北师大高中英语必修二Module 2 Unit 6 教学设计教学设计及学案解析

Unit 6 The AdmirableLesson 2 History Makers【教学目标】Students will be able to1. discuss facts and admirable qualities about Mahatma Gandhi and Martin Luther King2. listen to a dialogue about Martin Luther King and put events in order3. listen for details4. recall information previously heard5. listen for expressions on certainty/uncertainty6. express certainty/uncertainty in discussion【教学重难点】1. listening for details2. expressing certainty/uncertainty in discussion【教学过程】1. What do you know about Mahatma Gandhi and Martin Luther King?(1) Draw students’ attention to the title of the lesson and ask what it means, i.e., a person that manages to bring a significant change in the lives of many people.(2) Allow students to work individually or in pairs if they are struggling to complete the task.(3) Read the sentences. Explain any difficult words. Point out that some facts may be common for both Mahatma Gandhi and Martin Luther King.(4) Students write G for Gandhi and K for King next to the sentences that match them.(5) Review the answers as a class.2. Listen, add years and order.(1) Read the Skill Builder box. Sequencing skill is important when listening to facts about a person or story. Read aloud the events. Explain any unknown words.(2) Play the discussion once and have students listen for understanding. They can make notes on the events.(3) Advise students to add the year for each event first as this will help them to order the events.(4) Play the discussion a second time and have students work on their own to complete the task. Have students review their answers in pairs or asa class.3. Listen again and complete.(1) Explain to students that they will listen to the discussion for furtherdetails.(2) Review the sentence frames with students and then ask them to take notes as they listen.(3) Check answers as a class. If needed, replay the discussion.4. Pair Work: Talk about what Martin Luther King did in the following years.(1) In pairs students note down what information they recall about the events in the years.(2) Play a quiz game and award a point to each pair for giving a correct answer. Review answers as a class this way.5. Listen and discuss.(1) Read the questions aloud and play the discussion for general understanding.Question: Why does the girl suggest that they talk about Mahatma Gandhi in their project?(2) Invite volunteers to answer the question.6. Listen again and decide.(1) Read the sentences. Explain how certainty and uncertainty can be expressed. Point out that students need to be careful who the sentence is about, as both of the speakers express their opinions on some points.(2) Play the discussion once and if necessary, play it again. Studentscomplete the exercise.(3) Review answers in pairs or as a class.(4) Challenge students to note down the expression each speaker uses to express their opinion and share their answers with the class, i.e., there’s no doubt; mmm, I’m not sure about …7. Listen, imitate and complete the Talk Builder.(1) Read the sentence frames.(2) Encourage students to work in pairs and complete the sentences from memory.(3) Play the discussion for students to check their answers and complete any blank spaces.(4) Review the answers as a class.8. Present a history maker for China.(1) Provide students with the resources to research a history maker, either books from the library or online tools or this activity could be set as homework.(2) Ask students to share with the class an example of a history maker and their reasons for choosing this person.(3) Students gather information about their chosen history maker using the following titles as a guideline: Background, What did he/she do, and What did he/she achieve. Encourage students to use their own words andthe vocabulary that has been explored in this unit.(4) Students make a short presentation about this person to the class.。

Unit 6 The AdmirableViewing Workshop【教学目标】Students will be able to1. read and talk about Martin Luther King’s speech2. view for understanding3. summarise information4. prepare a short speech about “My Dream”【教学重难点】1. summarising information of a speech2. presenting a short speech about dreams【教学过程】1. Watch the end part of a speech, find the main purpose, and discuss two quotes.1) Ask students to volunteer to read the two quotes. Explain any difficult words.2) Discuss each quotes:a. What is similar about each quote?b. What makes each quote striking?3) Discuss the questions as a class. Review what students remember about Martin Luther King.2. Watch and describe.1) Tell students they will watch Martin Luther King giving the speech. Ask students to take notes of what they notice in the video, the scenery and the audience.2) Discuss the students’ answers.3. Group Work: Talk about your feelings and explain why.1) In small groups students discuss the impression the speech made on them.a. How did the speech make you feel?b. How did the audience feel?c. What made the speech so powerful?d. What was the most interesting part for you?2) Play the video again if necessary.4. Group Work: Find repeated expressions and discuss their effects.1) Students should have already commented on the repetition of two phrases.2) Students write down the repeated phrases.3) Play the video, ask students to count how many times each phrase is repeated.4) In groups students discuss the effects of the repetition.5. Group Work: Watch again and discuss.1) Divide the class into groups of four. Each student chooses one aspect to talk about how it helped to achieve the overall impact of the speech. Refer to the notes below which will guide the students.6. Prepare a short speech “My Dream”.1) Divide the class into small groups and encourage students to talk freely about Martin Luther King’s speech and how the events in his life were channelled into his passion.2) Each student prepares a short speech on “My Dream”. The speech needs to be personal and supported with logical reasoning. Encourage students to use some of the speech presentation techniques that they noticed in the video.3) Students present their speech to the class.。

Unit6 Communication Workshop参考教案Teaching objectives:To practise using linking words (so that )expressing reasonTo design and write a description of your perfect house or flatTo listen to and understand a songTo describe and discuss painting and house.Teaching difficulties:To design and write a description of your perfect house or flatTo describe and discuss painting and house.Ⅰbefore you startFirst ask the students to read the sentence togetherIn front of my house , there is a small pond so that I can swim in it in the summer. What does “so that” express ?Show reasons for doing something.Do the exercise to further practise using so thatUse the notes to write sentences with so thatⅡ WritingStage 1 vocabulary about housesDesign your house or flat. Think about these things:Encourage students to think of words about the house as many as possible.Kind of house/flat: traditional houses, modern flat,Materials: brick, stone, concrete, wood, steel, glass.Rooms: study, dinning room, kitchen, living room, basement, garage, bathroom, balcony.Location: in the middle of forest. , be located at the foot of mountain, build on the river.Special: a yard with a beautiful garden, the house isn’t far away from the sea.Stage 2 Use your ideas to make paragraph plansPara 1: introduction –location/kind of house / flat.Para 2: rooms –what rooms, where they arePara 3: special features of the house /flatPara 4: conclusion –why you want to live there.It is necessary to have students first read the article on page 91Stage 3 work in pairs.Give your plans to your partner and discuss your ideasStage 4 Write the composition about house according to the above paragraphs TalkbackIn groups, read each other’s descriptions. Choose the house/ flat with the best design. ⅢListeningRead through the words with the classStudents then listen to the song to hear which words are mentioned.Ⅳ Listening and speakingListen to the dialogue. What kind of painting are they talking about?Listen again. Complete the expressions in the Function FileRead the StrategiesLook at the painting above . write notes about these questions:Ⅴ Homework: writingWrite a composition about your school。

北师大版（2019）必修第二册Unit 6 The AdmirableWriting Workshop本节课的教材分析：教材来自北师大版（2019）必修第二册Unit 6 The Admirable Writing Workshop。

主要内容是关于写作工作坊的，并围绕写作过程和技巧展开，包括创意写作、日记写作和观察写作等。

教学目标：1. 了解写作工作坊的概念和作用，并理解各种写作方式和技巧的运用。

2. 培养学生的写作兴趣，提高写作能力和创造力。

3. 培养学生的观察力和表达能力。

教学重点：1. 学习和掌握不同类型的写作方式和技巧。

2. 掌握如何通过观察来写作。

教学难点：1. 培养学生的创意和想象力。

2. 提高学生的写作表达能力。

学情分析：学生是高一年级的学生，对英语写作的基础知识已经有一定的了解。

他们对写作的兴趣不高，缺乏创造力和表达能力。

他们习惯于机械性的写作，缺少思考和观察的能力。

教学策略：1. 激发学生的兴趣：通过引入写作工作坊的概念，让学生了解写作的乐趣和意义，激发学生的写作兴趣。

2. 拓展学生的思维：引导学生思考和讨论不同类型的写作方式和技巧，鼓励他们运用所学知识进行创造性的写作。

3. 激发学生的观察力：通过观察写作的例子和练习，培养学生的观察力和表达能力。

教学方法：1. 情境教学法：通过引入写作工作坊的情境，让学生能够理解写作的实际意义和用途。

2. 合作学习法：组织学生进行小组讨论和合作活动，促进学生的参与和交流。

3. 演示法：通过教师的写作范例和示范，帮助学生理解写作的思路和技巧。

通过以上设计，在本节课中，我将尽力激发学生的写作兴趣，培养他们的写作能力和观察力，使他们能够通过写作表达自己的想法和情感。

导入环节（约5分钟）：教学内容：本节课的导入环节旨在引起学生对写作的兴趣，调动学生的主动学习积极性。

教学活动：1.教师播放一段关于成功人士的短视频，激发学生对成功人士的好奇心和欲望。

2.教师出示几张成功人士的图片，要求学生根据图片进行描述和提问，引导学生思考成功人士的特点和成就。

Module 2 Unit 6 教学设计第一课时First Period（Reading）教材分析本课是本单元的第一课。

教材围绕三个著名的画家以及他们的作品展开。

大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。

本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。

本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。

因此在几个活动中分层次帮助学生识记并运用这些词汇。

本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。

第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。

教学内容话题：A Matter of Taste词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade短语及搭配:bine… with, be fixed on, leave the audience guessing,语法: 表时间、地点以及动作的介词第一课时First Period教学目标：At the end of this lesson, students will be able to:1.get to know three famous painters and their masterpieces;2.learn to describe paintings with the words learned教学过程：第二课时Second Period（Grammar）教学目标：At the end of this lesson, students will be able to:e the new words in a new context2. use prepositions of time, place and movement3. use the prepositions and topic words learned to describe a picture 教学过程：第一课时学案I Word BankA: Key Words about painting:colours: ________________________________________________________style: ________________________________________________________subject: ________________________________________________________shapes: ________________________________________________________lines: ________________________________________________________B: Fill in the blanks with the key words1. This is a _________ painting of _______ with ______ colours and ________shapes/_______ background.2. This is a(n) _________ painting of ___________ with _______ colours and______shapes.II Read and answer the following questions1.Who is famous for drawing pretty women"2.Who is more good at drawing simple pictures we often see in our life"3. Who held exhibitions abroad to advance Chinese art"4. Why did Chen Yifei use black as the background of Poppy"5. What is Xu Beihong’s masterpiece"III Read to learn: Find the specific informationB: How many things should be included to introduce a famous painter"第二学时学案Fill in the blanks with words related to painting.For thousands of years, artists have recorded and _________ both the outside world and __________. Some have sought _____, others_____.In the middle ages, some just extended to be ________. During the Renaissance, art grew more _______, for works of great _______ produced by Leonardo da Vinci, Michelangelo , Raphael , Durer, Andult.As times changed, so did art, yielding a rich diversity of _______ and _____. __________ were equally varied. Painting with ______, Ran created masterpieces of ______ and ______. Georges Seurat painted thousands of tiny dames. Jackson Pollock paint on ________.Painting today often seems a mixture of a _______ and ______ culture with _______ technology also contributing to _______ the art form.Lesson 2 Great Buildings教材分析本课是第六单元的第2课，是一节听说技能课。

Basic InformationTheme：Unit6 The Admirable Topic TalkSubject English Grade Senior One Teacher：Beijing Normal University edition of new textbooks. Module 2 Unit6 Topic TalkMaterial AnalysisThis lesson is the topic introduction of the whole unit, which foreshadows the topic vocabulary for the whole unit .There are two listening texts in this lesson and they are both dialogues between two people. These two texts talk about the people you admire and their qualities. They are someone who have made outstanding contributions to the society under the theme of "Man and society". The theme of the lesson is to help students cultivate good conduct and make contributions to society.Analysis of textbook content[What]In the first set of dialogues, Jenny talks about the man she admires -- her uncle, who is a fireman. Firemen do an important job, not only putting out fires, but also saving the lives of people in danger. The firemen show great courage in the face of danger.In the second set of dialogues, they discuss the common qualities of their admirable people, which include courage, bravery, to fight evil, to work hard and to make lives better.[How]They are both dialogues. The two listening contents are closely related to the following three lessons in terms of topic and language.[Why]The textbook chooses these two dialogues as the topic introduction of the whole unit to provoke students to think about good conduct, correct attitude towards life, civic duty,social responsibility and contribution to society. Karl Marx, Lei Feng, Beethoven and other famous people's quotes are selected for students to learn, which foreshadows the theme and vocabulary of the rest of this unit and inspires students to think.Analysis of studentsBe good at:Students are familiar with the topic of this unit, and they can learn about the life, deeds and achievements of the admired people through reading, and can briefly express their views on admired people.Be weak in:It is slightly difficult for students to infer the good qualities of a respectable person from reading the text and it is hard for them to appreciate some stylistic features.Teaching Objectives1. Listen to the historical contributions of Martin Luther King and Gandhi, and be able to appropriately express who is respected and why.2. Preserve your passion for English learning by writing poems.3. Analyse the good qualities of different respected people, judge which ones are respected and improve analytical and critical thinking.4. Face setbacks in life positively,have the courage to learn from respected people,andform a correct outlook on life and values.Teaching key and difficult points【Key points】1. Students can understand the main idea of the text.2. Students can extract key words from the text.【Difficult Points】1. Students can use theme words to describe people they admire.2. Be able to express their feelings about the respected people. Teaching MethodsCommunicative Approach；Task-based Language Teaching Method；Learning Plan-guided Teaching MethodTeaching DesignTeaching objectivesTeachingproceduresTeaching Activities Purpose TimeGet and sortout the main informationin the listening.Step1Warm-Up1. Who is a person you admire?2. Why do you admire him/her?Set up thesituation,intr-oducethe theme.4minsArousestudents’interest,lead in the topic.Step2Pre-listening1. What are some commoncareers?2. What things do theseprofessionals do?3. What are the qualities ofadmirable people? Learn theUselanguagescaffoldingto expandknowledge6minsexamples of a famous scientist, afamous writer, and a famousentrepreneur.learning. Improvestudents’listening and extract useful information.Step3While-listening1. What are the people in thedialogue talking about?2. Who is an admirable person inJenny’s mind?Guide ss toobtainpreliminaryinformationand lead inthe corecontent.15minsLearnunderstandin g expand knowledge,re flect on life.Step4Post-listeningTalk about quotes from famousadmirable people reflecting theirunderstanding of life.Condensesublimatelanguage,broadenhorizon.5minsCombine the knowledgelearned to improve writing ability.Step5Writing1. Write about an admirableperson in your mind.2. Introduce the outline of anexpository essay.3. Share your writing with theclass.With thehelp of oralexpressions,theexpositorystructure issorted out.5minsConclusionStep6SummaryStudents summarize the wholepassage and teacher makessupplementary if necessary.Help Ssconsolidateinformationandsublimatetheir5minsthoughts.。

《Unit 6 Design》教学指导Unit objectivesDraw students' attention to the unit objectives at the top of the page. As this is the last unit of the module 2, ask students which of these objectives they feel most confident about approaching and which they feel least confident about. At the end of the unit, ask students if they now feel more confident about achieving the latter.Resource usedCassette.BackgroundDavid Hockney (1937), English painter and photographer, is famous for his satirical paintings and penetrating portraits.His style is na.ve on purpose and he uses bright and flat acrylic colours. A Bigger Splash (1967) is one of his best known works.Pablo Picasso (1881?C1973), Spanish painter and sculptor, is considered by many the most genial artist of our century. He was creative and prolific. He innovated styles and techniques and was the spinning wheel for many changes in twentieth century painting.Leonardo da Vinci (1452-1519) was an Italian artist and painter. He was also fascinated by machines and designed an early helicopter. He painted the famous 'Mona Lisa'.Wassily Kandinsky (1866?C1944), was a Russian expressionist painter. He painted the first purely abstract paintings in European art. His paintings are characterised by vivid colours and analogies to music.Exercise 1■ Students look at the paintings and names of the artists. Encourage students to say as much as possible about the paintings and the artists.Exercise 2Key Wordsstyle: realistic, abstract, pop, modernsubject: scenery, people, warcolours: light/dark, bright, softshapes: round, square, clearlines: straight/wavy, hard■ Go through the Key Words with the class, asking students to point to one of the paintings which demonstrates the meaning or to translate it. Refer students to a dictionary for checking the meaning of words. Those students who are interested in art will be able to contribute more at this stage.■ In pairs, students look at each painting and match some of the Key Words to it. Have students make sentences about the paintings, e.g. 'This is a realistic painting of scenery with bright colours and clear shapes.'Exercise 3■Students listen to the cassette and identify the paintings the people are talking about. Play the cassette two or three times if necessary.Answers1 da Vinci2 Kandinsky3 Picasso4 HockneyTapescript1 I definitely think this one’s the best. The woman looks so peaceful.It looks like she’s keeping a secret and her eyes are almost watching you. Even though the painting is quite dark, it feels like it is full of light.2 Personally, I think this one is good. It’s got very strong lines and you can almost feel the music. And the colours ?C they’re great ?C they’re really bright. I like abstract paintings because you have t o use your own imagination to understand what the painter is trying to do. I think …3 This one’s my favourite. It shows war really well ?C with the dark, dark colours and the terrible pictures. The lines and shapes are square and hard. They show violence and pain. Look at the horse and the mother with her dead child. It’s a very frightening painting because …4 Well, I think this one’s the best. I really like the bright colours and the clear lines. I love the colour of the water in the swimming pool.Th e style’s strange ?C it’s realistic, but very simple at the same time.■Play the cassette again, pausing after each speaker to ask why he/she likes this painting.Exercise 4■ In pairs, students discuss the paintings saying which they like most. Assi st students, writing any words they want to know on the board.■ Have a hands-up vote on the paintings.OptionsPracticeRevise an area of vocabulary connected with art with the class, e.g. shapes (circle, square, triangle, etc.) or colours (shades of primary colours ?C pale pink, dark red, etc.)ExtensionHave a class discussion about whether students have been to any museums or art galleries, or have read art books or seen any paintings in any other form. Find out if they are interested in the topic and what can be done to make art more accessible to young people.。

《2 Great Buildings》教学指导Objectives■To give opinions about buildings.■To listen and make notes.■To self-assess the difficulty of a listening text and exercise.■To listen and identify stressed words that give new information.■To practise describing places.■To practise using vocabulary of buildings.Resources usedCassette, pictures of buildings.Possible problemsStudents may find the verb look followed by as if, like or an adjective a bit confusing.BackgroundThe Palace of the Doges, in Venice, is one of the finest Gothic buildings anywhere in Europe. It was finally finished in 1498 and was the residence of the Doges or Dukes of Venice.The Post Office Savings Bank building in Budapest was designed by Hungarian architect Odon Lechner in the late nineteenth century. He incorporated Hungarian folk art into his buildings. He was influenced by art nouveau and the Post Office Savings Bank has an element of surreality comparable to the Catalan architect Antoni Gaudi.The Castle of Eilean Donan, on Loch Alsh in Scotland, was built in the thirteenth century but was destroyed by the English in 1719. The castle was in ruins for 200 years until it was restored in 1932.The Chrysler Building in New York was built in 1930 by the architect William van Alen. It is a masterpiece of “art deco”, a movement that grew up in the 1920s and 1930s, first in Paris and then in the USA. Art deco developed from art nouveauwith cleaner, simpler lines. Hyde Park is one of London’s most beautiful landscapes and covers 350 acres of land. Hyde Park provides facilities for many different activities and sports such as rowing, horse riding, rollerblading and even wildlife watching. It is also often the focal point of many public events. King Henry the 8th used to hunt in the park in the 1500s.The quote is by Johann Wolfgang Goethe (1749-1832), German poet, novelist and dramatist. His most famous work is Faust.Routes through the material■ If you are short of time, set some of the exercises for homework and s horten Exercises 7 and 8. ■ If you have time, do the Option Activity.■ If you have two periods for the lesson, a suitable natural break is after Exercise 5.Language Power: pages 78-79.Before you startExercise 1■ In groups, students match the buildings with the photographs and discuss which one of them they like best.■ The groups can then report back to the class.Answers1 a2 c3 d4 bExercise 2Key Wordsperiod: ancient, modern, early twentieth centurymaterials: stone, marble, glass, tiles, metal, concretefeatures: balcony, tower, roof, statuekinds of buildings: palace, bank, castle, skyscraper■ Students check the meaning of the Key Words in a dictionary. ■ In groups, they then discuss what kinds of buildings they can see in the pictures and guess the materials used, and the period. They can see if their guesses are correct in the next exercise.Exercise 3■ Students look at the table and the entries made for the first building.■ Play the cassette two or three times for t hem to complete the table.Answers2 Post Office Savings Bank/early 20th century/(not mentioned)/ fantastic decorations on the roof3 castle/ancient (13th century)/stone/tower and thick walls4 skyscraper/1930s/metal, concrete and glass/metal roofTapescriptFemale: Good evening and welcome to “Building Sights”. Today Ben Smith will describe four of his favourite buildings from around the world.1 The Palace of the Doges, in Venice, is one of the best ancient buildings anywhere in Europe. It was fi nished in 1498. It has beautiful pink and white marble walls. From St Mark’s Square you can see the balcony with statues on either side.2 The Post Office Savings Bank building in Budapest was built in the early twentieth century. The most beautiful part of the building is the roof ?C which is green, blue, yellow and brown. On the roof, there are fantastic decorations representing waves, flowers, and angels. Someone asked the architect who designed the building why there are so many interesting things where people could not see them. He replied, “But the birds will.”3 The ancient castle of Eilean Donan in Scotland is probably one of the most fantastic buildings in the world. It was built in the thirteenth century but was destroyed by the English in 1719.The castle was in ruins for 200 years until it was rebuilt in 1932. It has a large, stone tower and thick stone walls.4 The Chrysler Building in New York is not the highest skyscraper in New York, but it is one of the most beautiful. This skyscraper was made of new materials:metal, concrete and glass. It was built in the 1930s and has a beautiful metal roof.Exercise 4■ Ask students to listen to find out which building the woman likes.■ Play the cassette twice, and the second time ask them to listen for why she likes the building. AnswerEilean Donan castle (She likes it because it is really beautiful, likesomething from a fairytale.)TapescriptFemale: My favourite building’s in Scotland. It’s an amazing castle called … Eilean Donan. Have you heard of it?Male: No, I don’t think so.Female: Well it’s er … it’s on … on a loch, you know, … a kind of lake. When you get near it, it looks as if it’s in the water. It really looks like something from a fairytale, because it’s located on a small island and it has a big tower.Male: Mmm.Female: When you walk across the bridge to the island you can see the castle in front of you. It looks really strong, ’cos it’s made of a type of stone … you know … grey, and, er …Male: Granite?Female: That’s right. And anyway … when you get inside it’s sort of strange. And you can look out and see the loch around the castle and the sea. It’s really beautiful.Male: Mmmm.Exercise 5■ Read through the Function File with the class.■ Students listen to the d escription again and complete the Function File.Answers1 kind of2 as if3 like4 located5 looks6 type of7 sort of.Expressions when we don’t know the exact word - it’s a kind/type/ sort of…■ Give students practice in using expressions when we don’t know the exact word by asking them to describe some objects as if for an alien who has just arrived on earth, e.g. snow, potato, a T-shirt. ■ Read through the Listening Strategies with the class. Ask students to think about the listening texts in this unit : Which were most difficult? What did you understand in the difficult texts? Is it possible to answer just one question about a difficult text? Which were the easiest texts? Why? Could you do most of the listening exercises? What were the most difficult exercises?■ Students then mark the level of difficulty of Exercises 3, 4 and 5.■ Students exchange views in groups, then report back to the class.PronunciationExercise 6■ Remind students of the use of stress to mark important words in a se ntence. Ask them to listen for the stressed words which give some new information for the person listening.■ Play the cassette, pausing after each sentence to give students time to write down the stressed words.Answers1 Hyde Park2 huge trees/broad paths3 gardens/beautiful/neat4 bands/parades5 sit on the grass6 go walkingTapescript1 One very interesting place to visit in London is Hyde Park.2 In Hyde Park there are some huge trees and broad paths to walk on.3 The gardens are very beautiful and very neat.4 They often have bands and parades in Hyde Park.5 When it is sunny, people sit on the grass in the sun.6 Many people go walking in Hyde Park to get exercise.■ When students have checked their answers, play the cassette again, pa using after each sentence for students to repeat after the cassette.Writing and SpeakingExercise 7■ Students can work individually or in pairs, choosing a building they like or hate in their area ?C tell them it must be a building that all the class know.Exercise 8■ Look at the Function File and remind students how to talk about things if they don’t know the exact word.■ Students work in groups, taking turns to describe their building, but not giving the name of it. The others try to guess what the building is.QUOTE … UNQUOTERead the quote with the class and ask them what they think it means. Do they think the image of frozen music is a good one to describe architecture? Ask the class if any of them want to be architects or work with buildings. What sort of buildings do they like best? What sort of buildings do they want to design or build? How do they think architecture will develop in the future?OptionsPracticeIn pairs, students practise using the expressions to talk about things when they don’t know the exact word. Ask them to prepare a spoken description of one of the following for an English speaking friend who has asked them about it.1 one of their country’s national dishes2 their national costumeThe groups then say their descriptions to the class who have to guess what is being described.。

北师大版（2019）必修第二册Unit 6 The AdmirableReading Club本节课的教材分析：本节课的教材为北师大版（2019）必修第二册Unit 6 The Admirable Reading Club。

主要内容是介绍一个阅读俱乐部的活动和成员，通过阅读俱乐部的介绍，学生可以了解到阅读的重要性以及加入阅读俱乐部的好处。

教学目标：1. 知识与能力：学会运用所学知识和技巧，阅读并理解有关阅读俱乐部的文章。

2. 过程与方法：培养学生对阅读感兴趣的习惯，并引导他们参与到阅读俱乐部活动中去。

3. 情感态度价值观：增强学生对阅读的兴趣和意识，培养他们对阅读的积极态度。

教学重点：1. 掌握关于阅读俱乐部的相关词汇和短语。

2. 理解文章的主旨及关键信息。

3. 运用所学知识和技巧，提高阅读理解能力。

教学难点：1. 能够准确地理解并使用一些与阅读俱乐部相关的词汇和短语。

2. 能够正确理解文章的主旨和关键信息，提高阅读理解能力。

学情分析：学生大致具备初中英语基础知识，并具备一定的阅读和理解能力。

但是由于学生年龄较小，对于阅读的兴趣和积极性可能比较低，需要通过教学手段和策略激发他们的学习兴趣，提高他们的阅读理解能力。

教学策略：1. 激发兴趣：通过引导学生参与到阅读俱乐部的角色扮演活动中，激发学生的学习兴趣。

2. 认知引导：通过教师的引导，帮助学生自主探索阅读俱乐部的好处以及参与俱乐部活动的意义。

3. 合作学习：通过小组讨论和展示等形式，培养学生的合作意识和团队合作能力。

教学方法：1. 预习导入：通过图片欣赏和问题引导，激发学生对阅读的兴趣，为阅读文章做好铺垫。

2. 交互式教学：结合课本上的阅读材料，进行师生问答、小组合作等形式的活动，提高学生的阅读理解能力。

3. 角色扮演：让学生分角色扮演阅读俱乐部的成员，通过角色扮演的活动，提高学生的学习兴趣和参与度。

4. 小组合作：分小组讨论，让学生在小组内互相交流、分享意见和信息，培养学生的合作意识和团队合作能力。

Lesson2 Great Buildings教案Background information:Students: Senior high school students, Grade 1Teaching contents: Lesson 2 Great Buildings ( skills Focus) Unit 6, Module 2Time: 45msTeaching Objectives:A. General goals: to develop Ss’ listening ski lls: listening for specific informationB. More specific goals:By the end of the lesson, students are able to:1. understand a radio programme about great buildings;2. take notes while listening;3. use the keys words they learn in the lesson to describe buildings:period: in the ancient/modern time, in the early twentieth century, in the 1930smaterial(s): stone, marble, glass, metal, concretefeature(s): balcony, tower, roof, statuebuildings: palace, bank, castle, skyscraper4. describe great buildings;5. talk about their own building imagined;6. appreciate the beauty of great buildings;7. write a description of one of the great buildings.Teaching aids:Audio-visual method.CIA ( Computer- Instructive Assistant)Teaching Procedure:I. Pre-listening: (10 mins)1. To discuss the lesson objectives with the Ss so that they can have a general idea of what to learn in the period;2. To motivate students to listen by taking a glimpse of some of the great buildings in the world;3. To learn Key Words by taking Petronas Towers in Kuala Lumper as an example.A) When was it built? What is it built of?It’s a modern building built in (1998) the late twentieth century. It’s made of glass, steel and concrete.What do people use to make such great buildings? (show pictures: metal, glass, concrete ,wood, bamboo, stone, etc.)B) What kind of building is it?It’s a skyscraper or a commercial office tower.T: Every building has its purpose. Look at the following buildings, guess what kind of building each one is. (Show pictures)(Picture 1) This is a a very tall modern city building ( a skyscraper)(Picture 2)This a building where people can read or borrow books. ( a library)(Picture.3) This is a place where people can put their money or take it out. (A bank) (Picture 4) This is a building with thick walls ,towers,. ( a castle)(Picture 5) This is a place where King and Queen live ( a palace)(Picture6) This is a building with a lot of rooms which people pay to live in. ( a hotel))4. FeaturesTake a closer look at the building, which part of it attracts you most? (A sky bridge, glass wall and roof)Layout on the blackboard:It was built in…It is/was made of …It’s a /one of the ….It has…/ There is …/ It looks (like)…/ It is the…(Goal for this step: Let the students watch, listen and understand keys words about buildings.)II. While-listening (20 mins)1. Listen to the radio programme for the first time, match the buildings in the photos with the names.2. Listen to the first two sections and choose the right answersSection A : Description of the Palace of the Doges1.What kind of building does the man mention?A. palaceB. bankC. skyscraperD. castle2.In which period was the building built?A. modernB. ancientC. 1930sD. early twentieth century3.What kind of material(s) was the building made of?A. concrete, metal and glassB. stoneC. not mentionedD. marble4.What features does the building have?A. balcony and statuesB. tower and thick wallsC. metal roofD. fantastic decorations on the roof Section B : Description of the Post Office Saving Bank1. What kind of building does the man mention?A. palaceB. bankC. skyscraperD. castle2. In which period was the building built?A. modernB. ancientC. 1930sD. early twentieth century3. The most beautiful part of the building is______.A. the wallB. the roofC. the balconyD. the statue4. The fantastic decorations represent the following except_______.A. angelsB. wavesC. fishD. flowers3. Listen to section 3 and fill in the formDescription of the Eilean Donan Castle4. Read through and try to fill in the missing words in the description. Then listen to this section and check the answers.Description of the Chrysler BuildingThe Chrysler Building in _____ ______is not the skyscraper there, but it is one of themost________. This __________was made of new : metal, ________and glass. It was built in the _________ and has a beautiful metal .5. Listen to the radio programme again as a whole and take notes (exercise 3) with the key information.III Post-listening: (15 mins)1. Choose one of the buildings to describe, using the tips given (5 mins): ( provide 3 buildings for Ss to choose from, including one from the listening material)Useful language:It is/was located…/ It is one of the…/ it was built…/ It has………Name: Petronas TowersLocation: Kuala Lumper, MalaysiaDate : 1998Building Type: skyscraper / commercial office towerFeature: sky bridge2. Group work: If you were an architect, … (10 mins)What kind of building would you like to build? (Hotel? Skyscraper? …)Where would it be built? ( On the loch? in the forest? under the sea? on the moon?….)What materials would you use? ( concrete? plastic? paper? …)What would be so special about it? ( It would look like…)Share your idea about the building, even a crazy one!Optional activities and homework:Reflection:。

Lesson Plan: Unit 6 The AdmirableLesson 2 History MakersObjectives:Students will learn about the lives and accomplishments of influential historical figures. Students will practice reading and listening skills through comprehension exercises.Students will develop critical thinking skills through reflection and discussion.Materials:Texts about the Wright brothers, Marie Curie, Mahatma Gandhi, and Nelson Mandela Comprehension questionsDiscussion promptsProcedure:Warm-up :Review key vocabulary related to the lesson's topics, such as aviation, radioactivity, civil disobedience, and apartheid.Ask students if they have heard of any of the historical figures mentioned in the lesson, and what they know about them.Reading and Comprehension:Distribute texts about the Wright brothers, Marie Curie, Mahatma Gandhi, and Nelson Mandela to the students.Instruct students to read the texts and answer the provided comprehension questions.After students have completed the questions, review the answers as a class and discuss any points that may require further clarification.Critical Thinking and Discussion:Divide students into small groups and assign each group one of the historical figures to focus on. Instruct students to discuss and reflect on the following questions:What qualities do you think made this historical figure admirable?What challenges did they face, and how did they overcome them?What impact did they have on their respective fields or on society as a whole?After the group discussions, bring the class back together and have each group share their reflections with the class.Wrap-up:Summarize the key takeaways from the lesson and ask students to share any thoughts or questions they may have.Encourage students to think about how they can apply the qualities and lessons learned from these historical figures in their own lives.Exercise 1: Multiple Choice. Choose the best answer to complete each sentence.Gandhi was born in __________.a) Indiab) South Africac) Britaind) PakistanAnswer: a) IndiaNelson Mandela was a __________.a) presidentb) kingc) prime ministerd) dictatorAnswer: a) presidentMartin Luther King Jr. was born in __________.a) 1929b) 1955c) 1968d) 1964Answer: a) 1929Malala Yousafzai was shot in the head because she __________.a) was campaigning for women’s rightsb) was a terroristc) was against education for girlsd) was protesting against the governmentAnswer: a) was campaigning for women’s rightsMother Teresa was born in __________.a) Albaniab) Indiac) Pakistand) Sri LankaAnswer: a) AlbaniaHomework:Ask students to choose one of the historical figures discussed in class and write a short essay on why they consider them admirable. Students should include examples of the qualities and accomplishments that make this figure inspirational.。

[PPT 13-16]Ss evaluate the stories of the Step 7other groups.Homework1.Groups work: Write down one idiom story.2.Page 41: Ex.103.Page 82/ 5,6GW 通过小组互相评价提升学生对定语从句的认识和理解。

5’第一课时学案I. Read the text quickly and try to decide which of the following are talked about in the text.1. the history of paper cuts2. the sales of paper cuts3. the types of paper cuts4. the customs of paper cutsII.Read the text again and answer the following questions.1.When were paper cuts of animals found in China?2.How many types of paper cuts do people like to make today?3.How do you know that there is a long tradition of paper-cutting in China?III. Read the passage carefully for specific information.Introduction:It is a art with a history. It dates back to.By the Southern SongDynasty,.It is used for.1)2)Paper cuts3)It is used for.The types1)2) be used asIt is used for.1)2)IV .If you have a chance to learn paper-cutting, which kind of paper cuts will you like to try?Why?Tips:121.animals(horse, sheep and so on); 1.because it can be used to decorate---2.flowers;2. because it can be used on a present---3.figures;3.because it can be used for---4.characters第二课时学案I.Fill the table with“ who, that, which, whose, whom〞.Relative PronounsRefer to⋯peoplepeoplethingspeople; thingspossessionII.Look at these expressions from the text and decidewhen can “ who, whom , that ,which 〞 be left out.1.a paper cutting expert (whom) I interviewed2.something (that) he learned3.a young farmer who wanted a wife4.paper cuts which show the Chinese character.5.parents whose child has recently been bornIII.Tell idiom stories. (Group work)Requirements:1.All the members take turns to tell the story.e 2 or 3 attributive clauses in proper places.3.Other groups: *Guess the idiom*Pick out the attributive Clauses*Talk about whether the attributive clauses are properly used,a thing which/that/whose ⋯,a person who/that/whom/whose ⋯,a place which / that⋯,a day which / that⋯Lesson 4Dream Houses教材分析本课是第六单元的第四节课，是一节阅读技能课。

Module 2 Unit 6 教学设计第一课时First Period（Reading）教材分析本课是本单元的第一课。

教材围绕三个著名的画家以及他们的作品展开。

大部分学生对绘画不是很了解，所以需要对相关简单的知识进行介绍并引出话题词汇。

本单元的Warm-up 部分做了很好的铺垫，学生在此基础上了解三位画家及其作品，并学会如何描述绘画作品。

本课的难点在于对话题词汇的积累，以及运用适当的词汇来描述绘画作品。

因此在几个活动中分层次帮助学生识记并运用这些词汇。

本课计划按两课时进行：第一课时的重点是获取有关画家的相关信息及话题词汇。

第二学时的重点是巩固词汇，归纳表示时间地点以及动作的介词，并在语境中学会运用。

教学内容话题： A Matter of Taste词汇: 话题词汇: realistic, abstract, scenery, landscape, light/dark, bright, soft, straight/wavy，shade短语及搭配: combine … with, be fixed on, leave the audience guessing,语法: 表时间、地点以及动作的介词第一课时First Period教学目标：At the end of this lesson, students will be able to:1.get to know three famous painters and their masterpieces;2.learn to describe paintings with the words learned教学过程：第二课时Second Period（Grammar）教学目标：At the end of this lesson, students will be able to :1. use the new words in a new context2. use prepositions of time, place and movement3. use the prepositions and topic words learned to describe a picture 教学过程：I Word BankA: Key Words about painting:colours: ________________________________________________________style: ________________________________________________________subject: ________________________________________________________shapes: ________________________________________________________lines: ________________________________________________________B: Fill in the blanks with the key words1. This is a _________ painting of _______ with ______ colours and ________shapes/_______ background.2. This is a(n) _________ painting of ___________ with _______ colours and______shapes.II Read and answer the following questions1.Who is famous for drawing pretty women?2.Who is more good at drawing simple pictures we often see in our life?3. Who held exhibitions abroad to advance Chinese art?4. Why did Chen Yifei use black as the background of Poppy?5. What is Xu Beihong’s masterpiece?III Read to learn: Find the specific informationB: How many things should be included to introduce a famous painter?C: Key words used to describe the three paintings?第二学时学案Fill in the blanks with words related to painting.For thousands of years, artists have recorded and _________ both the outside world and __________. Some have sought _____, others_____.In the middle ages, some just extended to be ________. During the Renaissance,art grew more _______, forworks of great _______ produced by Leonardo da Vinci, Michelangelo , Raphael , Durer, Andult.As times changed, so did art, yielding a rich diversity of _______ and _____. __________ were equally varied. Painting with ______, Ran created masterpieces of ______ and ______. Georges Seurat painted thousands of tiny dames. Jackson Pollock paint on ________.Painting today often seems a mixture of a _______ and ______ culture with _______ technology also contributing to _______ the art form.II Find out the prepositions of time, place and movement in the textLesson 2 Great Buildings教材分析本课是第六单元的第2课，是一节听说技能课。

Unit6 Lesson 2参考教案Great BuildingsTeaching objectives:To listen and identify stressed words that give new informationTo practise describing placesTeaching difficulties:To practise describing placesⅠ. Warming upT: Houses play an important role in ou r life. We can’t live a happy life without houses. Today we have a lesson about great buildings. What do you think we call great buildings?S:T: show some pictures of great buildings: such as the Big Ben, the Opera House, Pyramid, the Great Wall, Notre Dame de Paris,Eiffel Tower and London BridgeCan you say out these buildings’ names?S:T: These famous buildings have become symbols of these countries.When we describe a building we often mention its period, materials, features and kinds of building. Now we will listen to a radio program about buildings you pay attention to these aspects.Ⅱ ListeningTask 1 Do the exercise 3In order to help students to understand the listening materials better, before listening to the cassette the teacher show these words.medieval 中世纪的marble 阳台balcony 天使ornament 大理石angel 装饰物loch 瓷砖tile 湖湾Match the buildings in the photos with the names.Show the pictures of these buildingsWhich of the buildings do you like best? Why?Do you want to know more about these buildings? Now listen to the cassetteTask 2 Do the exercsie3.It is more likely that students can’t get right information after listening the materials twice. So if necessary listen once again to complete the table.Task 3 Do the exercise 4Listen to someone describing her favorite building. Which of the building in the photos does she choose?Eilean Donan CastleShe likes it because it is mysterious, like something from a fairytale. When you get inside it’s sort of strange and ghostly.After giving students answers listen to the cassette again to check answers.Task 4 Do the exercise 5First give student enough time to read the Function File and Students listen to the description again and complete it.The teacher guide students to know what expressions we should use when we don’t know the exact word by the exercise.Task 5 Do the exercise 6Study the Listening Strategies with the class,Remind students of the use of stress to mark important words in a sentence. Ask them to listen for the stressed words which give some new information for the person listening.Play the cassette, pausing after each sentence to give students time to write down the stressed words.Ask the question: How many words do you write down?Ask students to give answers then the teacher gives the right answers.Listen to these sentences again. What are they?The teacher gives the listening materials so that students understand what they didn’t catch.Ⅲ Writing and SpeakingDo the exercise 7 to practise describing placesChoose a building you like (or hate) in your area. Make notes about it.Encourage students to describe a place in English and ask students to guess which places they are?Do the exercise 8Work in groups. Describe your school buildings to your classmates, but don’t say its name. See if they can guess which building it is. Use expressions from the Function file.Ⅳ homeworkDo the exercise page 80 and 81。