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NSEFC2B Unit 15 全单元教案3(人教版高二英语下册教案教学设计)

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NSEFC2B Unit 15 全单元教案3(人教版高二英语下册教案教学设计)（整理20篇）由网友“kp6c”投稿提供，下面是小编为大家整理后的NSEFC2B Unit 15 全单元教案3(人教版高二英语下册教案教学设计)，欢迎阅读与收藏。

篇1：NSEFC2B Unit 20 全单元教案3(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Review some new words appearing in the last period.

2.Review the use of “It”.

Teaching Important Points:

1.Review the words used as a noun or a verb appearing in the reading passage and learn to complete sentences with their correct form…

2.Master the use of “It”.

Teaching Difficult Point:

The usage of “it” used in the subject position to stand for an infinitive or a clause,especially in the following sentence structure:

It is said/believed/reported/thought/known…that…

Teaching Methods:

1.Revision to help the students consolidate the words learnt in the last period.

2.Practise to help the students review the use of “It”.

3.Pair work or individual work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:In the last period,we read a passage about the King of Stonehenge.Have you remembered anything about it?Who can retell the text briefly?

S1:Let me try.On May 3,,archaeologists found a grave of a man in England.Buried with him were some tools…

T:Very good.Thank you for your performance.

Step Ⅲ Word Study

T:In the reading passage we’ve learnt,there are some words which mean the same as the definitions I’ll give you.Now,listen to me carefully and then find the words and read them out.One student,one word.Is that clear?

Ss:Yes.

T:OK.Let’s begin.No 1:the ruler of an empire,higher than a king.

S2:Emperor.

T:Yes.No 2:the clothes that people wear.

S3:Clothing.

T:Good.No 3:a long stick with a sharp point,used as a weapon.

S4:Arrow.

T:No.Think it over.

S5:Knife.

T:Yes.Let’s go on.It means a deep round bowl used for cooking.Which word is it?

S6:I think the word is “pot”,isn’t it?

T:Yes.No 5:a thin weapon that you shoot with a bow.

S7:Arrow.

T:Right.The last one:the amount of space between two places.

S8:The word should be “distance”.

T:Very good.Now,please look at the screen.These words can be used as a noun or a verb.Can you say their meanings in Chinese?(Teacher shows the screen and let the students speak together.Meanwhile,give answers on the screen.)

T：Now,let’s do an exercise.Open your books at Page 77.Look at Ex.2 in Word Study.Complete the sentences with their correct form and change them into Chinese.I’ll give you a few minutes to prepare.After that,I’ll ask some students to do them.

T:OK.Time is up.Have you finished?

Ss:Yes.

T:Well.The first one.Any volunteer?

S9:The first blank should be filled in “date” used as a noun,while the second should be filled in “dates” used as a verb.Its Chinese meaning is:日期是5月3日，考古学家在英格兰发现了一个男人的坟墓，此墓的历史可追溯到公元前大约23。

T：Very good.The second one?

S:…

Suggested answers:

1.dress;dressed

她喜欢黑颜色的裙子。她总是穿着黑色的衣服。

3.found;find

去年，考古学家发现了一个男人的坟墓，最令人感到惊奇的发现物就是两只金耳环。

4.transported;transport

没有人知道这些巨大的石头是怎样经过这样的一段距离被运输过来的，有人说可能是外星人帮助了他们。

5.trade;traded

中西方国家之间的贸易有着悠久的历史。他们用珠宝和医药换取中国的茶叶和丝绸。

6.pins;pin

我正在寻找一些钉子。我想把这幅漂亮的画钉在墙上。

Step Ⅳ Grammar

(Teacher shows some sentences on the screen.)

T:Do the sentences A and B in each pair have the same meaning?

Ss:Yes.Both of the two sentences in each pair have the same meaning.

T:Are there any differences?Who’d like to try the first pair?

S10:The subject of Sentence A is an infinitive phrase,while that of Sentence B is “It”.In Sentence B,“It” is used in the subject position to stand for the infinitive phrase.The reason why the sentence is written like that is that we want to keep the balance of the sentence.Am I right?

T:Yes.you’re right.Sentence B is more usual in everyday English.The second pair,Li Ping,try please.

S11:In Sentence A,the subject is a that-clause,while the subject of Sentence B is “It”,which is used in the subject position to stand for a clause.

T:Very good.The sentence structure “It is+adj.+an infinitive/a clause”is very useful in learning English.(Teacher writes the sentence structure on the blackboard.)Can you make a sentence with the sentence structure?

S12:Let me try.It is dangerous to go out alone at night.

T:Good.Wang Wei,make a sentence with the structure.

S13：It is natural that a child should love its mother.

(Teacher writes the two sentences the students made on the blackboard.)

T:Well done.Now.let’s do an exercise.Turn to Page 78 and look at Ex.1 in Grammar.Rewrite the following sentences using “it”.Five minutes later,I’ll check your answers.

Suggested answers:

1.It is a great honour for me to be able to join in the archaeological research project.

2.Thanks to modern technology,it is possible to find out more facts about the man buried in the grave.

3.It is still unknown whether the man organised the construction of Stonehenge.

4.It is a mystery how early men constructed Stonehenge without the use of modern technology.

T:You all did very well.Now,please look at the screen.

(Teacher shows the following on the screen.)

In this pair,Sentence A and Sentence B have the same meaning.Sentence A includes a very useful sentence structure.Do you know what it is?

Ss:Yes.It is:It be+p.p.+that-clause.

(Teacher writes it on the blackboard.)

T:Look at the blackboard,please.Here “It”is also used in the subject position to stand for a clause,but it is different from what we reviewed just now.Is that so?

Ss:Yes.

T:The sentence pattern “It be+p.p.+that-clause”can often be changed into the sentence structure “People+vt.+that-clause”.The past participles used like that in the sentence structure are: reported, believed, thought, proven, known, hoped, suggested, etc.

(Teacher writes them on the blackboard.)

T:Are you clear about that?

Ss:Yes.

T:OK.Let’s do Ex.2 at Page 78.First do them by yourself,then check your answers with your partner.After a while,I’ll ask some of you to read out your sentences.

Suggested answers:

1.It was said that it was an important archaeological discovery.

2.It was reported that this man had been called the King of Stonehenge.

3.It is believed that the two gold earrings found on the man are the oldest gold ever found in Britain.

4.It is thought that European culture and techniques were brought to Britain through trade instead of war.

5.It has been proven that the copper knives came from Spain and Western France.

6.It is unknown to us how these huge stones were transported over a distance of 380 kilometres.

Step Ⅴ Consolidation

T:Now,please look at the screen.Translate the sentences into English using “it”.

1.据报道，数十名儿童在事故中死亡。

2.电脑有可能取代人的位置吗？

3.核对这些实验的结果是重要的。

4.处理这样的问题，对你来说是困难的。

5.独自一人去海里游泳是危险的。

6.众所周知，中国是一个文明古国。

Suggested answers:

1.It was reported that dozens of children died in the accident.

2.Is it possible that computers can take the place of human beings?

3.It is important that the experiment result should be checked.

4.It is difficult for you to deal with such a problem.

5.It is dangerous to go to swim in the sea alone.

6.It is well known that China is a country with an ancient civilization.

Step Ⅵ Summary and Homework

T:In this class,we’ve reviewed some new words appearing in the last period,especially some words used as noun or verb.We’ve also reviewed the use of “it”,which is used in the subject position to stand for an infinitive or a clause.After class,you need to do more exercises to consolidate what we’ve reviewed about the use of “it”.Besides,prepare for the next period.That’s all.See you tomorrow!

Ss:See you tomorrow!

Step Ⅶ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Third Period

Grammar:The use of “It”

Ⅰ.It is+adj.+an infinitive/a clause.

e.g.It is dangerous to go out alone at night.

It is natural that a child should love its mother.

Ⅱ.It be+玴.p.(said,reported,believed,thought,proved,known,hoped,suggested,etc.)+that-clause.

(=People say/report/believe/think…that-clause.)

Step Ⅷ Record after Teaching

篇2：NSEFC2B Unit 19 全单元教案3(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following words and phrases:

justice,murder,go down on knees,punishment,immediately,order,sword,conflict,complex

2.Train the students’ reading ability.

3.Train the students’ ability to write a play.

Teaching Important Points:

1.Help the students understand the text exactly and master the following words and phrases:

shall,at the mercy of,go down on knees

2.Help the students finish the task of writing a play.

Teaching Difficult Point:

How to help the students write a play.

Teaching Methods:

1.Listening before reading to get the general idea of the text.

2.Asking-and-answering after reading to make the students understand the detailed in formation.

3.Individual,pair or group work to make every student work in class.

4.Performing to make the class lively and interesting.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision and Lead-in

T:Yesterday,we read the first part of 玊he Merchant of Venice.獳ntonio’s trial was taking place at the court.Do you still remember what happened at the court?Wang Hai,could you please retell the story in the first part?

S1:Yes.At the court,the Duke tried hard to persuade Shylock to have mercy on Antonio,but Shylock insisted on having a pound of his flesh.Even if Bassanio would pay him double the money Antonio had borrowed,Shylock would not change his mind.While the Duke was wondering what to do,Portia arrived,pretending to be a famous lawyer.At first,Portia also tried to persuade Shylock to have mercy on Antonio and take more than three times his money.But Shylock still refused to give up his demand for a pound of flesh from Antonio,so Portia said he might take his knife to prepare to do the deed.

T:Well done.Sit down,please.Will Shylock get his pound of flesh?Let’s go back to the court.First,listen to the tape of the second part of the play.Try to find out what will happen to Antonio and Shylock at last.Begin to listen!

(Teacher plays the tape and checks the answer at the end.)

T:Have you found out the answer?

Ss:Yes.

T:Who’d like to have a try?

S2:Shylock will not get Antonio’s flesh.He has to give half of his money to the city of Venice and promise to leave the other half of his money upon his death to his daughter and her husband.

T:(To the other students)Is that right?

Ss:Yes.

T:OK.Now let’s learn the new words.Then read the play.Look at the screen,please.

(Teacher shows the new words on the screen and deals with them as usual.)

justice/dstIs/ n. 公正；正义

murder/′m：d/ vt. 谋杀

go down on knees 跪下

punishment/′pnImnt/ n. 惩罚

immediately/I′mi：dItlI/玜dv. 立刻；马上

order/′：d/ vt. 命令；下令

sword/s：d/ n. 剑；刀

conflict/′knflIkt/ n. 冲突；战斗

complex/′kmpleks/ adj. 错综复杂的；难解的

△tragedy/′trddI/ n. 悲剧

Step Ⅲ Reading

T:Now,please open your books at Page 71.Read the second part of the play carefully and find out the answers to the questions on the screen.

(Show the screen.)

1.How does Portia stop Shylock from cutting Antonio’s flesh?

2.What does Portia say when Shylock finally agrees to take three times more than Antonio borrowed from him?

3.What is the result of the trial?Does the story have a happy ending?

(Teacher allows the students some time to read the play and prepare for the questions.At the end,ask some students to answer the questions.)

Suggested answers:

1.Portia allows Shylock to take exactly one pound of flesh from Antonio,no more,no less.She also tells Shylock that he must not let one drop of his blood fall.So Shylock gives in.

2.She says that Shylock must give half of his money to Antonio and the other half to the city of Venice according to the law.

3.Antonio is saved.Shylock gets punished.The story has a happy ending.

(After checking the answers,teacher deals with some language points.)

T:Well done.You’ve understood it better.Now let’s learn some useful words and phrases in it.Look at the screen.(Show the screen.)

1.shall

e.g.We shall start for Beijing tomorrow.(future use)

You shall have a nice present for your birthday.(promise)

You shall be sorry for what you have done,I tell you.(warning)

When he comes in nobody shall say a word.(order)

Nothing shall stop us from carrying out his plan.(decision)

2.at the mercy of

e.g.They were lost at sea, at the mercy of the winds and the waves.

3.go down on one’s knees

e.g.They will never go down on their knees before the oppressors.

4.beg…for

e.g.The prisoner begged (the judge) for mercy.

(Bb:shall,at the mercy of,go down on one’s knees,beg…for)

Step Ⅳ Writing

T:Well,we’ve read The Merchant of Venice.It has a happy ending.Can you tell me whether it is a tragedy or a comedy?

Ss:Comedy.

T:Why do you think it is a comedy?

Ss:Because the Good wins,and the Bad loses.

T:You are right.Now,please turn to Page 72 and look at the tips of getting the main point of a play.

(Teacher and the students read through the tips and writes some key words on the blackboard.After that,teacher says the following.)

T:Today,another trial took place between two women.They are arguing about a baby.How did the story occur?And what would they do?Please read the passage in Writing at Page 71 and find out who wins the trial,the Good or the Bad?You can begin now.

(After the students finish reading the passage.Teacher checks the answer.)

T:OK.Everyone,have you found out the answer?Who wins?

Ss:Yes.The Good wins.

T:Quite right.Now,please work in groups of four or five to write a short play based on this story.Give names to the King,the two mothers and the children.There is also a character to play the role of the soldier.If you like,you can also have a few other characters who are friends of the two mothers.Can you follow me?

Ss:Yes.

T:Besides,find a good title for your play.Do you remember?

Ss:Yes.

T:OK.Begin to prepare now.Five minutes later,I’ll ask one group to act out your play before the class.

A sample play:

Clever King Charles

Characters:

Sarah(Sa):the woman whose baby is living

Deborah(D):the woman whose baby is dead

Charles(C):the King

Emma(E):a friend of the two women

Simon(S):a soldier of the King

(Inside King Charles’ palace)

C:What is your quarrel?

Sa:O King!I have a baby.And Deborah has a baby.One baby is dead.The dead baby looks like Deborah’s baby.I think Deborah took my baby when her baby died.

D:O King!Sarah is angry because her baby is dead.She came to see my baby.When she saw my baby she wanted it because her baby is dead.

E:O King!I saw the two babies.I think the dead baby is Deborah’s baby.I think Deborah took Sarah’s baby in the night,when Sarah was asleep.

C:Call the swordsman.Tell him to bring his sword.

(A man comes in.He has a big sword in his hand.)

S:O King!Here is the swordsman.

C:Bring the baby here.(A servant takes Deborah’s baby and brings it to the King.)I am a just King.I do not know whose baby this is.I do not know if this is Deborah’s baby or Sarah’s baby.But I must be just to each of you.I will take this baby and cut it into two halves.Then Sarah can have half of the baby,and Deborah can have half.

D:Yes,yes,the King is a good King.Cut the baby in halves.

Sa:But the baby will die!

C:Yes,the baby will die.But you shall each have one half of the baby.So you will not quarrel any more.

Sa:O King!Save my baby.Do not cut the baby.Give the baby to Deborah.Let the baby live.

C:Give the baby to Sarah.Sarah wants the baby to live.So I know that Sarah is the mother.Deborah is a bad woman.She took Sarah’s baby.

(Two men take Deborah away.)

E:The King is a just King.O good King Charles!Clever King Charles!

Step Ⅴ Summary and Homework

T:In this class,we read the second part of The Merchant of Venice and learned to write a play.By doing this,we’ve learned some useful words and phrases,and our skill in using language has be well developed.After class,practise more and revise what we’ve learnt in class.That’s all for today.See you next time.

Ss:See you next time.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 19 The Merchant of Venice

The Third Period

Ⅰ.Words and phrases:

shall,at the mercy of,go down on one’s knees,beg…for

Ⅱ.Tips of getting the main point of a play

a conflict between the Good and the Bad

→complex problems and relationship

→struggle between them

→a higher,wise character to find the solution

→the Good wins,and the Bad loses

→a comedy

Step Ⅶ Record after Teaching

篇3：NSEFC2B Unit 15 全单元教案3(人教版高二英语下册教案教学设计)

The Third Period

Teaching Aims:

1.Review the words appearing in the last two periods.

2.Review Non-finite Verbs(1):-ing,-ed,to do.

Teaching Important Points:

1.Help the students guess the missing word in a sentence to improve their ability to master new words.

2.Help the students finish each exercise correctly to revise Non-finite Verbs.

Teaching Difficult Point:

Master the uses of the three kinds of Non-finite Verbs correctly.

Teaching Methods:

1.Review method to consolidate the words learned in the last two periods.

2.Practising to make the students master the Non-finite Verbs correctly.

3.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

兂Step ⒐ Greetings

Greet the whole class as usual.

兂Step ⒑ Revision and Word Study

T:Yesterday,we read the text about Rio de Janeiro and Kitzbuhel.Do you still remember something about them?

Ss:Yes.

T:Well,now please look at the statements on the screen and tell whether they are true or false according to the text.If theyˇre false,correct them.

(Teacher shows the following on the screen and checks the answers with the whole class.)

1.Rio de Janeiro is Brazilˇs second largest city.

2.Copacabana,perhaps the most famous of all beaches,is far away from downtown.

3.The best time to visit Rio is in March,but the biggest tourism season comes around June or July.

4.Cariocas are well known for their big heart and friendliness.

5.Rio de Janeiro is a paradise for skiers.

6.The good weather and breath-taking scenery make Kitzbuhel a world-class ski resort.

7.The worldˇs best and fastest skiers gather here twice a year to try their daring in the downhill race that every skier wants to win.

Suggested answers:

True:1,4,6

False:2.far△only a few bus stops

3.March△June or July;June or July△March

5.Rio de Janeiro△Kitzbuhel

7.twice△once

T:Well done.Besides,weˇve learnt some useful words in the text.Have you really mastered them?Please open your books at Page 37.Look at the first part of Language StudyXWord Study.Letˇs do Exercise 1 first.Fill in the blanks with words from the text.Youˇre given three minutes to do it.Then check your answers with your partner.At the end,Iˇll collect the right answers from you.See what I mean.

Ss:Yes.

Suggested answers:

1.altitude 2.avenue 3.reminds 4.feast 5.dip

T:Well done.Next,letˇs do Exercise 2.Read and understand the following passage carefully to see if there is a mistake in each line.If there is,find it and correct it.You can begin now.Five minutes later,Iˇll check your answers.

Suggested answers:

1.bring△brought

2.construction△constructions

3.itˇs△its

4.≡

5.returns△returned

6.visit△visitors

7.Much△Many

8.≡

兂Step ⒒ Revision of Grammar

T:OK.So much for Word Study.Letˇs revise the GrammarXNon-finite Verbs.Look at the sentences on the screen.

(Teacher shows the following on the screen.)

to do

1.The first thing would be to decide where to go.

2.The most important thing would be for you to decide where to go.

-ing

1.Every now and then we get the itch for travelling.

2.Kitzbuhel has the most challenging and exciting downhill slopes for skiers in the world.

3.Few visitors leave Rio feeling disappointed.

-ed

1.Amazed by the beautiful scenery at Copacabana Beach,he decided to come again next year.

2.Known as Carnival,the festival attracts visitors from all over the world.

Study the sentences and tell the functions of the Non-finite Verbs.Wang Xia,try the first pair of sentences.

S1:¨to do〃 is used as Predicative in both of them.

T:You are right.Sit down,please.Are there any other function of ¨to do〃?And what functions?

Ss:Yes.Subject,Object,Object Complement,Attribute and Adverbial.

T:Quite right.Yang Xia,what about ¨-ing〃?

S2:In these three sentences,¨-ing〃 is separately used as Object,Attribute and Adverbial.

T:Do you agree with her?And do you know some other functions?

Ss:Yes.Subject,Predicative and Object Complement.

T:Very good.Shi Hui,the last pair.

S3:¨-ed〃is used as Adverbial in both sentences.Besides,it can be used as Predicative,Object Complement and Attribute.

T:Well done.Sit down,please.

兂Step ⒓ Practice

T:Next,letˇs do some exercises.Look at the sentences on the screen and point out the function of the¨-ing〃form in each sentence.

(Teacher shows the following on the screen and deals with the exercise orally with the whole class.)

Point out the function of the -ing form in each sentence.

1.Doing nothing is doing ill.

2.Be careful!The falling stones might hit you.

3.When you hang wet clothes near a fire,you will see steam coming from them.

4.Not knowing much English,I found it hard to understand them.

5.While walking along the shore,we saw that the water was very dirty.

6.Playing tricks on others is something we should never do.

7.Babies like tearing paper into pieces.

8.They went out of the club,talking and laughing loudly.

Suggested answers:

1.Subject,Predicative 2.Attribute 3.Object Complement 4.Adverbial 5.Adverbial 6.Subject 7.Object 8.Adverbial

T:Well done.Now,please open your books at Page 38 and do Exercise 2.First,do it by yourself after learning the examples.Then,check the answers with your partner.At the end,Iˇll collect your right answers.

Suggested answers:

1.Being very brave,he went into the cave alone to look for his friend.

2.Being quite ill,she could not visit her friend in England.

3.Being an experienced traveller,he knows how to plan a trip.

4.The girls attending the sick all come from the countryside.

5.When hearing the music,he began to miss his hometown.

6.Seeing the flame on top of the mountain,they knew that another war would begin soon.

7.When driving to the airport,he hit a boy on a bike.

8.Having got married,he lived separately from his parents.

T:You did a good job.Now,please look at the two groups of words on the blackboard.

(Teacher writes the following on the blackboard:

-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.

-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.)

T:Can you tell the different usages of these two groups of words?Any volunteer?

S4:Yes.I can.We use the first group of words to say how we feel about something and use the second group of words to talk about the person or thing that makes us feel interested,surprised,etc.

T:You are right.Sit down,please.Both of the two groups are used like Adjectives to refer to a state or a quality,not an action.Do you agree with me?

(Teacher writes two incompleted sentences on the blackboard again.

It is important______us to learn English well.

It is clever______you not to tell him the news.)

T:Now,look at this pair of sentences and fill in the blanks.Yao Yue,you try,please.

S5:The first one is¨for〃;the second one is¨of〃.

T:Can you explain why?

S6:The first sentence talks about something people do;the second sentence talks about people who do something.

T:How do you know what the sentences talk about?

S5:According to the adjectives as Predictive in the sentences,such as important and clever.

T:Quite right.Thank you.Now,please look at the screen and do the exercise on it.

(Teacher shows the following on the screen and allows the students enough time to prepare.At the end,check the answers with the whole class.)

There is one mistake in each of the following sentences.Point it out and correct it.

1.Having travelled a lot in China this year,I am getting tiring of travelling now.

2.We had to waiting three hours to get the ticket to Harbin.

3.Although the unboiling water looks clean,I prefer not to drink it.

4.Iˇm sorry to tell you that none of the banks I spoke to were interesting in this project.

5.It is tired to climb to the top of the mountain.

6.It is not enough to simply decide where you want to go.It is also important of you to consider when and how you want to travel.

Suggested answers:

1.tiring△tired 2.waiting△wait 3.unboiling△unboiled 4.interesting△interested 5.tired△tiring 6.of△for

兂Step ⒔ Summary and Homework

T:In this class,weˇve reviewed the new words in the text.In addition,weˇve revised Non-finite Verbs(1)X-ing,-ed and to do,especially,weˇve done a lot of practice to master the usages of them.After class,do more practice.The more you practise,the better you will master them.Thatˇs all for today.See you next time.

Ss:See you next time.

兂Step ⒕ The Design of the Writing on the

Blackboard

Unit 15 Destinations

The Third Period

-ed:interested,surprised,moved,tired,bored,encouraged,frightened,amazed,disappointed,worried,etc.

-ing:interesting,surprising,moving,tiring,boring,encouraging,frightening,amazing,disappointing,worrying,etc.

for/of:It is important for us to learn English well.

It is clever of you not to tell him the news.

兂Step ⒖ Record after Teaching

篇4：NSEFC2B Unit 13 全单元教案1(人教版高二英语下册教案教学设计)

Unit 13 The water planet

Ⅰ.Brief Statements Based on the Unit

As we all know,the earth is an ocean planet and 99% percent of the living space on earth is in the oceans.It is water that makes the ocean such a great place to live in.This unit mainly deals with the properties of water and how the properties of water make the ocean become so important.We learn this unit to help students not only know about the properties of water,but also learn how to use water in a good way.Besides,we learn this unit to let students realize the importance of protecting water.Of course,it is necessary for students to master the important phrases and sentences in the unit.Meanwhile we should review some important usage of Modal Verbs.

Ⅱ.Teaching Goals

1.Talk about water and the ocean.

2.Practise communicative skills.

3.Review Modal Verbs.

4.Write an explanation paragraph.

Ⅲ.Background Information

1.What Lies under the Blue Water?

Just like the houses we live in,the ocean has several “floors” or layers.Different fish live on different layers and are neighbours,though not always friendly ones!

The ocean’s top layer is the sunlit zone(透光层).It goes down to around 200 meters below water.This layer is warm and bright.It is also home to most plants and fish.Many fish in this layer are streamlined,so they can quickly swim from danger and catch food.

The twilight zone(弱光层) is the next layer and is from about 200 to 600 meters below water.Almost no plants grow here.

Many animals in this zone swim up to the surface at night to feed,and move into deeper waters during the day.They also eat each other,so many of them have sharp teeth and very big mouths.

Many fish in this zone don’t have a streamlined body because they lie and wait for prey to come to them.

Below the twilight layer is the midnight zone(无光层).It is from 600 meters to the bottom of the sea.

The water is cold and completely dark.No plants live here but many small animals can.

Many animals in the twilight and midnight zones produce their own lights.The angler-fish(琵琶鱼) is one of them.It has a beautiful light on its head to attract prey!

Maybe you have seen one of the coolest films Finding Nemo (《海底总动员》).Do you remember Marlin,Nemo’s father,“borrowed” light to help Dory read?

That wasn’t a flashlight,it was a fish!They also use light to frighten enemies and to “talk” with each other.

2.Water

A family of six needs over 20 gallons of water a day,just for basic drinking,cooking and keeping clean;but only one in three of the world’s households has a water supply in the home.

Most others get their water from rivers,lakes springs or holes in the ground,or,in town,from stand-pipes shared with hundreds of other families.

Throughout the world’s poorest countries women damage their health and lose hours of every day carrying huge containers of water-up to 44 lbs in weight-often from sources several miles away.

All too frequently they bring home sickness or death,as well as water.Untreated water,which may have come from a muddy hole shared with cattle,can be lethal,especially for young children.To sink a well or pipe water from a natural spring,and maintain the system afterwards,people need access to land with a water source,to capital,equipment and technical know-how.In towns they may need to lobby the local water authority to repair or extend existing systems.

Water is precious,and access to it gives power-to landowners with wells on their land,or to country controlling major international rivers.The demands on the earth’s water resources are growing rapidly,partly as a result of population growth,but even more because industry now uses such huge quantities-it takes 100 000 gallons to produce a car.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words:cube,sailor,disadvantages,entertainment

Phrases:come up with,happen to

Useful expressions:The water is being used to/for…

We should/could…

If we…we can…

It would be better…

2.Learn something about water by doing experiment.

3.Do some listening.

4.Improve the students’ speaking ability by talking.

Teaching Important Points:

1.Make the students be free to talk about water.

2.Improve the students’ listening ability by listening.

Teaching Difficult Points:

1.How to finish the task of speaking.

2.How to improve the students’ listening ability.

Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening material.

2.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

3.an empty glass,a bottle of water and a bottle of vegetable oil

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Hello,everyone.

Ss:Hello,teacher.

T:Attention,please.As we all know,every year during the Spring Festival and Lantern Festival in our country,people like to see the lion dance and guess the riddles.Do you like to guess the riddle,then?

Ss:Yes.

T:OK.Now I have a riddle.Please guess it.

(Teacher uses the multimedia to show the riddle on the screen.)

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it.

(a thing)

T:What’s it?

Ss:It’s very easy.It’s water.

T:Yeah,today we will talk about water.Now please tell me what you know about water.

S1:Water is used to drink.

S2:Water can be used to water the flowers.

S3:I think water can be used to make electricity.

Step Ⅱ Warming up

T:Thank you for your ideas.Next we will make some interesting experiments.Maybe you can learn more about water from the following experiments.Li Lei,would you like to come here to help me?

S4:I’d love to.

T:Now,look at Li Lei and me.We will begin.You should watch the experiment carefully and try to tell me what happens and why.

(Teacher puts a bottle of water,a bottle of vegetable oil and an empty glass on the desk.)

T:Li Lei,pour some water and some vegetable oil into the empty glass.Other students,please watch carefully.

(A few seconds later.)

Ss:Fantastic!The liquid in the glass has become two parts.

T:Try to describe it in detail.

S5:Let me try.The part above is vegetable oil and the part below is water.But I don’t know why.

T:Good question.Who’d like to answer his question?(Nobody answers his question.)

T:Perhaps it is a little difficult to answer it immediately.Now you can have a discussion about the reason for it,using what you have learnt in physics.

(Teacher lets students discuss in groups of four.A few minutes later,teacher checks their answers.)

T:Who wants to explain the phenomenon?

S6:I think water is heavier than oil,so vegetable oil is on the top of the water.

T:Who has different ideas?

S7:I think we should say that the density of water is higher than the density of vegetable oil,so the result formed.

S8:What’s the meaning of “density”?

S9:“Density” is “密度” in Chinese.

T:Do you agree with the reason for it?

Ss:Yes.We agree with the idea.

T:As we know,if we pour milk and water into one glass,we can’t tell where water is and where milk is.But just now we poured oil and water into one glass,it is so different now.Do you know why?

Ss:Because oil can’t dissolve in water,but milk can.

T:Very good.Let’s make a summary about the experiment.If we pour vegetable oil and water into one glass,the liquid will become two parts because oil can’t dissolve in water.Since the density of water is higher than vegetable oil,vegetable oil will be on top of the water.Is that clear?

Ss:Yes.

T:Would you like to watch another experiment?

Ss:I’d love to.

T:OK.I’ll perform the next experiment by myself.Look at me.I have a glass of water.Now I’ll cover it with a piece of thick paper.Attention,please.

(Teacher puts one hand on the paper and turns the glass upside down.Then teacher slowly takes his/her hand away from the paper.)

T:What can you see?

Ss:The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T:Yes.You are right.Now you are given a few minutes to have a discussion about the reason for it.

(Teacher gives students a few minutes to discuss,and then checks their answers.)

T:Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S10:I want to have a try.When the glass of water covered with a piece of paper is turned upside down,the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper.So the paper won’t fall and the water won’t flow.

T:Excellent!Thank you for your explanation.I am very glad to see that you are all interested in making experiments.After class,you can carry out another two experiments on Page 17.When you perform them,try to describe what happens and why.OK?

Ss:OK.

T:Now,let’s look at a picture.

(Teacher shows a picture on the screen.)

T:What can you see?

Ss:There is a river in the picture,but it’s very dirty.

T:Anything else?

S11:There are some plastic bags and empty tins on the surface of the river.

T:Yes.We all know water is important to human beings and all the animals and plants.Unfortunately water is being polluted now.What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare.When they prepare,teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet,I think we should save every drop of water and stop throwing rubbish into water.Besides,we should try our best to help the people around us realize the importance of using and protecting our water.

Step Ⅲ Listening

T:Next,let’s do some listening.Turn to Page 18 and look at the Listening part.You can listen to the famous poems about life on the ocean.Listen carefully and write down some key words when you listen.Before you listen,let’s learn two phrases first.Look at the blackboard.

1.happen to

e.g.What happened to you last week?

If anything happens to the machine,please tell me.

2.come up with

e.g.I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

T:Now listen,please.

(Teacher plays the tape for the first time.Then play it for the second time.During this time,teacher may pause for students to write down the information.Play some parts of the tape one more time if necessary.Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T:In our daily life,water can be used in different ways.Now we’ll talk about the ways in which water can be used.Look at the pictures on Page 18.The six pictures mean six different ways to use water.You can choose one of the pictures to discuss the importance of using and protecting our water,and then try to use some sentences to describe the picture you choose.If you like,you can make a dialogue with your partner about the picture.When you discuss,you may use the questions on the screen to help you.

1.How is the water being used?

2.Is this a good way to use water?

3.Why do we use water in this way?

4.Who benefits from using water in this way?

5.What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity,which can give us light and make us feel warm.I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one.Every day we must drink enough water.In addition,we need a lot of water,just for cooking and keeping clean.Water can help us to keep healthy.But if the waste water from home use is poured into river and soil,it will be harmful for some animals and plants.So we must pay more attention to it.

(Picture 4) In Picture 4,water is being used in industry.Water is very important to industry.It can be used to make paper,cool machine and so on.But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea.It is dangerous for the living things in the water.

(Picture 6)

A:Do you know how the water is being used in Picture 6?

B:Water is being used for entertainment.

A:Is it a good way to use water?

B:Yes,because it can help people keep fit and enjoy nature.But if people throw rubbish into the water,it will be bad for us.

A:Yes.It is the disadvantage of using water in this way.We must be careful.

Step Ⅴ Summary and Homework

T:Today,we’re mainly learned something about water by doing experiments,speaking and listening.Besides,we’ve learnt some new words and phrases,such as:happen to,come up with,density,…

After class,try to remember them and preview the next part-Reading part.That’s all for today.Goodbye,everyone.

Ss:Goodbye,teacher!

Step Ⅵ The Design of the Writing on the Blackboard

Unit 13 The water planet

The First Period

1.happen to

e.g.What happened to you last week?

If anything happens to the machine,please tell me.

2.come up with

e.g.I hope you can come up with a better plan than this.

Step Ⅶ Record after Teaching

篇5：NSEFC2B Unit 13 全单元教案4(人教版高二英语下册教案教学设计)

The Fourth Period

Teaching Aims:

1.Review the useful expressions learnt in this unit by practising.

2.Improve the students’ reading ability by reading the material.

3.Improve the students’ writing ability.

4.Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1.Fast reading to go through the reading material.

2.Inductive method to help students write a paragraph successfully.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:Yesterday we did some practice about modal verbs.Now let’s do some more exercises to see if you have mastered them.Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her.She is still in Australia.

2.-Could I use your bike?

-Yes,of course you ______.

3.The ground is wet.It ______ have rained last night.

4.A machine ______ think for itself.It ______ be told what to do.

5.Tom,don’t play with the valuable bottle.You ______ break it.

Suggested answers:

1.can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T:Good work.But if we want to use the modal verbs correctly,we must practise them as often as possible.Today we will read another passage.The ocean is very important to all the living things,which is known to us,and I think we have also known about the reason why the ocean becomes so important-because of the properties of water,the ocean is very important.The passage we will read is also about water.It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T:Good question.I think you can get the answer to the question by yourself.Now let’s read the passage.While you are reading,try to make clear what is the main idea of each paragraph.Besides,try fast reading,it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T:Have you finished your reading?

Ss:Yes.

T:Wang Lin,are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T:You are great!Now who’d like to tell me the main idea of the first paragraph?

S3:An estuary is the body of water where a river meets the ocean.

T:Right,thank you for your answer.What about the second one?

S4:Let me try.The general idea is that estuaries are great places for nature’s young.

T:Wang Ping,tell me the main idea of the third paragraph,please!

S5:I’m not sure.I think the third paragraph tells us estuaries are important to animals and plants,so we should try our best to protect them from environmental pollution.Am I right?

T:Yes.Congratulations!There is only the last paragraph left.Who can try?

S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T:The general idea of the passage is very clear to us now.Now let’s re-read the passage carefully.While you are reading,try to find out the answers to the questions on Page 23.If you need,you can have a discussion about them.Then I’ll check your answers.

(Teacher gives students enough time to read the passage.At the same time,teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1.Tides provide energy for the ecosystem,and estuaries are protected from waves and storms by islands.In addition nutrients arrive in estuaries from both the land and the ocean.So estuaries are great places for nature’s young ones.

2.Density means the quality of being dense.In other words,there are more living creatures than any other habitat on earth.

3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5.Estuaries can provide recreation and education for human beings.Besides estuaries also contribute to the economy.So they are very important to human beings.

T:Well done.Now you are very familiar with the passage.

To understand the passage better,I will explain some important phrases.Please,look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g.The company will provide food and drink for them.

2.have an opportunity to do something

e.g.I had no opportunity to discuss the problem with her yesterday.

3.a variety of

e.g.He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4.contribute to

e.g.His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T:Up to now,we have learnt a lot about water and known the properties of water and importance of estuaries.Now you are given an opportunity to check if you know a lot about water.Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Why does an ice cube float?

2.What will happen to a piece of metal if you put it in water?

3.Why do so many species live in estuaries?

4.Why have so many cities been built by estuaries?

T:Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it.Use what you learn from this unit and what you know about nature and science to write the paragraph.You must be careful to explain it to make your explanations easy to understand.You’d better look at the tips on Page 24 before you write.It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary.The mixing of fresh and salt water creats a unique enviroment filled with life of all kinds.Here,animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean.So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young.If many cities are built by estuaries,we can enjoy fishing,swimming and having fun on the beach and scientists and students have endless opportunities to study a varety of life in the habitat.What’s more,estuaries also contribute to the economy through tourism and fishing.So many cities have been built by estuaries.

Step Ⅵ Test

T:In this unit,we’ve learnt some important phrases.Now I’ll give you a test to check whether you’ve mastered them or not.Look at the screen,please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them.Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______（也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1.range from 5 to 15

2.The way she deals with the problem

3.that is

4.took advantage of

5.is very sensitive to temperature

6.made him respected

7.managed to get the work done

Step Ⅶ Summary and Homework

T:Today,we’ve done some reading and writing.We’ve also reviewed some useful expressions in this unit.After class,go over all the important points we have learnt in this unit.That’s all for today.Class is over.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 13 The water planet

The Fourth Period

Phrases:provide…for,have an opportunity to do,a variety of,contribute to

Step Ⅸ Record after Teaching

篇6：unit 3 全单元教案(人教版高二英语上册教案教学设计)

Topic: art and architecture

1.Stimulate the students’ interests in talking about art and architecture

2.Cultivate the students’ ability of speaking, reading, discussing.

3.Enable the students to learn some useful words and expressions: architecture, architect, prefer, design, style

I would not feel happy if …

I would not feel happy if ….

I don not get very excited about …

I really prefer…

I can not stand

Teaching important point:

1. Enable the students to master the ways of discussing differences between modern and traditional things, to encourage them to talk about their preference.

2. Help the students to learn about the past participle: used as object complement

Teaching difficult point:

Inspire the students to express their design of house.

Teaching methods: free talk, communicative method to improve students’ speaking ability and communicative skills.

Teaching aids: multimedia. recorder.

Teaching procedures:

Period 1: Warming-up and Speaking

Period 2: Reading

Period 3: Language study

Period 4: Listening and writing

Period 5: Integrating skills

Period 1：Warming up and Speaking

Step 1. Greetings and warming-up

T: Good morning, class.

S: Good morning, Miss Qiu.

T: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

S: …

(Show students two pictures, a tall building and a traditional yard.)

T: what can you see in the two pictures?

S: We can see two different styles of house: block of flats and traditional house.

T: What is the difference between them?

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

… Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.(why?)

…

T: In which house would you prefer to live? Why?

S: I like living in …. because….

I prefer living…

I’d rather live…

(For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.)

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

(Show the students some different kinds of houses, and ask them to describe them.)

S: appearance: high, low, great. The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel, glass, wood…

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

S: ……

Step 2 Speaking

T: Now let’s move to the speaking part. Turn to P18. Please listen to the sample dialogue .Pay attention to the ways how to express their preferences.

(After listening to the dialogue for once)

T: Ok! The dialogue is about two persons talking about their preference for styles of architecture. The noun form of “prefer” is “preference”. The stress should be put on the first syllable. Please read the word after me .

S: ……

T: There are some useful expressions in the dialogue. Such as “I wouldn’t feel happy if …”

“I prefer something that…” “I don’t get very excited…”

T: Now please look at the pictures and talk with your partner which of the things below you prefer. Try to explain why you prefer one thing to another.

S: …

(Show some chairs on the screen)

T: In your dream houses, are there any chairs? Which one do you like? Why?

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

Step 3 . Homework

Decorate your bedroom and classroom. And talk about your decoration.

Period 2: Reading

Step1: Pre-reading

(Show pictures of both modern architecture and classical architecture)

T: We’ve really had a wonderful tour around the world last time, seeing the marvelous architecture home and abroad, modern and classical. I hope you enjoy that… but I wonder if all of you can recognize some of the most famous architecture.

S: Sydney House; the Eiffel Tower; the Temple of Heaven…

T: Among all of these pictures, which ones belong to modern architecture?

S: …

T: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical architecture?

S: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.(Show modern architecture on the screen)

Step2: While-reading

1. Fast- reading

T: Q1:Wha’s the difference between modern architecture and classical architecture?

Q2: What kind of materials is used? What other materials do you know?

Q3: What’s the characteristic? How do people feel towards modern architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

2. Careful-reading

T: Now please find out the information according to the key words on the screen.

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q4: What inspired Wright? ----Japanese seashells

Q5: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q6: How do they look like? ----Seashell/ nest

Q7: What do they (two architects / two examples) have in common? ---Nature

3. Listening

T: While listening, please pay attention to the key points in the text. (Show the key points on the screen)

Step3. Post-reading

Interview (group work)

Step4. Homework

Report what you have learned about modern architecture next time.

Period 3: Language study

Step 1 Lead-in

T: Hello, everybody, yesterday we have seen a lot of wonderful modern architectures and got to know some famous architects. Today I’d like to introduce you one of my friends. He is an architect. Who can tell me the meaning of “architect”. (a person who designs buildings). He lived in this house when he was young. Do you think this house beautiful or not beautiful? (not beautiful) Can you use another word to replace “not beautiful”. (ugly). So when he became an architect, he designed some pretty houses. Not long ago he designed a new house for me. Let’s go and see my new house.

Step 2 Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

1. An area with a wall or bars around it, joined to the outside wall of a building ________________.

2.A strong construction material which is a mixture of stone, and sand and water _________________

3.A shelter made by a bird to hold its eggs and young ____________

4.The structure on the top of a building to keep the rain out_________

Step 3 Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

S: →A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to_______what a painter is to art.

A___is to a boat what an engine is to a car.

A____is to a fisherman what a gun is to a hunter.

Arms are to the body what_______are to a tree.

Step 4 Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

(show the Ss the picture and ask them to describe it.)

T: What can you see in the market? Let’s see what can we do here?

For examples: I can have my hair cut here. I can have my bike mended.

Please make similar sentences.

S:…

T: In all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

T: when we use –ing form, we are using passive voice. When we use –ed form, we are using active voice.

→ passive voice: -ed

active voice: - ing

T: Now let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

I don’t want any bad words____(say) about him behind his back.

Please get the work____(do) as soon as possible.

I’ll have the materials_____(send) to you next Monday morning.

She won’t have her long and beautiful hair____ (cut) short.

You should make your voice______(hear).

I want you to keep me_________(inform) of how things are going with you.

The rent sounds reasonable. How would you like it________(pay).

At last I succeeded in making myself__________(understand).

We’ll move to the new school, and four people will share one room. There will be a competition on decorating your room. The most beautiful and most special room will he the winner. Now work in groups of four to design your room. Five minutes later the group leaders should give a simple report. And pay attention to use –ed form in your report.

Step 5 Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period4: listening and writing

Step 1 : Greeting and Warming up

T: The National Day is coming. I know most students in our class are waiting for the exciting day, so am I .On holiday ,we can do many exciting things. Such as going shopping, visiting beautiful place, visiting good friends…Now I will ask some students to share your ideas. **, Please, what are you going to do on the National Day?

S: …

T: What about you? What’s your opinion?

S: …

T: On National Day, what cloth will you put on? School uniforms or cloth with personal style?

T: …

T: I think most students in our class will put on cloth with personal style ,because this kind of cloth can make us feel confident .Right?

S :…

T: It is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

S:…

T: For most young person, their choices in buying furniture is very much like buying clothes, while old people often choose traditional furniture that is made of strong materials and can be used for a long time .

Step 2. Listening

T: Today, we are going to learn the listening part . Turn to P18. This dialogue is about a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. They visit a shop and talk with a shop assistant about their tastes and preferences.

(Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs. Then play it a third time for the students to check their answers. Check them with the whole class in the end..)

Step 3. writing

T: Do you think the building in our school is beautiful?”

S1: It is very beautiful…

S2: The school looks like a desert ,The walls are white-washed and there aren’t any art works on them.

T: We think the building would be more beautiful if the school would be decorated with paintings ,photos and art works. We think art in the school could give us many new experiences and enrich our lives. But suppose that the school does not have a lot of money. How can our school be decorated? Now please work in groups of 4 to make a plan that show how the whole school can be decorated? I will give you 3 minutes to have a discussion.

Suggest answer:

1. Mangy art works ca be made by teachers and students.

2. Art posters can be used for decorating.

Step 4. Homework.

T: Please write a letter to the headmaster explaining how you want to decorate the school with art works. Describe the art of your choice, what function it should have in your school and why it is important to have art in school buildings.

Paragraph1. Explain why the school should be decorated.

Paragraph2. Explain what function the art should have in the school.

Paragraph3. Describe different types of art works that could be chosen and where they should be hung up in the school.

Paragraph4. Discuss the different prices of different art works and write a plan to decorate the school as well as possible using little money .

Period 5: Integrating skills

Step 1. Revision:

T: Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

(Show them the sentence pattern on the screen to revise the grammar.

--- You should have your walls painted white.

--- You had better have … done. )

T: Now I will call out some pairs to report their design. which group will give me good suggestions?

S:…

T: Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

T: Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

S:…

T: Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

T: Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ” I will give you 2 minutes.

(a few minutes later. )

T: Who has found out the answer?

S: → an old army factory ; an arts centre;

Step 4. Listening and reading

T: Now, let’s listen to the tape and get a better understanding of the text. Please follow the tape in a low voice and pay attention to the pronunciation of the new words and phrases which you’re not sure of. At the same time, please try to find out the following new language points in the text and see how much you can understand them in English.

( Show the language points on the screen. )

1. pull down

2. stand

3. with… aid

4. remind … of

5. set aside

Step 5. Careful reading

T: Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

Q1:What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

Q2:When was Factory 798 built?

--- We’ve known that Factory 798 was built in 1950s.

Q3:As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

Q4: What has happened to it now?

→ turned into an arts center

Q5:Why was Factory 798 welcomed by painters, music bands, artists and musicians?

(Check the answers with Ss one by one, explain the language points meanwhile. Explain some difficult sentences in the text at the same time)

Step 6. Retelling

T: Now it’s time for you to read the text by yourselves and try to summarize the text. That is to say, suppose you are a journalist from CCTV 9 and you’ve just paid a visit to the famous Factory 798. Please make a TV program to introduce Factory 798 to our citizens in your own words. I’ll give you three minutes to read through the text by yourselves and get prepared for the retelling, OK?

S: …

Step 7. Discussion

T: In almost every city around the world, there are old buildings which are no longer used, such as schools, hospitals, factories or even churches. What do you think people should do with them? Why?

S1: To pull down the old buildings and set up new modern ones to keep up with the pace of the society.

S2: New uses should be given to old special buildings. It’s a great way to save the architecture from the past.

Step 8. Homework.

1. Finish the program about Factory 798 as a TV reporter.

2. Make your plan about how to reuse our old school buildings.

篇7：Unit 3 全单元教案(人教版高二英语上册教案教学设计)

Period 1：Warming up, Speaking & Listening

Step 1. Greetings and warming-up

Greet the students as usual.

Ask the Ss to talk about their hometown and their houses.

Qs: where are you from, a city or a small town?

Can you describe the buildings in your hometown?

What kind of buildings do you live in, a traditional house or an apartment?

Show students two pictures, a tall building and a traditional yard.

T: what can you see in the two pictures?

What is the difference between them?

(When the Ss describe the pictures, remind the students to think about the differences in the two pictures. The students may have different opinions. Encourage them to think out reasons as many as possible. They may have a discussion.)

Suggested answers:

Block of flats Traditional house

Modern.

Convenient.

The rooms are big.

Every flat has a toilet and bathroom.

Not much contact with their neighbors.

People often feel lonely.

Flat roof.

…

Old-style.

The rooms are small.

Sometimes no toilet or bathroom.

Life is much more interesting. Neighbors get on well with each other. People can grow flowers in the yard.

The roof is sloping.(why?)

…

In which house would you prefer to live? Why?

S: I like living in ….because….

I prefer living…

I’d rather live…

The students should tell others their reasons to support their choices. For example, living in the small house makes me feel warm. I like making friends with my neighbors. It looks like a big family. Encourage them to express their ideas freely.

T: Buildings in the different places are different. So what words and phrases do you think will be useful when you want to talk about art and architecture?

Show the students some different kinds of houses , ask them to describe them.

Collect their answers.( appearance: high, low, great, The palaces were large and beautiful, and they often looked like something out of a fairy tale.；materials: brick, stone, steel ,glass, wood…)

T: If you were free to design your own dream house, what would that house look like? What materials would you use? Explain why you made certain choices about your dream house?

Architect: one who designs the construction of buildings or other large structures.

Give the students enough time to discuss the question. Collect their answers.

Step 2 Speaking

Books open, page 18. Ask the students to listen to the sample dialogue and follow the tape. Study the useful expressions. Remind them to learn the structure how to express their preferences.

Practice. Ask them to look at the pictures and choose the item they prefer. Try to explain the reasons.

Two tasks: One is to talk about traditional and classical furniture. And the second task is choosing a picture to decorate their room.

T: In your dream houses, are there any chairs?

(Show some chairs) which one do you like? Why?

When they answer the question, encourage them to use expressions in the following table. A moment later, ask them to act out their own dialogue.

Sample dialogue:

A: which do you like better, classical chairs or modern chairs?

B: I prefer modern chairs.

A: Why?

B: In my opinion, modern chairs are lighter and more colorful. They are comfortable.

A:…

Step 3 : Preparation for listening

T: You have already designed your own dream house , it is time to buy some furniture. What kind of furniture will you buy? And why do you prefer them?

Have a short discussion in pairs. You can introduce names of furniture, such as heater, air-conditioner and so on.

Step 4. Listening.

Books open, Page 18, listening part. It is a talk between a young married couple, Danny and Amy and a shop assistant.. They want to buy some furniture for their new house. Ask the students to go though the exercises and make sure what to do.

Play the tape twice for the students to listen and finish the exercises by themselves. They may check the answers in pairs.

Then play it a third time for the students to check their answers. Check them with the whole class in the end.

Step 5.Homework

1.Decorate your bedroom and classroom. And talk about your decoration.

2.Find out about the history of art and architecture, names of artists and architects, famous buildings and works of art in the world as much as possible. Share the ideas with others.

Period 2&3: Reading

Step1: Pre-reading

----Enjoy pictures of both modern architecture and classical architecture

1. Greetings

2.Brainstorming or guessing game

---Name the pictures: Sydney House; the Eiffel Tower; the Temple of Heaven…

Q: Among all of these pictures, which ones are different from others? Or you may say which ones belong to modern architecture.

SS: …

Q: How do you know which ones belong to modern architecture? What’s the difference between modern architecture and classical (ancient) architecture?

SS: …

T: If you want to know more and to enjoy the beauty of modern architecture, you’d better join us, as we are going to have a new journey, the journey to the world of modern architecture.

Step2: While-reading

1. Fast- reading

----Find the difference between modern architecture and classical architecture in the text.

Q: what’s the difference between modern architecture and classical architecture?

Difference

Modern architecture Classical architecture

Materials Steel, iron, glass… Stone, brick, wood…

Characteristics Huge; like boxes; unfriendly Beautiful, closer to nature

Q: What kind of materials is used? What other materials do you know?

Q: What’s the characteristic? How do people feel towards modern architecture?

2. Careful-reading

----Find out the information according to the key words

Modern architecture

Q1: When was modernism invented? -----1920s

Q2: How many architects are there in the text? ---Antonio Gaudi/ Wright

Q3: Where were they from? ----Spanish/ American architect

Q4: What did Gaudi want to be used in his works? What’s the characteristic of his architecture? How is his architecture like?

----Natural materials/ like a dream, full of fantastic colors and shapes.

Q5: What inspired Wright? ----Japanese seashells

Q6: How many examples are there in the text?

----The Opera House/ the new Olympic Stadium

Q7: How do they look like? ----Seashell/ nest

Q8: Why do we call the Olympic Stadium in Beijing” the Bird’s nest”?

Q9: What do they (two architects / two examples) have in common? ---Nature

3. Listening

----While listening, pay attention to the key points in the text.

Step3. Post-reading

1. Task 1: Interview (group work)

2. Task2: Design (group work)

--- Design the architecture of a new school.

---Report four elements: what kind of materials is used? / Why do you design in this way? / How do the architecture look like? / What’s the style?

Step4. Homework

1. Exchange designs with your classmates and exhibit them.

2. Report what you have learned about modern architecture next time.

Period 4: Language study

Step 1, Lead-in

Step 2, Vocabulary

T: Welcome to my new house. Could you say something about my new home?

T: I’m not alone here, because I have two neighbors. Do you know who are they and where they live? (nest, dog house)

T: Let’s learn some new words of house.

(balcony concrete nest brick roof)

Try to remember these new words, then fill in the blanks.

an area with a wall or bars around it, joined to the outside wall of a building ________________.

A strong construction material which is a mixture of stone, and sand and water _________________

a shelter made by a bird to hold its eggs and young ____________

the structure on the top of a building to keep the rain out_________

Step 3, Word Study

T: Can you tell me which is the most ancient building in my yard? (nest)

A nest is to a bird what a house to a man.

Who can tell me the meaning of this sentence?

(鸟剿和鸟的关系就和房子和人的关系一样)

T: Good. Let’s try another one

Water is to fish what air is to men.

(水和鱼的关系就于空气和人的关系一样)

T: Well done. These two sentences have something in common-they are using the same sentence pattern. What is it?

→A is to B what C is to D

T: Very good. Now I will show you more pictures, you should find out the relationship between these pictures, and create sentences using the above pattern.

Fur is to a fox what the_____is to a banana.

____are to a house what words are to a text.

An architect is to____________what a painter is to art.

A___is to a boat what an engine is to a car.

A____is to a fisherman what a gun is to a hunter.

Arms are to the body what_______are to a tree.

Step 4, Grammar

T: I’m very glad that you like my new home. Our new school is far away from the downtown, so a new market is build near our school. I’ll guide you to the market to see what you can do there.

show the Ss the picture and ask them to describe it.

--What can you see in the market?

--Let’s see what can we do here?

Give examples: I can have my hair cut here.

I can have my bike mended.

Ask the Ss to make similar sentences.

T: in all these sentences we use a sentence pattern-“have something done”.

Now let’s see the pairs of sentences, and compare A and B.

A: I can have my bike mended

B: I can have the car waiting for me.

A: I found myself tied to a tree.

B: I found myself walking in a forest.

Watch more sentences on page 22.

Examine all the sentences carefully, and find out when we use –ing form and when we use –ed form.

→ passive voice: -ed

active voice: -ing

Look at the pictures, can you find out another difference between –ing form and –ed form.

Let’s do some exercises.

Matching

Did you find the city done?

When will he ever get the work greatly changed?

She can’t make herself called.

Next week I’ll have my bedroom understood.

You’ve got to keep the door locked.

I got the watch repaired.

She heard her name decorated

Completing

I don’t want any bad words____(say) about him behind his back.

Please get the work____(do) as soon as possible.

I’ll have the materials_____(send) to you next Monday morning.

She won’t have her long and beautiful hair____ (cut) short.

You should make your voice______(hear).

I want you to keep me_________(inform) of how things are going with you.

The rent sounds reasonable. How would you like it________(pay).

At last I succeeded in making myself__________(understand).

Step 5, Homework

1.Workbook page 97, exercises 1-5

2.Workbook page 98, exercises 1-2

Period 5: Integrating skills

Step 1. Revision:

( Talk about new house decoration to revise the grammar: have… done)

--- Dear class, I’m especially happy these days, because I’ve just bought a new house. It’s very beautiful. Look, here it is. I want to share my happiness with you. So would you like to help me design my house? How should I decorate my room? Please discuss it and give me some advice, OK?

--- You should have your walls painted white.

--- You had better have … done.

A few minutes later, call out some pairs to report their design. >

--- Ok, which group will give me good suggestions?

--- Thank you very much! You’re good designers. I’ll decorate my room according to your design.

Step 2. Lead-in

( Talk about how to deal with the old house.)

--- Now after I finished decorating the rooms, I moved into my new beautiful house. But what should I do to deal with my old house? Should I pull it down? No, I don’t want to do that. Anyway it’s so lovely a house. Should I let it stand empty? No, not a good idea. I want to give it a second life. What shall I do? Please discuss again in groups and this time give me advice on how to deal with the old house.

< Ss discuss and give advice. >

--- Wow, you have so many wonderful ideas! I think I like to change it into a beautiful teahouse and I can rent it to somebody else since I am too busy to run it myself. And thus I can give my old house a second life. Thank you very much! Would you like to come in and have a cup of tea in my teahouse some day?

Step 3. Fast reading on “ Factory 798 ”

--- Thank you for your ideas to give my old house a second life. And the same story goes with another old factory which is no longer used in Beijing. It is the famous place called “Factory 798”. Has anybody ever heard of that? If no, let’s open our books and read the passage on Page 23. Try to find out: “What is Factory 798? ”

< Ss fast reading for a few minutes. >

--- Who has found out the answer?

→ an old army factory ; an arts centre;

Step 4. Careful reading

--- Now let’s get some detailed information about Factory 798. Please read the second paragraph of the passage carefully again and find out:

--- What was Factory 798 like?

→ huge factory halls of bricks

→ small round windows that remind you of ships

→ bent roofs

→ 20-foot high walls of glass

More questions on the screen to guide the reading:

1. When was Factory 798 built? Who designed it? Who built it?

2. Why is it very different from Chinese architecture?

--- We’ve known that Factory 798 was built in 1950s. As time went by and things developed, what happened to it then?

→ no longer used/ needed

→ stood empty

--- What has happened to it now?

→ turned into an arts center

篇8：高二13单元教案(人教版高二英语下册教案教学设计)

The water planet

Tasks which should be achieved in this unit:

a. Achieve language skills and related knowledge about the topic of water and the ocean.

b. Learn how to make suggestions and how to express opinions.

The water is being used to /for….

We should/ could….

If we …, we can ….

It would be better to …

c. Vocabulary in this unit:

benefit, disadvantage, range, available, pure, mass, float, absorb, stable, bottom;

d. Useful expressions:

benefit from, range from … to…., all the way, be made up of, that is, freezing point, break down, mix with, be measured in…, take advantage of…, keep … steady, manage to do.

e. Grammar:

Review Modal Verbs.

情态动词can, could, may, might, will, would, shall, should, must, can’t 等的用法。

1) can /could

Jin can speak English well. (ability)

Could you please show me the way to Beihai Park? (request)

2) may /might

May we see the awards for the teams? (permission; request)

She might give you some new clothing. (possibility)

3) will /would

The Spring Festival is the most fun. The whole family will come for dinner. (promise; agreement)

Often he would dress up like a rich man. (past habit; custom)

4) shall /should

The harvest festival begins on Saturday. We shall be there with our friends. (promise; agreement)

You should arrive at the airport two hours before he goes. (advice)

5) must /can’t

Wang Feng wins an award every year. He must be very strong (speculation)

You must be joking. That can’t be true. (guessing)

Teaching procedure:

Period 1.

Contents: Warming up & reading comprehension

Step 1.Warming up

Aim: Make students get to know something about water.

Step 2. Pre-reading

1.Show some pictures of making electricity, irritating in agriculture, transport by ships, etc,.

2.group work:

How is the water being used?

Step 3. While-reading

1.Scanning: Ss read scan the bold words in the passage and understand the structure of the passage.

How many parts are there in the passage?

2.Ss read and get the main ideas of each part.

Part 1(para1): the properties of water;

Part2(Para2): chemical structure of water---H2O

Part3(Para3): salinity----- the percentage of salt.

Part4(Para4): Density

Part5(Para5): heat capacity

Part6(Para6-7) Ocean motion

Step 4. After-reading

Finish the post-reading Ex on P21.

Step 5. Assignment

1. surf the internet and get more information about water and ocean using search engines like yahoo or baidu. ( or just input the key words like Jules Verne into the address column of IE)

2. discussion:

What will you prepare for writing an explanation of corals?

After discussion, work out an outline.

Period 2.

Contents: difficulties in the passage.

Step 1. Warming up

Ask some Ss to present their homework.

Step 2. Learning about the language:

Play the tape for students to follow.

Teacher explain some language points in the text on page 19--20.

1.Who benefits from using water in this way?

Benefit…from/ by…

This song reminds me of France.

Remind me to answer the letter.

I reminded her that the book would cost her much.

2. Life in the oceans ranges from the tiniest plankton all the way to giant like sharks and whales.

Range from… to…/ range between …. And…. 意为“从。。。。到。。。不等；在一定的范围内变化”，例如：

Temperatures here range from 10 to 30 degrees centigrade.

Prices range between ￡7 and ￡10.

His interests ranged from chess to canoeing.

3. The two hydrogen atoms form a polar molecule, that is, one with a slightly positive end and one with a slightly negative end.

That is 用作插入8，意为“那就是，即”

My birthday is a week later, that is, March 1st.

John is a New Yorker, that is , he lives in New York.

4. The nutrients in whatever falls into the ocean will quickly become available to other living creatures.

Whatever 引导名词性从句作宾语。

Tell me whatever is troubling you.

She is always succeeds in whatever she tries.

5. Marine animals and plants take advantage of the density of water.

Take advantage of “利用，欺骗”

Taking advantage of his friends, Mr. Li was scolded.

He always takes advantage of mistakes made by others.

Step 3. Practice

Ss finish on page 14 by themselves and then check the answers.

Step 4. Assignment

1. Learn the useful expressions by heart.

2. Finish Ex1 –3 on page 96-97 on WB

3. read the whole passage aloud.

Period 3.

Contents: Grammar; talking and speaking

Step 1. Revision

Check the answers of Ex 1 – 3 on page 96-97.

Step 2. Review Modal Verbs.

1. 情态动词的语法特征

1）情态动词不能表示正在发生或已经发生的事情，只表示期待或估计某事的发生。

2）情态动词除ought 和have 外，后面只能接不带to 的不定式。

3）情态动词没有人称，数的变化，即情态动词第三人称单数不加-s。

4）情态动词没有非谓语形式，即没有不定式，分词，等形式。

2. 比较can 和be able to

1）can/could 表示能力；可能（过去时用could）, 只用于现在式和过去式（could）。be able to可以用于各种时态。例如：

They will be able to tell you the news soon. 他很快就能告诉你消息了。

2）只用be able to的情况：

a. 位于助动词后。

b. 情态动词后。

c. 表示过去某时刻动作时。

d. 用于句首表示条件。

e. 表示成功地做了某事时，用was/were able to，不能用could。例如：

He was able to flee Europe before the war broke out. = He managed to flee Europe before the war broke out.

他在战争爆发之前逃离欧洲。

注意：could有时不表示时态

1）提出委婉的请求，（注意在回答中不可用could）。例如：

--- Could I have the television on? 我能看电视吗？

--- Yes, you can. / No, you can't. 可以/不可以。

2）在否定句、疑问句中表示推测或怀疑。例如：

He couldn't be a bad man. 他不大可能是坏人。

3. 比较may和might

1）表示允许或请求；表示没有把握的推测；may 放在句首，表示祝愿。例如：

May God bless you! 愿上帝保佑你！

He might be at home. 他可能在家。

注意：might 表示推测时，不表示时态，只是可能性比may 小。

2）成语：may/might as well，后面接不带to 的不定式，意为“不妨”。例如：

If that is the case, we may as well try.如果情况确实如此，我们不妨试一试。

典型例题

Peter ___come with us tonight, but he isn't very sure yet.

A. must B. may C. can D. will

答案B. 表可能性只能用may。此句意可从后半句推出。

4. 比较have to和must

1）两词都是'必须'的意思，have to 表示客观的需要，must 表示说话人主观上的看法，既主观上的必要。例如：

My brother was very ill, so I had to call the doctor in the middle of the night.

弟弟病得很厉害，我只得半夜里把医生请来。（客观上需要做这件事）

He said that they must work hard. 他说他们必须努力工作。（主观上要做这件事）

2）have to有人称、数、时态的变化，而must只有一种形式。但must 可用于间接引语中表示过去的必要或义务。例如：

He had to look after his sister yesterday. 他昨晚只得照顾他姐姐。

3）否定结构中：don't have to表示“不必”，mustn't表示“禁止”。例如：

You don't have to tell him about it. 你不一定要把此事告诉他。

You mustn't tell him about it. 你不得把这件事告诉他。

5. must表示推测

1）must用在肯定句中表示较有把握的推测，意为“一定”。

2）must表对现在的状态或现在正发生的事情的推测时，must 后面通常接系动词be 的原形或行为动词的进行式。例如：

You have worked hard all day. You must be tired. 你辛苦干一整天，一定累了。（对现在情况的推测判断）

He must be working in his office. 他一定在办公室工作呢。

比较：He must be staying there. 他现在肯定在那里。

He must stay there. 他必须呆在那。

3）must 表示对已发生的事情的推测时，must 要接完成式。例如：

I didn't hear the phone. I must have been asleep. 我刚才没有听到电话，我想必是睡着了。4）must表示对过去某时正发生的事情的推测，must 后面要接不定式的完成进行式。例如：

---Why didn't you answer my phone call? 为何不接我的电话？

---Well, I must have been sleeping, so I didn't hear it.唉，肯定在睡觉，所以没有听见。

5）否定推测用can't。例如：

If Tom didn't leave here until five o'clock, he can't be home yet. 如果汤姆五点才离开这儿，他此时一定还未到家。

6. 表示推测的用法

can, could, may, might, must 皆可表示推测，其用法如下：

1）情态动词+动词原形，表示对现在或将来的情况的推测，此时动词通常为系动词。例如：

I don't know where she is, she may be in Wuhan. 我不知道她在哪儿，可能在武汉。

2）情态动词+动词现在进行时，表示对现在或将来正在进行的情况进行推测。例如：

At this moment, our teacher must be correcting our exam papers. 这时，想必我们老师正在批改试卷。

3）情态动词+动词完成时，表示对过去情况的推测。例如：

The road is wet. It must have rained last night. 地是湿的，昨天晚上一定下雨了。

4）情态动词+动词的现在完成进行时，表示对过去正在发生事情的推测。例如：

Your mother must have been looking for you. 你妈妈一定一直在找你。

5）推测的否定形式，疑问形式用can't, couldn't表示。例如：

Mike can't have found his car, for he came to work by bus this morning.

迈克一定还没有找回他的车，因为早上他是坐公共汽车来上班的。

注意：could, might表示推测时不表示时态，其推测的程度不如can, may。

7. 情态动词+ have +过去分词

1）may（might） have + done sth, can （could） have + done sth 表示过去，推测过去时间里可能发生的事情。例如：

Philip may （might） have been hurt seriously in the car accident. 菲力浦可能在车祸中受了重伤。

Philip can （could） have been hurt seriously in the car accident.

2）must have +done sth，对过去时间里可能发生的事情的推测，语气较强，具有“肯定”，“谅必”的意思。例如：

---Linda has gone to work, but her bicycle is still here. 琳达已经去上班了，但她的单车还在这儿。

---She must have gone by bus.肯定乘巴士去的。

3）ought to have done sth, should have done sth表示本应该做某事，而事实上并没有做。否定句表示“不该做某事而做了”。例如：

You ought to （should） have been more careful in this experiment. 你当时在做试验时应该更仔细点。

He ought not to have thrown the old clothes away.他不该把旧衣服扔了。（事实上已扔了。）

ought to 在语气上比should 要强。

4）needn't have done sth表示本没必要做某事，但做了。例如：

I dressed very warmly for the trip, but I needn't have done so. The weather was hot.

旅行时，我衣服穿得较多，其实没有必要。那时天很热。

5）would like to have done sth表示本打算做某事，但没做。例如：

I would like to have read the article, but I was very busy then. 我想读这篇文章，但太忙了一直没读。

8. should 和ought to

除了上述的用法，两者还可表示“想必一定，按理应该”的意思。例如：

I ought to be able to live on my salary. 靠我的薪水，想必也能维持了。

It ought to be ready now. 想必现在准备好了吧。

They should be there by now, I think. 现在他们该到那儿了。

The poems should be out in a month at most. 诗集估计最多还有一个月就要出版了。

9. had better表示“最好”，相当于一个助动词，它只有一种形式，它后面要跟动词原形。例如：

It is pretty cold. You'd better put on my coat. 天相当冷。你最好穿上我的外套。

She'd better not play with the dog. 她最好不要玩耍那条狗。

had better have done sth表示与事实相反的结果，意为“本来最好”。例如：

You had better have come earlier. 你本该来得早一点。

10. would rather表示“宁愿”

would rather do

would rather not do

would rather… than… 宁愿…而不愿。

还有would sooner, had rather, had sooner都表示“宁愿”、“宁可”的意思。例如：

If I have a choice, I had sooner not continue my studies at this school. 如果有选择的余地，我宁可辍学离开这个学校。

I would rather stay here than go home. = I would stay here rather than go home. 我宁愿呆在这儿，而不愿回家。

典型例题

----Shall we go skating or stay at home?

----Which ___ do?

A. do you rather B. would you rather C. will you rather D. should you rather

答案B。本题考查情态动词rather的用法，would rather +do sth 意为“宁愿”，本题为疑问句，would 提前，所以选B。

11. will和would

注意：1）would like；would like to do = want to 想要，为固定搭配。例如：

Would you like to go with me? 想和我一块去吗？

2）Will you…? Would you like…? 表示肯定含义的请求劝说时，疑问句中一般

用some, 而不是any。例如：

Would you like some cake? 吃点蛋糕吧。

3）否定结构中用will，一般不用would, won't you是一种委婉语气。

Won't you sit down? 你不坐下吗？

12. 情态动词的回答方式

问句肯定回答否定回答

Need you…? Yes, I must. No, I needn't

Must you…? No, I don't have to.

典型例题

1）---Could I borrow your dictionary?

---Yes, of course, you____.

A. might B. will C. can D. should

答案C. could表示委婉的语气，并不为时态。答语中of course，表示肯定的语气，允许某人做某事时，用can和 may来表达，不能用could或might。will 与you连用，用来提出要求或下命令。should与you 连用，用来提出劝告。

2）---Shall I tell John about it?

---No, you ___. I've told him already.

A. needn't B. wouldn't C. mustn't D. shouldn't

答案A。needn't 不必，不用。 wouldn't 将不, 不会的。 mustn't 禁止、不能。 shouldn't 不应该。本题为不需要，不必的意思，应用needn't。

3）---Don't forget to come to my birthday party tomorrow.

---______.

A. I don't B. I won't C. I can't D. I haven't

答案B. will既可当作情态动词，表请求、建议、也可作为实义动词表“意愿、意志、决心”，本题表示决心，选B。

13. 带to 的情态动词

带to 的情态动词有四个：ought to, have to, used to, be to, 如加上have got to （=must）, be able to，为六个。它们的疑问、否定形式应予以注意：

Do they have to pay their bill before the end of the month?

She didn't use to play tennis before she was fourteen.

You ought not to have told her all about it.

Ought he to see a heart specialist at once.?

ought to 本身作为情态动词使用。其他的词作为实义动词使用，变疑问，否定时，须有do 等助动词协助。

典型例题

Tom ought not to ___ me your secret, but he meant no harm.

A. have told B. tell C. be telling D. having told

答案A。由于后句为过去时，告诉秘密的动作又发生在其前因，此地应用过去完成时，但它在情态动词 ought to 后，所以用have told。

14. 比较need和dare

这两词既可做实义动词用，又可做情态动词用。作为情态动词，两者都只能用于疑问句，否定句和条件句。need 作实义动词时后面的不定式必须带to，而dare作实义动词用时, 后面的to 时常可以被省略。

1）实义动词：need（需要, 要求） need + n. / to do sth

2）情态动词：need，只用原形need后加do，否定形式为need not。例如：

Need you go yet? 你要走了吗？

Yes, I must. / No, I needn't.是的，我要走了/不，不急着走。

2. Ss do the grammar ex. On p21-22 to see if they can use the modal verbs correctly.

3. More exercises to consolidate the Grammar.

.EX1-2 on page 98-99 of WB.

Step 3. Talking

1. Ss four in one group and have a discussion about the topics on page 96.

2. Ss make notes during the discussion, and try to report the topic to the whole class.

Step 4. Speaking

Learn how to make suggestions and how to express opinions.

The water is being used to /for….

We should/ could….

If we …, we can ….

It would be better to …

5. Assignment

Writing on page 94.

Period 4.

Contents: Integrating skills:

Step 1. Warming up

Ask Ss to scan the passage and raise some questions:

Explain some difficulties if necessary:

Step 2. Reading

1. Ss read the passage :

2. Help Ss to understand the passage entirely.

Step 3. Writing

Finish the writing task on p 24.

You can give Ss some strategies for writing a short essay, or give them an outline if necessary.

Period 5.

(Listening)

Step 1. Listening

1. Ss finish the listening task on page 18.

2. Ss listen to the tape again and check the answers.

Step 2. dealing with the Ex 1-4 on p 95 of Workbook.

Step 3. Listening skills

Give the students some tips on how to improve listening while checking the Ex.

a. make notes while listening;

b. grasp the most important information;

c. take some notes while listening.

Step 4. listen and reading:

First listen and then read the passage on p99.

Period 6.

Revision:

Go over the important points in this unit once again, and give Ss some additional reading materials if possible.

Period 7.

Teachers can use this period freely.

Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 101. It is very important to improve their learning and let them have a sense of achieving gradually.

篇9：unit 2全单元教案3(人教版高二英语教案教学设计)

The Third Period

Teaching Aims:

1. Review the words appearing in the last two periods.

2. Learn and master the use of the Past Participle as Attribute and Predicative.

Teaching Important Points:

1. How to guess the missing verbs and use them correctly according to the given sentences.

2. How to tell a positive, negative and neutral from each other.3. Help the students master the Past Participle as Attribute and Predicative.

Teaching Difficult Point:

How to use the Past Participle correctly, especially how to use the Past Participle instead of the Attributive Clause.

Teaching Methods:

1. Practising to finish each task in World Study and Grammar.

2. Individual or pair work to make every student work in class.

Teaching Aids:

1. a projector

2. some pictures

3. the blackboard

Teaching Procedures:

Step I Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In the last period, we've read a passage about reporters and newspapers. We've known that newspapers and other media do more than simply record what happens. Experienced editors and reporters make informed decision about what events to report, how to report them and why. Can you tell me the reason for them doing that?

Ss: Yes. Because they must make sure that readers can relate to the stories.

T: Right. Newspapers and other media play an important part in our daily life. Why?

Ss: Because they help us understand the world better on all sides.

T: Quite right. You've known about news media better than before. Besides, we've learnt some words in this unit. Have you really remembered and mastered them? I'll give you an exercise about them. Look at the screen and prepare for a while. Then we'll check the answers together.

Spell out the words according to the explanation for each word. The first letter of each word is given to you.1. f __ __ __ dismiss (an employee)from a job

2. s __ __ __ __ __ (cause sth. to) shift or change, esp, suddenly

3. r __ __ __ __ __ __ show the nature of or express (sth. )

4. t __ __ __ __ __ __ __ __ allow ( sth. that one dislikes or disagrees with) without interfering

5. e __ __ __ __to choose someone for an official position, usually by voting

6. i __ __ __ __ __ to harm or wound a person or an animal

7. p __ __ __ __ __ __ show or reveal sth. to sb. ;introduce(sb. ) formally; to give sth. to sb. ,often as part of official ceremony

8. r __ __ __ __ __ to have a connection with sth. Suggested answers:

1. fire 2. switch

3. reflect 4. tolerate

5. elect 6. injure

7. present 8. relate

T: OK. Now let's learn some other words on the screen.

(Teacher asks some students to pronounce each word and gives brief explanations. Then let the students read and remember them for a few minutes. )

Step Ⅲ Word Study

T: Well, now please open your books at Page 13. Let's have Language Study…Are you ready?

Ss: Yes.

T: Word Study first. Look at Exercise l in it: Complete the sentences with the verbs in the box. Change their forms if necessary. To do it better, first, you should read and understand each sentence. Then choose the proper verb and use its right form to complete each sentence. Are you clear?

Ss: Yes.

T: Prepare for a few minutes. Then I'll check your answers.

Suggested answers:

1. was elected 2. was injured

3. was fired 4. was switched

5. be tolerated 6. did…relate

7. is reflected 8. were…presented

T: Well done. Next, look at Exercise 2.There are some words in the box. Put them into three groups according to their meanings, positive, negative or neutral. First work in pairs, then I'll check your work.

Suggested answers:

positive: reliable, experienced, informed, talented, balanced

neutral: unique, printed, social

negative: nosy, careless, awful, addicted

Step IV Grammar

T: Well, now let's come to the part of Grammar. First, please look at the sentences from the text of the last period. Each of them has the Past Participle as Attribute or Predicative. Is that so?

Ss: Yes.

T: Now work in pairs to translate each sentence into Chinese and then tell if the Past Participle in it is used as At tribute or Predicative. A few minutes later, I'll check your answers. Are you clear?

Ss: Yes.

Suggested answers:

Attribute: experienced, informed, talented, organised, stolen, addicted, printed

Predicative: needed, respected, tolerated

T: Well done. Next, look at Exercise 2.Rewrite each past participle that is used as attribute with the attributive clause. Before doing it, you should study the given example carefully. First do it individually. Then check in pairs. At the end, I'll check your answers. You can begin now. Suggested answers:

informed decisions=decisions that are informed

talented journalists=journalists who were talented

an organised way = a way that is organised

stolen cultural relics= cultural relics that had been stolen

people addicted to drugs = people that/ who are addicted to drugs

printed articles= articles that are printed

(Then teacher asks the students to finish Exx. 3 and 4 as they do Exercise 2.)

Suggested answers:

Ex. 3: 1. The telegram sent by my sister brought the news of my dear grandma's death.

2. Let's try the bookstore opened last month.

3. Nine out of ten housewives interviewed about the product said they liked it.

4. Three guns, stolen from the police station, were found in the house.

5. I don't like to go to supermarkets crowded with shoppers.

Ex. 4:1. The three injured students were sent to hospital.

2. Some used textbooks were given to the students in the countryside.

3. Tom can't go to school because of his broken leg

4. The ground is covered with fallen leaves.

5. Many returned Chinese students overseas made a great contribution to our country.

T: Now, look at Exercise 5. Read the following news first. Then fill in the blanks with the correct form of the words in brackets. If you have any trouble in doing it, you can discuss you’re your partner. A few minutes later, I'll check your answers. You can begin now.

Suggested answers:

surprised, amazing, interested, boring, surprised, exciting, satisfied, interesting, disappointed

(Ss may make some mistakes, so teacher should give some explanations after correcting the mistakes made by the students.)

T: To do this exercise well, we should know how to use some words like interested/interesting, surprised / surprising correctly. To say how we feel about something, we can use the past participles interested, surprised, etc. To talk about the person or thing that makes us feel interested, surprised, etc. we use present participles. This kind of the past participles and the present participles is used like adjectives to refer to a state or a quality, not an action. For example, the story he told me is interesting, and I am interested in it. Can you understand?

Ss: Yes.

T: There are some other past participles like interested an surprising, you should remember.' They are excited, bored, worried, frightened, tired, astonished, delighted, satisfied, amazed, disappointed and so on. Most of them are used in the news of Exercise 5. You should read the news again after class to further study them. Do you remember?

Ss: Yes.

Step V Summary and Homework

T: Now, let's look at what we've learned in this period. First, we've revised and learned some words. Then we've learned the Past Participle as Attribute and Predicative. Mainly, we did some exercises to master them. Besides, we've learned some useful phrases, such as nine out of ten, look up to, fall in love with. (Write them on the Bb.)After class, you should do more exercises to consolidate what we've learnt in this period. And don't forget to preview what we'll learn in the next period. Are you clear?

Ss: Yes.

T: Class is over. See you tomorrow!

Ss : See you tomorrow !

Step VI The Design of the Writing on the Blackboard

Unit 2 News media

The Third Period

I .The Past Participle as Attribute and Predicative

a. a broken cup－The cup is broken,.

b. a polluted river-The river is polluted.

c. a fallen tree-The tree is fallen,

Ⅱ. Useful phrases:

nine out of ten(= nine in ten), look up to, fall in love with

Step Ⅶ Record after Teaching

篇10：NSEFC2B Unit 16 全单元教案1(人教版高二英语下册教案教学设计)

Unit 16 The United States of America

Ⅰ.Brief Statements Based on the Unit

The United States of America is a developed country and also a booming country,which has a history of only 200~300 years.After the USA was founded,the American Civil War broke out in 1861,which brought suffering to the people of the USA,especially those in the South.Rebuilding the South became an essential task at that time.This unit mainly talks about the rebuilding and development of the American South.And Atlanta is a good illustration.It also deals with the bison on the plains of America.Because the bison was killed in huge numbers by European settlers,the balance of the whole wildlife was destroyed.After learning the unit,we let the students learn about the early history of America.Besides,some useful expressions and phrases should be mastered,and Non-finite verbs need to be reviewed,especially their passive forms.

Ⅱ.Teaching Goals

1.Talk about the USA.

2.Practise describing places.

3.Review Non-finite Verbs(2).

4.Write a comparison essay.

Ⅲ.Background Information

1.The American Civil War

The war of 1861~1865 between the northern states (the Union) and the southern states (the Confederacy) is also called the War between the States or the War of the Rebellion.There were many causes,of which the most important were disagreement over slavery,and the quarrel concerning Federal control and States’ Rights.The direct cause of the war was the election of Lincoln as President;this was followed by the secession of the southern states from the Union and the founding of the Confederacy,with Jefferson Davis as its President.The North had many advantages,a far greater population,more railway lines,and more factories.But the Confederates fought hard and were at first successful:they won the battles of Bull Run and Fredericksburg;but then Lee was defeated at Gettysburg and the Union army led by Grant won control of Mississippi.Admiral Farragant forced New Orleans to surrender:Texas,Arkansas and Louisiana were cut off from the rest of the Confederacy.After the Union won the Vicksburg campaign,Sherman made his march through Georgia to the sea,and Lee surrendered to Grant at Appomatton Court House,Virginia,on April 9,1865.Lincoln was assassinated in the same month.Slavery was declared unconstitutional.The period after the war (Reconstruction),when the South was occupied by the Worth,left bitterness that has not yet entirely vanished.During Reconstruction the southern states were admitted back into the Union.

2.The War of American Independence

(Also called the Revolutionary War 1775~1783)

The struggle of the thirteen British colonies in North America for independence ended in the forming of the USA.The main causes of the war were taxes imposed by the British government,e.g.the Stamp Tax of 1765 and the Tea Tax.The colonies rebelled in 1775;the first shots were fired at Lexington,and the First battle was faught at Bunker Hill.The continental Congress appointed General Washington as leader of its forces,and issued the Declaration of Independence on July 4,1776.General Burgoyne led a British army down from Canada but was forced to surrender at Saratoga (Oct.1777).He was supposed to meet the army of General Howe,who managed to occupy Philadelphia.Washington spent the hard winter of 1777~1778 at Valley Forge,and had difficulty in keeping his men together,France (1778),Spain (1779)and the Netherlands (1780)joined the war against Britain.British forces under Cornwallis won victories in the South where Britain had some popular support,but Cornwallis was defeated at Yorktown,Virginia,and forced to surrender (Oct.19/1781),which practically brought the war to an end.At sea,Britain had to fight to keep her naval supremacy,but after Yorktown the American ports were lost one by one.The war was ended by the Treaty of Paris,1783,which recognized the independence of the USA.

3.Slavery in the United States

The African ancestors (祖先) of today’s black Americans were brought to the US as slaves in the seventeenth,eighteenth,and nineteenth centuries.They worked on farms,especially the large farms in the southern states.Slowly they became a necessary part of the economic (经济) system (体制) of the South.

Slaves did not have the right of people;according to the law,they were a “thing” which belonged to the person who bought them.They had to obey the orders of their owners without questions.They were not allowed to learn to read;their owners feared the educated slaves would begin to think about the injustice of the system and would learn to struggle for their freedom.Slaves had to work long hours in very unhealthy conditions.Their owners had complete power over them.They could be bought and sold like animals.At the slave markets,black children were separated from their parents and never allowed to see them again.Slave owners had the right to punish the slaves who broke the law or was against the system.Slaves were often beaten or even killed by their owners.After the Civil War,one free slave reported that his owner killed an older slave who was teaching him to read.In theory an owner who treated a slave badly could be punished.In practice,however,the law meant nothing.

Opposition to slavery began very early in the history of the US-in 1671-but little progress was made until the beginning of the nineteenth century.By 1804 slavery was illegal (非法的) in the northern states.But it continued,and even grew,in the southern states,which depended on cotton for their economic wealth.Slavery,ended in the South only after the Civil War.For blacks,however,the end of slavery was only a beginning,the late beginning of a long and difficult struggle for true justice.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn about the USA.

2.Do some listening.

3.Practise describing places to train the students’ speaking ability.

Teaching Important Points:

1.Train the students’ listening ability.

2.Improve the students’ speaking ability by practising describing places using the following useful sentence patterns:

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to help the students carry out the task of speaking.

Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening material.

2.Discussion to help the students learn about the US.

3.Individual,pair or group work to make every student have a chance to work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Lead-in

T：Now,let’s begin our class.First,I’ll give you some information about the history of a country.Please guess which country it is.Listen carefully.It is a very young country in the world,which has only a history of 200~300 years.Most people in the country are immigrates The head office of the UN was set up there.Two World Wars didn’t take place there.Now it is the strongest country of the world.Can you guess it?

Ss:Yes.The USA.

Step Ⅲ Warming-up

T:You’re right.Today we’re going to learn Unit 16 The United States of America (Bb:Unit 16 The United States of America).Now,let’s have a quiz to see how much you know about the USA.(Teacher shows the following on the screen.)

Decide if the following sentences are true or false.Write“T”or“F”in the brackets.

1.New York is the largest state in the US. ( )

2.Most state names come from Spanish or English. ( )

3.Atlanta is known as the“Big Apple”. ( )

4.The Constitution was written in 1779. ( )

5.There are 52 stars on the American flag. ( )

6.George Washington was the first American President. ( )

7.The first settlers arrived in North America about 30 000 years ago. ( )

8.The Mississippi River is the longest river in the world. ( )

T:Well,please do it by yourselves.After a while,I’ll check your answers.Is that clear?

Ss:Yes.

(After a few minutes,teacher checks the students’ answers.)

T:The first one,true or false?

S1:False.

T:Please correct it.

S1:New York is the largest city in the US.

T:Good.The second one?

S2:True.

T:What about the third one?

S3:False.New York is known as the “Big Apple”.

…

Suggested answers:

4.F The Constitution was written in 1787.

5.F There are 50 stars on the American flag.

6.T

7.T

8.F The Mississippi is one of the important rivers in the world.

T:A good job!Now,open your books and turn to Page 41.Please look at the map of the USA and find out the following cities and states:New York,Washington,Florida,Taxas, California,Alaska.

(A few minutes later,teacher says the following.)

T:Please look at the first picture.What place is it?Any volunteer?

S4:It is the famous White House,where the president of the US works and lives with his family.

T:Do you know how it got its name?

S4:No.

T:Who knows?

S5:At first,it was made of gray stone and called the President’s Palace.During the war of 1812,it was burned by British soldiers.Afterwards,it was rebuilt.The walls were painted white to cover up marks left by the fire.Then people began calling the President’s Palace the White House.The name caught on and has remained in use ever since.

T:Wonderful!Next,let’s look at the second picture.It is a famous city,which is it?

S6:New York.

T:Right.Can you guess when the picture was taken?

S6:I think it was taken before the date September 11,.

T:How do you know?

S6:Because in the picture,we can see many skyscrapers.Among them,the World Trade Centre and the Empire State Building are most famous,but now the World Trade Centre has already gone.It was exploded by terrorists.

T:Oh,What a pity!Do you know anything else about New York?

Ss:No.

T:New York is America’s cultural capital,where there is the statue of Liberty,the skyscrapers,了the beautiful shops on Fifth Avenue,and the many theatres on Broadway.Manhattan,the smallest island in New York,is the real centre of the city.When people say “New York City” they usually mean Manhattan.In 1605,the first Europeans came to Manhattan from Holland.They bought the island from the American Indians for a few glass necklaces,worth about $26.The most crowded part of New York is perhaps Harlem,where most Black Americans live.The crime rate is among the highest in the Western world.I hope one day some of you will have a chance to visit it.Do you have enough confidence?

Ss:Yes.

T:OK.Now,work in pairs or groups.Make a list of things you know about the USA and what you’d like to know more about.(Teacher may encourage the students to make a chart.Several minutes later,teacher collects their charts.)

Sample diagram:

Step Ⅳ Listening

T:OK.We have talked more about the USA.Now let’s listen to a radio programme about New York to help Wang Xiao correct the errors in her notes.Turn to the next page.Let’s look at Ex.1 in the listening part.Here are the notes taken by Wang Xiao after he listens to a radio programme about New York.First read it by yourself.Then I’ll play the tape for you to listen.After that,please correct his errors.

(Teacher plays the tape for the first time.After playing it,teacher gives the students one or two minutes to do Ex.1.At last,teacher checks the answers with the whole class.)

T:OK.Now let’s listen to the tape again and then answer some concerned questions.Before listening,you need to go through with the questions.(Teacher gives the students one minute to read the questions.Then play the tape for the second time.After that,give the students enough time to discuss the answers and check them.)

T:Well done.Please listen to Part 2 of the listening material and then choose the best answers to the question in Ex.3.

(Teacher deals with Ex.3 in the same way.If necessary,play the tape again.)

Step Ⅴ Speaking

T:Everyone loves his own hometown,which is beautiful in their hearts.Now,let’s talk about our hometown.Tell me where your hometown is,Wang Kai.

S7:My hometown lies on the plain of North China.

T:Are there any mountains,rivers or forests?

S7:Yes.There is the famous Mount Taihang to the west,Fenhe River in the centre and a railway from Datong to Fenglingdu across my hometown.

T:What does the landscape look like?

S7:Very beautiful.There are thick forests,clean rivers and pleasant climate.Resources of minerals are also rich,which is called “the Sea of Coal”.Many places of interest,like the ancient city Pingyao,Yungang Rock Cave and Mount Wutai are famous in the world.

T:Well done!Now,look at the last part-Speaking at Page 42.Let’s do some speaking.Choose one of the cards and ask each other questions.You can use a map to help you.Before speaking,please look at the sentence patterns on the screen.They may be of great help to you.

(Teacher shows the following on the screen.)

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Can you make a sentence using each sentence pattern on the screen?

Ss:Yes.

T:Who can try the first sentence pattern?

S8:How tall is the building?

T:Yes.Answer the question,please.

S8:It’s about 100 feet tall.

T:Very good.Make a sentence with the next sentence pattern.Any volunteer?

S9:There is a famous mountain in the north.

T:OK.Sit down,please.The last one?

S10:It looks like a bird’s nest.

T:Good job!Now,work in pairs to talk about your hometown.Ater a while,I’ll ask some students to act out their dialogues before the class.Are you clear about that?

Ss:Yes.

T:Begin,please.

(Teacher goes among the students and joins them.)

T:(After a few minutes)Are you ready?

Ss:Yes.

T:Who’d like to act out your dialogue in front of the class?

(Two students stand up and act out their dialogue before the class.)

Sample dialogue:

A:Could you tell me where your hometown is?

B:My hometown is on the plain of North China,which has a population of 5 000.

A:Is it beautiful?

B:Yes.It lies to the east of Mount Taihang and west of Haihe River.The railway from Beijing to Guangzhou crosses it.There is fertile land,rich resources,simple people and developed trade.It is a brilliant pearl on the plain.

A:Very beautiful!Would you like to take me to visit your hometown if possible?

B:Of course.I’m glad to act as your guide.What about your hometown?

A:On the Loess Plateau lies my hometown.

B:The Loess Plateau?It must be very inaccessible and backward.

A:No.My hometown is not far from the Yellow River,which is more than 5 000 metres long.The traffic is convenient,four seasons clear,climate cool and resources of minerals rich,like coal,iron…I believe my hometown will become more beautiful in the near future.

Step Ⅵ Summary and Homework

T:In this class,we’ve mainly learnt something about the USA by speaking and listening.Besides,we’ve talked about our hometown using the useful sentence patterns,such as:How long/wide/high/tall is the…?It’s…metres/feet long/wide/high/tall.…(Teacher writes them on the blackboard.)After class,surf the Internet to get more information about the USA,such as the history of the USA.At last,don’t forget to preview the reading passage.That’s all for today.Class is over.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 16 The United States of America

The First Period

Useful Sentence Patterns:

How long/wide/high/tall is the…?

It’s…metres/feet long/wide/high/tall.

There is…in the North.

It looks like…

Step Ⅷ Record after Teaching

篇11：NSEFC2B Unit 14 全单元教案4(人教版高二英语下册教案教学设计)

The Fourth Period

Teaching Aims:

1.Read the text and grasp the main idea of it.

2.Do some exercises to master what they’ve learnt.

3.Learn to write an essay.

Teaching Important Points:

1.Improve the students’ reading ability by reading a text.

2.Improve the students’ writing ability by reading and writing.

Teaching Difficult Points:

1.How to improve the students’ integrating skills.

2.How to write an essay.

Teaching Methods:

1.Practice to make the students master what they’ve learnt.

2.Asking-and-answering method to help the students grasp the main idea.

3.Discussion to make every student understand the topic clearly.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

T:(Greet the whole class as usual.)In the last period,we’ve learnt some useful words and expressions.Now,let’s do an exercise to revise them.Look at the screen,please.You may have a discussion,if you like.

(Show the following on the screen and let the students prepare for a moment.Finally,ask some students to say their answers and correct their mistakes,if any.)

Choose the proper words to complete the following sentences,using the proper forms:

prison housing peaceful march murder forbid set a good example demand

1.Too many people are living in bad ______ conditions.

2.If some people are on a ______,they walk together in a large group through the street to express their ideas.

3.Black people in Alabama ______that the bus company should not separate blacks from whites.

4.Lei Feng ______ to us in serving the people heart and soul.

5.In the American history,two former presidents Abraham Lincoln and John F.Kennedy were ______.

6.Smoking is ______ in our school now.Our school is a non-smoke school.

7.The man who robbed a bank of our city was caught last Sunday and put in ______now.

8.When I arrived in Qingdao,the sea there was ______ and beautiful.Many people jumped into it and had a bath.

Suggested answers:

1.housing

2.march

3.demanded

4.set a good example

5.murdered

6.forbidden

7.prison

8.peaceful

Step Ⅱ Fast Reading

T:Well done!(Show the questions on the screen.)Now,we’ll begin a new text.Please turn to Page 30 and read the passage fast and find answers to the questions on the screen.)

Answer the following questions:

1.Which country was the first in the world to give women the right to vote?

2.Who wrote two chapters about the rights of animals and vegetables in a novel?And when?

(Three minutes later)

T:Who can answer the first question?

S:I’ll try.The answer is that New Zealand was the first country to give women the right to vote.

T:Do you agree with him/her?

Ss:Yes.

T:Good.Now,who knows the answer to the second question?

S:Let me have a try.Samuel Butler wrote two chapters about the rights of animals and the right of vegetables in a novel in 1872.

T:Very good.Please sit down.

Step Ⅲ Reading

T:(Show the questions on the screen.)Now please read the text again and discuss the questions on the screen with your partner.Later we’ll check the answers together.

Discuss the following questions:

1.“Each age has its own struggle for right.”What does the word “age” mean?

2.What were the main ideas of the famous books about the rights of men and women,which were published in the late 18th to the 19th century?

3.Please describe the rights to vote for women in the 19th and the 20th century.

4.What is the purpose of the organizations that fight for equal rights in modern times?

5.Do you think we should fight for the rights of robots and machines?

(The students read the text and discuss the questions.Then the teacher may ask some of the students to say their answers.)

Suggested answers:

1.The word “age” means “time”,for Chinese “时代”.

2.The main ideas of these books were that all people are brothers and sisters,and that all people should be equal.From then on,a struggle of more than 200 years for equal rights of men and women of all races began.

3.There was a time when women had no rights to vote.In the 19th century,women all over the world began to ask for equal rights.It is New Zealand that is the first country in the world to give women the right to vote in 1893.By 1920,the US,Canada and most European countries allowed the women to vote.

4.They fight for the rights of black people,women,children,people with AIDS/HIV and prisoners.Their purpose is that they ask to be treated with respect,share the rights to work,good housing conditions and education and to be treated equal to other people in all ways.

5.I don’t think so.We should protect all the living things,including plants and animals,because all of them are part of nature.If one of them is not well protected,the balance of nature will be destroyed.That will perhaps cause another living thing to die out.No matter which of them dies out,our nature will lose some of its color.Robots and machines are made by man.We can decide how many of them will be needed,according to their use.If we need more,we can make more.That will not affect the balance of nature.And I think we should protect our oceans and earth,too.

T:That’s a very good topic.You can continue discussing it after class,if you like.It will be very interesting.

Step Ⅳ Reading Aloud and Practice

T:Now,let’s listen to the tape.I’ll play it twice.The first time I play the tape,listen carefully.The second time I play it,you can read after the tape.After that,you read the text aloud,paying much attention to the pronunciation and intonation.

(Play the tape for students to listen and repeat.Then give them several minutes to read aloud.At last,ask a couple of students to read the text.)

T:Very good.(Show the phrases on the screen.)Now,please look at the screen.Make sentences with the phrases shown on the screen.You can do it in pairs.

Make sentences with the following phrases:

in modern times believe in

start with a time

have…in common with respect

in all ways ask for

Sample sentences:

in modern times:

In modern times many peasants are very rich.

believe in:

You can believe in him;he’ll never let you down.

start with:

The school started with 300 pupils;now there are double that number.

a time:

I don’t care for the place at first,but after a time I got to like it.

have…in common:

Real friends should have everything in common.

with respect:

We should treat everybody with respect.

in all ways:

All the people should be treated equally in all ways.

ask for:

She entered it,asked for a cup of tea,and sat down.There’s been a gentleman here asking for you.

Step Ⅴ Writing

T:Now,let’s do some writing practice.First look at the information on Page 31.Read it and then work out the details for King’s action in Birmingham after the example.Pair work.A few minutes later,we’ll check the answers.

(Students begin to prepare and after a while,the teacher says the following.)

T:Have you finished?

Ss:Yes.

T:Who would like to give us the answer?

S:I’ll try.King wanted new civil rights law to give blacks equal rights.What is wrong now:Only 25% of the blacks can vote.How should it be improved:All the citizens can vote,no matter what race they are.

S:King wanted the right of free marriages for blacks.What is wrong now:Mixed race marriages are forbidden by law.How should it be improved:All the people can choose their marriages by themselves.

S:King wanted the right of receiving equal education.What is wrong now:Black children are taught in separate schools,and the money spent on educating a black child is much less than that spent on a white child.How should it be improved:Black children and white children can in the same school to have their classes.

…

T:Well done!Now,read the second information and discuss what we should do with your partner.

(A moment later,check the answers.)

Suggested answers:

Rights People Animals/Plants Robots/Machines

Housing big enough house big enough room big enough room

Nutrition enough nutrition enough nutrition keep in good repair

Work eight hours can’t be made to work too long can’t work too long

Health and care keep healthy keep healthy take good care of

Respect treat with respect treat with respect ×

Vote have the right to vote × ×

Step Ⅵ Summary and Homework

T:In this class,we’ve learned a text “No voice,not heard…” and done some exercises.There are some useful expressions in the text.Can you remember them?Li Jian,can you tell us?(The student tells the useful expressions to the class and the teacher writes them on the blackboard.)Good.After class,you should make sentences with the expressions on the blackboard and finish Exercises 3,4 and 5 on Page 32.That’s all for today.See you tomorrow!

Ss:See you tomorrow!

Sample essay:

People,animals and plants are all living in one home-our earth.People are in charge of everything.They should live comfortable.That is to say,they should have big enough house to live in and have enough nutrition to keep them healthy.Besides,they should have regular medical care.People should respect each other and help each other.They should not work too long or too tired.They should have the right to vote.So it is with animals and plants,though they don’t need the right to vote.Our earth is beautiful and full of vigor,owing to all the animals and plants.We should take care of them,and let them live comfortable and freely.Some of the animals can help us work or do other things for us.We should treat them with respect.For example,we should not make them work too long or make them too tired.Let’s live together with our animals and plants happily!Suppose what a sad world our earth would be if there were no animals and plants at all!We should be friends with them forever.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 14 Freedom fighters

The Fourth Period

Useful expressions:

believe in start with

ask for in modern times

have…in common with respect

in all ways

Step Ⅷ Record after Teaching

篇12：NSEFC2B Unit 20 全单元教案1(人教版高二英语下册教案教学设计)

Ⅰ.Brief Statements Based on the Unit

Archaeological discoveries play an important part in the study of the history and culture of a country and at the same time can help us solve many mysteries.This unit mainly talks about two important archaeological discoveries:the King of Stonehenge in England and the Jinsha Ruins and the Sanxingdui Ruins Site in Sichuan Province.The discovery of the King of Stonehenge makes archaeologists think people in the Bronze Age had trade and cultural links with other parts in Europe.While the unearthed Jinsha Ruins again proved that it is likely that roots of Chinese culture are in Sichuan.They all have a historical significance on the study of the history and culture of the two countries.Besides,we need to review the use of “it”,especially when it is used in the subject position to stand for an infinitive or a clause.

Ⅱ.Teaching Goals

1.Talk about archaeological discoveries.

2.Express curiosity.

3.Review the use of “It”.

4.Create a flow chart.

Ⅲ.Background Information

1. Underwater Archaeology

The year was 1960.The eight team members were divers and scientists.The ancient wreck（船的残骸）was buried in the sands below the warm coastal waters off Turkey.Underwater archaeology was about to be born.

Archaeology is the study of ancient life,or how people lived thousands of years ago.The work of the archaeologist is to find and recover objects made by these ancient people and figure out how the objects were used.

The archaeologists on the team that found the ancient wreck usually worked on dry land.They knew the scientific methods used in dry-land archaeology.By adapting,or changing,these methods,the archaeologists could use them under water.After diving into the sea,the group used underwater cameras to take pictures of the wreck and its treasures.Next,they drew maps on plastic tablets to show where each object was located.Then,they used a tool that gently sucked the sand away from the treasures.Large objects were placed in baskets,which were brought up to the surface.Very heavy objects were pulled up with the aid of a balloon.

The recovered objects were put in a museum in Turkey.Archaeologists then brought the photos,drawings,and maps to the United States for further research.After seven years of study,the scientists learned that the wreck was 3 200 years old.

2.Spanish scientists dig up a monster of a bone

Spanish researchers digging in a semi-desert part of eastern Spain have found a bone from an animal more than 30 metres in length and weighing 50 tons.The upper leg bone measures 1.85 metres and weighs 150 kilograms.This indicated that it came from the equivalent of a male elephant.

Scientists believe the bone came from a Sauropod,a lizard-like dinosaur that lived from 145 to 65 million years BC.

If these guesses are confirmed,it would be the largest dinosaur discovered in Europe.

It could possibly be as big as a champion heavy weight like Argentinausorus,found in South America,which from the evidence of a foot and three ribs,was probably longer than 35 metres.

The four-legged Sauropods,which had tiny brains,vast stomachs and long necks and tails,are believed to have been vegetarians,eating large trees the way people crunch celery sticks.

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn and master the following words:

archaeology archaeological archaeologist curiosity decoration unearth spear artefact

2.Do some listening.

3.Learn to express curiosity.

Teaching Important Points:

1.Improve the students’ listening ability.

2.Train the students’ speaking ability by talking about archaeological discoveries and practising expressing curiosity.

Teaching Difficult Points:

1.How to improve the students’ listening ability.

2.How to finish the task of speaking.

Teaching Methods:

1.Looking at some pictures to arouse the students’ interest in archaeology.

2.Listening-and-answering activity to help the students go through with the listening material.

3.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Lead-in

T：As we all know,China is a country with an ancient civilization.It has a long history and brilliant culture.Do you know in what ways we can learn about its history and culture?

S1:Reading books.

S2:Watching TV.

S3:Learning from the teacher in class.

S4:Surfing the Internet.

…

T:Anything else?

Ss:No.

T:We can also go to the museum to visit the unearthed cultural relics,can’t we?

Ss:Yes.

T:Now,please look at the two pictures on the screen and tell me what you see in the pictures.

(Teacher shows the screen.)

S5:They are:terracotta warriors and horses and inscriptions on bones or tortoise shells.

T:You’re right.Terracotta warriors and horses is a symbol of the powerful Qin Dynasty,while inscriptions on bones or tortoise shells are embryonic forms of Chinese characters.The great archaeological discoveries play an important part in learning about China.

Step Ⅲ Warming up

T:Today let’s talk about archaeology Unit 20 (Bb:Unit 20 Archaeology).Before talking,please look at the new words.

(Teacher deals with the new words with the whole class.)

T:OK.Now open your books and turn to Page 73.Look at the four pictures and tell us what you can see in each picture.

S6:I can see an axe in the first picture.It is a kind of tool used by people of the Stone Age.

T:Right.How about the second one?

S7:In the second picture is a bronze tripod,which is an ancient cooking vessel of that period.

T:Good.The third picture.Li Ping,try please.

S8:This is a painting on silk of the Han Dynasty.

T:Yeah.The last one?

S9:I think the last picture is a work of China made in the Tang Dynasty.

T:Anything else about the last picture?

S10:I guess it is made of tri-colored glazed pottery of the Tang Dynasty.

T:Well done.We know that the life of people is different during the different periods.Now let’s describe the life of people during the periods mentioned above.You can describe it according to the questions on the screen.

(Teacher shows the following on the screen.)

1.What did they eat?

2.Where did they live?

3.What did their homes look like?

4.What kind of tools did they use?

5.What objects have we found from their age?

6.What kind of entertainment did they have?

First discuss the questions with your partner,and then complete the chart at Page 73.A few minutes later,I’ll collect your answers.Is that clear?

Ss:Yes.

T:(Five minutes later.)Are you ready now?(Ss:Yes.)Now,let’s describe the life of people in the Stone Age together.

T and Ss:The people of the Stone Age ate wild fruits and animals.They usually lived in caves.They used bones of animals,fur and pottery to decorate their caves.The tools they used were mainly stones,sticks and bones of animals.They used bones of animals to make necklaces and bone pins.They were able to make jades.The entertainment for them was to shout and dance with rhythm together.

T:OK.Who’d like to describe the life of people in the Bronze Age,the Han Dynasty and the Tang Dynasty one by one like what we did just now?

Ss:…

Suggested answers:

Stone Age Bronze Age Han Dynasty Tang Dynasty

Food wild fruits, wild animals grain,wheat,rice,bean,domestic,animals,meat,broomcorn,millet wheat,rice,wine,vegetables,sugar pancake,tea,spinach,wine

Housing caves houses made of mud and straw houses made of bricks and tiles houses made of bricks and tiles palaces

Home

Decoration Bones of animals, fur, pottery, jade bronze mirrors,bronze jade silk,stone and brick statues, wood statues,frescoes china,pottery,jade,silk

Tools

stones, sticks, bones, axes made of stone knives, sickles, axes, fishhooks

iron objects,ploughs,hoes

Quyuan ploughs,tools used to lift water by water-wheel

Artefacts

necklaces made of bones,bone pins,pottery,jade bronze tripods and quadripods,textile,embroidery silk, paintings on silk, stone, brick and wood statues tri-colored glazed pottery of the Tang Dynasty,China

Entertain-ment

shouting and dancing with rhythm singing,dancing,drinking wine

playing the instruments acrobatic show

having a swing,boat race,playing polo

T:We know there are many important discoveries from these different periods.Please look at the following four pictures.Can you tell us where they were unearthed and where we can go and see them?Discuss in groups of four.After a few minutes,I’ll ask some students to talk about them.Is that clear?

Ss:Yes.

(Teacher shows the four pictures on the screen.)

1 3

2 4

T:Liu Qian,talk about the first picture,please.

S11:…

Suggested answers:

Picture 1:The picture shows the serials bells of the Warring States,which was unearthed in Sui County of Hubei Province.If you want to see it,you can go to Hubei Province.

Picture 2:This is the famous Dunhuang frescoes,which lie in Dunhuang of Gansu Province.They were painted in the Tang Dynasty.We can go to Dunhuang of Gansu Province to enjoy them.

Picture 3:This is a skull of a Peking ape-man,living in the Stone Age.Archaeologists found it in Zhoukou of Beijing.We may go to the Chinese History Museum to see it.

Picture 4:This is a work of coloured pottery.The persons were performing acrobatics.It was made in the Han Dynasty and unearthed in Luoyang of Henan Province.Luoyang is the place where you can enjoy the work of coloured pottery.

Step Ⅳ Listening

T:Now,let’s do some listening.Look at the Listening part at Page 74.Listen to the tape carefully and try to make a drawing of the tool.

(Teacher plays the tape for the students to listen for the first time.After that,give the students one or two minutes to draw it.If they have some difficulty with it,play the tape again and stop where there are important information related to the drawing.At last,check the drawing with the whole class.)

T:Good.Now,let’s go on with the exercises in Listening.Please listen to the tape again and then finish Ex.2 and 3 in turn.

(Teacher plays it again and gives the students enough time to write down some important information.Finally check the answers with the whole class.After that,let the students discuss Ex.4 in groups of four and check them.)

Step Ⅴ Speaking

T:OK.In our daily life,we often come across the topic that we’re interested in and we’re anxious to get some information about it.In order to get some suggestions from others,how do you express your curiosity?Now, look at the screen.These are very useful expressions.You should remember them and use them freely.

(Teacher shows the following on the screen.)

I wonder what/who…

I really want to know…

I’m curious to…

I’d love to know…

I wonder if/whether…

What I’d really like to find out is…

I’m curious about…

I’d like to know more about…

(Teacher goes through the useful expressions with the whole class.)

T:Now,let’s listen to a dialogue between Student A and Student B.Student A talks about a topic he/she is interested in,while Student B gives suggestions.

(Teacher plays the tape for the students.After that,teacher says the following.)

T:Well,open your books and turn to Page 74.Look at Speaking.Please underline the sentences used to express curiosity.After a while.I’ll ask one of you to read out the sentences.Do you understand?

Ss:Yes.

T:(After a while)Have you finished?(Ss:Yes.)Any volunteer?

S12:I’d like to know more about…

I wonder what…

I’d love to know…

What I’d really like to find out is…

T:Quite right.Please practise the dialogue with your partner for a while.After that,I’ll ask some pairs to act out the dialogue before the class.Is that clear?

Ss:Yes.

(Several minutes later,teacher asks some pairs to act out the dialogue before the class.)

T:Thank your for your excellent performances.

Step Ⅵ Practice

T:Now,let’s do some speaking practice.Work in pairs or groups and talk about archaeological finds,such as artefacts,tombs or unearthed towns.You can use the expressions we learnt just now to help you carry out the task of speaking.Five minutes later,I’ll ask some pairs to perform their dialogues before the class.

One possible dialogue:

A:Hi!Jack.Have you heard of the Sanxingdui Ruins Site?

B:Yes.It’s in Guanghan of Sichuan Province.

A:I want to know when it was discovered?

B:In the spring of 1929.

A:Can you tell me who found it?

B:Yes.It’s a farmer’s son who found it.

A:I’m curious about how he found it.

B:He found it by chance.When he and his father were working in the field,he dug up a round piece of jade.Then they found a hole filled with more than 400 jade objects.

A:Oh,so strange!What I’d really like to know is what effects its discovery will have on the study of Chinese history and culture.

B:I think it must have important effects.It is said that it has become one of the cultural relics of the world.

A:Great!I’d like to know more about it.

B:You can surf the Internet or go to visit it yourself.

Step Ⅶ Summary and Homework

T:In this class,we’ve talked about archaeological discoveries and learnt about the life of people during the different periods.We’ve also done some listening practice and speaking practice.In the Speaking part,we’ve mainly learnt to express curiosity using the useful expressions.These expressions are:I wonder what/who…I’m curious to…I wonder if…(Teacher writes them on the blackboard.)After class,practise them more.Besides,remember to prepare for the next period.OK.That’s all.Class is over.

Step Ⅷ The Design of the Writing on the Blackboard

Unit 20 Archaeology

The First Period

Useful Expressions:

I wonder what/who…

I really want to know…

I’m curious to…

I’d love to know…

I wonder if/whether…

What I’d really like to find out is…

I’m curious about…

I’d like to know more about…

Step Ⅸ Record after Teaching

篇13：NSEFC2B Unit 20 全单元教案5(人教版高二英语下册教案教学设计)

The Use of “It”

Teaching Aims:

Revise and sum up the use of “it”.

Teaching Important Point:

Master the use of “it”,especially the emphatic use and the use as a preparatory subject or a preparatory object.

Teaching Difficult Point:

How to master the use of “it”correctly.

Teaching Methods:

1.Having a little quiz to revise the common use of “it”.

2.Inductive method to go through some important sentence patterns with “it”.

3.Practice to consolidate the use of “it”.

Teaching Aids:

1.a projector and some slides

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Test

T:In the last two periods,we revised the use of “it”.Now let’s have a test.(Teacher shows the following on the screen.)

Tell what the word “it” refers to and its functions:

1.It’s difficult to remember all their names.

2.It’s very quiet in the cafe.

3.It rained for three days.

4.He made it clear that he didn’t want to speak to me.

5.It was nice seeing you.

6.It was on Tuesday that Mrs Smith came.

7.It’s three miles to the nearest garage.

8.A tall man stood up and shook hands.It was Captain Lawie.

9.I hear you bought a new bike.Can you show it to me?

10.It was five o’clock when we got back home yesterday.

T:Now I’ll give you three minutes to write down your answers on a piece of paper.Then let’s check the answers together.

(Ss can exchange their papers for comment and correction.)

Suggested answers:

1.a preparatory subject for an infinitive

2.refer to the present situation

3.refer to weather

4.a preparatory object

5.a preparatory subject for an “-ing” form

6.emphasize the adverbial of time

7.refer to distance

8.refer to a person when we are identifying somebody(saying who somebody is)

9.refer to the word “bike” mentioned earlier

10.refer to time

Step Ⅲ Revision and Induction

T:Well done.You are already familiar with the common use of “it”.Next,let’s revise some important sentence patterns.Now,let’s do an exercise.Look at the screen.

Complete the sentences,paying attention to the structures of them and the use of “it”.

1.______(据报道)that dozens of children died in the accident.

2.______(真遗憾)that he can’t swim at his age.

3.______(很可能)that they will beat us tonight.

4.______（看来）that he enjoys pop songs very much.

5.______（仍然是一个问题）when we shall have our sports meet.

6.______(还不确定)whether he can attend this conference or not.

7.______（不要紧/没关系）whether we go together or separately.

8.It’s up to you ______（决定是否接受这项工作）。

9.It is important ______（我们学英语）.

10.It is kind ______（你们帮助我）.

11.It took me five days ______（解决这个问题）.

12.It’s no use ______（与她争论）.

T:Now please work in pairs to do it and you can write down the answers on a piece of paper.Then I’ll check your answers.(If necessary,teacher may give some explanations.)

Suggested answers:

1.It was reported…

［It be+p.p.(known,thought,told,believed,hoped…)+that-clause］

2.It is a pity…

［It be+n.(an honour,a good thing,a fact,a surprise…)+that-clause］

3.It is likely…

［It be+adj.(wonderful,true,important,surprising,clear…)+that-clause］

4.It seems…

［It seems/appears/happens+that-clause］

5.It is still a question…

［It be+n.+wh-/how-clause］

6.It is uncertain…

［It be+adj.(not decided,uncertain)+wh-/how-clause］

7.It doesn’t matter…

［It doesn’t matter(It’s no wonder;It doesn’t make too much difference…)+wh-/how-clause］

8.…to decide whether to take the job or not

［It’s up to sb.to do sth.］

9.…for us to learn English

［It be+adj.(difficult,easy,hard,important…)for sb.to do sth.］

10.…of you to help me

［It be+adj.(kind,nice,brave,clever,stupid…)of sb.to do sth.］

11.…to solve the problem.

［It takes(took)sb.…to do sth.］

12.…arguing with her

［It’s no use(no good,useless)doing sth.］

(Teacher writes the structures on the Bb one by one while checking the answers.)

T:Look at the blackboard now.In all these structures,“it”is used as preparatory subjects.Can you tell me the real subjects in them?

Ss:Yes.Infinitives,-ing forms and clauses.

T:Quite right.You should remember and often use these structures.Besides,“it” can be used in some other structures to express “time”.Let’s do another exercise on the screen.

Complete the sentences

1.______(已经有三年了)since his father passed away.

2.______(不久)the police arrived.

3.______(已经八点了)when we got home.

4.______（该……的时候了）she wrote a letter to her boyfriend.

5.______(这是第一次)that these Europeans have visited the Great Wall.

6.______（我们该）to go to school.

(Ss prepare first.Then teacher checks the answers and sums up the structures with the whole class.At the same time,teacher writes the structures on the blackboard.)

Suggested answers:

1.It is/has been three years…

［It be+some time+since…］

2.It was not long before…

［It be(not)+long(days,weeks,months…)before…］

3.It was already eight o’clock…

［It be+definite time+when…］

4.It is(high)time(that)…

［It be(high)time+(that)…］

5.It is the first time…

［It be+the first(second,third…)time+that-clause］

6.It is time for us…

［It be time for sb.to do sth.］

T:Well,we also know that “it”can be used as an preparatory object.Let’s do an exercise.Look at the screen.

Rewrite the following sentences,using“it”as a preparatory object.

1.To make others laugh is difficult.(I found…)

2.To help him is my duty.(I consider…)

3.That we should keep calm is important.(I think…)

4.That he objected to the proposal is clear.(I made…)

T:Now I want some of you to rewrite the sentences one by one.Li Hao,the first one.

S1:I found it difficult to make others laugh.

T:The second one,Wang Hua.

S2:I consider it my duty to help him.

T:…

S3:I think it important that we should keep calm.

S4:I made it clear that he objected to the proposal.

T:Well done.From these sentences,we know that the commonest structure with “it” as a preparatory object is “subject+vt.+it+adj./n.+to do sth./that-clause.Some verbs like “find,feel,think，consider,make”are often used in this structure.Are you clear about it?

Ss:Yes.

(Bb:subject+vt.+it+adj./n.+to do sth./that-clause)

T:Well,besides the use as a preparatory subject or object,we all know “it” can be used to give special emphasis to almost any part of a sentence except the verb.Can you tell me the emphatic structure?

Ss:Yes.It is “It be+the emphasized part+who/that…”.

(Teacher writes the structure on the blackboard.)

T:Quite right.Now let’s look at the screen and do another exercise.(Teacher shows the following on the screen.)

Correct mistakes if there are any.

1.It is he that I want to see.

2.It is I who is leaving for London next week.

3.It was on Tuesday when Mrs Smith came.

T:Who’d like to do the first one?Any volunteer?

S1:Let me try,“him” should be used instead of “he”,because the emphasized part is an object.

T:Quite right.The second one?

S2:“is” after “who” should be replaced by “am” to agree with “I” in person and number.

T:…

S3:“when” should be replaced by “that” to give special emphasis to the adverbial of time.

T:You are all right.You’ve mastered this sentence structure very well.Now I will show you some other sentences.(Teacher shows them on the screen.)

1.It is my turn.

2.Let’s call it a day.

3.If the teacher sees you doing that,you will catch it.

4.Go ahead,we’ll make it in the end.

5.-I will study hard in the future.

-That’s it.

6.Take it easy.

T:Now please look at the sentences on the screen.I’d like you to translate them into Chinese.Any volunteer?

S1:轮到我了。

S2:今天就到这里吧。

S3：如果老师看到你这么做，你就会挨批评。

S4：继续干吧，我们最终会成功的。

S5:-今后我会努力学习的。

-这就对了。

S6：别着急。

T：Very good.We can see in these sentences,“it” has no special meaning.Is that clear?

Ss:Yes.

T:Well,now let’s do more exercises to further master the use of “it”.

Step Ⅳ Practice

(Teacher shows the following on the screen.)

Choose the best answers:

1.Is______necessary to complete the design before National Day?

A.this B.that C.it D.he

2.She heard a terrible noise,______brought her heart into her mouth.

A.it B.which C.this D.that

3.Tom’s mother kept telling him that he should work harder,but ______didn’t help.

A.he B.which C.she D.it

4.______is a fact that English is being accepted as an international language.

A.There B.This C.That D.It

5.I hope there are enough glasses for each guest to have______?

A.it B.those C.one D.them

6.-Why don’t you take a little break?

-Didn’t we just have ______.

A.that B.this C.one D.it

7.I don’t think ______ possible to master a foreign language without much memory work.

A.this B.that C.its D.it

8.-He was nearly drowned once.

-When was ______?

-______was in when he was in middle school.

A.that;It B.this;This C.this;It D.that;This

9.The weather turned out to be very good,______was more than we had expected.

A.what B.which C.that D.it

10.Was ______ that I saw last night at the concert?

A.it you B.not you C.you D.that yourself

(Teacher gives the Ss some minutes to prepare,then checks the answers with the whole class.)

Suggested answers:

1~5 CBDDC 6~10 CDABA

Step Ⅴ Summary and Homework

T:In this class,we revised the use of “it” by doing some exercises,especially the use as a preparatory subject or object and the emphatic use of “it”.After class,you should practise more and try to use the sentence structures on the blackboard.Are you clear about it?

Ss:Yes.

T:So much for today.Bye.

Ss:Bye.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Fifth Period

The Use of “it”

Ⅰ.Preparatory Subject

1.It be+p.p./n./adj.+that-clause

2.It seems/appears/happens+that-clause

3.It be+n./adj.+wh-/how-clause

4.It doesn’t matter(It’s no wonder…)+wh-/how-clause

5.It’s up to sb.to do sth.

6.It be+adj.+for/of sb.to do sth.

7.It takes sb.…to do sth.

8.It’s no use doing…

Ⅱ.Structures to express “time”

1.It be+…+since…

2.It be(not)+long(days,weeks…)+before…

3.It be+…when…

4.It be (high)time(that)…

5.It be the first(second…)time+that-clause

6.It be time for sb.to do sth.

Ⅲ.Preparatory Object

Subject+vt.+it+adj.+to do sth./that-clause

Ⅳ.The Emphatic Use

It be+…+who/that…

Step Ⅶ Record after Teaching

篇14：NSEFC2B Unit 20 全单元教案4(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following:

root,ivory,jade,site,climate,mask,accompany,warmly,precious,triangle,dig up,remind…of,belong to

2.Review the language points and the use of “It” in this unit.

3.Train the students’ integrating skills,especially writing skill.

Teaching Important Points:

1.Useful expressions:

dig up,remind…of,belong to

2.Learn to create a flow chart.

Teaching Difficult Points:

1.How to help the students understand the passage better.

2.How to create a flow chart.

Teaching Methods:

1.Revision to help the students consolidate the language points of this unit.

2.Fast reading and careful reading to help the students understand the passage exactly.

3.Discussion to help the students finish the task of writing.

4.Individual,pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T:Yesterday we reviewed the use of “it”,especially its usage used in the subject position to stand for an infinitive or a clause.Now,please look at the screen.I’ll see whether you’ve mastered it.After a while,I’ll collect your answers.

(Teacher shows the following on the screen.)

Complete the sentences,paying attention to the use of “it”.

1.______(据说)that this book has been translated into many different languages.

2.______(很可能)that your team will win.

3.______（很遗憾）that he can’t pass the English test.

4.It is important ______（我们学好英语）.

5.______(直到250年后)that they formed a single state.

6.______(是1990年)that I graduated from the university.

Suggested answers:

1.It is said

2.It is possible/likely

3.It’s a pity

4.for us to learn English well

5.It was not until 250 years later

6.It was in 1990

T:You all did a good job.Please look at the fifth and the sixth sentence on the screen again.Tell me the use of “it” in the two sentences.Any volunteer?

S1:Here “it” is used for emphasis.

T:You’re right.The two sentences are emphatic construction,emphasizing adverbials of time“not until 250 years later”and “in 1990”.The emphatic construction is:It is/was…that/who…This structure can be used to emphasize almost any part of the sentence.(Bb:It is/was…that/who…)

Can you give another example?

S2:It was in the street that I saw Li Ping yesterday.

T:Very good.If we emphasize the subject,the object or the adverbial of time,how should we rewrite your sentence?Who can try?

S3:If we emphasize the subject of the sentence,we should say “It was I who saw Li Ping in the street yesterday”.The sentence “It was Li Ping that I saw in the street yesterday.”is used to emphasize the object.If emphasizing the adverbial of time,we should say “It was yesterday that I saw Li Ping in the street”.Am I right?

T:Yes,you’re quite right.

Step Ⅲ Reading

T:OK.So much for revision.China is a country with a long history.It has brilliant culture of about 5 000 years.Do you know roots of Chinese culture?

Ss:We don’t know.

T:Now,let’s read a passage about roots of Chinese culture.First,let’s deal with the new words appearing in the text together.

(Teacher deals with the new words with the whole class.)

T:OK.Open your books at Page 78.Please read the passage quickly and answer the questions on the screen.(Teacher shows the following on the screen.)

1.Why did Jinsha village became famous all over China in ?

2.How did Sanxingdui first discovered?

(A few minutes later,teacher checks the answers.)

T:Who’d like to answer the first question?

S4:Because archaeologists discovered more than a thousand cultural relics,including gold,jade,bronze and stone objects as well as nearly a ton of ivory.These will serve as the important materials for the study of local geography,climate and environment in ancient times.

T:Anything else?

S5:Because many of the relics there look very much like those found at Sanxingdui.Archaeologists now think that the Jinsha Ruins may have been the political and cultural centre of the ancient Shu Kingdom,which moved from Sanxingdui to Chengdu about 3 000 years ago.

T:Very good.The second one,any volunteer?

S6:In the spring of 1929,a farmer in today’s Nanxing Town was working in the fields when his son dug up a round piece of jade.They found a hole filled with more than 400 jade objects.

T:You’re right.Now,read the whole passage carefully again and then answer some detailed questions on the screen.

(Teacher shows the questions on the screen.)

1.Who was the first to discover the Jinsha Ruins and when?

2.Before the Jinsha Ruins was found,archaeologists believed how long the history of Sichuan was?

3.Since 1929,what have been unearthed in Sanxingdui Ruins Site?

4.What do archaeologists hope to discorer in the future?

T:(Some minutes later.)Are you ready?

Ss:Yes.

T:OK.Who’d like to answer the first question?

S7:On February 8,2001,construction workers from a local company found ivory and jade in the mud when they were building road there.

T:Good.The second one,Who can try?

S8:Before the discoveries in the Jinsha Ruins,it was believed that Sichuan only had a history of about 2 300 years.

T:OK.How about the third one?

S9:Since 1929,more than 10 000 relics dating back to between 5000BC and 3000BC have been discovered.53 holes were dug up and over 1 200 pieces,including bronze and gold masks,bronze objects and images,jade and ivory had been found.

T:Well done.The last one,Zhang Jun,please.

S10:They hope to discover some of the mysterious palaces,tombs of kings and bronze and jade workshops.

T:A good job!You’re all very careful.Now,please look at the screen.There are some useful expressions to master.(Teacher shows the screen.)

1.The photo reminds me of childhood.

2.At the Jinsha Ruins,archaeologists dug up many precious relics.

3.The house doesn’t belong to me.

4.It looks like rain.

5.He must have been there before.

6.They may not have caught the train.

(Bb:remind…of,dig up,belong to,look like,must have done,may have done)

T:Now,you’re familiar with the reading passage.Next,let’s look at the picture.

(Teacher shows the picture on the screen.)

This is a precious bronze statue,which was unearthed in the Sanxingdui Ruins Site.Please enjoy it for a while.(Teacher gives the students two minutes to enjoy it.)

Step Ⅳ Writing

T:OK.So much for reading.Archaeological discoveries play an important part in learning about the history and culture of a country,so everyone has the duty to protect them after they are unearthed.Stealing cultural relics is illegal by law.As a citizen,what should we do to protect our country’s relics?Talk about it in groups of four.After a while,I’ll ask some students to report their results.Is that clear?

Ss:Yes.

T:(After a few minutes.)Are you ready?(Ss:Yes.)OK.Wang Li,tell us what you’re going to do to protect our country’s relics?

S11:Observe the law about the preservation of cultural relics.If we find someone stealing cultural relics.We should call the police at once.

T:Good.Anything else?

S12:Learn about cultural relics.

T:Yes,you’re right.Now,imagine you have discovered some old things under the ground,what should you do to protect them?Please create a flow chart showing the things you should do and the things you should not do.Before creating your flow chart,please turn to Page 80.Study the flow chart on the left and the tips on the right with your partner.Then try to create your own chart.After a few minutes,I’ll collect your charts.Let’s see who creates it best.Do you understand?

Ss:Yes.

A suggested flow chart:

Step Ⅴ Summary and Homework

T:In this class,we’ve reviewed the use of “it” by doing exercises.We’ve also read a passage about roots of Chinese culture and learnt some useful expressions.After class,you should do more exercises to consolidate what we’ve learnt in class.As cultural relics are very important in learning about the history and culture of a country,we must protect them.In this class,we’ve learnt to create a flow chart to tell everyone what we should do and should not do.Up to now,we’ve finished the whole unit.Can you find some words used to described archaeological discoveries?After class,please finish the homework.At last,review all the language points of this unit.So much for today.Class is over.

Step Ⅵ The Design of the Writing on theBlackboard

Unit 20 Archaeology

The Fourth Period

Ⅰ.The use of “it”used for emphasis

It is/was…that/who…

Ⅱ.Useful expressions:

remind…of,dig up,belong to,look like,must have done,may have done

Step Ⅶ Record after Teaching

篇15：NSEFC2B Unit 17 全单元教案2(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Learn and master the following words and expressions:get around(=get about),fair,guidance,gifted,assist,cooperate,recognition,sympathy,encouragement,productive,visual,impair,motivate,disappointing,adjust to,get used to

2.Train the students’ reading ability.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Enable the students to understand the text better.

3.How to get the students to master the useful expressions.

Teaching Difficult Points:

Master the following sentence structures:

1.…studying together with their disabled classmates is both challenging and rewarding. Living with disability is frustrating and challenging.

2.I am and get used to the fact that while I may not be…

Teaching Methods:

1.Discussion to help the students know something about the disabled.

2.Fast reading to get the general idea of the text.

3.Questioning-and-answering activity to help the students go through the whole passage.

4.Pair work or individual work to make every student work in class.

Teaching Aids:

1.a tape recorder

2.a multimedia

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned what difficulties and dangers the disabled might face and how to help them in our daily life.Imagine you are disabled.Who’d like to describe the situation(If you were blind/deaf etc.)and tell us how you would deal with them.

S:I’ll try.…

(All the others listen carefully.)

T:Well done.No matter what difficulties he may meet with,we all hope he can enjoy himself.

Step Ⅱ Lead-in and Pre-reading

T:Yeah.We know people with disabilities may have lots of difficulties in their lives,but many of them are determined.They can overcome any difficulty.Please look at the three questions on the screen and discuss them in groups.

(Show the following on the screen.)

1.Do you know anyone who is disabled?

How does he or she deal with the disability?

2.Do you know of any famous people who are disabled?What do they do?

3.Should disabled students be allowed to go to college?Should they get any extra help?Why or why not?

(Teacher gives students five minutes to discuss and collects their answers.)

Suggested answers:

1.Yes.I know a person with disability.He has learnt to do many things without help.He can take care of himself at home,but getting around in the city in a wheelchair is often frustrated.He loves reading stories of young disabled people who have overcome great difficulties.

2.Yes,I do.Beethoven was a great musician,Helen Keller was a great American writer,and Zhang Haidi is also a writer.

3.Yes,they should.Because there are many gifted disabled students,they can make a contribution to the society.

They should get some extra help in their everyday activities.

No,they shouldn’t.Because they need recognition,more than sympathy and help.

Step Ⅲ Reading

T:OK.Today we’ll read a text “Disabled?Not me!”and know something more about it.I think you are interested in it.Please turn to Page 17.Read the passage quickly to get the general idea and answer the questions on the screen.

(Teacher shows the questions on the screen.)

1.What’s the trouble of Zhong Xiaowen?

2.How does she get around?

3.What’s the teachers’ aim in the special college?

4.What do the articles in Literature of Chinese Blind Children talk about?

5.How does Zijie like the magazine?

(Teacher gives students enough time to read the text and collects their answers.)

Suggested answers:

1.Xiaowen was born without the ability to use her legs and she has no feeling below the waist.

2.She uses a wheelchair to get around.

3.Their aim is to help disabled students understand that they can play a valuable role within society.

4.The articles are often about disabled people who have overcome challenges and difficulties and learnt to live a meaningful and productive life.

5.He loves the magazine very much.He thinks it is very important for them to know that someone far away is also struggling as they are.

T:Now read the passage again and try to get as much information as you can.

Step Ⅳ Study for Language Points

T:Now you’ve known the general idea of the passage.Please look at the screen.I’ll explain something to you.

(Show the following on the screen.)

a.treat vt. treat sb. well(badly)

e.g.Don’t treat me as a child.

Which doctors are treating her for her illness?

b.ability n. the ability to do,a man of ability

e.g.Man has the ability to speak.

c.make a contribution to

e.g.We must do something useful and make a contribution to our country.

d.launch vt.

①launch a man-made satellite

②launch a new enterprise

③launch threats against sb.

e.play a …role(in,within)

e.g.He played a leading role in a film.

f.both…and…

e.g.Both you and I are students.

He both fears and hates at once.

g.…studying together with their disabled classmates is both challenging and rewarding.

Living with disability is frustrating and challenging.

In these two sentences,gerundial phrases are used as subject.

e.g.Working with him is a great pleasure.

h.…I am and get used to the fact that while…Here that-clause is used as appositive clause,expressing the fact.

e.g.The fact that he came here was known to us all.

(Write important phrases and difficult sentences on the blackboard.)

T:(After explaining the language points.)

Do you have anything you don’t understand?If you have,please tell me,I’ll be glad to have a discussion with you.

(The teacher answers the questions raised by the students.)

Step Ⅴ Listening and Consolidation

T:Let’s listen to the tape.I’ll play the tape twice.When I first play it,just listen.When I play it for the second time,listen and repeat it.Are you clear about it?

(The teacher plays the tape for the students to listen and repeat.While the students read,the teacher goes among the students to correct the students’ mistakes in pronunciation,intonation and stress.)

T:Now turn to Page 52.There are five questions for you to answer in Post-reading.Try to find the answers in the text.Discuss in groups of four,and then I’ll ask some of you to read your answers.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Now let’s begin.

S1:They have to use wheelchairs to get around and it often takes them a little longer to do everyday things,such as getting out of bed,getting dressed and going to class.

S2:They not only learn how to assist disabled people,but also learn the importance of cooperating to reach their goals in life.

S3:They help disabled students to understand that they can play a valuable role within society,and inspire many of them to believe that they can realize their dreams.

S4:Today there are more opportunities like the special Olympics for disabled people to develop their potential,live a richer life and make a contribution to society.

Because people understand that they can play a valuable role within society,and that they need recognition,more than sympathy and help.

S5:People must make sure that all of us should have equal access to all areas and facilities.People should treat me fairly.

Step Ⅵ Summary and Homework

T:Today we have learned the passage-Disabled?Not me!From the success of the disabled student-Zhong Xiaowen,we learn something important.There is nothing difficult in the world if you stick to it.When you meet with difficulty in your life and study,please don’t lose heart.On the other hand,we should help the students to know how to help the disabled in our daily life.

And we also learn some phrases.After class,you should work hard and master them.

Step Ⅶ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Second Period

1.Important Phrases:

treat sb.,the ability to do,make a contribution to launch,play a …role,both…and…,get used to

2.Difficult Sentences:

…I am and get used to the fact that while…

I may not be able to walk,there are many other great things I can do.

Step Ⅷ Record after Teaching

篇16：NSEFC2B Unit 17 全单元教案4(人教版高二英语下册教案教学设计)

Teaching Aims:

1.Review the useful expressions learnt in this unit by making sentences with them.

2.Review the common verbs that take indirect objects.

3.Train the students’ integrating skills by reading and writing.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading skill and writing skill.

Teaching Methods:

1.Fast-reading and reading to improve the students’ reading ability.

2.Practice and pair work or group work to have every student master what they’ve learned.

Teaching Aids:

1.a tape recorder

2.the multimedia

3.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

(Greet the whole class as usual.)

T:Yesterday we learned the grammar-Direct and Indirect Objects.We know there are some verbs that can be followed by objects.Who can tell us what they are?

S1:They are “give,show,send,read,lend…”.

S2:And “make,buy,do,get…”.

T:Right.Sit down,please.We should also notice the usage of “to” and “for” when we interchange them.

Step Ⅱ Test

T:In this unit we have also learned some useful expressions.Have you remembered them?

S:Yes.

T:OK.Now let’s review them together.I speak Chinese,you speak English.

(Teacher writes the following on the blackboard when students say them.)

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

T:Now I’ll give you a test to see whether you’ve mastered them or not.Look at the screen,please.

(Show the following on the screen.)

Complete the sentences using the expressions on the blackboard.

1.I__________my lunch__________(分享) him yesterday.

2.The police__________his death__________(把……看作) a case of murder.

3.How shall we__________(处理) the problem?

4.The boy has__________(有能力) solve the difficult problem.

5.The teacher__________(起重要作用) in teaching.

6.In order to__________(实现梦想),they worked day and night.

7.The policemen__________(四处走动) and tried to find the thief.

8.It will take you some time to__________(适应) the new surroundings.

Suggested answers:

1.shared,with 2.treated,as

3.deal with 4.the ability to

5.plays an important role 6.realize their dreams

7.got around 8.adjust to

Step Ⅲ Fast Reading

T:We’ve learned something about disabilities.They hope to lead a normal life as we do,so we should provide more opportunities for the disabled to develop their potential,and let them live a richer life and make a contribution to society.We should help them overcome the difficulties.

Today we’re going to read a material“The special Olympics”.Please turn to Page 55.Read the text fast and try to get the general idea.

Step Ⅳ Reading

T:Now read the text again.Read it carefully and discuss the following questions on the screen with your partner.Write your answers on a piece of paper.In a few minutes,I’ll ask some pairs to give us the answers.

(Teacher shows the following on the screen.)

Answer the following questions:

1.How often is the Special Olympics held?

2.Why do many Special Olympics athletes think that “taking part in the Games is a victory”?

3.How do events like the Special Olympics help mentally disabled people?

4.Where was the first Special Olympics held?

5.Why do you think the Special Olympics are becoming more popular?

6.When will the Special Olympics be held in Shanghai?

(The teacher goes among the students,joins in the students’ discussion and answers the students’ questions.)

(A few minutes later.)

T:Have you finished?(Ss:Yes.)Give us your answers,please.One student,one question.Any volunteer?

S1:1.Every two years.

S2:2.Because each athlete had to train for many years and overcome fear and hardship to reach the Games.For them,winning isn’t to be the first one across the finish line or scoring the most goals,but the best you can be.

S3:3.By preparing for and participating in the Special Olympics,mentally disabled children and adults can develop their ability to move,improve their health and gain greater self-confidence.The Special Olympics is also a good way to make friends.

S4:4.In Chicago.

S5:5.Because interest in the Special Olympics has spread across the world and many cities are now competing for the honour to host the event.

S6:6.In .

T:Now look at the screen again.I’ll explain some words and expressions of the text so that you can use them freely.Please listen to me carefully.

1.every two years=every second(other)year

e.g.He comes here every three days/every third day.

2.Athletes at the Special Olympics are fighters in more than one way.

e.g.The travel to Beijing is more than sightseeing.

He has more than twenty yuan with him.

3.fail vi. & vt.

e.g.I failed in persuading(to persuade)him.

Don’t fail to ring me up.

Time failed me to finish my talk.

4.consider +n./pron./doing

e.g.He is considering changing his job.

consider+sb.+(to be)+n./adj.

e.g.They considered themselves very important.

5.participate=take part vi.

e.g.I participated(took part)in the game.

6.compete in;compete in a race;compete for;compete with sb. for sth.

e.g.Cities in the world are now competing for the honour to host the Olympic Games.

T:Do you have anything else you don’t understand?If you have,please tell me.I’ll be glad to have a discussion with you.

(The teacher answers any questions asked by the students.)

Step Ⅴ Listening and Reading Aloud

T:Let’s listen to the tape.When I play it for the first time,just listen to it.When I play it for the second time,please listen and repeat.Then read the text aloud.Are you clear about it?

S:Yes.

(The teacher plays the tape for the students to listen.Then when the students read the text,the teacher goes among the students and corrects the students’ mistakes in pronunciation,intonation and stress.)

Step Ⅵ Practice

T:Now let’s do an exercise.You should do it like this:try to find useful expressions in the text and make sentences with them in groups of four.One student,one sentence.Do it by turns.Are you clear about it?

S:Yes.

(A few minutes later)

T:Now I’ll ask some students to make sentences.One sentence at a time.S1,please give us your sentence.

S1:I’ll make a sentence with the phrase“every four years”.

The Olympic Games is held every four years.

T:Please go on.

S2:fail to do

He failed to pass the English exam.

S3:more than

More than one person has made the suggestion.

S4:consider

We don’t consider Tom to be our best friend.

S5:take part/participate

All the students took part/participated in the sports meeting in our school.

S6:compete

He competed with other players for the champion.

Step Ⅶ Writing

T:Now you’ve known something about disabilities.I think many students will show their love to the disabled from now on.What should we do to help them in our daily life?

S7:If we are organizing an event,we must imagine that people with disabilities may want to come to it.So we must make sure that they can enter and use all parts of the building.

S8:When we design a building,we should provide an entrance suitable for wheelchairs on the ground floor,as well as lifts,suitable bathrooms and toilets.We must also make sure that signs are clear and easy to read.

S9:…

T:OK.It’s very kind of you!After class,please conduct a survey of the public places where you live in.Start with your school:how easy or difficult is it for a disabled person to get around?Visit other public buildings and find out if they are accessible or not.Work in pairs or groups and make a checklist for your survey.Use the results to write an essay.Describe the current situation and suggest ways to improve the situation.

Suggested writing:

After several days’ survey,I found that the government paid a little attention to the disabled and spend much money on new buildings.There is no special road for the blind.The buildings have many steps,and it’s difficult for the disabled to get into them.

A new government programme has been designed to help disabled people.More special schools will be built.Not only will help be given to people to find jobs,but also medical treatment will be provided for people who need it.But the truth is that everyone should take care of disabled people,not just the government.If everyone shows love to them,their life will be much better.

Step Ⅷ Summary and Homework

T:In this class,we’ve reviewed the useful expressions and learned the text“The Special Olympics”.We practise how to write the article on disabilities.After class,go over all the important points learnt in this unit,and write an essay.Prepare for next unit.Class is over.

Step Ⅸ The Design of the Writing on the Blackboard

Unit 17 Disabilities

The Fourth Period

Important Phrases:

share with,treat…as,deal with,the ability to do,play a…role,realize one’s dream,get around,adjust to

Step Ⅹ Record after Teaching

篇17：NSEFC2B Unit 19 全单元教案1(人教版高二英语下册教案教学设计)

Unit 19 The Merchant of Venice

Ⅰ.Brief Statements Based on the Unit

The Merchant of Venice is the most outstanding “romantic” comedy written by William Shakespeare, the greatest British playwright and poet of Renaissance. This play is mainly about the process of a story that Shylock, a cruel and greedy moneylender, is punished by Antonio, a merchant of Venice, with the help of his friends-Portia and Bassanio. The central theme of the play is the triumph of love(between Portia and Bassanio)and friendship(between Antonio and Bassanio)over insatiable greed and brutality(as presented by Shylock).A happy ending is brought about when Shylock is punished.Here we can see the true progressive significance of The Merchant of Venice and of its author:consistent hatred for the oppressors and sympathy for the oppressed.Meanwhile,it provides us an opportunity to learn some language points as well as revising Direct and Indirect speech.

Ⅱ.Teaching Goals

1.Talk about Shakespeare and his plays.

2.Learn to recount detail in conversation.

3.Review Direct and Indirect Speech.

4.Write a short play.

Ⅲ.Background Information

1.William Shakespeare

For any Englishman,there can never be any discussion as to who is the world’s greatest post and dramatist（剧作家）.Only one name can possibly suggest itself to him,that of William Shakespeare.Every Englishman has some knowledge,however slight,of the work of our greatest writer.All of us use words,phrases and quotations（引用语）from Shakespeare’s writings that have become part of the common property of English-speaking people.Most of the time we probably don’t know the source of the words we use,rather like the old lady who was taken to see a performance of Hamlet and complained that it was full of well-known proverbs and quotations!

Shakespeare,more perhaps than any other writer,made full use of the great resources of the English language.Most of us use about five thousand words in our normal employment of English;Shakespeare in his works used about twenty-five thousand! There is probably no better way for foreigner to appreciate the richness and variety of the English language than by studying the various ways in which Shakespeare uses it.Such a study is well worth the effort,even though some aspects（方面）of English usage,and the meaning of many words,have changed since Shakespeare’s Day.

It is paradoxical that we should know comparatively little about the life of the greatest English author.We know that Shakespeare was born in 1564 in Stratford-on-Avon,and that he died there in 1616.He almost certainly attended the Grammar School in the town,but of this we cannot be sure.We know he was married there in 1582 to Anne Hathaway and that he had three children,a boy and two girls.We know he spent much of his life in London writing his masterpieces.But this is almost all that we do know.

However,what is important about Shakespeare’s life is not its products,the plays and the poems.For many years scholars have been trying to add a few facts about Shakespeare’s life to the small number we already possess and for an equally long time critics have been theorizing（理论化）about the plays.Sometimes,indeed,it seems that the the poetry of Shakespeare will disappear beneath the great mass of comment that has been written upon it.

Fortunately this is not likely to happen. Shakespeare’s poetry and Shakespeare’s people (Macbeth, Othello, Hamlet, Falstaff and all the others)have long delighted not just the English but lovers of literature（文学）everywhere, and will continue to do so after the scholars and commentators and all their works have been forgotten.

2.Hamlet

The play Hamlet is considered to be the summit of Shakespeare’s tragedies（悲剧）.It was written in 1601~1602 and first published in 1603.

The action of the play is laid in medieval（中世纪的）Denmark.The King suddenly dies.Gertrude,Queen of Denmark,within two months marries the new king,Claudius,brother of her husband.

The son of the late king,Hamlet,returns from the university,where he has received his education.Heavy is the heart of the young man.The country is in a state of unrest.There is said to be war.He thinks his father was murdered but he does not dare to tell others.One night Hamlet dreams of his father.He talks to his father,who tells his son he has been murdered by his brother Claudius.Hamlet hates the murderer very much and he decides to kill Claudius.

The ghost made a sign to Hamlet

that he should go with him

The struggle between Hamlet and Claudius is increasing.Claudius pays close attention to Hamlet.Hamlet pretends to have gone mad.

To expose Claudius,Hamlet thinks of a plan:a group of actors are engaged to perform a play which recalls his father’s murder.When Claudius appears deeply affected by the performance and leaves the hall before the play is ended,Hamlet knows he is right.To get rid of Hamlet,Claudius sends off Hamlet to England with his two men,who used to be Hamlet’s friends and now are ordered to spy on him and kill him.

While at sea,Hamlet discovers a letter,in which Claudius orders the two men to kill him.Hamlet manages to escape from the ship and returns to his homeland,Denmark.

In the end,Claudius is killed by Hamlet.His mother is poisoned and dies.If you want to know whether Hamlet is alive or not,Please read the play or see the film.

But soon Laertes made

a deadly stroke at Hamlet

Ⅳ.Teaching Time:Five periods

The First Period

Teaching Aims:

1.Learn and master the following:

(1)Words and phrases:

merchant,duke,masterpiece,mercy,enemy,pay back,as well as,after all

(2)Everyday English:

Correct me if I’m wrong,but…

One of the most important facts is…

As far as I know,…

You shouldn’t forget that…

You could,for example,say…

After all,…

What shouldn’t be forgotten is…

The way I would go about it…

But in this particular case…

2.Train the students’ listening and speaking abilities.

Teaching Important Points:

1.Improve the students’ listening ability.

2.Improve the students’ speaking ability and learn some useful phrases as well as everyday English.

Teaching Difficult Points:

1.How to help the students get the general idea of the listening material and find the answers to the listening exercises.

2.How to get the students to finish the task of speaking.

Teaching Methods:

1.Talking,speaking and listening to improve the students’ ability to use English.

2.Individual,pair or group work to make the students finish each task.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T:Good morning/afternoon,everyone.

Ss:Good morning/afternoon,Mr/Ms.

T:Sit down,please.Class begin.First,please tell me if you are interested in plays,especially some of the world-famous plays.

Ss:Yes.

T:There was a great British playwright and poet in the world’s history of literature.He wrote about 37 plays and a large number of poems in his life.Here’s a picture of him.Do you know who he is?

(Teacher shows the picture.)

Ss:William Shakespeare.

(Bb:William Shakespeare)

T:Quite right.He lived from 1564 to 1616(Bb:1564~1616).He is considered to be the greatest playwright and poet of the Renaissance(14th~16th centuries)in Europe.As a playwright,he wrote tragedies,comedies,historical plays.As a poet,he wrote narrative poems and sonnets.Can you follow me?

Ss:Yes.

T:Today,we are going to learn Unit 19.The Merchant of Venice (Bb:Unit 19 The Merchant of Venice).In the first period of this unit,we’ll learn something more about his plays as well as 玊he Merchant of Venice.獸irst,Let’s learn some new words and phrases.Look at the screen.

(Teacher shows the screen and deals with them as usual.)

merchant/′m/ n. 商人

△Venice/′vens/ n. 威尼斯（意大利港口城市）

△Bassianio/b′snI/巴萨尼奥（男子名）

△Portia/′p/鲍西娅（女子名）

△Antonio/′t/安东尼奥（男子名）

△Shylock/′a /夏洛克（男子名）

pay back 偿还；报答

△ducat/′d/ n. 古时候在欧洲通用的金币

duke/dju:k/n. 公爵

masterpiece/′mstpis/ n. 杰作；最佳作品

mercy/′msI/n. 怜悯；仁慈

△revenge/rI′vend/ n. 复仇；报复

enemy/′enmI/ n. 敌人

as far as 到目前为止；就某种程度或范围而言

after all 毕竟

Bb:pay back,as far as,after all）

Step Ⅱ Warming up

T:Well.Now please open your books at Page 65.Look at Warming up.Look at the pictures and read each quotation one by one.Try to understand each one of them.Then tell from which plays,of which the titles are below the pictures,they come.Work in pairs to prepare for a few minutes.

(A few minutes later.)

T:Are you ready?

Ss:Yes.

T:Who’d like to have a try?Any volunteer?

S1:The first one and the third one are from Hamlet; the second one from/King Henry Ⅳ;the fourth one Romeo and Juliet;the last one Troilus and Cressida.

T:You did a good job.Sit down,please.Then what do you think these famous words mean?Can you explain them in English?

Ss:Yes.But not clearly and exactly.

T:So,let me explain them to you.Listen carefully and tell which one I am referring to.Do you see my point?

Ss:Yes.

T:No.1:Why must you be the son of my family’s greatest enemy?Refuse your family for my love.

Ss:“Romeo,Romeo,why are you Romeo?Deny your father,and refuse your name…”

T:No.2:That is a question whether to live on in this world or to die,that is,to take action or to do nothing.

Ss:“To be or not to be;that is a question.”

T:No.3:It is best not to lend(money) to others and not to borrow from others.When we lend something.We risk losing both the thing we lend and the friendship with that other person.

Ss:“Neither a borrower nor a lender be.”

T:No.4:A person who has great responsibilities,such as a king,is constantly worried and therefore doesn’t sleep soundly.

Ss:“Uneasy lies the head that wears a crown.”

T:No.5:Empty words,not real thoughts or ideas from the heart.

Ss:“Words,words,only words,no matter from heart.”

T:Great.However,I still want to suggest you find these plays,from which the quotations come from,to read or watch them if you haven’t before.Do you think so?

Ss:Yes.

T:What other plays of Shakespeare do you know?

Ss: Twelfth Night; King Lear; Othello…

(Teacher writes them as well as those talked about just now.)

T:Can you explain what they are about?Choose one of them and have a try.Any volunteer?

S2:I’d like to talk about Othello.Othello,a dark-faced Moor,serves as a capable general in Venice and wins the love of a beautiful,strong-minded girl Desdemona,daughter of a senator.Her father objects to her secret marriage with the Moor,but Othello is just then much needed as commander to lead troops to a war with the Turks,and so the senator’s protest is overruled by the duke and Othello goes to war on the island of Cyprus,accompanied by his new bride.After their arrival there,the Turks have already met with destruction in a sea storm and the war is over,but one of the officers under Othello hates the general for placing another man above him and therefore tries to destroy the Moor’s happiness by convincing him of Desdemona’s illicit relations with the man above him.Othello falls into the trap,kills Desdemona,and finds out the truth at last and kills himself.The officer under Othello is shipped back to Venice after his villainy is exposed to await fit punishment.

T:Anybody else?

S3:I’d like to talk about…

Step Ⅲ Listening

T:Well done.We’ve talked much about Shakespeare and his plays.Next,let’s listen to the introduction to The Merchant of Venice,the most outstanding “romantic” comedy.It will tell us how the story takes place and helps us learn about the main characters in it.Can you follow me?

Ss:Yes.

T:OK.Now please look at the Listening part at Page 66.First,read through the questions in Exercise 1.Then listen to the tape to find the answers.

(Teacher allows the Students a few minutes to prepare,and then plays the tape.After that,teacher checks the answers.)

Suggested answers:

Ex.1 1.Venice

2.three months

3.three thousands ducats

4.a pound of his flesh

T:Well done.Now please read through the requirements of Exercise 2.Then I’ll play the tape again for you to finish the following chart.

(After the Students prepare for a while,teacher begins to play the tape.At the end,check the answers with the whole class.)

Suggested answers:

Step Ⅳ Speaking

T:Up to now,we’ve learnt much about Shakespeare and his plays.Can you tell me what makes his play a masterpiece,Han Mei?

S4:The ideas behind the play are about problems which are still important to people of different ages in modern times.

T:Can you give some examples shown in The Merchant of Venice?Any volunteer?

S5:Mercy versus revenge and love versus money.

T:Quite right.Now,please read the two situations in Speaking first.Then find examples for each one in modern life and work in pairs to discuss whether it is right or wrong.Are you clear about that?

Ss:Yes.

T:And behind the situation,there are some useful expressions.Study them first,then use them in your dialogue if possible.Do you remember?

Ss:Yes.

(The students begin to work.Teacher goes among them to see how they are going on with the work.A few minutes later,teacher asks some pairs to act out before class.)

Sample dialogues:

Situation 1

A:In The Merchant of Venice,Shylock gets the chance to kill Antonio,and he would.What’s even more,he refuses the Duke’s persuasion to have mercy on Antonio.But when the the roles are turned around,the Duke shows mercy to Shylock despite the fact that nobody really likes Shylock.What would you do if you had your worst enemy in your power?

B:In my opinion,people should be kind and mercyful.The punishment on my enemy should depends on the situation.If he tries to correct his fault and is able to get along well with me in future,I will forgive him.After all,a friend is better than an enemy.

A:I agree with you.What shouldn’t be forgotten is that all the things has a limited line.

B:How do you like the play The Merchant of Venice?Have you read any other plays of Shakespeare?

A:It’s worth reading.The ideas behind it are still important to today’s people.Besides,I’ve read Romeo and Juliet, King Lear and so on.

B:Great!Would you like to tell me the stories some day?

A:No problem.

Situation 2

A:You know,in The Merchant of Venice,Bassanio cann’t marry Portia because he doesn’t have enough money.What a pity!And this happens everywhere around the world.What do you think about a situation like that?

B:From my point of view,love is more important than money.If money is lost,we can earn it by our hands.However,if love is lost,it can never be back again.

A:Money is necessary,but not the most important.Money can bring you many things,but it can not buy you happiness.

B:Yes.Great minds think alike.

Step Ⅴ Summary and Homework

T:In this class,we’ve mainly talked about Shakespeare and his plays.While we were doing each task,we’ve learnt some useful expressions,such as pay back,as far as,after all.After class,I hope you can practise using them again.Besides,remember to preview the Reading part in this unit.So much for today.Goodbye.

Ss:Goodbye.

Step Ⅵ The Design of the Writing on the

Blackboard

Unit 19 The Merchant of Venice

The First Period

Ⅰ.William Shakespeare (1564~1616)

King Henry Ⅳ/Hamlet/Romeo and Juliet/Troilus and Cressida/Twelfth Night/King Lear/Othello

Ⅱ.Phrases:

pay back,as well as,after all

Step Ⅶ Record after Teaching

篇18：高二Unit 5 全单元教案Period 3 -----Reading1(人教版高二英语上册教案教学设计)

Teaching aims:

1. Learn and master the following words and expressions:

Words: influence, basis, narrow, republic, mild,

Phrases: be made up of, make the most of, hold together, lie off, as well as, as much as, stand for

2. Further develop the students’ reading ability and reading skills

3. Get the students to know more about the British Isles

Teaching important points:

1. Train the students’ reading ability and develop their reading skills

2. Enable the students to understand the text better

3. Master the following phrases:

Stand for, be made up of, be unknown to, make the most of, hold together, be separated from, in general, as much as, end up with, as well as

Teaching Difficult Points:

⒈ Master the following sentence pattern:

⑴ A is in /on /to the north/east…of B ⑵ be of great value

⒉ Understand the following sentences:

⑴ The idea that England stands for Fish and chips, the Speaker’s Corner and the Tower of London is past.

⑵ The fact that the mainland of Great Britain is made up of three kingdoms is still unknown to many.

Teaching methods:

1. To guess the title of the text. Fast reading to get the general idea of the text

2. Questions and answer activity to get the detailed information in the text

3. Explanation for students to master some language points

Teaching aids: pictures

Teaching procedures:

Step 1 Revision and Lead-in

Ask the questions about the British’s Isles:

What do you know about the United Kingdom?

How many countries make up the British Isles? What do you know about Ireland?

Tell the students: If you have a chance to travel in the British Isles. But at first I think you should know more information about the British Isles. Today I will take you to travel British Isles.

Can you guess what will be mentioned in the text?

Step 2 Fast reading

Get the students to skim the passage and match the paragraphs and the topics.

Match the paragraphs with their topics

Para.1 history

Para.2 language

Para.3 climate

Para.4/5 culture

Para.6 brief introduction

Para.7 geography

Step 3 Careful reading

Para1

We have known a lot about the British Isles and the United Kingdom .but there are still many facts that we don’t know.

1.What is the fact about Great Britain that is unknown to many?

2.What has happened in Great Britain that for many years?

3.What is Great Britain made up of?

The fact that ……, we call it appositive clause, 同位语从句. Can you find another sentence that has the same sentence pattern in this paragraph?

the idea that ……, the first sentence in this paragraph.

Para2

Let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.

Para3

T: What’s the weather like today? Would you take an umbrella every day?

S: No

T: But British people do. Do you know why?

1. What is the climate of the British Isles2. What are the coldest and warmest months?

And what about in Scotland or in England or in Wales?

S: The climate of British Isles is mild with a lot of rainS: The coldest months are January and February, while the warmest months are July and August.

T: So the best months to go to British Isles are July and August. Do you agree with me?

S: Yes

British Isles Scotland England Wales

Climate Mild with a lot of rain Colder through out the years Rain a lot, more pleasant Rain a lot, more pleasant

Para4-5

Read paragraph 4 and 5 then answer 3 questions:

1.Has the culture of the people in British isles received many influences? From where?

S: Yes. It has received many influences from the European mainland

2. Whose language forms the basis for English?

People from different parts of northern Europe 3. Who conquered the England in 1066? What’s the result of French influence?

The French. The result of French influence was that there were many French words in the English languagePara6

Read the para.6 and finish this table, then you will have a clear understanding of the history of the United Kingdom.

1536: 1707:

Southern part of Ireland used to be:

And now is:

Northern Ireland:

The Isle of Man and:

S1: Yes. In 1536, England and Wales formed the Union

Scotland joined the unionPart of the UK

an independent republic

Part of UK

ruled by the King of EnglandPara7

T: Before reading the last paragraph, I have a question to ask you. If a friend of Beijing comes to see you. What language do you speak with her?

S: Mandarin

T: Why do you speak with her in Taizhou dialect?

S: Because she doesn’t understand it.

T: So mandarin is the common language used in china. And there are also some dialects, spoken language and accents in china.

T: Do you think the British people have a common language? Ok read the last paragraph and answer these questions then you can get the answers.

Read last paragraph and answer 3 questions:1.what language do people throughout British Isles speak?2. What older European language do British people speak? 3. How many spoken language and local accent in British Isles?4. What’s the serious matter to the people in Britain?

S1: Yes, people throughout British Isles speak English

S2: Walsh and Irish are the older European language

S3: There are six spoken language and two local accents in the British Isles

S4: That these languages are threatened and may disappear is a serious matter to the people in Britain

Step 4. Post-reading:

Ask the students to read the passage carefully and decide whether the following sentences are true or false.

( ) 1. Many people around the world study English, and they know a lot about British culture.

( ) 2. Great Britain is made up of four countries.

( ) 3. The island of Britain is separated from France by the English Channel.

( ) 4. Scotland is colder throughout the year, but receives less rain.

( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.

( ) 6. The southern part of Ireland is now an independent republic.

( ) 7. In modern time, people throughout the British Isles only speak English.

Finish the three questions on P 36.

Step 5 Discussion

Show the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?

Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.

Step 6 Homework

Write a short passage about the Dachen Isles.

大陈岛位椒江区东南52公里海上，分上、下大陈二岛。大陈岛面积约14平方公里，岛上气候温暖湿润，冬暖夏凉，尤其盛夏时温暑宜人，是避暑休闲的好去处，林木植物茂盛，森林覆盖率达50~60%，1993年被批准为省级海上森林公园，海洋资源丰富，为台州海上最繁荣的渔业集镇，被誉为“东海明珠”。

篇19：Unit 3 Art and Architecture 全单元1(人教版高二英语上册教案教学设计)

Unit 3 Art and Architecture

Teaching goals:

Talk about art and architecture

Practise expressing preferences

Learn about the Past Participle (2); used as Object Complement

Write about advantages and disadvantages

Period 1 Warming Up and Listening

I. Teaching objectives:

To stimulate the ss’ awarenass of art and architecture

To cultivate the ss’ ability of listening for information

To learn some words about art and architecture, such as: style, design, classical, ancient, modern.

II. Teaching Method: task-based teaching.

III. Key Points and Difficult Points:

Key Points: Enable the ss to learn something about art and architecture and cultivate their listening skills.

Difficult Points: Getting the information when listening.

IV. Teaching Aids: slides, racorder

V. Teaching Procedures:

Step1. Warming up for the whole unit and new words presentation.

Activity1: Talk about art

T: I’m very happy to give you my first lesson. Today, we’ll start a new unit, art and architecture (BB). What is art?

S: …..

T: Is dancing art?

S: Yes.

T: Is singing art?]

S: Yes.

T: Also, drawing is art, right?

S: Yes.

T: Why do we call them art, do you know?

S:…..

T: It is because they have different styles. Style? In chinese it means 风格，样式(BB). For example, dancing, we have folk dancing, 民族舞，modern dancing, 现代舞，right?

S: Yes.

T: So what about music? What styles of music do you know?

S: pop music , R&B….

T: Good, pop mucic, 流行音乐，so what’s English for 古典音乐？

S: …..

T: It’s classical music and we also have rock and roll, 摇滚乐，right? And drawing has different styles too, right?

S: Yes.

T: So what about buildings? Do you think buildings have different styles?

S: Yes.

T: Yes, they have. And we call this architecture. So architecture means styles of buildings. So what styles do buildings have?

S:….

T: Let’s see some pictures and we’ll know.

Activity2: Talk about pictures.

Picture1: Deumo Cathedral

T: Do you know where is it?

S: No.

T: It’s a very big church in Italy. It’s name is Deumo Cathedral. It was built in the end of 13th century. So it is very old, right?

S: Yes.

T: Yes, it’s very old. We call it an antient building. Antient, 古代的（BB）

Picture2: Louvre Museum

T: What about this one?

S: ……

T: It’s a very famous art museum in Paris. Can you guess?

S: …….

T: People who love art all dream to go to this museum. Do you know now?

S: …..卢浮宫

T: Yes. Good. It’s Louvre Museum.

Picture3: A stadium in ShangHai

T: Do you know this one? It’s a stadium in ShangHai. Is it old?

S: No.

T: No, it’s very new. It’s very modern, right? We call it a modern building. Modern, 现代的 (BB).

Picture4: Sydeny Opera House

T: What’s the last one?

S: 悉尼歌剧院

T: Yes. You all know it. It’s Sydeny Opera House in Australia.

Step2. Lead-in for the listening and new words presentation

Activity1: Talk about flat and decoration.

T: So here, we have got two styles of buildings, ancient and modern. So do you think nowadays we live in ancient buildings?

S: No.

T: No, of course not. We live in modern buildings. We live in flats. Do you know flats? Flat, 单元房，套房（Bb）. Most of us live in flats now. A small flat always has 4 kinds of rooms. What are they?

S:….

T: In chinese we always say, 三室一厅，那么是哪三室，哪一厅呢？

S: 厨房，washroom, bedroom, 客厅

T: What’s English for 厨房 and 客厅？

S: kitchen, ….

T: What about 客厅？ Do you know?

S:…

T: It’s living room. Ok, a small flat always has four kinds of rooms, kitchen, bedroom, living room, and a washing room. So, when we buy a new flat, we should decorate these rooms, right? Decorate, 装饰，装修, (bb). Some companies in the market will help us decorate our rooms. And there are other helpers, such a magazing, right?市场上有很多装修公司可以帮我们设计房间，有些杂志也介绍了如何装修房间，是不是？

S: Yes.

T: So, here, I have got a magazine. Do you like reading this magazine?

S: Yes.

T: So am I. I like it very much. Do you know what’s it about?

S: …..

T: Yes, it’s about how to decorate a house. Now let’s see some pages together.

(Teacher walks around the classroom and show the pictures.)

T: Are they beautiful?

S: Yes.

T: Do you want to have one like these?

S: Yes.

Activity2: Have a discussion on how to decorate your house.

T: Now, listen. If you and your deskmate have just got a new small flat, how will you decorate it? Discuss with your partner and then whow me your plans, are you clear?

S: Yes.

T: Here are some questions to help you.

(Slide1)

T: First, what color will you paint your wall? White? Pink? Green? Blue? And why? 你想把你的墙壁漆成什么颜色呢？白色？粉红？绿色？兰色？为什么？Do you want to have something on the wall? Posters(海报)? Paintings(油画)? Own photos? And why？你想要在墙上挂点什么东西吗？海报？油画？还是自己的照片？为什么呢？If you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？Why？如果你要买一张餐桌，你会买一张木头的呢，还是玻璃的，为什么？Do you like to buy other pieces of furniture？你想买些别的家具吗？Do you like modern style or classical style？Why？你喜欢古典风格还是现代风格的？为什么？Are you clear?

S: Yes.

T: Ok, let’s start. Discuss with your partner, 4 minutes.

(4 minutes later)

T: Stop now. I’d like to hear your plans. Who want to be the No. 1?

S1: ….

T: Good! Good idea! Thank you, sit down, please.

(ask about 3 ss)

Step4. Listening.

Activity1: Lead-in and new words presentation.

T: Very good. Everybody has his own likes and dislikes, so do Amy and Danny. They are discussing with a shop assistant to buy some furniture. Let’t see what do they buy. Please open your book to page 18, let’t do our listening work. First, let’s look at the directions. Amy and Danny want to ……. Is there any new words?

S: Yes. Assistant, taste, preference….

T: shop assistant, 店员；taste, 品味，爱好；preference, 偏爱，偏好。Exercese1, ….. please pay attention to this sentence: “ tick the things which Amy talks about.” Do you think how many people are there in this dialogue?

S: two, three…

T: there are three people, Amy, Danny, and the shop assistant, right?

S: yes.

T: I can tell you that two are female, Amy and the shop assistant are both women, so when you are listening, make clear who is who and tick the things that Amy talks about, are you clear?

S: yes.

T: and should I explain the words below?

S: yes, no.

T: ok, I will explain them……. Exercise2 is true or false questions. 判断对错 Exercise3 is blank filling. Now let’s listen to the tape for the first time and finish exercese1. Are you ready?

S: yes.

Activity2: Do the listening work

T: ok, let’s start.

(2 minutes later)

T: Have you finished exercese1? What has Amy takled about?

S:…….

T: Good. She has talked about …… Now we are going to listen to the tape for the second time. And would you please finish exercise 2, true or false questions. 现在我们来听第二遍，完成第二题的判断对错题。

(2 minutes later)

T: Have you got the answers now?

S: yes, no

T: let’s check it.

(check the answers and if most of them are wrong in one particular statement, I will let them listen again and stop the tape when related information is concerned.)

T: Now we’ll listen again and do exercise3. I’ll pause when each sentence is approaching and I will remind you.

(3 minutes later)

T: Have you got the answers?

S: yes.

T: There’s the correct answers, please look at the slide.

(slide2)

Step5. Homework.

T: ok, most of you have done it very well. Today’s homework is to finish the listening work on your workbook and preview the reading text. Are you clear?

S: yes.

T: Good. Class is over. See you tomorrow.

S: See you.

Slide1:

How will you decorate your house?

Questions to help:

What color will you paint(油漆) your wall?

White? Pink? Green? Blue? And why?

Do you want to have something on the wall?

Posters(海报)? Paintings(油画)? Own photos? And why？

If you have to buy a kitchen table（餐桌），will you buy a glass one or a wooden one？Why？

Do you like to buy other pieces of furniture？

Do you like modern style or classical style？Why？

Slide2:

Answers for exercise3:

things; replace; pieces

wood; would

warm; comfortable

wall; sofa

something; modern

Blackboard work:

Two pictures and

The slides Unit3 Art and Architecture

Styles of buildings 建筑风格

1.F Design 设计

2.F Classical music 古典音乐

3.T Ancient 古代的

4.F Modern 现代的

5.T Decorate 装修，装饰

篇20：Unit 3 Art and Architecture 全单元5(人教版高二英语上册教案教学设计)

Period5. Grammar and Integrating Skills

I Teaching Objectives:

1. Enable the students to master the grammar in this unit.

2. Enable the students to know something about new uses to old buildings and stimulate their interest in art and architecture.

II Teaching Methods: 演绎法

III Key Points and Difficult Points:

Key Points: Enable the ss to master the usage of past participle used as object complement.

Difficult Points: Enable the students to know more about architecture and master some words and phrases.

IV Teaching Aids: slide

V Teaching Procedures:

Step1. Greeting and Lead-in

T: nice to meet you again. A long week of holiday. Do you find it meaningful?

S: yes, no

T; no? yes? It doesn’t matter. It has gone, right? It has gone. The most important thing is what you will do now and in the future. And now, we’ll do some meaningful things. Let’s continue our unit3. art and architecture. We have done our listening work, reading, and word study. So today we will see the most exciting thing, grammar. In unit 2 we have learned past participle used ad attributive and predictive, in this unit we’ll see past participle used as object complement. 上个单元我们学了过去分词做定语和表语，这个单元我们来看看过去分词做宾语补足语的情况。

（write on blackboard）

Step2. Grammar

T: So first let’s see what is past participle briefly. 首先让我们来看看什么是过去分词呢。过去分词，从形式上说就是动词的过去分词形式，我们记动词的时候会看看它的过去式和过去分词形式是什么如果是不规则的，我们总要好好记一记，对吗？一般我们用done来表示过去分词。那么从内容上说，它又表示什么含义呢？过去分词一般有两种含义，一是表示被动，二是表示完成。因为我们说done, 的形式有be done,这是被动语态的形式，还有have/had done, 是完成式的形式，对吗？好现在，让我们来看看什么是宾语补足语呢？我们中文里说，发现什么怎么样了，想要什么怎么样，看到什么怎么样，这里的什么是宾语，而怎么样了则是补语，英语里也是一样的。我们说宾语有当介词的宾语也有当动词的宾语，对不对？那么既然宾补是跟在宾语后面的它当然也有当介词的宾补和当动词的宾补了。我们先来看看过去分词做动词的宾补，就是动词do+n.+done的形式。能用过去分词做宾补的动词不多，常见的有这么几个：have, get, find, want,这几个是最最常见的，有些甚至已经成了固定词组搭配，比如说have sth done, get sth done, find sth done 都是很常见的词组。其他这样的动词还有：make, keep, hear, see, watch,leave, feel 等。好，这是过去分词做动词的宾语，我们等会再看例句，先来看看过去分词做介词的宾语是怎么回事，这一点很简单，它只做一个介词with的宾语，就是with+n.+done的形式。好现在我们来看一些例句。

(show the slide)’

先来看过去分词做动词的宾语，这里的句子可抄可不抄，书上这样的例句也很多，关键是把它理解了，过去分词做宾补究竟是怎么一回事。

（explain the example sentences）

好，这是过去分词做动词的宾补，都明白了吗？

S: yes.

T：好，再来看看过去分词做介词宾补的情况，请大家把这两句例句抄一下。

（explain the example sentences）

Step3. Do the exercises

Activity1. Exercise1

T: ok, are you clear about how past participle uese as object complemet?

S: yes.

T: good. Now, let’s do some exercises. Open your books to page 22. do exercise 1, the matching work, 2 minutes.

(ask one group to give me their answers)

Activity2. Exercise2.

T: you’ve done it very well. Let’s move on to exercise2, finish it in 3 minutes.

(ask another group to give me their answers and ask their deskmates to translate some sentences)

Activity3. Exercise3.

T; good job. Ok, let’s do exercise together. How would you like to have your room decorated?

(first explain the phrases below and then do it together orally)

Step4. Integrating Skills

Activity1.Reading----A second life for factory 798

T: ok. This is our grammar, past paticiple used as object complement. Now let’s see another reading text on page23. A second life for factory 798. look at the title first. A second life for factory 798, 798厂的新生. Well, it is the second life. So it must have a first life, right? So what are they? 它的第一次和第二次生命各是什么呢？The first life of factory 798 is an army factory, and it was built in the 1950s. but some years later, the army factory moved to other places, so the tactory 798 was left empty. Then some artists asked if they could move in. And finally, they moved in. they hold concerts, parties and dance festivals there. So now or the second life for factory 798 is an art center. This is the story of factory 798. and it is also an example of giving old buildings new uses. 旧楼新用的一个例子. So this atricle can be divided into three parts. The first paragraph, the last paragraph, and paragraphs between them. The first paragraph tells us that there are many old buildings in the world, some are left empty and some are pulled down. The second part tells us the story of factory 798, how it changes from an empty factory to a succssful art center.. and the last part says that there are experiments of this kind in other large cities around the world and it is a great way to save the architecture from the past.

Well, because our time is not very rich, we only mention it briefly. Here are some important phrases, please listen carefully and underline them on your books.

(give some phrases: no longer, pull down, remind sb of sth, set sth aside, besides.)

Activity2. Writing.

T: the writing work requires us to find an empty building and measure its high and width, then make a plan on how to change it to an art centre. I think this project is huge, right?

S: yes.

T: so we’ll not do it in the class. If you are interested in it, do it after class.

Step5. check the exercises on the workbook.

T: a week ago, I asked you to do exercises on page 96 and 97, right?

S: yes.

T: so let’s check it together. Let’s dook at exercise1 and 2 of vocabulary on page 96. 这两个练习是有关词的构成，第一题是一个独立词加上一个词缀，我们把这样所构成的词叫派生词，第二题是两个独立词组合在一起，我们把这样所构成的词叫做复合词。

Now let’s see exercise1 first.

(check the answers together.)

ok, good, you have done well. Let’s move on to exercise2.

(check the answers)

Step5. Homework.

T: ok, our time is nealy up, we’ll leave the rest of exercises to next lesson, please do all the exercises on the workbook. Class is over.

Slide1.

过去分词作宾补

1. 作动词的宾补

① She went to the doctor this morning and had her eyes tested.

② Many Americans interd to have their children educated in England.

③ Let’s get this work done as soon as possible.