高二英语选修7-unit5教案

Unit 5 Travelling abroad Ｉ.单元教学目标

III. 教材分析与教材重组

1. 教材分析

本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。

1．1WARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这

些问题。

1．2 PRE-READING是READING的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。

1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。Try to understand some of the benefits and difficulties she has in London.

1．4 COMPREHENDING

练习1通过四个问题来检查学生对课文的细节的理解。

练习2以图表的形式来分析在国外学习的利与弊。

练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。

练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。

1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。

1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做

的事；听第二遍是要求学生回答五个问题；练习3是填空题。通过这些题，培养学生学会获取听力材料中的具体用词和细节要点，同时让学生了解有关Peru这个国家的一些情况，为下面的reading and speaking 作铺垫。

第二部分Reading and speaking 作为一个整体教学材料。阅读部分主要依据地图对秘鲁这个国家进行介绍，要求学生skim(to get the main idea),再scan( to get the details), 然后回答3个Wh-问题。然后为大家提供了一个旅游小册子，其内容包括在秘鲁旅游的四条路线。要求学生在读后根据文章细节回答四个问题。Speaking部分主要是设置了一个情景your group plans to spend eight days in and around Cuzco。要求学生依据所提供的旅游手册来选择适合自己团队的旅游路线。进一步了解有关旅游的一些注意事项，并学会表达计划和任务。这是一个任务型训练题，旨在培养学生的口语表达能力和实践能力。

1．9 WRITING 要求学生给一位即将到中国来学习的美国笔友写一封信，在信中向他介绍中国的一些情况，在中国的学习、生活中可能会遇到的问题及解决问题的办法，告诉他怎样更好的学习中国的文化以及你将提供给他的帮助。

2. 教材重组

2.1 从话题内容上分析，WARMING UP 与READING相一致；而从训练目的上分析与TALKING比较一致。从教材份量来说，可将WARMING UP与Workbook中的TALKING, SPEAKING TASK整合在一起，设计成一节任务型“口语课”。

2.2 可将PRE-READING, READING与COMPREHENDING三个活动整合在一起上一节“阅读课”。

2.3 USING LANGUAGE中的Listening与Reading and speaking都是谈论有

关秘鲁这个国家，介绍秘鲁的景色以及在秘鲁旅行的几条路线，内容一致，所以放在一起，设计成一节"听说课"。

2.4可将LEARNING ABOUT LANGUAGE 与Workbook中的LISING

STRUCTURES语法练习题整合在一起上一节“语法课”。

2.5 可将Workbook 中的Listening与Reading Task 与Writing Task 整合起来，上一节“综合实践课”。

2.6将WRITING 与Learning Tip 与Workbook中Project整合成一节“写作课”。

3. 课型设计与课时分配（经教材分析，根据学情，本单元可以用六课时教完）

1st period Speaking

2nd period Reading

3rd period Listening and Speaking

4th period Grammar

5th period Integrating skills

6th period Writing

Ⅳ. 分课时教案

The First Period Speaking

Teaching goals 教学目标

1. Target language目标语言：

a. 重点词汇和短语adjust to，advantage，find out ，youth hostels，community

b. 交际用语expressing and supporting an opinion

You might …

It’s a possibility...

Probably…

It’s (very) possible that...

It could happen.

Most probably...

It’s not very likely… I doubt it.

He/She/They will probably...

2. Ability goals能力目标

Enable the students to discuss what they would learn when traveling or living in another country. And how to deal with the problems and dangers that could happen while traveling in a foreign country.

3. Learning ability goals 学能目标

Help the students learn how to deal with the problem that they could meet while traveling..

Teaching important points教学重点

Let students learn to use the structures of expressing and solve the problems. Teaching difficult points 教学难点

How to deal with the problems that are likely to happen when traveling and how to prevent them.

Teaching methods教学方法

1. Looking at the questions. (individuals).

2. Pairs work to discuss and work in groups of four.

(task-based , cooperative learning).

Teaching aids教具准备

1. A computer

2. A projector

Teaching procedures & ways教学过程与方法

Step I Greeting and Revision

T: Good morning/afternoon, boys and girls! First, let’s check the homework.

1.Check whether they have remembered the ten important sentences.

2.Check whether they have previewed the new words and expressions in this unit.

Step II Warming up

*Talk about the problems with the teacher’s help.

T: If you had chance to go abroad in the world, which country would you like to visit and why ? and what kind of things would you meet or learn best? Look at the problems on Page 37. You can discuss the following questions with your partner. Qs: 1.If you could go anywhere in the world, which country would you like to visit and why?

2. What kind of things would you learn best by being a tourist in a country and

what would you learn best by working or studying there?

3. How differences or easy do you think it is to adjust to living or traveling in

another country? What kind of differences might you experience?

4. Have you talked to anyone who has spent some time in another country? What

did they find unusual or difficult about it?

Discussion

Sa: If I had chance to travel abroad, I’d like to visit New Zealand. It’s said that it’s a beauti ful country, I’d like to enjoy the beautiful scenery in New Zealand.

Sb: If I had chance, I’d like to go to America. Maybe it is better if I could work or study there, then I could learn English well.

Sc: I ‘d like to go to Egypt, because I want to kno w about the ancient culture.

T: What kind of things would you learn best by being a tourist in a country and what would you learn best by working or studying there?

Sa: When we travel to another country, maybe we could know about the architecture of the country, the beautiful scenery, the economic situation and so on.

Sb: When we work or study in the country, maybe we could know more about the manners and customs of the country. We could learn the standard English better, we could communicate with the local people to improve our English.

Sc: If we could live with the local people, we could know the proprieties of the country, know more slang, know the difference in time, food, transportation etc. between the two countries.

T: Very good. You can think so many things. Have you talked to anyone who has spent some time in another country? What did they find unusual or difficult about it? Ss: Well, I have talked to my friend who had been to a foreign country, he told me something different or interesting in the foreign country. For example, in India, most people don’t eat meat, especial beef, they like to eat vegetables and fruits, so if you invite an Indian for dinner, never order steak for them.

Step III Speaking

T: Well, we talked about the things that we could learn while we traveling or studying in a foreign country. Then, what kind of problems or dangers would happen while traveling in a foreign country? Now, turn at page to P82, try to list the dangers and

problems, then discuss ways you could prevent these things happening in groups. The following sentence patterns are helpful for you:

You might… Most probably, …

It’s a possibility… It’s likely/unlikely that…Probably, … It’s not very likely… I doubt it. It’s (very) possible… He/She/They will probably.

It could happen.

(After a few minutes)

T: Well, are you ready ? Who’d like to show us your opinion?

Sa: While traveling, it’s possible that you could lose you way, because you don’t know the country very well. To prevent this:

◆You’d better take a map of the country with you.

◆Don’t leave alone without saying a word.

◆Pay attention to the conspicuous signs, for example, some famous buildings,

some special road signs so that you can ask the way while you are lost.

Sb: It’s likely that we could meet malefactors--- robber, thief or others. Probably, we will be hurt. To prevent this:

◆Don’t show your valuable belongings to others.

◆You’d better go along with other p eople.

◆Should you face dangers, connect the police.

Sc: It’s (very) possible that we could have difficulty in communicating with the local people. To prevent this:

◆Try to grasp the simple and basic communicated language

◆Try to know about the manners and customs of the country

◆Try to be familiar with formality in everyday life

Step IV Talking (若时间不足，可改为作业)

T: OK! So much for the questions. You did a very good job, I’m sure that you have known how to deal with the problems while traveling or studying in a foreign country. If we wanted travel alone with a little money, could you find a good way to

save money?

Sa: Maybe we could travel on foot or by second-class rail.

Sb: We could stay at the small inn to save money, but maybe the situation there is not good.

T: Well, there is a good and not expensive place for travellers--- Youth Hostels, Hostels provide clean safe place to stay and have community kitchens. Now, let’s read something about Youth Hostels and discuss the questions in groups.

(5 minutes later.)

T: OK. Let’s look at the questions. Are youth hostels expensive or cheap to stay in? Ss: They are cheap. They offer quality accommodation at low cost.

T: Yes. And how many people share a bedroom in a hostel?

Ss: There are 4,5, or 6 people.

T: What is the advantage of staying in a place with a kitchen when you are traveling? Ss: If there were a kitchen in the hostel, I could cook by myself, it’s It is good economy to cook on my own.

T: What is the advantage of having a Youthpass?

Ss: Youthpass offers travelers cheap train fares in most European countries. It can make you maximize your time and minimize your cost.

T: How old must you be to get a Youthpass?

Ss: For those under age 26 on their first day of travel.

T: Why is it a good idea to buy travel insurance?

Ss: Because while traveling, we may face unexpected illness or accident, no matter where you go to in the world, the cost of medical treatment can be very high, if you buy travel insurance, it can afford all medical treatment of you while traveling abroad. T: Then would you enjoy staying in a youth hostel? Why?

Ss: Though there are many advantages of staying in a youth hostel, I still like to travel in collective tour. Tourists can help each other in case of an emergency.

Ss: Well, I like youth hostel very much. Because I like traveling on my own, I like to enjoy the sense of freedom, I can do whatever I like. Also, it’s convenient for traveler to stay in youth hostel.

T: Good. There is little time, let’s look at our homework. Step V Homework

1．Learn the new words and expressions by heart 2．Let students talk about their experiences of travelling

最新人教版高中英语选修六各单元阅读全英文教案(全册 共5个单元)

最新人教版高中英语选修六各单元阅读全英文教案（全册） Unit 1 Art Period2 Reading Teaching aims Enable students to learn something about the western arts ,and learn how to describe a painting. Teaching procedures Step1 Brainstorming How much do you know about art? Have you ever been to an art gallery? Do you find your visit interesting? What can you think of when looking at the word “art”? Step2 Pre-reading 1.kinds of painting: 2.Can you name some famous paintings and painters in the world? 3.Differences Western paintings:Realistic detailed, rich in color, line and shapeAbout religion, human Chinese paintings :It is often about nature, such as mountain, water, bird-and-flower, etc. It has the symbol of harmony (和谐）and peace. Step3 Fast reading 1．W hat’s the main idea of the text? has changed a lot with going by. 2.How many styles of Western painting are mentioned in the text? What are they? .3. How is the passage organized?

人教版高中英语选修七全册教案

Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning.

高二英语选修7 unit2教案

Unit 2 Robots Ｉ．单元教学目标 II．目标语言

III．教材分析与教材重组 1.教材分析 本单元以机器人和科幻小说为话题，介绍了20世纪世界知名的科幻小说家Isaac Asimov写于1951的Satisfaction Guaranteed 和作者的生平。通过本单元的教学，旨在让学生了解科幻小说最大的特征在于，它赋予了“幻想”依靠科技在未来得以实现的极大可能，甚至有些“科学幻想”在多年以后，的确在科学上成为了现实。如Isaac Asimov1951年描述的机器人的部分功能已经被应用于现实生活和工作中。在教学中，要鼓励学生敢于幻想，大胆创新，发挥自己丰富的想象力和创作力，写出独具特色的科幻文章。 1.1 WARMING UP介绍了什么是机器人，和不同种类及不同形状的机器人。 1.2 PRE-READING 通过讨论机器人是否像人类一样有自己的思维，是否有感 情引出Isaac Asimov的科幻小说Satisfaction Guaranteed。为本单元的

READING做好了铺垫。 1.3 READING课文是Isaac Asimov写于1951的科幻小说Satisfaction Guaranteed。文中描述的机器人Tony是一个除去面无表情外，身材高大，相貌英俊，聪明机智的完美男人。仅三周的时间就使女主人坠入爱河。1.4 COMPREHENDING共有2部分，第一部分是关于课文内容的5个问答题， 旨在考察学生对课文的理解。第二部分要求学生比较机器人Tony在 physical, mental, emotional 三方面与人的异同。与PRE-READING 部分的问题相呼应。 1.5 LEARNING ABOUT LANGUAGE 分为两部分，Discovering useful words and expressions是本单元词汇练习题；Discovering useful structures是本单元语法练习题，通过本单元的学习，要求学生熟练掌握不定式的被动语态。 1.6 USING LANGUAGE分为两部分，Listening ,discussing and writing部分内 容是Molly 和Kate 讨论Satisfaction Guaranteed的对话录音，要求学生根据对话内容学会运用表达自己观点的常用句型。这部分教学内容还要求学生以机器人为话题，充分发挥自己的想象力，谈论机器人做家务的利与弊。 并且要求自己动手设计机器人，附上文字说明。Reading and discussing 部分的内容是科幻小说家Isaac Asimov的生平介绍。文章后附有练习题。第一题要求学生根据时间线，了解在作者生命中发生的重要事件。第二、三题要求学生讨论Isaac Asimov的“机器人三定律”。 2. 教材重组 2.1 将WARMING UP 、PRE-READINGR、READING与COMPREHENDING 放在一起上一节阅读课。 2.2 把LEARNING ABOUT LANGUAGE 和WORKBOOK 的Using words and expressions及Using structures整合在一起上一节词汇语法。 2.3 根据USING LANGUAGE内容上一节听说读写综合技能课。 2.4 将WORKBOOK 的Listening 和Reading task 设计为一节阅读课写作课。 2.5 将WORKBOOK的Speaking task, Listening task和Writing task 整合在一 起上一节综合技能课。 3. 课型设计与课时分配（经教材分析，本单元可以用5课时教完） 1st Period Reading

优质高中英语选修7 unit3教案

一、词汇&短语 1.目击 v._____________________ 2.暂停 vt./n. __________________ 3.每年的adj. _________________ 4.拖,拉 vt. __________________ 5.催促vt._____________________ 6.深(度) n. ____________________ 7.协作 n._____________________ 8.住所 n._____________________ 9.相对的_____________________ 10.逃离v. _____________________ 11.放弃 vt. ____________________ 12.帮助(某人)摆脱困境 _________ 14．________________ 瞄准 13．________________ 优于；在……前面 15．________________ 靠近 16．________________ 在此期间；与此同时 17．帮助(某人)摆脱困境或危难 二、知识详解 1. 【原句】that this was just a story but then I . 当时我以为只是一个故事罢了，但是后来亲眼看见了，而且见过多次。 witness vt 当场见到；目击 n 目击者；证人；证据 be (a) witness to sth 目击，看见 witness sth 见证，目击，作证 bear/give witness to 为…作证，为….的证人 witness to doing (在法庭上)作证 1).His good health is a to the success of the treatment. 他身体健康证明这种疗法是成功的。 2).Police have appealed for anyone who to contact them. 警方呼吁凡是目击这一事件的人与他们联系。 3).He seen the man enter the room.他证明看到那个人进了房间。 4).She the case, but didn’t want to give/bear witness. 2.【原句】On the afternoon I arrived at the station, , I heard a loud noise coming

高二英语选修7 Unit5教案

Unit 5 Travelling abroad Ｉ.单元教学目标

III. 教材分析与教材重组 1. 教材分析 本单元以travelling abroad为话题，旨在通过单元教学，使学生了解在国外旅行或学习时可能会遇到的一些问题，并学会怎样去解决问题和避免这样问题的发生。学会表达和支持个人观点，能用所学的有关travelling abroad的词汇描述在国外居住生活的情况，在国外旅游时能根据所给的信息选择恰当的旅游线路，能推测什么事情可能会发生，哪种情况不会发生，会正确使用非限制性定于从句。 1．1W ARMING UP 提供了四个有关旅行的问题，让学生用已有的知识和经验讨论在国外居住或旅行会遇到什么问题，并且该如何来解决这 些问题。 1．2 PRE-READING是READING的热身活动。提供了两个问题，它要求采用与同学讨论交流的方式谈论在国外学习的利与弊，激发同学们的学习兴趣。 1．3 READING是一篇介绍中国女孩谢蕾在伦敦学习的情况。使学生对比在国内学习与在国外学习的不同。Try to understand some of the benefits and difficulties she has in London. 1．4 COMPREHENDING 练习1通过四个问题来检查学生对课文的细节的理解。 练习2以图表的形式来分析在国外学习的利与弊。 练习3设置了五个讨论题，通过这些话题的谈论，挖掘文章的深层含义，激活学生自身的认知能力和思想认识能力。 练习4是概括能力训练题，在理解的基础上，重点训练学生的概括能力。 1．5 LEARNING ABOUT LANGUAGE分词汇和语法两部分。其中，Discovering useful words and expressions是训练学生在语境中掌握词汇的能力，帮助学生加强动词变化形式的意识。Revising useful structures 是关于非限制性定于从句，旨在训练学生对定语从句的理解、掌握和运用，并通过语法练习加以巩固。 1．8 USING LANGUAGE中的第一部分Listening要求学生先根据秘鲁的地图谈论有关秘鲁这个国家的一些情况, 然后完成三个相应的任务型练习。首先是要求学生在听第一遍时能完成听力练习1的任务，即：选择那些是Lia喜欢做

高二下册英语教案新人教版.doc

高二下册英语教案新人教版 教学目标1. think more ab out the relationship between science and nature. 2. describe some items and atmosphere with scien tific terms. 3. express their opinions on cloned animals and humans as well. 4. develop an interest in doing more reading and research on the topic. 教学重点Words , phrases and sentence patterns 教学难点Practical usage 教具Blackboard , slides and handouts 教学内容教法学法 Teaching procedures: Step 1 Lead in (PPT 4-7) Play a dialogue about height-increasing operations and ask students to fill in the blanks. After checking the answers, allow some time for students to freely express their opinions on height-increasing operations, thus introduce the major topic “science versus nature”。 [Explanation] 用一段有关增高术的听力引入主题，主要是考虑到这一切入点与实际生活较为贴近，比较容易让学生有话说，作为人类利用科学对自然的东西做出改变的一个典型例子可以顺其自然得引入本课主题。 Step 2 Science versus nature (PPT 8)

外研版高中英语选修7全册教案

外研版高中英语选修7 全册教学设计教案

目录 Module 1 Basketball-Period 1 Module 1 Basketball-Period 2 Module 1 Basketball-Period 3 Module 1 Basketball-Period 4 Module 1 Basketball-Period 5 Module 1 Basketball-Period 6 Module 1 Basketball-Period 7 Module 1 Basketball-Section 1 Background readings Module 1 Basketball-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Period 1 Module 2 Highlights of mey senior Year-Period 2 Module 2 Highlights of mey senior Year-Period 3 Module 2 Highlights of mey senior Year-Period 4 Module 2 Highlights of mey senior Year-Period 5 Module 2 Highlights of mey senior Year-Period 6-7 Module 2 Highlights of mey senior Year-Section 1 Background Readings Module 2 Highlights of mey senior Year-Section 2 The Analysis of the Difficult Sentences Module 2 Highlights of mey senior Year-Section 3 Words and Expressions Module 3 Literature-Period 1 Module 3 Literature-Period 2 Module 3 Literature-Period 3 Module 3 Literature-Period 4-5 Module 3 Literature-Period 6-7 Module 3 Literature-Section 1 Background readings Module 3 Literature-Section 2 The Analysis of the Difficult Sentences Module 3 Literature-Section 3 Words and Expressions Module 3 Literature-Task Module 4 Music Born in America-(Period 5-6) Module 4 Music Born in America-(Period 7-9) Module 4 Music Born in America-Period 1 Module 4 Music Born in America-Period 2 Module 4 Music Born in America-Period 3 Module 4 Music Born in America-Period 4 Module 4 Music Born in America-Section 1 Background Readings Module 4 Music Born in America-Section 2 The Analysis of the Difficult Sentences Module 4 Music Born in America-Section 3 Words and Expressions Module 5 Ethnic Culture-Grammar1 Module 5 Ethnic Culture-Grammar2 Module 5 Ethnic Culture-Introduction Module 5 Ethnic Culture-Reading and Vocabulary(1) Module 5 Ethnic Culture-Reading and Vocabulary(2)

人教版高中英语选修7Unit1教学设计

人教版高中英语选修7Unit1 一、教案背景 ，面向学生：√中学□小学2，学科：英语 2，课时：23，学生课前准备：熟悉课相关的重要词汇，本文的话题是围绕“残疾、残疾人的生活”展开 的介绍残疾人积极进取的生活，紧扣了本单元“身残志坚”的主题。引导学生谈论对“残疾”这一话题的看法，让学生了解残疾人取得的成就进行讨论，通篇阅读全文，把握文章的大 意让学生了解F amily Village网站的基本情况。借助标题和图片讨论该网站的主要内容和作用。 二、教学课题 知识与技能目标：I、让学生掌握以下单词和短语的用法： ambition,absence,beneficial,adapt,annoy,access,in other words, all in all,cut out, in many ways,resign, congratulation II、让学生学会运用以下重点句型： 1.She was proud to have recently presented her country in an athletics competition. 2.F o r d i s a b l e d c u s t o m e r s i t w o u l d b e m o r e c o n v e n i e n t t o p l a c e t h e t o i l e t s n e a r t h e e n t r a n c e t o t h e cinema. 过程与方法目标：1、带领学生讨论问题2、阅读全文，找出重点单词、短语和句型，加以分析讲解，使学生达到学以致用的境界。3、学习正式信件的写法和用语 4、引导学生去体会马蒂菲尔丁的情感变化，提高他们关心、理解、帮助他人的意识。 三、教材分析 Reading部分，由残疾人Marty Fielding 在网页上叙述自己的故事，他患了至今无法认识的 肌肉疾病，身心倍受摧残，但痛苦的磨练也让他变得更加坚强，更好地认识人生，决心要过好人生的每一天：“Live one day at a time”他展示了他复杂的情感变化过程：希望破灭后的迷惘、焦虑、恐惧、对同情和理解的渴望，以及自我接受、被人接受后重新燃起的希望和喜悦。 教学重点： 1、重点的单词、词组及句型用法 2、训练学生总结归纳段落大意的能力 3、培养学生关心、帮助残疾人的良好意识，激发学生自尊、自立、自强的精神 教学难点： 1、重点单词短语的用法 2、学习正式信件的写法和用语 3、深入理解和进一步运用语法动词不定式 教学之前确定教学重难点，上网搜索Family Villaged的资料，了解其情况，确定恰当的教学方法与参考资料。然后根据教学的需要，引导学生上网搜索出有关课文的录音与图片，让学生熟读读课文，培养英语语感。看到相关的图片之后，提高学生主动关心、帮助弱势群体的意识，同时学习以乐观的态度、顽强的毅力面对人生。 四、教学方法 讲授法、演示法、训练法、课堂讨论法 1、讲解重点的单词、短语以及动词不定式的用法 2、演示经典句型例子，播放相关图片

高中英语高二教案

【今日任务知会于心】 1.熟悉英语知识体系，了解英语学习计划； 2.掌握教材的单词与短语； 3.掌握英语五大基本句型； 4.熟练阅读技巧——先题后文，速找答案。 【课前热身小试牛刀】 1、考查前段时间记的词汇。 2、划出下列句子的句子成分。 （1）Today is Sunday. （2）I am waiting for his feedback. （3）Call me Mike, please. （4）They were very excited when I told them the results of the exam. （5）Today the computer has become the most popular means of communication in all of the United States. 【知识精讲讲练结合】 一、高中英语知识体系（详见附页思维导图） 二、词汇大演练：（见书本） ****【提示】听写必修一Unit 1的单词与短语 三、语法专项——五大基本句型 1、句子： （1）概念：词素——词——词组——分句——句子

（2）句子成分：主语Subject；谓语Predicate；表语Predicative； 宾语Object；定语Attribute；状语Adverbial； 补语Complement 【注】每个成分分别由哪些词性可以充当？ （3）句子分类： A 按照用途划分：陈述句；疑问句；祈使句；感叹句 B 按照结构划分：简单句；并列句；复合句 2、简单句的五大基本句型： （1）基本句型一：S + vi. 主语+不及物动词 e.g. The rain stopped. Everyone laughed. The old man walks in the park. 【注】“there + be（vi.）+S…”也属于这一类句型。 e.g. There is some milk in the bottle . There comes the bus . （2）基本句型二：S + lv. + P 主语+连系动词+表语 e.g. My sister is a nurse . I feel quite hungry . The ball is under the desk. 【注】在此类句型中，连系动词除了be动词外，还有其他一些动词： A、表感官的动词：feel, smell, taste, sound, look, appear, seem等； B、表转变、变化的动词：go, become, turn, get, grow等； C、表瞬间的动词：come, fall, set, cut, occur等； D、表延续的动词：remain, keep, seem, hold, stay, rest等； E、其他动词：eat, lie, prove, ring, run, stand等。 特别值得注意的是，“It …”句式也属于此种类型。 It + be + adj. / n. + to do … It + be + adj. / n. + for / of + sb. + to do … e.g. It is easy for us to finish the project in two days.

人教版六年级英语上册全册教案【全套】

小学英语六年级上册全册课程纲要 ◆课程类型：必修课程◆教学材料：人民教育出版社 ◆课时安排：42课时 ◆授课对象：小学六年级 一、课程标准相关的陈述 能借助录音、图像、手势听懂简单的话语或录音材料；能听懂课堂活动中简单的提问；能在口头表达中做到发音清楚，语调基本达意；能认读所学词语；能根据拼读的规律，读出简单的单词；能读懂教材中简短的要求或指令；能正确地使用大写小字母和常用的标点符号；能根据图片、词语或例句的提示，写出简短的语句. 学习目标： 1、我能够借助拼读规则、图片听、说、读、写64个短语和单词以及12组句子和9个单句（包括社区生活，交通法规，课余活动，业余爱好，职业，心情等几个话题）。要求能在真实语境中正确运用并能读懂简短语篇。 2、我能够借助拼读规则、图片听、说、认读83个单词（带“△”）。 3、我能借助录音能听懂、会唱6首歌曲。 4、我能根据练习，作业及小组合作完成6个自我评价活动。 5、我能借助动画理解6个幽默小故事。 6、我能借助课本，课件了解6项简单的中西方文化生活知识。 能力目标： 1、我能借助录音，图片使用日常交际用语，活用四会句型，进行简单的交流，做到大胆开口，发音正确。 2、我能在图片、手势、情境等非语言提示的帮助下，听懂清晰的话语和录音。 3、养成良好的书写习惯。 4、进一步养成听英语、读英语和说英语的良好习惯。 二、课时安排

单元课题课时 Unit 1 How can I get there? 6 Unit 2 Ways to go to school 6 Unit 3 My weekend plan 6 Recycle 1 3 Unit 4 I have a pen pal 6 Unit 5 What does he do ? 6 Unit 6 How do you feel? 6 Recycle 2 3 三、课程实施 1、六年级上册的教材与五年级上、下册的结构、板块设计基本相同，不同之处主要有以下两个方面: (1)五年级上、下册教材中的主句型在Let's talk 部分只要求达到听、说、认读，在Read and write 部分要求达到能够书写。六年级上册的主句型在Let's talk 部分即要求达到听、说、读、写四会掌握. (2)语音部分由原来的字母组合朗读过渡到句子的语调和单词间的连读与重音。 2、本教材的设计体现了“以人为本”的教育思想，形式多样活泼，很符合该年龄阶段的儿童。教材以话题为纲，以交际功能和语言结构为主线，逐步引导学生运用英语完成有实际意义的语言任务。体现了交际教学思想，注重学生语言应用能力的培养。在整体构思、内容安排、活动设计和教学方法选用上都紧密联系学生的生活实际、贯彻了语言的交际功能和语言应用的基本原则。 3、复现率高。本册教材大量复现学生已经学过的词汇和句型，注重单元与单元之间内容的衔接，使语言在重复和滚动式的递进中不断巩固。如第一单元的话题是谈论地点与方位，告诉别人怎么去某个地方，第二单元紧接着谈论交通方式，第三单元结合谈论周末活动展开以各种疑问词开头的问句：What are you going to do? Where are you going ? When are you going ?第四单元与第五单元联系紧密，第四单元谈论笔友和

高中英语选修7unit2 Reading教学设计

UNIT2 The First Period Reading Teaching goals 教学目标 1. Target language目标语言 a. 重点词汇和短语 fiction, cartoon, desire, satisfaction, absent, alarm, alarmed, smooth, embarrass, sympathy, elegant, pile, scan, fingernail, absurd, haircut, accompany, curtain, cushion, carpet, paint, awful，affair, firm, firmly, declare, victory, envy, marriage, test out, ring up, turn around, leave alone b. 重点句型 1. She felt embarrassed and quickly told him to go. 2. Claire thought it was ridiculous to be offered sympathy by a robot. 3. By the amused and surprised look on her face, Claire knew that Gladys thought she was having an affair. 2. Ability goals能力目标: Help students to learn about robots and science fiction. 3. Learning ability goals学能目标： Enable students to realize science fiction reflects scientific thought; a fiction of things-to-come based on things-on-hand. Teaching important points教学重点 Teach students to enjoy science fiction. Enable students to grasp what Tony did to help Claire and how her emotion developed during To ny’s stay at her house. Help students to sum up characteristics of science fiction.

人教版新课标高中英语选修6精品教案全套

人教版高中英语选修6优质教案全套 Unit 1 Art Vocabulary and Useful Expressions Teaching Goals: 1. To enable Ss to master some new words and expressions 2. To get Ss to have knowledge of this grammar point: the subjective mood Teaching Procedures: Step 1. Free talk If you have a special chance to become a poet, what kind of poems will you write to people? And why? Step 2. Word study Purpose: To consolidate the words and phrases in the text. 1. Find a word in the poems that rhymes with each of the words below. Then add other words that rhyme. The first one has been done for you. (1) dead lead red thread fed said bed (2) high (3) sing (4) today (5) lace (6) true Suggested Answers: (2) high sky pie my fly shy lie (3) sing ring wing thing king fling string (4) today away say play lay tray may (5) lace race face case chase place space (6) true too new flew few shoe canoe 2. Complete the passage using the words below in the correct form.

【教案集】人教版高中英语选修七全册教学设计

人教版高中英语选修七全册教学设计 Unit 1 Living well 知识目标 1．Get students to learn the useful words and expressions in this unit. eyesight，ambition，disabled，beneficial，in other words，clumsy，adapt，microscope，out of breath，absence，stupid，fellow，annoyed，all in all，industry，tank，make fun of，encouragement，adapt to 2．Help students to learn about disabilities and life of the disabled. 能力目标 1．Let students read the passage Marty's Story to develop their reading ability. 2．Enable students to know that people with disabilities can also live well. 情感目标 1．By talking about disabilities and life of the disabled，make sure students can learn some positive stories of the disabled. 2．Help them understand more about how challenging life can be for the disabled. 3．Develop students' sense of cooperative learning. 教学重点 Get students inspired by positive stories of the people with disabilities. 教学难点 1．Develop students' reading ability.

高二英语教案英文版

高二英语教案英文版 【篇一：高二英语课堂教学设计案例】 高二英语课堂教学设计案例 （高二选修六unit2 poems第一课时 warming up reading） 潜江市文昌高级中学严开慧 一、整体设计思路、指导依据说明 英语教学是一种动态教学或活动教学，教学过程是交际活动过程。 只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往 的重要工具。”和“??发展听、说、读、写的基本技能，提高初步运 用英语进行交际的能力，??”。结合本年段国家级子课题“高中英语 阅读理解策略的形成性评价”的实施和本班学生的实际，对教材进行 了操作性较强的处理。 二、教学背景分析 （一）教学内容分析： 本单元以poems为话题,从学生初次接触英文诗歌,扩展到英文诗歌 创作的动机、有关诗歌的一些基本知识（包括诗歌的种类、风格）等。旨在通过本单元的学习,使学生在初步了解和掌握英文诗歌这一 文学形式的基本常识的基础上,进行简单的诗歌创作。本课时是人教 版高二英语选修六unit 2的第一课时。在这一课时里，我将 warming up, pre-reading和reading部分整合成了一篇阅读课。通过这一课时的学习，学生从回顾所学中文诗歌到说出自己最喜欢的 中文诗歌并阐明理由；然后通过快速阅读reading部分了解几种形 式简单的英语诗歌，从而激发他们诗歌创作的热情！ （二）学生情况分析： 本节课的教学对象是高二学生，他们很理解中文诗歌的种类、风格、特色，对诗歌的学习充满了兴趣，想知道中英文诗歌是否一样？他 们具有丰富的想象力和活跃的思维，具有一定的分析和解决问题的 能力。虽说大部分学生的基础知识比较薄弱，英语交际能力和思维 能力不好，但他们都渴望得到老师和同学的理解和认可，有些学生 基础较好，认知能力和表现能力较好，因此，要设计出符合他们认 知范围和感兴趣的教案，因材施教，让全班学生都投入到教学中来。 三、教学目标分析

新课标人教版高中英语(选修七)教案

设计方案二 教材分析 本单元以残疾及残疾人的生活为话题，介绍了一些残疾人凭借顽强的毅力和社会的关爱克服生活中的种种困难，以积极的态度面对人生的挑战。Using Language中的Reading，speaking and writing部分要求学生先讨论行动困难的人在电影院可能会遇到的困难，然后引出Alice Major写给the new Bankstown cinema的建筑设计师的一封信，在信中她给建筑设计师提出一些建议，请求建筑师充分考虑残疾人的需求。这封信后有说和写的练习题，通过不同的语言技能训练，完成本单元教学目标。通过读这封建议信，要求学生学会写建议信。 学情分析 本单元的话题是围绕残疾、残疾人的生活展开的，在阅读了残疾人Marty Fielding的故事和聆听了盲人Barry Minto攀爬Mount Kilimanjaro的故事之后，学生对残疾人以及他们在生活中会遇到的困难有了一定的了解。在此基础下，笔者水到渠成地引出此封建议信，增强学生们关心、理解、帮助残疾人的意识。同时，通过阅读这封建议信，让学生熟悉建议信的格式并尝试写建议信。 教学目标 1．语言知识目标 (1)学生能够正确读写及运用以下单词： architect，adequate，access，accessible，handy，basement，row，outwards，exit，approval，dignity，profit，community (2)学生掌握下列词组的意思并能在句子中熟练运用： have access to；enjoy the company of；in comfort；meet with one's approval；make profi ts 2．语言技能目标：强化学生通过略读、查读理清文章脉络结构的能力；训练学生运用所学知识就某一话题展开讨论，并在讨论的基础上进行写作。 3．语言能力目标：提高学生的阅读理解和书面表达能力。 4．情感态度目标： (1)教育健康学生理解、尊重、关心、帮助残疾人，使残疾人与健全人一样共享美好生活。 (2)在小组合作互动中，增强学生的团队合作与分享意识。 重点难点 1．教学重点：阅读能力、写作能力的培养和提高 2．教学难点：掌握建议信这一应用文体的格式，并尝试写建议信 教学策略与手段 在教学过程中，笔者坚持以“教师为主导，学生为主体，任务为基础”的教学原则，以读前、读中、读后三大版块展开阅读教学，任务明确，活动面广。同时贯彻“教中学，学中用”的教学策略，通过仿写建议信，使学生学以致用，学到生活中真正的语言。 教学过程 Step 1Pre－reading Show pictures of a cinema，including inside and outside facilities and ask students to discuss what problems that people with disabilities might have in a cinema. [设计说明] 该部分作为读前的热身活动，通过全班讨论使学生关注残疾人可能会遇到的困难，为阅读接下来的建议信作好准备。 Step 2While－reading

新课标人教版高二英语教案全套

高二英语教案全套Unit1 Making a difference Ｉ．

Aims and demands: https://www.sodocs.net/doc/2215020460.html,nguage aims: New words: genius, inspiration, perspiration, quote, mind, curious, gravity, radioactivity, outer space Phrases: be on fire for, be similar to 2. language skills: Talk about scientists and their contributions; talk about the meaning of these quotes; listen to the tape and write down the main information 3. Emotion aim: learn from these great scientists and their scientific spirit 4. Strategy aims: to some extent, promote students’abilities of listening and speaking, enlarge their vocabulary Focus and difficulty Focus: Learn and master new words and phrases: encourage students to talk about the scientists they know; make students focus on listening and take some notes Difficulty: Impro ve the students’listening ability; master new words and phrases Teaching Methods: 1.Warming up to arouse the students’ interest in science. 2.Listening-and-answering activity to help the students go through the listening material. 3.Individual, pair or group work to make every student work in class. Teaching Aids: multimedia,. a tape recorder, .the blackboard Teaching Procedures: Step I Warming up Task 1 (class work) words presentation on the blackboard genius, inspiration, perspiration, quote, mind, curious, be on fire for, be similar to, fear Task 2 (group work) competition T: Who made great contributions to society and science? What great scientists do you know? And what are they famous for? Ss: Maria Curie radium and polonium Zhang Heng seismograph. Charles Darwin The Theory of Evolution Thomas Alva Edison the light bulb. Albert Einstein The Theory of Relativity Task 3 (group work) Learning quotes T: Who are they on the screen? Ss: Albert Einstein, Maria Curie, Thomas Alva Edison T: Whom do you think these quotes are from? Do you know what they mean? S：I think it is from Edison. It means that if we make great efforts to do sth, we’ll succeed. And no matter how clever he is, a person will fail if he doesn’t try his best. I n Chinese, it means 天才就是百分之九十九的汗水加上百分之一的灵感。 S: It is from Einstein. It means if you want to succeed, it’s more important for you to have imagination than knowledge. In Chinese, it means 想象力比知识更重要。 S: It is from Madame Curie. It means there are only things to be understood in the world, while