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高中英语冀教版必修四Unit 2 Using the Internet 教案设计

Unit 2 Using the Internet

The First Period

【教学目标】

1．知识目标

（1）重点单词：

persuade, essay, modem, typewriter, highway, respond, blank, carpet, bleed.

（2）重点短语：

see the sight, log on, check on, in case of, might as well.

（3）能听懂、会说句型：

a．She is lucky to have a granddaughter like Allison, who knows that her grandmother's body might be weak, but her spirit is strong.

b．They entered Internet chat "rooms" where they could have a conversation by writing instead of talking.

2．语言技能目标

（1）理解并掌握新词的意思及应用。

（2）理解文章主旨：通过上下文克服生词困难，理解语篇意义，提高阅读能力。

3．情感态度、文化意识、学习策略

在“学生为主体”的思想指导下，让学生成为课堂的主人，形成有效的“生生互动”，“和谐对话”，同时借助多媒体的优势使学生主动融入课堂教学情境之中，以调动学生积极性，激发学生参与课堂的潜能，建立良好的课堂氛围，真正发挥情感教学的优势。

【教学重点】

1．学习并掌握重点单词：

persuade, essay, modem, typewriter, highway, respond, blank, carpet, bleed.

2．学习并掌握重点短语：

see the sight, log on, check on, in case of, might as well.

3．能听懂、会说句型：

a．She is lucky to have a granddaughter like Allison, who knows that her grandmother's body might be weak, but her spirit is strong.

b．They entered Internet chat "rooms" where they could have a conversation by writing instead of talking.

【教学难点】

1．学生对本课文章内容主旨大意的准确理解。

2．重点单词、短语、句型在实际情境中的运用与表达。

【教学准备】

1．教师准备：多媒体课件、音响。

2．学生准备：课本及其他学习用品。

【教学过程】

Step 1 Warming up and greeting

Daytime greeting to every student.

Step 2 Presentation

1．Show the picture of "persuade, essay, modem, typewriter, highway, respond, blank, carpet, bleed" and ask students to describe them. Then write down the words on the board.

2．Ask students to answer the questions before reading.

（1）Can an 84-year-old woman travel all over the world?

（2）How can she do that?

Step 3 Reading

First reading: ask students to read the passage and find out the words that they don't know. Then teacher explains the words that they don't know.

Second reading: ask students to listen to the tape and read it again and think about the following questions:

（1）How did you feel when you first read the beginning paragraph? Did it sound like a dream?

（2）Give four reasons why Granny Cameron refused to move to a nursing home.

（3）How do you like the Internet after reading the story?

Then ask students to answer the questions.

Step 4 Meaning through practice—"SECTION 2"

（1）Ask students to finish the questions in part A and part B, then check the answer.

（2）Let students listen to the tape and finish Part C.

（3）Ask students to do the speaking practice in part D with their desk mates.

（4）Ask students to complete part E after class.

（5）Discuss part F in groups.

Step 5 Summary

Ask a student to summarize the content we learned today.

Step 6 Homework

1．Listen to the radio.

2．Review the new words and sentences.

3．Read the text fluently.

Unit 2 Using the Internet

The Second Period

【教学目标】

1．知识目标

理解并掌握it的用法。

2．语言技能目标

正确应用it进行英语表达。

3．情感态度、文化意识、学习策略

【教学重点】

it在句中用法的讲解。

【教学难点】

1．it在句子中的成分与意义。

2．it在句子中的正确使用。

【教学准备】

1．教师准备：多媒体课件、音响。

2．学生准备：课本及其他学习用品。

【教学过程】

Step 1 Warming up and greeting

Daytime greeting to every student.

Step 2 Presentation

1．Show some sentences and ask students what type of sentence is it. Then write down "imperatives" on the board and explain the definition.

2．Learn the use of "it" in different contexts.

Ask students to look at "Grammar Time" and discuss in groups to understand the use of "it" in the different sentences. Then ask a presentation to express their answers.

3．Teacher explains the different functions and meanings of "it" in different sentences. Then ask students to write more similar sentences with "it".

4．Ask students to complete self-test by completing the exercises "Your turn!", then check the answers.

Step 3. Group works

Divide students into six groups, and ask each group to complete the following questions or requirements:

（1）List the functions of "it".

（2）Write down more sentences using "it".

After that, ask one of the students in different groups to share their results and teacher emphasizes important points.

Step 4 Practice

Ask students to finish exercises in part B.

Step 5 Summary and Homework

Ask a student to summarize the grammar we learned today, and to finish other exercises this part in book.

Unit 2 Using the Internet

The Third Period

【教学目标】

1．知识目标

（1）重点单词：

physicist, ordinary, network, indicate, percentage, amount, average, tobacco, rank, dip, customer.

（2）重点短语：

take the initiative in doing, account for, get rid of.

（3）能听懂、会说句型：

a．While working as vice-president of MCI(Media Control Interface) Digital Information Services between 1982 and 1986, he headed up the team developing the first commercial e-mail service to be connected to the Internet.

b．China began to have a bigger Internet population than Japan toward the end of 2002, jumping to second in the world following the United States.

2．语言技能目标

（1）理解并掌握新词的意思及应用。

（2）理解文章主旨：通过上下文克服生词困难，理解语篇意义，提高阅读能力。

3．情感态度、文化意识、学习策略

【教学重点】

1．学习并掌握重点单词：

physicist, ordinary, network, indicate, percentage, amount, average, tobacco, rank, dip, customer.

2．学习并掌握重点短语：

take the initiative in doing, account for, get rid of.

3．能听懂、会说句型：

b．China began to have a bigger Internet population than Japan toward the end of 2002, jumping to second in the world following the United States.

【教学难点】

1．学生对本课文章内容主旨大意的准确理解。

2．重点单词、短语、句型在实际情境中的运用与表达。

【教学准备】

1．教师准备：多媒体课件、音响。

2．学生准备：课本及其他学习用品。

【教学过程】

Step 1 Warming up and greeting

Daytime greeting to every student.

Step 2 Presentation

Show the picture of "physicist, ordinary, network, indicate, percentage, amount, average, tobacco, rank, dip, customer" and ask students to describe them. Then write down the words on the board.

Step 3 Reading for information

Read the article "Internet Creators" and answer the following question before reading.

Q: The Internet is changing our way of life. But who created the Internet?

After reading: understand and discuss

（1）Who is the Father of the Internet?

（2）According to the article, who said he had invented the Internet when he was interviewed?

（3）What is the importance of Berners-Lee's creation?

Then ask students to answer the questions.

Self-study "Chinese Internet Surfers Hit 80-million" and "Junk E-mails Cause Heavy Loss to HK", then teacher explains the words that they don't know. Ask students to read two passages again and think about the following questions.

（1）What does the growing use of Internet say about China?

（2）Do you use the Internet to learn English?

（3）Why do you think people send junk e-mails?

（4）What can be done to stop this kind of behaviour?

Step 4 Summary

Ask a student to summarize the content we learned today. Step 5 Homework

1．Listen to the radio.

2．Review the new words and sentences.

3．Read the passages.

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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

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第一单元文化遗产阅读一寻找琥珀普鲁士国王腓特烈·威廉一世从未想过他送个普鲁士人民伟大的礼物会有一点如此惊奇的历史。这个礼物是因为由几吨琥珀制成而命名的琥珀屋。这些被挑选的琥珀都有着像蜂蜜一样漂亮的黄棕色。这间屋的设计是当时最流行的奇特的风格。这同样是一件花了当时最好的艺术家大约十年用黄金和珠宝修饰制成的宝物。事实上，这间屋不是制来当礼物的。这是为腓特烈一世的领土而设计的。然而，普鲁士下一任国王同样是琥珀屋的拥有者，腓特烈威廉一世决定不保留琥珀屋。在1716年他把琥珀屋送给了彼得大帝。作为报答，沙皇给了腓特烈一队他最好的士兵。因此琥珀屋成为了沙皇避寒圣地圣彼得堡的一部分。琥珀屋作为一个大概四米长的只为重要访客的小接待处。后来，叶卡捷琳娜二世把琥珀屋在圣彼得堡之外的一个她避暑的地方。她让她的艺术家加了跟多的细节在里面。在1770年琥珀屋完全成了她想要的样子。接近600只蜡烛在屋内燃烧着，把镜子和图画都照得像金子一样。令人伤心的，虽然被誉为是世界奇迹之一的琥珀屋现在丢失了。在1941年9月，纳粹军队在圣彼得堡附近。这正是两个国家在交战的时候。在纳粹去到避暑地方之前，俄国人民能够从琥珀屋里搬走一些家具和小的艺术品。然而，一些纳粹神秘的偷走了琥珀屋。至少两天内100000多片琥珀被放进27个木箱里。这些箱子无疑会被放进一艘去往当时德军驻扎的菠萝的海的哥尼斯堡的船上。之后，琥珀屋发生了神马仍然是个迷。最近，俄国和德国人民在避暑的地方制造了一座新的琥珀屋。通过研究之前的琥珀屋的照片，他们制造了一座新的琥珀屋像旧的那座一样。在2003年它被圣彼得堡的人民用来庆祝这座城市的300岁生日。阅读二一个事实还是一个观点神马是事实？是一些人们相信的东西吗？不！事实是可以被证明的任何事。例如，可以证明中国人口比世界上任何其他国家的人口都要多。这是一个事实。那么神马是一个观点？一个观点是人们相信那是真的但还没有被证明的。所以一个观点在一个审判中不是一个好的证据。例如，如果你说“猫是比狗好的宠物”这会是一个观点。这可能是真的，不过很难去证明。一些人可能不同意这个观点不过他们也不能去证明他们是对的。在一场审批中，一个审判官一定要去决定相信哪个目击者哪个目击者不应该相信。这个审判官不会去考虑每个目击者的长相或人们在哪里居住或工作。他/她只关心目击者是否会提供真是的信息，信息一定是事实而不是观点。这类的信息被称为证据。第二单元奥林匹克运动会阅读一一个采访大约2000年前的一个希腊作者帕萨尼亚斯(P)，在2007年3月18日踏上了一段魔幻的旅程去查明关于现代的奥林匹克运动会。他正在采访一个2008年奥林匹克运动会志愿者李岩(L)。 P:我是帕萨尼亚斯。我住在你们所说的“古希腊”而且在很久之前我常常写以一些关于奥林匹克运动会的事情。我来到你的时代是为了解关于现代奥林匹克运动会因为我知道2004年奥林匹克运动会会在我家乡举办。我可以问你一些关于现代奥林匹克运动会的问题么？

必修二课文及翻译

必修二 Unit 1 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 color 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 c ountry’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 Fredrick I. However, the next King of Prussia, Fredrick 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 meters 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 100000 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 a 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. 寻找琥珀屋普鲁士国王腓特烈·威廉一世绝不可能想到他送给俄罗斯人民的厚礼会有一段令人惊讶的历史。这件礼物就是琥珀屋, 它之所以叫这个名字,是因为建造这间房子用了好几吨琥珀,被选择的琥珀色彩艳丽, 呈黄褐色像蜜一样。屋子的设计采用当时流行的奇特风格。琥珀屋也是用金银珠宝装饰的珍品，这花费了全国最优秀的艺术家大约十年的时间才完成。事实上, 琥珀屋并不是作为礼物而建造的。它是为腓烈特一世的宫殿而建造。然而,下一位普鲁士国王,腓烈特·威廉一世, 这个琥珀屋的主人却决定不再保留它了。1716年, 他把它送给了彼得大帝。作为回馈, 沙皇则送给他一队自己最好的士兵。所以, 琥珀屋就成了沙皇在圣彼得堡东宫的一部分。琥珀屋长约4米, 被用作接待重要来宾的小型会客室。后来、叶卡捷琳娜二世派人把琥珀屋搬到了圣彼得堡郊外避暑的宫殿中。她让艺术家们给它增添了更多的装饰。1770年,这间琥珀屋按她要求的方式完工了。将近600支蜡烛照亮了这个房间,里面的镜子和图画就像金子一样闪闪发光。不幸的是,虽然琥珀屋被认为是世界奇迹之一,可是现在它却消失了。

外研版高中英语必修一全部单词

Words and expressions in NSE SH books 1-8 必修1 1课 1.academic adj. 学术的(SH1 M1 P1) 2.province n.省(SH1 M1 P2) 3.enthusiastic adj.热心的(SH1 M1 P2) 4.amazing adj.令人吃惊的；令人惊讶的 (SH1 M1 P2) https://www.sodocs.net/doc/9911576130.html,rmation n.信息 (SH1 M1 P2) 6.website n.网站；网址(SH1 M1 P2) 7.brilliant adj. （口语）极好的(SH1 M1 P2) https://www.sodocs.net/doc/9911576130.html,prehension n.理解；领悟(SH1 M1 P2) 9.instruction n.（常作复数）指示；说明(SH1 M1 P2) 10.method n.方法(SH1 M1 P3) 11.bored adj.厌烦的; 厌倦的(SH1 M1 P3) 12.embarrassed adj.尴尬的；难堪的；困窘的(SH1 M1 P3) 13.attitude n.态度(SH1 M1 P3) 14.behaviour n.行为；举动(SH1 M1 P3) 15.previous adj. 以前的；从前的(SH1 M1 P3) 16.description n.记述；描述(SH1 M1 P3) 17.amazed adj.吃惊的；惊讶的(SH1 M1 P2) 18.embarrassing adj.令人尴尬的；令人难堪的(SH1 M1 P4) 19.technology n.技术(SH1 M1 P4) 20.impress vt.使印象深刻(SH1 M1 P4) 21.correction n.改正；纠正(SH1 M1 P5) 22.encouragement n.鼓励；激励(SH1 M1 P5) 23.enjoyment n.享受；乐趣(SH1 M1 P5) 24.fluency n.流利；流畅(SH1 M1 P5) 25.misunderstanding n.误解(SH1 M1 P5) 26.disappointed adj.失望的(SH1 M1 P6) 27.disappointing adj.令人失望的(SH1 M1 P7) 28.system n.制度；体系；系统(SH1 M1 P7) 29.teenager n.少年(SH1 M1 P8) 30.disappear vi.消失(SH1 M1 P8) 31.move vi.搬家(SH1 M1 P8) 32.assistant n.助手；助理(SH1 M1 P8) 33.cover vt.包含(SH1 M1 P9) 34.diploma n.文凭；毕业证书(SH1 M1 P9)

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