高二英语教案：《Book 8 Unit 4 Pygmalion Period 1 Reading》教学设计

2021-07-11 高中试讲英语教案小学英语英语教案

俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是高中教师的任务之一。教案可以让学生更好的吸收课堂上所讲的知识点，帮助高中教师提前熟悉所教学的内容。怎么才能让高中教案写的更加全面呢？急您所急，小编为朋友们了收集和编辑了“高二英语教案：《Book 8 Unit 4 Pygmalion Period 1 Reading》教学设计”，供您参考，希望能够帮助到大家。

目标聚焦

本节课的内容是人民教育出版社出版的NSE高中教材选修8第3单元的Pre-reading, Reading, Comprehension 部分，本单元的主题是通过分析《窈窕淑女》中各个人物的性格而展开的。本节课是单元的阅读课，教材以剧本形式呈现的，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解剧本的篇章结构和写作特点。

一、知识目标

1、初步理解、掌握课文中重点词汇与短语，学习分析课文中的长难句子，初步感知课文中出现的的本单元要学的语法现象。

2、利用已获取的信息发表自己对剧本中人物的性格发表自己的看法。

二、技能目标

1、能理解剧本所要表达的主题，提高获取信息、处理信息、进行推理判断和表达的能力。

2、形成分析篇章结构的能力，提升逻辑思维能力

3、学会总结剧本主题的方法，学会欣赏戏剧。

三、策略目标

1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。

2、能利用上下文猜测生词词义。

四、情感态度目标

让学生了解后天的努力可改变一个人的现状，每个人都要有改变现状的决心和勇气，努力寻求机遇，不断提升自己，追求不断的进步。

1、整体教学法

2、体裁教学法

3、导、读、演的教学模式

学习流程

Before class (课前自主学习，合作探究)

Task 1 Vocabulary（词汇预习）

Preview the new words of this text.

【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。

Task 2 Warming up（热身）

(1) Look at the three pictures and captionson P28 and try to work out the story and tell it to your partner.

【设计意图】通过图画激发学生兴趣，引出有关皮格马利翁的希腊神话故事,让学生对《窈窕淑女》的由来有个初步印象，为后面剧本的学习做准备。

Task 3 Do the Exx in Fast reading

Task 4 Read the text and try to find out the difficult and charming sentences and then try to analyze or memorize them.

【设计意图】通过让学生课前自己找出难句、典句并试着分析和欣赏，培养学生主动发现问题问题和解决问题的能力，同时为课上的研读环节作了充分的铺垫。

In class（课上交流展示、研讨提升）

Step 1 Check-up and lead in（展示预习成果和导入新课）

1. Ask two students to come to the blackboard to write some new words ; another two write their long and difficult sentenceson the blackboard;the other students check their previous tasks in pairs.

【设计意图】该环节的设计意图是检查学生对前两个课前预习任务的完成情况。

2. Get the Ss to look at the pictures ，the title of the play and the information on the main characters to predict the content and then lead into the new lesson.

【设计意图】通过看图片和标题对课文内容进行预测，培养学生预测阅读内容的能力。同时通过预测激起进一步探究的好奇心，顺理成章的引入新课。

Step 2 Fast reading（速读）

1.1. Read the passage quickly and answer the questions（except6） in Exercise 1 on Page30, using skimming and scanning skills.

2. Do the true or false questions.

1) Eliza was selling some flowers when Higgins first met her.

2) Higgins takes down the girl's names and address.

3) There's no income to be made by studying and classifying from people's own speech.

4) Though educated to speak properly, Eliza can't pass herself off as a duchess.

5) Either man has planned to meet the other although they don't know each other.

【设计意图】通过课后练习一中的前五个问题引导学生运用略读策略快速了解课文的主要内容，并检查读前预测是否正确；考虑到学生归纳概括的能力比较薄弱，采用提问和判断正误的形式给予学生帮助，可以降低难度。同时通过对课文主要信息的寻找，可以培养学生迅速搜索信息的能力。

Step 3 Careful reading （细读）

1. Read the passage carefully and choose the best answer according to your understanding.

1) What's the main idea of the passage?

A. Eliza sold flowers outside a theatre on a rainy day.

B. Higgins watched people's language and reactions and made notes.

C. Higgins and Colonel Pickering met together for the first time.

D. The first experience of Eliza meeting with Higgins and Colonel.

2) What is Eliza's ambition and what does she decide to do about it?

A. She wants to be a lady in upper class by getting acquainted with the two gentlemen.

B. Her ambition is to become a shop owner by selling flowers

C. Her ambition is to become a shop assistant and decides to take lessons from Higgins.

D. She wants to become a lady's maid so she decides to touch the upper class women.

3) Professor Higgins believed that he could judge a person by_______. .

A. his appearance B. his action C. his conversation D. his manners

4）From the text ,we can infer that Professor Higgins is a man described below EXCEPT _______.

A. he doesn't care about money B. he is an expert in phonetics C.he is proud D. he is greedy

【设计意图】让学生归纳课文大意，总结人物性格特征，旨在帮助学生把握课文要点，学会总结和归纳课文内容。让学生在完全掌握课文内容和结构的基础上，可以顺利进行下一步的研读。

Step 4 Study-reading

Read the text again, find out the sentences and analyse them.

1) While watching, he makes notes.

While watching为 while ______ ________watching的省略句。在以while,once,if,as,unless,when,though引导的状语从句中，如果从句中的主语和主句主语一致且从句谓语动词含有be动词的形式或从句中主谓结构为时，往往将从句主语及be动词省略。如 ______ ________ the street,look out for cars passing by.过马路时小心过路车辆.

2 ) What if I was ??此句为省略句,原句为 _______________________________________________________________________________________________?意思为"要是------又会怎样?

翻译:这听起来很诱人,但如果是个骗局回怎样哪? __________________________________________________________________________________________________________?

3) People begin their working life in a poor neighbour of London with 80 pounds a year and end in arichone with 100thousand .此句为一个含有并列谓语的句子，两个位于分别为__________和__________;in a poor---和in a rich----都在句中作__________.

4) Find out the sentences in the text which have similar meanings with the following one.

But each time they begain to talk,they gave themselves away.

_______________________________________________________________________________________________________.

5) Professor Higgins (H): an expert in phonetics, convinced that the quality of a person's English decides his/her position in society.

翻译：____________________________________________________________________________________________________________________________________.

Convinced是过去分词作 _____ 语，意思为_______ 修饰professor Higgins。后接that引导的_______ 从句。Convince除直接跟从句外，还可用在下面的几个句型中：

convince sb. (of sth./that) ；be convinced of /that 。

例如：1）I am convinced of his guilt. (句型转换) _____________________________________________________.

6) From the play, what have you learned ? (within 30 words)

_______________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________.

【设计意图】通过研读，让学生学会分析相关的长难句，彻底扫清所有的语言障碍，完成相关的知识目标，同时也是为下一步的读后任务做好必要的语言知识积累和语言障碍清除。

Step 5 Post-reading

1.Choose those adjectives in the list which best describe each character in the play. In pairs discuss them and then place them in the boxes below. Some can be used more than once.

impatient kind polite rude confident anxious eager enthusiastic emotional self - important ambitious generous unsure superior dynamic

2.Retell the whole passage.

【设计意图】本部分设计的第一个练习旨在引导学生思考，对人物性格进行总结，从而达到对文章的深层理解；故事复述旨在让学生熟悉故事体裁文章的写法，加深对故事内容的理解，练习口头表达能力；在学生理解了文章的主旨大意，把握了文章的相关细节信息，并进行了深入理解后，再对信息进行再整合，根据自己对文章的理解概括全文的主要内容。实现了语言输入到语言输出的跨越。

After class（课后巩固提高、预习准备）

1, Divide the students into groups of five. Ask the students to put on the play.

2. Read the reading passage carefully and try to find the new grammatical structure in it.

【设计意图】课后的戏剧扮演属于任务拓展的较高层次，可以进一步训练学生运用本节课掌握的语言知识和相关信息发表自己看法、实现语言输出、解决实际问题的能力，找出新的语法现象是预习作业，旨在为下节语法课做好准备。

教学反思

本节课的设计充分考虑了高一学生既无丰富的语言知识积累，又无掌握熟练地阅读技能的特点，从训练高一学生循序渐进的掌握有效的阅读策略，使用恰当的阅读技能入手，同时为激发学生的探究欲望和阅读兴趣设置了由浅入深，层层推进的任务型阅读的教学模式。同时采取了课前课中课后的这样一种阅读课教学模式，课前自主学习，合作探究；课上交流展示、研讨提升；课后巩固提高、预习准备; 整个的教学活动清楚地划分成读前、读中、读后3各阶段，并且，每个阶段的设计思路明确，读前活动体现背景知识的激活和语言准备,读中活动突出阅读技能、阅读策略的训练，读后活动指向语言的应用和话题的拓展。整个环节的设计由浅入深，由表及里，层层深入，步步为营，使阅读活动从整体到部分最后回到整体，理解的层次也由读懂到读深最终到读透。

参考答案

Before class（略）In classStep 1 Check-up and lead in （略）

Step 2 Fast reading

1.（略） 2.TTFFT

Step 3 Careful reading DCCD

Step 4 Study-reading

1).he was; While crossing 2) What if I was born in Lisson Grove? It sounds a good offer,but what if it's a trick? 3)begin, end ,状语

4) But they betray themselves every time they open their mouths. 5) 希金斯教授（希）：一位语音学专家，坚信一个人的英语水平决定这个认得社会地位。

5).（略） 6)（略）

Step 5 Post-reading

After class（略）

Unit 4 Pygmalion

Period 2 Learning about language

主备人: 陈小芹修订人: 黄传秀审核人: 柴继波编制时间：______

内容简析

本节课的内容是人民教育出版社出版的NSE高中教材选修8第四单元的Learning about language部分。本单元的中心话题是"皮格马利翁"，涉及的内容包括引导学生了解希腊故事，一步步接近剧本的主题，从而产生阅读剧本的兴趣。本节课是单元的语言知识学习课，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地学习语言知识，并能熟练运用所学知识，形成有效地学习方法和解题技巧。同时，通过背诵大量经典例句，为以后的写作积累了素材。

目标聚焦

本单元为高二下学期后半部分学习内容。学生通过近两个学期的学习，已经适应了高中的学习方式，掌握了一些辨析词义和词汇运用的方法，但对于词汇知识的归纳总结能力以及语法的系统掌握仍然有待于进一步提高。本节课的主要目的就是侧重训练学生对文章的重点词汇、重点句型的理解、辨析和运用，并通过对多个例句的分析，归纳总结词汇、句型的用法，培养学生养成自己分析、归纳总结的习惯，以及正确使用语法的能力。

（一）语言知识目标

1．词汇

classic, hesitate, whistle, troublesome, classify, betray, acquaintance, fortunate, antique, referee, disgusting, compromise etc.

2．语法

过去分词作状语。

（二）语言能力目标

能够记忆课文中涉及的词汇及句型，熟练掌握重点词汇及语法的用法，并能够在理解掌握的基础上熟练运用。

（三）学习策略目标

通过引导学生对课文相应句子的理解，以及教师给出的相应的例句，使学生能够归纳出重点词汇及语法的用法，并能在归纳总结的基础上做出相应的练习，达到提高学生归纳能力及灵活掌握词汇和语法用法的目的。

（四）文化意识及情感态度目标

通过这个剧本的学习，让学生知道：人的语言和行为都受他\她所处的社会地位和社会环境的影响，但是后天的努力可以改变现状。因此学生要有决心和勇气改变自己的现状，寻找机遇，不断地提升自己，挖掘自己的潜力，追求不断地进步。

方法运用

本节课将采用新课标所提倡的"任务型教学"途径，侧重于提高学生在语言知识学习中的归纳能力，以及对所掌握语言知识的灵活运用，同时培养学生自我完成任务的能力。

按照高中英语课程标准所倡导的以学生为本的教学理念，采用任务型语言教学途径，促使学生积极运用语言，完成任务；采用词组翻译、句子理解翻译、通过句子辨析词义，在完成练习的过程中达到巩固词组以及语法的用法的目的。。

学习流程

Before class (课前自主探究，合作学习)

Task 1 根据汉语提示写出下列词汇或短语。（方法引导：先默写，然后再核对答案，错误之处用红笔标出，写出正确单词并加以巩固。）

1. ____________ adj. 经典的，一流的 2. ___________ vi.犹豫，踌躇

3. ____________ n.吹口哨，发出汽笛声 4. ___________ adj.带来麻烦的，使人心烦的

5. ____________vt. 编排，分类，归类 6. ___________vt.显露出（本来的面目）背叛

7. ____________ n.相识，熟人，了解 8. ____________adj. 幸运的，侥幸的

9. ___________ adj.古时的，珍贵的 10. ___________ n.裁判员，仲裁者

11. ____________ adj. 使人反感的，令人厌恶的 12. ___________n.\vi. 妥协，折衷

Task 2 完成课本第32页第2、3两题。

In class:（课上展示交流、研讨提升）

Step 1 Check-up （展示预习成果）

1. Get two Ss of different groups to come to the Bb and check up their prevision tasks.

2. Get other Ss to read the reading fluently.

Step 2. Focus on language points

Read all the following sentences and find out the usages of the underlined words or phrases in each sentence and then make a summary.

1. mistaken

典型例句：

1). You are completely mistaken about Jane.

2). A mistaken person should admit his error.

3). He is often mistaken for a famous singer.

4). I got on the wrong bus by mistake.

【归纳总结】：mistaken 为：词，意为：，可作语

或语。

拓展延伸：mistake ----for----意为：； by mistake意为：；

[回归原文] __________________________________________________

2. hesitate

【原文再现】A gentleman passes and hesitates for a moment.

（译）_____________________________________________________________

【观察探究】

1) If you have any questions , don't hesitate to ask me.

★2) He is still hesitating about\at\over\in joining the expedition.

3）I would have no hesitation in recommending Jack for the position.

4）The great majority of players would, of course, sign the contract without hesitation.

【归纳总结】： hesitate为动词，意为：___________ ；其用法为：，。词性拓展：其名词形式为：________________；have no hesitation in doing意为：

without hesitation意为：

Give your sentence with this word: _______________________________________

__________________________________________3. betray典型例句：

★1) The solider betrayed his country to the enemy.他把他的国家出卖给了敌人。

2) The officer betrayed the secret to his friends. 那个军官把秘密向朋友泄露了。

3) The expression on his face betrays his anger. = The expression on his face betrays that he is angry.

4) Many people will betray themselves when tempted by money.

英译汉：

要点归纳：betray sth. to sb. 意为：___________ ；。还可用于结构：_______________________；betray oneself意为：___________ 。

[回归原文] ___________________________________________________4. condemn【原文再现】Look at this girl with her terrible English: the English that will condemn her to the gutter to the end of her days.

【观察探究】

1). We all condemn cruelty to children. 我们一致谴责虐待儿童的行为。

2). The papers were quick to condemn him for\as his mistake. 报纸及时的指摘他的错误。

★3). Paralysis of the lower limbs condemned him to a wheelchair.下肢瘫痪使他只好坐轮椅。

4). He was found guilty and condemned to be shot.

要点归纳：由于---而谴责某人：；condemn sb. to sth. 意为：___________; condemn sb. to death 判某人死刑

5. pass---off as

【原文再现】 Once educated to speak properly, the girl could pass herself off as a duchess at an ambassador's garden party.

典型例句：

He passed his secretary off as his wife.

要点归纳：pass ---off as意为：___________

★拓展延伸：pass off （时间）消逝，（怒气）消失，进展顺利； pass away 死亡，断气，消失；pass by时间经过，从旁边经过，避开，忽视； pass through 穿过，通过，经历pass out昏厥，醉倒； pass down\on传递，流传

1）.鲍勃冒充警察到处行骗。（汉译英）

_____________________________________________________________________________________________

6. in terms of

[原文再现] Correct all these sentences in terms of grammar, spelling etc, so that she can use them properly.

【观察探究】：

1). It was a bad year for films, in terms of both quantity and quality.今年的电影无论从数量上还是质量上都说不上好。

要点归纳：in terms of意为 : _______

拓展延伸：on no term 决不； be on good\friendly\bad terms with 与---关系好、亲密、坏

★和该短语意思相近的短语还有：

according to 根据； take ----into consideration 考虑到，顾及； in consideration of 考虑，由于； allow for考虑到； in the eyes of 从----观点来看； in one's opinion 据某人看来

Give your sentence with this phrase: ____________________________________

___________________________________________________

Step 3 Discovering useful structures

过去分词作状语

1. 观察探究

(1)作原因状语,多放在主句之前,相当于because, since, as引导的从句.

Tired from the day's hard work, he fell asleep soon.=(Because he was tired from the day's hard work, he...)

(2)作时间状语,相当于when引导的时间状语,有时在分词前直接加when, while, until等词可使其表达的时间意义更明确.如:

When heated, water can be changed into steam. Seen from the hill, the town looks beautiful.

(3)作条件状语,相当于if, unless引导的从句.

Given another chance, he can do it better.=(If he is given another chance,...)

(4)作让步状语.

Much tired, he still kept on working. (=Though he was much tired, he...)

(5)作方式或伴随状语.

Lost in thought, he almost ran into the car in front of him. The teacher stood there, surrounded by many students.

2. 用法归纳

过去分词作状语，与主句主语之间是关系，相当于一个状语从句,可表、

、、、。注意:(1).过去分词作状语,有时前面带有连词,是状语从句的省略形式,省去主语和be,通常主语与主句的主语相同.

when (it is)heated, water will boil.

（翻译）____________________________________________

She won't go to the party, unless (she is)invited.

（翻译）____________________________________________

(2).过去分词与句子的主语在逻辑上是动宾关系，而现在分词与其逻辑主语则是主谓关系.

Seeing in this light, the matter is not as serious as people generally suppose. (改错)

(3)过去分词作定语不仅表示被动,还表示已经完成,但过分作状语,动作不一定是已经完成的动作,有可能是同时进行的,也有可能是未来的.(尤其在时间,条件状语从句中).

Once to be begun, the project will not changed. (改错)

If to be given more money, I will solve the problem soon. (改错)

(4)过去分词作状语,相当于对应状语从句,不可再用but, so, and, or否则重复.

Laughed at by everyone, but he had my sympathy. (改错)

Known to all, so he was recognized very easily. (改错)

(5)过去分词的逻辑主语要与句子的主语保持一致,否则用从句或独立结构.

No matter how well translated, we don't like it. (改错)

达标测试

I. 根据要求，完成句子。

1. The experts studied the problem

（从环境保护的角度）

2.我舍不得把这么多钱花在穿衣服上。（用hesitate 翻译该句子)

_______________________________________________________________

3. I have French, but I do not know it well. 我懂一点法语，但不精通。

4. Lack of skills condemned him to a poor life.(英译汉)

5. Liu Hulan would rather die than her own motherland. （用betray的恰当形式）

II. 单项选择

1. I have been suffering from a cough since yesterday.

A. trouble B. troubled C. troubling D. troublesome

2. ----I saw Lily in the street this morning.

----You must have mistaken Lucy, Lily's twin sister Lily.

A. about B. as C. for D. with

3. This model is technically superior it's competitors, though it looks .

A. than; more attractive B. to; less attractive

C. than; as attractive D. to; more attractive

4. We are not prepared to compromise safety standards.

A. with B. between C. on D. in

5. Though she for a moment, she finally went in and asked to see a dress that was in the window.

A. dared B. nerved C. wondered D. hesitated

6. achievement, he should get a higher position in his company.

A. In terms of B. In case of C . As a result of D. In face of

7. Though she often seems quite cold and harsh, her smiling eyes her true nature.

A. express B. impress C. betray D. believe

8. The millionaire passed away, leaving his children with a large .

A. fortune B. luck C. money D. amount

9. The September 11 attack has been by the entire international community.

A. condemned B. scolded C. criticized D. blamed

10. with so many trouble, we failed to complete the task on time.

A. Faced B. Face C. Facing D. To face

11. The party well and was a success.

A. passed off B. passed out C. passed on D. passed by

12. The graduates can choose their jobs .

A. on their own terms B. by their own terms

C. in their own terms D. to their own terms

13. And there, almost _____ in the big chair, sat her little brother, who never had to be told to keep quiet.

A. having lost B. losing C. to be lost D. lost

14.-Will you go to attend her party?

-No, _______.

A unless invited to go. B. even if invited

C. if not invited D. even though invited to

15.All the preparations for the project ______, we're ready to start.

A. been completed B. have been completed

C. had been completed D. completed

16.Such _______ the case, I couldn't help but______ him.

A. is, to support B. was, support

C. has been, supporting D. being, support

After class：（课下复习巩固、补偿提高）

1. Review the words and expressions explained in this class .(复习本节课讲解的词汇及语法，背诵重要的句子。)

2. Preview the passage on Ss' book P29.

教学反思

本节课内容比较多，很多词汇、短语、语法需要记忆，但为了让学生不至于产生厌烦情绪，设置了多种形式学习，让学生在学习语言知识的同时，及时归纳词汇和语法的用法，掌握多种学习方法，这样就比生硬的说教效果要好。

同时为适应当前素质教育的深入推进的要求和出于对英语课堂教学和英语学习大面积提升和促进的要求，为鼓励学生主动学习，积极学习，我们采取了课前课中课后的这样一种教学模式，课前自主探究，合作学习；课上交流展示、研讨提升；课后巩固提高、预习准备。我们希望通过老师所创设的这样一个教学流程，让学生通过自己的探索、研究，归纳、总结，解决问题、获取知识。从而真正达到学生自主学习、合作学习、探究学习、积极学习的目的。

总之，本节课的设计顺应全省规范办学行为、深化课程改革、推进素质教育的要求；更新教育教学观念，积极引导学生的课前自学，充分落实学生课堂的主体地位；积极引导学生学习方式的转变，倡导学生的主动学习、自主学习、合作学习和探究学习，是一节较高效的课。

参考答案

学习流程

Before classTask 11. classic 2. hesitate 3. whistle 4. troublesome 5. classify 6. betray

7. acquaintance 8. fortunate 9. antique 10.referee 11. disgusting 12. compromiseTask 2Exercise2 :

mistaken, status, betrayed, classify, pass, upper, superior, fortune, handful, plot, classicExercise3:1. in disguise 2. in delight 3. in amazement 4. in particular 5. in returnIn class:Step 2. Focus on language points

1.形容；误会的，误解的，错误的；表；定；把---误认为-----；弄错

There you are and you come from the west end of London, born in Lisson Grove if I am not mistaken.

2.有位先生从这儿路过，他迟疑了片刻。

犹豫，踌躇 hesitate to do; hesitate about\at\over\in

hesitation 毫不犹豫的做-----，毫不迟疑地

3.相当多的人面对金钱的诱惑便原形毕露。背叛，出卖（国家，朋友）给--- ；泄露秘密； betray + n.\that \what ；无意中露出本性

But they betray themselves every time they open their mouths.

4．condemn sb.\ sth for\as sth. 把（某人）逼入（某种状态），注定----

5.冒充，自我吹嘘为---

Bob passed himself off as a policeman and was cheating everywhere.

6.就----来说，从----角

Step 3 Discovering useful structures

2. 用法归纳

被动；原因,时间,条件,让步,方式或伴随.注意:（1）略

（2）把seeing改为 seen

(3)A:去掉to be B: 去掉to be

(4)A: 去掉but B: 去掉so

(5) No matter how well the poem translated, we don't like it.

达标测试

I. 1. in terms of environment protection

2. I hesitate to spend so much money on clothes.

3. some acquaintance with

4.缺少技能注定他只能过一种贫困的生活

5. betray

II. DCBCD; ACAAA; AADDDD

Book 8 Unit 4 Pygmalion

Period Three Reading & Language study

主备人：柴纪波　修订人：陈小芹　审核人：黄传秀　编制时间：

目标聚焦

1.帮助学生进一步了解戏剧体裁特点，继续探讨本剧第二场making the bet.

2.理解新课文的主题大意，训练学生的阅读理解能力。

3. 识记并掌握下列单词或短语的用法：pronounce, distinct, compromise, horrible, bathtub, sob, disgusting, overlook, alphabet, fade, classic, effective, show... in, the other day, take away, in need of, fade out

4.结合语言环境，了解戏剧语言的独特性。

教学思路

本单元体裁属戏剧体裁，在整个高中过程中并不多见，以前学过《a million pound bank-note》。因课文选材特点，其中有一些俚语或不正式的英语对于学生的阅读和理解产生一定的困难。其次，东西方社会和文化的差异，在课文中有大量的体现。针对这种情况，在授课过程中作必要的解释，甚至有教学步骤来得以解决。

学生层次差别比较大，日常学习中对于戏剧的阅读也比较少，在口语化的交际用语中，有所难以适从。为此，要求学生在老师的指导下提前做好充分的预习。在预习过程中，老师提前把一些有关本戏剧的历史背景、作者以及故事梗概做简要的介绍，以便学生能更好的融入语言环境，提高阅读理解能力。

本课是一节Using Language 课型，在指导学生理解本课内容的基础上，训练学生的阅读理解能力，提升学生的阅读技巧。与此同时，结合教学环节，在老师的指导下，让学生自主探究、合作学习，动脑、动手、动嘴，使学生的听说读写能力都能得到训练和提高，达到扩展能力的目的。充分调动学生的积极性，力求达到既紧张热烈，又轻松活泼的课堂效果。

学习流程

Before class

Task 1 Vocabulary

Preview the new words and phrases of this text.

1.___________ n.发音 2. adj.古时的，珍贵的

3. adj.可怕的，恐怖的 4. adj. 使人反感的

5. n.字母表 6. ____________ 俯视，忽视

7. fade out ____________ 8 . in need of _____________

Task 2 Warming up

Look at the picture on Page 34. Do you want to know what will happen about the following story?

A sample summary of the act:

Eliza Doolittle, is a poor, dirty flower seller. The Pygmalion in this film is Henry Higgins, a linguist and phonetic expert who believes that speech is what really sets the classes apart. He bets with his friends Colonel Pickering that through a change in dress and speech he can turn the lower class Eliza into a lady speech, he can turn the lower class Eliza into a lady that will fool high society. The only thing in the bet for Eliza is that she might be able to [open her own flower shop and somewhat escaper her lower class roots.]In class:Step 1 Revision and Lead-in

1. Check the homework.

2. Review Act One : fateful meetings.

Step 2 Listening to the tape and get the main idea of this act.

_______________________________________________________________________

Step 3 Fast Reading

Read the play of Act Two carefully and then answer the following questions.

1). Eliza came to visit Henry Higgins and Colonel Pickering in order to let them _________

A. give her some money B. give her a job as a flower shop's assistant

C. teach her speak well D. have a bath

2). Eliza only offered them ________ if they could teach her.

A. 1 shilling B. 2 shillings

C. nothing D. 3 shillings

3). Henry Higgins and Colonel Pickering finally decided to _______ Eliza.

A. throw back B. teach

C. only teach her how to speak D. beat

4). Eliza refused to have a bath, so what she said showed that she lived a _______life.

A. miserable B. happy C. good D. dirty

5). From act Two, what can you infer?

A. In order to prove himself, Higgins decided to teach Eliza free of charge.

B. Eliza had to change her grammar as well as pronunciation if she wanted to speak well.

C. When the bet was over, Eliza might get a job in a flower shop.

D. Eliza would return to the gutter selling flowers in the street.

Step 4 Careful reading

The following is a shifted simple version without MP. Rewrite these underlined sentences using correct English. After this, work in groups to practice acting the scene.

CP: What do you want, young lady?

E:(upset) I wanna be a lady in a flower shop'stead o' selling flowers in the street.( 1 ). But they won't take me' less I speak better. So here I am, ready to pay him. I'm not asking for any favours-and he treats me like dirt.

H: How much?

E:(happier) Now yer talking. ( 2 ). A lady friend of mine gets French lessons for two shillings an hour from a real Frenchman. You wouldn't have the face to ask me for the same for teaching me as yer would for French. So I won't give yer more than a shilling.( 3 )

H: But if I teach you, I'll be worse than a father.

E: (gratefully)Oh, yer real good, yer are.（ 4 ）. Thank you, Colonel.

H: (gratefully) Oh, you are so deliciously low. OK, I'll teach you. But you need to be cleaned first. Wash you and buy new clothes.

E:(sobbing) I can't .I dursn't. It ain't natural and it'd kill me. ( 5 ). I've never had a bath in my life; not over my whole body, neither below my waist nor taking my vest off. I'd never have come if I'd known about this disgusting thing you want me to do-----.

H: You see the problem, Pickering. It'll be how to teach her grammar, not just pronunciation. She's in need of both.

CP: But you cannot overlook that! She'll be changed and she has feelings too. We must be practical, mustn't we?

H: Well, we'll deal with that later. First, we must plan the best way to teach her.

CP: How about beginning with the alphabet. That's usually considered very effective---(fades out as they go off stage together)

Step 5 Study reading. Analyzing the following difficult sentences in the text.

1. I rather fancied myself because I can pronounce twenty-four distinct vowel sounds; but your hundred and thirty beat me. 我很欣赏自己，因为我能发24个明显的元音，但你能发130个音却击败了我。

句中的fancy表示________，是一个由______连接的并列复合句，前一个分句是一个主从复合句，其中_______引导的是一个原因状语从句。

2. I'd never have come if I'd known about this disgusting thing you want to do---. 我要是早知道你们想对我做这种可恶的事，我绝不会来。

此句是与__________相反的虚拟条件句，条件句的谓语动词用_____________形式，主句中的谓语动词用___________________形式。

Step 6 Language study

A.重点单词

1) pronounce

【观察探究】

I rather fancied myself because I can pronounce twenty four distinct vowel sounds.

我很欣赏自己，因为我能发24个明显的元音。

The judge pronounced the man not guilty.

法官宣布那人无罪。

The court pronounced against my claim to the land.

法庭驳回了我对这块土地的诉讼请示。

【归纳总结】

pronounce作动词用，表示"发音"；作"宣布、宣称"之意时，其结构为pronounce sb./sth.+adj.；有时可作不及物动词，后跟against"驳回"，on"对......发表意见"。pronounced adj."明显的"；pronunciation n.

【即景活用】

Foreigners find____ hard to_____ many words in English.

A. that; speak B. it; sayC. it; pronounce D. that; pronounce

2) classify

【观察探究】

Simply phonetics studied and classified from people's own speech.

只是学了点语音学，把人们的发音区分一下而已。

Such people should be classified as middle peasants.

这样的人应该被分类为中等农民。

In the post office, mail is classified according to the places where it is to go.

在邮局，邮件是按其邮往何方分类的。

She classifies as one of the greatest actresses of our times.

她被认为是我们这个时代的最伟大的女演员之一。

【归纳总结】

classify 既可作及物动词，也可作不及物动词，作及物动词时，表示"分为......"，常构成be classified into"被分成......"，be classified as..."被分为......"；作不及物动词时，表示"属于......类"。classified adj.表示"分类的，机密的"；classification n. "分类，类"。【即景活用】

(1)Students are _______ into grades, according to how much they know and how old they are.

A. classified B. combinedC. listed D. made

(2)The information is _______. Only the president can see it.

A. classifying B. classifiedC. classify D. to classify

B.重点词组

1).in need of需要......

Step 6 Language study

A.重点单词

1) C 2). (1) A(2)B

B.重点词组

1). B 2).单项填空(1)A(2)A(3)B 同义表达：taken away from 3). A

After class

达标测试

I. 单词拼写：1.antique 2.hesitate 3.outcome 4.brilliant 5.adaptation

II.句型转换: 1.pronounced, guilty 2.classified, into 3.showed,around 4.showed off, the 5.the other day

III. 单项填空: 1.B 2.B 3.C 4.D 5.B答案1. D 2. C 3. C 4. D 5. B 6.A 7. B 8. C 9. A 10. C

11. D 12. D 13. C 14. D 15. A 16. D 17. C 18. A 19. C 20. D

Book 8 Unit 4 Pygmalion

Period Four Listening & Writing

主备人：柴纪波　修订人：黄传秀　审核人：陈小芹　编制时间：

学习流程

Before class (课前自主学习，合作探究)

Task 1 Learn the following useful phrases or sentences for writing.

Teaching aims: Grasp the skills of expressing a passage according to a picture so as to train the speaking and writing abilities

1. From the picture, we can see that...

2. The picture tells us a story that...

3. From the picture we learn that ...

3. One day, a man was walking to school when...

4.Onec upon a time, there lived a very famous man called...

6.In a wrd, we should...

7.So we must...

8. They lived a happy life ever since.

Task 2 Before listening to Act Two,Scene 2, discuss in pairs what you would have to do change Eliza into a lady, and then finish the talbe.

Things that needed to be changed

How to make the change1.1.2.2.3. r3.

Task 3 some words and expressions for listening preparation.

1.put your tongue forward _______ 2. It's coming ___________

3. swallow ___________ 4. make effort ___________

5. Never mind a little crying ______ 6. once more ____________

7. do sb. in ___________________ 8. not likey _____________

9. give sb. away ______________

In class（课上交流展示、研讨提升）

Step 1 Check-up and lead in（展示预习成果和导入新课）

Get two members of different groups to check up their prevision tasks.

Step 2 Listening

I. Listen to the material on Page 35 and make the correct choice.

1. How many sentences does Higgins teach Eliza?

A. Four B. Three C. Two

2. from this scene we know that _____.

A. Eliza is rather stupid B. Higgins almost lost his patient C. Eliza is a smart

3. Eliaz shed tears because _____.

A. she is punised by Higgins B. she is too eager to learn well

C. she found pronunciation hard

II. Listen to the tape again and discuss how Eliza felt after her first lesson. Work in pairs and discuss the following questions.

1. How did Eliza feel about her first lesson?

_________________________________________________________________________

2. How do you think Mrs. Pearce would comfort her?

________________________________________________________________________

3. How would Professor Higgins and Colonel Pickering behave in the second lesson?

_______________________________________________________________________

Step 3 Writing

Turn to page 36 and look at Part2. Read the instruction and write a scene in which Professor Higgins gives Eliza her second lesson. The simple version of the play is of use.

相关推荐

高二英语教案：《Book 8 Unit 5 Meeting your ancestors》教学设计

一名优秀的教师就要对每一课堂负责，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生能够听懂教师所讲的内容，让教师能够快速的解决各种教学问题。那么一篇好的教案要怎么才能写好呢？小编经过搜集和处理，为您提供高二英语教案：《Book 8 Unit 5 Meeting your ancestors》教学设计，供大家借鉴和使用，希望大家分享！

高二英语教案：《Book 8 Unit 5 Meeting your ancestors》教学设计

内容简析

本节课的内容是人民教育出版社出版的NSE高中教材选修八第五单元的Pre-reading, Reading, Comprehension 部分，本单元的话题是考古，涉及人类历史和史前生活。本节课是单元的阅读课，教材以英国学生参观北京周口店遗址与考古学家的问答呈现史前文明，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地掌握阅读技巧，形成有效地学习方法和阅读策略，同时了解记叙文篇章结构和写作特点，为下一步进行阅读写作教学做好准备。

目标聚焦

一、知识目标

1、初步理解、掌握课文中关于考古方面的词语和信息，学习分析课文中的长难句子，回顾课文中出现的本单元学到的的语法现象，既锻炼语言技能，又丰富考古方面的文化知识。

2、利用已获取的信息发表自己对古人类学问题的看法。

二、技能目标

1、能理解文章主旨大意，获取信息、处理信息、进行推理判断和表达的能力。

2、形成分析篇章结构的能力，提升逻辑思维能力

3、学会总结该体裁特点。

三、策略目标

1、通过图片和标题预测文章内容；运用略读和找读策略迅速获取信息,并能够精读文章获取信息和分析信息。

2、能利用上下文猜测生词词义。

（四）情感态度目标

初步了解我们的祖先及考古知识；激发学生对考古学的兴趣和欲望。

方法运用

1、整体教学法

2、体裁教学法

3、导、读、练的教学模式

学习流程

Before class (课前自主学习，合作探究)

Task 1 Vocabulary（词汇预习）

Preview the new words of this text.

【设计意图】通过预习词汇为下一步的阅读扫清生词障碍。

Task 2 Warming up（热身）

Please look at the pictures on P37 (Warming Up---1) and fill in the chart below the pictures:

【设计意图】通过图片激发学生兴趣，引出本单元的话题, 为后面的阅读做铺垫，帮助学生顺利完成阅读。

Task 3 Do the Exx in Pre-reading(P37)

Task 4 Read the text and try to find out the difficult and charming sentences and then try to analyze or memorize them.

In class（课上交流展示、研讨提升）

Step 1 Check-up and lead in（展示预习成果和导入新课）

1. Get two memebers of different groups to come to the Bb and check up their prevision tasks, one group to do the following task:

1.Which of the four choices is the closest definition of archaeology？

A.A study of old buildings　　B. A collection of dead people and their objects

C. A study of ancient societies by examining the object they used. D. A study of past societies

2.Give the following phrases proper Chinese meanings according to their context.

1.show...around_________，

2.be interested in...___________，

3.regardless of the cold __________，

4.scare wild animals away ___________，

5.excavate layers of ...__________，

6.keep the fire burning __________，

7.to keep out the cold__________，

8. tell...about...___________，

9.clothes made entirely of..._______，

10.cut up... ________，

11.clear...from ...________，

12.rub an ample amount of...inside the skin __________，

13.a primitive necklace___________，

14.care about...__________，

The other group is to report their prevision of the warming-up part.

【设计意图】该环节的设计意图是检查学生对前两个课前预习任务的完成情况。

2. Get the Ss to look at the pictures and the title of the reading passage and predict the content and then lead into the new lesson.

【设计意图】通过看图片和标题对课文内容进行预测，培养学生预测阅读内容的能力。同时通过预测激起进一步探究的好奇心，顺理成章的引入新课。

Step 2 Fast reading（速读）

1. Read the passage quickly and find out the answers of these questions, using skimming and scanning skills.

Do EXX. on P39(Comprehending---1)

2. Then guide the students to conclude the main idea of this passage:

Tips for summing up the main idea of a story

3. Reading and then telling "T" or "F"

1. They used fire to keep them warm, cook the food and scare the animals.( )

2.The Earliest Zhoukoudian Caves people took animal skins to keep out the cold.( )

3.The Earliest Zhoukoudian Caves people gather in their own crops. ( )

4.The Earliest Zhoukoudian Caves people care about their appearance. ( )

【设计意图】通过设计三个问题引导学生运用略读策略快速了解课文的主要内容，并检查读前预测是否正确；同时也教给学生如何总结文章的主题；并区分有根据的事实与人的主观观点通过对课文特定信息的寻找，可以培养学生迅速搜索信息的能力。

Step 3 Careful reading （细读）

(1).Read the passage carefully and choose the best answer.

( ) 1.The main idea of the text is about the_____ of our earliest people in the Zhoukoudian Caves.

A. homes and fishing B. food and clothingC. life and habits D. farming and hunting

( ) 2.Through the conversation, everything about our earliest people is mentioned EXCEPT_____.

A. homes 　B.tools C. entertainment D. dress

( ) 3.Earliest Zhoukoudian Caves people may keep themselves warm by the following except__ _.

A. wearing clothes made from animal skins B. keeping fire

C. living in a group D. hanging animal skin at the entrance of the cave

( )4. Evidence has showed that the earliest people in the caves used___to make clothes.

A. leaves B.tree skins C.animal skins D.cotton

( ) 5. From the conversation we can infer that the earliest people in the Caves were very_____.

A. busy and richB. idle and lazyC. clever and hard-workingD. stupid and cruel

( )6. Which is not a fact of the Earliest Zhoukoudian Caves people according to the text?

A. They kept fire. B.They made necklace out of shells and animal bones.

C. hung animal skin at the entrance of the cave. D. They used needles to sew.

( )7. Which is not true according to the text?

A. They fed on both fruits and animals. B.They didn't grow their own crops.

C. Archaeologist found evidence of the earliest people in the world. D. Fire helped then a lot.

( )8. What is the similarity between Zhoukoudian Caves people and animals?

A. They kept fire. B. They used needles.

C. They lived high in caves. D. They grew crops.

(2). Read the passage quickly and find out the answers of these questions, Do EXX. on P39(Comprehending---2)

【设计意图】让学生归纳每段段意，提供具体信息，旨在帮助学生把握课文要点，学会总结和归纳课文内容。让学生在完全掌握课文内容和结构的基础上，可以顺利进行下一步的研读。

Step 4 Study-reading

Deal with P39(Comprehending---3)

2. Read the text again, find out the sentences and analyse them.

⑴You must be aware that it's here that we found evidence of some of the earliest people who lived in this part of the world.

[要点导航] You must be aware that...主句后接由_________句和________从句组成的___________。

it's here that we found...是______句。又如：who lived in this part of the world是_____从句，修饰_____。

⑵ So we think it is reasonable to assume they lived in these caves, regardless of the cold.

[要点导航] it is reasonable...是________。it是__________, to assume ... of the cold. 是____________，

regardless of the cold是_________________成分。

Step 5 Post-reading

★1. Retelling the text in your own words within 200 words.

2. Choose the best answer.

1. After _________ for days, the water supply returns to normal today.

A. cut off B. cut down, C. cut out D. cut up.

2. After saving pocket money for nearly one month he has _________ money for a dictionary.

A. enlarge B. ample C. more than D. less than

3. He hurried to the hall, only __________ that the meeting had been put off.

A. to tell B. telling C. to be told D. being told

4. If only I ___________ to Beijing last summer!

A. can fly B. could fly C. flied D. had flown

5. He has a talent for ____________ and planning everything well.

A. looking ahead B. looking behind C. looking up D. looking for

6. The book is of ______________.

A. great significance B. very significance C. great significant D. very importance

7. The noise _________ my attention and I stopped my work to see what happened.

A. draw B. distracted C. arrested D. paid

8. He was never ________ how much money he earned every day.

A. realized B. aware for C. aware D. aware of

9. The look of excitement that she had __________ had us all less worried about her.

A. pretended B. assumed C. supposed D. thought

10. He suggested I ______ the doctor because my pale face suggested I _________ sick.

A. see, be B. see, was C. saw, be D. saw, was

【设计意图】故事复述旨在让学生加深对故事内容的理解，练习口头表达能力；在学生理解了文章的主旨大意，把握了文章的相关细节信息，并进行了深入理解后，再对信息进行再整合，根据自己对文章的理解概括全文的主要内容。实现了有语言输入到语言输出的跨越，

After class（课后巩固提高、预习准备）

1. Read the short passage（10分钟）

Around 500,000 years ago, at the Peking Man Site at Zhoukoudian in Beijing's suburban Fangshan district, which is about 50 km from the city of Beijing, there lived early human beings," says a China history textbook.

The textbook now has to be revised. New dating techniques suggest the remains of Peking Man- found in the 1920s- are over 200,000 years older than previously thought. What's important about that date, about 770,000 years ago, is that this was an ice age on Earth.

Over Earth's long history, there have been a number of times when ice and snow covered a large part of its surface. Such periods are known as ice ages.

Earth is in an ice age now. It started about 2 million years ago. Despite the many warm periods since then, scientists regard the whole time as one ice age because of the continuous existence of at least "one large ice sheet -- the one over Antarctica.

The new discovery was made by Chinese and US scientists. It suggests Peking Man is probably our oldest cold weather human being, said Darryl Granger, an atmospheric scientist at Purdue University whose research appears in Thursday's edition of the journal Nature.

The average yearly temperature at the time in that part of China was around the freezing mark, but it was too dry for an ice sheet, Granger said. This raises a question. How did Peking Man survive the cold weather?

Rick Potts, a Smithsonian Institution human origins expert who wasn't involved in the research, raised three possibilities:

First, fire. Early findings showed signs of a fire in Peking Man's cave. But there has been debate about whether the fire was accidental or controlled.

Second, fur. There is no evidence that Peking Man used simple tools to make more form-fitting clothes. It's more likely he wore animal fur.

Lastly, he may have evolved to handle the cold. Peking Man may have experienced physiological changes that allowed more blood to flow to his hands and legs, Potts said. "People in general who live in colder climates tend to be shorter and squatter," he explained.

_______________, today the global temperature is rising due to the greenhouse effect. In the future could humans evolve to handle the warmth just as Peking Man did to fight the cold?

Choose the best answer:

( ) 1. According to the new research, Peking Man actually dates back to __.

A. around 500,000 years ago B. over 200,000 years

C. about 770,000 years ago D. about 2 million years ago

( ) 2. What is the most important criterion for scientists to decide an ice age?

A. The weather conditions. B. The continuous existence of any large ice sheets.

C. The average yearly temperature. D. The long period of snowfall.

( ) 3. Which of the following is true of Peking man according to the passage?

A. He is the oldest human being. B. He used fire to keep warm.

C. He wore form-fitting clothes made from fur with simple tools.

D. He might have been shorter and squatter than previously thought.

( ) 4. The passage can probably be found in _______.

A. a history textbook B. a scientific magazine

C. a research report D. an entertainment newspaper

( )5.Translate the underlined sentence in the text.

___________________________________________________________________________

( )6.Please fill in the bank a suitable phrase according to the passage.

__________________________________________________________________________

2. Read the reading passage carefully and try to find the new grammatical structure in it.

【设计意图】

通过相同话题的文章阅读进一步拓展和强化学生关于考古文章的阅读图式，并适当着眼于山东高考。

教学反思

考古文章阅读图式的形成和强化；

相关领域探索热情的激发与引领；

语篇阅读技能技巧的巩固及强化；

山东高考二卷题型的跟踪并预演

参考答案

Step 1 Check-up and lead in: 1. C; 2. (omitted)

Step 2 Fast reading---3. Reading and then telling "T" or "F": T T F T

Step 3 Careful reading---Read the passage and choose the best answer: C C C C; C C C C

Step 4 Study-reading---Read and find out the sentences and analyse them. :

(1)强调；定语；宾语从句；宾语从句；定语从句；the earliest people;

(2) 宾语从句；形式主语；真正主语；

Step 5 Post-reading---Choose the best answer:ABCDA;ABCBB

After class: CBDD

5.将来人类是否一如北京人进化以应对严寒那样，去应付气候变暖呢？

6. Unlike the times of Peking Man

Unit 5 Meeting Your Ancestors

Period 2 Learning about language

主备人: 苏华修订人: 孟繁星审核人: 王在伦编制时间：______

内容简析

本节课的内容是人民教育出版社出版的NSE高中教材选修8第五单元的Learning about language部分。本单元的中心话题是考古，涉及人类历史和史前生活。本节课是单元的语言知识学习课，教师可在充分利用教材资源的基础上，结合学生的实际情况设计教学活动，旨在帮助学生有效地学习语言知识，并能熟练运用所学知识，形成有效地学习方法和解题技巧。同时，通过背诵大量经典例句，为以后的写作积累了素材。

目标聚焦

本节课的主要目的就是侧重训练学生对文章的重点词汇、重点句型的理解、辨析和运用，并通过对多个例句的分析，归纳总结词汇、句型的用法，培养学生养成自己分析、归纳总结的习惯，以及正确使用语法的能力。

（一）语言知识目标

1．词汇

2．语法

现在完成进行时。

（二）语言能力目标

能够记忆课文中涉及的词汇及句型，熟练掌握重点词汇及语法的用法，并能够在理解掌握的基础上熟练运用。

（三）学习策略目标

（四）文化意识及情感态度目标

了解早期人类的生活方式，增长考古学知识，体验人类文明发展的进程，激发学生对考古学的兴趣和研究古代史的欲望。

方法运用

学习流程

Before class (课前自主探究，合作学习)

Task 1 根据汉语提示写出下列词汇或短语。（方法引导：先默写，然后再核对答案，错误之处用红笔标出，写出正确单词并加以巩固。）

1. _________n．可能的选择；adj. 供选择的；其他的 2. __________n. 挨饿，饿死

3. _________ vt.＆vi.打断...讲话；打岔；暂时中断或终止

4. _______ adj. 有观察力的，敏锐的 5. _________ vt. 假定；设想

6. _________ vt. ＆vi.（使）锋利；尖锐；清晰 7. _________ adj. 凌乱的；脏的

8. _________ adj. 原始的；远古的；简陋的 9. _________ n. 分析

10. _________ n. 意义；重要性 11. _________ adv.以...方式；不知怎么

12. _________ vt. ＆vi.吐出...；吐痰 13. _________ vt. 删除

14. _________ vt.＆n.抓，搔 15. _________ vt. ＆vi.使...成熟；成熟

16. _______________ 不管，不顾 17. _______________ 至多，最多

18. ________________ 切碎 19. _______________ 受够了，厌烦

Task 2 完成课本第40页第1、2、3三题。

In class:（课上展示交流、研讨提升）

Step 1 Check-up （展示预习成果）

1. Get three Ss of different groups to come to the Bb and write down their answers to the exercises on Page 40.

2. Get other Ss to check their work in pairs.

Step 2 Discovering useful words and expression (方法指导：先把原文句子呈现出来，然后观察列举出的例句，归纳总结出重点词汇的用法，背诵带有★的句子，并完成相应的练习。)

1.【原文再现】Can you think of the alternatives we would use today?

【观察探究】：1) You have the alternative of marrying or remaining a single man.你可以结婚也可以仍做单身汉。

2) They had no alternatives but to walk home.

3) Have you got an alternative suggestion?你有没有其他的建议？

4) The alternative book to study for the examination is"War and Peace"．可供应考选读的另一本书是《战争与和平》。

【归纳总结】alternative n._________ 句式: __________________= have no choice but to do sth.别无选择只有做------。还可作adj. _________,_________常作定语。

【拓展】 alternate vt.意为"轮流，使交替发生或出现"。常用短语有：alternate between... and...在......和......中间轮回出现，alternate with轮流出现，交互发生。例如：Most farmers alternate crops.农民们轮流种庄稼。

His health alternated between better and worse.他的健康状况时好时坏。

【即学活用】1) -Do you have a(n) _______ solution to the problem?

-No, I haven't yet.

A. alternative B. alterable C. changeable D. changeful

2) The Olympic Games are held once every four years, _________between summer and winter.

A. alternated B. alternating C. changed D. changing

2.【原文再现】So we think it is reasonable to assume they lived in these caves, regardless of the cold.

（译）_____________________________________________________

【观察探究】1)We cannot assume anything in this case.在这种情形下，我们无法作任何揣测。

2)I am assuming that the present situation is going to continue.我认为目前的情况将会继续下去。

3)We must assume him to be innocent until he is proved guilty.尚未证实他有罪，就得假定他是清白的。

4)He assumes his new responsibility next month.他下月承担新任务。

5)The look of innocence she assumed had us all fooled.她装出清白无辜的样子把我们都愚弄了。

【归纳总结】assume v. ________, ________, ________, ________ 常见搭配: ________________;________________;________________

regardless of介词短语，意为"不管，不顾"

【拓展延伸】in spite of; despite 不管；尽管

1)She continued speaking，________________________ on the matter.(不顾及我的感情)

2) He went ahead and did it, ________________________(不顾寒冷).

【即学活用】1) You________ his innocence before hearing the evidence against it．

A. assume B. believe in C. convince D．confirm

2) The football game will continue, ________rain or wind.

A. in point of B. in view of C. regardless of D．as regard

3.【原文再现】It seems that they used sharpened stone tools to cut up animals and remove their skin．

译:__________________________________________________________________。

【观察探究】1) The child often cut up vegetables to feed these chickens.这个孩子经常切蔬菜来喂这些小鸡。

2) Cut it up before you boil this piece of meat.在你煮这块肉之前把它切成小块。

【归纳总结】cut up意为________,________

【拓展延伸】与cut有关的短语：

cut in________,________； cut down________,________；

cut into________,________ cut out________,________

cut off (A from B) ________,________,________；

1)Your essay is too long. Please cut it down to five thousand words.

你的文章太长，请把它缩短到5000字。

2)Don't cut into the story so rudely-let her finish.不要无礼地打断她--让她讲完。

3)The water supply was cut off by the plumber to lay new pipes.管道工为铺设水管中断了供水。

4)We were cut off in the middle of our telephone conversation.我们的电话打了一半就被掐断了。

【即学活用】1)The editor ________the first two chapters to make it better.

2) The apple tree was dead and he ________it ________.

3) The moment I began to speak, he________, which made me very upset.

4) Just when we were connected and had said hello we________.

5) "Operator!" I've just been________ while I was on the line to Sydney. Could you reconnect me,please? .

A. cut down B. cut up C. cut off D. cut through

6) He was in hospital for six months. He felt as if he was________ from the outside.

A. cut out B. cut off C. cut up D. cut through

Step 3 Discovering useful structures

1. 观察探究

1) 观察下面两组句子，理解它们的语法形式和语意。

Scene 1 (A girl complained to the boy who hurried up near to her breathlessly.)

G: I have been waiting here for ages.

B: I have been hurrying here all the way

Scene 2 ( You plan to play basketball with friends, but the rain is on and on.)

Y: It has been raining all the morning

2) 从38页课文中中找出使用现在完成进行时的句子并理解其意义。

_________________________________________________________________________

2. 用法归纳

现在完成进行时的基本表达式_____________

现在完成进行时表达的意义

（一）表示从过去某时开始一直持续到_______的动作，并且还将持续下去。

The Chinese have been making paper for two thousand years.

中国有2000年的造纸历史。（动作还将继续下去）

I have been learning English since three years ago.

自从三年前以来我一直在学英语。（动作还将继续下去）

（二）表示在说话时刻之前到现在____________的动作。

We have been waiting for you for half an hour.

我们已经等你半个钟头了(人还没到，如同在电话里说的，还会继续等)

3. 注意事项

（1) 不能用现在进行时的动词，如be, have, like, love, know, see, hear等，也不能用现在完成进行时里，而应用现在完成时。例如：

The poor child has been ill for a long time. 译：___________________________________

Have you seen her parents these days?　译：______________________________________

（2) 现在完成进行时与现在进行时比较：

现在完成进行时强调某动作从过去一直延续到现在；而现在进行时只指目前正发生的动作。试比较：

Susan has been reading that storybook since last night. 译：_________________________

Susan is reading a storybook now. 译：__________________________________________

（3) 现在完成进行时和现在完成时比较：

１）有些动词(如：work, study, live, teach等)用现在完成进行时与现在完成时意思差不多。试比较：

The teacher has been teaching at this school for ten years.

The teacher has taught at this school for ten years.

２）英语中的多数动词在这两种时态中表示不同的含义。现在完成时如果不带表示一段时间的状语，就只能表示动作的完成，而现在完成进行时则表示动作的延续。试比较：

They have built a new lab.

他们建了一座新实验室。(表示动作的完成)

They have been building a new lab (these years).

这些年他们一直在建一座新实验室。(表示动作还在继续)

达标测试

I. 单词拼写(根据句意和首字母提示写出下列单词的完整形式。)

1. If you don't like the school lunch, you have the a_________ of bringing your own.

2. The old woman died of s________ with nothing to eat.

3. The war i__________ the trade between the two countries.

4. Living conditions in the remote village are still quite p_______.

5. The proposals they put forward at the meeting were of little s_______.

6. I'll have it out with him s_______.

7. He is a man of a______ intelligence.

8. Would you please clean up the m_______ floor?

II．单项选择

1. ---Sorry to ________ you, but could I ask you a quick question?

--- No problem.

A. worry B. prevent C. interrupt D. disappoint

2.I ______that you know each other because you go to the same school.

A. suspect B. doubt C. assume D. declare

3. So far this year we _______ a fall in house prices by between 5 and 10 percent.

A. saw B. see C. had seen D. have seen

4. Cathy is taking notes in class at Sunshine School, where she ______ English for a year.

A. studies B. studied C. is studying D. has been studying

5. The soldiers went on to the next village _______ the heavy rain.

A. with despite B. regardless of C. even if D. in case of

6. -I have got a headache.

-No wonder. You _________ in front of that computer too long.

A. work B. are working C. have been working D. worked

7. It won't be easy, but we'll get across the river _______.

A. somewhat B. somewhere

C. somehow D. sometimes

8. Night and day ________.

A. exchange B. change C. alternate D. alternative

9. -______ you ______ him around the museum yet?

-Yes. We had a great time there.

A. Have ; shown B. Do ; show C. Had; shown D. Did; show

10. -Hi, Tracy，you look pale.

-I am tired. I _______ the living room all day.

A. painted B. had painted C. have been painting D. have painted

After class：（课下复习巩固、补偿提高）

1. Review the words and expressions explained in this class .(复习本节课讲解的词汇及y语法，背诵重要的句子。)

2. Preview the passage on Ss' book P30.

教学反思

参考答案

Before class（略）In classStep 1 Check-up （略）

Step 2 Discovering useful words and expression

1. 【归纳总结】可能的选择; have no alternatives but to do sth; 供选择的；其他的；

【即学活用】1）A 2）B

2. 【原文再现】因此，我们假想他们不顾寒冷而住在这些山洞里是合情合理的。

assume 【归纳总结】假定；设想；承担；呈现；assume　+　n.;　assume　+　that-clause; assume　+　n.+　(to be)　+　adj.

regardless of【拓展延伸】regardless of my feeling; regardless of the cold

【即学活用】1) A 2) C

3.【原文再现】看起来他们可能是用尖锐的石器切开动物，把他们的皮剥下来。

【归纳总结】(用小刀等把某物)分成小块，切碎；抨击，

【拓展延伸】打断，插嘴；砍倒，削减；打断，妨碍；剪下，删去；切去，切断，使孤立；

【即学活用】1）cut down 2)cut down 3)cut in 4)were cut off 5)C 6)B

Step 3 Discovering useful structures

1. 观察探究

We've been excavating here for many years and ...

We have been excavating layers of ash almost six metres thick, which suggests that they might have kept the fire burning all winter.

Well, we've been finding the bones of tigers and bears in the caves, and we think these were their most dangerous enemies.

2. 用法归纳 have/has + been + doing; 现在; 正在进行

3. 注意事项

（1) 那可怜的孩子病了很久了。

你这些天见过他父母吗？

（2)苏珊从昨晚到现在一直在读那本故事书。

苏珊正在读那本故事书。

二、能力

阅读短文，选出可以填入空白处的最佳选项。

1-5DACCA 6-10BCBDC 11-15BADAC 16-20CBDDD

Book 8 Unit 5 Meeting your ancestors

Period Four Listening & Writing

主备人: 王在伦修订人: 苏华审核人: 孟繁星编制时间：______

学习流程

Before class (课前自主学习，合作探究)

Task 1 Find the expressions for Existence and non-existence，Measurement ，Feature

【设计思路】Teaching aims: Grasp the functional items of this unit to train the speaking and writing abilities

1. 存在/不存在（Existence and non-existence）

Perhaps there was ...Is there any...on the...?

Is there anything to...? It could be because...

2．度量（Measurement）

How large do you think it is?

It's at most three metres long.

...ash almost six meters thick.

3.特征（Feature）

It looks like ...It may/might have been used as/for...

It could be made from...It seems that...

It is reasonable to assume that...What do you think the...?

We think that...Our evidence suggests that...

Task 2 Read the introduction of the listening on page 42 carefully and think about the life in the old days.

Task 3 words and phrases preparation

layer ___________ diagram ___________ texture ___________ radiocarbon________

individual_________ temperature ________ jelly ____________ vivid_____________

breakthrough_______ ordinary___________ pharaohs_________ investigate________

pottery____________ afterlife___________ spirit _____________ coffin____________

monster___________ feather___________

In class（课上交流展示、研讨提升）

Step 1 Check-up and lead in（展示预习成果和导入新课）

Get two members of different groups to check up their prevision tasks.

Step 2 Listening

I. Listen to the material on Page 42 and make the correct choice.

1. How many layers are mentioned in the dialogue?

A. 5 B.3 C. 4 D.6

2. Which layer is the oldest?

A. Layer number 1 B. Layer number 2 C. Layer number 3 D. Layer number 4

3. What is the problem of the radiocarbon dating?

A. It will often make mistakes.

B. It can only be conducted by few countries

C. It will cost a lot of money.

D. It is not accurate enough.

4. How old are the bones in Zhoukoudian caves?

A. More than 9,900 years old

B. More than 11,000 years old

C. More than250,000 years old

D. More than 400,000 years old

II. Listen to the material on Page 42 and fill in the blanks

1. Many layers of soil were _________at different times.

2. Look at the diagram in your book. Think of your wastepaper_________.

3. Which is the _________envelope?

4. The carbon in the dead body disappears in a _________ rate.

5. That's very clever. Is it very _________, too?

6. Perhaps we can go and visit the site together _________.

III Listen again carefully, finish exercise 3 on page 42.

Step 3 Writing

高二英语教案：《Unit 5 the British Isles period》教学设计

作为优秀的教学工作者，在教学时能够胸有成竹，高中教师在教学前就要准备好教案，做好充分的准备。教案可以让学生能够听懂教师所讲的内容，帮助高中教师掌握上课时的教学节奏。那么，你知道高中教案要怎么写呢？下面是小编为大家整理的“高二英语教案：《Unit 5 the British Isles period》教学设计”，供大家参考，希望能帮助到有需要的朋友。

高二英语教案：《Unit 5 the British Isles period》教学设计

Language points:

⒈ The idea that England stands for Fish&Chips, Speaker's corner, Big Ben and the Tower of London is past.

⑴that引导的是一个同位语从句，用于说明idea的内容。同位语从句常用于说明idea, news, hope, wish, belief, fact, suggestion等抽象名词的具体内容，用以说明或解释前面的名词。连词that 没有词义，不充当句子成份，但不可省略。

E.g. The news that team has won the game is exciting.

引导同位语从句的词除that外，还有连接副词how, when，where等

e.g. I have no idea when jack will be back.

He can't answer the question how he got the money.

⑵ stand for a.代表，象征，意味着E.g. WTO stands for World Health Organization.

b.赞同，支持，主张 e.g. What principles do you stand for?

⒉ narrow 狭窄的，狭隘的，险胜的

A narrow river/steet a narrow idea about relics a narrow escape(九死一生)

⒊⑴ be made up of =consist of 由...组成

E.g. The group is made up of five members. = The group consists of five members.

⑵ be unknown to sb.不为人所知道E.g. The cause of the delay is still unknown to us.

⒋ ...there has been a growing movement to make the most of its cultural diversity-to see it as it really is, a nation of different countries held together by a common language and culture.

⑴make the most of充分利用，也可以说make the best of

E.g. He wished to make the most of his chance.

⑵ diversity 多种多样，多样性

E.g. Mary has a great diversity of hobbies such as stamp collecting, travelling.

⑶as it is 以现在的样子，根据下面的情况看

E.g. I'll send it to you as it is, (我就照现在的样子卖给你) but don't complain, if it doesn't work.

⑷ hold together 使不分开或团结一致

E.g. The needs of the children held their marriage together.

⒌⑴separate A from B 把A与B分隔开，指把混在一起的或连在一快的分开

E.g. She separated the good apples from the bad ones.

Divide ...into 指把整体分成部分E.g. A year is divided into twelve months.

⑵at one point在某一地点；一度E.g. A traffic accident happened at one point yesterday.

At one point, he was very weak.

⒍⑴ in general总的说来，大体上，通常

E.g. In general, people like her.

⑵ throughout the year 整年，一年到头throughout 贯穿，介词

E.g. He worked hard throughout the year to support his family.

⑶ receive 动词，收到，接到

⒎英语中在表示数量的词语前习惯上加as much as ,as many as等来加强语气。as much as用与表示 "雨（水）量"，时间，金钱，重量，钱数，价格等方面。表示 "总量"和"单位量"的大小，as many as用于人或物的具体数量前，as much as从总的角度出发，侧重于"总量"，as many as从个体出发，侧重于具体数目。

E.g. The rain is plentiful, often as much as seventy inches every year.

At the job, she could earn as many as eighty dollars every week.

The civil war in that country lasted as much as eighty 16 years.

We must learn as many as 300 English words.

The kind of English built as many as 50 pyramids.

As far as 远到；尽...程度

E.g. They walked as far as the seaside.

Don't worry. I'll help you as far as I can.

As long as 长达；只要

She spends as long as three hours on English study every day.

⒏Influence 指不易察觉到的，潜移默化的影响

E.g. Probably we influenced each other.

Affect表示使"变化，对...产生不良影响"，着重"影响"动作。

Influence 影响力，支配力

E.g. Parents have a great influence on Children.

⒐ ......Their languages formed the basis for English.

⑴ Form the basis for 构成/形成...的基础

E.g. This idea formed the basis for Theory of Relativity.

⑵ 为...⑶打下基础，lay foundations for

E.g. Four -year college life laid solid basis for his further improvement.

⑶provide a basis for 为...⑶提供依据

E.g. The result provided a sound basis for further research.

⒑ The result of this French influence was that the English language ended up with many French words such as table, animal and age.

End up with以...结束，通常是最后接受某东西，其意思为receive sth.in the end

E.g. We ended the supper up with fruit and coffee.

⒒ ...but it was not only 250 years later that they formed a single state.

是一个强调句，有原句They didn't formed a single state until 250 years later变化而来，此类句子需强调状语until时候，应将否定句not... 与状语until...一起作为强调部分，构成it was not until... that ...的巨型

eg. It was not until 1969 that man set his first step on the moon.

原句：Man didn't set his first step on the moon until 1969.

⒓...While the southern part of England was only part of the UK for some time...

⒔ There are six spoken languages that're considered to be native to the British Isles as well as two local accents.

⑴ be considered to be 是（consider sth/sb.to be+形容词或名词）的被动式，

E.g. We considered this (to be) very important.

⑵ be native to本土的，本国的，土生的

E.g. Panda is native to China.

⒂ They realise that it is of great value to record and teach them to the younger generation.

Be of great value=be very valuable非常有价值的，可用于此巨型的词有：use ,help,importance,help etc.

E.g. We consider their works of be of great value.

The invention is of great value. =The invention is very useful.

高二英语教案：《Unit 8 Sports》教学设计

俗话说，磨刀不误砍柴工。作为教师准备好教案是必不可少的一步。教案可以让学生更好的吸收课堂上所讲的知识点，帮助教师缓解教学的压力，提高教学质量。你知道怎么写具体的教案内容吗？下面是小编精心收集整理，为您带来的《高二英语教案：《Unit 8 Sports》教学设计》，仅供参考，欢迎大家阅读。

高二英语教案：《Unit 8 Sports》教学设计

Ⅰ. Brief Statements Based on the Unit

Sports is the main topic of this unit. The whole unit consists of different kinds of sports. Olympics, interests and hobbies etc. At first, a quiz is showed to the students to activates the students' interests about sports. Olympics attracts their attention. Three matches are arranged in listening in order to improve the students' listening ability. Speaking can get the students to say something about their interests and hobbies. In this way, they can review their useful words, expressions and sentence patterns as well. The whole text and the activities before and after it can have the students know the history, influence and scale, as well as motto of the Olympics. Especially hosting the Olympics in 2008 in our country will encouraging the students greatly. The questions in Post-reading can also make the students learn to work out problems practically and see everything from all sides. Language study can help the students to remember some useful words about sports and a new grammar item. Integrating skills shows s an introduction about Yao Ning and asks the students write a passage to introduce their favourite sports stars. By the way, at the end of the unit, a useful way to learn are offered , In addition, Checkpoint 8 is a help in mastering the grammar item of this unit. In an active atmosphere, the students' ability to listen, speak, read and write will be improved and plenty of useful words and expressions will be learnt and mastered.

ⅡTeaching Aims and DemandsCategoryContents based on the new course standardTopics1.Talk about sports

2.Talk about the Olympic Games

3.Talk about sports starsFunctionsInterests and hobbies

Which do you like...or...? I like watching it

What's your favourite sport? Shooting, I think

Which do you prefer, ...or...? I like...

What about...? I prefer...to...

Are you interested in? I'd rather watch it than play it.

Yes, very much.

No, not really.

Sure, I love sports

Words and Expressions

BC AD continent well-known athlete gold medal torch badminton speed skating track and field tie final dive shooting Greece competitor motto further tank gymnastics prepare preparation effect flame compete flag weight position superstar point skill weigh little gesture facial

Stand for because of would rather take part in preparation forGrammarThe Passive Voice(2)

1. The Future Indefinite Passive Voice is used to describe something that will be affected or dealt with.

e.g. More trees will be planted and new roads will be built

2. The Future Indefinite Passive Voice is used to describe somebody who will accept an action or will be dealt with passively.

e.g. A great number of reporters will be invited to Beijing to report the 29th Olympic Games.Ⅲ．Teaching Time：Four periods

Ⅳ．Background Information

1．History of Olympic Games

The ancient Olympic Games are part of a major religious festival honouring Zeus．the chief Greek God．The ancient Games were the great Greek religious，athletic，and cultural festivals．

The first Olympic Games Were held in Greece in the sixth century，BC．The first Games lasted for only one day and there was only one contest-a short race．Only Greek men were allowed to run in the race．No women and no non-Greeks were allowed to run in the race．Women were not even a11owed to watch the race，or to be anywhere near the racing area．Women have fought for just representation in the Olympic Games since the beginning of the modern Olympic Movement．The international Olympic Committee did not formally admit women to the Games until 1912 at Stockholm．

The ancient Games were stopped in the fourth century A．D．when Greece was ruled by Rome．The competition in modern times started again in Athens in l896．Since then the Olympic Games have been held every four years in many different cities around the world．The following is a list of the cities of the Olympic Games．

I．1896 Athens．Greece

Ⅱ．1900 Paris，France

Ⅲ．1904 St．Louis，U．S．A

Ⅳ．1908 London，England

V．1912 Stockholm．Sweden

Ⅵ．1916 Canceled due to W．W．I

Ⅶ．1920 Antwerp．Belgium

Ⅷ．1924 Paris。France

Ⅸ．1928 Amsterdam．The Netherlands

X．1932 Los Angeles，U．S．A

Ⅺ．1936 Berlin．Germany

Ⅻ．1940 Canceled due t0 W．W．Ⅱ

XⅢ．1944 Canceled due to W．W．Ⅱ

XⅣ．1948 London．England

XV．1952 Helsinki．Finland

XⅥ．1956 Melbourne，Australia

XⅦ．1960 Rome，Italy

XⅦ．1964 Tokyo，Japan

XⅨ．1968 Mexico City．Mexico

XX．1972 Munich, Germany

XⅪ．1976 Montreal，Canada

XⅫ．1980 MOSCOW，U．S．S．R

XXⅢ．1984 LOS Angeles，U．S．A

XXⅣ．1988 Seoul，South Korea

X X V．1992 Barcelona, Spain

X XⅥ．1996 Atlanta，U．S．A

X XⅦ．2000 Sydney，Australia

The right to host an Olympic Game is awarded to a city chosen by the members of the IOC．Only cities, not countries, may host an Olympic Games．

The games are of different types．There are individual contests, where each athlete plays alone．Some examples of individual games the swimming, running, walking races, jumping, gymnastics, diving，skiing and sledding races．In a second group of games three or four athletes work as a group．The contests are usually races．for example，relay races in running，swimming and skiing．The third group of games are team games．The teams play such games as basketball．volleyball and soccer．

The International Olympic Committee makes strict rules for athletes to make sure that each one has the same chance to win．Winning in the Olympics is considered as a great achievement and a great honour as well．An athlete who wins the Olympics is the best in the world.

2. Olympic Medals

Olympic medals are awarded to those individuals or teams placing first, second and third in each event.

The first place winner is bestowed a gold-plated medal of a silver, which is commonly referred to as the "gold medal". Second and third places receive medals of silver and bronze. The silver used in the first and second place medals must be at least 92.5% pure. The "gold" medals must be gilded with at lest six grams of pure gold.

Medals also carry the name of the sport contested. All competitors receive a diploma and commemorative medals for their participation in the Olympic Games.3. The Olympic FlameThe most revered and visible symbol of the Olympic Games competition is the Olympic Flame.

In the modern era, the Olympic Flame first appeared at the 1928 Amsterdam Games.

The tradition of the Olympic Torch Relay, which culminates in the lighting of the Olympic cauldron at the opening ceremony of each Games, dates to the 1936 Berlin Games.

The first torch relay was created to symbolize the link between the ancient and modern Olympic Games. The flame was lit in a ceremony at Olympia, Greece. From there 3 000 runners carried the torch through seven countries to Berlin. The relay was timed so that the flame arrived at the stadium at the precise moment required. Ever since the lighting of the Olympia cauldron has become the most hallowed moment of the Olympia Games.4. The Olympic RingsThe Olympic rings are the official symbol of the Olympic movement. There are five interlacing rings of the colors blue, yellow, black, green and red. The rings are set upon a white background.

The colors themselves do not represent any single continent. The colors were chosen because at least one of these colors is found in the flag of every nation.

These five rings represent the five parts of the world. This is a real international emblem. The Olympic rings represent the union of the five continents and the meeting of athletes throughout the world at the Olympic Games.

The original Olympic flag was make in 1913 in Paris. The flag is three meters long and two meters wide. It first flew over an OLYMPIC STADIUM AT THE 1920 Antwerp Games. The original flag also carried the Olympic motto, "Faster, Higher, Stronger".

The First Period

Teaching Aims:

1. Improve the student's listening ability by listening to some materials.

2. Master the useful expressions by using them in the dialogues, meanwhile educate the students to love sports so that they can be healthier and stronger.

Teaching Important Point:

How to express one's ideas freely, using the expressions in the text.

Teaching Difficult Point:

How to improve the student's listening ability.

Teaching Methods:

1. Talking method to enable the students to express themselves freely.

2. Listening method to improve the students' listening ability.

Teaching Aids:

1.a recorder

2.a projector and some slides

Teaching Procedures:

?Step Ⅰ.Greetings and Revision

T: Good morning/afternoon, everyone!

Ss: Good morning/afternoon, teacher!

T: In this class, I'll check your homework first. Then we'll talk about something about sports and the Olympics, including listening to some sports reports and interviewing. At last we'll do an exercise, using the everyday English appearing in this part. Now let me check your homework first...

(The teacher checks the students' homework.)

? Step Ⅱ.Warming up

T: Do you like sports?

Ss: Yes, we do.(We like sports very much...)

T: What is your favourite sports? I mean, what sports do you like best? Wang Dong, tell us please.

Wang Dong: I like football best.

(The teacher shows the following pictures on the screen.)T: Look at these pictures. What is she doing?(Pointing to the first picture.)

Ss: She is skating.

T: What are they doing?(Pointing to the second picture.)

Ss: They are playing volleyball.

T: What are these people doing?(Pointing to the third picture.)

Ss: They are having the Olympic Games.

T: The Olympic Games are the biggest sports meeting in the world. Please open your books at Page 50.Let's have a quiz and see how much do you know about the Olympics. Do it by yourselves. Later we will check the answers.

(A few minutes later, the teacher shows the answers on the screen.)

高二英语教案：《Introduction, Reading and Vocabulary》教学设计

一名爱岗敬业的教师要充分考虑学生的理解性，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生能够在课堂积极的参与互动，帮助教师掌握上课时的教学节奏。那么怎么才能写出优秀的教案呢？下面是小编为大家整理的“高二英语教案：《Introduction, Reading and Vocabulary》教学设计”，供大家借鉴和使用，希望大家分享！

高二英语教案：《Introduction, Reading and Vocabulary》教学设计

Teaching Aims:

1. Knowledge and Skill

a. Be able to master the key words and expressions, read the text fluently and get to know something about the Internet and telecommunications.

b. Master the basic usages of the definite article and zero article.

c. Train the students listening, speaking, writing and reading ability.

2.Emotion and Values

a. To raise students' interests in Internet and form the attitude towards the usage of the Internet

b. To teach the students to use the resources in a proper way and avoid indulging in electronic games.

Difficulties and Importance:

a. To make the students understand and grasp the vocabulary and knowledge related to Internet and telecommunications.

b. To enable the students to know the usage of definite article and zero article

c. Enable the Ss to recognize the usage of compound nouns.

Teaching Method:

a. Task-based methodology

b. Communicative Approach

Teaching Procedures:Period 4Teaching Content: Grammar 2

Function & Writing

Step 1 Presentation

a. Look at the words. We usually use the definite article with them. Why do you think this is necessary?

The internet the world Wide Web the head teacher the universe the capital

The world the sun the official language the moon the president

b. Look at these categories below. The definite and indefinite articles are not usually used with them. Write two or three examples in each category.

Continents: ____________________________

Countries and cities:_____________________________

Plural and uncountable nouns in general statements:__________________________________

Step 2 Practice

Fill in a proper article where necessary.

1. ______boy is waiting for you out of the school gate.

2. There is ______famous university in this small city.

3. Everyone has ______mouth, ______nose, two eyes and two ears.

4. There is only ____little ink in the bottle.

5. Please show me ______photo of the boy.

6. Which is ______biggest, _____sun, ______earth, ______or _____moon.

7. I get up at about 6 o'clock in ______morning.

8. He can play ______piano.

9. In my hometown, it is not cold in _____winter.

10. I have never been to _____Japan.

88教案网

导航栏

热门推荐

高二英语教案：《Book 8 Unit 4 Pygmalion Period 1 Reading》教学设计

高二英语教案：《Book 8 Unit 5 Meeting your ancestors》教学设计

高二英语教案：《Unit 5 the British Isles period》教学设计

高二英语教案：《Unit 8 Sports》教学设计

高二英语教案：《Introduction, Reading and Vocabulary》教学设计

猜你喜欢

最新更新

热门推荐