昂立英语教学方法汇总-预备级教案Unit 4

昂立少儿预备级教师用书

Unit 4

Ⅰ Lesson Type：positive

ⅡContents & Purposes：1.Sentences：

新句学习内容：8. It’s time for you to work. 9. Yes, father.

10. Don’t be afraid. Take care! 11. Yes, father.

新句学习目的：☆

句子扩展内容：It’s time for you to sleep/ get up.

句子扩展目的：☆☆

2.Words：

新词学习内容：be afraid, get up, sleep

新词学习目的：★★

3.Song/Chant：

运用已学律动内容：Apple song/ Good morning Are you sleeping?

已学律动学习目的：用于warm up 和口语突破环节

4.段落扩展：

新段落学习内容：It’s time for you to get up/ sleep. Yes, father/ mother.新段落学习目的：☆☆☆

ⅢDifficult points:语音难点：be afraid

理解难点：be afraid , take care

态度难点：养成学生在课堂上积极学习的态度

情绪难点：注意控制学生的急躁情绪。养成对游戏胜负积极面对的态度，避免出现偏执。

ⅣTeaching tools 1.已有教具使用和目的：

录音带：warm up / listening

教学卡片（教师挂图4）：作为教学辅助工具，帮助示意和展示场景。

2.自备道具和使用目的：

卡片（起床、睡觉、吃饭）：用于示意

Toy clock ：用于突破课文It’s time for you t o …

大灰狼的头饰：用于fun time

旧斧头：用于课文情景表演

Ⅴ竞争计分机制 1.贯彻整堂课的奖励计分机制：画两个时钟，比比谁的时钟走得快。赢的一方走动一格时针，输入It’s ** o’clock.

2.在Fresh English和Fairy Tale 的输入、操练、输出环节使用：左右

VI Teaching procedures：

1.Warming up: （ 3 m’）1. Call the roll, and say ‘good morning.’

2. Sing the song ‘Apple song’

2、Review and develop: （ 5 m’）1. Listen to the tape and review the story of ax. --------Wood man.

2. Translation sentences.

3、New sentences / text

（39 m’）

Fairy Tale

内容：It’s time for you to work. Yes, father.

Don’t be afraid. Take care! Yes, father.

A、新课导入：

( 3 m’)

Introduce the petitive mechanism, use the sentence ‘I t’s __ o’clock. It’s time for you to __.’

B、Input: （ 6 m’）1 Draw some clocks,(or use a toy clock) and explain the time: （一边说一边展示卡片）T: It’s 7 o’clock. It’s time for you to get up.

It’s 8 o’clock. It’s time for you to go to school.

It’s 12 o’clock. It’s time for you to have lunch.

2 展示挂图4，tell the story, and perform the story.

3 I say you do.

C、Practice：（20 m’）

1It’s time for you to work. Yes, father.

time, // ------Magic mirror

It’s time for you to work. ------ Train game

T: it’s time ( point to Group1)

Group1: it’s time

T: for you ( point to Group2)

Group2: for you

T: to work (point to Group3)

Group3: to work

T: (point to Group 2)

Group2: for you

Read after T.

2Don’t be afraid. Take care! Yes, father.

take care-------Make a smooth reading

be afraid-------Magic fingers①

T: be afraid, be afraid, be afraid ( show two fingers)

S: be afraid, be afraid.

Don’t be afraid. ------Magic fingers②

T: be afraid, be afraid, be afraid ( show two fingers—left hand, three fingers---right hand) S: be afraid, be afraid.

Read after T.

D、Output: （10 m’）

1 Game: 从教室的前面到后面的过道上，不规则的放置一些障碍物，可以是凳子，学生先记忆住障碍物的位置，然后蒙住眼睛，穿越过道，每组派一个代表，没有碰到障碍物的获胜。在学生蒙住眼睛后，老师对他说Don’t be afraid. Take care! 学生回答Yes, Mr./ Mrs. / Miss ( ). 在学生穿越过程中，如果即将碰到障碍物，其他学生作为提示，可以说take care.

2 Role play.

4、New sentences / text

（35 m’）

Story D.I.Y.

内容：It’s time for you to get up/ sleep. Tom, get up/sleep, get up/sleep. Y es, father/ mother.步骤：A、新课导入：结合新课内容的复习，引入

( 3 m’)It’s 7 o’clock. It’s time for you to get up.

It’s 9 o’clock. It’s time for you to sleep.

B、Input: （5 m’）T: It’s time for you to sleep. sing ‘Are you sleeping?’T- sings, S - sleep; T- stops, S -get up.

T: It’s time for you to get up.

C、Practice：

（10 m’）

get up/ sleep------ I say you do , fast reaction.

D、Output: （10 m’）1 Role play: father/ mother/ baby. 老师是扮演时钟,报时的，根据时间，学生表演出相应的情景。

T: dong, dong, dong…It’s 7 o’clock.

S (father/ mother): It’s time for you to get up.

S (kid): Yes, father/ mother.

2 拿出活动手册，完成第二个活动。Good Living Habits。进行上面的讨论。

4.Fun time （ 5 m’）类似于‘老狼几点钟’的游戏。

老师带领学生围成一圈，中间一位学生蹲着，老师说It’s time for you to sleep.大家叫着他的名字说**, **, sleep. 中间的学生选择说Yes/ No。当他说No的时候，就起身抓人。还可以反着练习get up 一词，老师说It’s time for you to get up. 大家齐声说**, **, get up. 中间的学生选择说Yes/ No。当他说Yes的时候，就起身抓人。被抓到的人，和老狼替换角色。或者是被罚下场。

5、Funny Phonics ( 8 m’)The g oo se’s b oo ts are c oo l.

1 First listen

2 Find out the rules, oo.

3 Follow T with gestures

4 I say you do, I do you say. (g-oo-goo-s-goose)

5 Clap hands and read the sentence, who is the best one?

7. Homework 1.听录音：每天20分钟（精听第一至四单元和下一单元内容2-3遍，其余时间泛听）家

长签名。并朗读表演课文。

2.单词：完成单词本1-8页的单词认读。

3.完成Funny Letters第二组字母Dd Ee Ff的抄写。

4.本周至少要完成一次的小大人任务：对爸爸妈妈说I t’s time for you to sleep.并在早上早

点起床，唤醒爸爸妈妈说I t’s tim e for you to get up.

5.完成活动手册上的第二个活动Good Living Habits.

必修二unit4集体备课教案

必修二unit4 Period1 Listening and speaking 课时目标 1.听懂这名游客Willian和学生Xiaokong的对话，并归纳出对话大意 2.写出对话中英语常用的习语的意思以及思考一些它们的中文对等词 3.学习并掌握一些连读音的技巧 教学重难点 能听懂对话并且学会归纳一些描述孔子府的词语 教学过程 Activity一听前感知 Ask students to look at the three pictures and try to introduce the three historic places brief in simple English. Activity二：听力活动 https://www.docsj.com/doc/ef13221048.html,plete a table(p38 part2) (1)Go through the chart quickly and let the students know what they should write down while listening (2)Play the tapes for students and ask them to get the important information about the Confucius. (3)Exchange the answers with others and brainstorm. (4)Play the tape again for students to check the answers. (5)Share the answer with the whole class. Suggested answers:

新人教版高一英语必修四Unit 5 Theme parks 教案

新人教版高一英语必修四Unit 5 Theme parks 教案 Unit 5 Theme parks 1. 教材分析 本单元以Theme parks 为话题，旨在通过本单元的教学，使学生了解分散于世界各地的各种各样的主题公园，学会向别人介绍某个景点的大体情况，以及计划各项活动，同时培养学生对世界及生活的热爱。 Warming up通过向学生呈现四个风格各异的世界著名主题公园，激发学生学习本单元的兴趣。 Pre-reading 通过学生对主题公园里活动的想象，交流了解主题公园的有关知识。 Reading 通过介绍世界各地形式各异的主题公园概况，使学生了解风格迥异的各国主题公园。 Comprehending 让学生从文章的标题及各段大意来整体理解课文。 Learning about Language 分词汇和语法两部分。 Discovering useful words and expressions 中的练习1是

以给出意思写出相对应词汇的形式考查对文章中重要词汇及短语的理解。练习2 是以短文填词完型的形式考查对练习1中词汇的运用。练习4则以完成句子的形式考查学生对get/ be closer to这一短语不同意义及用法的准确运用。 Discovering useful structures 是通过填表格的练习方式向学生呈现英语词汇不同的构词法（合成及派生）。 Using Language 分为四个部分练习听、说、读、写。 1) Listening练习听力可配合Listening on P69 in Workbook及Listening Task on P73 进行。 2）Reading and speaking这是一篇泛读文章，介绍更新奇的主题公园（观察未来）。然后让学生练习朗读课文的第二段，注意个别特殊的发音方式。接着把（观察未来）公园的各项活动性质归类及解释理由。然后根据自己对文章的理解为该主题公园绘制一张地图。最后分别说出（观察未来）主题公园会让你体验到的三种时间及空间的经历。 3）Writing要求介绍某一主题公园的概况，包括种类，方位，各活动项目及门票收费。 4）Speaking根据所准备的公园概况介绍写一段 对话，作为导游回答一位正在游览公园的朋友对公园情况的一些询问。 2. 教材重组 因本教材重点强调的是阅读能力，故将Warming-up,

高一英语必修一unit3教案

Unit 3 Travel Journal Period1. Step 1.Warming up 1.Ask some questions: 2.Do you often travel? Where have you been? 3.2. Following the steps of the warm-up on page 17. Step2. Pre-reading 1. Show some traveling pictures of the teacher’s. 2. Ask Ss : which river is the longest one in the world and which is the largest one; which river is the longest one in China. 3. Ask Ss: how people who live along a river use it. Step3. While-reading 1. Scanning: Ss read quickly and answer: What are they going to do? 2. Skimming: Ss read again and finish comprehending 1 on page 19. Ss read and get the main ideas of each paragraph. Ss list the countries that the Mekong River flows through. Step4. After-reading Ss in pairs and discuss: Wang Wei’s and Wang Kun’s simil ar and different attitudes about the trip. Similar attitudes about the trip Different attitudes about the trip Both Wang Wei and Wang Kun think…1. Taking this trip is a dream

【公开课教案】新人教版高中英语必修4unit3教学设计

A brief teaching design A taste Of English humor（新人教版高中英语必修4） 一、教材分析（教材的地位及作用）： 该课选自新人教版高中英语必修4第3单元阅读部分。该部分以“无声的幽默”为题，介绍了世界著名的电影演员、喜剧大师查理卓别林以及他在无声电影时代的精湛表演。他运用滑稽、夸张的动作表情，让观众在捧腹大笑之余，体会在琐屑、卑微之中隐藏的深刻本质。因此，教授该单元时要让学生认识到这一点。同时鼓励学生保持乐观的人生态度，培养幽默感，陶冶情操。还要通过阅读这篇课文，进一步提高学生听、说、读、写的综合素质能力。以此达到《英语课程标准》中提出的“让学生通过感知，体验，实践，参与和合作等方式感受成功。形成积极的学习态度，促进语言交际应用能力的提高。 二、学情分析 高一学生，虽然经过了初中三年的学习，但所掌握的单词量少，口语表达能力弱，又缺乏良好的英语语言环境，学生学习英语的兴趣低。这些原因导致了课堂上师生的配合不够融洽。但学生对课堂中设置的学习活动参与性较好，在同组同学的配合及教师的帮助下可以取得良好的效果。因此，将知识直观呈现，从易入手，使学生感觉到容易理解容易掌握，调动学生的学习兴趣和积极性成为教师要攻克的主要难关。借助多媒体，让学生感受真实情境，通过对本的学习提升学习英语的兴趣。 三、确立教学目标，重难点 根据课程标准的要求，及本课在教材中所处的地位和作用，结合学生的实际学情，确立教学目标及重点与难点： （一）教学目标 1.知识目标： 通过对阅读的学习，进行全面、整体理解，引发思考，达到强化学生语言意识、积累语言经验的目的。从而提高英语的口头与书面表达能力。 2.过程与方法目标： 通过Reading简单了解无声幽默大师---卓别林。 3.情感、态度与价值观目标

高中英语Unit13Lesson2《PersonalitiesandJobs》教案北师大版必修5

Unit 13 Lesson 2 Personalities and jobs 教学目标 听说读写围绕着一个主话题而展开，着重培养学生用英语进行思维和表达的能力。 语言知识技能：通过运用所学词汇句型，进行个性与工作的描述及交流，培养英语交际能力。通过阅读提取信息。 学习策略：掌握个性表达的形容词的学习策略（构词法，同义词，反义词，词汇的分类及性质）及表达观点的句型。 情感态度：通过对自己进行正确的个性评价，发现自己或别人的优点和缺点。从而更好为自己选择适合的工作或为他人提供工作选择的建议。 文化意识：通过阅读了解不同国家的人的特征，形成跨文化交际的意识 教学过程 Step 1 Lead in Ask students whether they have a special summer holiday. Did they do part-time job? Step 2 Personality adjective Vocabulary ●Picture Presentation (relate the job to the personalities) ●Match the definition of the personality adjectives. Key words : confident creative intelligent persistent sympathetic patient sociable independent communicative… 1.A ________person is sure that he or she can do something or deal with a situation successfully. 2.Someone _________ would care only about himself and not about other people. 3.Someone ________ is clever and good at understand ideas and thinking quickly. 4.A _______ person can wait for a long time for something without getting angry or worried. 5.Someone ______ is good at producing new ideas. 6.A __________ person feels sorry for others who are suffering and wants to help them. 7.Someone ________ would continue to do something even though it is difficult. 8.A ________ person is friendly and fond of being with others. 9.An ____________ person is confident and able to do things by himself in his own way, without help or advice from other people. 10.Someone _________is able to talk easily to other people.

人教课标版高中英语必修二 Unit4 Reading 教案-新版

Unit4 Reading 教学设计 1. Teaching Analysis 教情分析 1)Teaching objectives-教学目标 ①Language target语言目标 a. Key words & expressions重点词汇和短语 Carpet，respond，distant，certain，powerful, rub, mosquito, affect, appreciate, in danger of, burst into laughter, protect...... from, in relief b. Sentence structures: Please take me to the distant land where I can find the animal that gave fur to make this sweater. It shows the importance of wildlife protection，but I’d like to help as the WWF suggests. The flying carpet traveled so fast that next minute they were in Zimbabwe. ②Ability goals能力目标 a. Students will develop their reading skills such as skimming, scanning and making inferences to acquire a better understanding of the passage b. Students will apply the new knowledge to communication based on the reading passage. c. Students will adopt cooperative learning. ③Emotion goals情感目标 a. Let the students be conscious of the critical situation of endangered animals and establish their awareness of wildlife protection. b. Initiate students’ critical and creative thinking in solving the problem of wildlife protection 2)Important & difficult teaching points-教学重难点 ①Important teaching points-教学重点 Developing reading skills like skimming, scanning, making inference, to better

外研高一英语必修四教案：Module 6 单词点拨

result “结果；导致” ____1. ...result from sth.“由于某事导致……结果” His failure resulted from his carelessness. 他的失败是由他的粗心大意所导致的。 2. result in sth. “导致某种结果” His curiosity resulted in his death. 他的好奇心导致他的死亡。 3. as a result (of sth.)“结果；因为；作为某事的结果” It snowed heavily; as a result, the train was late. 天下大雪了；结果，火车晚点了。 →The train was delayed as the result of the heavy snow. 由于大雪火车晚点了。 escape “逃脱；逃离；逃跑” 1. escape sth. / being done “逃脱；避免” He was fortunate to escape punishment / being punished. 他很幸运避免了惩罚。 The fox escaped the hunter. 狐狸躲开了猎人。 2. escape from a place “从某处逃跑” He escaped from prison. 他从监狱逃跑了。 3. a narrow escape “九死一生” The workers experienced a narrow escape from the accident. 工人们九死一生逃离了事故现场。 forbid “禁止；不许” ____1. forbid sb. sth. “禁止某人某事” The doctor forbad him wine. 医生禁止他饮酒。 2. forbid sb. to do sth. “禁止某人做某事” The teacher forbids us to smoke. 老师禁止我们吸烟。 3. forbid sb?蒺s. doing sth. / that sb. (should) do sth. “禁止某人做某事” They forbid your entering / that you should enter the room. 他们禁止你进入这个房间。4. the Forbidden City “紫禁城” the forbidden fruit 禁果the forbidden zone 禁区

高一英语第三单元教案

高一英语第三单元 科目英语年级高一文件high1unit3.doc 标题AmericanEnglish（美式英语）章节第三单元关键词高一英语第三单元内容高中英语第一册 Unit3 一、【目地与要求】掌握本单元出现的单词和词组pronounce,medicine,British,however,European,reaso n,explain,havesomedifficultyindoing……,ask…for, andsoon,moreorless,change…into…,come about,bring in,agreatmany,等等……。二、【日常交际用语】Wouldyoupleasesaythatagainmoreslowly? Howdoyoupronounce／spell…? I’msorryIknowonlyalittleEngl I’msorryIdon’tquitefollow三、【知识重点与难点分析】 1.Ihavesomedifficultyinpronouncingsomeofthewordsi nEngl 在某些英语单词的发音上我有些困难。havesomedifficulty(in)doingsth 这是一个很常见的 句型。意思是“在做某事方面有困难”。其中介词in 常可省略。在此句型中difficulty是用作不可数名词，所以前面不能加不定冠词“a”，也不能改为复数形式。但difficulty前可加any,no等词，例如：

Doyouhaveanydifficultyintranslatingthissentencein toEnglish? 你把这句子翻译成英语有困难吗？WEHADNODIFFICULTYINFINDINGHISHOUSEYESTERDAYEVEN 昨晚，我们毫不费劲地就找到了他的家。 2.Whendoyoutakeyournearexams? 你们下一次考试是什么时候？注意本句中用一般现在时表示将来发生的动作。本句相当于：Whenwillyoutakeyournextexams? 此句用法只限于将来的事件是“列入日程”的，也就是说，是按计划或时刻表将要发生的事，则可以用一般现在时 来表示将来。例如：Whendoesthewintervocationbegin? 寒假什么时候开始？WhattimedoesthetrainleaveforShanghai? 开往上海的列车几点开车？ Theplanetakesoffatt 飞机上午十点起飞。 3.Pardon?Wouldyoupleasesaythatagainmoreslowly? 对不起，请慢点再说一遍好吗？ Pardon?=Begpardon?=Ibegyourpardon? 是“对不起， 请原谅”的意思。这里当没听清楚或没听懂对方话时， 希望对方重复一遍的礼貌用语。意思是“Ididn’thear ／underst andwhatyousaid”同下句 “I’msorry,Idon’tquitefollowyou.”一样，也是希 望对方重说一遍的用语。

【人教版】高中英语必修二：Unit 4 Wildlife Protection 教案

Unit 4 Wildlife Protection 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；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；通过进一步讨论提出有效的保护措施，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。并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。 1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。从而有效地引导学生关注本单元话题，关注动物生存现状。 1.2 Pre-reading是Reading的热身活动。通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。同时要求学生通过阅读文中的图片和标题来猜测文章的内容。 1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。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。从而号召人们热爱动物，保护动物，从我做起。 1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。练习1要求学生根据阅读文的内容回答问题。这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。练习2通过填空练习，学生分析课文结构，内容特点。为写作做好铺垫。练习3帮助学生综合运用、迁移所学知识。通过列举WWF所面临的一个棘手问题，要求学生小组讨论找出合理的解决方案。 1.5 Learning about Language分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习、在具体文章中的运用和相关词汇的分类与运用；Discovering useful structures 是以文章内容为载体的“被动语态的现在进行时”的操练。由此可以看出本教材已明显地由以结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、

(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.

高一英语下学期unit 教案

高一下知识归纳（U18） 1．run vi．(物)延伸，扩展；(事情)继续。 [举例](1) The road runs along the river. 那条道路沿着河流延伸。 (2) The ivy runs along the hedge. 常春藤沿着篱笆攀爬。 (3) The musical play has been running for five years. 那出音乐剧已经连续演了五年。 [搭配] run across 偶然遇见；跑过run after 追求，追逐 run against与……相撞run at 向……冲去 run away 逃跑，跑run back to 追溯到 run out of 用完run up to (数目)达到…… 2．be made up of 由．．．．组成 [举例] Our class is made up of six groups. 我们班由六个小组组成。 [比较] be made up of / be made with / be made out of / be made into (1) be made with指制成品中包含的某种原材料，是“由……做成的”的意思。 A fruit cake is made with fruit. 水果蛋糕是用水果制成的。 (2) be made out of 指做成整个成品的材料，多用于口语，意思和be made of／from差不多，只是语气强一些。 The shirt is made out of the material. 这衬衫是用这种料子做成的。 (3) be made into是指“某种原料制成某种成品”。 Wool has been made into sweaters. 羊毛已做成羊毛衫了。 3．Surround vt．包围、环绕 [用法]surround指一物四周被另一物围绕或完全覆盖；也可指人(尤指土兵或警察)包围一个地方。 [举例](1) The house was surrounded by high walls.房屋四周围着高墙。 (2) The whole cake is surrounded by a thick coat of jelly. 整个蛋糕覆盖着一层厚厚的果冻。 (3) The village was surrounded by troops.村庄被部队包围了。 (4) They have surrounded the town with troops. 他们动用部队包围了这座城镇。 4．same adj．同一的，同样的 [搭配] the same.., as 与……一样the same.., that 是……同一个 at the same time 同时all the same 尽管，如此，仍然 [举例](1)We are the same age. 我们同岁。 (2)Let's meet at the same place as yesterday. 我们在跟昨天一样的地方见面。 (3)That jacket is the same as mine. 那上衣与我的一样。 (4)This is the same pen that I lost. 这正是我遗失的那支钢笔。 (5)They began to laugh at the same time. 他们同时笑了起来。 (6)He has faults, but I like him all the same. 他有缺点，然而我还是喜欢他。 5．be famous for以……闻名 [举例] He is famous for his fine acting.他以演技精湛著称。 China has been famous for its silk trade.中国以丝绸贸易著称。

英语优秀教案(人教版)：必修二(Unit4 Wildlife protection--Period5 Speaking and Writing)

Period 5 Speaking and Writing The General Idea of This Period： This period aims at encouraging the Ss to think and talk creatively about the problems of the endangered animals and figure out some solutions.And help the Ss to organize their ideas into a composition. Teaching Aims： 1.Get the Ss to learn to express “intention and purpose”and talk about solutions. 2.Help the Ss learn how to organize a letter to save the endangered animal dodo. Teaching Important Points： 1.Get the Ss to learn to express “intention and purpose”and talk about solutions. 2.Enable the students to organize a letter in the proper and efficient way. Teaching Difficult Point： How to write a letter in a correct way. Teaching Methods： 1.Create some situations for the Ss to talk actively in public. 2.Practice to improve the students’ writing ability. Teaching Aid： 1.A multimedia computer. 2.A projector. Teaching Procedures： Step 1 Revision 1.Revise some information about some endangered animals. T：Yesterday we learned something about an disappeared animal.What is it? Ss：Dodo. S1：It had large body and small wings so it couldn’t fly high in the sky. S2：It was kind to human beings but it was cheated by human and hunter to disappearance. T：Very good. 2.Get the Ss to present what they have found about endangered animals.Each group of Ss choose one representative to imitate the endangered animal and describe for the rest of the class to guess the name of the animal，its appearance，habits and the problems they are facing，with pictures shown on the screen. Step 2 Speaking T：So you know many species of endangered animals.Do you feel it a pity that so many animals are dying out? Ss：Of course/Sure. T：Now imagine that you are with one of the species.You try to help them.How to help them? Talk in pairs what you might do.Try to use as many useful phrases as possible. The phrases of Speaking on Page 31 may be useful to you. After four minutes，get some Ss to present their solutions and at the same time collect their ideas on the Blackboard. S1：I’m going to do something to help the Tibetan antelopes，for they are endangered.I mean to take them away from people and hide it in a cave on a separate plain.And I will dig holes

北师大版高中英语必修5Unit13教案Lesson 3教学设计

Lesson 3 Guessing about People Teaching Aims: To practise using modals for speculation To distinguish between modals used for decision, advice and speculation Teaching difficulties: To practise using modals for speculation Teaching Aids: computer, cassette Teaching procedures: Ⅰ. Warming up T: First look at the title “Guessing about People” Who can tell me what’s the meaning of the title? S: T: “Guessing about people” means make a judge about people without being sure of all the facts. In daily life If we are curious or worried at somebody or something we often make various guess. Think over which words we will use when we guess what will happen? What happened? S: must, may, may not, can, can’t and so on . T: now we will listen to a dialogue in which there are a lot of words about speculation. ⅡListening Listen to the dialogue to do the exercise 1.The two students were missing ______. A.because they were separated from the other students. B. in a cave. C. for the reason we don’t know. 2. The dialogue tells us ______. A. The two students disappeared 3 days ago. B. My cousin know where they are C. The rescuers found them in a cottage. 3. The dialogue makes various guessed except_________.

人教版高一英语必修4Unit1Women of achievement全单元教案

Unit1 Women of achievement单元教案 This unit stays focused on the topic: women. Six women with various national backgrounds are featured, and different aspects of their life are explored, like, their social position, contributions and hardships ;meanwhile, their achievements in a wide variety of fields are highly praised. Ss will know better the roles women play in social life, with their(esp. girl students’)self-esteem and sense of social responsibility boosted. Warming-up requires Ss to comment on the 6 women and give their opinions and reasons as well. This part connects Unit5,Module1.The rules concluded in the earlier unit can be applied here to identify great women. Ss should be encouraged to discuss what these women did for other people, and what problems they had to overcome or what they had to give up to achieve their ambition. Pre-reading is also a discussion but focused on Jane Goodall. The two questions raised here prompt Ss to think over the pros and cons of two approaches to scientific study(lab research & field research). Then, Ss are asked to predict the content based on the title and pictures. Reading-A Student of African Wildlife depicts a scene where Jane and her colleagues studied chimps in an African forest and explains the significance of their work and the achievements she reached. Despite the fact that it was a dirty and tiring job to do the field research in the wild,

北师大版高中英语必修5Unit13教案4 First Impressions教学设计

4 First Impressions Objectives ■ To practise reading for inference. ■ To practise making opposites of adjectives using a prefix. ■ To practise talking and writing about one’s experience of meeting someone for the first time. Possible problem Some students may have difficulty “reading between the lines” if they find too many unknown words in a text. Background Alfred Tennyson (1809-1892) an English Poet who was made Poet Laureate, and whose works include The Change of the Light Brigrad. Quote: Wilson Mizner (1876-1933) was a successful US businessman. Routes through the material If you are short of time, set Exercise 5 and 8 for homework. If you have time, do the Options. If you have two periods for this lesson, a suitable natural break is after Exercise 5. Reading Before you start Exercise 1 ■ Read the example sentence with the class. Elicit suggestions for how this story could continue. ■ Students then work in pairs sharing experiences they have had. ■ Ask students if the opposite has ever happened to them, i.e. they met someone they liked and later didn’t like. Get them to tell such stories to each other. Ask them which situation happens most often. Read to learn Exercise 2 ■ Have students read through the questions before reading the text. ■ Students read the text silently and find answers to the questions. ■ When checking students’ answers, ask them to read out the section of text which gives the answer. When giving answers to question 5, encourage students to support their point of view by referring back to the text. Answers 1 in the local library 2 poetry 3 an important science exam 4 She heard someone humming behind her 5 (suggested answer) friendly, warm-hearted, forgiving 6 She asked a librarian and got it from the library files. 7 (open question) ■ In pairs, students do question and answer exercise. Exercise 3 ■ Read the strategies with the class.