人教版高中英语必修2第4单元教案

教案设计

一、教案背景

1，面向学生：高中2，学科：英语

2，课时：1

3，学生课前准备：

（1）预习课文，了解有关野生动植物保护的内容

（2）搜集一些和野生动植物保护的图片及保护野生动植物方法

二、教学课题

了解：通过这篇文章的学习，使学生了解目前野生动植物保护存在的问题，懂得保

护野生动植物的方法及重要性。

掌握：课文中的重点短语，句型，语法

三、教材分析

本单元的中心话题是“保护野生动物”。它是人们普遍关注、学生比较熟悉的话题。

这篇阅读课文How Daisy Learned To Protect Wildlife 是本单元的核心，它是一篇童话故

事，讲述一个小女孩Daisy乘坐a flying carpet 跨越时空和藏羚羊、大象、猴子对话的神

奇经历，展示了Daisy逐渐认识保护动物的重要性和必要性的过程。文中动物们讲述了

各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。通过阅读课，使学生

更加热爱动物、保护动物，学会从我做起、从现在做起。

教学重点

1. Develop students’ reading and speaking skills.

2. Let students learn some important language points

教学难点

1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.

2. Have students make a discussion about wildlife protection.

三维目标

知识与技能目标

1. Get students to learn some useful new words and expressions in this part.

2. Get students to read the text.

3. Let students learn some expressions and grammar.

过程与方法目标

1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials.

2. Have students learn how to use the expressions and grammar.

情感态度与价值观目标

1.Let the students know the importance of wildlife protection and learn to protect them.

2. Develop students’ sense of group cooperation and teamwork.

四、教学方法

1．自主学习：让学生课前预习，自主查找与本课时相关的内容。

2．合作探究：小组合作从网络上查找关于野生动植物的图片和资料，帮助他们熟悉话题以便于他

们在学习过程中积极参与和主动探索。

3．结合多媒体技术，采用资源式、探究式的教学方法；注重交际活动，实施开放性讨论

五、教学过程

Step 1 Words preview

1._______far away in space or time

2. ___________to go down to a lower level

3. _________to do something to make a change

4. ________able to control events

5. _________打猎，猎取，搜寻

6. __________鉴赏，感激意识到

7. ____________保护…不受…伤害

8._________ 回答，响应

Step 2 Leading-in

1. Show a shot move about Wildlife Protection 成龙呼吁保护野生动物公益广告成龙

呼吁保护野生动物公益广告（英语）- 视频- 优酷视频- 在线观看

2. Have them in pairs discuss why they are endangered and show students some pictures.

Step 3 Pre-reading

Show students some information about wildlife protection from the Internet and ask students to discuss the following questions in pairs,

1. What is wildlife protection about?

2. What endangered species do you know?

3. Why are they in danger of disappearing?

Step 4 Fast reading

1.Read the passage quickly, and finish the main idea .

Daisy took _____________to travel and talked with ____________ in her dream, which made her know _____________ of the wildlife protection.

2. Read quickly and silently, finish the true or false questions.

(1).Daisy saw many antelopes in Tibet.

(2).The elephant used to be well protected in Zimbabwe.

(3).In Zimbabwe, tourists love to see the elephants.

(4).This is a real story in Daisy’s life.

Step 5 Careful reading

1．Read aloud, and then match the main idea with each paragraph.

Paragraph1 A Daisy decided to be the voice of the wild animals

Paragraph2 B Elephants are being protected by the Zimbabwe government .

Paragraph3 C Antelopes are likely to disappear altogether .

Paragraph4 D The monkey is unhappy with the way humans are dealing with environment problems

2. Try to find the important language points and finish the following important sentences

(1). Daisy has always longed to help endangered species of wildlife. 译：

_________________________________________________.

(2). a. Our fur is being used to make sweaters for people like you.

b. We used to be an endangered species. Farmers hunted us

without mercy.

be used to do:

used to do:

be/get/grow used to (doing) sth:_________________________

他过去烟抽得很厉害.

He heavily.

(3). The flying carpet travelled very fast, and they arrived in

Zimbabwe just in a short while.(从原文中找句子替换)

__________________________________________________________

__________________________________________________________

Step 6 Discussion （Group work）

What should we do to protect the endangered animals?

Step 7 Fill in the retelling

Daisy is a girl who longed to help___________ _______. One day, she woke up and

found _ _____ ______. Then she had a chance to see many animals with the help of the flying

fur __ ____ ____ carpet. First she went to see the_______. Daisy learned that antelope’s

___make sweater, so the antelope becomes_________ ________ Daisy was sad, then she

went to see many elephants. They ___ ___ ___the endangered species, but now with the help

of government, the farmers began to protect them, so Daisy was very happy. Last Daisy went

to the _________, where she saw a monkey. And the monkey told Daisy “no rainforest, n ________,no ______”.Daisy was amazed. But anyhow, she had known the importance of protecting animals.

Step 8.Homework

Writing——More and more animals are killed by humans , as a student what should you do to protect the wild animals?

六、教学反思

这节课是一篇关于野生动物保护的阅读课，在让学生学习一些单词和短语的基础

上，训练他们的阅读技巧，让他们懂得如何做好野生动物的保护工作。这节课主要侧重

于教给学生灵活多变的阅读方法，培养他们的阅读能力。同时通过上网搜索一些学生感

兴趣的图片和信息，激发学生质疑、探究的学习兴趣；还通过俩人操练、小组合作学习、角色扮演等方式对所学内容进行练习，学生普遍参与热情高，教学内容掌握得好。

但有些方面仍需大力加强：1、帮助学生学会上网搜索对学习有用的资料；2、重视学生运用英语的能力，鼓励他们在课堂上多用英语与老师和同学交流，提高英语口语水

平；3、从多方面培养学生学英语的兴趣。

人教版新课标必修二第四单元

一、说教材

1、教材的地位及作用

本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭绝或濒临灭绝，从而认识到保护动物

的重要性和必要性。并且通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法，唤起学生保护动植物、

维护生态平衡、保护我们家园的责任感。

本课Reading讲述的是一篇童话故事——Daisy乘坐飞毯跨越时空和藏羚羊、大象、猴子对话的神奇经历。通过故事，帮助学生逐渐认识到保护野生动物的重要性，并了解该如何保护野生动物，号召人们热爱动物，保护动物，从我做

起。

在本单元中，Reading前面的Warming up及pre-reading是该部分的铺垫，后面的listening, speaking等几部分都是Reading的延伸和扩展。所以说Reading部分承载了本单元的主要信息，又集中了大量的有用词汇和语言结构，起到

承上启下的作用。

（根据教学大纲及新课程的要求，确立了本课的教学目标及教学重难点。）

2、教学目标

（1）认知目标

a、重点词汇和短语：wild, wildlife, protection, decrease, loss, reserve, hunt, zone, peace, respond,

distant, mercy, importance, powerful, affect, attention, appreciate, secure, die

out, in peace, in danger of, in relief, burst into laughter, protect…from…, pay

attention to

b、重点句式：Daisy had always longed to help endangered species of wildlife. (L.1)

I’m protecting my self from mosquitoes. (L.28)

No rainforest, no animals, no drugs. (L. 31)

But what an experience! (L.35)

（2）技能目标

?通过阅读，训练学生获取语篇信息、分析、处理、利用信息的能力；

?掌握猜测、略读、扫读的阅读技巧；

?掌握如何保护野生动物的知识；

?培养学生口头表达能力。

（3）情感目标

让学生学会如何保护野生动物，进一步意识到野生动物的生存环境日益恶化以及保护野生动物的行动刻不容缓。

3、教学重、难点

?让学生了解野生动物保护的知识；

?提高学生的阅读能力。

二、说学情

新课程强调“以人为本，以学生为主体”的教学思想。那么作为一名合格的教师，了解学生是我们最基本的职责。

作为高中阶段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的

信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内

容，从英语学习中获得更多的知识和能力。但是他们的词汇量是有限的，并且缺乏阅读技巧。且从学生学习语言的

规律来看，高一年级是学生的阅读能力提高的重要阶段。而从以往普通班的教学来看，学生在阅读一篇300字以上的文章时，阅读速度较慢，有许多不好的习惯，如逐字阅读，朗读式阅读等等。其次，他们的理解正确率往往低于

70%。

三、说教法

根据学生学习的实际情况确定教学活动的难度，即因材施教，是新课程理念下对英语教学最基本的要求。那么依

据学生实际情况，结合本单元的主题及本课的内容，为突出重难点，以达到预定的教学目标，我采用了“导、读、练、说”的整体课文阅读教学法，即在老师的引导下，学生的自主阅读和训练。从而激发学生兴趣，主动学习，学有所获。

1、任务型教学法

我给学生设计了读前任务：为什么现在越来越多的野生动物濒临灭绝的边缘？而作为学生，面对这种情况，我们应

该采取什么措施？从而让学生明白保护野生动物的重要性。读后任务：角色扮演。根据阅读中所出现的角色Daisy，Carpet，Antelope/Elephant/Money，分组扮演，进行对话。课后任务：让学生通过多种渠道获取更多关于濒危动物及

如何保护野生动物的信息。通过以上任务的实施，让学生进一步的理解课文主题，使学生“以具体的教学任务为载体，以完成任务为目标，把知识与技能融为一体”。

2、图片导入法

在教学过程中，教师的基本任务是“导”，即起组织和引导的作用。本课采用图片导入。利用一些关于濒危动物的

图片，引出本课的主题，并用提问、启发、分析、归纳相结合的教学方法。

四、说学法

现代的教育理念认为“获得知识的过程比获得知识更重要”。因此，在本课中，我采取以下方法指导学生学习。首先是

自主学习法。引导学生课前预习单词，并思考有关问题，从而达到学生自主参与学习的目的。其次是猜测法。通过

文章题目，预测文章主题。最后是合作法。讨论及角色扮演活动以小组活动的形式进行，帮助学生提高他们的合作

能力及合作精神，从而激发学生的学习兴趣。

这种自主参与学习、交流合作，倡导体验、实践和自主探究的学习方式，能够使学生自主地寻找信息，获取信息、

使用信息，在自主与合作的学习方式中获取知识，形成正确的学习方法，实现阅读能力与表达能力的提高。

五、说教学过程

现代外语教学必须要遵循“以学生为主体，教师为主导，培养学生创新能力”的理念，即让学生在教学活动中发挥其主

体地位，在教师的引导下去发现、分析和解决问题。根据此理念，在整个教学过程中，始终坚持以学生实际结合课

文主题的原则，设计了由浅到深，循序渐进的活动，使学生积极主动参与，进行创造性学习，实现知识与技能的融

合，解决实际问题。

本课的教学过程主要分为四个步骤Warming-up；Pre-reading；While-reading；Post-reading。共计教学时间为40分钟。

步骤教学过程设计意图

Step I Warming up (6mins)1. Show some pictures to students. (panda, Milu deer, South China

tiger,rhino,antelope, elephant, gold monkey and so on.)

2. Ask students some questions:

1) Do you know what kind of animals they are?

(Protected species.)

2) Why people call them protected species?

(They are endangered; They are dying out.)

3) Why are they in danger of disappearing?

利用图片进行

导入，直观明

了，能迅速抓

住学生的注意

力，引起学生

的兴趣，尽快

融入课堂。

让学生用已有

的知识来分析

野生动物濒临

灭绝的原因，

从而有效地引

导学生进入本

课主题——如

何保护野生动

4) Discussion:

Nowadays, more and more animals are dying out. As a student, what should we do to protect wild animals?

T: You can join an organization which is interested in wildlife protection and they can be found all over the world. The WWF is just such an organization.

What is WWF?

---world’s largest privately financed conservation organization;

---protect endangered species and their habitats;

---works in more than 100 countries with nearly 5 million members. 物。不仅能够激发学习兴趣，还渗透德育教育，为下面的阅读作好铺垫。而讨论也有利于激发学生的分散性思维。

增加学生的课外知识，而不仅限于课本知识。

Step II Pre-reading (2mins)Prediction:

Look at the title to predict what the passage is about.

预测主题有助

于学生把握文

章的总体思

想，培养学生

的推理能力。

Step III While-reading

(22mins)Task 1 Skimming for the general idea

What is this passage about?

Daisy took a flying carpet to travel and talked with some animals in her dream,

which made her know the importance of the wildlife protection.

Task 2 Scanning for detailed information

1) Fill in the chart.

(What three places did Daisy go? What three animals did she meet? How Daisy

felt?)

Places Animals Feelings

Tibet Antelope Sad

Zimbabwe Elephant Happy

Rainforest Monkey Amazed

中心大意的概

括以填空的方

式回答问题，

降低难度，符

合所教学生基

础较差的实际

情况。

安排一些知识

性的问题，考

查对阅读内容

的进一步理

解。培养学生

对信息的理解

和记忆,，提高

判断能力。

六、说板书设计板书内容包括了

While-reading 中每一任务的问题答案。通过图表式的板书，让学生对文章内容一目了然，最终实

2) True or false

1) Daisy saw many antelopes in Tibet. (F) 2) Daisy ’s sweater was made of sheep wool.(F)

3) The elephant used to be well protected in Zimbabwe. (F) 4) In Zimbabwe, tourists love to see elephants. (T)

5) The farmers in Zimbabwe get nothing from the elephants now. (F)

Task 3 Careful reading

Answer the following questions:

Para.1: Why has the antelope in Tibet become an endangered species?

Para2: Why are elephant numbers increasing in Zimbabwe? How does the government of Zimbabwe help protect wild animals? Para3: Why is it important to protect the rainforest?

Para. Places Animals Situations

Feelings 1

Tibet

Antelope

They are killed for wool and their fur is used to make sweater. Sad

2

Zimbabwe

Elephant

Farmers used to hunt them but now

the government helps and the farmers who make money from tourism protect them.

Happy 3

Rainforest

Monkey

No rainforest, no animals and no drugs.

Amazed 问题的设计能

够让学生了解各段的细节，明白野生动物们目前所处的

情况及保护野生动植物的重要性。训练了学生的带着问题阅读文章及查读技巧。并培养学生利用信息口头表达能力。

Step IV

Post-reading (9mins)

Making up dialogues

1. Divide students into 3 groups.

Group 1: Students in threes make up a dialogue between Daisy, Carpet and Antelope.

Group 2: Students in threes make up a dialogue between Daisy, Carpet and Elephant.

Group 3: Students in threes make up a dialogue between Daisy, Carpet and Monkey.

2. Let students practice their dialogues in threes.

活动基于课文内容，又不局

限于课文内容，目的在于

发散学生的思

维，把学习从

课内拓展到课外。并为学生提供了训练口头表达能力的机会。实现了知识到技能的转化。Step V Homework (1min)

Collect as much information about endangered wildlife in rain forest / in the sea / on the high lands / in the river and how to protect wildlife as possible.

把英语学习从

课堂引向了社会。

现学生对信息的梳理，归纳和总结，使其的知识得到强化和巩固。

分享到：

?上一篇：高三英语总复习二轮复习的做法?

下一篇：高中英语研修学习心得

How Daisy learned to help wildlife

Main idea Daisy took a flying carpet to travel and talked with some animals in her dream, which made her know

the importance of the wildlife protection.

Para.

Places

Animals

Situations

Feelings

1

Tibet

Antelope

They are killed for wool and their fur is used to make

sweater.

Sad 2

Zimbabwe

Elephant

Farmers used to hunt them but now the government

helps and the farmers who make money from tourism protect them.

Happy

3 Rainforest

Monkey

No rainforest, no animals and no drugs.

Amazed 4

Daisy returned home.

外研版高中英语必修4全册教案

外研版高中英语必修4 全册教学设计教案

目录 Module1 Period1 Introduction Reading and Vocabulary Module1 Period2 Function Listening and Speaking Module1 Period3 Grammar Pronunciation Module1 Period4 Writing Everyday English Module2 Period1 Introduction;Reading and Vocabulary Module2 Period2 Function;Listening and Speaking Module2 Period3 using language Module2 Period4 Speaking;Writing;Everyday English Module2 Period5 Cultural Corner;Task;Module File Module3 Period1 Introduction Module3 Period2 Module3 Period3 Module3 Period4 Module3 Period5 Module4 Period1 Introduction and writing Module4 Period2 Vocabulary and Reading Module4 Period3 Function;Grammar 1，2 Module4 Period4 Listening;Pronunciation；Speaking Module5 Period1 introduction; Vocabulary and Reading Module5 Period2 Grammar;Function;Pronunciation

(完整版)人教版高中英语必修4全册教案

Unit 1 Women of achievement 1． Target language a. achieve, achievement, condition, welfare, institute, connection, campaign, organization, entertainment, inspire, support, devote ... to b. Watching a family of chimps wake up is our first activity of the day. P2 Everybody sits and waits while the animals in the group begin to wake up and move. P2 But the evening makes it all worthwhile. P2 ... we see them go to sleep together in their nest for the night. P2 2． Ability goals a. Learn Warming Up, and know how to tell the great women and the famous women. b. Learn the way to describe a person from what the person did, what she/he looks like and so on. 3． Learning ability goals Teach Ss how to describe a person. Teaching important points a. By reading A protector of African wildlife, students can learn from Jane Goodall in at least two aspects: b. Ask students to answer these questions: 1) What made her a great success? 2) What should we learn from Jane Goodall? Teaching difficult points Let everyone believe that all of us can become Jane Goodall. Teaching methods Inspiration, Questioning and Discussion. Teaching aids A computer, a projector and a recorder.

人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标

(完整word版)人教版高一英语必修二英语课文原文(2)

Frederick William Ⅰ，the King of Prussia , could never have imagined that his greatest gift to the Russian people would have such an amazing history . This gift was the Amber Room , which was given this name because several tons of amber were used to make it . The amber which was selected had a beautiful yellow-brown colour like honey . The design of the room was in the fancy style popular in those days . It was also a treasure decorated with gold and jewels , which took the country's best artists about ten years to make . In fact , the room was not made to be a gift . It was designed for the palace of Frederick Ⅰ. However, the next King of Prussia , Frederick William Ⅰ,to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return , the Czar sent him a troop of his best soldiers. So the Amber Room because part of the Czar's winter palace in St Petersburg.About four metres long, the room served as a small reception hall for important visitors . Later,Catherine Ⅱhad the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it .In 1770 the room was completed the way she wanted . Almost six hundred candles lit the room ,and its mirrors and pictures shone like gold. Sadly , although the Amber Room was considered one of the wonders of the world , it is now missing . In September 1941, the Nazi army was near St Petersburg . This was a time when the two countries were at war . Before the Nazis could get to the summer palace , the Russians were able to remove some furniture and small art objects from the Amber Room . However , some of the Nazis secretly stole the room itself . In less than two days 100,000 pieces were put inside twenty-seven woooden boxs . There is no doubt that the boxs were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea . After that, what happened to the Amber Room remains a mystery . Recently , the Russians and Germans have built a new Amber Room at the summer palace . By studying old photos of the former Amber Room , they have made the new one look like the old one .In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city . A FACT OR AN OPINION? What is a fact? Is it something that people believe? No. A fact is anything that can be proved. For example, it can be proved that China has more people than any other country in the world. This is a fact. Then what is an opinion? An opinion is what someone believes is true but has not been proved. So an opinion is not good evidence in a trial. For example, it is an opinion if you say “Cats are better pets than dogs”. It may be true, but it is difficult to prove. Some people may not agree with this opinion but they also cannot prove that they are right. In a trial, a judge must decide which eyewit nesses to believe and which not to believe. The judge does not consider what each eyewitness looks like or where that person lives or works. He/she only cares about whether the eyewitness has given true information, which must be facts rather than opinions. This kind of information is called evidence. Unit 2 AN INTERVIEW Pausanias, who was a Greek writer about 2,000 years ago, has come on a magical journey on March 18th 2007 to find out about the present-day Olympic Games. He is now interviewing Li Yan, a volunteer for the 2008 Olympic Games.

新版人教新课标高中英语必修四：unit3GRAMMAR教案

新版人教新课标高中英语必修四：unit3GRAMMAR教案 【语境展示】 1. The three words are pronounced in the same way. 2. They were given a warm send-off at the airport. 3. The matter will be looked into in the future. 4. I didn’t expect that I would be asked to speak. 5. The children are being taken care of by their aunt. 6. A new supersonic aircraft was being designed. 7. They have been warned not to swim there. 8. He told me that the factory had been closed down. 【归纳】 语态是动词的一种形式，用以表示主语和谓语之间的关系.。英语的语态分为两种：主动语态和被动语态.。主动语态表示主语是动作的执行者；被动语态表示主语是动作的承受者.。被动语态常用于以下几种情况： 1. 不知道动作的执行者是谁.。如： Printing was introduced into Europe from China. 2. 不必提到动作的执行者.。如： Such things are not done twice. 3. 强调或侧重动作的承受者.。如： The girl is liked by everybody.

人教版新课标高中英语必修二教案合集

新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all

外研版高中英语必修二课本原版(电子版)

Module 1 Our body and Healthy Habits Introduction Look at these words and expressions. Which of them are connected with illness? dentist diet fat fit flu (influenza) get/catch a cold health rare toothache unhealthy wealthy Read the proverbs and try to explain them in English. ?You are what you eat. % ?Healthy mind in a healthy body. % ?Early to bed, early to rise makes a man healthy, wealthy and wise. % ?An apple a day keeps the doctor away. % Vocabulary and Reading 1.Look at these words and answer the questions. anxious; break (as in break an arm); captain; fever; injure; injury; pain; painful; normal; sweets

1. Which word is connected with food? 2. Which words are connected with body? 3. Which word means usual or ordinary? 4. Which word means leader? 5. Which word means worried about something that may happen? Zhou Kai (1) When Zhou Kai's mother saw him heading towards the front door without a jacket on, she eyed him anxiously. "Zhou Kai, where are you going?" she asked. "To the park. I'm going to play football," said Zhou Kai. "But it's raining! You'll catch a bad cold," said his mother. "No, I won't. I'll be fine," said Zhou Kai, as he opened the door. "Zhou Kai, you'll get ill. You know you will. You can at least go and get your jacket." "OK, OK." Zhou Kai went and did as he was told.

人教版高中英语必修4《Unit5Themeparks》教案

人教版高中英语必修4《Unit5Themeparks》教案 教学准备 教学目标 (1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。 (2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。 (3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划 (4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。 教学重难点 (1)阅读文章后，大部分学生能够归纳出三大主题公园的主题并列出园内的主要活动。 (2)阅读文章后，学生能够匹配图片与相应的主题公园，并恰当使用课文中的关键词汇和句型陈述理由。 (3)通过拓展阅读与小组合作，学生能够制定出一个简单的主题公园一日游计划 (4)通过本节课的学习，学生能够有较强的自信心自如陈述自己的观点。 教学过程 Step1Warming-upandlead-in(5mins) (1)导入

教师提问学生“Haveyoubeentoathemepark?”与“Whatcanyoudoinathemepark?”，以此导入到本课的课题。然后通过图片介绍主题公园内常见的游乐设施，为文本阅读做好铺垫。 T:Hello,class.Todaywearegoingtotalkaboutthemeparks.First ,Iwouldliketoaskyou: ①IsourWestLakeParkathemepark?WhataboutJingqiWaterPark? ②Haveyoubeentoathemepark? ③Whatcanyoudoinathemepark? S1:Westlakeisnotathemepark.JingqiWaterParkisathemepark. S2:IhavebeentoHongkongDisneyland.Inathemeparkwecandoalot ofactivities. T:Exactly,inthethemeparkwecantakeroller-coaster,free-falldrop,swingingship,Ferriswheel,merry-go- roundandsoon.Inaword,therearevariousrideswecantakeinathemep ark.Well,whatdoes“ride”mean? S3:游乐设施 T:Yes.Hereitisanoun,meaning“供乘骑的游乐设施”. (2)揭题 教师引导学生对课文题目进行预测。 T:Withtheserides,thereisnodoubtthatwewillhavegreatfunina themepark,right?Justlikethetitleofthisarticlesuggest:Themep arks– fun.Butwhatabout“morethanfun”?Whatdoesitmeaninyouropinion? S4:“morethanfun”meansyoucanalsogetalotofinformation.

人教高中英语必修四全册教案

人教高中英语必修四全册教案

Unit 1 Women of Achievement I．教学内容分析 本单元的话题是“取得成就的优秀女性”,通过介绍几位不同国度、不同时代、不同职业、不同理想与追求、不同经历的杰出女性，探讨了女性对社会、对人类的价值和贡献，展示了女性的风采和她们在社会各个领域的成就。学习本单元有助于提高对妇女社会角色的认识，了解成功女性的奋斗经历和勇于斗争的精神，培养学生（尤其是女生）的事业心和社会责任感，建立正确的性别观和和自信心。 ．教学步骤 Period 1 Learning about Language (1) & Warming Up Teaching Goals: 1. To develop Ss’ ability of using words and expressions and speaking. 2. To Prepare Ss’ for the new unit. Teaching Procedures: Step 1. New words and expressions Purpose: To prepare Ss for the new lessons. 1. Ask Ss to listen to the tape of Reading

and read after the tape. 2. Ask Ss to read new words aloud and try to keep them by heart. 3. Ask Ss to make sentences with the following words and expressions. respect, considerate, explain, achieve one’s goal, devote… to…, deliver a baby, care for, Step 2. Words using Purpose: To develop Ss’ ability of using new words and expressions. To develop Ss’s ability of creating words. 1. Words using competition (1) Read the following ten meanings of the new words in this unit and ask Ss to guess the new words and spell them. Ss should put up their hands as quickly as possible. The student who does best will win the game.

高中英语必修二全套教案+课件Unit 3 ComputersSpeaking and writing

Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions

的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。

高一英语必修二第五单元语法教案

高一英语必修二第五单元语法教案 Period 2: A sample lesson plan for Learning about Language (The Attributive Clause (in/ for/ with/ by＋which/ whom). Aims To help students learn about the Attributive Clause with a preposition in front. TTo help students discover and learn to use some useful structures. Procedures I. Learning about grammar 1.Reading and thinking Turn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋which/ whom), that is, the attributive II. Turn to page 34. Look at the two sentences: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their own songs like a real band. Pay attention to the structure: preposition + relative pronoun. Usually only two relative pronouns --- which and whom--- can be used in the Attributive Clause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure. Now go on to do Exercise No. 2 on page 36, that is, to sort out the sentences.

高一英语必修二课文

Unit1 IN SEARCH OF THE AMBER ROOM Frederick William I, the King of Prussia, could never have imagined that his greatest gift to the Russian people would have such an amazing history. This gift was the Amber Room, which was given this name because several tons of amber were used to make it. The amber which was selected had a beautiful yellow-brown colour like honey. The design of the room was in the fancy style popular in those days. It was also a treasure decorated with gold and jewels, which took the country's best artists about ten years to make. In fact, the room was not made to be a gift. It was designed for the palace of Frederick I. However, the next King of Prussia, Frederick William I, to whom the amber room belonged, decided not to keep it. In 1716 he gave it to Peter the Great. In return, the Czar sent him a troop of his best soldiers. So the Amber Room became part of the Czar's winter palace in St Petersburg. About four metres long, the room served as a small reception hall for important visitors. Later, Catherine II had the Amber Room moved to a palace outside St Petersburg where she spent her summers. She told her artists to add more details to it. In 1770 the room was completed the way she wanted. Almost six hundred candles lit the room, and its mirrors and pictures shone like gold. Sadly, although the Amber Room was considered one of the wonders of the world, it is now missing. In September 1941, the Nazi army was near St Petersburg. This was a time when the two countries were at war. Before the Nazis could get to the summer palace, the Russians were able to remove some furniture and small art objects from the Amber Room. However, some of the Nazis secretly stole the room itself. In less than two days 100,000 pieces were put inside twenty-seven wooden boxes. There is no doubt that the boxes were then put on a train for Konigsberg, which was at that time a German city on the Baltic Sea. After that, what happened to the Amber Room remains a mystery. Recently, the Russians and Germans have built a new Amber Room at the summer palace. By studying old photos of the former Amber Room, they have made the new one look like the old one. In 2003 it was ready for the people of St Petersburg when they celebrated the 300th birthday of their city.

高中英语必修4-unit1-说课教案

高中英语必修4 unit 1 a student of African wildlife 说课教案 李春莲Unit 2 Women of achievement ABCDEFGHIJKLMNOPQRST Analysis of teaching material Analysis of the students Teaching and learning approaches Teaching procedures Teaching reflection 1.Analysis of teaching material (1)Status and function of the text The topic of this unit is women of great achievements. This period plays a very important role in the learning of this unit. It will help the Ss get to know more great women in world and how to describe people. It will be helpful for them to learn the rest of this unit.

(2).Teaching aims To get the Ss to learn something about Jane ’s research and his achievements. Knowledge aim ：Ability aim ：To develop the Ss ’reading ability and reading skills 。Emotional aim ：To learn Jane Goodall ’s bravery and perseverance in achieving his goals. To reinforce the sense of wildlife protection. 1.Analysis of teaching material (3).Important and difficult points Important points: Get the Ss to know more about Jane ’s research and his achievements.Difficult points:Enable the Ss learn to describe a person by using some key words and phrases. 1.Analysis of teaching material