关于新教材人教版去年的树教学设计（通用13篇）大全

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下面是小编帮大家整理的新教材人教版去年的树教学设计，本文共13篇，希望对大家有所帮助。

篇1：《去年的树》教学设计 (人教版四年级上册)

【学习目标】

1、认识1个生字。会写4个生字。能正确读写“剩下、伐木、煤油灯”3个词语。

2、分角色朗读课文。

4、 理解课文内容，懂得做人要信守诺言，珍惜朋友之间的情意。

【教学重、难点】

理解课文内容，懂得做人要信守诺言，珍惜朋友之间的情意。

【教学时数】2-3课时

【课前准备】

1、生字、生字卡片。

2、有条件，可准备与课文相协调的音乐及反映课文内容情景的课件，以帮助学生有感情地朗读课文和感悟童话主题。

第一课时

【教学过程】

一、谈话激趣，导入新课

1、板书：“树”，提问：你知道的树是什么样的?

再板书“去年的树”，提问：看到课题有什么疑问吗?

2、围绕一只美丽的小鸟和一棵枝繁叶茂的大树，让我们一起来读一段美丽的故事。

二、初读课文

1、自读课文，注意生字的读音。

2、认读生字词。

3、指名分段读文，看看字音是否读准，句子是否读通顺。

4、再读课文，读后谈谈自己知道了什么。

三、确立本文的阅读方法

1、这篇课文对话较多，让我们主要采用分角色朗读的方法来阅读本文。

2、画出写对话的句子。

四、指导朗读第一组对话

1、过渡谈话：冬天到了，小鸟要到南方去过冬了，临走之前，一对好朋友依依惜别。他们说了些什么呢?读一读。

2、生活中，你也许经历过离别，想一想那是怎样的情景?想后再读一读。

3、组内练习朗读，注意读出感情来。

5、 指名朗读。注意读出自己的个性。

第二课时

【教学过程】

一、读2～4组对话

1、学生分组练习

他们就这样依依惜别，并做了约定。第二年的春天，小鸟满怀深情地跑回来找它的好朋友大树。然而，往日朝夕相处的伙伴却不见了。她着急地找了又找，问了又问……下面的三组对话，请同学们自己选定一个角色在四人小组里面合作练读。

2、指名朗读，读后评价

那一声声急切地询问，流露出小鸟对大树的无限深情。读着读着，谁不被小鸟的这一份真情感动呢?我们一起来朗读，互相说说究竟怎样读更能反映小鸟的这份真情。

3、扮演角色，体验感知

谁来做一回小鸟。你们可以像小鸟一样在教室里，就这样飞呀，飞呀，寻找着她的好朋友，你在谁的身边停下来，那个同学就做你的配角读。(两组同学分角色一起朗读)

二、朗读、想象，体悟主题

1、同学们，小鸟对大树的这种焦急、牵挂、担心就是奉献给大树的最最珍贵的友情。让我们再一次深入地和课文倾心地交流对话，来体会这种感情。村子里，煤油灯旁，一对好朋友又见面了。大家把书拿起来，让我们一起读最后三段。

2、引导想象。亲爱的小鸟，你看到朋友了，你盯着灯火看了一会儿，你想说什么?你要走了，但你又对着灯火看了一会儿，你还想说什么……课文中有好多话作者想说都没说出来，给我们很大的想象空间。我们来把作者没说的话说出来，行吗?

3、教师小结

同学们，你们都是守信多情的孩子啊。小鸟飞走了，带着淡淡的伤感，飞走了。但他给大树留下了歌声，留下了友情，留下了我们世间最最宝贵的诚信。

三、拓展升华

编写“友情卡”。

小鸟对大树的情，把大树也给深深地打动了。大树想在自己还没有被燃尽之前，为小鸟寄去一张友情卡。同学们你们愿意为大树写这张友情卡吗?

四、学生自由写，教师指导

1、读了这篇课文，对鸟儿，对树，你一定有许多话要说，让我们再来读读全文，读后说说。

2、总结

我们通过老师和同学，同学和同学，我们一起和课文进行多次的交流对话，让我们真正地走进课文、真正体会了“信守诺言，珍爱友情”的可贵。但愿这个世界“诚信与友情同在。”

五、布置作业

1、抄第11课生字组三词

2、《黄冈》第11课

3、继续完成“友情卡”

【板书设计】

11 去年的树

对话

鸟儿              树          信守诺言

树根         珍惜友情

门先生

小女孩

【教后反思】

本课是一个感人的童话故事，在四次的对话中展开了故事的情节，在通俗易懂的语言中蕴涵着“信守诺言，珍惜友情”，“人与自然和谐发展”等深厚的人文精神。我在教学中主要抓住了四次的对话让学生品味童话的语言，体会童话的特点，进一步感受童话的魅力。我觉得在本节课的教学中，我是收获较大的人文精神的挖掘比较到位，听说读写练几个环节的训练还是比较到位的。比较苦恼的是学生的朗读技巧的指导方面，有些力不从心。

[《去年的树》教学设计 (人教版四年级上册)]

篇2：《去年的树》教学设计 (人教版四年级上册)

教学目标：

1．认识并会写本课生字；

2．初步学习概括文章主要内容；

3．读通课文，品味重点词句；

4．多层次品读课文角色对话，体会童话角色的心理。

教学准备：

多媒体课件；

教学过程：

一、揭题导入，整体感知：

1．揭题，齐读课题：

今天我们将通过学习一篇童话故事了解到这样一对好朋友，它们不是人类，但是它们的友情也一样珍贵。这篇课文就是（生齐）《去年的树》。

2．初读课文，读准字音，读通句子；

这到底是怎样一个故事呢？请打开课本51页，让我们一起走进课文，用自己喜欢的方式读课文，你可以大声朗读，也可以小声吟读，可以一个人读，也可以邀请同桌一同读，让我们尽情与课文交流对话，还要注意读准字音，读通句子。开始吧。

4．学生自由朗读课文；

5．检查生字的朗读，教写难写的字；（控制在5分钟内）

（出示：融、剩、伐、煤及其生词）个别读一个后立刻齐读，四个生词；

让学生选择难写字，说说识记方法，选出最难写的字指导；

6．概括课文内容：

你们都是朗读小能手，谁可以概括出课文主要说了什么呢？

（1到2人）（相机板书：大树小鸟好朋友）

（最好的答案：鸟儿和大树是好朋友，小鸟去南方之前答应大树还要回来唱歌给它听。第二年春天，当鸟儿飞回来却发现树不见了。于是它四处寻访，最后在火柴点燃的灯火前找到由树做成的火柴点燃的灯火。朋友不在了，友情还在，诺言还在，于是，它心里充满了忧伤和惆怅，面对着由朋友的生命点燃的煤油灯，唱起了去年的歌。）

（指导：我注意到你把小鸟去山谷、去工厂、去村子找大树这些内容用“四处寻找”这四个字就概括出来了，真聪明。）

二、研读对话，体会小鸟的真情

1．过渡：

这篇童话故事除了小鸟和大树这对好朋友，还有哪些有趣的角色呢？

（树根、大门、小女孩──相机板书）

他们还会说话呢，这种写作手法叫做？（拟人）这也是童话的一大特点，让我们再次走进课文，数数这些角色之间共有几组对话？（4次）同学们找对了，说明你们读书非常认真仔细；

2．指导朗读第一次对话。

①引读。

出示：树和鸟是一对多好的朋友呀。可寒冬来临，好朋友即将离别，树对鸟儿说：“再见了，小鸟！明年春天请你回来，还唱歌给我听。”鸟回答说：“好的，我明年春天一定回来，给你唱歌。请等着我吧！”

②同桌练读。

你看他们感情多好啊！他们即将分离多久？（一年）一年不见，好朋友在分别的时候心情会怎么？请你为他们加上表示心情的词语，然后找同桌练习读一下这组对话吧。

（出示：树______地对鸟儿说：“再见了，小鸟！明年春天请你回来，还唱歌给我听。”鸟儿______地说：“好的，我明年春天一定回来，给你唱歌。请等着我吧！”）

③指名读（1到2组）。

（指导：观察学生的朗读，学生读得不错时，在评点中指导“我明年一定回来”，你能告诉我，为什么要这样读？（坚定）大树的语气（真诚地请求）。学生读得不够理想时请学生点评：他们读得怎样？你有什么好建议？梳理出朗读的方法：语气、语调、感情、表情）

（评价：你把大树的语气模仿得真像……你这小鸟的难过让我们都感受得到了……）

3．第六自然段过渡：

一对好朋友就这样依依惜别，并做了约定。第二年，鸟儿返回找树朋友。可是，树不见了，只剩下树根留在那里。到底发生了什么事情呢？树去哪了呢？

（被砍掉了）大树离开时的心情会怎么样？它可能想对鸟儿说：“_______。”

4．指导朗读三次对话。

①用“”画出小鸟说的话，多层次朗读体会情感；

通过前面的学习，老师发现你们的朗读水平确实不一般，接下来，小鸟向谁打听树的消息呢？请把鸟儿的问话用画出来，想一想，你是鸟儿此时此刻你的心情怎么样？并为它补充上去：

出示……鸟儿____地问树根。

她_____地问大门……

鸟儿_____地问小女孩……

（学生每说出一种心情立刻让他们把这种心情读出来；）

②自由练习：模仿朗读──选择喜欢的角色对话练习读；

选择喜欢的角色，加上他们当时的心情，练习读一读对话。

出示……鸟儿____地问树根。

树根_____地回答……

她_____地问大门……

大门_____地回答说……

鸟儿_____地问小女孩……

小女孩_____地回答说……

汇报──想象自己就是树根、大门、小女孩，你会有什么心情？

指名请三组学生读并说明这么读的感受和理由。

③生生互评，多元解读：他们读得怎么样？谁有不同的感受也想读一读？

小结：评价：你着急了……f你在为大树担心……f你体会得真好……f你是那么迫切地要找到你的好朋友大树?

④师生合作读：（出示几组对话）

师引：冬去春来，当小鸟满怀深情匆匆回来找她的好朋友。可是，大树不见了！小鸟问：“立在这儿的那棵树，到什么地方去了呀？”树根回答：“伐木人用斧子把他砍倒，拉到山谷里去了。”小鸟急忙赶到山谷，问大门：“门先生，我的好朋友树在哪儿，您知道吗？”大门说：“树么，在厂子里给切成细条条儿，做成火柴，运到那边的村子里卖掉了。”“大树，你一定要等着我呀！”小鸟急得都快疯了，它问小女孩：“小姑娘，请告诉我，你知道火柴在哪儿吗？”小女孩说：“火柴已经用光了。可是，火柴点燃的火，还在这盏灯里亮着。”

三、升华感情，点题并且写《友情卡》

1．升华感情。

同学们，这对朝夕相处的伙伴分别时是那样的难舍难分，因为他们是──（好朋友）；小鸟百折不挠地寻找大树，因为他们是──（好朋友）。无论多么辛苦，小鸟都要找到树，它是多么守信多情啊！

2．小练笔《友情卡》。

最后它终于找到大树了，请你帮小鸟写一张《友情卡》给大树，把小鸟的思念，把你想说的都写上去。

3．视时间汇报。

4．布置下节课任务：到底这对好朋友见面后会发生什么事情，我们留待下节课学习。

四、拓展延伸，布置作业

（作业超市──选做）

1．课外阅读：小鸟和大树演绎了一段令人难忘的真情故事，课外，你们还可以再找有关友情的故事来读一读。

2．《大树的日记》：从去年惜别小鸟，到今年化为灯火再次听到小鸟的歌声，这中间，大树经历了什么？它会怎么想？会想对小鸟说什么？请你替大树写一篇日记。

板书：

11  去年的树

树根 大门 小女孩

鸟儿 大树

唱歌

好朋友

[《去年的树》教学设计 (人教版四年级上册)]

篇3：去年的树教学设计 (人教版四年级上册)

11.去年的树

教学设计

一、复习导入

师：同学们，通过上节课的学习，我们初步了解了这个故事的大概内容，知道了鸟儿和树是一对形影不离的好朋友。它天天唱歌给树听。这节课，让我们再一起走进这个美丽的童话故事，共同见证小鸟和树的那份真挚的友情。

二、演读课文，倾心对话

过渡：这篇课文主要通过对话来叙述故事的。下面请同学们快速地默读课文，找出课文中的四组对话。

1、生汇报所画的四组对话（第一组：鸟儿、大树；第二组：鸟儿、树根；第三组：鸟儿、大门；第四组：鸟儿、小女孩）

2、学习第一组对话

过渡：让我们先来看第一组对话：寒冷的冬天快到了，大树的好朋友小鸟要到南方过冬，一对好朋友依依惜别。树对鸟儿说……读。

生齐读：“再见了，……”

师：鸟儿回答。

生齐读：“好的，我……“

师：原来她们是在约定明年重逢的事情，请同学们自由读一读这组对话，体会一下当时他们分别时的心情。

指名读（你能通过朗读，把你的情感表达出来吗？）或（你怀着怎样的心情来读这组对话呢？（依依不舍、难舍难分、伤心）为什么？）

师：你们在班上有自己的好朋友吗？有的请举手告诉我。（生举手并找到好朋友）

师：那请你和你的好朋友一起读读小鸟、大树分别时的对话，注意读出他们分别时难舍难分的心情。（指名读）

师：老师发现他读的时候，“我明年春天一定回来……”把“一定”读得很重，能告诉我为什么这么读吗？

生：因为他们是好朋友，小鸟答应他，保证明年……

师：真好，他是坚定地向朋友保让，明年一定会回来，还有哪对朋友想来试试。（感情是那么深厚）

师：让我们的男孩来读大树的，女孩子读小鸟的，我们一起来对话，好吗？

3、学习剩下三组对话

过渡：小鸟和大树她们就这样依依惜别了，并做了约定。第二年春天小鸟满怀深情地回来找他的朋友大树。然而，往日朝夕相处的朋友却不见了。他着急地找了又找，问了又问，下面三组对话，虽然都很简单，都是鸟儿问，鸟儿问，鸟儿问，但是鸟是怀着怎样的心情问呢？树根、大门、小女孩又怀着怎样的心情回答的？你们能体会到吗？那么，老师给出几个词语请你们将体会到鸟儿问的心情的词语选在横线上，然后再来读一读这几组对话。好，开始！

（奇怪、  怀着最后一线希望、  着急）

（1）鸟儿奇怪 地问树根：“立在这儿的那棵树，到什么地方去了呀？”树根回答：“伐木人用斧子把他砍倒，拉到山谷里去。”

（2）鸟儿着急地问大门：“门先生，我的好朋友树在哪儿，您知道吗？”大门回答：“树么，在厂子里给切成细条条儿，做成火柴，运到那边的村子里卖掉了。”

（3）鸟儿 怀着最后一线希望 问女孩：“小姑娘，请告诉我，你知道火柴在哪儿吗？”小女孩回答说：“火柴已经用光了。可是，火柴点燃的火，还在这盏灯里亮着。”

师：我们来看看鸟儿和树根的对话，你觉得鸟儿怀着怎样的心情问树根的？（奇怪）为什么？

师：是呀，小鸟满以为自己马上能见得阔别已久的伙伴，没想到却只看到光秃秃的树根，她觉得非常奇怪，那么你就带着奇怪的心情读一读这句话吧。

师：我听出来了“到什么地方去了呀？”是小鸟很想知道大树的去向。

师：谁再来读一读。

过渡：当小鸟奇怪地问树根树到哪儿去的时候，树根是怎么回答她的。

指名读

师指导：树根本是树的一部分，是和树血脉相连的，那你觉得怎样读可以体会树根当时的心情呢？（同情，伤感）语气。

师：谁再来试一试。

师：现在请两个同学分别读一读小鸟和树根的对话，要注意读出小鸟的奇怪，树根的伤心、同情。

（2）师：体会得不错，当树根告诉小鸟，大树被拉到山谷里，小鸟跋山涉水，找到工厂里的大门，那时小鸟是怎样地问大门的？应该用上哪个词（着急），为什么用“着急”呢？

师：是呀，因为他还没有找到大树，那么你能通过朗读把小鸟着急的情情表达出来吗？（指名读）

师：谁再来，我听出来了，你的语速加快了，你在为大树担心了。

过渡：一个“在哪儿？”，一个“您知道吗？”包含了小鸟的多少渴望和着急呀，但是大门是怎么回答她的呢？

指名读。

师指导：工厂的大门对这样的事情见得多了，不以为然了，没有值得伤心的，那么你觉得怎样读可以体会到大门当时的心情呢？（冷淡）

师：谁来读一读小鸟和大门的对话，注意读出小鸟的着急，大门的冷淡。

（3）当小鸟得知朋友大树已被做了火柴，奋力飞向拥有火柴的小姑娘旁边时，她又怀着怎样的心情问小姑娘的？应该用上哪个词（怀有一线希望）为什么呢？

师：指导：此时此刻，小鸟当时的心情应该是最着急、最悲伤、最担心的，她只能怀有一线希望了，是吗？

谁能通过朗读，把小鸟此时此刻的心情表达出来。

过渡：面对着此时的小鸟，天真可爱的小姑娘是怎样回答的？

指名读

师指导：你觉得怎样读，可以体现出小姑娘的天真可爱。

师：好，老师，请一个同学做小姑娘，老师做小鸟咱们来一次对话好吗？

过渡：为了寻找好朋友，鸟儿一次比一次着急，一次比一次悲伤，一次比一次担心，让我们把这三句鸟儿询问的话连起来，自由读一读，体会小鸟的心情变化，好吗？（出示三次询问的话）

指名读

师：让我们全班一齐读读这三句询问的话，好好感受小鸟的心情变化。

师：我看到有的同学眉头都皱起来，语速也加快了，我们体会到了你们心中的着急，在这三组对话里，咱们四人小组分工朗读小鸟、树根、大门、小姑娘的话，好吗？（教师巡视）

师：哪一组向我们展示呢？

情景表演：那一声声急切的询句，流露出小鸟对大树的无限深情，相信大家已被小鸟的真情所感动。这样，我请一个同学做一回小鸟，好吗？你就在教室里，就这样，飞呀飞呀，寻找自己的好朋友大树，一边找一边问，好吗？

小结：

是呀，小鸟在寻找大树的过程中，那份着急、悲伤、担心，就是奉献给大树的最深厚的友情，让我们一起来朗读这三组对话。（老师做旁白）出示三组对话。

三、体会两“看”，升华情感。

过渡：终于，小鸟的努力没有白费，她看到了朋友大树，只是此时的大树早已化为了灯火，然而面对着这灯火，小鸟是怎么做呢？让我们一起读（文章的最后三个自然段）

师：在刚才的朗读过程中，两次提到了鸟儿对着灯火“看一会儿”，你们想一想，同样都是看了一会儿，可小鸟想对大树说的话一样吗？

当小鸟第一次看灯火的时候，是在鸟儿费尽周折，终于找到了自己的好朋友之时--虽然只是用自己的好朋友做的火柴点燃的灯火，鸟儿睁大眼睛，仿佛在说：“树朋友，我终于找到你了，我来给你唱歌了！”

当她唱完歌后，她又对着灯火看了一会儿，鸟儿实现了自己的诺言，仿佛在说：“树朋友，我唱的歌你听到了吗？再见了朋友。”

小结：

这两个“看”字，饱含了鸟儿对树无比的深情和留恋，使朋友间的深厚情谊跃然纸上。

同学们，学到这里，我有个问题，大树已经不在了，但是为什么鸟儿非要找到大树唱歌给他听听呢？（指名回答）

同学们，鸟儿飞走了，带着淡淡的感伤与哀愁飞走了，但她给大树留下了歌声，留下了友情，留下了世上最宝贵的诚信。

板书：信守承诺  珍惜友情

当小鸟在煤油灯旁，深情地为他的好朋友唱起去年的歌的时候，我们也在心里为小鸟的美好心灵唱起了赞歌。是啊，真挚的友情是可贵的，信守诺言是美好的，送大家一句话：诚信是生命之树开出的最美丽的花朵。愿每位同学都能将这朵花开在自己的心上!

四、板书设计：

11.去年的树

树--------鸟

告别------寻找------面对（灯火）

（难舍难分）   （焦急、担心）    （唱起去年的歌）

信守诺言       珍惜友情

五、教学反思：

《去年的树》是人教版语文实验教材第7册的课文。全文一共有四次对话。课文所说明的道理也在这四次对话以及后来鸟儿的表现中逐步显现出来。告诉我们做人要信守诺言，珍惜朋友之间的情意。第一次读这篇课文，课文的题目??去年的树，就一下子就吸引了我。心里很好奇课题为什么是去年的树？到底讲了一个什么样的故事？看了课文后，心里有许多感动，为小鸟和大树之间那份真挚的友情，为小鸟那执着的爱，它所传达的是人类所共有的最美好最纯洁最恒久的情感，越是读它就越是感动。为了设计好这节课，我吸纳了网上的一些优秀教学设计，结合自己的思考，努力想体现以下两点：

1、“阅读教学是教师、学生、文本三者之间对话的过程。”

怎样将这个理念落实到课堂实践中呢？我努力想构建一个生命的诗意的课堂，使学生诗意地栖居在语文课中，从而享受语文。在教学过程中，我努力营造和谐的师生对话环境，把激励的语言，赞美的眼神献给学生，激发他们内在的生命热情和潜能。教师释放自己的情感，展现自己的生命存在，学生积极地呼应，此时师生都是平等存在于课堂中的生命体。在课文的处理上，我组织学生多次与文本亲密接触，层层深入，步步递进，使作品潜在的含义，教师所理解的含义和学生所能接受的含义这三者之间有机融通，使语文课堂成为学生思维的自由王国，而不是教师的橱窗。

2、体现语文人文性和工具性的统一

这堂课上，我在让学生感悟的同时很注重教给学生一些阅读的方法，提供课堂练笔的机会。比如初读课文，我让自主阅读，初步感知，质疑问难；研读时，我让学生划重点词句理解；拓展读时，让学生想象说话，补文章空白，还有创设情境，指导学生写下感受等等。我想这些都是很好的阅读方法的渗透。语文课在追求有情有感有美有味的人文时，不忘它的工具性，这是课程标准给语文的定位。

[去年的树教学设计 (人教版四年级上册)]

篇4：高一英语新教材下册详细教案 (人教版高一英语下册教案教学设计)

Teaching aims :

Knowledge: amusement, attraction, divide, unlike, risk one’s life, fall though,

Be ready to do, race against, next to, space, combine…with…,

Entertain, seem, so…that…, scream one’s way etc.

Ability: 1. Enable the students to talk about entertainment places.

2. Enable the students to ask and give directions

3. Train the students’ listening, speaking, reading and writing abilities

Moral lesson: To develop the Ss’ feelings of loving life and this colorful world

Important points: a. To master the uses of some words and phrases

b. The-ing form -----used as Adverbial

Difficult points: a. How to ask and give directions

b. How to understand the texts quickly and well

Teaching methods: asking and answering, practicing, scan & skim reading

Teaching aids: a tape recorder, a blackboard and a slide projector

Teaching periods: 5 periods

The first period

Warming-up, listening and speaking

文化背景介绍

娱乐公园就是所有人工建成的娱乐性露天场所的总称。根据西方的发展情况，它可分为狭义娱乐公园、主题公园、传统公园和电车公园四类

狭义娱乐公园（Amusement Park ）---以缆车、竞技、美食为特征的娱乐设施，有的娱乐公园还有表演。

主题公园(Theme Park )--- 所有的缆车、吸引物、表演和建筑都围绕着一个或一组中心主题的娱乐公园。例如迪斯尼公园

传统公园(Traditional Park )---强调缆车游戏，而且没有给吸引物赋予主题的娱乐公园。

电车公园(Trolley Park )---以创建于19世纪末和20世纪初为代表的，由路面电车公司为了招揽周末业务而建造的娱乐公园。

Step I. Greetings

Step II. Lead- in

T: The summer vacation is coming. We’ll have time to have a good rest.

Maybe some of you will be take to travel. As is known to us, on the the beautiful parks that make this world full of fun are the places which tourists must visit. This unit we’ll learn sth about them. First let’s read the

New words and phrases in this unit.

Step III. Warming-up

T: Now please turn to page 64 to look at the four pictures in Warming-up

And answer the following questions:

Where were these pictures taken ?

What are the things in the pictures called ?

Have you tried any of these things?

Where did you try them ?

What other equipments can you find in these parks? 答案在板书中

If you haven’t, would you like to ? Why or why not ?

(Give the students several minutes to discuss then collect their answers )

Suggested answers:

Activity Reasons for liking it Reasons for disliking it

Roller coasters Exhilarating experience Awful

Bungee jumping Adventurous; exciting Causing injury

Free fall rides Stimulating Full of danger

Fast cars Giving great pleasure Feeling tense

Scary films Looking for thrills Frightening

Step IV Listening

T: Now look at the part of Listening. We are going to hear something about two parks. It will tell us the theme of each park and the reasons why they choose the park. I’ll play the tape three times.

For the first time, you just listen to get a general idea. Then listen to the

Tape a second time and do the exercise. At last you can check your answers when I play the tape recorder for the third time. Let’s begin.

Step V. Speaking

T: Look at the map on P65. And read the dialogue between Speaker A and B.

Then ask the students to make a similar asking-the-way dialogue in pairs

According to the map. ( After a while, the teacher asks some pairs to come to the front of the class and give their performances.)

Language points:

1. amusement

u.n 娱乐，消遣，兴趣 c. n 快乐的事，娱乐品，文娱活动

My chief amusement is fishing .

To our amusement, the teacher sang funny song in class

There are plenty of amusements here-cinemas, theatres, concerts and so on. (这里有许多娱乐项目，如电影、戏剧、音乐会等等。)

Games and sports should not be treated only as __________.

a. an amusement b. amusement c. amusements d. the amusement

补充： Amuse vt 使。。。发笑 / 逗。。。笑 amuse sb with sth

Amusing adj 令人发笑的，逗人笑 amused adj 感到可笑的

He often amuses us with humorous words.

What he said was so amusing.

We were amused by what he said.

(有同类用法的词在上一单元中已经介绍，这里就不罗嗦了)

2. theme一般指论文、演讲、音乐等的主题，也可指谈话等的题目、话 是正式用语

subject 是表达该含义的普通用词，用法范围较广

topic 指讲话、文章等的题目、话题或论题，（节、段）的主题，用法也较为广泛

Very few people can understand the theme of this kind of music

What’s the subject of this text?

Please find out the topic sentence in this passage.

3. attract vt 吸引、招引、引起、引诱

+ sb /sth / sb to sp

Bright colors attract children.

I tried to attract his attention, but failed .

What do you think attract so many visitors to the West Lake?

Attraction n 吸引、吸引力、吸引人的事物

The main attraction of the circus was a dancing bear .

4. get it在口语中用作不及物动词，可能表示“明白、理解”，“猜中”， 等义；

make it表示“及时到达”或“做成功某事”

catch it (因做错事而)挨骂、受责备、受罚、被打中

take it认为/ 假定/ 想象。。。

This is the whole story. Get it ? 这就是整个过程，明白吗？

You get it . 你猜中了。

I think we’ll just make it . 我认为我们会及时到达的。

It’s hard to make it to the top in show business .演艺行业要达到顶峰是

不容易的。

You’ll catch it if you’re not careful!你若不小心就会挨骂的。

He caught it right in the eye. 他的眼睛被打个正着

I take it that we are to discuss it with our head teacher. 我认为我们该。。

I can hardly take it that he could finish it in such a short time. 我几乎无法想象。。。

5. lead to 通向，通往/ 导致，招致

All the roads lead to Rome.

Hard work leads to success, while laziness leads to failure.

This street leads you to the station.

lead vt （1）引导，带领 They went out of the forest with a peacock leading the way .

（2）领导，率领 That general once led the Long March.

（3）使得，导致（某人做某事）What led you to believe it.

（4）（使）过某种生活 We are leading a busy life.

Lead by the nose 牵着鼻子走/ 完全控制某人

Lead off 开始/ 首先

Lead on 劝诱，哄（骗）

Lead up to 导致，打算（干什么）

Don’t let anybody lead you by the nose .

Who is going to lead off?

The salesman tried his best to lead people on to buy the goods.

What does he lead up to by doing this ?

Step VI. Summary and Homework

T: In this class, we’ve done some listening and speaking. We have also talked

About some equipments for pleasure in amusement park and practiced

Asking the way and giving directions, using the expressions on P66. After

Class, practise more dialogues about giving directions and preview the

Reading material “Theme Parks”. So much for today. Goodbye, everyone.

Blackboard Design

Unit 22The First Period Equipments for pleasure in the amusement park : roller coasters, racing cars, free for rides, bungee jumping, monorails, swings, shooting galleries, roundabouts, bumper cars and so on Language points : 1. amusement 2. got it ….

P.S. _________________________________________________________

_________________________________________________________

________________________________________________________

The Second and the third periods

Step I. Greetings

Step II. Lead-in

T: Yesterday we practiced giving directions and talked about some equipments for pleasure in an amusement park. Today we are going to read a passage. It is about some theme parks in the world. It will show you what you can do in each theme park. Do you know what is a theme park? Please read the text and the answer is just in it.

Questions for fast reading:

1. What is a theme park?

2. What theme parks are mentioned in the text?

(World Park, Ethnic Culture Park, Ocean Park, Disneyland, Universal studios )

Questions for scan reading.

1. How are the theme parks different from traditional amusement parks?

2. If I want to look at buildings, castles and statues from other countries,

Which theme park should I go? （头三道题答案均在第一段）

3. What can we see at the China Ethnic Culture Park?

4. Why do people go to the theme parks?（4。5。6。答案在第二段）

5. If I want to learn about life in the ocean, which theme park is best choice?

6. Where is Ocean Park? How many sections does it have? What are they?

What places can you go to at the lowland?

7. What’s the theme of Disneyland? What can meet in it ?

8. What’s the name of another big theme park in the US? At Universal, what are all the rides and activities based on?（7.8答案在第三段）

9. There are so many themes parks in the world. However, why new theme

Parks are still being built? What makes it possible for to experience almost anything without danger in these new theme parks? （最后一段）

The main idea for Each Paragraph.

Para1. The definition of theme park and introduction to some theme parks in China

Para2. Something about Ocean Park in Hong Kong

Para 3. Disneyland and the Universal Studios in US

Para 4. The reason why new theme parks are being built

Language points in the text.

1. unlike adj 不同的，相异的 The two flowers are quite unlike.

Prep 不像， 与。。。不同 Her baby is quite unlike her .

Unlikely adj 未必的， 不大可能的 She is unlikely to win the game .

不太真实可信的 That is an unlikely story.

Likely adj 很可能的 be likely to do= It is likely that…

2. teach sb sth （仅供参考）

A. + sb sth = + sth to sb

give , show , send , write, bring , offer, read , pass, lend ,

hand , tell , pay , throw, allow , wish , teach , promise , refuse etc

B. + sb sth = + sth for sb

make , buy , do , fetch, get, paint, save, etc

3. opportunity 强调是很恰当的机会

It’s a good opportunity for me to practise speaking English with them.

find/ make an opportunity of doing / to do…

have no/little / not much opportunity for doing / to do…

seize / miss an opportunity

take the opportunity of doing/ to do …(趁机会做某事)

chance 强调偶然性

Don’t give such a good chance to study abroad.

By chance 偶然地，意外地 I found that book by chance

Take a chance / take chances 冒险 They are taking chances.

By any chance 万一，碰巧If you, by any chance, come here , please tell me

Take one’s chance 碰运气，冒险 He went to California to take his chance .

4. divide / separate

separate 指把原来连在一起或靠近的“分隔”开来，也可指“离别，分手” 多与from连用；它还有形容词词性，意为“单独的，各自的”

divide 指把整体“划分”或“分割”成若干份，多与into, among 连用

它还有“除(尽)”的意思

A. The Pacific separates Asia from America.

Please separate the white shirts from the colored ones .

We separated at the railway station.

The babies are sleeping on separate beds.

B . The mother divided the watermelon into eight parts.

The students are divided into five groups

He divided the cake among the children.

Three divides nine. / Six divided by 2 is 3.

5. explore vt . 控测； 勘探/ 探究，仔细探查

explorer n 探测者； 探究者

exploration n 探测，探究， 探查

exploratory adj 探查的，探测的

Scientists will explore the Arctic regions.

6. Visitors can go on exciting rides where they can feel what it is like to do the

Things they have seen their heroes do in the movies.

7. If you want to know what it feels like to fall through the air, take off in a rocket, fly a helicopter or fight alien creatures in outer space, visit one of the theme parks in your area

以上两句由于句子成分复杂，最好做一下句子成分的划分

Blackboard Design

Theme parks Questions: 1. What is a theme park ? 2. What theme parks are mentioned in the text?Language points: 1. amusement 2. opputunity 3. divide 4. explore ……. …….. …….

P.S. ______________________________________________________________

______________________________________________________________

______________________________________________________________

The fourth period

Step I. Greetings

Step II. Revision

T: In the last period, we have learnt a passage about theme parks. Now let’s

Answer some questions. Please listen carefully.

1. Which park is China’s largest theme park ?

(The World Park )

2. What can you do at the World Park in China?

(We can look at buildings, castles and statues from more than 30 countries )

3. What’s the theme of the Disney parks ?

( The world of Walt Disney and his characters: Mickey Mouse, Donald Duck and many others )

4. Which section of the Ocean Park in Hong Kong should you go to if

You want to learn about the giant dinosaur’s footprints?

(At the Lowland.)

Step III. Grammar

T: Now, please look at the two sentences on the blackboard.

( Bb: He stood there. He read a newspaper. ) How can we join these two

sentences into one? Who can do it ?

S1: It can be joined like this : He stood there and read a read a newspaper.

(The teacher writes it on the blackboard. )

T: That’s right. Sit down, please. We can also say:

He stood there, reading a newspaper. (Write it on the blackboard and

Mark it with (1))

(Bb: First he graduated from the college. Then he went to a factory. )

Who can join them into one sentence?

S2: Let me try. After he graduated from the college, he went to a factory.

(The teacher writes it on the blackboard. )

T: You are right. We can also say: having graduated form the college, he went

To a factory. (Write the sentence on the blackboard and mark it with (2))

Now pay attention to these two sentences marked with (1) and (2). In the

Second sentence, there are two actions. One is “graduated from the

College”, and the other is “went to a factory”. Which happened first?

S3: The action “ graduated from the college” happened first.

T: Right. Now let’s look at the first sentence. There are also two actions

Which happened first?

S4: In this sentence, two actions happened at the same time.

T: Very good. Attention, please. When two things happen at the same time, or

Almost at the same time in one sentence, we often use the following structure:

v-ing (phrase ), main clause/ or main clause, v. –ing (phrase ) 板书

While one thing happens first , the other happens later, we usually use the

Following structure:

Having done, main clause/ or main clause, having done . 板书

Ss: Yes.

T: Now look at the three sentences in the box in Grammar on Page 55. Can you

Say something about the actions in them ?

T: Good. Now look at Exercise 1 and Exercise 2 in Grammar. Rewrite these sentences using the -ing form, paying attention to which action happens first.

(After several minutes, check the answers )

Step V. Summary and Homework

T: Today, we’ve done some exercises about the- ing form used as adverb. In

This part, you should pay attention to the time when things happened.

After class you should practise more to master them better. Don’t forget

To prepare for the Integrating skills. OK. That’s all for today. Class is

Over.

Blackboard Design

The fourth period He stood there. He read a newspaper. ----○He stood there and read a newspaper.○He stood there, reading a newspaper. First he graduated from the college. Then he went to a factory.○After he graduated from the college, he went to a factory.○Having graduated from the college, he went to a factory.……. ….. …….

P.S. ____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

The fifth period

Live to Ride （为飞车而活）

Step I. Greetings.

Step II. Lead- in

In the text “Theme parks” we know something about the famous theme parks

Both in china and in US . From it we know that a theme park is a collection

Of rides, exhibitions or other attractions that are based on a common theme.

This class let’s see more about rides in these parks. Please look at the part of

Integrating skills

Step III. Reading.

Questions

1. For many visitors, what are the theme parks all about?

2. What are the differences between today rides and the early days of roller coasters?

3. What is another attraction found in many theme parks?

(Thrill ride. 动感电影)

4． What the difference between thrill ride and the roller coasters? Give a

example.

5. Where can thrill rides send you ? and what can you feel in them?

6. What’s the limit to the fun ? ( the imagination of the designers of the

thrill rides. )

Language points.

1. ready adj (1) 有准备的，准备好的（for ,with ）只作表语

Supper is ready.

If she ready for the trip?

Are you ready with your work ?

(2) 甘心的，愿意的，情愿的，乐意的（to ）

I’m always ready to help you .

Are you ready to go with me to Beijing.

(3) 易于。。。的，动辄就。。。

Don’t be so ready to quarrel.

(4) 迅速的，立刻的，即时的（只作定语）

Pay him ready money.给他现钱

I bought a set of ready-made clothes. 我买了套成衣

Adv 事先准备好地 Alice doesn’t buy food ready cooked .

艾丽丝不买熟食

2. go through

（1） 经历，通过He once went through much hardship.

The deal didn’t go through.

（2） 仔细检查，全面考虑/ 审查

They went through our luggage at the customs .

Let’s go through the arguments again.

（3） 搜查 The policeman is going through the pockets of the

thief

（4） 做完某事 Let’s go through the exercises.

Go through with 把。。。进行到底

He is determined to go through with the invention.

3. Scream one’s way 一路尖叫着

Feel one’s way 措索着走

Fight one’s way 奋勇前进

Lose one’s way 迷路

Make one’s way 取道前进

Force one’s way 挤着向前走

Wind one’s way 蜿延前进，曲折前进

Get one’s way 实现了愿望

Have one’s way 随心所欲

Homework: Review the words and expressions in Unit 22.

Finish all the exercises in it.

Blackboard Design

The fifth period Live to ride Language points:1. be ready to do 2. go through 3.scream one’s way …… …………...

P. S. __________________________________________________________

__________________________________________________________

__________________________________________________________

篇5：高三新教材内容目录(人教版高三英语上册教案教学设计)

高三新教材内容目录

Unit Topic Functional Items Structure Reading Writing

Unit 1 That must be a record! Records, adventures & hobbies Measuring & comparing Review the Subject The Guinness Book of World Records

Are you Xperienced? A from

Unit 2 Crossing limits Exploration Judging situations & making decisions Review the Predicate Reaching out across the ocean

Going high: the pioneers of the third pole A persuasive essay

Unit 3 The land down under Australia Expressing prohibitions and warnings Review the Predictative The portrait of a nation

Australia A description of animals

Unit Green worlds Botany Expressing procedures Review the Object The birth of a science

Wildlife and garden roses A description of plants

Unit 5 Getting the message Advertising & advertisements Making complaints

Expressing emotions

Expressing & evaluating different views Review the Object Complement Advertising

Words that sell An advertisement

Unit 6 Going West Perseverance & success Talking about ability Review the Attribute Going west

Heroes of north A story

Unit 7 A Christmas Carol Literature: Drama Talking about attitudes and motivation

Giving advice Review the Adverbial A Christmas Carol A play review

Unit 8 Learning a foreign language Learning skills Talking about attitudes and motivation

Giving advice Review the Subjunctive Mood (1) Learning a foreign language: twice as hard?

Studying abroad A personal essay

Unit 9 Health care Health care Talking about society & values

Expressing opinions Review the Subjunctive Mood (2) A helping hand

The little mould that could An article for a journal

Unit 10 American literature American Literature Predicting & describing a story Review all the verb tenses A sacrifice for love A book review

Unit 11 Key to success Social behaviour & relations Talking about teamwork and success Integrative language practice Making the team work A letter

Unit 12. Education Education Talking about study methods and styles

Making comparisons Integrative language practice Education for all

How we learn An essay

Unit 13. The mystery of the Moonstone Literature Talking about mysteries

Giving advice Integrative language practice The Moonstone

Solving the mystery of the Moonstone A letter

Unit 14 Zoology Zoology Debating Integrative language practice The language of honey-bees

Monkey business An argumentative essay

Unit 15 Popular youth culture Youth Culture Talking about youth culture and interests of young people Integrative language practice Young volunteers

Denim jeans A report

Unit 16 Finding jobs Jobs & career Talking about likes & dislikes

Expressing wishes & expectations Integrative language practice Football: a good career choice?

Why do you think you would be good at this job? A personal statement

篇6：高二新教材上Unit4教学设计(人教版高二英语上册教案教学设计)

厦门市五显中学 叶梅芳

教学课 题 SEFC BookII, Unit4 A garden of poems, The third period

(高二英语上册第四单元第三课时)

课程类 型 阅读课 授课地点 小多媒体教室

教理

学论

设依

计据 英语教学是一种动态教学或活动教学，教学过程是交际活动过程。只有从组织教学活动入手，大量地进行语言实践，使英语课堂交际化，才能有效地培养学生运用英语进行交际的能力。新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，结合本年段国家级子课题“高中英语阅读理解策略的形成性评价”的实施和本班学生的实际，对教材进行了操作性较强的处理。

教

材

分

析 本课是高二英语第4单元的第三课时，是一篇介绍诗歌的文章，内容包括了英文诗歌的发展历程，简要介绍了几个时期为中国读者所熟知和喜爱的著名英美诗人、作品特点、英文诗歌传入中国的历史以及英语诗歌的赏析 ，我在教学中将淡化语言点和语法知识的简单传授，采用任务型教学法和小组合作探究学习法，从而扩大课堂的语料输入量及学生的语言输出量。

学

情

分

析 在高一年英语学习的基础上，高二学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。但大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。部分学生的基础较好，能主动配合老师，愿意开口讲。他们有着高中生独立、爱表现自我的特点。因此，只有设置使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。

教

学

重

点 1. 对全文大意作整体理解。

2.掌握本课的重点单词与词组：

Unit4 A garden of poems

The third period

English poetry

Useful words and expressions

play with absence

call up remind…of

despite lead to

time come into being

belong to stand out

3.找出各段的主题句并归纳出本文的中心思想，提高运用英语的综合能力。

教难

学点

教

学

难

点

1. 如何利用略读、查读等阅读技巧和识别关键词、确定主题句、预测等阅读微技

形成阅读策略。

2. 如何帮助学生运用阅读策略，促进学生自主学习。

3. 怎样以阅读课的教学为依托，全面训练学生的听、说、读、写能力。

4. 掌握本课的重点单词与词组，指导学生借助工具书进行适当的辨析与拓展，

提高实践能力。

Unit4 A garden of poems

The third period

English poetry

Useful words and expressions

play with absence

call up remind…of

despite lead to

time come into being

belong to stand out

教

学

目

标 (一) 认知目标

1． 词汇和语言点（见教学重点第2点）。

2． 充分理解课文大意并完成所给的任务。

3． 用所学的词汇和语言点复述课文。

4． 用所学的知识与伙伴进行交流、沟通，学会交际。

（二） 情感目标

利用多媒体手段营造积极和谐教学氛围，使学生不自觉地进入情景之中，充分调动学生的思维活动和情感体验，引起学生的共鸣。本部分旨在培养学生通过阅读手段，获取有关英国诗歌方面的知识，提高他们的素质，扩大他们的国际视野，提高阅读能力，强化文化意识，激发他们热爱我国瑰丽的诗歌文化宝库的爱国热情。

（三） 智力目标

在运用语言的过程中培养学生的观察力、分析力、想象力和自学能力，帮助学生加强记忆力，提高思维能力和运用英语的综合能力，激发创造能力。

教

学

方

法

教

学

方

法 高中阶段是个体探索自我、发现自我、表现自我、塑造自我、完善自我的重要时期，高中生的认识能力比初中普遍提高，自我意识进一步发展，独立意识等均有明显提高，通过活动课、小组讨论等具体形式，特别是创设有利于高中生自己自我认识、自我反省、自我调节的情境，利用他们自身较高的自我意识水平对自己的学习进行调节、监控。因此，本课我主要采用以下几种教学方法：

1、活动教学法：

“活动教学法”早在二十世纪七十年代末就已风靡澳大利亚、英、美等国家。根据澳大利亚ALL Guidelines( Scarino Angela, etal, )一书所述，宏观的活动教学法认为“活动”是联结教学大纲与课堂教学的纽带，教师必须把活动作为教学大纲的指导思想有计划、有步骤地实施。微观的活动教学法即指课堂教学活动中，将活动作为教与学的中心单位以促进语言习得者用目的语言(Target language)进行交际。它认为活动包含积极的有目的的语言使用环境，习得者必须使用已有的语言资源以满足在设定的语境中进行交际的需要。活动教学法（Activity Approach）是交际法家族的后起之秀。 它一出现，就引起了外语界的高度重视， 迄今已成为较为普遍采用的教学模式。活动的内涵可理解为：“活”即活化、激活（activate）；“动”即行动（act）。

2、任务型教学法：

任务型教学法是让学生在课堂活动中获得知识。任务完成的过程，就是一个知识转化的过程。它应具备以下特点：（1）以任务为中心，而不是以操练语言形式为目的。（2）任务的设计焦点应该是解决某一具体的贴近学生生活的交际问题。在任务型语言教学中，教师要从学生“学”的角度来设计教学活动，使学生的学习活动具有明确的目标，并构成一个有梯度的连续活动。在教师精心设计的各种“任务”中，学生能够不断地获得知识或得出结论，从注重语言本身转变为注重语言习得。从而获得语言运用的能力而不是仅仅掌握现成的语言知识点。随着“任务”的不断深化，整个语言学习的过程会越来越自动化和自主化。

3、交际法：

交际法起源于功能法(Functional Approach)，是70年代在西欧兴起的外语教学法科学的一个学派。它主张在教学内容上以“功能项目为纲”，力求使教学过程交际化，以培养外语交际的真本领。从心理语言学的角度来考察，语言同交际或交流始终紧密相联，语言功能首先就是交际功能。功能法把交际或交流作为全部教学的出发点，因此又叫交际法或交流法(Communicative Approach)。美国人类学家海姆斯在《论交际能力》一书中认为交际能力包括：①形式上是否可能，即语法要正确；②实际是否可行，人们是否这样说；③语言是否得体，这包含语境、对话者的身份、性别等因素；④语言的可接受性如何、结果怎样。

学

法

渗

透 本课我将结合活动教学法和任务型教学法，在教学中将学生分成四人一组的学习小组。让学生们在小组中通过合作和探究来完成他们的任务。

合作学习（cooperative learning）是指促进学生在异质小组中彼此互助，共同完成学习任务，并以小组总体表现为奖励依据的教学理论与策略体系。合作学习起源于60年代社会心理学家对学生集体动力作用的研究。在70年代中期，合作学习兴起，80年代中期逐步发展为一种课堂教学的策略。这一策略目前已广泛的用于50多个国家的中小学课堂。各个国家的合作学习的理论与实践有较大的差异，有的侧重相对结构化的方案，着眼于技能、概念、信息的掌握，有的注重非结构性的讨论或小组设计，着眼于社会化、高水平的思维或问题解决的技能。

合作学习在形式上是学生座位排列由过去的秧田式变成合围而坐，但其实质是学生间建立起积极的相互依存关系，每一个组员不仅自己要主动学习，还有责任帮助其他同学学习，以全组每一个同学都学好为目标。教师根据小组的总体表现进行小组奖励，学生是同自己过去比较而获奖励。合作学习不仅有利于提高学生的学业成绩，而且能满足学生心理需要，提高学生自尊，促进学生情感发展与同学间互爱及学生社交能力的提高。通过这种形式的教学，学生可以较好地适应将来在校外可能遇到的各种能力差异，使个别差异在集体教学中发挥积极作用。

教

学

手

段 1、多媒体辅助：将本课所需要的动画、录音、图片、文字、图表和音乐制成CAI软件使抽象的语言变得直观，为学生运用英语进行交际创设情景。

2、非测试性评价：传统的评价观念的出发点是学科本位，只重学科，不重学生发展。 要体现新课程标准的实施效果，评价体系应该“正确反映外语学习的本质和过程，满足学生发展的需要”。为了达到这一目标，唯有重视形成性评价，充分发挥其积极作用，促进新的评价体系的形成。因此，本课我将各种活动设计成小组活动并开展小组竞赛和填写课堂自我评价表等非测试性评价手段，帮助学生学会自主学习，学会与人合作，培养创新意识以及具备科学的价值观。

教学过程设计

教学步骤 活动内容 设计意图

Step1

Warming up

（热身-

英语诗歌

朗诵竞赛） Hold an English poem recital competition. Divide the whole class into a number of groups. They need to collect English poems they like and practise before this competition. Each group asks one student to act as the competitor.

评价工具（选票）：

Name Title Score

Correctness 5 4 3 2 1

Rhythm 5 4 3 2 1

Feelings 5 4 3 2 1

Translation 5 4 3 2 1

Language 5 4 3 2 1

任务型活动：课题的引入采用诗歌朗诵竞赛形式(课前十分钟完成)，学生小组活动，收集适合朗诵的中外诗歌包括中英文译文，既锻炼了学生的动手收集材料的能力，又激发了参与学习过程的热情和竞争意识，学习了翻译、欣赏原文及其译作并学习体验了诗歌朗诵的美感。最后由全体同学对各组参与代表投票进行非测试性评价。

Step2

Presentation

（导入） Give two famous poems. One is Chinese and the other is English with their translation for the students to compare with. (Teacher shows on the screen.)

七步诗

曹植

煮豆燃豆萁，

豆在釜中泣；

“本是同根生，

相煎何太急？”

They were boiling beans on a beanstalk fire,

Came a plaintive voice from the pot,

“O, while since we sprang from the selfsame root,

Should you kill me with anger hot?”

Dust of snow

By Robert Frost

The way a crow

Shook down on me

The dust of snow

From a hemlock

Has given my heart

A change of mood

And saved some part

Of a day I had rued.

雪尘

罗伯特.弗罗斯特

铁杉树上

一只乌鸦

抖落雪尘

撒我一身

我的心情

因此变化

一天的懊丧

已不再留下。

紧扣上一环节的英文诗歌朗诵竞赛，课件展示两首中外著名的诗歌及其译文，引导学生初步了解东西方诗歌，古典诗歌和现代诗歌的异同，为后面的快速阅读和讨论环节作铺垫。

Step3

Fast reading

（泛读） 1. Jigsaw (拼图游戏): The teacher cuts each paragraph of the text into a little strip, shuffles the strips, and gives each group a strip. The goal is for students to determine where each of their paragraphs belongs in the whole context of the story, to stand in their position once it is determined, and to read off the reconstructed story..

2. Let the students skim the text quickly and then answer these questions below, see if they can catch the main idea of the text.

Read the text carefully and choose the best answer for each of the following questions:

1. Modern English came into being from about the middle of the _____ century.

A. 16th B. 17th C. 18th D. 19th

2. The poetry of Marvell reminds Chinese readers of the poem by ______.

A. Du Fu B. Li Bai

C. Su Dongpo D. Gou Moruo

3. Byron’s “Isles of Greece” is an example of ________.

A. a sonnet B. romantic poetry

C. nature poetry D. modern poetry

4. The wider public in China discovered English poetry at the beginning of the _____ century.

A. 17th B. 18th C. 19th D. 20th

5. The advantage of reading English poetry in China translation is __________

A. that you have more advice

B. that something of the spirit is lost

C. that you understand it better

D. that you learn how to express yourself in new ways 小组活动：

任务一是一个有趣的阅读活动，学生在完成拼图游戏（把打乱的课文的各个段落的顺序排列好）的同时，对课文的大意实际上就有了一定的了解。任务二是快速限时阅读，把阅读课文作为整体来处理，检查学生对课文中的事实的表层理解，养成良好的阅读习惯，提高阅读技能。本环节难度不高，即便学困生也能完成此任务。成功给人以最大的满足，产生自豪感，增强学习毅力。

Step4

Careful reading

（精读）

Step4

Careful reading

（精读） 1. Get the students to read the reading passage reading passage again more carefully and find the main idea of each paragraph.

Items Main idea

Paragraph1 Why we need poetry

Paragraph2 Chinese poets and poetry

Paragraph3 Early English poets

Paragraph4 The 19th century English poems

Paragraph5 Modern English poets

Paragraph6 The introduction of English poetry into China

Paragraph7 Why more people are interested in English poetry

2．Make a timeline that shows which poets were living during which century. Put all the foreign poets named in the reading passage on the timeline.

1600… 1700 1800 1900

Keys:

①Shakespeare ②John Donne ③John Milton

④Alexander Pope ⑤Byron ⑥John Keats

⑦William Wordsworth ⑧Robert Frost 小组活动：在快速阅读环节对课文表层理解的基础上，进行定段落大意、填写时间轴等对课文的深层理解。同组的学生互相配合，分工合作，交流意见，最终确定各段的大意，理清文章的内容。在阅读过程中，教师鼓励学生自己发现文章中的疑难点（包括部分生词），并通过小组合作，解决疑难点。

Step5

Discussion

（讨论）

Step5

Discussion

（讨论）

Get the students to discuss the differences between traditional poetry and modern poetry according to what they’ve learnt in the reading passage and the information they collect for the English poem recital competition before class.

Traditional poetry Modern poetry

fixed form and number of lines

usually had rhyme

has a fixed rhyme pattern

only some topics could be seen form of the poem an number of lines is free

usually doesn’t have rhyme

has free rhyme pattern

can be about common topics

小组活动，利用课文所学内容和为英文诗歌朗诵所收集的材料以及已经掌握的中文诗歌，运用任务教学法对古典和现代诗歌作进一步的研究、探讨。相互交流，彼此双方的意见达到最终一致而完成自己的任务。人人都有均等参与的机会。充分发挥了学生的主观能动性，让学生动起来，让他们自动地投身于语言学习的活动中，使他们能在课堂教学活动中真正有一种学习主人的滋味，有一种成功的渴望和感受。把他们的表现欲充分调动起来，敢于表现自己，敢于运用所学的语言表达自己的观点、看法和思想。调动学生的创造性思维，开发学生的智力潜能，提高学生的创造思维能力。把教学活动变成了真正的交际活动，并将课堂活动推向高潮。在教学过程中学生之间的交流和相互启发、帮助和鼓励，学生从获得知识过渡到对新知识的理解、掌握和运用，激发学生的学习主动性和积极性，使学生变被动为主动，变浅层次的参与为深层次的参与。通过交际发现问题，修正错误，得到提高。伙伴间融洽的气氛使相互间的纠错容易接受，免却了学生的畏惧心理。学生深刻地理解、掌握课文后，通过这一活动强化了记忆的效果，使知识逐步转化为技能和能力。学生将所领会到的知识、技能运用到另一个情景中去，通过交际学会交际。使学生能鲜明地感受到学习的意义，显示了学以致用的功效。

Step6

Assignment

（作业） 1. Use the following guide to write a report for the poetry competition held in this lesson.

（利用下列提示，写一篇关于本节课英文诗歌朗诵比赛的小作文。）

Report for the poetry competition

Paragraph1 Write a short first paragraph in which you say a few things about all the poems.

Paragraph2 Tell which poem won the first prize and explain why. Write something about the form of the poem and whether it was well written.

Paragraph3 Do the same for the poem that won the second prize.

Paragraph4 Do the same for the poem that wins the third prize.

2. If you want to know more about English poetry, you can search the internet，www.enpizza.com/sbpage/

poem.htm（要进一步了解英文诗歌，可根据所提供网址上网查询。）

3.小组课堂评价表（课后完成）

非测试性评价：小组互评，了解学生的学习情感、策略，由组长负责，组织小组反思，填写下表（以5分制计），并存入学习档案。

姓名

小组合作工作量

组内活动创意

查找资料量

班级活动参与情况

提出问题个数

参与活动进步情况

任务型活动：课外作业，课堂小组活动延伸到课外，学生仍然可以互相合作完成该写作任务。该环节是本课所有教学环节的延续，通过写的练习，使学生逐步学会使用文段中的语言素材，活用固定的表达方法，学生需要用所学的语言讨论自己感兴趣的话题，表达自己的思想，与同伴交流各自了解的信息，达到了形成和提高写作能力与技巧的目的。

Blackboard design (板书设计)

Unit4 A garden of poems

The third period

English poetry

Useful words and expressions

play with absence

call up remind…of

despite lead to

time come into being

belong to stand out

Reflection after teaching（教学反思）

本节课我通过不同的任务设置，让学生在小组活动中通过合作和探究来完成各个任务，活动既有轻松有趣的诗歌朗读竞赛和重组课文段落的拼图游戏，又有需要深层思考的阅读理解活动和讨论活动，不同的任务设置激发了学生的学习兴趣和用英语表达的欲望，小组活动在竞赛中进行，使得小组活动既有合作又有竞争，增加了小组活动的有效性。同时小组竞赛和课堂评价表的非测试性评价手段对学生日常学习过程中的表现、所取得的成绩以及所反映出的情感、态度、策略等方面的发展做出评价，达到激励学生学习，帮助学生有效调控自己的学习过程，使学生获得成就感，增强自信心，培养合作精神的目的。

由于学生的语言基础不扎实，在表达自己的看法和用英语进行讨论时，不时有学生夹杂着汉语，或有的学生不敢大胆说出自己的看法，欲言又止。这说明，在平时的教学中，我应该多呈现给学生更多的常用句型，让学生掌握常用句型，在让学生进行谈论前，应尽量帮助学生解决语言困难。在学生进行小组活动时，应尽量给学生更多的帮助，主动了解学生的语言困难。

篇7：高三新教材 Units 4--8教案(人教版高三英语上册教案教学设计)

Reading:

Warming up

Look at the pictures and match each flower with its correct name

Which flower is your favorite? Explain why.

Pre-reading

Why was Carl Linnaeus important to the history of botany as a science?

His system of grouping plants in families was unique, which based on the arrangement of the male and female organs in the flowers.

While-reading

Fast reading

How many people are mentioned in the passage?

Carl Linnaeus Daniel Solander Joseph Banks Captain Cook

Careful reading

1. Before Linnaeus botany was ________．D

A．studied by doctors B．unknown to anyone C．fully developed D．a branch of medicine

2. Some economic species plants such as____ could help to develop local economies．C

A．rose and peony B．tea and apple C．cocoa and hemp D．Cocoa and lemon

3. It was ____ who made Kew a centre of scientific and economic research．A

A．Joseph Banks B．Captain Cook C．Linnaeus D． Daniel Solander

4.Paragraph one of the text mainly tells us ___ ．C

A．the importance of botany B．how to classify plant species into groups

C．Linnaeus’contribution to botany D．Linnaeus’discoveries about different species

5.Captain Cook made ___voyages altogether around the world. C

A．one B．Two C．Three D.four

Post-reading

1. How did scientists classify plants before Linnaeus?

Some scientists classified plants into herbs and trees, or according to the shape of the fruit, or whether they had flowers or not.

2. What were the goals of James Cook’s first voyage around the world?

To study the passing of the planet Venus across the sun; to record, classify and describe all plant and animal life observed during the trip; to search for an unknown southern continent.

3. Why did Joseph Banks have to supply his own money to equip part of the expedition?

Because the government would not pay for such a new field of science as botany.

4. What could be a possible explanation for the name “strawberry”?

When people plant strawberry, they spread straw under the fruit to reduce the necessary amount of watering.

Translate the following phrases into English:

1. 详细地 in detail

2. 处于支配的地位，负责 in charge of

3. 由……负责 in the charge of

4. 任命某人为…… appoint sb. as

5.将……分类成 classify…into…

6. 计算……之间的距离 calculate the distance between…

7. 一代一代传下去 pass on from one generation to the next

8.建于……之上；以……为基础 be based on

9.参与; 陷入 ……的活动 be involved in

10.根据;视……而定；按照 according to

11.搜索；寻找 search for

12.总而言之 altogether

1.match…with （在品质；颜色；设计等方面）相等，相当，相配

2.at the age of 在……岁时

3.look out for 警惕;留心;守侯

4.on a large scale 大规模地;大范围地

5.year after year 年年;年复一年

6.pass away 逝世

7.name…after 给……取名;命名

8.in detail 详细

9.take care of 关心;照顾

10.classify…into 分类;归类

11.develop a lifelong friendship with 与……结存了终生好朋友

12.born into 出生

13.have an appetite for knowledge 有求知欲

14.appoint sb. as… 委派;任命某人为……

15.spread over 传播;流传

16.a great deal of 大量;许多(用于不可数名词)

17.lie in 在于

18.related to 与……有关

19.the key to 关键是(在于)

20.adapt to 适应于

21.be sunken into 堕入

Integrating skills

Scanning

Find out the important people mentioned in the text.

Charles Darwin From England Gregor Mendel From Austria

Gote Turesson From Sweden

Choose the best answers according to the passage

1. The research by Darwin, Mendel and Turesson shows that_ . C

A. genetics is more important than the environment to plants

B. genetics is less important than the environment to plants

C. both genetics and the environment are important to plants

D. neither genetics nor the environment is important to plants

2. Darwin observed that the birds with _ _ would eat_ . B

A. small beaks l hard seeds B．broad beaks；hard seeds

C. hard beaks；hard seeds D．broad beaks；soft seeds

3.Darwin joined the scientific expedition on _____ ． C

A. the Endeavour B.Tahiti C．the Beagle D．space

4. Scientists of the nineteenth century believed that . D

A．the development of new species was behind the influence of the environment

B．the development of new species and the influence of the environment were hand in hand

C．the development of new species had nothing to do with the influence of the environment

D the influence of the environment was behind the development of new species .

5. Darwin studied physics，chemistry and botany because_________ . B

A．he was invited to join scientific expedition

B．he was interested in them

C．he could do a lot Of experiments

D．he wanted to finish his book“On the Origin of Species”

Fill in the following blanks

Scientist

Research/experiment

Result

Charles Darwin

The wild life of Galapagos, many varieties of garden roses

There were differences between the species of the different islands’yet all showed a clear relationship with those of America’ differences in habitat could lead to different species in birds as well as in plants.

Gregor Mendel

Flowers and peas

Many characteristics were passed on from one generation to the next, without influence by the environment. His research gave birth to the science of genetics.

Gote Turesson

A wild plant found on the Swedish west coast

Found evidence for the existence of stable varieties within species in nature. He showed that differences between plants of one species occurred as a result of the environmental conditions in their habitat.

The text can be divided into four parts

Part I Pa1-3: Darwin and his research.

Part II Pa4-5: Mendel and his experiment.

Part III Pa6: Turesson and his study

Part IV Pa7: the importance and significance of the research of the three.

Important sentences in the passage

1. It was Darwin’s visit on the Beagle to the Galapagos Isles that gave him the key to his new theory.

2. Back home, in England, Darwin realized that differences in habitat could lead to different species in birds as well as in plants.

3. As a result of Darwin and Mendel’s research, scientists of the nineteenth century formed the belief that that influence of the environment was behind the development of new species.

4. It would take a next generation of scientists to bring the importance of the environment on species back in view.

Unit 5 Getting the message

Reading:

Look at the pictures on page37 and fill in the chart

Items

Ad 1

Ad 2

Ad 3

The products they persuade you to buy

Advanced electronic roducts

Shampoo

Soft drinks

How to persuade

By using abstract design, slogan and pictures

By using wonderful pictures ,slogan and realistic products

By using wonderful pictures, slogan and products

The message each ad gives

High quality,

Help customers to succeed

Create beauty,bring happiness and love to customers

Help athletes to refresh themselves.

How is the information conveyed

Pictures, slogan, spokesman

Products,slogan, pictures

Pictures,slogan, products

Words related to advertising

advertise, advertisement advertiser, brand, post, spokesman, spokeswoman, designer, entertain, promote, customer, slogan, text, writer mislead, humorous, persuasive, broadcast, annoy, appeal to

Pre-reading

Collect advantages and disadvantages of advertisements from the students

Advantages Disadvantages

Provide information Mislead customers

Increase sales Give false or incorrect information

Make the public aware of social problem Raise the price of products

…

1.the first form of advertising : in Greece and Egypt around 1500 B.C.

2.the first printed advertisement: in London 1477

3.the first commercials on radio: about 1920

4.the first commercial on TV: after World War 2

Reading Find out the main idea for each paragraph

Pa1: Ads are found almost everywhere

Pa2: People react to advertisements in different ways.

Pa3: The basic principle of advertisements is to influence customers’ choices.

Pa4: Ads help companies and customers n a variety of ways.

Pa5: the most important function of advertising is to introduce new products.

Pa6: Governments and other organizations use ads to make people aware of government policies and social problems.

Pa7: Customers should be careful of illegal ads.

Pa8: Customers should learn to protect themselves from false ads and make smart choices.

Answer the following questions

Fast reading

1.What is people’s reaction to ads.? P2

2.What is the basic principle of advertising? P3

3.What is the most important function of ads? P5

4.what’s the advantage of good ads? P8

Careful reading

1.Why is advertising popular?

2.How does advertising help consumers and companies?

3.What is the basic principle behind advertisements?

4.Why do advertisers often have to work hard to attract people’s attention?

5.What is a “bait-and-switch” a?

6.How can we protect ourselves from misleading ads?

Choose the best answers:

1.The word “advertising” means to make a product known to . D

A managers through broadcast B leaders by radios

C firms by printed notices D people in various ways.

2.One advantage of advertising is that it helps . A

A increase product sales B make a product more expensive

C increase production D reduce the costs of a product

3.Advertising is a highly developed . B

A information B industry C trade D science

4.The development of radio, television, cinema, magazines and newspapers has with the development of advertising. B

A followed up B gone hand in hand C gone behind D taken place

5. The best chance to reach customers is to . C

A sell them the product B sell them what money can not buy: love, happiness and success.

C appeal to their emotions D reduce the price of the products.

6．The development of media has gone hand hand the development of advertising. C

A. by; by B. by; with C. in; with D. in; by

8.People react to advertisements in different ways.Because . 答案：A

A. ads are useful and entertaining to some people while annoying to others

B. ads are useful and entertaining C. ads are annoying

D.ads are not only useful and entertaining but annoying

9.When we buy an expensive product, can help us make the right decision. 答案：B

A. sellers B. ads C. our friends D. defenders

10.“Not all ads are used to promote a product or to increase a company’s profits” means . 答案：D

A. all ads are used to promote a product or to increase a company’s profits

B. few ads are used to promote a product or to increase a company’s profits

C. no ads are used to promote a product or to increase a company’s profits

D. all ads are not used to promote a product or to increase a company’s profits

11.In order not to become easy target for ad makers, we must . 答案：A

A. distinguish between fiction and facts B. watch TV more often

C. believe all the ads D. never believe any ads

12.The best chance to reach customers for the advertisers is to . 答案：A

A. appeal to their emotions B. make interesting pictures

C. give customers proper prices D. send messages to customers

13.Paragraph 4 is mainly about . 答案：C

A. ads must increase the production B. ads must reduce the price of the production

C. ads must help companies and customers D. ads must make a product more expensive

14.Which sentence tells us the main idea of Paragraph 5? 答案：C

A. The most important function of advertising is to introduce the prices of the products.

B. The most important function of advertising is to introduce the types of the products.

C. The most important function of advertising is to introduce new products.

D. The most important function of advertising is to introduce the company where the products come from.

15.Why is advertising popular? 答案：C

A. Because ads are found in newspapers. B. Because ads are found on the Internet.

C. Because ads are found on TV. D. Because ads are found everywhere.

16.We can infer from the last sentence of the text that . 答案：C

A. we must learn to believe ads B. we must learn to accept ads

C. we must learn to analyse ads D. we must learn to accuse ads

T or F

1.People react to advertisements in different ways.( )

2.The basic principle of advertising is fairly difficult.( )

3.Since an increase in sales means an increase in production, the price may be increased, too. ( )

4.Truthful ads provide good information that helps customers to decide whether they want or need the advertised product.( )

5.Perhaps the most important function of advertising is to increase a company’s profits. ( )

6.By using the techniques developed by the advertising industry, governments and other non-profit organizations can spread knowledge, change attitudes and improve society.( )

7.All ads are not used to promote a product or to increase a company’s profits.( )

Difficult sentences

1.The development of radio ,television and other media has gone hand in hand with the development.

2.Customers see so many ads every day that advertisers must work hard to get their message across.

3.The best chance to reach customers is to appeal to their emotions.

4.First of all ,we should always keep an eye out for “hidden information”.

Integrating skills

Fill in the blanks for the revision

Advertising is a highly developed industry. It has gone hand in hand with radio, television and other media.

People react to ads in different ways. Some think ads are useful and help consumers

make informed choices while others accuse companies of using ads to mislead us. Companies can influence customers’ choices by introducing a brand name and by associating products with customers’ needs. There are so many ads for customers that advertisers must try to get their message across by appealing to their emotions.

Ads help companies and customers in all kinds of ways. They can help companies increase sales . At the same time , they help customers choose among all the available products. In fact, truthful ads provide good information,and help customers compare feathers, functions and costs. Some governments name a famous person as their spokesman or spokeswoman to make people aware

of their social problems and policies.

Customers should protect themselves by keeping an eye out for bad ads, telling false information from real facts and making good choices.

II Lead-in

1 what product do they persuade you to buy?

2 what information about product can you get?

3 How is the information conveyed?

4 What are the skills of making good ads?

III Reading

1 How do the ad-makers create a positive image of the product they are promoting?

2 How do ad-makers choose a name for the product?

3 What kind of slogans should be used to make the consumers to form a positive image? Can you give an example?

4 How are the ads presented ?

How to create a positive image of the product

Choose the words and brand names --- tell the consumer about the advantages of the product ---choose a funny name（use a well-known word--- choose names from old stories--- invent a new word ）

A good slogan（ should be catchy --- easy to remember --- convey a message）

Ads are started with a puzzle or question And presented in a humorous way

1.in order to 为的是;目的在于

2.take …into consideration 考虑某事物

3.compare…with… 把……与……比较(对比)

4.complain about 对某人与某物抱怨

5.in charge of… 负责;处于控制或支配的地位

6.hand in hand 手拉手;密切关联的

7.with the develop of 随着……发展

8.on the other hand 另一方面

9.get… across 传播或为人理解

10.instead of 代替(后面接名词代词动名词或介词短语)

11.appeal to 呼吁;上诉;投合(兴趣或心愿)

12.armed with用…… 做准备;备有

13.make sb. aware of 使人明白;觉察;意识到

14.keep an eye out for 留心或注意到某人或某事物

15.protect…from… 防护而不受

16.at the right time 在恰当的时候

17.point out to (向某人)指出;使注意

18.make sense 有意义;有道理;讲得通

19.accuse…of… 指责;控告

20.attach to 系;贴;固定;附着

21 differ from 不同于

22 attach to/connect with 附着/联想

23 attach importance to 给予重视

24 start with 以 开始

25 with the purpose of 以 为目的

26 point out 指出

27 refer to 指/参考

28 think twice 慎重考虑

Unit 6

Reading

Read the text then answer some questions.

1 When did we decide to move to another place? 1845,10

2 How long did the journey last? About a year

3 What is our first destination? India Greek in Kansas

4 Is the journey hard? Can you make some examples about it?

Yes, it is hard. You can make many examples.

Listening

Listen to the tape carefully then do these exercises.

Post-reading

Exercise1. True or False

1 We traveled alone. (F with many other families)

6 When a young man in our group suggested that I stay behind with the children and wait for help, I agreed. (F I didn’t agree.)

( )7 When the animals smelt the water, they all ran.

Exercise 2

Choose the best answers

1.The reason why my father wanted to go to California is that . 答案：C

A. California was in desert B. California was far away

C. California was a wonderful land described in a book

D. California was the largest state in the USA

2.People moving to the west would meet in . 答案：A

A. Kansas B. California C. Salt Lake Valley D. Salt Lake Desert

3.On which day did the author enter the Salt Lake Desert? 答案：B

A. April 12. B. November 4. C. October 15. D. December 25.

4.Why did the travelers call their ninety-mile drive through the Salt Lake Desert the “Long Drive”? 答案：D

A Because the landscape was dry and barren. B. Because water was salty and not drinkable.

C. Because their water supply was so low. D. All of the above.

5.After the travelers burnt their wagons, they had to go on their feet with another miles to go. B

A.2 500 B.500 C.90 D.45

6.Why didn’t the author stay behind with the children and wait for help? A

A. Because that meant he/she would die.

B. Because he/she knew that children were tiresome.

C. Because he/she knew that there was a wagon waiting for him/her.

D. Because he/she felt he/she could get a prize by his/her father.

7.The animals almost ran when the travelers reached the edge of the desert, why? 答案：C

A. Because they were tired and weak. B. Because they had no burden.

C. Because they must have smelt the water. D. Because they went back to their home.

8.How long did the author spend finishing the journey? 答案：A

A. More than 40 months. B. About 2 months.

C. About a year. D. About a year and a month.

9.From the text, we can infer . 答案：D

A. the author and the travelers had to go all day and all night long

B. there was no oxen left when the travelers reached California

C. many travelers died when their days of hardship came to an end

D .it’s a long way to travel from the author’s hometown to California

10.The best title of the text is . 答案：B

A.A Journey To California B. Long Drive

C. The Salt Lake Desert D. Enjoy Your Life

Questions:

1 Where in the text do you find evidence that the wagons were not he most suitable means of transport? You can find your answers in paragraph 3.

2 Why did the travelers call their ninety mile-drive through the Salt Lake Desert the “long drive”?

We had to travel long without water or grass for the animals to eat. It was hard.

3 What can you learn from this reading passage? What impresses you most?

1)After suffering from many difficulties, we can live a better life. Facing the hardship, never give up, etc.

2)The courage of the people impresses me most.

1.believe in 信任;信耐

2.stand for 代表;代替

3.adapt to 适宜

4.lose heart 灰心;泄气

5.be cast away (被)抛弃

6.give up 放弃

7.less than 少于;不足

8.set off for 开始(旅程;赛跑);出发

9.move on 继续前进

10.take the way 出发;首途

11.lose one’s way 迷路

12.hang out 伸出

13.in desperate need of 在极度需要的(时候)

14.on our feet=on foot 步行

15.be accustomed to doing sth. (通常用于被动语态)习惯于

16.suffer from 患病;遭受……之苦

17.hurry on to (with) 赶紧办理;急急忙忙地去做某事

18.stop to do sth. 停下来去做某事

19.start doing sth. 开始做某事

20.go on all fours 用四肢

21.(at)the edge of of (在)……边缘

22.stare at 瞪视; 凝视

23.come to an end 结束;终止

24.a race against time 与时间赛跑

25.save…from 挽救……免于

26.take up to 占用(时间;空间)

27.at stake 在危险中;关系重大

28.risk one’s life to 冒险去做某事

29.apply…to… 运用;应用

30.add up (两个或两个以上的数量或量)加起来

31.take it easy 别紧张;放松点

32.keep up 维持;保持;使某事处于高水平

33.common sense 常识;情理

34.leave behind 忘带;留下

35. live through sth. 经历某事物而幸存

36.tie up 系;拴;捆

37.go for 为……去;努力获取

Unit 7

Step one . Answer the following questions.

1.When does the story happen ?

2.Who is Ebenezer Scrooge ? Which word is he always to comment everything ?

3.Who is Bob Cratchit ? What does he want to do ?

4.What does the gentleman want to do ? Has he Promised ? What happened to Scrooge ?

Step2.Judge the following sentences True or false

1.It was cold in scrooge’s office and Bob had to warm himself over the candles. T

2. Scrooge was willing to let Bob have a day off because it would be Christmas the next day. F

3. Scrooge was invited by his niece and he accepted happily. F

4. A gentleman arrived at Scrooge’s office because he wanted to collected money for the poor. T

5. Scrooge didn’t want to give the poor any money because he was poor himself. F

6. According to the dialogue, in Scrooge’s dream he met his old friend ------Jacob Marley. F

Step three : Fill in the blanks according the passage

It was the day before Christmas and the weather was terrible . Bob wanted to have a day off in order to have a good Christmas dinner but his boss , Scrooge, who was cold , mean and only interested in making money didn’t allow him to do so at first. Scrooge’s nephew--- Fred wanted to invite Scrooge to attend their Christmas dinner but he was refused . A gentleman who wanted bo connect some money for the poor was also turned down by Scrooge. At last when all the others left Scrooge had a dream , in which he Santa Claus

Integrating Skills

Divide the play into 3 parts. Try to find out what caused Scrooge to turn over a new leaf.

Find out something about the firs scene

Place:_ The place where Scrooge live once lived

The time when Scrooge was young.

Time: Young scrooge and his girlfriend

The girl wanted to be separated from Scrooge

Characters: Scrooge cared nothing except money

Event: He felt very uneasy.

In the second scene, Scrooge saw the Christmas party held in Bob Cratchit’s houses. Judge the following sentences True of False .

1.In the dream it was Christmas Eve and the Cratchits were having a Christmas dinner. 2. In the dream Tiny was ill but his father couldn’t afford the medicine for him.

3. These things really happened to the Cratchits. F

4. On seeing the scene Scrooge wanted to change his life.

5. Scrooge ordered a big Christmas tree for the cratchits’. F

Scene 3

From here we say the Scrooge turned over a new leaf. How did Bob Cratchit feel when he saw Scrooge and his turkey ? D

A. Satisfied B. Interested C. Angry D. Surprised

He hadn’t expected that Scrooge would be so generous

Choose the best answers

1.Christmas is traditionally celebrated on . 答案：B

A. December 24 B. December 25 C. December 30 D. December 31

2.Which of the following is not true according to the dialogue? 答案：A

A. The business is now owned by Scrooge and his partner, Marley.

B. Marley died on December 24th.

C. The gentleman tried to persuade Mr Scrooge to do something good for the poor.

D .Many thousands of people don’t have enough money to keep themselves warm.

3.Ebenezer Scrooge is . 答案：D

A. a warm-hearted boss B. a lazy kind boss

C. a hospitable boss D. a greedy ungenerous boss

4.According to the dialogue,which of the following sentences is right? 答案：C

A. Nothing happened when the clock struck one.

B. Scrooge’s eyes were wet because he had a cold.

C. The girl who used to love Scrooge has married another man.

D. Scrooge,a kind old man is always commenting on everything by saying “Humbug”.

5.In the sentence,“He is cold, mean and selfish old man ”,“mean” is . 答案：D

A.有技巧的 B.心情不好的 C.普通的 D.吝啬的

6.From the dialogue, we can infer . 答案：C

A. Fred helps Scrooge become a helpful man

B. everyone does wish Ebenzer Scrooge a merry Christmas

C. Ebenzer scrooge corrects his mistakes and makes a fresh start

D. Scrooge’s partner, Marley died at Christmas

7.The main factor that makes Mr Scrooge change his mind is that . 答案：A

A. he feels afraid the bad thing will happen to him in the future

B. he regrets what he did in the past

C. he is moved by what Santa Claus says

D. he loses his fortune and becomes a poor man himself

8.What can’t be concluded from the passage? 答案：D

A. People usually have turkey for Christmas.

B. The place they live in is cold in winter.

C. Bob is quite astonished Scrooge’s generousness.

D. All the poor people can enjoy a merry Christmas now.

9.According to Fred,Christmas is the day of the year when people . 答案：D

A. think of the past and look forward to the future

B. put valuable things in their pockets

C. have dinner together

D. show kindness to people and help others

10.Mr Scrooge is reluctant to open his heart to the poor because . 答案：D

A. there are plenty of prisons in the world B. he is poor himself

C. the union work houses can help the poor

D. he only cares about his own business and never shows kindness to others

Phrases

1.care for 喜爱；照顾

2.in the race to do sth. 在做某事的竞赛中

3.put on 穿上

4.so far 至此

5.in want of 需要

6.at this festive season of the year 在一年中喜庆的季节

7.close up （尤指暂时）关闭；使靠近

8.leave alone 不管；随…去

9.toast to 干杯

10.date back to 追溯到（过去的某个时间）

11.on the contrary 相反

12.have an eye for 关注；能判断；能欣赏

Unit 8

Fast reading

1 What is the most puzzling question in learning our mother tongue?

2 If we develop our study skills and way of learning, is learning foreign language twice as hard or as easy?

Careful reading

Tell the sentences true or false

1 Although experts don’t agree each other, they all share a common opinion :Life is a very successful language school. T

2 We study our mother tongue all day long for about 5 years before we master it. But we only spend a few hours a week and in a few years’ time we can speak a foreign language. T

3.Successful language learners usually step away from the academic challenges. F

4The less anxious and more relaxed the learner, the worse their language acquisition.F

Choose the best answers

1.Most children have mastered their mother tongue . 答案：C

A. at the age of five B. by the age of eight C. before they are five D. since they were five

2.Successful language learners do share the following characteristics except . 答案：A

A. the ability to memorize the words B. an interest in understanding their own thinking

C. willingness to take chances D. confidence in their ability

3.The best option for the exchange students is . 答案：A

A. living with local people B. living in the dormitory

C. choosing exchange programmes at various academic levels at a reasonable cost

D. making friends with the other students

4.The disadvantage of studying abroad is . 答案：B

A. language and culture B. cost and safety C. custom and culture D. exchange programme

5.Visiting students do the following things except . 答案：C

A. staying in the host family’s house B. eating in the host family’s house

C. becoming a member of the family D. keeping in touch with the host family afterwards

6.Before going out to study in a foreign country,you should not . 答案：C

A. care much about the money that may cost you B. collect as much information as possible

C. plan a long course to study D. discuss every detail with your family

7.The sentence “Life is a very successful language school” means . 答案：B

A. we are equipped with a special ability to learn language

B. the key to learn the language well is to communicate with the people around us

C. parents can give children language lessons

D. people can learn the language by themselves

8.What makes it easier to study abroad nowadays? 答案：D

A. The cost has become reasonable. B. There are programmes for all levels.

C. Students can find “home-stay” service and live with the host family.

D. All the above.

9.The greatest value of an exchange student studying abroad is . 答案：C

A. to learn the language B. to widen one’s views and understand the culture of other country

C. to get better idea of yourself and your own culture D. to learn to be independent of oneself

10.What’s the purpose of writing this article? 答案：C

A. Learning a foreign language is twice as hard as learning our mother tongue.

B. Learning a foreign language is more important than learning our mother tongue.

C. Learning a foreign language is twice as easy if we develop our study skills.

D. In fact,the number of people learning a foreign language has increased with years.

Decide which language ( mother tongue or foreign language) each of the sentences below

A We learn quite fast.

B We are not taught but learn anyway. M

C Some people think that we are born with an ability to learn this. M

D We can learn faster if we develop study skills.

E Most people have mastered this by the age of five. M

F We learn this in a special place where we can get help.

G It takes longer to learn this. M

H We Learn this by communicating with others. M

Main idea of each paragragh .

1. The environmental factor of learning mother tongue.

2. Different opinions of language experts.

3. The difference between learning mother and learning a foreign language.

4. The characteristics of successful language learners.

5.Different learning ways of successful language learners

6. The importance of the purpose of learning.

The purpose of writing the passage to tell us that learning a foreign language does not have to be twice as hard as learning our mother tongue.

Integrating Skills

What is the best way to learn a language ? Why ?

I think the best way to do this is to go to a country where the language is spoken.

We can use the language at any places at any time . It’s good for language learning.

2. Is it possible for you to study abroad ? Yes, it is.

3. What should you do before you go abroad?

We should find out as much as possible about different programmes, including the cost and length of our stay.

4. Can you list the advantages and the disadvantages of studying abroad ?

Advantages of studying abroad

1). become fluent in the new language

2). make friends with people from different background.

3). Understand another culture

4). broaden your horizons and improve your understanding of the world

5). learn about yourself and what your culture is really like

6). learn to depend on yourself

Disadvantages of studying abroad

1). Some of them may fall behind in their studies when studying abroad.

2).They may not be able to take classes at the same level as at home.

3). Parents worry about the safety of their children and may also be concerned about the cost.

Choose the main idea of each paragraph

Para. 1 It is possible for a student of any level to study a foreign language in a country where the language is spoken.

Para. 2 Advantages of studying abroad.

Para. 3 disadvantages of studying abroad.

Para.4 What should you do in order studying abroad ?

Phrases

1.make progress 前进；进步

2.make sense of 弄懂…的意思

3.in other words 换句话说；换言之

4.take risks/a risk 冒险

5.experiment with 进行试验；进行实验

6.piles of 一大堆；一大批；一大团

7.knock down 击倒；撞倒

8.that is to say 也就是说

9.fall behind 落后

10.be different from 与…不同

11.communicate with 与…联系；与…交流

12.distinguish…from… 把与区别开来

13.adjust to 调整；调节；使适合；使便于使用

14.in the process 在进行；经过；在…过程中

15.in common （团体）共同的；公有的

16.make mistakes 犯错误

17.make friends with 与…交朋友

18.take (an active ) part in （积极）参加

19.take patience to 有耐心去做….

篇8：新教材U14 Warming up and Listening (人教版高一英语教案教学设计)

Teaching aims: 1.Talk about unforgettable experiences

2. Describe people, things and events, using Attributive Clause.

3. Practice students’ listening skills.

Aids: Tape-recorder.

Step1: Warming up

1.T: You just came back from your National Day holiday. So I want you to tell me something about your holiday.

Q: What did you do in your National Day holiday?

Q: Would you please use one word to describe your holiday?

T: Some of you enjoyed your holiday because it’s interesting. Will you forget it easily? (No). So we can say it’s …(Unforgettable). Some of you just stay at home, they just eating, watching TV, and sleeping, and they feel it’s boring. Now let’s see some unforgettable people, unforgettable things and unforgettable places together.

2.Turn to page 22, and ask students to talk about the pictures, and then make sentences using the words and phrases in a sentence with an Attributive Clause.

3. Students discuss in groups.

4. Q: What other things do you think unforgettable?

Step2.Listening

1. Arouse students’ background knowledge on earthquake

Q: Have you been in an earthquake?

Q: What is it like when an earthquake happens?

2. Make predictions:

Can you guess what might happen to Hank Stram?

3. Listen and check their predictions.

First time: listen and find the main idea

Second time: listen and write down the key words to answer the questions in part 1.

Third time: listen and check the answers.

4. Listen to part 2 and fill in the blanks.

5. Check the answers

Step3. Workbook

1. T: Jill and Grace are in a party and they are going to meet four people.

2. Listen to the tape for the first time.

3. Talk about the story in the listening part. Make sure that students are clear about the relationship about the six people.

4. Listen for the second time.

5. Check the answers.

6. Listen again.

Homework:

1. Prepare for talking and speaking.

2. Collect information on things to do or not to do when meeting a disaster.

外语组:范艺

10月10日

篇9：高二英语新教材Unit11单元教学设计(人教版高二英语上册教案教学设计)

浙江省文成中学 吴媛媛

一、教学分析

1、教材内容分析

本单元围绕“Scientific achievements”这一中心话题，从科学家、科学假说、科学理论、科学探索等方面设计听、说、读、写等一系列教学活动。“Warming up”部分设置了三个问题，要求学生就重要的科学成就进行讨论，从而帮助学生认识重要的科学成就，了解科学成就对社会发展、人类进步的重大贡献，同时激发学生热爱科学、投身于科学研究的热情，探索科学研究的方法。“Listening”部分设计了两道材料问题和一道开放性的情景话题。主要培养学生捕捉和筛选信息的能力，然后要求学生在一定语言输入后进行语言输出，旨在培养学生的想象能力和应用能力，通过自己的语言体会重大科学成就的意义。“Speaking”部分重点训练表达意图和愿望的日常交际用语，以五人小组的活动形式组织学生扮演科学家的角色，陈述各人的研究方向并阐明其重要性来申请科研经费。“Reading”部分为一篇介绍中关村的形成、发展及其重要意义的记叙文。通过对文章的理解，学习中关村人的创业精神。“Language study”部分由词汇和语法两部分组成，该部分不仅教授了四种构词法知识，更鼓励学生通过四项练习，运用构词法知识提高阅读能力。“Integrating skills”部分设计了一个阅读和写作的练习，在学生了解四大科技成就及其重要性后，要求学生略加扩充写一篇最伟大的科学成就的文章。“Tips”部分提出了说服性写作必须论点明确、论据充分，为写作提供了写作方法。

2、教学重点、难点:

本单元的重点在于借助“高科技成就”这一话题，学习、复习涉及这一话题的有关语言知识和语言技能（见教学目标），激发学生热爱科学、奋发图强、献身于科学的热情。

本单元的难点在于培养学生充分利用已有的英语知识表达自己，谈论科学家、科学成就、理想抱负。

二、教学目标

1、语言知识目标

1） 要求学生掌握必要的单词、词组和句型：solar, constitution, private, grasp…It’ likely that…, make it possible for sb to do sth…,etc.

2） 掌握一定量的表达“wishes and intentions”的交际功能用语。

3） 同时要求学生掌握本单元出现的构词法及一些常见的前缀后缀及词根的意义。

2、语言技能目标

通过本单元的内容培养学生良好的“听、说、读、写”的技能，使学生能运用所学的知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就科学成就提出独特的见解。

3、情感目标

1）激发学生并提高学习英语的兴趣， 乐于接受新鲜事物，勇于尝试：体现课堂教学“主体者”的身份，积极主动地参与教学各环节，成为学习的主人：具有个性，培养创造能力。

2）培养同学之间日常融洽相处的感情，乐于合作，善于合作的团体合作精神。

3）通过课文中出现的科学家及科学成就激励学生热爱科学、投身科学研究、探索科学研究的方法

三、教学策略

1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。

2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。

3)合作学习策略。合作学习强调通过师生、生生的多边互动进行人际交往、信息交流，能满足学生个体内部需要。

4)体验成功策略。使学生在特定的完成任务过程主动积极地获得和积累相应的学习经验，享受成功的喜悦，从而提高学习兴趣和成就动机。

四、学习策略

引导学生利用图书馆和网络资源进行一系列的自主学习、合作探究的学习策略。对于本单元鼓励学生课前收集科技成就、中关村和美国的硅谷的资料，上课时勤思考、主动参与课堂上的各种活动。

五、单元教学设计

依据《新课程标准》及对于学生教学目标的要求，课堂设计本着教学应“以人为本”的总的教学理念，课堂中充分利用网络资源、设计相应难度的任务，以增加教学的直观性和趣味性，提高教学效率。根据学生学习英语的特点和规律，学习阶段的侧重点，我把本单元划分六课时完成：听力、口语、阅读（2课时）、语言、写作、评价。

Period 1 Warming-up & listening

Goals: 1. Get the Ss to talk about what science and scientific achievements have affected the world to stimulate them to further efforts.

2. Cultivate the students’ ability of listening for information.

一、Warming up

Task 1.Greeting: Have a free chat with the Ss about their holidays to present the topic scientific achievements

Task 2. Match the scientists and their scientific achievements （group work）

Alexander Bell electricity

Thomas Edison the First telephone

the Wright Brothers‘ the electric Lamp

Madame Curie black holes in Universe

Franklin Theory of Gravity

Steven Hawking the First Plane

Elbert Einstein Radium

Isaac Newton the Theory of Relativity

Task 3. Talk about scientific achievements

1) How have the scientific achievements changed the world?

2) Which one do you think is the most important? Why?

3) What are some other scientific achievements that you think are important?

4) Do these achievements have anything in common? If so, what?

Task 4. Discussion (pair work)

Is this an easy job to achieve success in science research? What makes a scientist?

二、Pre-listening

Task Get to know Neil Armstrong, Alexander Gramham Bell, Ray Tomlinson and Armchimedes.

三、Listening

Task 1. Listen to part 1 and complete the chart below.

Words Speaker Achievement

“That’s one small step for a man , one giant leap for mankind Neil Armstrong

“Mr Watson, ______________;

I want you.” Alexander Graham Bell

“QWERTYUIOP” Ray Tomlinson

Can you explain Tomlinson’s message?

Task 2 .Listen to part 2 and complete the sentence below.

1.The word “ “ are famous because they are the

of The Constitution of the United States of America.

2.Eureka is a word from the language and means

3.If you ask a father, he might say : “ “

If you ask a mother, she might say : “ “

四、Post-listening (group work)

Language input: As what you have heard just now, some words become famous not because they are beautiful or wise but because they are spoken when a great new scientific achievement is being announced or made. If you are lucky enough to be the first person…., what would you say?

Task: Choose one situation and then share with your partners.

A the first person on Mars

B the first cloned human being

C the first person to travel in time

五、Homework

1 Listen to the tape, finish the listening part on WB (p81).

2 Preview the reading passage.

Period Two Speaking

Goals:1.Learn and master the useful expressions

2.Train the students’ listening and speaking abilities.

3.Talk about scientists and scientific achievement, urging the students to further understand the significant of science and scientific achievement and encouraging them to work hard at their lessons.

一、Pre-task

Another new year began. Have you got any wishes/ plans? What are they? With your plan made, what intentions have you got? In this way the following expressions are aroused.

Useful expressions

If I got the money, I would…

My plan is to…..

I hope that…

I would rather….

How I wish… I want / wish/ hope / intend/ plan to…

I’d like to…

I’m thinking of…

I’m going to….

I have decided to…

二、Speaking (group work)

Situation: Four scientists ,each of whom is working on an important project, want to get money to complete their project. Each scientist will introduce his or her project and explain why it is the most important. The organizer will listen to all the scientists and ask questions. At the end of the discussion, he or she must decide who will get the money and why.

Dr Wilson

You and your team are working on a cure for AIDS. Your research is extremely important because . Dr Jones

Your research project is about cloning and how to use the new technology to cure diseases. Your project is important because .

Dr Smith

You want to development new technology that will make it possible to grow food in areas where there is very little water. This is important because . Dr Winfrey

You are working on sending a manned spaceship to Mars. This is a very important project because .

三、Post task

1.Just now you did a very good job in acting as a scientist. Do you want to be a scientist? If so, which field are you interested in? If not, what do you want to be? Use the expressions of wishes and intentions to talk about your dream.

2. Imagine you are a reporter who is going to report the space hero about his wishes and intentions. Take turns acting as interviewer and interviewee.

四、Homework

1. Interview your parents about their wishes and intentions using the expressions we learent.

2. Preview the reading passage.

Period 3&4 Reading

Goals: 1.Learn and master the following words and phrases. likely, private, master, perfect, arrange, set foot (in), rely on, failure, locate, valley.

2.Train the Ss’ reading ability.(Read for general information and detailed information.)

3.Get the Ss to learn about Zhongguancun--China’s Silicon Valley.

一、Pre-reading

1.Are scientific achievements important? How do they improve our daily life? How do they improve society?

2.Why do scientists spend so much time trying to achieve something?

3.As is known to us, scientific achievements can not only make our life better, but also promote the development of mankind and society. So I want to run a hi-tech company, what should I arrange for? What kind of support and environment would I need?

4.What if I set up my company in Zhongguancun ? How much do you know about Zhongguancun?

5.Do you know the sign “Lenovo”? Where is it located?

二、While-reading

1. Fast reading

Task: Read the text quickly and try to find information about Zhongguancun to finish the chart below.

Item Zhongguancun

Locating

Brief history

Spirit/culture

Educational institutions

Hi-tech companies

2、Careful reading

Task 1 : Get to know the outline of the text

1.Does this article have a topic sentence? What is it?

2.What are the supporting ideas?

be home to

Zhongguancun: Center be home to

be home to

Task 2: Get to know detailed information

1.Why did Xiang Yufang study abroad and work abroad for a few years？

2.What made it possible for Xiang Yufang to return to China?

3.How does Zhongguancun affect business?

4..What are the two mottos mentioned in the text for the park?

三、Listening & Questions

Task: Listen to the tape and finish the True or Fasle.

1. Zhongguancun is the new center for Chinese science and education

2. Within the next ten years, more than a hundred scientific and hi-tech companies moved into Zhongguancun.

3. Xiang Yufang studied abroad because he felt comfortable abroad.

4. More than 8,000 hi-tech companies in Zhongguancun. More than half of them are IT companies.

5. Zhongguancun park is home to Lenovo and Founder and more than 20 famous national companies.

6. The researchers and scientists know that the spirit and creativity they represent are no more than money.

四、Post-reading

Choose the correct answers. There may be more than one correct answer.

1.According to the author, Zhongguancun is home to .

A. some famous research institutes and universities B. many IT companies

C. more and more returned overseas Chinese D. a number of science parks.

2.What is NOT true about Zhongguancun?

A. It is located in Haidian District, in northwestern Beijing.

B.It was set up as a special economic zone in the 1990s.

C. Most of its companies are doing IT business.

D. It is not a good place for new companies.

3.According to the reading, Xiang Yufang returned to China and opened a company in Zhongguancun because .

A. he wanted to see more of the world

B. he enjoyed working with the best scientists in his field

C. he could enjoy his work and contribute to his country at the same time

D. he missed his friends and family

4.According to the graph in the passage, how many of the people who work in Zhongguancun have a master’s degree or above?

A. 25,000 B. 30,000 C. 35,000 D. 180,000

5.How is ‘failure” understood in Zhonguancun?

A. There are fewer failure in Zhongguancun

B. Many of its researchers and scientists will try hard not to fail.

C. Failure is a necessary part of being successful.

D. The best thing about failure is that you learn every time you fail.

五、Discussion (group work)

Language input: In this class, we’ve learned more about Zhongguancun by reading the passage. As a new center of science and technology, it is known to the world. It is sometimes called “China’s Silicon Valley”. Do you know “Silicon Valley”? Where is it? When was it set up? Why was it set up?

Task: Work in groups of four to compare these two science parks and find out in which ways they are similar and different. You can refer to the following chart.

Hi-tech Park Silicon Valley Zhongguancun

When was it established?

Why was it established?

Where is it?

What kinds of companies are located there?

What are some famous companies?

Why do people want to work there?

六、Homework

1. Pick out some sentences you enjoy most, & try to recite them as possible as you can .

2. Consult the following websites.

www.zgc.gov.cn/

www.siliconvalley.com/mld/siliconvalley/

Period 5 Language Study

Goals: 1.Learn some words which are the closest in meaning.

2.Study the ways of forming a word.

3.Study the meaning of some affixes and stems.

一、Revision.

Task . Introduce Zhongguancun

二、Word study

Task 1. Use the clues below to guess the words

1.the opposite of “public” 2.a synonym of “depend”

3.the lowest or bottom part 4.of the sun

5.an organization for educational or research purpose.

6.unusually large person, animal, plant.

7.area or region with a particular feature or use.

8.without any fault or bad points.

Task 2. Choose the answer that is closest in meaning to the underlined part of each sentence.(P5)

三、Presentation

Task: Study the words on the screen and find out the ways of forming a word. (class work)

International=inter + national telephone= tele + phone

Mankind=man + kind broadband=broad + band

Extremely=extreme + ly manned=man + ed

Hi-tech=high + technology e-mail=electronic mail

IT=information + technology CSA=Chinese Space Agency

affixation: international, telephone, extremely, manned

Compounding: mankind, broadband

clipping: hi-tech, e-mail

abbreviation: IT, CSA

四、Practice

Task 1. Finish the Exx2-4 to understand how the words are formed.(P6)

Task 2. Get to know the meaning of stems and affixes. (pair work)

. Look at the stems and affixes on the screen. Match each of them with the right meaning on the right.

Trans- carry

-graph see

tele- below

super- life

co- together/with

vis- more than usual

bio- far

sub- across

-port writing

Task 3. Word formation makes it easy for the Ss to guess the meaning of words using

context clues.

Use context clues and what you know about word parts to guess the meaning of the underlined words.

a.Many countries import most of the oil they use.

b.He studied biophysics at college.

c.It is very important to learn how to cooperate with others.

d.All you luggage will be transported to the destination by train.

e.My cousin has an excellent voice. Her dream is to become a superstar.

五、Consolidation

Read the news article and tell how the words in bold are formed (pair work)

Homework:

1. Finish off the exercises on the workbook.(p83-84.

2. Preview integrating skills

Period 6 Integrating Skills

Goals: 1.Learn and master the new words and phrases

2.Train the Ss’ integrating skills, especially reading and writing skills.

一、Revision

1. Ask the Ss to find some examples for each way of forming a word?

2. Guess some new words with the help of word formation.

a. The average output of the factory is 20 cars a day.

b. She has written good essays before, but this one is substandard.

c. He is a kind of intellectual superman.

d. The lack of a common language made it very difficult to intercommunicate .

e. Transplant the seedlings into peaty soil.

3.Lead in: Human beings are creative, and many scientific achievements have been made in our history. What great inventions do you know in China’s history? What red hot achievements do you know?

二、Fast reading

1. What plan has helped Chinese scientists make many breakthroughs?

2. Which scientific fields are mentioned in the text?

三、Careful reading (group work)

Work in groups of four . Use what you have learnt from the text to complete the chart below.

Field Achievements Importance

Exploring space

Genetic research

Computer engineering

Medical science

四、Writing

1. Which words in the text can we use to describe scientific achievement?

2. Situation: Do you know Modern Science? They are thinking of writing an essay about the greatest scientific achievement but they find it difficult to decide . Write a short essay in about 150 words, telling them which achievement you have chosen and explaining why you think so. The following outline may be helpful to you.

Introduction: state your view

Outline body : give your reasons (at least 2)

Conclusion: summary

五、Self-Assessment

Using the assessing part on P.87, Ss are helped to review what they have learned or done in this unit learning. In this way they can learn to reflect and pay attention to their weak points in the later learning (the evaluation items can be adapted if appropriate).

教学反思

本单元的教学设计从学生实际出发，以科技成就为主线设计了若干情景与活动，旨在让学生积极参与学习活动，开口说英语，并使学生在轻松愉快的氛围中掌握语言知识，锻炼阅读理解能力。在教学实践中笔者体会到，教学应注意以下几点：：

1． 学生在合作中学习更有助于提高学生学习的积极性，以及课堂参与的积极性。所以应当发挥小组功能，在合作中操练。小组活动是课堂活动的主要形式，如何落实小组中各个学生的角色是组织好小组活动的关键。这需要教师长期的训练。

2．设计活动时要充分考虑学生的情感态度，要设法让学生在快乐中学习。但教师不能片面地追求所谓的“快乐”，一味强调课堂气氛的活跃，而忽视学生对知识的掌握和对学生能力的培养。

3．信息技术的运用要为教学服务，不可喧宾夺主。在教学过程与信息技术的整合过程中，教师应注意信息技术只是一种辅助手段，不能由它控制全部流程。同时也应有效地利用这种手段，加快课堂节奏，增加课堂容量，提高课堂教学效率，使课堂气氛更加活跃，让学生在轻松愉快的环境中得到感情上的升华。

4．要处理好实践与反思的关系。反思是实践的一面镜子，能折射出实践中的成功和不足之处，以期在以后的教学中借鉴成功，改进不足。

篇10：高二英语新教材下册Unit15 Destinations1(人教版高二英语下册教案教学设计)

Reference for Teaching

Ⅰ.异域风情

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

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

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

Ⅱ.知识归纳

1.在英语中，do,have,make,take这四个动词，加上名词作宾语（名词前可有形容词）构成词组，可以表达许多不同含义，其意义相当于在名词前加上一个相关动词，现分述如下：

(1)do+名词

e.g.Mary has done (=has written) an article.

玛丽写了一篇文章。

He will do(=draw) a large portrain of Ren Changxia.

他要为任长霞画一幅大画像。

do computer study=study computer

do the room=clean the room

do the dishes=wash the dishes

do one’s hair=comb one’s hair

do one’s teeth=brush one’s teeth

do the fish=cook the fish

do the puzzle=work out the puzzle

do science=study science

do a comedy=act a comedy

do a concert=hear a concert

do the tower=visit the tower

do Japan=visit Japan

do 20 miles=travel 20 miles

do one’s guests well=serve one’s guests well

有时宾语也可用doing,并在doing前加some。

do some reading=read some books,read some pages

do some studying=study something

do some walking=walk for some time

还有do most of the talking,do some morning shopping等。

(2)have+名词

e.g.We had a long talk(=talked for a long time) last Sunday.

上星期天我们进行了一次长谈。

They’re having a rest(=resting).

他们在休息。

此类结构常见的还有：

have a chat,have a look at…,have a drink,have an interview,have a smoke,have a fight,have a bath,have a dream

名词前可有修饰成分，如have no respect,have no wish,have some good laughs,have one more try等。

有时意义上等于在名词前加上一个相关的动词，如：

have a lesson (class)上一节课

have an X-ray进行X光检查

have a great success取得很大成功

have a small accident出了小事故

have a headache(a flu,cold)得头疼病（流感，感冒）

have a baby生孩子

have one’s advice听从某人的建议

have a telegram收到一封电报

have an answer有了答案

(3)make+名词（相当于名词的动词含义）

e.g.The police made an examination in her room.

警察检查了她的房间。

The teacher made a clear explanation.

老师清楚地作了解释。

We made a comparison of the two articles.

我们把这两篇文章作了比较。

make an attempt=attempt

make a suggest=suggest

还有make a visit参观，make a long stay住了很长时间，make another start又重新开始了，make preparations作准备，make arrangements作安排，make decisions作决定，make a choice作选择，make a map画一张地图，make tea沏茶，make an expression留下印象

（4）take+名词（相当于名词相应的动词）

e.g.He took a look at(=look at) this book.

他看了一下这本书。

I want to take a nap(=nap).

我想午休一会儿。

这类词组还有：

take a bath 洗澡

take a walk散步

take exercise进行锻炼

take an action采取行动

take an examination进行考试，进行检查

take a trip旅行

take a vacation度假

相当于“吃，喝，吸（入）”，如：

take the food,take pills,take medicine,take tea (coffee),take a glass of beer,take sugar,take a breath of fresh air,还有：take a taxi(bus,train…)坐出租车（公共汽车，火车……）

take a room要一个房间，租用一个房间

take one’s advice接受……的建议

take a job承担一项工作

take one’s degree接受……学位

take chemistry选学化学

2.with的一种用法

with之后可以加一个抽象名词，构成名词短语，作用相当于这一名词相对应的副词。

e.g.He looked at her with respect(=respectfully).

他恭敬地看着她。

She told Tom the story with a smile(=smilingly).

她微笑着给汤姆讲了个故事。

He accepted the invitation with pleasure(=pleasurably).

他愉快地接受了邀请。

这类词组常见的还有：

with calmness=calmly冷静地

with curiosity=curiously好奇地

with surprise=surprisingly惊奇地

with ease=easily轻易地

with difficulty 艰难地

with amazement惊奇地

with sympathy同情地

with disapproval不满地

with fear害怕地

with delight (joy)高兴地

with envy妒忌地

with anger生气地

with efficiency有效地

with one accord voice异口同声地

with tears in one’s eyes含泪地

in+名词也可以这样用。例如：

“How did you come here?”He asked in surprise(=surprisingly).

“你是怎么到这儿的？”他惊奇地问。

Jack shut his eyes in fear(fearfully).

杰克害怕得闭上了眼睛。

His sister stared at him in amazement(=amazingly).

他的妹妹惊奇地看着他。

He came home in high cheerfulness(=cheerfully).

他兴高采烈地回了家。

常见的这类词组还有：

in terror害怕地

in astonishment惊奇地

in anxiety焦急地

in amazement惊奇地

in confusion大惑不解地

in alarm惊慌地

in curiosity好奇地

in great happiness非常愉快地

in a hurry急忙地

in a low voice低声地

in hatred and despair满怀仇恨和绝望地

in earnest 认真地

Ⅲ.同义词语辨析

1.murder,kill,massacre

(1)murder是“谋杀，杀害”的意思。英语意思是to kill unlawfully,especially on purpose。

e.g.The bandits murdered the man for his money.

歹徒为了谋取他的钱而杀害了他。

Every two hours someone was murdered.

每两个小时就有一人被谋杀。

(2)kill用于因凶器或在非常事故中死亡的场合。英语的意思是cause to die。

e.g.His father was killed in a railway accident.

他父亲在一次火车事故中身亡。

Only a few people were killed in the earthquake.

地震中只有少数人死亡。

He killed him with a spear.

他用矛刺死了他。

kill还可作“使……难受之极，使……极其尴尬，使失去，消磨（时间）”解。

e.g.My back killed me.

我的背非常难受。

It killed him to admit he is wrong.

承认他错了使他感到极为尴尬。

The joy killed the audience.

这个玩笑让观众笑得要死。

The train was late,so we killed time by playing cards.

火车晚点了，我们就打牌消磨时间。

（3）massacre“大屠杀”，英语意思是to kill a number of people without mercy。

e.g.When the soldiers captured the town,they massacred all the inhabitants.

当敌兵占领这座城市后，他们屠杀了城里的所有居民。

另外，表示“为……而献出生命”的同义词组有：

devote one’s life to…

dedicate one’s life to…

give one’s life for…

lay down one’s life for…

lose one’s life for…

另外还有一些词组可以用来表示“死”，但此用法较委婉：

(sb.)pass away;one’s heart stop beating forever;

(sb.)sleep peacefully;those who have fallen;

(sth.)cost sb. his life;sb.is dead and gone;

(sb.)be in heaven for some time

2.ask for,require,demand

(1)ask for指要求得到具体的物质的东西，普通用词。也可用ask sb.to do sth.表示“要求某人做某事”，语气较客气。

e.g.He asked for some money.

他让了一些钱。

He asked his mother to wake him at six in the morning.

他让他母亲早上六点叫醒他。

I asked that I (should be) was allowed to see her.

我请求允许我看望她。

(2)require“要求，有必要”,语气不如demand强，一般强调从需要、规章、惯例出发，要求别人做某事，含有客观上必要的，缺此不可的性质。

e.g.He has done all that was required of him.

凡需要他做的他都做了。

How many days will be required to finish this work?

完成这项工作需要多少天？

(3)demand“要求，需要”,指坚持要得到某物或坚持要做某事，用于人时，通常表示提出要求的一方认为他们有权这样做，语气较强烈，有时带有强制的意味；用于物时，指一般的“需要”，这时可和require,want,need等词互换。

e.g.The Iraqi people demanded that the USA soldiers should get out of Iraq.

伊拉克人要求美国兵从伊拉克撤退。

All his life he believed that it was right and necessary to demand changes in society if people did not have their civil rights.

整个一生他都认为如果人民没有权利的话，要求社会变革是正确的，而且是必要的。

The work demands(=requires,wants,needs,etc,) great skill.

这个工作需要熟练的技巧。

Ⅳ.能力训练

1.同义句转换

他们把黑人作为奴隶对待。

（1）They ______ blacks as slaves.

（2）They ______ blacks as slaves.

（3）They ______ blacks as slaves.

（4）They ______ blacks as slaves.

（5）They ______ ______blacks as slaves.

（6）They ______ blacks as slaves.

（7）They ______ blacks ______ ______ slaves.

答案：(1)treated (2)took (3)regarded (4)had (5)looked on (6)considered

(7)considered;to be

二十加十等于三十。

(1)Twenty and (plus) ten ______thirty.

(2)Twenty and (plus) ten ______ ______ ______ thirty.

(3)Twenty and (plus) ten ______thirty.

(4)Twenty and (plus) ten ______thirty.

答案：(1)equal/equals (2)are/is equal to (3)are/is (4)make/makes

经理进来时他恭恭敬敬地站在那里。

(1)He stood there ______ when the manager came in.

(2)He stood there ______ ______ when the manager came in.

答案：(1)respectfully (2)with respect

这个学生在认真地做作业。

(1)The student was doing his homework ______.

(2)The student was doing his homework ______ ______.

答案：(1)earnestly (2)in earnest

2.用适当的词填空

(1)相对论使得爱因斯坦在全世界出名了。

Theory of relativity ______ Einstein ______ all over the world.

答案：made;famous

(2)金为美国黑人的政治权利而奋斗。

King fought for ______ ______ for blacks in the USA.

答案：political rights

(3)金相信他能通过和平行动而不是暴力来达到他们的目标。

King believed that he could ______ his ______ by ______ ______,not by ______.

答案：achieve;goal;peaceful action;violence

(4)她后来被警察逮捕了。

Later she was ______ by the police.

答案：arrested

(5)在这个国家经常举行反对种族歧视的非暴力的示威游行。

In this country,there are many ______ ______ ______ ______ ______.

答案：nonviolent demonstrations against racial discrimination

(6)他的讲话鼓舞不同种族的人民为平等权利而斗争。

His speech ______ people of all races to fight for ______.

答案：inspired;equality

Ⅴ.高考真题

1.(北京卷)The mayor of Beijing says that all construction work for the Beijing Olympics______by .

A.has been completed

B.has completed

C.will have been completed

D.will have completed

简析：选C。本句意思是：“北京市市长说所有北京奥运会的建设工作将在前完工。”“work”和“complete”是被动关系，句子应用将来完成时态，所以选C。

2.(2004上海卷)The flu is believed ______ by viruses that like to reproduce in the cells inside the human nose and throat.

A.causing

B.being caused

C.to be caused

D.to have caused

简析：选C。全句的意思是：“人们认为感冒是由病毒引起的，这种病毒喜欢在人的鼻子和喉咙中繁殖。”“感冒”和“引起”之间为被动关系。这里叙述一般情况，应选C。B为“正在引起”，D为“已经引起”。

3.(2004上海卷)The disc,digitally ______ in the studio,sounded fantastic at the party that night.

A.recorded

B.recording

C.to be recorded

D.having recorded

简析：选A。disc和record之间是被动关系，作定语时，不定式表示未来动作，及物动词的过去分词表示完成了的被动动作，故这里应选A。

4.（2004上海卷）

The number of deaths from heart disease will be reduced greatly if people ______ to eat more fruit and vegetables.

A.persuade

B.will persuade

C.be persuaded

D.are persuaded

简析：选D。本句意为：“如果人们能被说明多吃些水果和蔬菜的话，死于心脏病的人数就会大大减少了。”“people”和“persuade”是被动关系，在if引导的条件状语从句中，用一般现在时表将来，故选D。

篇11：新教材高一下unit15教案(人教版高一英语下册教案教学设计)

By Flora, Michell

Teaching procedures:

Period 1. Warming up, listening and speaking

New words: mystery, mysterious, footprint, ladder scary, dormitory

Teaching process:

Step 1:leading and lead-in

T: Morning class!

Ss: Morning, Miss Liang, (zhang)

T: What do you like doing in your spare time?

Ss: Playing computer games, seeing a film, watching TV/play?

T: Where do you watch a play?

S1: At the theatre.

T: What do e call the person who writes a play?

S: A playwright.

T: Do you like to be a playwright?

S2: Yes.

T: A playwright must be good at making up stories, is that so?

Ss: Yes.

T: Do you like making up a story?

S3: Yes, I do.

T: If you want to make up a story, what will you tell others?

S4: Who are the hero and heroine.

T: Yeah, so you mean the main character. Anything else?

S5: When and where does the story take place.

T: Good, time and place belong to the setting. Others?

S6: Why does the story happen?

T: You’re right. And the last point is the most attractive. So do you know what it is?

S7: How does the story come about?

T: Yeah, clever! This is about the plot, ××, why do you think plot is the most attractive?

S8: Exciting and interesting.

T: What’s your opinion?

S9: Mysterious.

T: Great, so if you want to be a good story teller, your story should include who--character, when, where--setting, why, how--plot. Besides, the plot ought to be mysterious. Would you please turn to page 15, look at these three pictures and use them to write a good story. You can work in group of four.

T: What can you see in picture1? Can you guess what the old man told the two to do?

What do the two young meet? What happened at last?

Step 2: Warming-up

T: Who will be willing to share your story? ××, will you have a try?

S10: ……

S11: ……

S12: ……

T: which group give us the best story? Why?

S13: ××’s group, because the story made up by them is mysterious.

T: I do agree. If you want to solve the mystery, what is the most important the to you?

S14: Clues.

T: Clues are important, especially to policemen and detectives.

Step 3: Listening

T: So let’s listen to the tape. Try to find out the mysteries and the clues.

T: Listen again and finish the exercises.

1. What is missing? (B)

A. A necklace and some money

B. A necklace and a cellphone

C. A necklace and a wallet

2. What did they find? (A)

A. footprints B. shoe prints C. fingerprints D. A shoe

1. What did John and Mary discover? (D)

A. The door is open B. The window is broken

C. The door is broken D. The window is open

2. What did John and Mary find on the floor? (C)

A. A shoe B. A key C. Some hair D. Broken glass

1.What did John and Mary find in the garden?

A. A ladder B. A banana peel C. A knife D. A necklace

2. Can you solve the mystery?

……….It’s monkey.

T: Suppose you’re the detective, a report from cow is going to interiors you. Could you show us the dialogue?

Ss: Well done. It seems that you’re not only good at telling stories but also excellent Performa. Just now we’ve mentioned that a playwright must be a good story teller. A play also indwells who, when, where, why .But is there anything difference between the story and play?

S15: Play is in the form of dialogue, but story is not.

T: Yes, story is usually narrated. Play has something with dialogue and also has several scenes.

Step 4: Speaking

T: Cat’s move to speaking on page16, first, we’ll have a look at situations. Find out who, when, where or ever why, how.

Character: three pieces

Time: dark night in April

Place: in the mountain

S16:

S17: Character: Four classmates

Time:

Place: in the dormitory

S18: Character: Four students

Time:

Place: on the way to school.

T: Adorning to the situations and the information given above, four in one group, try to create a short play. It can be more than one scene if necessary. Then act it out.

Step 5: homework

T: Time is up. So this is as your homework. Tomorrow we will hold a competition and see who will be the best playwright, who will be the best cotter and actress.

Period 2 Reading

The necklace

New words: Jeanne Mathilde Loisel, recognise, surely, diamond, explain. Pierre, ball, jewellery, franc, continue, call, lovely, being back, day and night, pay off, debt, precious, at most.

Teaching Process

Step1: Check the homework and lead-in

T: Yesterday, I asked you to create a play, would you please share your play with us?

Ss: ……

T: Well done. ××, what do you think of the role you’re played.

S1: ……

T: Next group.

Ss: ……

T: Great. The whole clan, what kind of play do you like: funny plays, serious plays or sad plays?

Ss: ……

T: Yes, I think so. Last chance, who will catch the last chance?

Ss: ……

T: Wonderful! ××, which script is the best one?

S2: I think ……

T: Who is the best actor and actress in your opinion?

Ss: ……

T: You think ×× and ×× performed really well. The same goes for me. And it seems that you know a lot about plays. Do you know any play in and out of China? Who is the playwright?

Ss: ……

T: Today, we are going to read a story written by Maupassant. Who was Maupassant? Was he an English writer or a French writer?

S3: A French writer.

T: Yes. He was a famous French short-story write in the 19th century-born in 1850 and died in 1893. Most of his works were about the everyday life of the simple people. His style was direct and simple with attention is realistic detail. All these can be seen from the story we are going to learn. What’s the title?

Ss: The Necklace.

T: Can you guess why the playwright chose. The Necklace as title?

S4: The play must talk about it.

T: I’m sure you will get a better understanding after reading it. Anyhow, let me introduce you the characters.

Pierre Loisel: a government worker (P)

Mathilde Loisel: P’s wife (M)

Jeanne: M’s good friend (J)

But ten years later, J couldn’t recognize her good friend M, why?

Please read the story quickly and see if you can tell me why.

Ss: She looked much older.

Step 2: Reading

T: Why did M look older than her age? What had happened to the couple? Let’s read the play carefully and then I’ll give you some information about it.

1. One day J was sitting at home and M went to see her. (F)

T: Where did they meet each other?

S4: In a park.

2. J didn’t recognize M because she was ill. (F)

T: Why did she look older than her age? What kind of life did she live?

S5: She looked older than her age because of ten years of hard work. Times were hard for M-Years of hard work, very little food, only a small cold room to live in and never, never a moment’s rest.

3. M married a man with a lot of money. (F)

T: Where did M’s husband work?

S6: He worked in a government office.

4. Ten years ago, the couple were invited to an important meeting.(F)

T: What were they invited to do?

S7: They were invited to a ball.

T: Did they accept the incitation? Why?

S8: Yes, they did. Because P was the only person in his office who was invited.

5. M didn’t think they could go because she had no evening dress or jewellery. (T)

6. P decided to buy some jewellery for his wife. (F)

T: What did he decide to buy for his wife?

S9: An evening dress.

T: How much was it?

S10: Four hundred francs.

T: Why did he decide to spend so much money on an evening dress?

S11: After all, the ball was very important.

7. At last, M decided to go to the ball with a flower. (F)

T: Why couldn’t she do that?

S12: Everybody else would be wearing jewellery. She couldn’t be the only woman who wasn’t wearing jewellery.

8. M would go to see J on Friday. (T)

T: Why did she want to see J on Friday after she got a new dress?

S13: Because J married a man with a lot of money. She could lend M some jewellery.

9. M called J and asked if she could borrow some jewellery. (F)

T: Was J kind?

S14: Yes.

T: How do you know?

S15: She brought out all her jewellery and she told M that she could take anything she liked.

T: What kind of necklace did M choose?

S16: She chose a lovely diamond necklace with a big blue store in the center.

10. M looked pretty and happy. (T)

11. M and P have been happy since the ball. (F)

T: What made their life change?

S17: They lost the necklace.

12. M and P bought a new necklace. (T)

T: How can they afford it?

S18: They borrowed the money. During the next ten years they both worked day and night to pay for it. At last, they paid off all their debts.

T: How much did the necklace they bought cost?

S19: It cost them thirty-six thousand francs.

T: Was J’s necklace as precious as this one?

S20: No, it was made of glass. It was worth five hundred francs at most.

Step 3: Task

1. If only M and P had found the necklace.

Can you imagine what happened when they returned to the ball and tried to find the necklace?

2. What would M do after she returned home from the park. Would she tell her about the real story? What would P say?

So would you please work with your group members, choose one of them and write a short play, then act it out.

* Post reading for reference.

Sample of task 2

M=Mathilde P=Pierre

M: You’ll never guess whom I met today in the park.

P: Oh, was it some important?

M: Why , yes, you could certainly say that. (looking at him.) I met Jeanne.

P: No, you don’t say!

M: Yes, she was sitting there when I walked by but she didn’t know it was me.

P: How could she forget? ( He sees his wife putting her hands to her face.) Oh, I’m sorry.

M: That’s all right. Anyway, we both know I did it to myself.

P: Did what, dear?

M: Made a fool of myself. I simply to be the lowest lady at the ball and look what it cost me -and you, I’m sorry.

P: Forget it, dear. What’s past is past. You mustn’t keep blaming yourself.

M: But you don’t know the worst part. Oh, I still can’t believe it! She told me that the diamond necklace wasn’t real!

P: What do you mean?

M: It wasn’t real. I was only worth a few hundred francs.

P: Oh, my goodness! And we worked so hard to pay for that necklace. Our whole life. But as least we did the right thing. We must forget about the past. At least we still have each other.

M: (not listening.) And to think she gets to keep the necklace now! (She shakes her head many times.)

P: Forget the necklace. It can only bring you as much as trouble as the old one.

Step 4: Homework

I’m for know a lot about M, P and J. Can you use one adj to describe each of them?

M: Pretty, vain.

P:

J: Vain, honest.

1.Rewrite the whole play in the time order. From boring the necklace. Losing the necklace looking for necklace, returning the necklace to knowing the tooth. Then act it out.

II. Discursion

1. Why did M have to borrow a necklace from Jeanne?

If you’re M, will you wear the flower instead?

2. What would Jeanne do after she met M in the park? Would that change M and P’s life?

3. Why did the another chose “The necklace” as title?

4. What do you think of M’s life? In your opinion, what made her life like that?

Period 3

Step 1. Check the homework

T: Today, we’ll go on to talk about=The necklace. What quarters did M, J and P have?

Ss: ……

T: So let’s have some discussion. I’m sure you can have better understanding of M, J and P, the title, or even the society after discussion.

1. Why did M have to borrow a necklace from Jeanne? If you’re M, will you wear the flower instead? Why or why not?

2. What would J do after she met M in the park? Would that change M’s life again?

3. Would M’s life be happy again? What do you think M’s life? In your opinion, what made M’s life miserable?

Step 2: Act out the play

T: You know better about M, J and P, and I asked you to retort the whole play, I have faith in you and you can do well. Any volunteer to have a performance?

Ss: ……

Step 3: Comment on the play

T: Which group give us the best performance? Which group has the best script? Who is the best actor? Who is the best actress?

Ss: ……

T: How to create a successful play?

Step 4: Homework

T: 1. I’m afraid time’s up, let’s leave it until tomorrow. Think over how to create a successful play? You can have a look at learning to act on page 86, it will help you. So will integrating skills on page 20.

2. Tomorrow we will have the programme “the life of Art”. One acts as Mr. ZhuJun. ×× and ×× are the best actor and actress we’ve chosen, so they will invited to the programme as distinguished guest. Others are the audience live. The main topic is “How do you two become famous actor and actress.”

Period 4

Step 1. Greeting and lead-in

T: Morning class. It’s time for us to entertain ourselves. The like of Art will begin soon. Who will be Zhujun? You can begin like this________ Hello, everybody, I’m your old friend Zhujun. Welcom to …… our programme______The life of Art. Today we’re lucky enough to invite the best acter and actress ×× and ××. Welcome! ……

S1: ……

S2 &S3:

Ss: ……

Step 2: Presentation (Fast reading)

T: Wonderful! They talked a lot about how to act well, how to be a successful performer. Do you want to know more?

Ss: Yes.

T: So let’s turn to page 86 skills “learning to act”. Look through the whole passage and find out: What is the first thing an actor or actress should do?

Ss: The first thing an actor must have is the desire to become an actor and the belief that he or she can act well.

Step 3: careful reading

T: Self-confidence, self-determination are of great important. But many skills need learning. Read carefully and tell me how do actors prepare for a performance besides self-confidence.

I. Learning how to act

1. The teacher asks students to image that they are a certain thing, close their eyes, concentrate on the object they have chosen and use their both to show their feelings.

2. The teacher may also ask student to think about a general topic and list situation or actions that belong to the topic.

eg: If the topic is friendship, students may list “a handshake”, “laughter”, “meeting” and so on.

II. trust each other and communicate

eg: one stud it may close his or her eyes and have another student lead him or her around.

III. learn the lines of the play, how to move, where to stand or walk and what expressions to us.

IV. understand the character they pay.

1. from appearance

2. from quality and character.

skill

Remember lives

speak clearly

understanding feelings

Team work On stage

Remember what to say

Speak to the audience

Playing a character

Act together with other actor In real life

Study, take exams

Give a speech, read poetry

Understanding our selves and our friends

Study together, work together

Step 4: Reading and writing (page 20)

T: The actors themselves are the most important. But if an actor wants to perfume successfully, what else will be needed?

Ss: A good director.

A good script.

T: Yeah, a good script plays an important in a successful play. So let’s learn to write and perform a short play. Would you please turn to page 21, and read the tips together?

Ss: ……

Step 5: listening

T: So I’d like you to listen to the tape, follow it and finish exercises on page 21.

1. The teacher says that TV shows and computer games are a bit like plays. Can you think of more similarities? What are the differences?

2. The text above has several roles in it --the teacher and the students. What other “roles” in real life can you think of? Do you “act” in different ways when you’re a “student” and when you are a “son or daughter” or a friend?

3. Life is like theatre, and theatre is like life. Do you agree? Compare life and theatre and try to think of similarities and differences.

Step 6: homework

1. Find out five beautiful sentences in this unit.

2. Go through what we have learnt and try to find something important and difficult.

篇12：去年树教学设计

去年树教学设计

教材分析：本文是日本作家新美南吉的童话。主要讲述了这样一个故事：鸟儿和树是好朋友，它天天唱歌给树听，鸟儿将要飞回南方时答应树的请求──－回来再唱歌给它听。可是第二年春天，当鸟儿飞回来找它的朋友时，树却不见了。鸟儿四处寻访，最后只找到由树做成的火柴点燃的灯火。于是，鸟儿在灯火前唱起去年的歌。告诉我们：做人要信守诺言，珍惜朋友之间的情意。

教学目标

1．认识1个生字，会写4个生字。正确读写“融化、剩下、伐木、煤油灯“等词语。

2．分角色朗读课文。

3、理解课文内容，体会童话揭示的道理。

教学重点、难点：指导学生通过角色对话，感悟做人要信守诺言、珍惜友情的道理。

课时安排：2课时

第一课时

教学过程：

一、单元导入揭示课题

二、初步感知走进课文

1、检查课文读正确，了解故事主要内容

2、自由读课文

3、检查读正确

4、了解故事主要内容

三、研读对话读中感悟

板块一：体会鸟儿和树的情意之深与分别时的难舍难分。（把握第一次对话依依惜别时的留恋及它们对明年相见的渴望和期待。）

教师：鸟儿为什么要寻找树呢？让我们一起走进童话。谁来读1──5自然段，其他同学认真听，说说你了解了什么？还可以给他提点建议。

1．指名读1──5自然段

2．交流感受1___5自然段：

教师：谁来说说你了解到什么？

（1）通过抓重点词语“天天”“必须”和句子感受鸟儿与树是好朋友。

（2）教师点拨引导：你抓住重点词“天天”感受到鸟儿和树是好朋友，这是一种读书的好办法。除了了解到他们是好朋友，你还从哪里感受到他们分别时的心情呢？

（3）学生教师共同发表建议：

（4）、教师引读1──5自然段：

板块二：体会鸟儿的诚信（研读鸟儿寻找朋友的的三次对话，体会鸟儿的`心情变化。）

教师：鸟儿带着这份美好的约定飞走了。又是一个春暖花开的季节，鸟儿从遥远的南方风尘仆仆的飞回来，你想当时它的心情是怎样的？

教师引导：可是，鸟儿没有想到的事却发生了，鸟儿面对事情的变故，心情是怎样的？请大家默读课文7──15自然段，边读边想象。

3．默读课文7──15自然段，画出对话的部分。

教师过渡：面对事情的变故，鸟儿的心情是怎样的呢？

（1）汇报鸟儿与树根的对话7──9

体会鸟儿在问树根时的着急、奇怪、惊讶

男女生对读去体会：

教师引导：当它问大门时，心情仅仅是着急吗？此时的心情又是怎样的呢？

（2）汇报鸟儿与大门的对话10──12

体会鸟儿对朋友的牵挂及鸟儿此时担心的心情。[通过抓重点词语联

系生活实际联系上下文等方法来谈感受运用不同的形式来朗读]

四、加深感悟、升华情感

教师：鸟儿千里迢迢地来找好朋友树，可找到的却是树所化成的火柴点燃的灯火，面对灯火鸟儿是怎么做的呢？请放声朗读课文15──17自然段。

（1）放声朗读15──17自然段

（2）理解词语“睁大”“盯着”，创设情景说话：

教师：同学们，你们是否注意到这句话，让我们一起读读。

齐读：“鸟儿睁大眼睛，盯着灯火看了一会儿。”

教师：“鸟儿睁大眼睛，盯着灯火看了一会儿。”“盯着”灯火看是怎样看？灯火近在眼前，为什么要“睁大”眼睛看？灯火一目了然，为什么还要“盯着”灯火看？（多元感悟）

教师：往日的朋友已化为灰烬．只有朋友做成的火柴点燃的灯火还在亮着，它此时在想什么？

（3）齐读15──17自然段

教师总结：“睁大”“盯着”多么平凡的词语啊！透过它，我们就能感受到鸟儿丰富的内心和波澜的情感，让我们齐读一起再来感受鸟儿对朋友的那份真情。

五、激发想象抒发感言：

教师配乐激情：灯火不是树，它只是找到了留有树的一丝气息的灯火，是用树作成的火柴点燃的灯火啊！鸟儿纵有千言万语，又能说什么？又会对谁说呢？它深情地凝视着、默默地诉说着，这情景让人多么忧伤、多么感动啊！此时此刻你一定有很多话，想对鸟儿说，拿起笔，写下你心中最想对鸟儿说的话。

1．书写感言

2．交流感言：

教师总结：从你们的感言里，我听出来了，很多同学被鸟儿对朋友的真诚友情感染了，被他们之间美好的约定感动了。谁读了不会被感动，不会难以忘怀呢！你们知道吗？我在读这个故事的时候，总在想：假如不发生意外，树依然在，鸟儿又飞回来时，他们会发生怎样的故事呢？让我们再来读读这段文字，再来感受鸟儿与树那依依惜别的场面和美好的约定。读故事的开头1──6自然段：

六、再读开头，拓展续编

他们见面时会是什么样的情境呢？他们之间会说些什么呢？有兴趣的同学，可以发挥你的想象，也来创编一则童话故事。

第二课时

一、读一读：复习本课的词语。

二、听写：本课的生词。

三、演一演：分组表演。

四、语言实践：交流续编的童话故事。

五、欣赏歌曲《朋友》。

六、课外拓展阅读：

1．读《童话故事》。

2．读反映朋友情深的文章或信守承诺的文章。

篇13： 《树》教学设计

知识目标：掌握速度的要领，能够在快速阅读中迅速找出关键词、中心句。

能力目标：理解文章融平静的叙事、描写于一体，寄寓丰富而深刻的思想的写作特色。

情感目标：

1、体会作者在文中蕴含的热爱自然、珍爱生命的感情和对保护生存环境的忧患意识。

2、引导学生正确认识人与自然的关系，增强环保意识。

教学重点

1、掌握速度要领，通过研读关键词、中心句体会文章蕴含的深刻主旨

2、引导学生正确认识人与自然的关系，增强环保意识。

难点

理解文章融平静的叙事、描写于一体，寄寓丰富而深刻的思想的写作特色。

教学方法 讲授法、提问法、讨论法

教具 多媒体课件,粉笔,黑板

教学过程：

【导入文本】

1、导入

这个夏天最受人们热议的事件之一莫过于里约的奥运会了，提起奥运会老师道想到了我们的祖国作为东道主时候的08年北京奥运会。那么大家知道北京奥运会的主题是什么吗？对了，绿色奥运！

在我们的生活中，每天都弥漫着绿意。绿色是地球的基本颜色，孕育着生命和未来，如果没有绿色，我们这个世界将是毫无生机的一片荒芜。然而，就在三十年前，在西藏阿里，人们却亲手毁灭了他们生活里唯一的绿树。毕淑敏的《离太阳最近的树》，以平静而深沉的笔调为我们唱了一首颂歌，但更是一首悲歌。

2、了解作者

毕淑敏，女，国家一级作家，1952年出生于新疆，中学就读于北京外国语学院附属学校，1969年入伍，新疆阿里高原当兵11年，1980年转业回北京，共发表作品200万字，曾获庄重文学奖、当代文学奖、北京文学奖、著有长篇小说《红处方》、《血玲珑》等，中长篇小说《预约死亡》、《昆仑殇》，散文集《婚姻鞋》《素面朝天》、《心灵处方》等

毕淑敏的审美情趣、人格气质、思想观念，在她创作的散文作品中表现得淋漓尽致，从某种意义上说，散文是作家人格的再现。毕淑敏的人格魅力渗透并表现在了她的每一篇散文作品中。比如关于死亡，作者曾经这样写到：“一把利刃悬在半空中，时不时地抚摸下我们年轻的头颅，于是就常有生命骤然折断，滚烫的血沁入冰雪”，“时时听到某人睡着睡着就过去了”的传闻。读毕淑敏的作品，我们常常能体会到作者对人类生命形态的感悟和对生命意义的深层把握与终极思考。

【探究文本】

分析颂歌，感知文章，感受红柳形象，体会作者感情

1．找出描写红柳形象的语句，并说说运用了什么修辞手法，有何作用。

“他们有着铁一样锈红的枝干，凤羽般纷披的.叶。偶尔会开出谷穗样细密的花，对着酷寒和缺氧微笑。”

教师带领学生体会高原的缺氧。

明确：拟人手法。“微笑”一词写活了红柳树面对酷寒和缺氧那种从容不迫、怡然自得的神态，生动表现了其顽强的生命力。

2、文章还有什么地方说明了红柳生命力的顽强？

明确：①它们如盘卷的金属，坚挺而硬韧，与沙砾粘结的如同钢筋混凝土。

②每一块红柳根，都弥久地维持着盘根错节的形状，好像一棵傲然不屈的英魂。

③最健硕有力的小伙子，也折不断红柳苍老的手臂了。

3、这些语句歌颂了红柳的顽强的生命力，文章还歌颂了红柳的其他什么精神？

明确：①它可以固住泥沙，保护生态环境。

②当人们用它烧饭时，它“持续而稳定地吐出熊熊的热量”，燃烧了自己，造福了人类。

歌颂了红柳的奉献精神，红柳是高原上的精灵,具有顽强的生命力和傲然不屈的精神，并无私的奉献着自己,尤其是它的强大根系所具有的内在力量，这就是作者为红柳写的颂歌。

解析悲歌，探究红柳的结局及其悲剧成因

1、作者在赞颂红柳的同时，就已经预示了其结局，哪句话暗示了它的结局呢？它的结局又是什么样子呢？

明确：

①我骑马穿行于略带苍蓝色调的红柳丛中，曾以为它必与雪域永在。

②红柳就枝桠遒劲地腾越在旷野之上，好似一副镂空的恐龙骨架。

③整个红柳丛就訇然倒下了。

④去年被掘走红柳的沙丘，好像做了眼球摘除术的伤员，依旧大睁着空洞的眼睑，怒向苍穹。

⑤红柳林早已掘净烧光，连根须都烟消灰灭了。

2、红柳能固住泥沙，给人们带来绿色的树，给高原带来生命的希望的树，最后却被挖掉了，这无疑是一出悲剧，但可悲的仅是这些吗？

生讨论，代表回答。

明确：人们不仅亲手毁灭了这高原上唯一的绿树，破坏了生态平衡，还理直气壮，振振有词，认识不到自己行为的可悲。美被毁灭，可悲！毁灭美而不自知（连用四个“对不对”），尤其可悲！

3、这个深刻的悲剧作者没有明白的说出来，而是蕴含在平平常常的叙事之中，请同学们找出平静地叙述的例子。

明确：①30年前，我在西藏阿里当兵。

②挖红柳的队伍，带着铁锨、镐头和斧，浩浩荡荡的出发了。（挖红柳的过程）

③只需在红柳根部，挖一条深深的巷子，用架子把火药探进去……也尸骸散地了。（人们使用炸药的过程）

本文的一个写作特写就是寓丰富而深刻的思想于平静的叙述、细致的描写和大胆的比喻之中。

文本小结

本文融平静的叙事、描写于一体，寄寓丰富而深刻的思想。借着平静的叙事、细致的描写和大胆的比喻，作者为我们唱响了一曲悲歌--为红柳傲然不屈的英魂而悲，更为人类的残酷和无知而悲。

文本延伸

今天我们聆听了毕淑敏为高原红柳所作的这首震撼人心的赞歌和悲歌，但是我们能做的仅仅是歌颂或是悲叹吗？学生观看多媒体课件，进行讨论，推选代表回答问题。

明确：唤起学生的环保意识，能够让学生正确地认识人类和自然的关系，能够为保护环境事业积极地行动起来。

作业布置

1、完成本课的练习册。

2、找找我们身边的环保问题，想一想我们能为我们唯一的家园--地球做些什么，就此问题写一篇倡议书

板书设计

红柳

颂歌悲歌

坚强生命力傲然不屈

奉献残酷、无知

石伟肖