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高一年级英语学科导学案课题：选择性必修一Unit 2 --Reading （1）【Teaching Aims】By the end of this section, student will be able to:1 give a brief introduction to Butterfly Lovers and country music2 analyse the writing techniques of the two emails【Procedures】Step 1Fastreading: Match the main idea with each paragraph.Alice's emailPara.1A．The story and music of Butterfly Lovers work well together.Para.2 B．I watched a performance of Butterfly Lovers last night.Para.3 C．Butterfly Lovers illustrates how wonderfully Chinese and Western musical elements can mix.Harry's emailPara.1A．You should listen to some country music.Para.2 B．My host family introduces me to country music.Para.3 C．Country music suggests a peaceful and simple life in rural America.Para. 4 D．Country music has a long history and it often features certain specific instruments and lyrics that leave you deep in thought.Step 2CarefulreadingRead the text carefully and choose the best answer.1. What is the story of Liang Shanbo and Zhu Yingtai like?A．A broken marriage. B．A romantic experience.C．A love story full of tragedy. D．An ordinary schoolmate relationship.2．What is unique about Butterfly Lovers?A．It is rooted in western culture.B．It is created by Chinese writer.C．It is played on Western instruments.D．The music mainly comes from the Chinese Yue Opera.3. Why is Harry's life in Nashville interesting?A．Because he is interested in music.B．Because he has an easy access to country music.C．Because he knows the origin of American country music.D．Because he lives with some big fans of American country music.4. Which of the following ISN'T included about the features of country music?A．It is about the people's experience from the countryside.B．It grows out of such typical types as the blues and folk music.C．Its tunes are easy to sing and the lyrics often leave people deep in thought.D．Most of its songs are not only about hardship and heartbreak, but also about hope.Step 3Postreading:After reading the text, please fill in the following blanks.The violin concerto Butterfly Lovers takes us through the story of a young couple 1. (tear) apart by their families.This beautiful piece of music 2. ____________(express) different moods—first light and pleasant, then fast 3. ___________cheerful，next dramatic with heavier notes and 4._______ (final) bittersweet.The piece is a perfect 5._____________ (combine) of Chinese and Western musical 6. (element)—it is played on Western instruments such as the violin but has 7. (it) roots in Chinese Yue Opera.Country music grew out of such music types as the blues and folk music. It became popular in the south of America in 8. 1940s and then spread across the nation. The tunes are easy 9.________(sing) and the lyrics often leave you deep in thought. Most of the songs are about hardship, heartbreak and hope,10.______________ makes you think of the green fields and simple life of the countryside.【译文】发件人：爱丽丝.邓肯收件人：露西.贝克尔主题：《梁祝》露西:你好!很高兴收到你的电邮。
U2 The universal languageWele to the unit 教案教材分析：单元导入呈现的是两张乐器海报，内容为具有代表性的演奏者、名作和乐器组成展示图。
通过冼星海名言激发学生的学习兴趣，拓展学生们的知识面。
通过讲解名人名言延伸出关于音乐对人们生活乃至社会影响的讨论内容，激活学生已知的音乐特征及背景知识，并通过拓展问题的讨论增加学生对音乐的感知及爱国之情。
教学策略与设计说明：采用任务型教学法(Taskbased language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：在本课学习结束时，学生能够：1.语言能力上，提高阅读海报能力，懂得分析海报结构，习得讨论音乐感受的语言。
2.思维品质上，懂得从个人、社会、世界的角度，辩证思考音乐带来的影响。
3.文化品格上，通过引导学生了解冼星海的生平和代表作品，提高学生爱国情感和文化认同。
4.学习能力上，运用所习得的海报结构，制作海报，过程中加深对音乐主题的理解。
教学重点：激活学生已知信息，引起学生对于本单元内容的兴趣。
教学难点：活跃课堂氛围，引导学生获得海报中的信息点，初步了解音乐的魅力和影响力。
教学资源：教材、多媒体课件、黑板与粉笔。
教学过程：Wele to the unitFirst, T leads Ss to understand the structure of poster.Then during discussing each musical instrument, T can play a short piece of music to make Ss feel the emotion of each music. If possible, T can pick some Ss who know music well to answer why different musical instruments have unique effects.Finally, T asks questions on the book.1. Search online for the pieces of music mentioned in the posters. How do you feel when listening tothem?2. What other musical instrumentsand famous musical pieces ormusicians do you know about?[T can show a sample of poster andhighlight the structure of it]备注：Ss: Students T: TeacherIW: Individual work GW: Group work CW: Class work教学反思：1.学生通过本课时学习，能否初步认识单元主题，感受音乐的影响力。
牛津高中英语模块五U2语言点Unit 2 The environment (2)牛津高中英语模块五U2语言点Unit 2 The environment一、Word power1.even though = even if尽管(引导让步状语从句)Even though a factory produce a large quantity of goods, it doesn't mean that it has to pump a lot of pollution into the environment.I didn't catch the early bus even if getting up early/even if I got up early.mean意味…mean doing sth2「sth run out: ....... 用光vi.不及物动词十run out of sth:用光 .... vt.及物动词use sth up:用光.... vt.及物动词①Let's hurry, our time is running out.②We have ran out of / We have used up what we had at hand.run into撞上、碰撞run across碰巧遇上、邂逅run after追逐、追求run off one's foot忙得不可开交in the long/short run从长远/短期来看3.responsibility: n. (1)责任[U] (2)义务[C]take responsibility for sth:对....... 负责{have a responsibility to do sth:有义务做 ..①He took full responsibility for organizing such an activity.②Everyone has a responsibility to try out more methods in his study・4.what if they run out?要是它们用完了怎么办？What should we do if they run out?What will happen if they run out?What if anything should happen to the child's mum? 5................... cause of / effect _______________________ The heavy rain was the cause the flood・reason for ..... /conclusion Do you know the reason ________ his being absent today?cause and effect 因果二、Grammar1.动词+ it + when / if 从句:enjoy, like, dislike, love, hate, prefer, appreciate 等动词后接if 从句或when 从句，通常应先在动词后接it作形式宾语。
牛津译林版（2020）选择性必修第一册Unit 2 The Universal LanguageExtended reading【教材分析】本节课的教材是一篇关于音乐和舞蹈的拓展阅读文章，内容主要涉及中国民间舞蹈和民间音乐的发展和传承。
文章通过介绍中国不同地区的民间舞蹈和音乐的特点，展示了中国丰富多样的文化传统。
【教学目标】1. 帮助学生掌握与音乐和舞蹈相关的词汇和表达方式；2. 提高学生的阅读理解能力和分析能力；3. 培养学生的跨文化意识和文化鉴赏能力。
【教学重点】1. 帮助学生掌握与音乐和舞蹈相关的词汇和表达方式；2. 引导学生理解文章中提到的中国民间舞蹈和民间音乐的传承和发展。
【教学难点】1. 分析文章中提到的中国不同地区民间舞蹈和音乐的特点；2. 引导学生理解文章中提到的中国民间舞蹈和民间音乐的传承和发展。
【学情分析】本节课的受众为高一学生，他们已经具备了一定的英语阅读能力和文化鉴赏能力，但对中国民间舞蹈和民间音乐了解较少。
因此，需要引导学生通过阅读文章，了解中国民间舞蹈和民间音乐的特点和传承发展。
【教学策略】1. 通过多媒体展示相关的图片和视频，帮助学生了解中国民间舞蹈和民间音乐的特点；2. 引导学生阅读文章，并对重点词汇和表达方式进行讲解；3. 通过小组讨论的方式，让学生分享自己的阅读体会和感受。
【教学方法】1. 多媒体教学法：利用多媒体设备播放相关的图片和视频，帮助学生了解中国民间舞蹈和民间音乐的特点；2. 阅读指导法：引导学生阅读文章，并对重点词汇和表达方式进行讲解；3. 小组讨论法：通过小组讨论的方式，让学生分享自己的阅读体会和感受。
导入环节（约5分钟）：1. 教学内容：通过提问和图片展示，引导学生进入本课主题——音乐的力量。
2. 教学活动：* 提问：“你们当中有多少人喜欢音乐？谁能告诉我音乐有什么力量？”* 展示不同类型音乐的图片，如古典音乐、流行音乐、民族音乐等，并引导学生分享他们喜欢的音乐和为什么喜欢它。
牛津译林版（2020）选择性必修第一册Unit 2 The Universal LanguageReading【教材分析】本节课的主题是"The Universal Language"，内容涉及音乐、绘画、文学、电影等艺术形式的介绍，以及探讨这些艺术形式如何跨越国界和语言障碍，成为人类共同的语言。
通过本节课的学习，学生将能够了解不同艺术形式的特点和表现方式，并深入探讨艺术在人类文化交流中的作用。
【教学目标】1. 帮助学生掌握与艺术相关的词汇和表达方式，提高其阅读理解能力；2. 引导学生分析和欣赏不同艺术形式的美，培养其审美情趣；3. 帮助学生理解艺术的普世价值，培养其对多元文化的尊重和包容。
【教学重点】本节课的教学重点是帮助学生了解不同艺术形式的特点和表现方式，并探讨艺术在人类文化交流中的作用。
【教学难点】本节课的教学难点在于如何引导学生深入分析和欣赏不同艺术形式的美，以及如何培养学生的审美情趣和多元文化意识。
【学情分析】高一学生具有一定的英语阅读能力和文化背景知识，但他们对艺术和多元文化的认识还不够深入。
因此，在教学过程中，教师应该注重引导学生主动参与和思考，激发他们对艺术和多元文化的兴趣。
【教学策略】1. 运用多媒体技术辅助教学，展示不同艺术形式的图片、视频和音频素材，帮助学生直观了解相关内容；2. 组织小组讨论和分享活动，鼓励学生相互交流和合作，提高他们的参与度和合作能力；3. 布置课后作业，要求学生选择一种艺术形式进行深入研究，培养他们的自主学习能力。
【教学方法】1. 激活学生的前知：通过提问和讨论的方式，了解学生对不同艺术形式的认识程度和文化背景；2. 教学策略：采用讲解、示范、小组讨论和案例分析等多种教学策略，帮助学生掌握相关知识和技能；3. 学生活动：组织学生进行小组讨论、角色扮演和分享活动等，提高他们的参与度和合作能力；4. 教学评价：采用形成性评价和终结性评价相结合的方式，及时反馈学生的学习情况和表现，指导他们改进学习方法。
英语高一牛津版ModuleⅡUnit2实用新教案02Period2 ReadingStep1 Lead-inDo you know what preparations you will make for a travel to such kind of places?(discuss)Step2 While-readingQueations1. Who wrote the following letter?Toby.2. What animal is uncomfortable to sit on?Camels.3. How long will the author stay in Africa?Four weeks.Step3 ListeningPut the activities in the correct order.____3____ travel down the River Nile____2____ travel on camels through the Sahara Desert____5____ climb Mountain Kilimanjaro in Tanzania____4____ see wild animals in Kenya____1____ fly to Morocco____6___ go to the HimalayasScanning: words for meanings1.surprising (1) astonishing2.not comfortable(2) uncomfortable3.having big and dangerous waves(3) rough4.having something as part of a group or a set(4) including5.frighten(5) scare6.things such as food, medicine, etc. needed by a group of people(6)supplies Step4 Careful-reading1. According to paragraph 1, __________ .A. Toby is planning a business tripB. Toby usually travels in his summer holidayC. Colin wants to travel before starting universityD. Toby is not very excited about the trip2. In line 13, “there” refers to ____ .A. the United StatesB. MoroccoC. northern AfricaD. the Sahara Desert3. According to paragraph 2, _______ .A. Toby enjoys traveling on camelsB. Toby is worried about traveling on camelsC. Toby will feed the camelsD. Colin loves camels4. According to paragraph 5, Toby wants to __________.A. see a giraffe up closeB. scare animals awayC. take photographs of animalsD. shoot an elephant5. In line 36, “them” refers to _______.A. the elephantsB. Colin and TobyC. the guidesD. the giraffes6. According to the letter, Toby enjoys ___________ .A. comfortable, expensive holidaysB. cultural holidaysC. adventure holidaysD. staying at homeHow do you think a traveling is like?( use adjectives to describe it) Eg: astonishing ,rough, tiring, exciting, uncomfortable, scary, dangerous sick…Four weeks.Step3 ListeningPut the activities in the correct order.____3____ travel down the River Nile____2____ travel on camels through the Sahara Desert____5____ climb Mountain Kilimanjaro in Tanzania____4____ see wild animals in Kenya____1____ fly to Morocco____6___ go to the HimalayasScanning: words for meanings1.surprising (1) astonishing2.not comfortable(2) uncomfortable3.having big and dangerous waves(3) rough4.having something as part of a group or a set(4) including5.frighten(5) scare6.things such as food, medicine, etc. needed by a group of people(6)supplies Step4 Careful-reading1. According to paragraph 1, __________ .A. Toby is planning a business tripB. Toby usually travels in his summer holidayC. Colin wants to travel before starting universityD. Toby is not very excited about the trip2. In line 13, “there” refers to ____ .A. the United StatesB. MoroccoC. northern AfricaD. the Sahara Desert3. According to paragraph 2, _______ .A. Toby enjoys traveling on camelsB. Toby is worried about traveling on camelsC. Toby will feed the camelsD. Colin loves camels4. According to paragraph 5, Toby wants to __________.A. see a giraffe up closeB. scare animals awayC. take photographs of animalsD. shoot an elephant5. In line 36, “them” refers to _______.A. the elephantsB. Colin and TobyC. the guidesD. the giraffes6. According to the letter, Toby enjoys ___________ .A. comfortable, expensive holidaysB. cultural holidaysC. adventure holidaysD. staying at homeHow do you think a traveling is like?( use adjectives to describe it) Eg: astonishing ,rough, tiring, exciting, uncomfortable, scary, dangerous sick…。
Unit2 The United Kingdom.Period 1 Warming up and listeningTeaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK andIreland.3. Help the students learn to get information by listening. Teaching methods1). Skimming & scanning methods to make the Ss get a goodunderstanding of the text.Discussion methods to make the Ss understand what they 've learned in class.Pair work of group to get every student to take part in the teaching-and-learning activities.Competition and role-play method to arouse the Ss'interest Teaching proceduresStep 1 Warming up1. Lead-in(1) What do you think of Dongguan? Which place impresses you most?(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about our country? Think what words you?1l need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, letting others guess which place it is.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell the students to say something they know about these places.4. (1) Ask the following question: Do you know how many partsthe UK is made up of? (Scotland/ England/ Wales ----- Britain + Northern Ireland ----- the UK + the Republic of Ireland --------- theBritish Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in the UK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Show some famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in the UK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland.Then ask the students to talk more about the education in the UK.2. Ask: How are classes arranged in schools in the UK?3. (1) Listen to the tape and tick the sentences which are true.(2) Listen to the tape and fill in the timetable below.(3) Listen to the tape and answer the following questions.Step 3 Extension1. Talk about our own timetable.2. Have a discussion about the similarities of the timetables in ourcountry and the UK and also tell the differences between them. Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.Period 2&4 ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages.Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles. Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics.Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map. Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false.( ) 1. Many people around the world study English, and they know a lot about British culture.( ) 2. Great Britain is made up of four countries.()3. The island of Britain is separated from France by the English Chann el. ()4. Scotland is colder throughout the year, but receives less rain.()5. People from different parts of northerin Europe settled in England, so the culture of the people of the British Isles was in flue need by them.()6. The souther n part of Irela nd is now an in depe ndent republic.()7. In modern time, people throughout the British Isles only speak En glish. Step 4 Discussi onShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countriesof the British Isles, which country will you choose and why?Imag ine that you are going on a four-week trip through the UK.Make a travel pla n in which you describe where you go, how long you will stay and why, and what clothes and things you will take. Step 5 Lan guage points【解释】Keys: 1) affected 2) in flue need 3) in flue needIV重点词汇（旨在提供综合运用所需材料）consist vi. 由...组成,在于,一致con sist of=be made up of由… 组成;由… 构成［典例］Substances consist of small particles called molecules.物质是由叫做分子的微粒组成的。
Unit 2 The EvironmentPeriod 4 GrammarTeaching aims:●Ss will learn how a verb-ing form can be used as an adjective or adverb.●How a verb-ing phrase can be used as a verb-ing on its own.●Ss are expected to learn how to use the verb-ing and verb-ing phrase indifferent situation.●Ss are expected to apply the usages to practices by fulfilling some writtentasks.Teaching procedure:Step 1 Revision1. provide the Ss with the following sentences:●Tom is reading the(school)newspaper [ under the tree].subject verb attribute object adverbial●2) Tom is ( strong)S link verb predictave●3)The problem made me <unhappy>.S V O object complement2. to-infinitive can be used as subject, object, object complement, predictive, attribute, adverbial,●To find a best friend is difficult.●I need to sleep for 8 hours every night.●I ask him to come early tomorrow morning.●I have a very important meeting to attend.●He seems to have finished his homework.●My dad came to my school to send me some money.●She is silly to do such a careless thing.●I hurried to the station, only to see there was no bus.Step 2 V-ing1 S: traveling to space can be exciting.2. O: UC, 3PA did make me see a film.I suggest doing this experiment in a different way.3. OC last night, I saw my brother crying when I passed his room.4. P : main thing is getting there in time.5. Attribute:This will have a lasting effect.People running these factories are concerned about the environment.People who run …….6. Adverbialtime:Seeing the teacher enter the classroom , the students all stood up. reason: Working hard ,he did well in every subject.result:The heavy rain lasted three days, causing a lot of damage to this area. condition:, Working hard, you will succeed.accompany: After school, the students rushed out of the classroom, jumping and laughing.Concession：Knowing he told a lie, I give him the money.Step3 complement●Being busy,so I didn’t attend the meeting.●Not knowing the way, a map was bought.●It rained heavily , causing a large flood.●including / excepting / according to / considering都是介词。
牛津译林版（2020）选择性必修第一册Unit 2 The Universal LanguageWele to the unit【教材分析】本节课是牛津译林版（2020）选择性必修第一册的第二单元，主题是“The Universal Language”，属于“Wele to the unit”部分。
本单元主要探讨不同文化之间的交流和语言的重要性，通过介绍英语的发展历史、语言的作用以及跨文化交际的技巧，帮助学生了解语言在人类文明中的地位和作用，并提高他们的跨文化交际能力。
【教学目标】1. 帮助学生了解英语作为全球通用语言的重要性及其历史发展；2. 引导学生认识语言在跨文化交际中的重要作用；3. 培养学生的探究精神和合作学习能力。
【教学重点】本节课的教学重点是让学生了解英语作为全球通用语言的历史背景和原因，以及掌握语言在跨文化交际中的重要性。
【教学难点】本节课的教学难点在于如何通过多样化的教学活动激发学生的学习兴趣，帮助他们深入理解英语作为全球通用语言的地位和作用，以及如何将所学知识应用到实际生活中去。
【学情分析】高一学生已经具备一定的英语基础和自主学习能力，但他们的跨文化交际能力和英语表达能力还有待提高。
同时，学生对不同文化之间的交流和语言的作用也表现出浓厚的兴趣。
因此，在教学过程中，教师应该注重培养学生的跨文化交际能力和英语表达能力，并引导他们将所学知识应用到实际生活中去。
【教学策略】本节课采用多媒体教学和任务型教学相结合的方式，通过展示图片、视频等多媒体资源，引导学生进行小组讨论、角色扮演等活动，帮助他们深入理解英语作为全球通用语言的地位和作用，以及掌握语言在跨文化交际中的重要性。
【教学方法】1. 激活学生的前知：通过提问、讨论等方式了解学生对英语作为全球通用语言的认识程度；2. 教学策略：采用多媒体教学和任务型教学相结合的方式，引导学生进行小组讨论、角色扮演等活动；3. 学生活动：组织学生进行小组讨论、角色扮演等活动，帮助他们加深对英语作为全球通用语言的地位和作用的理解；4. 创设学习环境：通过多样化的教学活动激发学生的学习兴趣，帮助他们积极参与课堂活动；5. 归纳小结：对本节课所学的知识进行总结和回顾，帮助学生巩固所学内容。
Unit 2The universal languageGrammar and usageI. Learning objectivesBy the end of the lesson, students will be able to:1. identify the use of verb-ing forms as subjects and objects;2. use verb-ing forms as subjects and objects in different situations;3. write a passage using verb-ing forms correctly.II. Key competence focus1. Identify the use of verb-ing forms as subjects and objects.2. Use verb-ing forms as subjects and objects in different situations.III. Predicted area of difficulty1. Use verb-ing forms as subjects and objects in different situations.2. Write a passage using verb-ing forms correctly.IV.Teaching proceduresStep 1 Lead-inT shows Ss some sentences with verb-ing forms as subjects and objects in the previous units and asks them to figure out the functions of these verb-ing forms.T: Hello, everyone. First, I’d like to show you some sentences with verb-ing forms in the previous units. Go through these sentences and figure out the functions of these verb-ing forms.·Sliding into the habit was easy, but it was difficult to quit the habit. (B3 U3)(verb-ing forms as subject)·We’ll come back more frequently and we’re also consideringtaking them to the city to live with us. (B2 U3)·As the largest rainforest in the world, the Amazon rainforest plays a significantrole in maintaining the fine balance of the Earth’s ecosystem. (B3 U1)·I was used to checking the news and my friends’ social media updates every few minutes. (B3 U3)(verb-ing forms as objects)T: In the first sentence, “sliding into the habit” serves as a subject. In the next three sentences, the underlined parts function as objects.【设计意图：学生在之前的课文中，已经接触了一些verb-ing形式用作主语和宾语的句子。
牛津高中英语教学设计教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 2 The environment板块：Reading 1Teaching aims:After learning this section, the students will be able to:1.gain an overall understanding of the article and learn to read a debate.2.enhance their reading abilities.3.talk about some practical measures to protect environment in our daily life. Teaching procedures:Step 1 lead inTalk about some environmental problems referred to in last part.1.Show some pictures of environmental problems caused by human beings.2.Put forward the idea that with the improvement of economy, environmental problemshave had impact on human beings seriously.3.Today’s topic: The economy or the environment—must we choose?Step 2 Reading1.Have you ever watched a debate or even taken part in a debate? Do you knowsomething about debates? (encourage students to say something about it)2. Reading strategy: reading a debate IWhat is the order of a debate?①One side: present their points first②The other side: follow and present their points③Have a discussionSkimming: The order of the debateLin Shuiqing presents his points→Qian Liwei presents his points→Open discussion3. Reading strategy: reading a debate IIWhat are the basic elements in a debate?clear views, persuasive language, convincing evidence, support your own idea only follow a certain order for the speakersScanning: Put the subjects each speaker talks about in the correct order. 4. Ask the students to read Lin Shuiqing’s part and state his opinions andsuggestions in details.5. Do you agree with Lin Shuiqing’s opinions? Do you think that we should stopthe developnment of our economy thoroughly to protect the environment?6. Reading strategy: reading a debate IIIWhat else should we pay attention to when we read or listen to a debate?We should not make a final decision until we have read or listened to both sides completely and understood all the arguments made by each side.Go on to read Qian Liwei’s part and state his opinions and suggestions in details. (PPT 19-20)Step 3 Post-readingAfter reading two opinions on two sides, what’s your opinion?What can we do in our daily life in order to protect the environment?Use handkerchief instead of the paper napkin.Use paper bag instead of plastic bag.Do not use one-off chopsticks.Throw cans, bottles, paper and plastic into the dustbin.…Step 4 HomeworkPrepare a debate。
A d v a n c e W i t h E n g l i s hM o d u l e2M a k i n g D i s c o v e r i e sU n i t2W i s h Y o u W e r e H e r ePeriod 1 Welcome to the unitTeaching Aims:1. Learn about traveling2. Develop students’ speaking ability by talking about places in the world and traveling.Teaching Important Point:Develop students’ speaking ability.Teaching Difficult Point:How to get students to speak more and improve their speaking ability. Teaching Methods:1. Free talk to arouse students’ interest in traveling.2. Discussion to make students finish the task of speaking.Teaching Aids:1. The multimedia2. The blackboardTeaching Procedures;Step 1 Greeting and Lead-in(Show the students some pictures on the screen)1. Do you like traveling?Do you want to visit these picturesque places?Why do you want to visit these places?Stpe 2 Welcome to the unit(Show the students 4 pictures of Africa, Australia, Brazil, and Gobi Desert) Which of these places would you like to visit most?And why?Step 3 Some questions about yourself1. Have you ever been to some places?2. What is the most exciting place you have ever been to?3. Try to describe the place for us.Step 4 Pair WorkBob just come back from Sydney, and now Susan is asking him about his trip.1. Work in pairs and try to use the following expressions.Useful expressions:• What do you think of the city?• How do you find the city?• Are there any places of historic interest to see in this city?• What is the city famous for?• Would you please tell me something about the historic art of the city?• I’d like to look around the city.• How I wish I could go there someday!2. Act out your dialogue in front of the class.Step 5 Discussion-- talk about traveling(show the following on the screen)Bob likes traveling, but Jean thinks it too costly and she has a good idea about how to travel without paying too much.Step 6 Homework1.Find more information about places in the world and traveling.2.Preview the reading text.Good staying with you!Thank you for your cooperation!。
Unit 2The universal languageExtended readingI. Learning objectivesBy the end of the lesson, the students will be able to:1.learn about Beethoven’s life and his works;2.discuss the personality of Beethoven;3.master the writing techniques of this article.II. Key competence focusL earn about Beethoven’s life and his works.III. Predicted area of difficultyMaster the writing techniques of this article.IV. Teaching proceduresStep 1 Lead-inT plays a Quiz with Ss to arouse their interest in the well-known musician:T lists relevant information and encourages Ss to guess the name of the musician. 【设计意图：学生通过猜名人游戏对即将阅读的故事主人公相关信息有一定的了解，同时吸引学生对高雅艺术的求知欲望，为下一步分析人物品质打下基础。
】Step 2 Global reading1. T asks Ss to go through the passage quickly and sum up the main idea of each paragraph.2. T encourages Ss to analyze the structure of the passage.【设计意图：指导学生通过获取、概括、整合等思维活动定位归纳段落主题句，概括段落大意，学会从宏观层面把握文脉，理清语篇整体结构，快速找出文章主旨，培养学生查找、处理、整合信息的能力。
】Step 3Close reading1.T asks Ss to read Para. 1 again to discuss the following question: ·Compare the reactions of the audience and Beethoven.What impresses you most after reading Para. 1?Audience: broke into enthusiastic cheers; standing, clapping, waving their hats and handkerchiefsBeethoven: unaware of the audience’s response until one turned him around Audience: astonished; admired; moved; respectfulBeethoven (might be): calm; content; comfortable2.T directs Ss to go through Para. 2 and answer the following questions:(1)Was Beethoven regarded as a promising musician only by his talent?No. Talent is one aspect contributing to his success.(2)What helped Beethoven build up a reputation as a wonderful young musician?Talent together with diligence helped him gain a high reputation when he was young.3.T guides Ss to readPara. 3 and discuss the following questions:(1)What did Beethoven do to overcome the loss of hearing in paragraph 3?He first shared the secret with his brother and reduced his performances. But later, hegot over his psychological barrier, sought for different ways to continue composing andfinally returned to stage with the greatest Symphony No. 9.(2)What personality did Beethoven show during his struggle against the fate?Beethoven displayed his optimism, persistence, diligence, dedication, fearlessness, etc. infighting against fate during the darkest time.4.T asks Ss to analyze the structure of Para. 4 and the logic between the sentences.5.T asks Ss to read Para. 5 and answer the following question:·Why is Beethoven regarded as one of the most remarkable musicians in history? Because of his amazing achievements in music and his determination in his darkest days.【设计意图：针对名人小传的主题语境，在精读环节设计多项阅读任务，培养了学生段落层次分析及观点提取并整合输出的能力，引导学生更深刻地体会语篇写作目的和语言实际应用的魅力。
】Step 4 Critical thinkingT guides Ss to scan the whole passage again and discuss the string of the story and answer the question:·Why does the author choose Symphony No. 9 as the string of the whole passage? Symphony No.9 is regarded as Beethoven’s greatest work. “Ode to Joy” is sung during the final movement of the symphony. Beethoven is the musician who lost hearing but brought joy to the world. The desperate lows and uplifting highs of the symphony perfectly indicate twists and turns of the musician’s life.【设计意图：让学生通过回顾完整故事，通过关键词提取，找出贯穿全文的线索——贝多芬第九交响乐，从而进一步挖掘作者写作意图，启发学生构建音乐与音乐家的故事之间的桥梁。
通过了解人物故事，了解他们所做的贡献以及高尚的品质，帮助他们学习理解并内化到自己的日常学习生活中。
】Step 5 AppreciationT introduces the concept “flashback”to Ss and asks Ss to appreciate its function. T: In some texts, the events are notput exactly in time order;instead, an event that happenedearlier is put in the middle ofthe main story, which is calledflashback. You can tell you arereading a flashback when thestory goes back to the past witha change of scene. There isusually a transitional sentenceindicating the change. 【设计意图：引导学生进一步研读语篇，介绍闪回（倒叙）写作手法，了解此类写作手法的目的、效果及如何闪回（倒叙），提升阅读欣赏水平。
】V. Homework1.Suppose your friend Li Lei is suffering from depression and feeling ashamed of his terrible condition. Use what you’ve learned from the story of Beethoven and write a letter to comfort him.2.Explore the Internet and find more about Beethoven and his works.One possible version:Dear Li Lei,Thank you for your trust. I’m sorry to hear about your current situation. Actually, life can be tough sometimes, and anybody can hardly avoid stress and negative feelings, including you and me.I’d like to share with you a story of Beethoven I recently read. As a musician, he suffered from the loss of hearing most of his life. At the beginning, he found it hard to admit his problem and kept it a secret. But later, he wrote to his brother and sought for effective ways to live a life full of music. With great determination during the darkest time, he composed the well-known symphonies, such as No. 5 ‘Fate’, and No. 9 ‘Ode to joy’. I strongly recommend you to listen to his symphonies, in which you can feel twists and turns of life and perseverance of the musician.If you’d like to have a chat, don’t hesitate to contact me. Hope you’ll feel better and we’ll appreciate Beethoven’s symphonies together.YoursfaithfullyLi Hua。
