北师大版高中英语·必修二教学设计
阳玉之
庐江县第三中学
Unit 4 L.1 Tomorrow`s World
Objectives : (reading, speaking and debate)
To practise getting the general idea while reading the text for the first time.
To use the title of a text to predict the content.
To develop strategies to match topics with paragraphs.
To identify important words in a text.
To debate on students` opinions of cyberspace. ( optimistic or pessimistic)
To write an article about their opinions of cyberspace.
Reading
Step 1 Warm-up
As a class, students answer the question "Compared to 10 years ago, how do you think the technology has changed our lives?"
The teacher will give the example first to start students` thinking, e.g.
Ten years ago our cellphones were big and only for calls but now they become smaller and multi-functional.
Students would surely mention the computer. And the teacher then guides the students to the topic : The Future of Cyberspace.
Step 2 Prediction
Ask students how useful it is to read the title of a text or a newspaper headline. In pairs , students discuss which topic will be mentioned in this text. Ask students if they would be mentioned any other topics if they were writing the article.
Step 3 Extensive reading and getting the general idea.
Match topics with paragraphs
Students read the text on the screen quickly and check their guesses.
( the time limit on the screen can train students` ability of fast reading and getting key words)
Answers: the Internet virtual reality
At the same time students match topics with paragraphs.( exercises will be presented in the material.)
Step 4 Words Guessing
In order to train students` ability of guessing meanings of new words, the teacher will ask students to read out the sentences in the text containing the key words and then substitute the definition in the sentence. ( more practice will be done in the homework paper.)
Step 5 Intensive Reading
Students read the text again, finding the details of optimistic opinions and pessimistic opinions.
Step 6 Debate
Students debate on Cyberspace, using all information they have learnt before.
Step 7 Homework and Assessment
Students will write an article about their opinions of cyberspace. The teacher will evaluate what students have got from the class and students are requested to do a
self-assessment.
1.Multiple choices.
(1).Match the paragraphs with these headings in one minute. (general ideas)
A) Pessimistic opinions
B) Seeing the future
C) Optimistic opinions
D) The Internet growth
(2).Read the text again and choose the best topic sentence for the passage. (main idea)
A) The Internet is good for us.
B) The pessimistic opinions about the cyberspace
C) The opinions about the Internet.
D) How are the computer and the Net going to affect our lives.
(3).According to Peter Anderson, where will we live in the future? (detail information)
A) outer space
B) virtual world
C) virtual house
D) Internet world
2. Guess the definitions of the underlined words.
(1).Some experts are pessimistic about the Future. One worry is crime in cyberspace.
(2).Even now, young hackers can get into the computer of banks and governments.
3. Summary
The article talks about _____________.Different people have different ideas. Some
are__________. They worry about the crime, hackers and terrorists in cyberspace. However,
many people are__________. They think computer can make our life easier. People can buy books, ____ticket, etc. Some experts believe that we will live in ____________ in the
Future.
4. Open questions.
(1)Compared to 10 years ago, how do you think technology has changed our life?
(2)What`s your opinion about the cyberspace? Are you pessimistic or optimistic about it? Why? (for debate)
Self - assessment
1. Do you know when and how to get the general idea? Yes ( ) No( )
2. Do you know the structure of this passage? Yes ( ) No( )
3. Are you confident to speak in the class? Yes ( ) No( )
4. Are you interested in debate? Yes ( ) No( )
5. What can you do when you come across new words ? Yes ( ) No( )
6. Did you ever make any guessing before you read the passages? Yes ( ) No( )
7. Do you like this lesson? Yes ( ) No( )
8. What`s your suggestions to the teacher? Yes ( ) No( )
Unit 4《Cyberspace》lesson2 Websites
Senior High English Book 2
Unit 4 Cyberspace Lesson 2 Websites
Ⅰ. Preparations Before Class (课前准备)
Task 1: Song Enjoying (好歌想听就听)
Listen to the song and try to fill in the blanks with the words you hear.
Hiding from the rain and snow
Trying to forget but I won't let go
Looking at a crowded street
Listening to my own heart beat
So many people all around the world
Tell me where do I find someone like you girl
Take me to your heart take me to your soul （重复）
Give me your hand before I'm old
Show me what love is - haven't got a clue
Show me that wonders can be true
They say nothing lasts forever
We're only here today
Love is now or never
Bring me far away
Take me to your heart take me to your soul
Give me your hand and hold me
Show me what love is - be my guiding star
It's easy take me to your heart
Standing on a mountain high
Looking at the moon through a clear blue sky
I should go and see some friends
But they don't really comprehend
Don't need too much talking without saying anything
All I need is someone who makes me wanna sing
Task 2: Make a Preparation (听前热身)
1. The Pentagon (五角大楼）has sent the military to Iraq and the military action has been taken to deal with the fights there.
2. Dr May is a great scientist. She has done a lot of scientific researches into the Internet. Today, she's going to tell us something about the history of the Internet.
Predict: Did the Net begin for military reasons or for scientific reasons?
Ⅱ. Activities in Class (课堂活动)
Task 1: Rewarding time (比一比)
Task 2: Have a try (牛刀小试) Tick the words you hear:
Manchester University, Britain, Internet, military, America, Pentagon, communications,
nuclear war, linking, network, share ideas, entertainment
Task 3. Imagine and listen (想一想，听一听) Can you fill in the blanks with the words you hear?
In ____________, the Pentagon _____ ___________ ____ communications after a nuclear war. And in 1969 they thought of _________ computers into a network. And then people in universities all over the world began to use the network to
__________________. They use it for work and ______________.
the 1960s; were worried about; linking; share ideas; for fun Task4. Word learning (词汇学习)
1. Do you think Mandy gave some advice / suggested something / made some suggestions to Lucy for the weekend activities?
2. Did Lucy accept or reject her suggestions?
3. Did they make any arrangements for their weekend?
21.(天津卷1). He telephoned the travel agency to_______ three air tickets to London.
A. order
B. arrange
C. take
D. book
解析：book和tickets搭配，是"订票"的意思。句意：他打电话给旅行社预定三张去伦敦的机票。
(江西卷31).The girl arranged to have piano lessons at the training centre with her sister she would stay for an hour.
A. where
B. who
C. which
D. what
解析：先行词为centre, she would stay for an hour不缺宾语或主语,故要填的先行词作状语,表地点用where。
4. Did they say goodbye to each other when they finished the call?
5. What are you up to do this weekend?
阅读下列句子，注意be up to 在句中的不同意思，并从所给的中文释义中找出与之对应的解释。
1. What is her sister up to now?
2. This man isn't quite up to the job.
3. It is up to you to decide.
4. The final choice is up to him.
[中文释义] a. 胜任；能 b. 从事于, 干（某事） c. 由......决定d. 应由（某人）做某事
Key: 1-b 2-a 3-d 4-c
[注意] be up to中的to是介词，后面接名词或代词。
6. Do you fancy going to the dance on Saturday night?
7. Can I have your phone number in case I need to get in touch with you?
[拓展] lose touch with 和......失去联系keep in touch with与......保持联系；了解
[即学即练] 将下列句子翻译成英语。
1. 他们一直和我保持联系。
2. 他所教过的学生似乎没有一个和他失去联系。
3. 我今天下午曾试图与你取得联系。
Key:
1. They always keep in touch with me.
2. No one whom he has taught seems ever to lose touch with him.
3. I tried to get in touch with you this afternoon.
8. Yes, just hang on a second. I'll get her.
Task5. Test in class (当堂测试)
I. 根据下列句子及所给单词的首字母或汉语提示，写出各单词的正确形式。
1. I want to get some information of the "Hope P_____".
2. The chairman asked us two to make an _____ (安排) for the next weekend's meeting.
3. This kind of skirts has come into _____ (流行).
4. Sarah _____ (拒绝) her brother's offer of help.
5. They said that the Net worked for _____ (军事的) reasons.
II. 请选用所给短语的适当形式填空。depend on, hang on, be up to, what's more
1. _____ a minute while I look it up.
2. You can pay weekly or monthly - it _____ you.
3. The composition is not well written, and, _____, there are many spelling mistakes in it.
4. All living things _____ the sun for their growth.
III. 每空填一词，使该句与所给句子的意思相同或相近。
1. Why don't we go swimming on such a lovely day?
_____ _____ _____ swimming on such a lovely day?
2. He walked in because he wanted to know what was happening in the room.
He walked in because he wanted to know what was _____ _____ in the room.
3. He asked me what I was doing those days.
He asked me what I _____ _____ _____ those days.
4. How about going to the cinema tonight?
_____ _____ going to the cinema tonight?
5. They got in touch with each other three years ago.
They have _____ _____ _____ _____ each other for three years.
6. Do you fancy going for a picnic this weekend?
_____ you _____ to go for a picnic this weekend?
Key:
I. 1. Project 2. arrangement 3. fashion
4. rejected
5. military
II. 1. Hang on 2. is up to 3. what's more 4. depend on
III. 1. Why not go 2. going on 3. was up to
4. What about
5. kept in touch with
6. Would; like
Ⅲ. Practice after class (课后巩固)
Task 1. 同步作业Page 7 Section I、II、III
Lesson3 Virtual Reality教案
Teaching aims:
To practise using first and second conditionals.
To assess whether websites are real.
Teaching difficulties: To practise expressing preferences
Teaching Aids: computer and cassette
Teaching procedures:
Ⅰ. Warming up
问学生下面的问题激发学生的兴趣。
What is virtual reality？
What do people use the technology to do?
Which of these uses for virtual reality are possible now?
* virtual reality holidays
* learning to fly using virtual reality technology
* playing virtual reality computer games
* visiting virtual museums on the Internet
展示一些图片（Show students some slides to prove these facts ）
T: Would you like to visit the Science Museum website? Why or why not?
Would you like to go to a virtual university?
S:
T: Virtual reality can bring us lots of convenient. You will find lots of good information at home, and needn't spend time traveling there.
Study in such a world-famous university without going out of your room.
Ⅱ Reading
理解课文
True or False
1. This weekend Tom will not help Cathy finish a project on the history of the Internet.
2. Cathy is more interested in virtual holiday than Tom.
3. Tom will have a virtual reality holidays this weekend.
4. Virtual university is an interesting game on line instead of a real university.
5. Virtual reality holidays won't spend less time than real holidays.
Answers: 1. T 2. T 3. F 4. F 5.F
Ⅲ Further reading
Read the text again and pay attention to the right expression.
Correct mistakes
1. What are you going to do at this weekend.
2. I have too many things to be done.
3. We won't go to go camping if it will rain
4. If they invent virtual reality holidays, I'd go on an around-the -world tour.
5.Do you have anything plan for Saturday and Sunday.
6.Tom imagines himself go to a famous university.
7.Personal I'm interested in virtual university.
Answers: 1. 去掉at 2. 去掉be 3. 去掉will 4. invent改为invented 5. plan改为planed 6. go改为going 7. Personal 改为Personally
Do the exercise 3
Read the dialogue and answer the questions
Ⅳ Talking
What are the advantages and disadvantages of a virtual university?
Would you like to go to such a university? Why?
* Advantages of a virtual university
No limit to time and place
It is convenient to attend
take your job as study
save transportation time
needn't buy text material
Ⅴ Language points
1. what's ...up to 口语中问对方在做什么。
You look worried, what have you been up to?
你看上去很担心的样子，怎么了？
My brother locked himself in his room for a whole morning. What is he up to?
弟弟整个上午把自己关在房间，他在干什么？
2. suggest 建议,后接宾语从句（虚拟语气）或动名词短语。
I suggest that you (should ) check the information before you sign your name.
我建议你在签字之前检查一下所列信息。
Catherine suggests asking her dad for his opinion.
凯瑟琳建议征询她爸爸的建议。
暗示，表明（真实语气）
The look on his face suggested he was angry.
他脸上的表情表明他生气了。
3. But I still find it hard to imagine.
It 是形式宾语，hard 为宾语补足语，to imagine为真正的宾语
Children find it hard to concentrate.
孩子们发觉很难集中精力
Ⅵ Grammar
Do the exercise 5
Read the sentences in italics in the first seventeen lines of the dialogue, Are the sentences used to talk about:
a) Unlikely situations in the future?
b) Possible situations in the future?
1. If I don't finish my project on the history of the Internet for next Monday's lesson, the science teacher will be angry.
2. If it's good, Dad, Mum and I will probably go camping.
3. We won't go if it rains.
4. If I stay home, I'll help you with your project if you like.
5. If you tell me some titles, I'll look for them in the library.
6. If you go to the Science Museum website, you'll find lots of good information.
7. If we had virtual reality holiday, we wouldn't have any problems with the weather.
8. If they invented virtual reality holidays, I'd go on an around-the-world tour.
Do the exercise 6.
Do the exercise 7
Do the exercise 8
Ⅶ Language in Use
Write about your ideal future. Think about your home, job, partner, family, etc. write conditional sentences to explain why you would like this kind of life.
Ⅷ Homework
Write about your ideal future. Think about your home, job. Partner, family, etc. Write conditional sentences to explain why you would like this kind of life.
Unit4 Lesson 4 Virtual Tourism
教案背景
1、面向学生：高一学生
2、学科：英语
3、课时：1课时
4、学生课前准备：
1）预习生词，了解单词的意思。
2）借助百度搜索和图书馆资源了解新西兰简介。百度搜索：https://www.doczj.com/doc/da3372050.html,/ 3）让学生思考问题：介绍一个地方应从那些方面入手。
一、教材分析
本节课为北师大版高中英语必修2 Unit4 Lesson4,单元主题为Cyberspace ，而本节课主要任务是阅读题为Virtual Tourism的文章。本部分内容的学习，主要是通过图片和视频，让学生了解新西兰。通过分析和讨论，让学生在理解历史的基础上，明白保护历史遗迹的重要性，并能从自身作起，铭记历史，捍卫历史。同时，在教学中，我结合实际情况融入了阅读策略的教学，并通过完成一系列的阅读任务，帮助学生逐步掌握阅读策略，提高阅读理解能力。在此基础上，我通过一些活动将听说和写作融入到阅读课的教学中，希望学生能在生动而又较为真实的语言环境中提高综合运用语言的能力。
二、学情分析
教学对象是高一学生，智力发展日趋成熟。他们的认知能力比初中阶段有了进一步的发展,渐渐形成用英语获取信息、处理信息，分析问题和解决问题的能力。因此我特别注重学生用英语进行思维和表达的能力。他们学习英语的方法由死记硬背转型为理解型并应用到交际上。通过任务型课堂活动和学习,学生的学习自主性得到加强,不再认为英语学习很枯燥,主动参与大活动中去,成为课堂的主体。
三、教学目标
本课为阅读型课，主要是介绍新西兰。通过阅读使学生了解世界文化遗产，学会描述他们的起源、发展和保护等方面的情况。教师通过日志特有的阅读策略，让学生在听的基础上，归纳每一部分的关键信息并进行归纳比较，提高阅读技能。由于讲述的是国外文化内容，学生会感到陌生，为了引起共鸣,因此要把中外文化遗产结合一起讨论。要使学生学会如何谈论文化遗产和形成保护文物的意识。
四、教法学法
(一)教法
使用任务型教学法，充分调动学生的积极性，积极参与到课堂教学中，通过师生互动，小组讨论的途径，完成各种任务，以达到完成教学任务的途径。
(二) 学法
高中的学生已具备一定的知识能力，有自己的观点教育法，他们希望通过课本
获取更多的知识和信息，开拓视野。因此在阅读教学中提倡参与、体验、合作、探究的学习方式，通过精心设计的一些新颖的、贴近生活的和具有挑战性的活动，才能激发他们的想象力，激起他们的求知欲，从而获取信息知识，只有学生亲身体验、自主探究获得的知识，才能真正为其消化、为其所用，这有利于他们形成正确的学习方法
五、重点难点
教学重点：1.对教材内容的整体把握。2.学生组织语言、运用语言的能力。利用“任务驱动”的方法，使学生利用资源自主探究，解决一系列层层深入的问题。
教学难点：
1、如何帮助学生用快速阅读策略，查找确定问题的答案。
2.、怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。
3、如何设置富有情趣的情境，将书本知识与课外相关资源进行整合，激发学生深入学习的欲望。
六、教学过程
StepⅠ Pre--reading
1. Get familiar with some words.
settle ______ 观光，浏览______ volcano______ material _____________ protest ______ 平均的________ regular _________ 景色，风景__________ ★ The new building will be located in the center of town. ( )
★ The teacher as well as his students goes to the museum on Saturday.( )
2.Warming up (game time)
①Describe and guess which the city is in New Zealand.
②Show some pictures and let students find out the main features of Auckland. Example: Auckland is near the sea. The city of sails Maoris
StepⅡ While-Reading
Task 1. Fast reading
Read the text quickly and match the topics a-f with the five paragraphs. There is one extra topic.
a) the history of the city Para.1
b) travel links Para.2
c) things to see in Auckland Para.3
d) night-life in Auckland Para.4
e) for water lovers Para.5
f) New Z ealand’s largest city
Task 2. Careful reading
Read the text again and complete the table below.
Task 3. Inquiry reading and do the exercises. ( T or F )
1) Auckland is the capital of New Zealand.
2) Auckland is located on South Island.
3) Sky Tower is Auckland’s tallest Tower.
4) Maoris were the first people of New Zealand.
5) The climate in Auckland is wet and rainy.
6) It’s the paradise(天堂) for water lovers.
Answers:
StepⅢ Post-reading
Match this information with the words in blue in the text. These are called “hot words”. On a real internet page you can “click” on these words to get more information.
1 New Zealand produces iron and steel, machines and cars.
2 The first people of New Zealand came from other Pacific islands.
3 The capital of New Zealand is on the Cook Strait, which separates the two islands.
4 This bridge is one of the city’s most famous sights. It was built in 1959.
5 New Zealand does not allow nuclear materials anywhere in the country.
1 business and industry
2 Maori
3 Wellington
4 Auckland Harbour Bridge
5 nuclear-free zone
该部分要求学生通过上下文猜测词义，并在课后利用网络查询这些单词的其他意义和用法。
百度https://www.doczj.com/doc/da3372050.html,/
Step Ⅳ Speaking
Imagine you have a weekend in Auckland. Choose places you would like to visit and things you would like to do. Then work in pairs. Plan a weekend together in Auckland. Example
A: Why don’t we visit Auckland Museum on Saturday morning?
B: That’s a good idea. Do you fancy going to the beach after that?
Tell the class what you have decided to do.
Do you want to be the best guide? (group work)
StepⅤ Homework
Write an E-mail to a pen friend who is from America about Ping Dingshan
1. Introduction/history
Hefei located: ……
general: modern/beautiful city
population: almost_______
history: …….
2: Things to see:
Places to visit:……
3: Things to do:
Sports: tourism:
该部分要求学生在课后模仿课文写一篇关于平顶山简介的短文，激励学生热爱家乡，并将课本知识进行迁移，达到学以致用。关于家乡的基本情况，可让学生通过百度搜索进行查找。
百度搜索https://www.doczj.com/doc/da3372050.html,/
平顶山简介https://www.doczj.com/doc/da3372050.html,/view/2915.htm
七教学反思
本课是一节阅读课，在教学中我以任务驱动为内核设计教学内容，通过大量的活动贯彻阅读策略，问题的提出由浅到深，活动难度逐步提高，让学生在不知不觉中完成教学内容，掌握正确的阅读方法。从实际教学情况看学生学习兴趣很浓，当堂检测效果良好。这一方法避免了空洞的说教又使学生轻松自如地掌握有效的阅读方法。
语言是一种交流的工具，听、说、读、写是一个有机的整体，因而在实际教学中我们不应将这四项基本技能分割开来去单独训练。本课是一节阅读课，但在突出阅读技能培养同时，我将听说和写作训练融入其中，避免了教学手段单一教学内容枯燥乏味，取得了事半功倍的效果。
在高速发展的今天，如何使用信息技术提高教学质量是广大教师深入思考的问题。本节课我做了一个尝试，不仅我在备课时利用百度搜索去寻找相关图片、视频和文字材料，而且让学生在课下利用百度搜索去查找相关教学资源，深化学习内涵。
Unit 5.1《rhythm》教案（北师大版必修2）
Lesson 1 Performance
Teaching aims:
To practise the vocabulary relating to concerts and performance.
To read and understand a concert review
To practise using will for decisions
To practise using time clauses with as soon as, when, before... and clause of concession with although / though
Teaching difficulties:
To practise using will for decisions
To practise using time clauses with as soon as, when, before... and clause of
Teaching Aids: computer and cassette
Teaching procedures:
Ⅰ. Warming up
First listen to a song that is sung by Alanis ----everything
T: Now pop songs are popular with teenagers. Have you heard of the song?
What do you think of the song?
S:
T: Do you know who sing it?
S:
T: Teacher show the picture of Alanis ---the superstar, a true performer. Do you want to know her?
S:
T: Now let's read an article about the superstar, and you will learn more information about her.
Ⅱ Reading
Read the concert review and match the four paragraphs with the titles.
a) the end of the concert para4
b) how the audience reacted para3
c) the songs played para2
d) the start of the concert para1
T: Ask the question: How much do you know about her?
S:
T: The Canadian rock singer and song writer, has won Grammy Awards for Best Rock Song. Her has made many albums. She become world-famous singer.
Do the exercise 3.
Read the review again and answer these questions.
Ⅲ Understanding the text
a) Correct errors
1. She is used to be in the public eye.
2. Her new album was come out in 1995.
3. On last Thursday night, hundreds of fans went to the concert held in Cambridge.
4. The 30-years-old singer is popular with young people.
5. The song tells the story of someone looks for real love.
6. The atmosphere was extremely exciting so that many people stand to cheer.
7. The Canada singer was famous in her twenties.
8. Her new album that was published last week is sold well.
Answers: 1. be改为being 2.去掉was把come 改为came 3.去掉on 4. years 改为year 5. looks改为looking 6. stand 改为stood 7. Canada 改为Canadian 8. 去掉is 把sold改为sell
b) According to the text arrange the right order.
1. Alanis won this year's Grammy Award or the best rock song.
2. Morissette gave a creative and powerful performance in the song 'Utopia'.
3. Many fans went to the Corn Exchange in Cambridge, England to see her in concert.
4. Everyone in the auditorium agreed that they were greatly impressed by the concert.
5. Alanis' album Jagged Little Pill came out
Answers: 5 1 3 2 4
Ⅳ speaking
We know singer's performance is important for a concert, besides singers concert need other's stage effect , such as (show a slide)guide student to say out stage design , lighting, special effects and so on.
Have you ever watched a concert "live", on TV or on video? Tell the class about it using the Key Words to help you.
Do the exercise 1
Show a slide, ask students to say out music style
Rock 'n'roll
V oice your opinion
Why are pop music and rock 'n' roll loved by many young people
Ⅴ V ocabulary
Do the exercise 4
Ⅵ Grammar
Do the exercise 6and 8
Listen to the telephone conversation. Who decides to pick up the concert tickets , Sue or Ricky? What verb form do Sue and Ricky use to make sudden decisions as they speak? Do the exercise 7
Listen again. Who said these things, Sur or Ricky?
Check these answers with the whole class and then look at the sentences, what linking words are used?
In order to help students further understand the text the teacher can ask the following questions.
1. Why can't Ricky pick the tickets up at lunchtime tomorrow?
2. Why can't he pick them up after school tomorrow?
3. Where does Ricky's mum work?
4. Where is Sue going after she's got the tickets?
Do the exercise 9, 11 and 12
Ⅶ Language in use
Work in pairs and talk about your future plans. Use the expressions below to help you. go to college, find a job, rent a flat, learn to drive, go on holidays, continue studying
Ⅷ Homework
Do the exercise page 66 and 67.
英语：5.2《rhythm》教案（北师大版必修2）
Lesson 2 Beijing Opera
教学目的:
练习学生的听力技能，能抓住关键词。
练习口语请求和拒绝的表达方式。
努力提高学生的语言输出能力－说
语言技能：speaking, reading, writing
语言知识：有关京剧的历史，文化。
教学辅助设施：幻灯片，微机
教学过程：
Ⅰ. Warm up
Show pictures of Beijing Opera
T: What kind of music is it?
S:
T: Yes, it is our cultural treasure-Beijing Opera. How much do you know it?
S:
T: introduce (Peking opera, the best-known Chinese Opera, was developed during the Qing dynasty (1644-1911). It is a dramatic form that includes dance, theater, music, and skilled performance. Character types depend on vocal styles. Performers wear dramatic make up or masks.)
T: Can you name some famous actors and actresses? Who do you know ae the best performers in China?
S: Cheng Yanqiu, Mang Lianliang, Qiu Shengrong ,Mei Lanfang and so on.
T: show a slide of Mei Lanfang ( introduce Mei Lanfang)
T: What role do they play in Beijing Opera?
S: guide students to say out "sheng", "dan", "jing", "chou", "mask"
Ⅱ Listening
T: We have some knowledge about Beijing Opera, Now we do the exercise 1 before doing it first guess their answers.
It is necessary to listen to the tape twice.
Show students a chart about Beijing Opera's structure
Do the exercise 2 and 3
Do the exercise 4
Read through the Strategies with the class and see if they know how to use any of these Strategies already.
Students listen to the cassette and get the general idea. Play the cassette.
Do the exercise 5, 6 and 7
The teacher can draw a conclusion:
Besides Beijing Opera, there are still other National Treasures in China. They serve as a window of China. And through this window, foreigners are able to understand Chinese culture better.
Ⅲ Speaking
Practice your oral English
Suppose Smith come from America. He is interested in Beijing Opera. As his interpreter you are introduce Beijing Opera to him. .
Do the exercise 9
Ⅳ Writing
Write a composition to introduce Beijing Opera its history and value,
including Characters, scenes, costumes and skills needed. You can add some details, such as some names of play and famous artists.
英语：5.3《Rhythm》教案（北师大版必修2）
Lesson 3 Experiment in folk
Teaching aims:
To practice the vocabulary relating to music
To read and understand a newspaper article
To practice using adverbial clauses of cause, result and purpose with because, as, since, so that and so/such...that.
To express opinions and give reasons for them
Teaching difficulties:
To practice using adverbial clauses of cause, result and purpose with because, as, since, so that and so/such...that.
Teaching Aids: computer and cassette
Teaching procedures:
Ⅰ. Warming up
First listen to a piece of music called "Er Qian Ying Yue"
T: Then ask students "What do you think of the music you just listen to?" "What kind of music is it?"
S:
T: Chinese folk music sounds so wonderful and special. It is our cultural treasure. Our nation is proud of Chinese folk music. We have a lot of top musicians, can you name some famous musician?
S:
T: Show some slides such as Nie Er, Xian Xinghai, Hua yanjun. Then give some information about musician and ask students to guess who it is.
1. He was born in Guangdong province in 1905. He is called people's musician.
2. He wrote many songs such as On Taihang Mountain and the famous Yellow River chorus.
3. He died in Russia when he went there to study.
S:
Answer : Xian Xinghai
Now let's listen to another piece of music, guessing its instrument. (Let students listen to
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
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
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.
Unit 1 Lifestyles Warm-up Tapescript 1 Football player: Being famous isn’t easy, you know. I travel a lot – I have matches in different countries. But my job is exciting, very exciting! I love the matches, the people cheering, know what I mean? 2 Student: My dad says these are the best days of my life –but I’m not so sure! You know, I’ve got lots of work to do and there’s not much time really. I also play football for the school team and we have to do training three nights a week. 3 Shepherd: I love the animals and I love nature. It’s peaceful, and there’s no one to tell me what to do. But it’s not so good when the weather’s bad! 4 Business manager: I’m very busy, and I don’t have time to see my husband and children. Mmmm and my life is very stressful, I suppose. I mean, I have to deal with lots of money. But I find it really exciting. 1 A Perfect Day? A Couch Potato Forty-three-year-old Brian Blakey from Birmingham is sitting on his sofa and telling me about his perfect day.
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
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
北师大版高中英语必修单 词表 The latest revision on November 22, 2020
八月一号任务Vocabulary in each unit Learning to learn questionnaire 问卷，调查表 matter 要紧，有重大关系 partner 合作者，搭档 Unit 1 Warm up lifestyle 生活方式 *shepherd 牧羊人 peaceful 平静的，和平的 relaxing 轻松的，放松的 stressful 充满压力的，紧张的 suppose 认为，猜想 Lesson 1 *series 系列节目；系列 TV series 电视连续剧 cartoon 卡通片，动画片 talk show 谈话节目，现场访谈 *complain 抱怨；投诉 *couch 长沙发，睡椅 couch potato 终日懒散在家的人 switch 转换，转变 switch on 把开关打开，接通
switch over 转换频道，转变switch off 把……关掉，关上BBC= British Broadcasting Corporation 英语广播公司portable 轻便的，手提（式）的remote 遥远的remote control 遥控 *workaholic 工作狂paperwork 日常文书工作 alarm 警报，警告器 alarm clock 闹钟 go off （铃，爆竹等）响 take up 占据 be filled with 充满着urgent 急迫的，紧急的document 公文，文件midnight 午夜，半夜bored 厌烦的，不感兴趣的Lesson 2 stress 压力studio 演播室，工作室expert 专家Suffer 遭受（痛苦），感到疼痛Suffer from 忍受，遭受Pressure 压力
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
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.
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
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 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.
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.