当前位置：文档库 › 全新大英第二册unit 1教案 ways of learning

全新大英第二册unit 1教案 ways of learning

Teaching Plan

Unit 1 Text A Learning, Chinese-Style

I.Teaching Materials

Text: Learning, Chinese-Style (Para. 1—4)

PPT

II.Teaching Objectives

Students will be able to:

1. grasp the main idea (that it would be ideal if we can strike a balance between the

Chinese and the Western learning styles) and the structure of the text (introduction by an anecdote –elaboration by comparison and contrast- conclusion by a suggestion);

2. master the key language points and grammatical structures in Para. 1-4;

3. conduct a serious of reading, listening, speaking and writing activities related to

the theme of the text.

III.Teaching Emphasis: some new words: attach, tender, neglect. IV.Time: about 20 minutes

V.Teaching Steps:

Step 1: Warming up

Question 1: Two children are given two hula hoops, a toy they are unfamiliar with.

?Ann is given a hula hoop with instructions on how to use it.

?Mary is given a hula hoop with no instructions.

What kind of outcomes do you expect?

Ann: Learns to keep the hula hoop in motion by moving her body in certain ways.

Mary :( 1) explores the hoop and discovers it's big enough to step through.

(2) Balances the hoop between two objects and practices kicking a ball

through the hoop.

How do you comment on these two outcomes? Which one do you think is Chinese style in learning?

Question 2: What’s the difference between Chinese and American ways to learn to accomplish a task?

Chinese:Show a child how to do sth. or teach by holding his hand.

(passive receptor, teacher-based)

Americans: Teach children to rely on themselves for solutions to problems. (active learner / creator, student-based) Step 2: Text Organization

Part 1 (Para. 1-5): The Chinese staff helps Benjamin to place the key.

Part 2 (Para.6-13): T he author’s thoughts about different approaches to learning

in China and the West.

Part 3 (Para. 14): The author gives a suggestion of a more rational approach to

fostering creativity and basic skills.

Step 3: Text Analysis (Part 1)

Task 1: How does the author introduce the topic in Text A?

In this text, the author introduces the topic by an incident / anecdote of teaching a child to place a key into a slot. (a key-slot anecdote)

There are several ways to introduce a topic (theme).

? Stating the topic directly.

? Posing a question.

?Quoting a famous saying.

? Relating an anecdote or an incident.

Task 2: Scan Part 1 and find answers of the following questions:

(1). Where and when did the incident take place?

Jinling Hotel in Nanjing, in the spring of 1987.

(2).Who are the main characters in this incident?

The author/narrator, his wife Ellen, their son Benjamin, and hotel staff.

(3).What is the attitude of the author and his wife toward the key-slot anecdote?

They let Benjamin explore and enjoy himself.

(4).What is the attitude of the hotel staff toward Benjamin’s efforts?

They held his hand and taught him how to insert the key into the slot correctly. Step 4: Detailed study of Part 1(Para.1—4)

1. attach: fasten or join (one thing to another)

attach sth. to sth. be attached to

E.g. Make sure that the stamp is firmly attached to the envelope before you mail it.

Match English phrases with their Chinese equivalents:

adapt…to 使适应于

apply to 向(某人)申请

confess to 承认，忏悔

contribute to 捐献, 捐赠; 有助于

correspond to 相当于; 相符, 符合

relate to 有关, 涉及

subject to 使遭受，使服从

yield to 投降, 让步

2. tender: a. young; gentle and loving; sensitive; easily damaged or hurt

年幼的；温柔的; 敏感的; 易受伤害的

Collocation:

tender plants / shoots 娇嫩的树木 / 幼芽

a tender subject 软心肠

a tender heart 敏感的话题

tender age 年幼

3. not in the least: not at all

小男孩似乎一点也不怕狗。

The little boy did not seem to be in the least frightened of the dog.

4. Paraphrase:

(1)Because of his tender age and incomplete understanding of the need to position

the key just so, he would usually fail.

Because he was so young and didn’t quite know that he should position the key carefully to fit into the narrow key slot, he would usually fail.

(2)He probably got as much pleasure out of the sounds the key made as he did

those few times when the key actually found its way into the slot.

He got much pleasure from the sounds the key made, just as he got much pleasure the few times when the key actually got into the slot.

5.insert: put, fit, place (in, into, between)

Can you give some other examples of ―inserting‖ in daily life?

--- insert a key into a lock;

--- insert the plug into the electric socket;

--- insert an additional paragraph in an essay.

6.neglect: v. give too little attention or care to

We often heard such story that a wife complained that her husband gave too much attention to his career, working long hours and neglecting her.

C.f.: ignore: v. pay no attention to sb. /sth. on purpose

E.g. I said ―Good morning‖ to her, but she just ignored me and walked on.

More often an enterprise failed because the manager had neglected his duties Step 5: Homework

Talking about Your College Life — Expectations and Reality

Directions:

1) Your idea of college life before you came to college (including the

campus, classroom buildings, dormitories, students’ cafeterias, library, classmates, teachers, etc.);

2) The similarities and differences between your expectations and the reality.

人教版高中英语必修一unit1经典教案

龙文教育学科老师个性化教案教师学生姓名上课日期学科英语年级教材版本人教版学案主题必修一unit 1 课时数量（全程或具体时间）第（1）课时授课时段教学目标教学内容必修一unit 1个性化学习问题解决必修一unit 1 教学重点、难点难点：词汇重点：词汇教学过程一．词汇单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）

German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历

2017新版一年级下册语文识字《识字2.姓氏歌》第二课时教案

识字2.姓氏歌第二课时教学目标：知识与技能：认识儿歌第二小节中的6个生字，正确美观地书写“国、王、方”3个生字。过程与方法：正确、流利、有节奏地朗读第二小节，背诵课文。情感、态度与价值观：了解有关百家姓的小知识，培养学生对姓氏文化的兴趣。教学重点：识字写字，正确、流利、有节奏地朗读并背诵课文。教学难点：激发学生对中国姓氏文化的兴趣。教学准备：多媒体。教学方法：反复地朗读课文，读正确、读流利，读出节奏，达到熟读成诵。教学过程：一、复习旧知，谈话导入 1．出示生字词卡片：姓氏、什么、张、胡、吴、徐、许，指名认读。 2．说说自己班上还有哪些不同的姓氏，师相机板书。 3．师过渡：我们中国的姓氏有很多，古人曾经编过一本书，叫《百家姓》，二、学习课文第二小节 1．学生借助拼音自由朗读第二小节，注意读准字音。 2．检查学生的自读情况。

(1)指名学生朗读第二小节。 (2)根据学生的朗读情况相机正音，并出示词语卡片：中国、赵、钱、孙、周、郑、王、东方、上官，指名学生认读，强调：“赵、周”是翘舌音，“王、方”是后鼻音。 (3)全班齐读第二小节。 3．巩固识字。 (1)学生再次朗读第二小节，画出其中的姓氏，再读一读。 (2)指名学生交流第二小节中出现了哪些姓氏，教师根据学生的交流情况适时张贴相关卡片：赵、钱、孙、李、周，吴、郑、王、诸葛、东方、上官、欧阳。 (3)再次打乱顺序，指名学生认一认这些姓氏，并说说自己的家人或同学有哪些人是这个姓。 (4)鼓励学生说说自己是如何记住这些字形的，在此过程中，教师要给予学生充分的鼓励，并渗透一定的识字方法。如：“赵、钱、孙”都可以用第一小节的汉字组合法来识记；“周”是半包围结构，里面是“土”加“口”；“王”是“三”字中间加一竖。 4．了解单姓和复姓。 (1)教师引导学生发现黑板上这些姓氏有什么不同。 (2)指名学生交流，教师小结：中国的姓氏中，大部分是一个字，也有两个字的，如：东方、欧阳、上官等，这样的姓叫复姓。 5．游戏进一步巩固：师出示一张姓氏卡片，班上是这个姓氏的小朋友站起来，大声说：示例：我姓钱，金钱的钱。 6．朗读并背诵第二小节：生自由朗读第二小节，通过拍手读感受其中的节奏，练习背诵。三、适当拓展，激发兴趣

人教版高中英语必修二Unit 1 Culture relics语言点教学案含答案

Unit 1 Culture relics 单元语言点目标认知重点词汇 rare, valuable, survive, doubt, remove, amaze, select, design, remain, worth, fancy 重点短语 belong to, in return, serve as, think highly of, part of 重点句型 1. … could never have imagined… 2. Nor do I think they should give it to any government. 知识讲解重点词汇 rare 【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】rare adj. 稀少的, 罕见的 It is rare to see a man over 160 years old. 很少见到一个人能活到160岁。稀薄的 The air is rare at high altitudes. 高处空气稀薄。【拓展】occasional, uncommon, scare, rare均含“稀罕的、很少发生”之意。 occasional 指偶然、间或发生的事，侧重无规律可循。 uncommon指一般不发生或很少发生的事情，故显得独特、异常与例外。 scare指暂时不易发现、不存在或数量不足，供不应求的东西。 rare指难得发生的事或难遇见的人或事，侧重特殊性。 valuable 【原句回放】Does a cultural relic always have to be rare and valuable? 文化遗产总是稀少而贵重的吗？【点拨】valuable adj. 很有用的，宝贵的；很值钱的，贵重的valuable experience 宝贵的经验 valuable jewelry 贵重的首饰 This is one of the most valuable lessons I learned. 这是我所学到的

人教版高中英语必修二全册教案

Unit 1 Cultural relics I. 单元教学目标 II. 目标语言

II. 教材分析与教材重组 1. 教材分析本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标

《合欢树》第二课时教案

《合欢树》第二课时教案教学目标：一体会深沉的母爱及作者对母亲浓浓的思念和内疚交织的感情。二理解“合欢树”在文中的寓意。三引导学生感悟现实生活中的母爱激发感恩之情。教学重点难点：一体会问中母爱的特殊性二理解合欢树的象征意义教学设想：采用作家王安忆曾说过的阅读史铁生散文的三步法，教师引导学生注意从题目入手细细品读文本语言，然后交流欣赏本文的精华。教学过程：一导入新课：同学们上节课我们整体感知了《合欢树》的大致内容，这节课我们要一起通过品析文章语言来感悟文章的精华，体会一下是怎样的母爱使作者重新树立了信心走向成功的。二幻灯片展示王安忆的关于史铁生的散文的阅读方法：首先要抓住文章中的原初面目的情感，然后体会文中理性的提炼然后思考文中的哲学意味。三题目切入，牵一发动全身。提问：文章题目史合欢树，那么你从合欢二字会想到哪些内容？教师引导学生回答：“合家欢乐、团员、昌盛等”呢么文中有这种情感的流露吗？没有，相反更多的是生命的苦难，愁闷，甚至还有些绝望。提问：同学们下面就透过字里行间去品味母亲的深深的母爱吧！四语言品析：提示：可以通过分析母亲的神态、动作、语言的描写或某个词语的妙处，来理解那种竭尽全力给儿子治病，激励鼓舞儿子生活勇气的深沉的母爱。示例：“。。。。。。。白发”肖像描写写出了母亲因操劳而衰老。“母亲惊惶了几个月，。。。。一换药就说。。。。。”心理动作语言描写，表现母亲对儿子的心痛，内疚。“。。。。。虔诚。。。。的希望”心理描写，恭敬而有诚意，表现母亲为我治病的急切心理“。。。。到处顶风冒雪”动作描写，“。。。。搞写作”语言描写表现母亲对我写作的支持。小结：文中母爱的特点无私无怨、坚强执着、宽厚仁慈、牺牲自我的爱。那么作者对母亲的感情是怎样的变化呢？同学们抓住有关年龄标志的词语，继续品味相关语句。语言描写：“。。。。。。没用”心理描写“。。。。。死痛快”明确一开始是不理解，后来作者成功了，母亲去世了。 “苦”苦字写出了母亲的艰难与伟大，以及我对母亲深深的怀念以及失去母亲的痛苦，所以极为悲伤。五过渡：母亲去世了了，作者孤独时无处倾诉，成功是无人分享，树欲静而风不止，子欲养而亲不待，睹物思人情何何以堪。作者最魂牵梦绕的就是母亲亲手种植种植的那棵合欢树。教师小结：一、不理解母亲的苦心二、深深的思念与愧疚六听读感悟深入探究（一）同学们关注表明光阴流转的词语，思考：合欢树的成长和我的成长历程有什么相似之处？母亲对合欢树的侍弄又与照管我有着怎样的联系呢？同学们自由结组讨论。师归纳小结，合欢树的象征意义合欢树是作者个人命运的写照，也是母爱的具体的体现物。母亲把对儿女的疼爱融入在对合

人教版高中英语必修一 Unit1 Friendship 教案

教案人教版高一英语《英语1》第一单元Friendship 第1课时：Warming up and Pre-reading 一．教学目标 ①知识目标: ⑴让学生掌握以下生词和短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog ⑵让学生学会使用以下结构来表达态度，同意和不同意和确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not. ②技能目标: 1．让学生学会用英语描述自己的朋友。 2．列出朋友间通常存在的问题,并找的不同方法来解决这些问题。 3．鼓励学生用本课学到的一些短语和结构来思考和谈论朋友和友谊。 ③情感目标 1．让学生学会如何解决朋友间可能出现的问题。 2．培养学生在高中阶段形成学习英语的好习惯。二．教学重点 1．用给定的形容词和句子结构来描述他们的一个朋友。 2．学习评价朋友和友谊。三．教学难点 1．与搭档合作并描述他们的一个好朋友。 2．与搭档讨论并找出解决问题的方法。四．教学方法 1．任务型教学法 2．合作学习法 3．讨论法五．教学准备多媒体和其他常规教学工具六．教学过程 1.导入新课：友谊天长地久的视频来激发学生的学习兴趣,。这是新学期的第一节课。所以在一开始,请学生用他们喜欢的方式来谈谈关于新学校和朋友的话题。 1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time? 2. What do you think of our new school? Do you like it? Could you say something about it? 3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class? (其他关于本单元的话题导入的建议:1。播放两首关于友谊的歌曲,然后问学生歌里都说了些有什么。2。让学生们展开关于友谊的讨论，并让他们列出好朋友应该具有哪三种品质。) 第二步：准备活动Warming-up 1．让一些学生站起来用一两句话告诉全班同学他/她的朋友是怎样一个人。下列形容词可能有用： brave loyal wise handsome pretty smart friendly

人教版新课标高中英语必修二教案合集

新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all

人教部编版小学语文五年级下册22 手指第二课时优秀教案

手指第二课时【教学目标】 1．了解五根手指的不同特点，学习作者描写手指的方法。 2．领悟课文蕴含的道理，感悟人生哲理。【教学重难点】 1．了解各手指的特点，学习描写方法，体会文章蕴含的道理。 2．学会观察，学会思考，善于从万物中受到启示。【教学过程】一、温故知新，导入新课 1．课件出示，引导学生回顾课文内容。（教师出示课件）这篇文章首先开门见山指出；接着以风趣的语言具体描写；最后阐明了一个道理——。 2．学生默读课文，教师巡视。 3．全班交流，将之前所出示的内容补充完整。这篇文章首先开门见山指出每个人都有十根手指，一只手上的五根手指各有所长，各有所短；接着以风趣的语言具体描写五根手指不同的特点；最后阐明了一个道理——五根手指如果能一致团结，成为一个拳头，那就根根有用，根根有力量。 4．指名说说课文描写五根手指的顺序。预设：迅速看一遍课文，看看作者是按什么顺序描写五根手指的。明确：大拇指——食指——中指——无名指和小指。二、研读课文，重点探究 1．学生朗读第1自然段，教师提出要探讨的问题。（1）在中心句下画上记号，并朗读。（2）第1自然段在文中的作用是什么？交流后明确：（1）中心句：一只手上的五根手指，各有不同的姿态，各具不同的性格，各有所长，各有所短。（2）第1自然段的作用：总领全文，为下文分别描写五根手指的特点作铺垫，为全文奠定感情基调。

2．教师总结第1自然段的内容，引出第2自然段的内容。过渡：第1自然段中指出五根手指姿态不同，性格不同，各有长短。那么，五根普通的手指，在作者眼中究竟有什么样的长处和短处呢？现在首先让我们一起来看看作者对大拇指的描写吧！ 3．研读第2自然段，了解大拇指。（1）指名朗读第2自然段，找出最能概括大拇指短处与长处的词语，并说说大拇指的短处和长处各是什么。明确：短处是形状不美；长处是最肯吃苦。（2）作者是如何描写大拇指的外形的？明确：“身体矮而胖，头大而肥，构造简单，比人家少一个关节。”这句话从身体、头、构造三方面进行描写，寥寥几语便使大拇指的姿态跃然纸上。（3）作者在描写大拇指时，运用了“他”这个字，体会这样用词的效果。明确：这个“他”字让大拇指摇身一变，成为一个身体矮胖、头大而肥的人，并贯穿全文，突出了丰子恺先生幽默风趣的语言风格。（4）作者又是如何描写大拇指的长处的？（教师课件出示）例如拉胡琴，总由其他四指按弦，却叫他相帮扶住琴身；水要喷出来，叫他死力抵住；血要流出来，叫他拼命按住；重东西要翻倒去，叫他用劲顶住；要读书了，叫他翻书页；要进门了，叫他揿电铃。明确：这组句子运用排比句式，具体描写了拉胡琴、水要喷出来、血要流出来、重东西要翻倒、读书、进门时他“相帮扶住琴身”“死力抵住”“拼命按住”“用劲顶住”“翻书页”“揿电铃”的表现，突出了大拇指吃苦耐劳、默默奉献的特点。（教师课件出示）例如招呼人，都由其他四指上前点头，他只能呆呆站在一旁。给人搔痒，人舒服后，感谢的是其他四指。明确：这两句再次列举具体事例：招呼人和给人搔痒，突出表现了大拇指的另一个长处——不图名利。（5）引导学生再次朗读描写大拇指长处的句子。朗读指导：要用恳切的语气，读出对大拇指的赞美之情，表现大拇指的性格特点。 4．研读第3~5自然段，了解其他手指的特点。过渡：大拇指的长处和短处我们已经从作者生动的描述中体会到了，那其他手指又有什么

完整word版,人教版高中英语必修一unit1教案最终版

Teaching Plan Unit1 Friendship 教材人教版高中英语必修一试讲者李瑶单位新疆师范大学适用年级高中一年级单元第一单元课题Anne’s Best Friend 课时共五课时，第二课时（ Reading）一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives

人教版高中英语必修二Unit-1-Cultural-relics-教案

Unit 1 Cultural relics 随堂练习 1、Fill in the blanks with proper words（the first letter is given） The topic of this unit is cultural relics. A cultural relic is something that has survived for a long time, often a part of something that has remained when the rest of it has been destroyed; it tells people about the past. 2、Read the passage again and choose the best answer for each blank. ①The king of Prussia who gave the Amber Room as a gift to Russia was B. A Frederick Ⅰ B Frederick William Ⅰ C Peter the Great D Catherine Ⅱ 文中信息：Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange

history.（Parag1） ②The king of Prussia gave the Amber Room to Russia because D. A he wanted to marry Catherine Ⅱ B he was kind C he needed better soldiers D he wanted to make friends 文中信息：In 1716, Frederick William Ⅰ, gave it to Peter the Great, as a gift of friendship from the Prussian to the Russian people.（Parag2） ③The Amber Room was stolen by B. A Russian soldiers B German soldiers C people in Konigsberg D people in St Petersburg 文中信息：But some of the Nazis secretly stole the Amber Room itself. ④In 1941, the city of Konigsberg was in A. A Germany B Russia C Sweden D France 文中信息：But some of the Nazis secretly stole the Amber Room itself. ⑤The Russians didn’t hide the Amber Room because C. A they were at war B they couldn’t find a p lace C the German soldiers arrived too soon D no train could take it away 文中信息：This was a time when the two countries were at war. 3、Look at every statement. If you are “sure” it is true, mark “S” to the left of it. If you are “not sure”, mark “NS”. （NS）1 The Amber Room was not easy to make. （S） 2 Catherine Ⅱ didn’t like everything about the Amber Room when she first saw it. （S） 3 The Amber Room was taken to Konigsberg and hidden there in 1941. （NS）4 The Russians didn’t care about the Amber Room. （NS）5 The Russians don’t think the Amber Room will ever be found. 课堂笔记 1、He insists it belongs to his family. 他坚持说这是他家的。动词insist后面所接的从句有两种情况，当表示“坚持要干某事”时，用虚拟语气；当表示“坚持认为（主张、想法和事实）”时，不用虚拟语气。 ①Mother insisted that I（should）use the old bicycle. 妈妈坚持要我骑那辆旧自行车。（坚持要别人干，虚拟语气） ②He insisted that he was right. 他坚持认为他是对的。（坚持认为，真实语气） 2、Frederick William Ⅰ, the king of Prussia, could never have imagined that his greatest gift to the Russian people would have such a strange history. 普鲁士国王威廉一世决不可能想到他送给俄罗斯人的礼物会有这样一段离弃的历史。情态动词+have done表示对过去发生的事的推测、批评、反悔等意。 ①When you spoke in front of 300 people yesterday, you must have felt very nervous. 你昨天面对300人讲话时，一定很紧张吧。（推测） ②You failed again in exam. You should have studied hard. 你考试又没有及格。你本来应该好好学习（批评） ③It is raining hard now. I needn’t have watered the flower this morning. 下大雨啦！我本来不必给花浇水的。（反悔）

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

人教版高中英语必修二第三单元《The Olympic Games》教学设计 Mia Dong 外语系4班17 一、学情分析（一）学习者分析 1、一般特征：学生基本上来自农村，英语水平参差不齐，学习压力大；学习策略与方法不合理，有的学生还不喜欢英语。 2、学习风格分析：对于高中生来说，学习的习惯和方法还是局限于较为死板，习惯于题海战术，很少有自发的对感兴趣的课题的研究或学习；学生习惯于上课认真听老师讲解，较少地参与主动地学习，一直是较为死板地学习，老师激发学生兴趣，使其主动融进课堂学习。 3、初学能力判断; 既一个学期的高中英语学习后，学生的英语水平能力有提高，但还需继续努力；关于必修二已经学习了第一、二单元，学生基本可以接受第三单元的学习任务，前提是必须认真融入由教师带领的学习氛围中。（二）教材分析本单元以世界性的体育盛会──Olympic Games 为话题，旨在通过本单元的教学，使学生了解奥运会的起源、宗旨、以及古现代奥运会的异同。学会用英语表达自己的兴趣爱好以及如何向别人推荐某一种爱好，同时培养学生对体育运动的爱好。二、教学目标

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

数学教案-菱形教学示例第二课时

数学教案－菱形教学示例第二课时各位读友大家好，此文档由网络收集而来，欢迎您下载，谢谢一、教学目标 1．掌握菱形的判定． 2．通过运用菱形知识解决具体问题，提高分析能力和观察能力． 3．通过教具的演示培养学生的学习兴趣． 4．根据平行四边形与矩形、菱形的从属关系，通过画图向学生渗透集合思想．二、教法设计观察分析讨论相结合的方法三、重点·难点·疑点及解决办法 1．教学重点：菱形的判定方法． 2．教学难点：菱形判定方法的综合应用．四、课时安排 1课时

五、教具学具准备教具（做一个短边可以运动的平行四边形）、投影仪和胶片，常用画图工具六、师生互动活动设计教师演示教具、创设情境，引入新课，学生观察讨论；学生分析论证方法，教师适时点拨七、教学步骤 1．叙述菱形的定义与性质． 2．菱形两邻角的比为1：2，较长对角线为，则对角线交点到一边距离为________．师问：要判定一个四边形是不是菱形最基本的判定方法是什么方法？生答：定义法．此外还有别的两种判定方法，下面就来学习这两种方法．菱形判定定理1：四边都相等的四边形是菱形．菱形判定定理2：对角钱互相垂直的平行四边形是菱形．图1 分析判定1：首先证它是平行四边

形，再证一组邻边相等，依定义即知为菱形．分析判定2：师问：本定理有几个条件？生答：两个．师问：哪两个？生答：（1）是平行四边形（2）两条对角线互相垂直．师问：再需要什么条件可证该平行四边形是菱形？生答：再证两邻边相等．（由学生口述证明）证明时让学生注意线段垂直平分线在这里的应用，师问：对角线互相垂直的四边形是菱形吗？为什么？可画出图，显然对角线，但都不是菱形．菱形常用的判定方法归纳为（学生讨论归纳后，由教师板书）：注意：（2）与（4）的题设也是从四边形出发，和矩形一样它们的题没条件

人教版高中英语必修一Unit1教案

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。

新人教版高一英语必修二unit1教案

The First Period (Warming up, one class) Teaching Aims: 1. To learn the knowledge of the cultural relics. 2. Discuss how to protect our cultural relics. 3. To learn the following words or phrases: Teaching Design Step One: Presentation (By showing them some photos of some famous cultural relics.) Hello, everybody, let’s look at the screen. Here are some pictures. They are all very famous places in China or in the world. Please think these over: A.Can you name them out? B.Who have the right to own and confirm them? (The shown pictures:①The Great Wall, ②The Imperial Palace of the Ming and Qing Dynasties in Beijing and Shenyang; ③The Mausoleum of the First Qin Emperor and the Terracotta Warriors) Let the students name out the famous places in the pictures, and tell them they are cultural relic s. And explain what cultural relics are. A. a cultural relic is sth. that survive d for a long time B. a cultural relic may be a part of old thing has remain ed when the rest of it had been destroyed C.or a cultural relic is something rather rare （while showing these photos, teach the new words in red: cultural relics, survive, remain, rare） 1. Get the students understand the identity of the cultural relics. 2. Let the students try to know that they are at least two sites of cultural relics, the natural site; and the cultural site. ( By showing the pictures of some natural sites relics. Eg: Mount Huashan, The JiuZhaiGou Valley, River Li ) Step Two: Drills Let the students make some more examples of cultural relics, including the ones inside our country or in other countries, especially the ones in our location. Here are some possible answers from the students: (The Neiguan Cave(内莞岩); The Xinfengjiang River(新丰江); Heyuan Dinosaur Park(河源恐龙公园); Y uanmingyuan(圆明园), etc.) (The Sydney Opera; The White House; The Big Ben; The Amber Room, etc.) Step Three: Discussing 1 As we all know that cultural relics are rather valuable, rare, and sometimes, it is in very high price. 1. Then can you tell the value of the cultural relic? (Have the students discussed for some time in teams, then get their answers by expressing in class.)