高二英语 book5 M5 the teaching plan for reading

高二英语教师教学工作计划I. IntroductionAs a high school English teacher, it is important to have a solid teaching plan in place to ensure that students receive a comprehensive English education. This work plan outlines the key components of effective English teaching, including curriculum design, teaching strategies, assessment methods, and professional development. By following this plan, I aim to provide high-quality English education to my students and help them achieve their academic goals.II. Curriculum DesignA. Understand the CurriculumThe first step in designing an effective English curriculum is to thoroughly understand the curriculum guidelines provided by the school or education board. I will carefully review the curriculum documents and familiarize myself with the learning objectives, content standards, and assessment criteria for each grade level.B. Develop Learning ObjectivesBased on the curriculum guidelines, I will develop clear and measurable learning objectives for each unit and lesson. These objectives will align with the curriculum standards and reflect the specific skills and knowledge that students are expected to acquire.C. Select Suitable Texts and MaterialsI will carefully select a variety of reading materials, including literature, non-fiction, and informational texts, to support the learning objectives. These texts will be diverse and culturally relevant, engaging students in meaningful discussions and critical thinking activities.D. Integrate TechnologyIncorporating technology into the curriculum can enhance students' learning experiences and provide them with opportunities to develop digital literacy skills. I will integrate technology into my English lessons by using online resources, interactive multimedia, and educational software.III. Teaching StrategiesA. Differentiated InstructionRecognizing that students have different learning styles, abilities, and needs, I will employ differentiated instruction strategies to accommodate diverse learners. This may include offering varied learning activities, providing extra support for struggling students, and challenging advanced learners with enrichment opportunities.I believe that active learning is essential for promoting student engagement and participation. I will incorporate a variety of interactive teaching methods, such as group discussions, debates, role-playing, and project-based learning, to encourage students to take an active role in their own learning.C. Literacy Skills DevelopmentIn addition to reading and writing, I will focus on developing students' critical thinking, communication, and research skills. This will involve teaching students how to analyze texts, evaluate sources, write persuasively, and present their ideas effectively.D. Culturally Responsive TeachingIt is important to create a culturally inclusive and respectful learning environment for all students. I will incorporate multicultural literature, diverse perspectives, and global issues into the curriculum to promote cultural awareness and appreciation.IV. Assessment MethodsA. Formative AssessmentsI will use formative assessments, such as quizzes, class discussions, and homework assignments, to monitor students' progress and provide timely feedback. These assessments will help me identify areas where students may need additional support and adjust my teaching as needed.B. Summative AssessmentsTo measure students' overall achievement, I will administer summative assessments, such as unit tests, projects, and essays. These assessments will be aligned with the curriculum standards and provide a comprehensive evaluation of students' knowledge and skills.C. Authentic AssessmentsIn addition to traditional assessments, I will utilize authentic assessments, such as performance tasks, presentations, and portfolios, to assess students' real-world application of English language skills. These assessments will provide students with opportunities to demonstrate their learning in meaningful and relevant ways.D. Data AnalysisI will analyze assessment data to identify trends, patterns, and areas for improvement in students' learning. This data will inform my instructional decisions and help me tailor my teaching to better meet students' needs.V. Professional DevelopmentAs an English teacher, it is important for me to continue learning and growing in my profession. I will seek out professional development opportunities, such as workshops, conferences, and online courses, to stay current with best practices in English education.B. CollaborationI will collaborate with colleagues, both within the English department and across other subject areas, to exchange ideas, share resources, and collaborate on interdisciplinary projects. This collaboration will enrich my teaching practice and benefit students by providing them with a well-rounded education.C. Reflective PracticeI will engage in reflective practice by regularly reflecting on my teaching, seeking feedback from students and colleagues, and evaluating the effectiveness of my instructional strategies. This reflective approach will help me identify areas for improvement and refine my teaching methods.D. Professional OrganizationsI will actively participate in professional organizations, such as the National Council of Teachers of English, to connect with other English educators, access valuable resources, and contribute to the advancement of English education.VI. ConclusionIn conclusion, this work plan serves as a roadmap for my teaching practice as a high school English teacher. By following the outlined strategies for curriculum design, teaching methods, assessment practices, and professional development, I aim to provide high-quality English education to my students and help them succeed academically. I am committed to continuously refining my teaching practice and providing students with a meaningful and enriching learning experience.。

Teaching Plan for Book 5Unit1 Great Scientist (Reading)Teaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interest4.Teaching aidsThe multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresI. Warming up1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.) 2. Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)3. How much do you know about AIDS?1) Pair work—questions for discussion ? What’s t he full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)2) AIDS QUIZ (individual work)1) AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The s tudent’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practice supporting and challenging an opinion.To practice listening comprehension.TEACHING PROCEDURESI. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers sh ould try to use these expressions as many as possible to raise students’ awareness.2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment) 3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS1. How many AIDS patients all over the world? Where are they? And are they young or old?2. What kinds of social problems can AIDS cause?3. How about the situation in China? ? About drugs1. Is the use of drugs such as heroin, serious? Why do you think so?2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?2. What kinds of danger can it cause to our body?3. Can you think of the other dangers of smoking? ? About drinking1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they?3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or chal lenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ?3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we you th are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read thepassage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).The Third PeriodGOALS:? To learn more knowledge about AIDS.? To help students understand the attitudes and spirits of living with disease ? To learn some useful language pointI. Pre-readingLife is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out that you had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but ther e’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.II. While-readingQuestions:Q1: How did cancer change the writer’s life?Q2: Compare the writer’s situat ion with that of Xiaohua. In what way are their experiences similaror different?Q3: Do their experiences strike you?Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)III. WritingLife is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to followStep one: think about your past days: what were some events that made you very happy? What made you very sad?Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).Step three: talk about the happy and sad things to your partner, with reference to the timeline. Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.Step five: work out an outline of what you are going to write.Step six: read an exampleStep seven: begin to write.IV. Homework1. Write an essay about an important event in your life.The Fifth PeriodGOALS: ?To learn about some antonyms ?To practice using some useful words and phrases in the textTEACHING PROCEDURESI. Lead-inAsk students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this way Q1. Do you still remember Xiaohua?Q2. What has happened to her?Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)II. Learn and practice using some antonyms1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)1. In February 2003 some people got ____ a strange disease and died within a month.2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.3. People think it a serious crime to attack _______ children.4. AIDS can be transmitted by having ______ sex.5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.III. Practice using some useful words and phrases in the text.(Translate the following sentences with the help of Chinese or italic words.)1. The doctor ______ (诊断)my illness as a rare skin disease.2. He has _______ （恢复）from his bad cold and can go out tomorrow.3. The disease makes her realize how _______ （宝贵）life is.4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the_______________（灰心丧气的病人）7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of ______________.（延误的治疗）The Sixth PeriodGOALS: ?To learn the Subjunctive Mood?To make students get familiar with the Subjunctive Mood and master it by using it in different situationsTEACHING PROCEDURESI. Lead-in1) Show students the picture of Xiaohua and ask them two questions:Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)Q2. How was she infected with AIDS? (She was infected by birth.)2) Xiaohua was born dying and she has no choices. But many people who really have many choices don’t realize how precious life is and do a lot of harms to themselves.1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.II. More Situations1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she iscelebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?III. Homework1. Finish all the grammar exercises on SB and WB2. Review the whole unitTeaching Plan for Book 5Unit2 The United Kingdom.Teaching 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 and Ireland.3. Help the students learn to get information by listening.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.5.Discussion methods to make the Ss understand what they’ve learned in class.6.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching 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 whatabout our country? Think what words you¡¯ll 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 guesswhich 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 parts the UK is made up of?(Scotland/ England/ Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some importantcities 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 andlife. (Show some famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and otherthings in the UK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland. Then ask the students totalk 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 our country and the UK and alsotell the differences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The second period SpeakingTeaching GoalsTrain the students¡¯ spoken EnglishImprove the students¡¯ ability of imagination and debatePractice expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2. Talk about the 28th Olympic Games3. Talk about their favorite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?Step3 Tips on how to express agreement and disagreementStep5 HomeworkPreview the reading passageThe third period 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 Channel.( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English.Step 4 DiscussionShow 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 countries of the British Isles, which country will you choose and why?Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.The fourth period Grammar and Language studyTeaching goals1. Learn about the appositive clause.2. Identify noun clauses.3. Enable students to use new words.Teaching proceduresStep 1 Review the vocabulary and complete the sentences.a. Students work in pairs first.b. The teacher check the answers.Step 2 Brainstorminga. Review the text and present the appositive clause by asking questions:1.What impresses you most in the passage ?The fact that ¡ impresses me most.2.What have you already known before reading the passage ?I have known the fact that ¡3.Did you hear any news about Britain recently ?I heard the news that ¡b. Collect answers as many as possible ,reminding studentsof sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is coming.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn something practical.c. The teacher offers explanation if necessary.Step 4 Tell the function of the following sentences.1.The idea that Great Britain is made up of three countries¡¯ Corner ,Big Ben and the Tower of London is past.2.The fact that Great Britain is made up of three countries is still unknown to many.3.The result of so much French influence was that the English language ended up with manyFrench words such as table, animal and age.4.Some people feel that Wales is an ancient fairy land.5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.6.They realize that it is of great value to record and teach them to the younger generation. Step 5 ConsolidationConsolidate what have been learned by doing further exercises.The Fifth Period Integrative SkillsTeaching Goals:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Learn things about the city Salisbury.3. Know more about Britain.4. Cultivate the students’ abilities of concluding and reasoning.Teaching procedures:Step 1: Lead inTeacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?Who wrote the story?Do you know something about Daniel Defoe?Step 3 Extension1. More to know about life in Britain: When talking about life in England, we ju st can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be found with names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!(A video clip is presented about a pub.)About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.2. Let the students say something about the British Isles as far as they know.Step 4 Homework:Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:1. Choose any place you know or you like and write a short passage about it.2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.Teaching Plan for Book 5Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Teaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books.Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books.。

Teaching Plan for Unit 5 Book 2By Wang YanhongJingmen Longquan High School Teaching aims:1.To develop the students’reading skills of scanning , skimming andanalyzing.2.To enable the students to talk about different types of music.3.To arouse the students’interest in music and inspire them to learnfrom the success of the Monkees.Teaching contents:Reading passage of Unit 5 “A Band That Wasn’t”Teaching focus1.Reading comprehension of the passage2.Words & expressions about musicTeaching methodsAudio-visual method; task-based teaching method; the communicative approachTeaching procedures:Step I Lead inAsk the students about their music taste and get them to talk about different styles of music1) Play the video clip of the Monkees performing.Questions: Do you like their music?Do you know what the name of the band is?What kind of music do you like best?2) Play some pieces of music for the students to tell what styles of musicthey belong to.Step II Reading1)Fast readingAsk the student to scan the passage and find out the answers to the following questionsQuestion 1: What does the band in the title refer to?Question 2: Why is the band called “the band that wasn’t ”?2) Reading for main ideaAsk the students to read the passage and find out the main idea of each paragraph, paying special attention to the topic sentences.3) Reading and listening for detailsPlay the recording of the passage for the students to follow and discuss in groups to find out the details about the forming and rise to fame of different bands.Task : A competitionGet the students to discuss in groups and put the important events inthe growth of the Monkees in the right order. See who can finish the task in the shortest time.Step III ConsolidationTask : An interview1)Ask the students to work in groups of five to practise an interview ofmembers of the Monkees.2)Get some groups to present their interview in front of the class.Step IV HomeworkWrite a brief introduction about “The Monkees” based on what the students have learned. They may visit the website:/view/1361670.htm。

Teaching Plan for Lesson5, Unit 5, J2, Go for it! Learning objectives:1.Words & Expressions:Learn and understand the words and phrases: invitation, training, chemistry .).2.Structures & the use:Learn the sentence patterns for saying why you can't visit next week."I'm +verb+ing"&"I have to + verb"3.Reading skills and strategies:(1) Predicting what the passage may be about with the information andquestions(2) Skimming the passage and confirm the prediction.(3) Scanning the passage for the detailed information.Teaching Procedures:Stage 1: Pre-reading StageStep 1: greeting and students' free.Step 2: review the days of the week and the months of the year by getting students to recall them one by one.Step 3: students play a game. Group race, T write the date on the blackboard and students say it out in English as soon as they can. The more they say the more point will they get.T: ok! Now I write the number and you say it out in English.Step 4: students look at the calendar in 3a and have a guess: what is the e-mail massage about?Stage 2: While-reading StageStep 1: Ss read the passage and confirm their predictions.Step 2: Ss read the passage and make sure : When was the e-mail wrote?in order to prepare for next procedure. T get them to payattention to the words such as :this evening, and tomorrow, onwednesday.Step 3: Ss read the e-mail message. Then complete the calendar below.Step 4: T check answer by asking students to read the sentenceswhich they find the answer.(T reminds Ss of underlining the keywords and expressions while reading.)Step 5: T get students to focus on the key words and the sentence structures :"I'm +verb+ing"&"I have to + verb"Step 6: students practice the sentence structures by using them make some sentence s by themselves.Stage 3: Post-reading StageStep 1: Ss talk about their own calendars and finish activity 3b : fill in the blanks in the e-mail e "I'm +verb+ing"&"I have to+ verb"Step 2: pair work. Students make a dialogue according to their calendar in the model of activity 4.Stage 4: Summary and homeworkStep 1: T guides Ss to sum up the new words in the reading (invitation, training, chenmistry .).Step 2: T guides Ss to sum up how to say why you can't visit next week. Step 3: Ss write an e-mail message to a friend. Say why you can't visit next week.反思报告for lesson 5, unit 5 in go for it.这这次的实践教学中我发现了两个主要问题: 第一，各个教学活动间的相关性不大；第二，没有正确理解教材活动的意图，出现做错的情况。

Unit 5 Dealing with AIDST eaching Objectives:Upon the completion of the lesson, the students shall be able to:1) master the key language points in the text;2) grasp the main idea and structure of the text;3) talk briefly about what is the theme of the text and what attitudeshould we have toward life:4) improve the abilities of listening, speaking, reading, writing andtranslating.Key Points:Words and Expressions:hang out, turn one’s back on, break down, make sense, put aside,invincible, hold in, stick out, for one’s sake, deal with, affect, etc.Difficult Sentences:I didn’t know what to do, so once again I blew it off.People looked at him as if he had a plague, and our friends from schoolwanted nothing to do with him.Grammatical Points:There was no use in hiding it. 相当于句式“There +be +no use +doingsth.”There was nothing that I could do but watch him die. In this sentence,how the word “but” is used.Difficult Points: Confronted with AIDS, what kind of attitude should we have and what isthe theme of this passage?Duration:180 minutesPrerequisites:Before class, students should1) preview the text for new word and phrase acquisition, and also for themain idea of the passage;2) study the preview questions listed on page 68 and generate their ownresponses.3) visit library to research about the information of AIDS.T eaching Procedure: 1)Review the text of Unit 4 World of the Future and briefly explain TextII How Technology Shapes Our World? with the questions on page63.(10 minutes)2) Background information introduction: AIDS (5minutes);3) Warming-up activity: Teacher organizes a paired discussion on thepre-reading questions(page 64)(5minutes);4) Organizing student group discussion on text comprehension questions(page 65) (8 minutes)5) Introducing usages of important words and expressions and helpstudents to practice them (30 minutes);6) Analyzing text structure and main idea (10 minutes);7) Presenting the text on the basis of on-going communication withstudents, explaining cultural background and key language pointsincluding difficult sentences and grammatical points (95 minutes);8) Organizing student group discussion of post questions to furtherunderstand the text (10 minutes);9) Summarizing the lesson( 5minutes);10) Assignment or follow-up activities(2 minutes).Teaching ProcedureProcedure 1:Revision1)Dictation2)Briefly explain Text II of Unit 4 by asking questions:a.What is the author’s explanation for innovation?b.What is one of the Internet’s toughest challenges we face?c.What is the significance of protecting intellectual property?Procedure 2: Background InformationWhat Does "AIDS" Mean?AIDS stands for Acquired Immune Deficiency Syndrome:∙Acquired means you can get infected with it.∙Immune Deficiency means a weakness in the body's system that fights diseases.∙Syndrome means a group of health problems that make up a disease.AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make "antibodies" -- special molecules to fight HIV.A blood test for HIV looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called "HIV-Positive."Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called "opportunistic infections."How Do You Get AIDS?You don't actually "get" AIDS. You might get infected with HIV, and later you might develop AIDS. You can get infected with HIV from anyone who's infected, even if they don't look sick and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:∙having sex with an infected person;∙sharing a needle (shooting drugs) with someone who's infected;∙being born when their mother is infected, or drinking the breast milk of an infected woman.Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.The Centers for Disease Control and Prevention (CDC) estimates that 1 million to 1.2 million U.S. residents are living with HIV infection, about one quarter of whom are unaware of their infection. Each year, there are about 40,000 new infections. Of these, about 70 percent are among men and 30 percent among women. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly. For more information, see the U.S. Government fact sheet at /factsheets/aidsstat.htm.What Happens if I'm HIV Positive?You might not know if you get infected by HIV. Some people get fever, headache, sore muscles and joints, stomach ache, swollen lymph glands, or a skin rash for one or two weeks. Most people think it's the flu. Some people have no symptoms. Fact Sheet 103 has more information on the early stage of HIV infection.The virus will multiply in your body for a few weeks or even months before your immune system responds. During this time, you won't test positive for HIV, but you can infect other people.When your immune system responds, it starts to make antibodies. When this happens, you will test positive for HIV. After the first flu-like symptoms, some people with HIV stay healthy for ten years or longer. But during this time, HIV is damaging your immune system.One way to measure the damage to your immune system is to count your CD4+ cells. These cells, also called "T-helper" cells, are an important part of the immune system. Healthy people have between 500 and 1,500 CD4 cells in a milliliter of blood. Fact Sheet 124 has more information on CD4 cells.Without treatment, your CD4 cell count will most likely go down. You might start having signs of HIV disease like fevers, night sweats, diarrhea, or swollen lymph nodes. If you have HIV disease, these problems will last more than a few days, and probably continue for several weeks.How Do I Know if I Have AIDS?HIV disease becomes AIDS when your immune system is seriously damaged. If you have less than 200 CD4+ cells or if your CD4 percentage is less than 14%, you have AIDS. See Fact Sheet 124 for more information on CD4 cells. If you get an opportunistic infection, you have AIDS. There is an "official" list of opportunistic infections, put out by the Centers for Disease Control (CDC). The most common ones are:∙PCP (Pneumocystis pneumonia), a lung infection;∙KS (Kaposi's sarcoma), a skin cancer;∙CMV (Cytomegalovirus), an infection that usually affects the eyes; and∙Candida, a fungal infection that can cause thrush (a white film in your mouth) or infections in your throat or vagina, see Fact Sheet 501.AIDS-related diseases also include serious weight loss, brain tumors, and other health problems. Without treatment, these opportunistic infections can kill you. The official (technical) CDC definition of AIDS is available at/mmwr/preview/mmwrhtml/00018871.htm.Procedure 3: W arming-Up ActivityPre-reading Questions:1)What kind of disease do you know AIDS is?2)How much do you know about 2003’s SARS attack?Procedure 4: Text Comprehension Pre-Questions1)Decide which of the following best states the author’s purpose of writing?A.To show the cruelty of AIDS.B.To explain the cause of AIDS.C.To reveal how AIDS attacks youngsters.D.To display how dealing with AIDS consolidates friendship.2)Judge, according to the text, whether the following statements are true or false.a.The author was a happy boy without worry or sorrow before his friend Davidsuffered from AIDS.b.David and the author were very close friends until they entered high school.c.One day David told the author the truth, and he believed David without any doubt.d.The author’s friends treated him that way because they were too young to knowhow to deal with situations like that.e.The author spent a two-week holiday with his family willingly and pleasantly.3)Answering the following questions.a.Why didn’t the author and David hang out much when they were at high schoolaccording to the author?b.What caused David’s lethal disease?c.The author lost most of his friends, didn’t he? Why?d.Why was David put in the hospital?Procedure 5: Language Points: W ords and Expressionshang out:把…挂出set up; displayOn National Day red flags are hung out of every window.国庆节那天，每个窗口都挂出红旗。

高中英语高二年级The teaching plan for Daddy’s hands教案讲义一、教学目标 (Instructional objectives)根据高二学生的知识水平、心理特征等实际情况，结合改编后的文本内容，从知识、技能、情感三个维度来设置本节课的教学目标（如下）：二、教学重难点(Important and difficult points)帮助学生理解、内化、运用阅读材料中的重要词汇和句型。

启发学生阅读思维，提高对文本信息的概括总结、推理判断等阅读能力。

引导学生通过对文本的深层理解和探讨，真正领会作者的意图和文章的精髓，并联系自己的生活实际，进行自我剖析，加深对爱的理解。

三、教学过程 (Teaching process)新课程标准理念指导下的高中英语阅读教学逐步从对文2010）（浅层梳理） （深层理解） （思维表达） 为此，本节课的教学设计思路从文字、文学与文化三个层面入手。

首先，通过文字表层信息的获取，了解并概括父亲双手的特点，然后从文学层面剖析父亲人物形象特征，挖掘文本意蕴和作者写作意图，最后对文本进行文化性意义建构,即学生将文本所创造的语义世界和个人生活世界相联系, 加深对自身与世界的认识与理解，以切己的体验去发现、感悟、表达生活中人与人之间的真情大爱。

基于以上教学思路，设计了如下教学步骤：❖附：详细教学步骤Step 1 Lead-inT: Hello, everyone. How are you today?Ss: …T: What did you see in the video before class?Ss: Hands.T: Exactly. Are hands useful in life?Ss: Yes.T: What can they do?S: …T: Hands can feel cold and warm, so they are sensitive. What else can they do?S: …T: Look at the picture. Whose hands?Ss: …T: Actually my daughter’s. What do you think of her hands?Ss: …T: Her hands are very sensitive because they could understand my feelings when I feel tired or unhappy. They could convey the message of comfort.Step 2 Reading for details1. PredictingT: Hands can do many things and convey messages. Are they magic?Ss: Yes.T: Now today we’ll come to meet with a pair of special hands. Whose hands?Ss: …T: (T writes Daddy’s hands on the blackboard.) Who’s the writer?Ss: Floanne Kersh.T: Can you guess what she will tell us about the hands?Ss: …2. Reading for the details of Daddy’s hands (in Paras. 1-6 )T: Now please go through Paragraphs 1-6 in three minutes, and think about the three questions on the screen?(Three minutes later.)T: How were the hands? What could they do?Ss: …T: Daddy did a lot of things. Which impresses youS: …T: Why is it impressive to you?S: …T: So what do you think of Daddy’s hands?(Get the students to fill in the blanks on the screen: as _________ as a father’s; as __________ as a mother’s.)T: Why did Daddy have such hands?Ss: …T: Here is a sentence in Paragraph 2. It goes “Perhaps that is where his hands found their direction.” What does “that” refer to?S: …T: What’s the direction of his hands?S: …T: Daddy became a provider as a son, and he remained a provider as a husband and a father. What do you think of Daddy as a son, a husband and a father? (Ss share the ideas about the image of Daddy in groups of four.)T: What do you think of Daddy?T: How do you know? Can you find some details or evidence from the passage?S: …T: If you are asked to use one word to describe Daddy, what’s it?S: …T: My word will be “devoted”. Daddy was devoted to his family, so what messages did his hands convey? Ss: Love and devotion.3. Reading for the details about the writer’s emotions when Daddy was dying (in Paras. 7-9)T: What happened to Daddy years later?Ss: Daddy was dying.T: When he’s dying, what did his hands look like? And how did I feel? Now would you please go through Paragraphs 7-9 in two minutes?(Ss are required to work in two different groups. Group One are to find out sentences that describe the writer’s feelings and Group Two are to pick out words describing the hands.) (Two minutes later.)T: What did I do when Daddy was dying?S: …T: Why did I sit tearfully but smile proudly?Ss: …T: How were the hands when he was dying?Ss: …T: Why did I think hands with age spots beautiful? S: The daughter shows love to Daddy.T: With love and devotion in your heart, everything seems to be beautiful. Do you agree?Ss: Yes.Step 3 Reading for the themeT: Which sentence shows the hands were beautiful? Shall we read it together?Ss: …T: The writer compares Daddy’s hands with mothers’. Can you find out more sentences that compare Daddy with others?S: …T: Do you notice the change of the words in the three sentences? Why did the writer change the words?S: …T: What feeling did she convey?Ss: …Step 4 Reading for appreciationT: How beautiful are the hands! You may have found the language of the passage is beautiful as well. Ss: Yes.T: Why not enjoy the passage again and pick out your favorite sentences?(Ss have several minutes to get it ready.)Ss: …T: Your sentences are all nice. Here are my favorite sentences. Shall we read it together?Ss: …Step 5 Reading for writingT: The writer used so beautiful language to describe Daddy’s hands, what’s her purpose?Ss: …T: To honor Father’s love and convey her love to Father.Step 6 Thinking outside the boxT: What will you choose to describe if you want to convey your love to someone, like your parent, teacher, or friend?(Ss work in groups of four and describe something that represents their beloved ones in at least 4-5 sentences. Useful sentence structures are presented on the screen for the Ss’ reference.)(Several minutes later, some Ss are asked to give their voices in front of the class. T gives comments on the Ss’ performances. )Step 7 SummaryT: Life is full of love. Love is so deep that it’s hard to notice. Love is so silent that it’s hard to feel. So what should we do?Ss: …T: Here are my words for all of you. Please listen patiently with your ears, observe carefully with your ears, so that you can feel love from others. Love is so valuable that you should value it with your hearts. Never forget to express your love with actions. Thisis great “LOVE ”.Step 8 Assignment1. Re-read the passage and pick out 5 to 8 beautiful sentences to recite.2. Write a passage about the description of a specific thing that represents your beloved father, mother, etc.四、板书设计 (Layout of writing on the blackboard)（注：黑板右边罗列的词汇（如sensitive, convey, comfort 等）是本节课导入的生词和重要词汇，根据课堂实情进行相应呈现、调整或补充。

Teaching plansThe British Isles想做蓝天Teaching aims and demands:Make sure Ss learn about some information about The British IslesImprove Ss’ ability of reading comprehensionTeaching approach:Task-based, equipment-aided, students-centeredTeaching procedures:Step 1 Lead-inShow Ss some pictures of famous sceneries, and then ask them to guess where they are.Show Ss a map of the British Isles and ask Ss if they can tell the main countries.Step 2 PresentationWhich of the following topics are mentioned in the text: geography, climate, culture, history, language, sports, music?(All except sports and music.)Step 3 ReadingI. SkimmingThere is a topic sentence in each paragraph. Ss skim the text and try to find them out.Para. 1: The idea that England stands for Fish & Chips, Speakers’ Corner, Big Ben and the Tower of London is past.Para. 2: The British Isles are a group of islands that lies off the west coast of Europe.Para. 3: The climate of the British Isles is mild with a lot of rain.Para. 4: The culture of the people of the British Isles was influenced by the culture of the people on the Europe mainland.Para. 5: In 1066 England was conquered by the French.Para. 6: The United Kingdom has a long history.Para. 7: In modern times, people throughout the British Isles speak English.II. ScanningSs scan the text and decide whether the following sentences are true or false.1.The Tower of London is very famous in Britain. (T)2.The United Kingdom is made up of Britain Island and Ireland Island. (F)3.The British Isles had a great effect on the culture of the Europeanmainland. (F)4.French was considered a noble language in the 12th century in Britain.(T)5.Ireland has been an independent republic since the ancient times. (F)6.The Isle of Man is ruled by the United Kingdom. (F)III. DetailsFill in the map of the British Isles. Show Ss the national flags and the national emblems of UK and Ireland,Step 5 TalkingSuppose you are a guide, introduce the British Isles in your own words according to the text.。