out of—learnedfrom 4. going over—looking at…in detail 5. finding out—discovering 6. work out — understand 7. writedown—make a note of 8. bring up—mention 9.went through—looked at…in detail 10. e up—appear 11. got through—passedStep Ⅳ SpeakingStudents are expected to participate fully in order to develop their language skills. T: Let’s have a pair w ork and do Ex. 8 on page 37.Encourage students to form groups to have a discussion about the topics below and make sure each one has a chance to express his or her opinion. Then ask them to check the report as a class.T: Do you know what expressions you can use in order to give someone advice?S: I know. We can say “You ought to… / You should … / If I were you… / I’d advise you… / You must… / You mustn’t… etc.”T:Quite right. And we can also say “There is no point in doing… / It’s important…/ You don’t try to… / You need… etc.”Step Ⅴ HomeworkMake up a dialogue between Elvis Presley and his doctor according to the first passageon page 82. Use expressions from Dialogue 2.Make up a dialogue between M. Mangetout and his close friend according to the second passage on page 82. Use expressions from Dialogue 1.。

安徽省滁州二中高二英语《Unit 21 Human Biology The Fifth Period Communication Workshop》教案goalsHelp the students to learn how to join some senten ces by using linking words and phrases.Help students write an essay about whether smoking should be banned.Help the students to learn how to listen to a TV programme.important pointsLearn how to join some sentences by using linking words and phrases and write an essay about whether smoking should be banned.Learn how to listen to a TV programme.difficult pointsHow to join some sentences by using linking words and phrasesmethodsIndividual, pair or group work ,discussion and task-based activities.Step Ⅰ Lead-inT: We are often asked to write short articles in or after class in paper tests. I find that somes tudents are not able to use the linking words or phrases like “however, although, despite, even though, in spite of, on the other hand, therefore, etc” correctly. If we apply them to our articles correctly, we are able to read and write well. Please look at the sentences on the screen and then rewrite it using “although, even though, however, on the other hand, therefore”.The teacher shows the sentence on the screen.Some people find the idea of taking people off life support machines terrible.Others don’t mind doing this if the patient doesn’t improve after many years.T: W e can say “Although some people find the idea of taking people off life support machinesterrible, others don’t mind doing this if the patient do esn’t improve after many years.”Step Ⅱ SpeakingThis part is designed to train students’ speaking ability.Get the students to read the article and match these headings with the paragraphs A-D. Encourage students to discuss them in pairs or in groups.Have the students complete the text with these linking words and phrases.Step Ⅱ WritingThis part provides students with a chance to practi se their writing ability. The students are going to write a discur sive essay with the title: “Should Smoking Be Banned?” They are t old how to write a discursive essay following the stages on the screen.Stage 1Work in pairs to brainstorm ideas and list as many arguments as possible—both for and against banning smoking.For:Government would save money on medical treatment.Against: Government would lose money from tax on cigarettes.Stage 2 Work individually and decide what your opinion is. Write notes for four paragraphs.Stage 3 Use your notes to write the essay.Stage 4 Check the notes.The students are expected to apply what they have learned to practical use by writing an essay about whether to smoke or not. After the students finish writing this essay, they are asked to read each other’s essays and assess them. This section aims to allow students to determine what theyha ve achieved, and what else they can do in order to improve.Step Ⅲ ListeningT: There is a picture here. What kind of programme do you think it is, a chat show, a documentary, a panel discussion or a game show?S: A panel discussion.T: Right. A panel discussion is a kind of TV programmes in which a group of people are chosen to take part with an audience to discuss some topics.Get students to listen and complete Exx. 2-4 according to what they have heard on the tape and then check the answers with the whole class.Step Ⅳ HomeworkFor more practice, students can do the exercises on page 88 and page 89, so they can becomef amiliar with the usage of the linking words or phrases in an article.Have students do the exercises on page 88 and page 89.Use the information in Exercise 6 to write one paragraph about the advantages and one paragraph about the disadvantages of genetic engineering.虚拟语气在条件状语从句中的运用虚拟语气表示所表示的不是事实, 或是不可能发生的情况, 而是一种愿望、建议或与事实相反的假设等。

某某省某某二中高二英语《Unit 21 Human Biology The SecondPeriod Grammar（Ⅰ）》教案Step ⅠRevision and lead-inT: At the end of last period, I asked you to find out all the sentences in italics in the article—Super Athletes. Have you finished collecting these sentences in italics? How many sentences in italics are there in this article?Ss: There are seven sentences in italics in this article.T: Right. Then who would like to present these sentences?S: I would like to do it.Many contemporary amateur athletes would have broken world records if they had taken part in the first Olympic Games.If records fall, it is usually due to better equipment, training and diet.Ben Johnson would still be the 100 metres world holder if he had not been caught taking drugs in the 1988 Olympics.If current Olympic champion, Marion Jones, took such drugs, she would probably have broken that world record more than once.Unless we are careful, “gene-therapy” will be the next big threat.If gene-therapy were used now, it would be almost impossible to find out.If a generation of sports stars with enhanced genes were created, it would contradict the whole spirit of sport.T: Great. You have done a good job.In this period, students are expected to review some conditional sentences they have learned before, and then they will learn different usage of the real and unreal conditionals. If students want to know more about the usage , they can read the detailed explanation that are included in the appendix (附件). Teachers may distribute them to students for reference.Step Ⅱ The conditional sentencesShow the students the sentences they present above on the screen and have them find out the differences among them. It aims to help them to tell the differences among them.T: Look at these four sentences, what time does each condition (underlined) in the sentence refer to: past, present or future? What tense is used? Let’s plete the table below.T: What time does the result in the sentences refer to: past or present? What verb form is used?Task 3 ExplanationT: This is a structure used to talk about unreal, imaginary or contrary to the facts situations in the present, in the future or in the past. Please pay attention to the verb forms of each clause and main sentence and then I will explain how it isformed, and when we use it.T: Maybe it’s hard for us to remember these situations, so it needs practising repeatedly. There are some sentences about these situations on the screen for us to practise.If we left now, we should arrive in good time.( That’s impossible. )→We can not leave now, so we will not arrive in good time.We would have dropped by if we had had time. (That’s unreal. ) →Because we didn’t have time, we couldn’t drop by.If the hurricane had happened during the day time, there would have been many more deaths. (That’s unreal. ) →Because the hurricane happened at night, there were fewer deaths.If you lived there for a while, you woul d change your mind. (That’s not going to happen.) →You don’t live there for a while, so you will not change your mind.If he came tomorrow, we could ask him. (That’s not going to happen.) →He will not e tomorrow, so we can’t ask him.T: If you need more and further information, please read Grammar Summary 5, page101. Now, please turn to page 35, Ex.7. It’s about mixed conditional sentences in which there are mixed time reference between the “if” clauses and the main sentences, for example, the past conditionals with present consequences, the present conditionals with past consequences, etc.Sample answers:Step Ⅲ ConsolidationLet the students do the following exercises to practise what they have learned in this period. Ex.9 on page 35. Ask the students to write about three things that they did or didn’t do, or that happened or didn’t happen to them in the past and what the present consequences are. Use mixed conditional sentences.Step Ⅳ HomeworkTo understand the conditionals better and use them correctly, students should be able to practise more.Let the students finish Exx.1-5 on page 80, which will help them identify the mixed conditionals.。