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Period 7Writing

整体设计

从容说课

This is the seventh teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson.

The emphasis of this period is laid on developing the students’ writing ability. First summarize the brainstorming way of preparing oneself before writing, let the students know how to make a brainstorming map, and then ask them to make one on the topic question:How can learning English help China in the future? This is one of the best ways for students to prepare what they want to say before they begin to write.

Making a poster is also very useful for students to collect ideas and sentences before writing. Make one on China’s Future Lies in Learning English.

After the two steps above, the teac her can let the students write a short passage titled “Should we learn English? ” According to the brainstorming map on the top of Page 15 and the poster they makes in Step 4, they can decide the structure of the passage should be as follows:State your points of view; show the supporting reasons; get a conclusion. Then, show students some connecting words which can help them to join the sentences and paragraphs. They will write a good passage.

As for Writing task on Page 53 in the workbook, it can be done as homework. The teacher can model this writing task by sharing his own learning experiences. In essence, it is an effort to help students organize their self-reflection.

教学重点 Develop the students’ writing ability by making a brainstorming map and a poster.

教学难点

Get the students to learn to use connecting words or sentences properly to arrange sentences correctly.

教学方法 Brainstorming and cooperative-learning

教具准备 A projector and other normal teaching tools

三维目标

Knowledge aims:

1. Get the students to learn the brainstorming way.

2. Get the students to learn to make a poster.

3. Get the students to learn some connecting words and sentences.

Ability aims:

1. Develop the students’ writing ability.

2. Get the students to learn to collect useful ideas and sentences by using the brainstorming way or making a poster.

3. Get the students to learn to arrange ideas and sentences collected properly into an essay or passage.

Emotional aim:

Enable the students to master writing skills and write excellent articles.

教学过程

设计方案（一）

→Step 1 Revision

1. Check the homework exercises.

2. Get two pairs of students to make dialogues about asking directions using requests.

→Step 2 Presentation

Summarize the brainstorming way of preparing oneself before writing.

The teacher writes the topic question “Why should I learn English? ” on the blackboard.

Student 1:I learn English to talk to native speakers.

Student 2:To go to college, I learn English hard.

Student 3:I like reading. I learn English so as to read English novels.

(Other answers may be as follows:to use for business, to read English books, to listen to English music and movies, to go abroad. )

Teacher:Well, let’s show your ideas on a brainstorming map.

(Show the map on the screen. )

Teacher:We can see the ideas easily and clearly. This map can help you write an excellent composition. Now, do you know how you prepare yourself before writing?

Students:Yes.

→Step 3 Making a brainstorming map

The teacher writes down the topic question “How can learning English help China in the fut ure? ” on the blackboard. Ask students to make a brainstorming map with a partner.

Several minutes later, ask a student draws the map on the blackboard.

Sample map:

→Step 4 Making a poster

First ask the students to make guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.

Sample poster

China’s Future Lies in Learning English

Reasons for learning English:

World trade is done in English;

International organizations(such as the UN)use English;

We need contact with the developed Western world to build our country;

The developed world uses English in its dealings.

Why the Chinese language will not do?

Very few people in the West speak Chinese;

Chinese is a difficult language to learn;

Most businessmen do not have time to learn new languages every time they enter

a new international market.

So China’s Future Lies in Learning English

→Step 5 Writing a short passage

1. The title is “Should we learn English? ”

2. Show the structure on how to write the passage.

1)State your points of view.

2)Show the supporting reasons.

3)Get a conclusion

3. Show the students connecting words which can help them to join the sentences and paragraphs.

Illustration:I think. . . , I believe. . . , In my opinion. . . , As far as I am concerned. . .

Addition:firstly, secondly, then, besides, at last. . .

Contrast:however, but, on the other hand. . .

Summary:in short, in a word, therefore, so. . .

Sample passage:

Should we learn English?

Many people all over the world speak English as their second language. It is not too much to say that it has become an international language. So I strongly think we should learn English.

Firstly, learning English can make life fun. It enables you to watch American movies, read English books and listen to English songs. Moreover, as English is an international language, you will be able to communicate with foreigners when you are on a trip abroad. Traveling will be more interesting that way.

Secondly, it is a good idea to make friends with foreigners. In my opinion, it is the best way to improve your English. In addition, it will be fun and it will expand your view of the world. If you make friends with a native speaker, you can practice your spoken English more often and then you can communicate with people around the world. You can also become familiar with the customs and habits of different cultures.

However, there are some people who are afraid to make friends with foreigners because they are not confident of their English. However, many foreigners do not care about grammar. They will get your key words in the sentence and figure out the whole meanings. Therefore, it is unnecessary to be afraid to make friends with them; just go ahead!

Learning English helps us meet different people and learn more about their culture, thus facilitating mutual understanding and harmony. Briefly said, English is so useful to us that we should all learn it.

→Step 6 Homework

Writing task on Page 53 in the workbook.

设计方案（二）

→Step 1 Revision

1. Check the homework exercises.

2. Get two pairs of students to make dialogues about asking directions using requests.

→Step 2 Presentation

Summarize the brainstorming way of preparing oneself before writing.

→Step 3 Making a brainstorming map

Write down the topic question “How can learning English help China in the future? ”on the blackboard. Ask students to make a brainstorming map with a partner. Several minutes later, ask a student draws the map on the blackboard.

→Step 4 Making a poster

First ask the students to make educated guesses about how English can help some aspects of Chinese life, in particular its economy. Then, students work on their poster in pairs. Finally, ask several pairs to present their poster in class for assessment.

→Step 5 Writing a short passage

1. The title:Should we learn English?

2. The structure on how to write the passage:

1)State your points of view.

2)Show the supporting reasons.

3)Get a conclusion.

3. Connecting words:

Illustration:I think. . . I believe. . . In my opinion. . .

Addition:firstly secondly then besides at last. . .

Contrast:however but on the other hand. . .

Summary:in short in a word therefore so. . .

→Step 6 Homework

Writing task on Page 53 in the workbook.

板书设计

Unit 2English around the world

Writing

A brainstorming map:

活动与探究

More and more people learn and speak English. Why? Hold a group discussion, and write a short passage titled “Why is English spoken in so many places around the world? ”to list the reasons.

Sample passage:

Why is English spoken in so many places around the world?

English is the language most widely spoken and used in the world. Why? Industrial

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Unit 1 Friendship ？ Warming up 1.be good to be good for=do good to be good at 2.following adj. 下面的，下列的 ) the following+n.=the+n.+below ( 形容词修饰名词放在名词之前，介词或者介词短语修饰名词置于其后 ) 3.add v. add...to... add to add up add up to ： addition n.in addition=besides +句子 in addition to +n./doing 同类用法联想： because & because of instead & instead of additional adj. 附加的 additionally adv.“而且，其次” “附加给 ..., 除了 ...还有...” 4.分数 score grade point mark (full marks) 5.until 6.with 和...一起，附带着， 用 without 不... within在...内，不出 ... . write with a pen eat with hands/ spoon/chopsticks/knife and fork He left without saying goodbye.

He left with the water running. 分析： saying 前无名词，则是主语发出 saying 的动作； running 前有 water，因此是 water 发出 running 的动作，而不是句子的主语 he。

人教版高中英语必修二第三单元教学设计

《多媒体课件制作与使用技术》课题：The Olympic Games 姓名：Mia Dong 学号：17 专业：英语班级： 4 课程名称：多媒体课件制作与使用技术 学期：2012至2013学年第二学期

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教学要求： （一）教学模式 关于第二单元本环节——reading部分，采用教学问答模式、课堂授受模式、指导自 学模式、合作交流模式以及探究学习多种模式交叉运用。 （二）教学策略 主要是使用替代式教学策略，使学生在短期内学习许多内容，提高教学效率。其中 穿插问题引导方式，从而克服单一的替代式教学策略的不足 （三）教学方法 以语言形式获得间接经验的方法为主，通过教师和学生口头语言活动及学生独立阅 读书面语言为主，其中使讲授法、谈话法、讨论法和读书指导法交叉使用。 四、教学平台 以多媒体课件演示为主，辅之以少量板书，即多媒体课件教室的教学环境。 五、教学计划 本单元用6课时 第一课时: Warming up and listening 第二课时: Speaking 第三课时: Reading 第四课时: Reading 第五课时: Language study 第六课时: Integrating skills （注：本课件为教学计划中的第三课时） 六、教学动力和动机 关于第三单元本环节教学，教师通过展示学生普遍关注的或喜欢的图片调动学习兴 趣，并且共同讨论学习各种有趣的运动调动学生学习积极性，并告知学生在reading 后有课堂测验，从而使学生感到较小的压力，促进学习积极性，进而完成教学任务 和教学目标。 七、教学具体环节

人教版高中英语必修二教案 Unit2-The-Olympic-Games-Period3-Extensive-Reading

Period 3 Extensive Reading The General Idea of This Period： This period is to introduce the students to Greek literature and to help them understand the problems that women had in Ancient Greece.The Greeks had wonderful stories about the Gods and Goddesses who were part of their religion.They believe that these Gods （or Goddesses）would help if they felt sorry for them or if the humans were good people.The Gods did not always help though.They behaved like people who were unpredictable and capricious.To try to get the support of the Gods people had to pray to them and offer them presents.In this story the Goddess Hera，the Greek Goddess of Love （the wife of the chief God，Zeus）was sorry for Hippomenes and agreed to help him. Teaching Aims： 1.Enable the students to learn and talk about Atlanta’s story. 2.Learn some useful words and expressions：prince，pri ncess，amaze（amazing，amazed），foolish，promise，golden，etc. 3.Learn some sentence patterns： （1）I will only be married to a man who can run faster than me. （2）It was so tall that I had to look up to the sky to see it. （3）There was a man called Hippomenes who was amazed when he heard of Atlanta’s rules. Teaching Important Points： 1.Enable the students to comprehend the story of Atlanta and get the general idea of the story of Atlanta and something about the beginning of the Olympic Games in the ancient time. 2.To know the athlete in the past and the fact that women were not allowed to take part in. Teaching Difficult Point： To understand the content and finish the true or false exercises efficiently. Teaching Methods： 1.Skimming to get the general idea of the story of Atlanta. 2.Scanning to get detailed information and get to understand the story better. 3.Task-based methods to get the students to comprehend the passage and be able to retell the story in their own words. Teaching Aids： 1.A tape recorder. 2.A multimedia. Teaching Procedures： Step 1 Revision 1.Revise the future passive voice. T：It’s getting cold now.Will you bring or buy some thick clothes to school? Ss：Yes. T：In fact we may also say that because it is getting cold now，some thick clothes... Ss：Some thick clothes will be brought or bought. T：That is to say，some thick clothes will be brought or bought.Sometimes we can use future passive voice to express a future action.Remember the form? Ss：Yes.will/be to/being go to be done.

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Unit 2 The Olympic Games 教学设计 Using language：Reading and Listening I. 教材分析Teaching analysis This lesson is the fourth period of this unit, which is about the ancient Olympic Games. By studying of this unit, we’ll enable the students to know something abo ut the ancient Greek stories, which arouses students’ interest in western culture. Most importantly, it trains students’ reading and listening ability. II．三维目标Teaching aims 1．Knowledge aims 1) 1、Important words and expressions a、bargain, compete, foolish, race, pick up ,one after another b、sentence structures ①Her father said that she must marry, so Atlanta made a bargain with him. ②She could run faster than any men in her country. ③He threw the golden apples one after another. ④ No one will be pardoned.. 2) Let Ss know more about the ancient Olympic Games. 2．Ability aims 1) Develop the students’ reading skills by using different reading skills 2) Enable Ss to express themselves by answering questions.. 3．Emotional aims 1) Stimulate Ss’ love of the anci ent Greek literature and culture. 2) Train the students’ ability to cooperate with others. III．教学重点Teaching important points 1) Develop Ss’ reading skills by extensive reading. 2) Train the students’ reading and listening ability..

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名师精编优秀教案 高中英语必修二Unit 2教案

https://www.wendangku.net/doc/5e6025792.html,pete 比赛，竞争 competitive 竞争的competitor 竞争者，竞争对手 competition 竞争，比赛competence 能力，胜任 compete in 参加……比赛 compete for 争取获得compete with /against 同……竞争 2.take part in 参加，参与 Take an active part in Play an important part in 扮演重要角色 take part in，join ,join in ,attend ： take part in 指参加大型活动，join指参加党派，团体，组织等，表示成为其中一员。与某人一起做某事可以表达为：join sb. in (doing) sth. join in指参加某种活动，游戏，竞赛，娱乐。attend 指参加会议，婚礼，典礼，上课，上学，听报告等。 3.stand for 代表，象征，表示; 主张，拥护，支持；忍受 Stand up 站起来stand out 突出，显眼stand by 袖手旁观stand aside 站在一旁 4.admit 准许进入，准许参加，接纳，承认 be admitted to/into 被准许进入admit doing/that…承认做了…… admit sb./sth. to be /as…承认某人/某物是… 5.nor/neither 也不 倒装结构nor/neither +助动词/be/情态动词+主语表示某人某物也不……类似于so的用法So+主语+助动词/be/情态动词表示某人某物的确…… 6.as well 也，又，还as well as 和……一样might/may as well do 我们不妨/还是…吧besides ,in addition to 除……之外还有 as well,also,too,either 的区别 as well前面不用逗号，放在句尾，用在肯定句，疑问句中 also 一般放在be/情态动词/助动词之后,实义动词之前 too放在句中或句末，通常用逗号隔开，用于肯定句，疑问句中。 Either 放在句尾 7.as…as和……一样 第一个as为副词，第二个as为连词，用来连接一个比较状语从句，但常省略与主句相同的成分。 原文再现：There is as much competition among counties to host the Olympics as to win Olympic medals.国与国之间争取奥运会承办权的竞争就跟夺奥运奖牌一样激烈。 As….as 运用形式：（倍数times） 1).as+adj/adv+as… 2).as+adj+可数名词复数或不可数名词+as… 3).as+adj+a/an+可数名词单数+as… German is just as difficult to learn as English.

人教版高中英语必修一unit 2 reading教学设计

人教版高中英语必修一Unit 2 reading教学设计 张弦 第一．教材 本节课教材选取的是必修一第二单元阅读部分。 第二．教学目标 1.语言目标 ●通过对单词的预习及听录音，能够熟读文章中出现的新单词。 ●能够在讨论活动中用简单的英语发表自己的看法。 ●掌握阅读基本技巧并予以运用。 2.情感目标 ●让学生认识到英语的重要性，激发学习热情。 ●通过对英语发展过程的了解，培养他们的跨文化意识和世界意识。 ●通过小组讨论培养团队合作意识。 第三．教学重点及难点 ●提高学生的阅读技巧——scanning 和 skimming。由于学生刚从初中进 入高中，对高中英语的阅读难度很难适应，因此迫切需要提高阅读技能。这既是本节课的重点又是难点。 ●能读懂文章，了解文章的基本大意及各段落大意。学会快速找到每段的 中心句。 ●学会划出阅读理解题的关键词，并能在寻读过程中找到相关信息。 第四，教学过程 Step1. Lead-in （6 minutes） 课前放首英文歌（when you believe），为接下来的讨论提供信息。问候完后问一个与学生实际相关的问题：How long have you learned English? 然后引出讨论话题：Why do so many people learn English? 两人一组进行讨论，用短语尽可能多的说出原因。可在黑板上举个例子：To listen to the English songs，同时写出课前歌曲名字。两分钟讨论后，让学生给出答案，幻灯片如下展示：

然后再问学生：How much do you know about the English language? 再进入本课主题：the road to modern English. Step 2: Pre-reading （3 minutes） 用三张幻灯片预习本文中的生单词及短语，为阅读扫清障碍。（对于许多没有做预习的学生来说，这一步是非常有必要的。）预习词汇如下：Voyage apartment actually base gradually Danish Vocabulary spelling identity fluent Singapore Malaysia because of come up at present make use of such as Step 3: Reading Task 1: listening—获得文章大意 (6 minutes) 听前给出一道文章主旨题。（此题设计为选择题以降低难度） The passage mainly tells us__ B __ A. Why English is more and more widely used in the world today. B. A very brief history of the English language. C.The difference between British English and American English. D. Different kinds of English language Task 2: scanning（寻读）—寻找细节 (10 minutes) 让学生带着四个问题进行限时阅读5分钟，读前学会寻读的技巧。（四题皆为选择题，由易道难。学生可将寻读技巧运用于实践，此过程中，教师也不能袖手旁观，应给学生必要的指导和帮助，发展学生自主学习能力成为学习主体。）Tip： What are the key words ? 名词、动词、形容词、副词等