高二英语教案：《Unit1 Making a difference 与众不同》优秀教学设计（二）

2021-10-03 高中优秀英语教案小学二年级英语教案

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period 6 integrating skills & writing

goals:

1. to revise the language points and grammar-the infinitive in this unit.

2. to learn more about the characteristics of scientists

3. to write a paragraph about a scientist.

teaching procedures:

t: yesterday we learned the grammar-the infinitive. we know that the infinitive can be used as the subject, object, adverbial and so on. now let's do some exercises to see if you have mastered them well enough. fill in the blanks, using the infinitive。(show the following on the screen）

look at the screen.

step 1 individual work

1.the goal of stephen hawking’s research is to ____and to___is his greatest dream.

2.the doctor thought he only had three more years to ________, which turned out ____.

3.we took a taxi to ___.we hurried there ,only to ____.we were unhappy to___.

4.he studied hard to _____.

5.lunch is ready. let’s stop to _____.

高二英语教案：《Unit1 Making a difference 与众不同》教学设计（三）

goals:

1. to get to know something about the famous scientist stephen hawking.

2. to learn the spirit of hawking

3. to develop some basic skills of reading

teaching procedures

step1. pre-reading

task1: class work

during the last period, we talked about a lot of scientists and their great achievements.

can you use one adjective to describe science?

do you know any disabled scientist?

today we are going to talk about a disabled scientist.

task2. class work

enjoy the video and guess who he is.

does he move his lips while speaking?

task3. individual work

listen and answer:

1). how does he make a speech without moving his lips?

(through a speech computer)

2) what is it that hawking doesn’t like about his speech computer?

(it gives him an american accent.)

step2. reading

t: do you want to know more about hawking? s: yes.

t: what do you want to know about him? s: his family, his achievements…

t: turn to p3

task1: group work

skim the text and give one word to each paragraph.

dream

para2

opinions

para1

task2: individual work

1) how would ordinary people feel when they were told that they had an incurable disease?

2) what did stephen hawking do when he was told that he had an incurable disease?

3) what is hawking’s dream?

4) read para3 and para4. fill in the blanks.

he makes research into__________,

e.g.: _________________?

_________________?

he made new discoveries about _____________ in the early 1970’s.

his book __________________ was written in a way_____________.

5. what are the steps of the scientific method?

6. how do people misunderstand science?

7. what is hawking’s opinion about science?

task3. group work

now we know that in hawking’s opinion even the best theory can turn out to be wrong.

1. suppose hawking’s theory of black holes was found wrong by himself, would he admit it ? have a discussion and give your reasons.

2. show the students the fact with the slide.

task4. class work

how do you understand the title “no boundaries”?

高二英语教案：《Unit1 Making a difference 与众不同》教学设计（二）

Goals:

1.To encourage the students talk about the science and scientists

2.To develop the students’ ability of listening for information

3.To enable the students to have a better understanding of the importance of science.

Teaching procedures

Step1. Warming up

Task 1. Class work

T: Nice to see you again. I miss you very much. And I’m glad to meet some new students here! Nice to meet you!

T: What makes you get together here/ get apart with your former classmates ?

Some of us learn arts/ science while others learn science / arts.

Task2 Class work

1. What are arts subjects? What are science subjects?

Task3. Pair work

Why do you learn arts/ science?

I’m good / poor at…

I prefer … to…

I’m into…

Because I like/ dislike...

I want to be

My parents want me to…

My dream is…

Task4. Individual work

What is your dream? What will you do to make your dream come true?

Step2. Listening

Pre-listening

Having heard your dreams, I am glad to know all of you have great mind. I’m sure one day you’ll become great minds (great men /women).Before we realize our dreams, we should learn about some great minds first so that we can follow them, do you think so?

Task1. Class work

What great scientists do you know?

Task2. Individual work

Enjoy the video, listen carefully and find out who are mentioned in the video.

(Copernicus, Galileo, Kepler and Newton.)

Task3 Pair work

Enjoy once more. What are they famous for?

Task4 Individual work

Listen to the three passages , finish the exercises and talk about the scientists.

Enjoy a video and do the listening comprehension on the screen.

Step3. Speaking

Thanks to the discovery of Madam Curie---- Uranium ( show the slide) and the equation of Einstein ( slide ), nuclear power station can be built nowadays. It is reported a nuclear power station is being built in Sanmen. Someone says it is a good thing, while others don’t think so. (Show slides to help the students learn more about the disadvantages and advantages of it.)

Task1 Group work

Debating (Should a nuclear power station be built in Sanmen?)

The following useful expression may give the students help.

That’s correct. It’s clear that… I doubt that …

That’s true. It’s hard to say. Well, maybe, but …

There is no doubt that… What’s your idea? Have you thought about …?

Step4. Homework

1. Finish off the WB listening.

2. Make up a column about scientists and their quotes

高二英语教案：《Unit1 Making a difference 与众不同》教学设计（一）

Ⅰ.Teaching aims and demands

1.Topic:

Talk about science and scientists

2. Function: describing people and debating

That’s correct. It’s clear that…

I doubt that …

There is no doubt that…

It’s hard to say.

Well, maybe, but…

That’s true.

What’s your idea?

Have you thought about…?

3.Vocabulary

undertake analysis within gravity similar paragraph

debate scan boundary incurable engage promise

exploration disable theory seek that(adv.) misunderstand

scientific method observe match predict astronomer

curious microscope telescope punish intelligent patient

be similar to work on go by be/get engaged to sb. use up

go on with dream of turn out be satisfied with

take a look at the other way round on fire

make a difference be curious to do sth./ about sth. / that –clause

4. Grammar

The infinitive used as predictive/ adverbial / attribute / subject/ object

Ⅱ.The analysis of the teaching material

The topic of this unit is “ making a difference”. In this unit, first we can learn about the science subjects and know the importance of each subject. Second, we can get familiar with some great scientists and their famous quotes and achievements, such as Stephen Hawking, Galileo, Albert Einstein, ZhangHeng and so on. Third, we will know how the discoveries and inventions of the great scientists help us better understand the world and improve our life. By knowing this, students are encouraged to study hard, and their love of science and their hope of becoming scientists are inspired.

1.Warming up: It offers us five pictures of foreign great scientists with their famous quotes. By learning their quotes and talking about their achievements, students can know about the key to success and make their minds to be successful.

2. Listening: It contains 4 great minds including the students. In fact, it provides three passages and the students are asked to have a guess who they are, which is so interesting that it may further arouse the students’ enthusiasm in science.

3. Speaking: The students are asked to have a debate about which branch of science is the most important and useful to society. By doing so, students can practice debating skills and use some useful expressions freely. At the same time, they will find that knowledge plays an important part in our daily life.

4.Pre-reading The three questions in pre-reading pave the way for reading.

5.Reading: The text describes Hawking’s disease, dream, achievements and opinions on science and scientific research.

6. Post-reading: The exercises help the students further understand this great scientist.

7. Language study It contains word study and grammar. Students will have a better knowledge of the uses of the infinitive in this part.

8.Integrating skills It includes reading and writing. In the reading passage, students can learn about characteristics of five scientists and their scientific spirit. In the writing part, students are asked to write a paragraph to describe a favourite scientist.

9. Tips Unit One also gives students some advice on how to use the scientific method to learn English.

10. checkpoint

It sums up the uses of the infinitive.

Ⅲ.Teaching arrangements

Period 1&2: Warming up, listening and speaking

Period 3&4: reading

Period 5: Language study

Period 6: Integrating skills and writing

Notes:

1. Amending In warming up, it’s too abstract for the students to talk about the quotes, so we deal with it as a unit task to the students at the very beginning-―make up a column about scientists and their quotes.

2. Replacement In speaking, the text gives the students the debate: Which branch of science is more important and useful to our society?

It’s too difficult and abstract for the students to carry it out. The reasons are as follows:

1) Their vocabulary is not large enough.

2) It’s too difficult to divide each branch of science in our daily life.

In fact, each branch can’t be divided from the others. Only by combining them together, can we make our world more beautiful.

So we change the topic, and ask the students to talk about what has happened in our daily life. That is , should a nuclear power station be built in Sanmen? This topic can give the students lots of space to talk about.

3. Adding This unit doesn’t give a good sample for the students to write about a scientist. So it is also very difficult for the students to do the writing well. Because of this, we add a research task to the students after finishing the reading material No Boundaries. (What is science and what is the spirit of a scientist? Do research on your favorite scientist and try to find out what makes him /her successful. The students are asked to finish the task by surfing the Internet.) With the help of the first unit task--- to make up a column about scientists and their quotes, it’s possible for the students to write a good article about a favorite scientist.

高一英语教案：《Unit1 Good Friends 好朋友》优秀教学设计（二）

the fourth period

teaching aims and demands

integrating skill

grammar and writing

get the students to write an email

key points: 1. useful expressions; 2.writing 3.grammar

teaching methods: written practice and grammar.

teaching procedures

step 1. revision

(1) check the work exercises.

(2)a test for unit 1

to get the students to review the grammar and write the passage on page 88

pal restaurant is one of the many restaurants where people come to eat, drink, talk and enjoy music. it is different from other restaurants because its owners are a group of college students. “we run this restaurant to make friends,” says the manager, hu ming.

but the students’ parents say that they are unhappy about this. “we can’t stop them but we want them to put study in the first place.” teachers do not support them, either. hu ming says that a teacher has already told him that he should spend more time on study.

all the managers say that running a business takes a lot of time. “we don’t have the money to hire enough waiters or waitresses, so we do most of the work ourselves,” says liu tao. “sometimes we have to skip classes to keep an eye on the restaurant,” says another boy.

but liu tao says they are doing ok.

3 answers may vary. possible titles/headlines include “study first or business first?” “students running bar”

step 2. integrating skill

instruction: the reading describes different kinds of friends. let the students read the first paragraph and answer questions 1-3, then ask them to think of words that can be used to describe the different kinds of friends. you can also tell the students to choose words from the “5-star friend” activity in the student’s book.

extension what does it take to make a friendship work? the students can work in groups and select one kind of friendship described in the reading and think about the advantages and disadvantages of such a friendship. what problems might arise? how could they be solved? (the students can refer to the listening activity).

suggested answers

1 c

2 a fair-weather friend will only like you when you are happy and popular; a forever friend is a true friend and will help you when you are in trouble.

3 list the characteristics of each kind of friend:

a fair-weather friend only likes you when you are happy and popular, doesn’t help you when you have problems. (students can add more)

a school friend studies and plays together with you, sees you in school. (students can add more)

a forever friend knows everything about you, always listens to you. (students can add more)

4 sarah helped janet overcome her shyness and deal with her classmates. janet helped sarah study math.

5 answers may vary.

6 you can make friends with people from other countries by reading e-pal/pen pal ads in newspapers or on the internet.

7 one of the advantages of having friends in other countries is that you can learn more about the world. you can also learn more about other languages and cultures. there are a few disadvantages, including the fact that it can be difficult to be friends if you live far away from each other.

8 answers may vary. one possible interpretation is that all the people around us could be our friends; friendship is a two-way relationship and it takes work and patience to develop a good friendship.

step 3 writing

ask the students to read the e-mail and find out what the girl wants to know more about. tell the students to think about what they want to tell the girl. as a pre-writing activity, the students can list the things they want to include in the e-mail. when the students have written the e-mail, you can compare what they have written.

assessing

a learner log is a set of questions that will help the students to reflect on how and what they have learnt. the students are asked to rate their “comfort level” and summarize what they have learnt. you can use this as an activity in class or let the students complete the log at home. throughout the book we offer different assessment tools and we recommend that you try as many of them as possible. learner logs and other similar assessment tools are simple to use and have a positive effect on the students’ learning and learning habits over time. the students may find it difficult to answer the questions at first, but if you use the log consistently it will help the students pay more attention to their learning strategies and set better goals. once the students are used to the format and expectations, you can use the learner log and other assessment activities in combination with discussion and goal-setting activities.

step 4. post -integrating skills

ask the students to read the e-mail ads in unit 1 and choose one to reply to. before the students start writing, they should think about what they want to write.

extension use real e-pal ads from the internet and let the students find a real e-pal from another country. if your students do not have easy access to the internet, you can simply copy more e-pal ads and bring them to class.

sample e-mail

hi jane:

my name is xiao fei and i come from hunan. hunan is in the south of china. i am a middle school student and i like speaking english. i read your e-pal ad and i would like to be your e-pal. you wrote that you like rock music. can you tell me what bands you like? have you ever heard any chinese rock bands? you also wrote that you like talking and joking around. i do too! i think you and i can be good friends. please send me an e-mail as soon as possible.

xiao fei

assessment criteria:

an e-mail is less formal than a letter and more formal than speaking. a good response to the e-pal ads should include information about who you are and where you are from. try to encourage the students to use indirect speech to refer to the e-pal ad.

step 5. homework

(1) finish off the exercises in the workbook.

(2)write an email into my email-box.

summary the key points in this unit

evaluation of teaching:

the fifth period students have an integrating examination

the sixth period teachers comment the examination and review the unit.

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